For teachers

Standards we use

Every ClassCake puzzle cites at least one national standard, listed in the answer key in the top-right corner of the puzzle screen. A class set to grade G only sees content from grade G and grade G − 1. These are the 226 standards the current puzzle library uses. Your state's standards may word things differently; most state standards are built on these frameworks.

English: Common Core State Standards: English Language Arts

Code	Grade	Standard
L.2.2	2	Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.3.2	3	Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.4.4	4	Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content.
L.5.4	5	Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content.
L.6.4	6	Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content.
L.7.4	7	Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.
L.7.4b	7	Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel).
L.8.4	8	Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 8 reading and content, choosing flexibly from a range of strategies.
L.8.4b	8	Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, secede).
RF.1.2	1	Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
RF.1.3	1	Know and apply grade-level phonics and word analysis skills in decoding words.
RF.2.3	2	Know and apply grade-level phonics and word analysis skills in decoding words.
RF.3.3	3	Know and apply grade-level phonics and word analysis skills in decoding words.
RF.K.2	K	Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
RF.K.3	K	Know and apply grade-level phonics and word analysis skills in decoding words.

Math: Common Core State Standards: Mathematics

Code	Grade	Standard
1.OA.A.1	1	Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing.
1.OA.A.2	1	Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20.
2.NBT.B.5	2	Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.
2.OA.A.1	2	Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing.
3.OA.C.7	3	Fluently multiply and divide within 100. By the end of Grade 3, know from memory all products of two one-digit numbers.
3.OA.D.8	3	Solve two-step word problems using the four operations; represent these problems using equations with a letter standing for the unknown quantity.
4.NBT.B.5	4	Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value.
4.OA.A.3	4	Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems with remainders.
5.NF.B.4	5	Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.
5.OA.A.1	5	Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols.
5.OA.A.2	5	Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them.
6.EE.A.1	6	Write and evaluate numerical expressions involving whole-number exponents.
6.NS.A.1	6	Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions.
7.NS.A.1	7	Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram.
7.NS.A.2	7	Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers.
7.NS.A.3	7	Solve real-world and mathematical problems involving the four operations with rational numbers.
K.OA.A.1	K	Represent addition and subtraction with objects, fingers, mental images, drawings, sounds, acting out situations, verbal explanations, expressions, or equations.
K.OA.A.2	K	Solve addition and subtraction word problems, and add and subtract within 10, using objects or drawings to represent the problem.

