# data[].attributes.headline
Approved Basic Skills Exam Course Matrix

# data[].attributes.subject
Approved Basic Skills Exam Course Matrix

# data[].attributes.attachment_link.description
A better way to explore careers. Fun, inspiring career videos and quiz, coupled with smart data tools. Find the hidden gem career that is right for you.

# data[].attributes.headline
National Technical Assistance Center on Transition: The Collaborative (NTACT:C)

# data[].attributes.subject
National Technical Assistance Center on Transition: The Collaborative (NTACT:C)

# data[].attributes.body
Supporting you to improve opportunities and outcomes for students and youth with disabilities.

# data[].attributes.attachment_link.title
NTACT:C | National Technical Assistance Center on Transition

# data[].attributes.attachment_link.description
The Collaborative (NTACT:C) Supporting you to improve opportunities and outcomes for students and youth with disabilities

# data[].attributes.body
The National Career Clusters® Framework provides a vital structure for organizing and delivering quality CTE programs through learning and comprehensive programs of study

# data[].attributes.attachment_link.description
The National Career Clusters® Framework provides structure for organizing and delivering quality CTE programs.

# data[].attributes.body
All Nevada students are equipped and feel empowered to attain their vision of success

# data[].attributes.attachment_link.description
All Nevada students are equipped and feel empowered to attain their vision of success.

# data[].attributes.headline
Business and Industry License Information

# data[].attributes.subject
Business and Industry License Information

# data[].attributes.attachment_link.readable_text
[NAC-389 Revised Date: 5-22]
CHAPTER 389 - ACADEMICS AND TEXTBOOKS

GENERAL PROVISIONS

389.011 Definitions.

389.015 "Adjusted diploma" defined. [Replaced in revision by NAC 390.015.]

389.017 "Adult standard diploma" defined. [Replaced in revision by NAC 390.018.]

389.0187 "Computer science" defined.

389.0195 "Criterion-referenced examination" defined. [Replaced in revision by NAC 390.021.]

389.0197 "Dance theory and practice" defined.

389.020 "Demonstrate" defined.

389.0242 "End-of-course examination" defined. [Replaced in revision by NAC 390.031.]

389.0246 "Graduating cohort" defined. [Replaced in revision by NAC 390.041.]

389.0275 "Harmonizing instruments" defined.

389.029 "Information literate" defined.

389.0295 "Media arts" defined.

389.032 "Music composition and theory" defined.

389.0325 "Music technology" defined.

389.033 "Music theory and practice" defined.

389.034 "Semester" defined.

389.035 "Standard diploma" defined. [Replaced in revision by NAC 390.061.]

389.0355 "The arts" defined.

389.0357 "Theater" defined.

389.0358 "Traditional ensemble" defined.

389.036 "Trimester" defined.

389.040 "Unit of credit" defined.

389.042 "Visual arts" defined.

389.046 "World language" defined.

ADMINISTRATION OF ACHIEVEMENT AND END-OF-COURSE EXAMINATIONS AND COLLEGE AND CAREER READINESS ASSESSMENTS

389.0482 Eligibility of pupil to take end-of-course examination. [Replaced in revision by NAC 390.200.]

389.0484 Eligibility of pupil to take college and career readiness assessment. [Replaced in revision by NAC 390.210.]

389.051 Times for administration; special administration. [Replaced in revision by NAC 390.220.]

389.0515 General requirements for examinations. [Replaced in revision by NAC 390.230.]

389.054 Confidentiality and security of testing materials. [Replaced in revision by NAC 390.240.]

389.056 Procedures for administration. [Replaced in revision by NAC 390.250.]

389.0565 Use of calculators on examinations. [Replaced in revision by NAC 390.260.]

389.057 Eligibility for reexamination. [Replaced in revision by NAC 390.270.]

389.0574 School district to provide remedial study to pupil who fails end-of-course examination; plan to provide remedial study to be provided to Department; review and approval of plan; times remedial study to be offered. [Replaced in revision by NAC 390.280.]

389.0576 Charter school to provide remedial study to pupil who fails end-of-course examination; plan to provide remedial study to be provided to sponsor; review and approval of plan; times remedial study to be offered. [Replaced in revision by NAC 390.290.]

389.058 Reporting of results to Department. [Replaced in revision by NAC 390.300.]

389.059 Restriction on reporting scores of individual pupils; reporting of aggregated scores. [Replaced in revision by NAC 390.310.]

389.061 Specific criterion-referenced examinations required. [Replaced in revision by NAC 390.320.]

389.071 Proficiency examinations in writing: High school; fifth and eighth grades. [Replaced in revision by NAC 390.330.]