Science: Next Generation Science Standards

Code	Grade	Standard
1-ESS1-1	1	Use observations of the sun, moon, and stars to describe patterns that can be predicted.
1-ESS1-2	1	Make observations at different times of year to relate the amount of daylight to the time of year.
1-LS1-1	1	Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs.
1-LS1-2	1	Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.
1-LS3-1	1	Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents.
1-PS4-1	1	Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate.
1-PS4-2	1	Make observations to construct an evidence-based account that objects can be seen only when illuminated.
1-PS4-3	1	Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light.
1-PS4-4	1	Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.
2-ESS1-1	2	Use information from several sources to provide evidence that Earth events can occur quickly or slowly.
2-ESS2-1	2	Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land.
2-ESS2-2	2	Develop a model to represent the shapes and kinds of land and bodies of water in an area.
2-ESS2-3	2	Obtain information to identify where water is found on Earth and that it can be solid or liquid.
2-LS2-1	2	Plan and conduct an investigation to determine if plants need sunlight and water to grow.
2-LS2-2	2	Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants.
2-LS4-1	2	Make observations of plants and animals to compare the diversity of life in different habitats.
2-PS1-1	2	Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties.
2-PS1-2	2	Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose.
2-PS1-3	2	Make observations to construct an evidence-based account of how an object made of a small set of pieces can be disassembled and made into a new object.
2-PS1-4	2	Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot.
3-ESS2-1	3	Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season.
3-ESS2-2	3	Obtain and combine information to describe climates in different regions of the world.
3-ESS3-1	3	Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard.
3-LS1-1	3	Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.
3-LS2-1	3	Construct an argument that some animals form groups that help members survive.
3-LS3-1	3	Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms.
3-LS4-1	3	Analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they lived long ago.
3-LS4-3	3	Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all.
3-LS4-4	3	Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change.
3-PS2-1	3	Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object.
3-PS2-2	3	Make observations and/or measurements of an object's motion to provide evidence that a pattern can be used to predict future motion.
3-PS2-3	3	Ask questions to determine cause-and-effect relationships of electric or magnetic interactions between two objects not in contact with each other.
4-ESS1-1	4	Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time.
4-ESS2-1	4	Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation.
4-ESS2-2	4	Analyze and interpret data from maps to describe patterns of Earth's features.
4-ESS3-1	4	Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment.
4-ESS3-2	4	Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans.
4-LS1-1	4	Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.
4-LS1-2	4	Use a model to describe that animals receive different types of information through their senses, process the information in their brain, and respond to the information in different ways.
4-PS3-2	4	Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.
4-PS3-4	4	Apply scientific ideas to design, test, and refine a device that converts energy from one form to another.
4-PS4-1	4	Develop a model of waves to describe patterns in terms of amplitude and wavelength and that waves can cause objects to move.
4-PS4-2	4	Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen.
4-PS4-3	4	Generate and compare multiple solutions that use patterns to transfer information.
5-ESS1-1	5	Support an argument that differences in the apparent brightness of the sun compared to other stars is due to their relative distances from Earth.
5-ESS1-2	5	Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky.
5-ESS2-1	5	Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.
5-ESS2-2	5	Describe and graph the amounts of salt water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth.
5-ESS3-1	5	Obtain and combine information about ways individual communities use science ideas to protect the Earth's resources and environment.
5-LS1-1	5	Support an argument that plants get the materials they need for growth chiefly from air and water.
5-LS2-1	5	Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.
5-PS1-1	5	Develop a model to describe that matter is made of particles too small to be seen.
5-PS1-2	5	Measure and graph quantities to provide evidence that regardless of the type of change that occurs when heating, cooling, or mixing substances, the total weight of matter is conserved.
5-PS1-3	5	Make observations and measurements to identify materials based on their properties.
5-PS1-4	5	Conduct an investigation to determine whether the mixing of two or more substances results in new substances.
5-PS3-1	5	Use models to describe that energy in animals' food was once energy from the sun.
K-2-ETS1-1	K-2	Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.
K-ESS2-1	K	Use and share observations of local weather conditions to describe patterns over time.
K-ESS2-2	K	Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs.
K-ESS3-1	K	Use a model to represent the relationship between the needs of different plants and animals and the places they live.
K-ESS3-2	K	Ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond to, severe weather.
K-ESS3-3	K	Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment.
K-LS1-1	K	Use observations to describe patterns of what plants and animals (including humans) need to survive.
K-PS2-1	K	Plan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object.
K-PS3-1	K	Make observations to determine the effect of sunlight on Earth's surface.
K-PS3-2	K	Use tools and materials to design and build a structure that will reduce the warming effect of sunlight on an area.
MS-ESS1-1	6-8	Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons.
MS-ESS1-2	6-8	Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system.
MS-ESS1-3	6-8	Analyze and interpret data to determine scale properties of objects in the solar system.
MS-ESS1-4	6-8	Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth's 4.6-billion-year-old history.
MS-ESS2-1	6-8	Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.
MS-ESS2-2	6-8	Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales.
MS-ESS2-3	6-8	Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions.
MS-ESS2-4	6-8	Develop a model to describe the cycling of water through Earth's systems driven by energy from the sun and the force of gravity.
MS-ESS2-5	6-8	Collect data to provide evidence for how the motions and complex interactions of air masses results in changes in weather conditions.
MS-ESS2-6	6-8	Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates.
MS-ESS3-1	6-8	Construct a scientific explanation based on evidence for how the uneven distributions of Earth's mineral, energy, and groundwater resources are the result of past and current geoscience processes.
MS-ESS3-2	6-8	Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
MS-ESS3-3	6-8	Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.
MS-ESS3-4	6-8	Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth's systems.
MS-ESS3-5	6-8	Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century.
MS-ETS1-1	6-8	Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.
MS-ETS1-2	6-8	Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
MS-LS1-1	6-8	Conduct an investigation to provide evidence that living things are made of cells, either one cell or many different numbers and types of cells.
MS-LS1-2	6-8	Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.
MS-LS1-3	6-8	Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.
MS-LS1-4	6-8	Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively.
MS-LS1-5	6-8	Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
MS-LS1-6	6-8	Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms.
MS-LS1-7	6-8	Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism.
MS-LS1-8	6-8	Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
MS-LS2-1	6-8	Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.
MS-LS2-2	6-8	Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems.
MS-LS2-3	6-8	Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.
MS-LS2-4	6-8	Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
MS-LS2-5	6-8	Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
MS-LS3-1	6-8	Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism.
MS-LS3-2	6-8	Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.
MS-LS4-1	6-8	Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past.
MS-LS4-2	6-8	Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships.
MS-LS4-3	6-8	Analyze displays of pictorial data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy.
MS-LS4-5	6-8	Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms.
MS-LS4-6	6-8	Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time.
MS-PS1-1	6-8	Develop models to describe the atomic composition of simple molecules and extended structures.
MS-PS1-2	6-8	Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred.
MS-PS1-3	6-8	Gather and make sense of information to describe that synthetic materials come from natural resources and impact society.
MS-PS1-4	6-8	Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed.
MS-PS1-5	6-8	Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved.
MS-PS1-6	6-8	Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes.
MS-PS2-1	6-8	Apply Newton's Third Law to design a solution to a problem involving the motion of two colliding objects.
MS-PS2-2	6-8	Plan an investigation to provide evidence that the change in an object's motion depends on the sum of the forces on the object and the mass of the object.
MS-PS2-3	6-8	Ask questions about data to determine the factors that affect the strength of electric and magnetic forces.
MS-PS2-4	6-8	Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects.
MS-PS2-5	6-8	Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact.
MS-PS3-1	6-8	Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an object and to the speed of an object.
MS-PS3-3	6-8	Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer.
MS-PS3-5	6-8	Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object.
MS-PS4-1	6-8	Use mathematical representations to describe a simple model for waves that includes how the amplitude of a wave is related to the energy in a wave.
MS-PS4-2	6-8	Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials.
MS-PS4-3	6-8	Integrate qualitative scientific and technical information to support the claim that digitized signals (sent as wave pulses) are a more reliable way to encode and transmit information.