389.083 Maintenance of results of examinations and list of names and scores. [Replaced in revision by NAC 390.340.]

KINDERGARTEN THROUGH HIGH SCHOOL

389.167 World language at the novice-mid proficiency level.

389.169 World language at the novice-high proficiency level.

389.171 World language at the intermediate-low proficiency level.

389.173 World language at the intermediate-mid proficiency level.

389.177 World language at the intermediate-high proficiency level.

389.179 World language at the advanced-low proficiency level.

389.181 World language at the advanced-mid proficiency level.

389.183 World language at the advanced-high proficiency level.

389.187 Academic, career, and personal and social development.

PREKINDERGARTEN, ELEMENTARY SCHOOL, MIDDLE SCHOOL AND JUNIOR HIGH SCHOOL

Prescribed Courses

389.195 Elementary school.

Instruction: Prekindergarten Through Second Grade

389.232 Kindergarten: Common Core Standards for English language arts.

389.237 Kindergarten: Common Core Standards for mathematics.

389.2372 Kindergarten: Dance theory and practice.

389.2374 Kindergarten: Media arts.

389.2376 Kindergarten: Music theory and practice.

389.238 Kindergarten: Social studies.

389.239 Kindergarten: Science.

389.2413 Kindergarten: Theater.

389.2415 Kindergarten: Visual arts.

389.2418 First grade: Common Core Standards for English language arts.

389.24195 First grade: Common Core Standards for mathematics.

389.24196 First grade: Dance theory and practice.

389.24197 First grade: Media arts.

389.24198 First grade: Music theory and practice.

389.2421 First grade: Social studies.

389.2423 Prekindergarten through second grade: Health.

389.2424 Kindergarten through second grade: Computer education and technology.

389.24245 First grade: Science.

389.24247 First grade: Theater.

389.24249 First grade: Visual arts.

389.2425 Second grade: Physical education.

389.2431 Second grade: Common Core Standards for English language arts.

389.2433 Second grade: Information literacy.

389.2436 Second grade: Common Core Standards for mathematics.

389.2437 Second grade: Social studies.

389.244 Second grade: Science.

389.2442 Second grade: Dance theory and practice.

389.2444 Second grade: Media arts.

389.2446 Second grade: Music theory and practice.

389.2448 Second grade: Theater.

389.2451 Second grade: Visual arts.

Instruction: Third Grade

389.247 Common Core Standards for English language arts.

389.248 Information literacy.

389.252 Common Core Standards for mathematics.

389.254 Social studies.

389.257 Dance theory and practice.

389.259 Media arts.

389.261 Music theory and practice.

389.263 Theater.

389.265 Visual arts.

389.284 Science.

Instruction: Fourth Grade

389.286 Dance theory and practice.

389.2862 Media arts.

389.2864 Music theory and practice.

389.2866 Theater.

389.2868 Visual arts.

389.2931 Common Core Standards for English language arts.

389.2932 Information literacy.

389.2933 Social studies.

389.2935 Common Core Standards for mathematics.

389.2936 Science.

Instruction: Third Through Fifth Grades

389.2938 Third through fifth grades: Health.

389.2939 Fifth grade: Science.

389.29415 Fifth grade: Information literacy.

389.2942 Fifth grade: Social studies.

389.29425 Fifth grade: Common Core Standards for English language arts.

389.29435 Fifth grade: Common Core Standards for mathematics.

389.2946 Third through fifth grades: Physical education.

389.2948 Third through fifth grades: Computer education and technology.

389.2951 Fifth grade: Dance theory and practice.

389.2952 Fifth grade: Media arts.

389.2953 Fifth grade: Music theory and practice.

389.2954 Fifth grade: Theater.

389.2955 Fifth grade: Visual arts.

Instruction: Sixth Through Eighth Grades

389.2985 Sixth grade: Common Core Standards for English language arts.

389.299 Sixth grade: Information literacy.

389.302 Sixth grade: Common Core Standards for mathematics.

389.304 Sixth grade: Dance theory and practice.

389.306 Sixth grade: Media arts.

389.308 Sixth grade: Music theory and practice.

389.311 Sixth grade: Theater.

389.313 Sixth grade: Visual arts.

389.322 Seventh grade: Common Core Standards for English language arts.

389.324 Seventh grade: Common Core Standards for mathematics.

389.326 Seventh grade: Dance theory and practice.

389.328 Seventh grade: Media arts.

389.332 Seventh grade: Music theory and practice.

389.334 Seventh grade: Theater.

389.336 Seventh grade: Visual arts.

389.372 Sixth through eighth grades: Social studies.

389.381 Sixth through eighth grades: Health.

389.386 Sixth through eighth grades: Physical education.

389.3905 Sixth through eighth grades: Computer education and technology.

389.393 Eighth grade: Home and career skills.

389.395 Seventh and eighth grades: Required courses where subjects taught by different teachers.

389.402 Eighth grade: Common Core Standards for English language arts.

389.407 Eighth grade: Common Core Standards for mathematics.

389.4075 Eighth grade: Dance theory and practice.

389.408 Eighth grade: Media arts.

389.4085 Eighth grade: Music theory and practice.

389.409 Eighth grade: Theater.

389.4095 Eighth grade: Visual arts.

389.411 Sixth through eighth grades: Science.

Requirements for Promotion to High School

389.445 Required units of credit; pupils with disabilities; pupils who transfer between schools; recognition of certain programs of homeschool study.

HIGH SCHOOL

Required Courses of Study

389.450 Prescribed courses of study for graduation.

389.452 Arts and humanities.

389.455 Health.

389.4612 Common Core Standards for English language arts.

389.4645 Common Core State Standards for mathematics.

389.485 Physical education.

389.488 Exemption from physical education.

389.491 Science: Generally.

389.4915 Science: Standards.

389.505 Computer education and technology.

389.511 Social studies.

Elective Courses of Study

389.516 Permissible elective courses of study.

389.551 Business math.

389.555 Employability skills for career readiness.

389.556 Journalism.

389.558 Speech.

389.562 Program of study in career and technical education that includes apprenticeship or paid work experience: Requirements; participation.

389.564 Program of study in career and technical education that includes apprenticeship or paid work experience: Duties of teacher of record.

389.566 Program of study in career and technical education that includes apprenticeship or paid work experience: Duties of employer.

389.568 Drivers' education.

389.571 American Sign Language: First year.

389.5712 American Sign Language: Second year.

389.5714 American Sign Language: Third year.

389.5716 American Sign Language: Fourth year.

389.6105 The arts: Designation of proficiency level of pupil in art form; high school not required to provide instruction in each art form or level of proficiency.

389.6115 Music composition and theory: Pupils rated as proficient.

389.6125 Music composition and theory: Pupils rated as accomplished.

389.6135 Music composition and theory: Pupils rated as advanced.

389.6145 Harmonizing instruments: Pupils rated as novice.

389.6155 Harmonizing instruments: Pupils rated as intermediate.

389.6165 Harmonizing instruments: Pupils rated as proficient.

389.6175 Harmonizing instruments: Pupils rated as accomplished.

389.6185 Harmonizing instruments: Pupils rated as advanced.

389.6195 Traditional ensembles: Pupils rated as novice.

389.6205 Traditional ensembles: Pupils rated as intermediate.

389.6215 Traditional ensembles: Pupils rated as accomplished.

389.6225 Traditional ensembles: Pupils rated as advanced.

389.6235 Music technology: Pupils rated as proficient.

389.6245 Music technology: Pupils rated as accomplished.

389.6255 Music technology: Pupils rated as advanced.

389.6265 Visual arts: Pupils rated as proficient.

389.6275 Visual arts: Pupils rated as accomplished.

389.6285 Visual arts: Pupils rated as advanced.

389.6295 Theater: Pupils rated as proficient.

389.6305 Theater: Pupils rated as accomplished.

389.6315 Theater: Pupils rated as advanced.

389.6325 Media arts: Pupils rated as novice.

389.6335 Media arts: Pupils rated as intermediate.

389.6345 Media arts: Pupils rated as advanced.

389.6355 Dance theory and practice: Pupils rated as novice.

389.6365 Dance theory and practice: Pupils rated as proficient.

389.6375 Dance theory and practice: Pupils rated as advanced.

389.644 Course of work and study: Requirements.

389.646 Course of work and study: Eligible pupils.

389.648 Course of work and study: Designation and duties of teacher of record.

389.650 Course of work and study: Duties of participating employer.

389.6549 Great Basin Native American language.

Credits and Grading

389.6552 Passage of end-of-course examinations required for diploma to be awarded. [Replaced in revision by NAC 390.400.]

389.658 Submission of results of end-of-course examinations. [Replaced in revision by NAC 390.410.]

389.6585 Publication of standards and passing grades; submission by school districts and charter schools of certain information; review and approval by Department. [Replaced in revision by NAC 390.420.]

389.659 Units of credit or semesters required for promotion to next higher grade level; waiver of certain requirements.

389.6625 Uniform grading scale; computation of grade point average; assignment of value to grade earned by pupil transferring from another state; applicability; policies assigning a plus or minus to grades.

389.663 Units of credit and grade point average required to receive advanced diploma. [Replaced in revision by NAC 390.430.]

389.664 Units of credit required to receive standard diploma. [Replaced in revision by NAC 390.440.]

389.666 Units applicable toward graduation.

389.668 Credit which may be granted in fractional time units.

389.670 Credit granted for performance on examination in lieu of course attendance: Board of trustees required to prescribe application and eligible courses of study; effect of pupil's withdrawal from school; authority of State Board to review examination and minimum score required.

389.672 Academic credit for a course of study in career and technical education: Limitations and prerequisites.

389.673 Academic credit for courses of study in career and technical education: Periodic review and approval of each course.

389.674 Credit for equivalent experience outside campus or program.

389.676 Credit for sectarian religious courses not allowed.

389.678 Summer school units applicable toward graduation.

389.680 Credit for correspondence courses.

389.682 Requirements for graduation for pupils transferring to Nevada high school. [Replaced in revision by NAC 390.450.]

389.684 Schools prohibited from reducing or reevaluating credits transferred from another school.

389.686 Exemptions for certain high schools from requirements for graduation. [Replaced in revision by NAC 390.460.]

389.688 Requirements for adult standard diploma. [Replaced in revision by NAC 390.470.]

389.690 Credit received through adult high school program applicable toward adult standard diploma. [Replaced in revision by NAC 390.480.]

389.692 Other credits applicable toward adult standard diploma. [Replaced in revision by NAC 390.490.]

389.694 Waiver of credits for adult standard diploma; scores required on high school equivalency assessment for waiver. [Replaced in revision by NAC 390.500.]

389.695 Attendance at adult high school program for test preparation. [Replaced in revision by NAC 390.510.]

389.696 Individualized program of education for pupil with disability. [Replaced in revision by NAC 388.2855 and 390.530.]

389.698 Adjusted diploma for pupil with disability. [Replaced in revision by NAC 390.520.]

Miscellaneous Provisions

389.700 Transcript of high school record.

Program of Independent Study

389.710 "Independent study" defined.

389.720 Plan to operate program; approval or denial of plan; written policy; system of recordkeeping.

389.730 Courses allowed; courses outside school district.

389.740 Licensing of instructors; supervision required for certain courses.

389.750 Written agreement with pupil.

Program of Career and Technical Education

389.800 General requirements for program.

389.803 Program areas.

389.805 Duties of Department of Education and school district.

389.810 Establishment and duties of joint technical skills committees and career and technical education councils.

389.815 Requirements for endorsement on diploma indicating successful completion of program.

389.817 Criteria for awarding grants for programs; submission of annual report concerning performance of program funded by grant; use of biennial reports to determine criteria.

WORK-BASED LEARNING PROGRAMS

389.825 Contents of application to offer program; contents of report; consideration of application by State Board; approval of program; resubmission of application or report.

389.826 Authorized subject matter of program; application of pupil to participate; award of credit; requirements of work site.

389.827 Duties of coordinator.

COMPETENCY-BASED EDUCATION

389.829 Requirements for participation in pilot program; submission and review of applications; selection of schools.

COLLEGE READINESS

389.830 "College readiness" defined.

389.835 Standards for college readiness.

389.840 Indications of college readiness.

389.845 Scope of college readiness.

VETERANS

389.850 Issuance of standard high school diploma to certain veterans who left high school to serve in Armed Forces. [Replaced in revision by NAC 390.540.]

SELECTION AND USE OF TEXTBOOKS AND ELECTRONIC MEDIA

389.852 "Electronic media" defined.

389.854 Committees to evaluate and recommend textbooks and electronic media: Appointment; membership.

389.856 Committee evaluation of textbooks.

389.858 Electronic media: Notification to use; committee evaluation.

389.860 Opportunity for members of community to review textbooks and electronic media and submit comments.

389.862 Recommendations for adoption of textbooks or electronic media: Effect of incorrect or inaccurate evaluation.

389.864 Schedule for adoption of textbooks and electronic media.

389.866 Use of textbook or electronic media on experimental basis.

389.868 Use of revised editions of adopted textbooks or electronic media.

SELECTION OF SUPPLEMENTAL TEXTBOOKS AND RESOURCES FOR MEDIA CENTERS

389.872 Definitions.

389.874 Procedures for selection: Establishment and approval; effect of compliance.

389.876 Procedures for selection: Parameters for development.

389.878 Procedures for selection: Contents.

389.880 Review and reconsideration of selection of materials that are challenged.

GENERAL PROVISIONS

(Added to NAC by Bd. of Education, eff. 12-16-82; A 1-26-90; R065-99, 11-3-99; R086-99, 11-3-99, eff. 1-1-2000; R037-99, 11-3-99, eff. 7-1-2000; R073-00, 6-20-2000; R013-03, 10-30-2003; R063-14, 10-24-2014; R061-14, 12-22-2014; R041-18, 6-26-2018; R043-18, 12-19-2018)

1.  The principles of computers and algorithmic processes.

2.  Hardware and software design.

3.  Applications of computers and algorithmic processes.

4.  The impact of computers and algorithmic processes on society.

(Added to NAC by Bd. of Education by R041-18, eff. 6-26-2018)

1.  Expressive elements of dance;

2.  Terminology that is used to describe dance;

3.  Embodying concepts used in dance; and

4.  Reflecting upon, critiquing and connecting personal experience to dance.

(Added to NAC by Bd. of Education by R043-18, eff. 12-19-2018)

(Added to NAC by Bd. of Education, 1-26-90, eff. 9-1-92)

(Added to NAC by Bd. of Education by R043-18, eff. 12-19-2018)

NAC 389.029 "Information literate" defined."Information literate" means attaining the literacy level established by NAC 389.2433, 389.248, 389.2932, 389.29415 or 389.299 for the grade level in which a pupil is enrolled.

(Added to NAC by Bd. of Education by R013-03, eff. 10-30-2003)

(Added to NAC by Bd. of Education by R043-18, eff. 12-19-2018)

(Added to NAC by Bd. of Education by R043-18, eff. 12-19-2018)

(Added to NAC by Bd. of Education by R043-18, eff. 12-19-2018)

1.  Analyzing, critiquing, describing, evaluating and moving to music;

2.  Synthesizing knowledge of music in relation to history, culture, heritage and other content areas and ideas;

3.  Presenting or demonstrating musical works formally and informally; and

4.  Expressing ideas and feelings through improvising, composing, arranging and interpreting music.

(Added to NAC by Bd. of Education by R043-18, eff. 12-19-2018)

(Added to NAC by Bd. of Education by R037-99, 11-3-99, eff. 7-1-2000)

(Added to NAC by Bd. of Education by R073-00, eff. 6-20-2000; A by R043-18, 12-19-2018)

1.  Scripted and unscripted activities designed to engage pupils in a wide range of real and imagined situations; and

2.  Theatrical conventions, including, without limitation, scripted plays, acting, public performance and stagecraft.

(Added to NAC by Bd. of Education by R043-18, eff. 12-19-2018)

1.  Means a group of persons organized to perform music; and

2.  Includes, without limitation, large groups such as bands, orchestras and choirs and small groups such as duets, trios and quartets.

(Added to NAC by Bd. of Education by R043-18, eff. 12-19-2018)

(Added to NAC by Bd. of Education by R037-99, 11-3-99, eff. 7-1-2000)

(Added to NAC by Bd. of Education, eff. 12-16-82)

1.  Traditional fine art, including, without limitation, drawing, painting, printmaking, photography and sculpture;

2.  Architectural, environmental and industrial art, including, without limitation, folk art and urban, interior, product and landscape design; and

3.  Works of art using materials, including, without limitation, ceramic, fibers, jewelry, wood and paper.

(Added to NAC by Bd. of Education by R073-00, eff. 6-20-2000; A by R043-18, 12-19-2018)

(Added to NAC by Bd. of Education by R063-14, eff. 10-24-2014)

ADMINISTRATION OF ACHIEVEMENT AND END-OF-COURSE EXAMINATIONS AND COLLEGE AND CAREER READINESS ASSESSMENTS

KINDERGARTEN THROUGH HIGH SCHOOL

1.  For the area of interpersonal communication, interact and negotiate meaning in spoken, signed or written conversations to share information, reactions, feelings and opinions, as demonstrated by the ability of the pupil to:

(a) Greet and leave people in a polite way;

(b) Introduce himself or herself and others;

(c) Answer a variety of simple questions;

(d) Make simple statements in a conversation; and

(e) Ask simple questions.

2.  For the area of interpretive communication, understand, interpret and analyze what is heard, read or viewed on a variety of topics, as demonstrated by the ability of the pupil to:

(a) Understand a few courtesy phrases;

(b) Recognize and understand basic information;

(c) Recognize and understand words for a specific purpose; and

(d) Recognize and understand words, phrases and characters using visuals or guidance or through association with what the pupil already knows.

3.  For the area of presentational communication, present information, concepts and ideas to explain and inform, persuade and narrate on a variety of topics using appropriate media and adapt to various audiences of listeners, readers or viewers, as demonstrated by the ability of the pupil to:

(a) Present information using words or phrases about himself or herself and his or her daily activities, likes and dislikes;

(b) Fill out a simple form with basic information;

(c) Write about himself or herself using learned phrases and memorized expressions; and

(d) List daily activities and write lists that assist the pupil in his or her daily life.

4.  For the area of relating cultural practices to perspectives, use the world language to investigate, explain and reflect on the relationship between the practices and perspectives of the cultures being studied, as demonstrated by the ability of the pupil to:

(a) Initiate greetings and use appropriate gestures specific to the cultures being studied;

(b) Identify common social practices of the cultures being studied; and

(c) Describe some aspects of major traditions and celebrations of the cultures being studied.

5.  For the area of relating cultural products to perspectives, use the world language to investigate, explain and reflect on the relationship between the products and perspectives of the cultures being studied, as demonstrated by the ability of the pupil to identify:

(a) Products specific to the cultures being studied and their uses; and

(b) Similarities and differences between products commonly used for expression in the cultures being studied and the pupil's own culture.

6.  For the area of making connections, build, reinforce and expand the pupil's knowledge of other disciplines while using the world language to develop critical thinking and solve problems creatively, as demonstrated by the ability of the pupil to:

(a) Describe and identify geographic locations relative to each other on a map;

(b) Complete basic math functions;

(c) Compare, contrast, discuss and retell aspects of authentic texts of the cultures being studied; and

(d) Identify dates, figures and events of historical importance.

7.  For the area of acquiring information and diverse perspectives, access and evaluate information and diverse perspectives that are available through the world language and its cultures, as demonstrated by the ability of the pupil to:

(a) Identify measurement systems of the cultures being studied;

(b) Describe products of the cultures being studied; and

(c) Recognize and interact with simple authentic resources of the cultures being studied.

8.  For the area of language comparisons, use the world language to investigate, explain and reflect on the nature of language through comparisons of the world language being studied and the pupil's native language, as demonstrated by the ability of the pupil to:

(a) Recognize cognates, word families and language patterns;

(b) Demonstrate that languages have important sound distinctions;

(c) Analyze the writing system of the world language; and

(d) Identify language patterns and grammatical functions.

9.  For the area of cultural comparisons, use the world language to investigate, explain and reflect on the concept of culture through comparisons of the cultures being studied and the pupil's own culture, as demonstrated by the ability of the pupil to:

(a) Identify cultural differences about traditions, celebrations and customs; and

(b) Recognize various uses of language registers.