Social Studies: C3 Framework for Social Studies State Standards

Code	Grade	Standard
D2.Civ.1.3-5	3-5	Distinguish the responsibilities and powers of government officials at various levels and branches of government and in different times and places.
D2.Civ.10.6-8	6-8	Explain the relevance of personal interests and perspectives, civic virtues, and democratic principles when people address issues and problems in government and civil society.
D2.Civ.12.3-5	3-5	Explain how rules and laws change society and how people change rules and laws.
D2.Civ.12.6-8	6-8	Assess specific rules and laws (both actual and proposed) as means of addressing public problems.
D2.Civ.14.3-5	3-5	Illustrate historical and contemporary means of changing society.
D2.Civ.14.6-8	6-8	Compare historical and contemporary means of changing societies, and promoting the common good.
D2.Civ.14.K-2	K-2	Describe how people have tried to improve their communities over time.
D2.Civ.2.6-8	6-8	Explain specific roles played by citizens (such as voters, jurors, taxpayers, members of the armed forces, petitioners, protesters, and office-holders).
D2.Civ.2.K-2	K-2	Explain how all people, not just official leaders, play important roles in a community.
D2.Civ.3.3-5	3-5	Examine the origins and purposes of rules, laws, and key U.S. constitutional provisions.
D2.Civ.3.6-8	6-8	Examine the origins, purposes, and impact of constitutions, laws, treaties, and international agreements.
D2.Civ.3.K-2	K-2	Explain the need for and purposes of rules in various settings inside and outside of school.
D2.Civ.4.6-8	6-8	Explain the powers and limits of the three branches of government, public officials, and bureaucracies at different levels in the United States and in other countries.
D2.Civ.5.3-5	3-5	Explain the origins, functions, and structure of different systems of government, including those created by the U.S. and state constitutions.
D2.Civ.6.3-5	3-5	Describe ways in which people benefit from and are challenged by working together, including through families, workplaces, voluntary organizations, and government.
D2.Civ.6.6-8	6-8	Describe the roles of political, civil, and economic organizations in shaping people's lives.
D2.Civ.8.3-5	3-5	Identify core civic virtues and democratic principles that guide government, society, and communities.
D2.Civ.8.6-8	6-8	Analyze ideas and principles contained in the founding documents of the United States, and explain how they influence the social and political system.
D2.Eco.1.6-8	6-8	Explain how economic decisions affect the well-being of individuals, businesses, and society.
D2.Eco.13.3-5	3-5	Describe ways people can increase productivity by using improved capital goods and improving their human capital.
D2.Eco.14.3-5	3-5	Explain how trade leads to increasing economic interdependence among nations.
D2.Eco.15.6-8	6-8	Explain the benefits and the costs of trade policies to individuals, businesses, and society.
D2.Eco.3.3-5	3-5	Identify examples of the variety of resources (human capital, physical capital, and natural resources) that are used to produce goods and services.
D2.Eco.3.K-2	K-2	Describe the skills and knowledge required to produce certain goods and services.
D2.Eco.4.3-5	3-5	Explain why individuals and businesses specialize and trade.
D2.Eco.4.K-2	K-2	Describe the goods and services that people in the local community produce and those that are produced in other communities.
D2.Eco.5.3-5	3-5	Explain the role of money in making exchange easier
D2.Eco.5.6-8	6-8	Explain ways in which money facilitates exchange by reducing transactional costs.
D2.Eco.6.3-5	3-5	Explain the relationship between investment in human capital, productivity, and future incomes.
D2.Eco.6.K-2	K-2	Explain how people earn income.
D2.Geo.1.K-2	K-2	Construct maps, graphs, and other representations of familiar places.
D2.Geo.11.6-8	6-8	Explain how the relationship between the environmental characteristics of places and production of goods influences the spatial patterns of world trade.
D2.Geo.11.K-2	K-2	Explain how the consumption of products connects people to distant places.
D2.Geo.2.3-5	3-5	Use maps, satellite images, photographs, and other representations to explain relationships between the locations of places and regions and their environmental characteristics.
D2.Geo.2.6-8	6-8	Use maps, satellite images, photographs, and other representations to explain relationships between the locations of places and regions, and changes in their environmental characteristics.