10.  For the area of school and global communities, use the world language within and beyond the classroom to interact and collaborate in the pupil's community and the globalized world, as demonstrated by the ability of the pupil to identify settings where the world language can be used.

11.  For the area of lifelong learning, set goals and reflect on the pupil's progress in using languages for enjoyment, enrichment and advancement, as demonstrated by the ability of the pupil to:

(a) Apply knowledge of languages to personal, real world interests;

(b) Evaluate his or her acquired skills; and

(c) Reflect on his or her acquired skills.

(Added to NAC by Bd. of Education by R063-14, eff. 10-24-2014)

1.  For the area of interpersonal communication, interact and negotiate meaning in spoken, signed or written conversations to share information, reactions, feelings and opinions, as demonstrated by the ability of the pupil to:

(a) Exchange personal information;

(b) Exchange information using texts, graphs or pictures;

(c) Ask for and give simple directions;

(d) Make plans with other persons; and

(e) Interact with other persons in everyday situations.

2.  For the area of interpretive communication, understand, interpret and analyze what is heard, read or viewed on a variety of topics, as demonstrated by the ability of the pupil to:

(a) Understand simple questions or statements on familiar topics;

(b) Understand simple information using pictures and graphs;

(c) Usually understand short, simple messages on familiar topics;

(d) Understand short, simple descriptions; and

(e) Understand the main idea of published materials.

3.  For the area of presentational communication, present information, concepts and ideas to explain and inform, persuade and narrate on a variety of topics using appropriate media and adapt to various audiences of listeners, readers or viewers, as demonstrated by the ability of the pupil to:

(a) Present and write information using phrases and simple sentences about the pupil's life and familiar experiences or about a familiar person, place or thing; and

(b) Write short notes about things the pupil has learned and request information.

4.  For the area of relating cultural practices to perspectives, use the world language to investigate, explain and reflect on the relationship between the practices and perspectives of the cultures being studied, as demonstrated by the ability of the pupil to:

(a) Use appropriate gestures and social courtesies of the cultures being studied in a variety of structured, everyday situations;

(b) Investigate common social practices of the cultures being studied in relevant situations; and

(c) Examine major traditions and celebrations of the cultures being studied and the practices associated with them.

5.  For the area of relating cultural products to perspectives, use the world language to investigate, explain and reflect on the relationship between the products and perspectives of the cultures being studied, as demonstrated by the ability of the pupil to examine how the contributions of people from the cultures being studied have impacted those cultures in areas such as science, technology and the arts.

6.  For the area of making connections, build, reinforce and expand the pupil's knowledge of other disciplines while using the world language to develop critical thinking and solve problems creatively, as demonstrated by the ability of the pupil to:

(a) Describe and identify geographic locations, terrain and features;

(b) Complete basic math functions;

(c) Compare, contrast, discuss and retell aspects of authentic texts of the cultures being studied; and

(d) Identify dates, figures and events of historical importance.

7.  For the area of acquiring information and diverse perspectives, access and evaluate information and diverse perspectives that are available through the world language and its cultures, as demonstrated by the ability of the pupil to:

(a) Compare and contrast measurement systems of the cultures being studied;

(b) Describe products of the cultures being studied;

(c) Recognize authentic resources of the cultures being studied; and

(d) Interact with authentic resources of the cultures being studied.

8.  For the area of language comparisons, use the world language to investigate, explain and reflect on the nature of language through comparisons of the world language being studied and the pupil's native language, as demonstrated by the ability of the pupil to:

(a) Recognize cognates, word families and language patterns;

(b) Demonstrate that languages have important sound distinctions;

(c) Analyze the writing system of the world language; and

(d) Identify language patterns and grammatical functions.

9.  For the area of cultural comparisons, use the world language to investigate, explain and reflect on the concept of culture through comparisons of the cultures being studied and the pupil's own culture, as demonstrated by the ability of the pupil to:

(a) Identify cultural differences about traditions, celebrations and customs; and

(b) Recognize various language registers and their uses.

10.  For the area of school and global communities, use the world language within and beyond the classroom to interact and collaborate in the pupil's community and the globalized world, as demonstrated by the ability of the pupil to identify settings where the world language can be used.

11.  For the area of lifelong learning, set goals and reflect on the pupil's progress in using languages for enjoyment, enrichment and advancement, as demonstrated by the ability of the pupil to:

(a) Apply knowledge of languages to personal, real world interests;

(b) Evaluate his or her acquired skills; and

(c) Reflect on his or her acquired skills.

(Added to NAC by Bd. of Education by R063-14, eff. 10-24-2014)

1.  For the area of interpersonal communication, interact and negotiate meaning in spoken, signed or written conversations to share information, reactions, feelings and opinions, as demonstrated by the ability of the pupil to:

(a) Hold a simple conversation on a number of everyday topics;

(b) Use the world language to meet basic needs in familiar situations; and

(c) Ask and answer questions on factual information that is familiar to the pupil.

2.  For the area of interpretive communication, understand, interpret and analyze what is heard, read or viewed on a variety of topics, as demonstrated by the ability of the pupil to:

(a) Understand messages related to basic needs and the basic purpose of a message;

(b) Understand questions and simple statements on everyday topics when engaging in a conversation;

(c) Identify simple information on a form; and

(d) Identify information from news media.

3.  For the area of presentational communication, present information, concepts and ideas to explain and inform, persuade and narrate on a variety of topics using appropriate media and adapt to various audiences of listeners, readers or viewers, as demonstrated by the ability of the pupil to:

(a) Talk and write about people, activities and experiences;

(b) Talk and write about needs and wants;

(c) Exchange information about plans;

(d) Present songs, short skits or dramatic readings;

(e) Talk and write about topics of interest;

(f) Give basic instructions; and

(g) Prepare materials for a presentation.

4.  For the area of relating cultural practices to perspectives, use the world language to investigate, explain and reflect on the relationship between the practices and perspectives of the cultures being studied, as demonstrated by the ability of the pupil to:

(a) Examine simple patterns of behavior, gestures and social courtesies of the cultures being studied in a variety of informal and formal situations;

(b) Compare the daily practices of people in the cultures being studied with the daily practices of the pupil; and

(c) Interpret and explain the cultural relevance and historical context of traditions and celebrations of the cultures being studied.

5.  For the area of relating cultural products to perspectives, use the world language to investigate, explain and reflect on the relationship between the products and perspectives of the cultures being studied, as demonstrated by the ability of the pupil to analyze and assess factors that impact products of the cultures being studied.

6.  For the area of making connections, build, reinforce and expand the pupil's knowledge of other disciplines while using the world language to develop critical thinking and solve problems creatively, as demonstrated by the ability of the pupil to:

(a) Discuss how geographic locations affect practices, perspectives and products;

(b) Analyze and evaluate aspects of authentic texts of the cultures being studied with some details; and

(c) Analyze historic contributions of the cultures being studied.

7.  For the area of acquiring information and diverse perspectives, access and evaluate information and diverse perspectives that are available through the world language and its cultures, as demonstrated by the ability of the pupil to:

(a) Recognize authentic resources of the cultures being studied;

(b) Interact with authentic resources of the cultures being studied;

(c) Analyze, examine and evaluate products of the cultures being studied; and

(d) Interpret perspectives unique to the cultures being studied.

8.  For the area of language comparisons, use the world language to investigate, explain and reflect on the nature of language through comparisons of the world language being studied and the pupil's native language, as demonstrated by the ability of the pupil to:

(a) Recognize the equivalent meanings of idiomatic expressions and other linguistic concepts; and

(b) Employ language patterns and grammatical functions.

9.  For the area of cultural comparisons, use the world language to investigate, explain and reflect on the concept of culture through comparisons of the cultures being studied and the pupil's own culture, as demonstrated by the ability of the pupil to:

(a) Analyze cultural differences in traditions, celebrations and customs; and

(b) Describe examples of cultural diversity and the contributions of the cultures being studied that exist in the pupil's community.

10.  For the area of school and global communities, use the world language within and beyond the classroom to interact and collaborate in the pupil's community and the globalized world, as demonstrated by the ability of the pupil to:

(a) Identify settings where the world language can be used;

(b) Demonstrate the ability to find resources that relate to the use and understanding of the world language;

(c) Demonstrate the ability to find resources that relate to the cultures being studied; and

(d) Communicate and reflect on interactions with members of the cultures being studied.

11.  For the area of lifelong learning, set goals and reflect on the pupil's progress in using languages for enjoyment, enrichment and advancement, as demonstrated by the ability of the pupil to:

(a) Apply knowledge of languages to personal, real world interests;

(b) Evaluate his or her acquired skills; and

(c) Reflect on his or her acquired skills.

(Added to NAC by Bd. of Education by R063-14, eff. 10-24-2014)

1.  For the area of interpersonal communication, interact and negotiate meaning in spoken, signed or written conversations to share information, reactions, feelings and opinions, as demonstrated by the ability of the pupil to:

(a) Start, maintain and end a conversation on a variety of familiar topics;

(b) Talk about daily activities and personal preferences;

(c) Use the world language to complete tasks related to personal needs; and

(d) Exchange information about topics of personal interest to the pupil.

2.  For the area of interpretive communication, understand, interpret and analyze what is heard, read or viewed on a variety of topics, as demonstrated by the ability of the pupil to understand:

(a) Basic information in advertisements and recordings;

(b) Messages related to everyday life; and

(c) Simple written exchanges between other people.

3.  For the area of presentational communication, present information, concepts and ideas to explain and inform, persuade and narrate on a variety of topics using appropriate media and adapt to various audiences of listeners, readers or viewers, as demonstrated by the ability of the pupil to:

(a) Present and write about personal and social experiences;

(b) Present and write about something learned or researched;

(c) Present and write about common interests and issues;

(d) Take a critical stance on a topic of interest; and

(e) Write messages, announcements and communications for distribution.

4.  For the area of relating cultural practices to perspectives, use the world language to investigate, explain and reflect on the relationship between the practices and perspectives of the cultures being studied, as demonstrated by the ability of the pupil to:

(a) Analyze social interactions typical of the cultures being studied;

(b) Analyze behavior patterns in the cultures being studied; and

(c) Connect and relate the cultural relevance and historical context of traditions and celebrations of the cultures being studied to current events.

5.  For the area of relating cultural products to perspectives, use the world language to investigate, explain and reflect on the relationship between the products and perspectives of the cultures being studied, as demonstrated by the ability of the pupil to investigate and explain how cultural perspectives and other factors contribute to shaping the products and goods of a culture.

6.  For the area of making connections, build, reinforce and expand the pupil's knowledge of other disciplines while using the world language to develop critical thinking and solve problems creatively, as demonstrated by the ability of the pupil to:

(a) Discuss how geographic locations affect practices, perspectives and products;

(b) Analyze and evaluate aspects of authentic texts of the cultures being studied with some details; and

(c) Analyze historic contributions and controversies of the cultures being studied.

7.  For the area of acquiring information and diverse perspectives, access and evaluate information and diverse perspectives that are available through the world language and its cultures, as demonstrated by the ability of the pupil to:

(a) Recognize authentic resources of the cultures being studied;

(b) Interact with authentic resources of the cultures being studied;

(c) Analyze, examine and evaluate products of the cultures being studied; and

(d) Interpret perspectives unique to the cultures being studied.

8.  For the area of language comparisons, use the world language to investigate, explain and reflect on the nature of language through comparisons of the world language being studied and the pupil's native language, as demonstrated by the ability of the pupil to:

(a) Recognize the equivalent meaning of idiomatic expressions and other linguistic concepts; and

(b) Employ language patterns and grammatical functions.

9.  For the area of cultural comparisons, use the world language to investigate, explain and reflect on the concept of culture through comparisons of the cultures being studied and the pupil's own culture, as demonstrated by the ability of the pupil to:

(a) Analyze cultural differences in traditions, celebrations and customs; and

(b) Describe examples of cultural diversity and the contributions of the cultures being studied that exist in the pupil's community.

10.  For the area of school and global communities, use the world language within and beyond the classroom to interact and collaborate in the pupil's community and the globalized world, as demonstrated by the ability of the pupil to:

(a) Identify settings where the world language can be used;

(b) Demonstrate the ability to find resources that relate to the use and understanding of the world language;

(c) Demonstrate the ability to find resources that relate to the cultures being studied; and

(d) Communicate and reflect on interactions with members of the cultures being studied.

11.  For the area of lifelong learning, set goals and reflect on the pupil's progress in using languages for enjoyment, enrichment and advancement, as demonstrated by the ability of the pupil to:

(a) Apply knowledge of languages to personal, real world interests;

(b) Evaluate his or her acquired skills; and

(c) Reflect on his or her acquired skills.

(Added to NAC by Bd. of Education by R063-14, eff. 10-24-2014)

1.  For the area of interpersonal communication, interact and negotiate meaning in spoken, signed or written conversations to share information, reactions, feelings and opinions, as demonstrated by the ability of the pupil to:

(a) Exchange information related to areas of mutual interest;

(b) Use the world language to complete a task that requires multiple steps; and

(c) Use the world language to handle a situation that may have a complication.

2.  For the area of interpretive communication, understand, interpret and analyze what is heard, read or viewed on a variety of topics, as demonstrated by the ability of the pupil to:

(a) Easily understand straightforward information or interactions;

(b) Understand situations with complicating factors;

(c) Understand accounts of personal events; and

(d) Follow short, written instructions when supported by visual information.

3.  For the area of presentational communication, present information, concepts and ideas to explain and inform, persuade and narrate on a variety of topics using appropriate media and adapt to various audiences of listeners, readers or viewers, as demonstrated by the ability of the pupil to:

(a) Present information on academic and work topics, events, activities and topics of particular interests;

(b) Present a point of view with reasons to support that point of view; and

(c) Write about school and academic topics, community topics, entertainment events and work and career topics.

4.  For the area of relating cultural practices to perspectives, use the world language to investigate, explain and reflect on the relationship between the practices and perspectives of the cultures being studied, as demonstrated by the ability of the pupil to evaluate texts and presentations of the cultures being studied for cultural viewpoints, values and bias.

5.  For the area of relating cultural products to perspectives, use the world language to investigate, explain and reflect on the relationship between the products and perspectives of the cultures being studied, as demonstrated by the ability of the pupil to explain the influence of the cultures being studied on literature, the media and global concerns.

6.  For the area of making connections, build, reinforce and expand the pupil's knowledge of other disciplines while using the world language to develop critical thinking and solve problems creatively, as demonstrated by the ability of the pupil to:

(a) Discuss how geographic locations affect practices, perspectives and products; and

(b) Cultivate personal perspectives in relation to historic contributions and controversies of the cultures being studied.

7.  For the area of acquiring information and diverse perspectives, access and evaluate information and diverse perspectives that are available through the world language and its cultures, as demonstrated by the ability of the pupil to:

(a) Recognize authentic resources of the cultures being studied;

(b) Interact with authentic resources of the cultures being studied;

(c) Analyze, examine and evaluate products of the cultures being studied; and

(d) Interpret perspectives unique to the cultures being studied.

8.  For the area of language comparisons, use the world language to investigate, explain and reflect on the nature of language through comparisons of the world language being studied and the pupil's native language, as demonstrated by the ability of the pupil to:

(a) Recognize the equivalent meanings of idiomatic expressions and other linguistic concepts; and

(b) Employ language patterns and grammatical functions.

9.  For the area of cultural comparisons, use the world language to investigate, explain and reflect on the concept of culture through comparisons of the cultures being studied and the pupil's own culture, as demonstrated by the ability of the pupil to:

(a) Analyze cultural differences in traditions, celebrations and customs; and

(b) Describe examples of cultural diversity and the contributions of the cultures being studied that exist in the pupil's community.

10.  For the area of school and global communities, use the world language within and beyond the classroom to interact and collaborate in the pupil's community and the globalized world, as demonstrated by the ability of the pupil to:

(a) Identify settings where the world language can be used;

(b) Demonstrate the ability to find resources that relate to the use and understanding of the world language;

(c) Demonstrate the ability to find resources that relate to the cultures being studied; and

(d) Communicate and reflect on interactions with members of the cultures being studied.

11.  For the area of lifelong learning, set goals and reflect on the pupil's progress in using languages for enjoyment, enrichment and advancement, as demonstrated by the ability of the pupil to:

(a) Apply knowledge of languages to personal, real world interests;

(b) Evaluate his or her acquired skills; and

(c) Reflect on his or her acquired skills.