D2.Geo.2.K-2	K-2	Use maps, graphs, photographs, and other representations to describe places and the relationships and interactions that shape them.
D2.Geo.4.3-5	3-5	Explain how culture influences the way people modify and adapt to their environments.
D2.Geo.4.6-8	6-8	Explain how cultural patterns and economic decisions influence environments and the daily lives of people in both nearby and distant places.
D2.Geo.4.K-2	K-2	Explain how weather, climate, and other environmental characteristics affect people's lives in a place or region.
D2.Geo.5.3-5	3-5	Explain how the cultural and environmental characteristics of places change over time.
D2.Geo.5.K-2	K-2	Describe how human activities affect the cultural and environmental characteristics of places or regions.
D2.Geo.6.3-5	3-5	Describe how environmental and cultural characteristics influence population distribution in specific places or regions.
D2.Geo.6.6-8	6-8	Explain how the physical and human characteristics of places and regions are connected to human identities and cultures.
D2.Geo.7.3-5	3-5	Explain how cultural and environmental characteristics affect the distribution and movement of people, goods, and ideas.
D2.Geo.7.6-8	6-8	Explain how changes in transportation and communication technology influence the spatial connections among human settlements and affect the diffusion of ideas and cultural practices.
D2.Geo.7.K-2	K-2	Explain why and how people, goods, and ideas move from place to place.
D2.Geo.8.3-5	3-5	Explain how human settlements and movements relate to the locations and use of various natural resources.
D2.Geo.8.6-8	6-8	Analyze how relationships between humans and environments extend or contract spatial patterns of settlement and movement.
D2.Geo.9.K-2	K-2	Describe the connections between the physical environment of a place and the economic activities found there.
D2.His.1.3-5	3-5	Create and use a chronological sequence of related events to compare developments that happened at the same time.
D2.His.1.6-8	6-8	Analyze connections among events and developments in broader historical contexts.
D2.His.1.K-2	K-2	Create a chronological sequence of multiple events.
D2.His.10.3-5	3-5	Compare information provided by different historical sources about the past.
D2.His.10.6-8	6-8	Detect possible limitations in the historical record based on evidence collected from different kinds of historical sources.
D2.His.14.3-5	3-5	Explain probable causes and effects of events and developments.
D2.His.14.6-8	6-8	Explain multiple causes and effects of events and developments in the past.
D2.His.2.3-5	3-5	Compare life in specific historical time periods to life today.
D2.His.2.6-8	6-8	Classify series of historical events and developments as examples of change and/or continuity.
D2.His.2.K-2	K-2	Compare life in the past to life today.
D2.His.3.3-5	3-5	Generate questions about individuals and groups who have shaped significant historical changes and continuities.
D2.His.3.6-8	6-8	Use questions generated about individuals and groups to analyze why they, and the developments they shaped, are seen as historically significant.
D2.His.3.K-2	K-2	Generate questions about individuals and groups who have shaped a significant historical change.
D2.His.4.3-5	3-5	Explain why individuals and groups during the same historical period differed in their perspectives.
D2.His.4.6-8	6-8	Analyze multiple factors that influenced the perspectives of people during different historical eras.
D2.His.5.6-8	6-8	Explain how and why perspectives of people have changed over time.
D2.His.9.3-5	3-5	Summarize how different kinds of historical sources are used to explain events in the past.
D2.His.9.6-8	6-8	Classify the kinds of historical sources used in a secondary interpretation.

Logic: CSTA K–12 Computer Science Standards

Code	Grade	Standard
1A-AP-08	K-2	Model daily processes by creating and following algorithms (sets of step-by-step instructions) to complete tasks
1A-AP-10	K-2	Develop programs with sequences and simple loops, to express ideas or address a problem.
1B-AP-10	3-5	Create programs that include sequences, events, loops, and conditionals
1B-AP-11	3-5	Decompose (break down) problems into smaller, manageable subproblems to facilitate the program development process
2-AP-12	6-8	Design and iteratively develop programs that combine control structures, including nested loops and compound conditionals.
2-AP-13	6-8	Decompose problems and subproblems into parts to facilitate the design, implementation, and review of programs.

Credits

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