(Added to NAC by Bd. of Education by R063-14, eff. 10-24-2014)

1.  For the area of interpersonal communication, interact and negotiate meaning in spoken, signed or written conversations to share information, reactions, feelings and opinions, as demonstrated by the ability of the pupil to:

(a) Participate in conversations on a wide variety of topics that go beyond everyday life;

(b) Compare and contrast life in different settings;

(c) Resolve an unexpected complication that arises in a familiar situation; and

(d) Conduct or participate in interviews.

2.  For the area of interpretive communication, understand, interpret and analyze what is heard, read or viewed on a variety of topics, as demonstrated by the ability of the pupil to:

(a) Understand descriptions and stories of events that have happened or will happen;

(b) Understand the main idea of popular genres;

(c) Find and use information for practical purposes;

(d) Read texts that compare and contrast information; and

(e) Follow written instructions.

3.  For the area of presentational communication, present information, concepts and ideas to explain and inform, persuade and narrate on a variety of topics using appropriate media and adapt to various audiences of listeners, readers or viewers, as demonstrated by the ability of the pupil to present and write about:

(a) Academic and workplace topics for a specific audience;

(b) Social and cultural topics for a specific audience; and

(c) Community interests for a specific audience.

4.  For the area of relating cultural practices to perspectives, use the world language to investigate, explain and reflect on the relationship between the practices and perspectives of the cultures being studied, as demonstrated by the ability of the pupil to:

(a) Explain some factors that contribute to why products and practices vary across cultures;

(b) Analyze how the practices and behaviors of people reflect their cultures and belief systems; and

(c) Explore topics of personal and professional interest.

5.  For the area of relating cultural products to perspectives, use the world language to investigate, explain and reflect on the relationship between the products and perspectives of the cultures being studied, as demonstrated by the ability of the pupil to:

(a) Identify examples of the influence of the cultures being studied on historic and contemporary media and entertainment;

(b) Critique the influence of the cultures being studied on literature, the media and global concerns; and

(c) Explain how social, political, religious and economic institutions reflect cultural beliefs.

6.  For the area of making connections, build, reinforce and expand the pupil's knowledge of other disciplines while using the world language to develop critical thinking and solve problems creatively, as demonstrated by the ability of the pupil to:

(a) Analyze and evaluate how geographic locations affect practices, perspectives and products; and

(b) Use supporting evidence to cultivate personal perspectives in relation to historic contributions and controversies.

7.  For the area of acquiring information and diverse perspectives, access and evaluate information and diverse perspectives that are available through the world language and its cultures, as demonstrated by the ability of the pupil to:

(a) Recognize authentic resources of the cultures being studied;

(b) Interact with authentic resources of the cultures being studied;

(c) Analyze, examine and evaluate products of the cultures being studied; and

(d) Interpret perspectives unique to the cultures being studied.

8.  For the area of language comparisons, use the world language to investigate, explain and reflect on the nature of language through comparisons of the world language being studied and the pupil's native language, as demonstrated by the ability of the pupil to:

(a) Use complex idiomatic expressions and language structures with increasing accuracy; and

(b) Identify or recognize different dialects and register use from different regions, cultures and contexts.

9.  For the area of cultural comparisons, use the world language to investigate, explain and reflect on the concept of culture through comparisons of the cultures being studied and the pupil's own culture, as demonstrated by the ability of the pupil to:

(a) Analyze the perspectives of the cultures being studied as reflected in art and literature; and

(b) Explain the development of traditions, celebrations and customs in the cultures being studied.

10.  For the area of school and global communities, use the world language within and beyond the classroom to interact and collaborate in the pupil's community and the globalized world, as demonstrated by the ability of the pupil to:

(a) Identify settings where the world language can be used;

(b) Demonstrate the ability to find resources that relate to the use and understanding of the world language;

(c) Demonstrate the ability to find resources that relate to the cultures being studied; and

(d) Communicate and reflect on interactions with members of the cultures being studied.

11.  For the area of lifelong learning, set goals and reflect on the pupil's progress in using languages for enjoyment, enrichment and advancement, as demonstrated by the ability of the pupil to:

(a) Apply knowledge of languages to personal, real world interests;

(b) Evaluate his or her acquired skills; and

(c) Reflect on his or her acquired skills.

(Added to NAC by Bd. of Education by R063-14, eff. 10-24-2014)

1.  For the area of interpersonal communication, interact and negotiate meaning in spoken, signed or written conversations to share information, reactions, feelings and opinions, as demonstrated by the ability of the pupil to:

(a) Communicate effectively on a wide variety of present, past and future events;

(b) Exchange general information on topics beyond the pupil's personal fields of interest; and

(c) Handle a complication or unexpected turn of events.

2.  For the area of interpretive communication, understand, interpret and analyze what is heard, read or viewed on a variety of topics, as demonstrated by the ability of the pupil to:

(a) Understand the main idea and many details of descriptions or interviews, accounts of events and directions regarding everyday tasks; and

(b) Follow the general idea and some details of what is written in a story, the details of past, present and future events, and topics beyond the pupil's personal fields of interest.

3.  For the area of presentational communication, present information, concepts and ideas to explain and inform, persuade and narrate on a variety of topics using appropriate media and adapt to various audiences of listeners, readers or viewers, as demonstrated by the ability of the pupil to:

(a) Present and write about public and personal information;

(b) Convey ideas and elaborate on a variety of academic topics;

(c) Present and write with ease and detail on a wide variety of topics; and

(d) Write well-organized texts about academic, professional and general topics of interest.

4.  For the area of relating cultural practices to perspectives, use the world language to investigate, explain and reflect on the relationship between the practices and perspectives of the cultures being studied, as demonstrated by the ability of the pupil to:

(a) Explain some factors that contribute to why products and practices vary across cultures;

(b) Analyze how the practices and behaviors of people reflect their cultures and belief systems; and

(c) Explore topics of personal and professional interest.

5.  For the area of relating cultural products to perspectives, use the world language to investigate, explain and reflect on the relationship between the products and perspectives of the cultures being studied, as demonstrated by the ability of the pupil to:

(a) Identify examples of the influence of the cultures being studied on historic and contemporary media and entertainment;

(b) Critique the influence of the cultures being studied on literature, the media and global concerns; and

(c) Explain how social, political, religious and economic institutions reflect cultural beliefs.

6.  For the area of making connections, build, reinforce and expand the pupil's knowledge of other disciplines while using the world language to develop critical thinking and solve problems creatively, as demonstrated by the ability of the pupil to:

(a) Analyze and evaluate how geographic locations affect practices, perspectives and products; and

(b) Use supporting evidence to cultivate personal perspectives in relation to historic contributions and controversies.

7.  For the area of acquiring information and diverse perspectives, access and evaluate information and diverse perspectives that are available through the world language and its cultures, as demonstrated by the ability of the pupil to:

(a) Recognize authentic resources of the cultures being studied;

(b) Interact with authentic resources of the cultures being studied;

(c) Analyze, examine and evaluate products and goods of the cultures being studied; and

(d) Interpret perspectives unique to the cultures being studied.

8.  For the area of language comparisons, use the world language to investigate, explain and reflect on the nature of language through comparisons of the world language being studied and the pupil's native language, as demonstrated by the ability of the pupil to:

(a) Use complex idiomatic expressions and language structures with increasing accuracy; and

(b) Identify or recognize different dialects and register use from different regions, cultures and contexts.

9.  For the area of cultural comparisons, use the world language to investigate, explain and reflect on the concept of culture through comparisons of the cultures being studied and the pupil's own culture, as demonstrated by the ability of the pupil to:

(a) Analyze the perspectives of the cultures being studied as reflected in art and literature; and

(b) Explain the development of traditions, celebrations and customs in the cultures being studied.

10.  For the area of school and global communities, use the world language within and beyond the classroom to interact and collaborate in the pupil's community and the globalized world, as demonstrated by the ability of the pupil to:

(a) Identify settings where the world language can be used;

(b) Demonstrate the ability to find resources that relate to the use and understanding of the world language;

(c) Demonstrate the ability to find resources that relate to the cultures being studied; and

(d) Communicate and reflect on interactions with members of the cultures being studied.

11.  For the area of lifelong learning, set goals and reflect on the pupil's progress in using languages for enjoyment, enrichment and advancement, as demonstrated by the ability of the pupil to:

(a) Apply knowledge of languages to personal, real world interests;

(b) Evaluate his or her acquired skills; and

(c) Reflect on his or her acquired skills.

(Added to NAC by Bd. of Education by R063-14, eff. 10-24-2014)

1.  For the area of interpersonal communication, interact and negotiate meaning in spoken, signed or written conversations to share information, reactions, feelings and opinions, as demonstrated by the ability of the pupil to:

(a) Exchange complex information about academic and professional tasks;

(b) Exchange detailed information on topics within and beyond the pupil's personal fields of interest; and

(c) Support personal opinions and construct hypotheses.

2.  For the area of interpretive communication, understand, interpret and analyze what is heard, read or viewed on a variety of topics, as demonstrated by the ability of the pupil to:

(a) Easily understand detailed reports and various viewpoints in extended arguments; and

(b) Understand narrative, descriptive and informational texts of any length.

3.  For the area of presentational communication, present information, concepts and ideas to explain and inform, persuade and narrate on a variety of topics using appropriate media and adapt to various audiences of listeners, readers or viewers, as demonstrated by the ability of the pupil to:

(a) Present and write about complex information on concrete topics;

(b) Present and write about a viewpoint with supporting arguments;

(c) Use appropriate presentational conventions; and

(d) Use appropriate written conventions for informal and formal purposes.

4.  For the area of relating cultural practices to perspectives, use the world language to investigate, explain and reflect on the relationship between the practices and perspectives of the cultures being studied, as demonstrated by the ability of the pupil to:

(a) Analyze cultural practices and perspectives on a variety of social and work-related interactions;

(b) Compare and contrast perceptions of the cultures being studied with external perceptions; and

(c) Examine and explain the effect of events in the history of the cultures being studied on contemporary practices and products.

5.  For the area of relating cultural products to perspectives, use the world language to investigate, explain and reflect on the relationship between the products and perspectives of the cultures being studied, as demonstrated by the ability of the pupil to:

(a) Identify examples of the influence of the cultures being studied on historic and contemporary media and entertainment; and

(b) Critique the influence of the cultures being studied on literature, the media and global concerns.

6.  For the area of making connections, build, reinforce and expand the pupil's knowledge of other disciplines while using the world language to develop critical thinking and solve problems creatively, as demonstrated by the ability of the pupil to:

(a) Analyze and evaluate how geographic locations affect practices, perspectives and products; and

(b) Cultivate personal perspectives relating to historic contributions or controversies with supporting evidence.

7.  For the area of acquiring information and diverse perspectives, access and evaluate information and diverse perspectives that are available through the world language and its cultures, as demonstrated by the ability of the pupil to:

(a) Recognize authentic resources of the cultures being studied;

(b) Interact with authentic resources of the cultures being studied;

(c) Analyze, examine and evaluate products of the cultures being studied; and

(d) Interpret perspectives unique to the cultures being studied.

8.  For the area of language comparisons, use the world language to investigate, explain and reflect on the nature of language through comparisons of the world language being studied and the pupil's native language, as demonstrated by the ability of the pupil to:

(a) Use complex idiomatic expressions and language structures with increasing accuracy; and

(b) Identify or recognize different dialects and register use from different regions, cultures and contexts.

9.  For the area of cultural comparisons, use the world language to investigate, explain and reflect on the concept of culture through comparisons of the cultures being studied and the pupil's own culture, as demonstrated by the ability of the pupil to:

(a) Analyze the perspectives of the cultures being studied as reflected in art and literature; and

(b) Explain the development of traditions, celebrations and customs in the cultures being studied.

10.  For the area of school and global communities, use the world language within and beyond the classroom to interact and collaborate in the pupil's community and the globalized world, as demonstrated by the ability of the pupil to:

(a) Identify settings where the world language can be used;

(b) Demonstrate the ability to find resources that relate to the use and understanding of the world language;

(c) Demonstrate the ability to find resources that relate to the cultures being studied; and

(d) Communicate and reflect on interactions with members of the cultures being studied.

11.  For the area of lifelong learning, set goals and reflect on the pupil's progress in using languages for enjoyment, enrichment and advancement, as demonstrated by the ability of the pupil to:

(a) Apply knowledge of languages to personal, real world interests;

(b) Evaluate his or her acquired skills; and

(c) Reflect on his or her acquired skills.

(Added to NAC by Bd. of Education by R063-14, eff. 10-24-2014)

1.  For the area of academic development, how to implement strategies and activities which support and maximize the ability of a pupil to learn, as demonstrated by the pupil's ability to:

(a) Improve the academic self-concept of the pupil;

(b) Develop skills that contribute to effective learning and use those skills to improve the ability of the pupil to learn;

(c) Achieve success in school;

(d) Develop and implement plans which enable the pupil to achieve his or her goals; and

(e) Understand the relationship between the education of the pupil and his or her life experiences.

2.  For the area of career development, how to provide the foundation for the development of skills, attitudes and knowledge which are necessary for the pupil to make a successful transition from school to his or her career and from career to career throughout his or her life span, as demonstrated by the pupil's ability to:

(a) Develop an awareness of career choices and acquire information relating to those careers;

(b) Develop and implement employability skills;

(c) Identify the career goals of the pupil and acquire the knowledge necessary to achieve those goals; and

(d) Apply the skills necessary to achieve the pupil's career goals.

3.  For the area of personal and social development, how to develop the foundation for the personal and social development of the pupil as the pupil progresses from kindergarten through high school and into adulthood, as demonstrated by the pupil's ability to:

(a) Acquire self-knowledge and interpersonal and personal safety skills, including, without limitation, safety skills relating to the use of electronic technology and electronic devices; and

(b) Apply self-knowledge when making decisions, setting goals and taking the necessary actions to achieve those goals.

(Added to NAC by Bd. of Education by R010-03, eff. 10-30-2003; A by R169-12, 11-1-2012)

PREKINDERGARTEN, ELEMENTARY SCHOOL, MIDDLE SCHOOL AND JUNIOR HIGH SCHOOL

Prescribed Courses

1.  The State Board of Education prescribes the following courses of study for elementary schools:

(a) Reading.

(b) Language.

(c) Social studies.

(d) Mathematics.

(e) Science.

(f) Visual arts.

(g) Music theory and practice.

(h) Health.

(i) Physical education.

(j) Computer education and technology.

(k) Dance theory and practice.

(l) Theater.

(m) Media arts.

2.  In addition to the courses prescribed by subsection 1, a course of study in academic achievement, career exploration, and personal and social development is prescribed for pupils in seventh or eighth grade.

3.  A local school board may offer:

(a) A course in a world language as an elective course for pupils in kindergarten through the eighth grade.

(b) A course in home and career skills as an elective course for pupils in seventh and eighth grades.

(Added to NAC by Bd. of Education, 8-26-85, eff. 8-1-86; A 5-27-92; R065-97, 12-10-97; R010-03, 10-30-2003; R063-14, 10-24-2014; R041-18, 6-26-2018; R043-18, 12-19-2018)

Instruction: Prekindergarten Through Second Grade

1.  The Common Core Standards for English language arts developed by the Common Core State Standards Initiative for kindergarten are hereby adopted by reference as those standards existed on June 2, 2010. A copy of the Common Core Standards for English language arts for kindergarten may be obtained at no cost from the Common Core State Standards Initiative on the Internet at http://www.corestandards.org.

2.  For the 2011-2012 school year and each school year thereafter, instruction in kindergarten in English language arts must be designed so that by the completion of kindergarten, pupils meet the standards adopted pursuant to subsection 1.

(Added to NAC by Bd. of Education by R019-11, eff. 5-30-2012)

1.  The Common Core Standards for mathematics developed by the Common Core State Standards Initiative for kindergarten are hereby adopted by reference as those standards existed on June 2, 2010. A copy of the Common Core Standards for mathematics for kindergarten may be obtained at no cost from the Common Core State Standards Initiative on the Internet at http://www.corestandards.org.

2.  For the 2011-2012 school year and each school year thereafter, instruction in kindergarten in mathematics must be designed so that by the completion of kindergarten, pupils meet the standards adopted pursuant to subsection 1.

(Added to NAC by Bd. of Education by R019-11, eff. 5-30-2012)

1.  Creation of new dance by conceiving and developing dance, alone and with others, which must be determined by evaluating the ability of the pupil to:

(a) Generate and conceptualize dance and ideas relating to dance, as demonstrated by the ability of the pupil to:

(1) Move to a variety of sensory stimuli; and

(2) Identify basic locomotor and nonlocomotor movements.

(b) Organize and develop dance and ideas relating to dance, as demonstrated by the ability of the pupil to:

(1) Improvise dance that has a beginning, middle and end; and

(2) Articulate feelings or ideas through movement.

(c) Refine, complete and present dance, as demonstrated by the ability of the pupil to:

(1) Apply recommendations for change to movements in dance; and

(2) Demonstrate a dance movement using pictures or symbols.

2.  Performance of dance that involves interpretation and presentation of dance, alone and with others, which must be determined by evaluating the ability of the pupil to:

(a) Select, analyze and interpret dance for presentation, as demonstrated by the ability of the pupil to:

(1) Create still and moving body shapes that vary in size and dimension;

(2) Demonstrate tempo with movement; and

(3) Identify the characteristics of movement.

(b) Develop and refine technique and performances, as demonstrated by the ability of the pupil to:

(1) Demonstrate same side and cross-body locomotion and nonlocomotion;

(2) Demonstrate safe movement; and

(3) Repeat and recall movements.

(c) Convey meaning through the presentation of dance, as demonstrated by the ability of the pupil to:

(1) Dance for and with others; and

(2) Use props as a part of dance.

3.  Understanding and evaluating, alone and with others, how dance conveys meaning, which must be determined by evaluating the ability of the pupil to:

(a) Perceive and analyze dance, as demonstrated by the ability of the pupil to:

(1) Identify a movement that repeats in a dance; and

(2) Demonstrate observed or performed dance movements.

(b) Interpret intent and meaning in dance, as demonstrated by the ability of the pupil to use simple vocabulary commonly used in the field of dance.

(c) Apply prescribed criteria to evaluate dance, as demonstrated by the ability of the pupil to demonstrate a movement seen in a dance.

4.  Using external context when creating, evaluating and finding personal meaning in dance, which must be determined by evaluating the ability of the pupil to:

(a) Apply and relate knowledge and personal experience to dance, as demonstrated by the ability of the pupil to:

(1) Identify an emotion experienced while observing or engaging in dance; and

(2) Express a work of visual art through dance.

(b) Analyze dance in light of societal, cultural and historical context to create a deeper understanding of the dance, as demonstrated by the ability of the pupil to describe a movement performed in dance.

(Added to NAC by Bd. of Education by R043-18, eff. 12-19-2018)

1.  Creation of new works of media art by conceiving and developing media art, alone and with others, which must be determined by evaluating the ability of the pupil to:

(a) Generate and conceptualize artistic ideas and work, as demonstrated by the ability of the pupil to share ideas and works of media art through brainstorming and creative play.

(b) Organize and develop artistic ideas and work, as demonstrated by the ability of the pupil to use tools or form plans or models for productions of media art.

(c) Refine, complete and present works of media art, as demonstrated by the ability of the pupil to:

(1) Create content for productions of media art; and

(2) Change the content and form of media art and the manner in which media art is presented.

2.  Interpretation and presentation of media art, alone and with others, which must be determined by evaluating the ability of the pupil to:

(a) Select, analyze and interpret works of media art for presentation, as demonstrated by the ability of the pupil to combine forms of art and media content to create works of media art for presentation.

(b) Develop and refine artistic techniques, work and presentations, as demonstrated by the ability of the pupil to:

(1) Identify basic skills used to create and present works of media art;

(2) Demonstrate creative skills in the context of a production of media art; and

(3) Practice creating media art.

(c) Convey meaning through the presentation of media art, as demonstrated by the ability of the pupil to:

(1) Share roles with others when presenting works of media art; and

(2) Identify reactions to shared presentations of works of media art.

3.  Understanding and evaluating, alone and with others, how media art conveys meaning, which must be determined by evaluating the ability of the pupil to:

(a) Perceive and analyze works of media art, as demonstrated by the ability of the pupil to:

(1) Share components and messages of works of media art; and

(2) Identify how different types of media art creates different experiences.

(b) Interpret intent and meaning in works of media art, as demonstrated by the ability of the pupil to share observations concerning a variety of media art.

(c) Apply prescribed criteria to evaluate works of visual art, as demonstrated by the ability of the pupil to identify potential changes to works of media art.

4.  Using external context when creating, evaluating and finding personal meaning in media art, which must be determined by evaluating the ability of the pupil to:

(a) Apply and relate knowledge and personal experience to media art, as demonstrated by the ability of the pupil to:

(1) Apply personal choices when creating works of media art; and

(2) Share his or her experiences of works of media art created by others.

(b) Analyze works of media art in light of societal, cultural and historical context to create a deeper understanding of the works of media art, as demonstrated by the ability of the pupil to relate works of media art to his or her life.

(Added to NAC by Bd. of Education by R043-18, eff. 12-19-2018)

1.  Creation of new music by conceiving and developing music, alone and with others, which must be determined by evaluating the ability of the pupil to:

(a) Generate and conceptualize musical ideas and work, as demonstrated by the ability of the pupil to:

(1) Explore and experience concepts relating to music, including, without limitation, pulse and melodic contour; and

(2) Conceive musical ideas, including, without limitation, movements and motifs.

(b) Organize and develop musical ideas and work, as demonstrated by the ability of the pupil to:

(1) Select and demonstrate musical ideas; and

(2) Organize musical ideas using iconic notation or recording technology.

(c) Refine, complete and present musical work, as demonstrated by the ability of the pupil to:

(1) Apply feedback to improve musical ideas; and

(2) Demonstrate a final version of a musical idea to other pupils.

2.  Performance of music that involves interpretation and presentation of music, alone and with others, which must be determined by evaluating the ability of the pupil to:

(a) Select, analyze and interpret music for presentation, as demonstrated by the ability of the pupil to:

(1) Demonstrate and describe personal interest in varied musical selections;

(2) Compare and contrast a variety of music selected for performance;

(3) Demonstrate an awareness of the expressive qualities of a musical selection and the manner in which those qualities represent the intent of the creator of the selection; and

(4) Sing or play instruments when performing musical selections appropriate for the age of the pupil.

(b) Develop and refine technique and performances, as demonstrated by the ability of the pupil to apply feedback to:

(1) Improve performances; and

(2) Better emphasize the expressive qualities of music.

(c) Convey meaning through the presentation of music, as demonstrated by the ability of the pupil to perform music:

(1) With expression; and

(2) In a manner that is appropriate for the audience.

3.  Understanding and evaluating, alone and with others, how music conveys meaning, which must be determined by evaluating the ability of the pupil to:

(a) Perceive and analyze music, as demonstrated by the ability of the pupil to:

(1) List and demonstrate musical preferences; and

(2) Listen to and identify musical concepts including, without limitation, pulse and melodic direction, in a piece of music.

(b) Interpret intent and meaning in music, as demonstrated by the ability of the pupil to interact with expressive qualities of music, including, without limitation, dynamics and tempo, to reflect the intent of creators and performers.

(c) Apply prescribed criteria to evaluate music, as demonstrated by the ability of the pupil to apply personal preferences when evaluating music.

4.  Using external context when creating, evaluating and finding personal meaning in music, which must be determined by evaluating the ability of the pupil to:

(a) Apply and relate knowledge and personal experience to music, as demonstrated by the ability of the pupil to describe how interests, knowledge and skills relate to personal choices and intent when creating, performing and responding to music.

(b) Analyze music in light of societal, cultural and historical context to create a deeper understanding of the music, as demonstrated by the ability of the pupil to compare and contrast relationships between music and other arts, disciplines and contexts of daily life.

(Added to NAC by Bd. of Education by R043-18, eff. 12-19-2018)

1.  For the area of social studies disciplinary skills, with prompting and support:

(a) Generate compelling questions to explore how learning and working together builds a classroom community.

(b) Generate supporting questions relating to the compelling questions developed pursuant to paragraph (a).

(c) Using a primary resource from the school in which the pupil is enrolled or the community in which the pupil lives, develop a reasonable idea about:

(1) Who created the primary resource.

(2) Where the primary resource was created.

(3) Why the primary resource was created.

(4) When the primary resource was created.

(d) Construct responses to compelling questions generated pursuant to paragraph (a) using examples.

(e) Construct organized explanations of relevant concepts for various audiences and purposes.

(f) Participate in a structured academic discussion using evidence and reasoning.

(g) List and discuss actions by a person or a group that can be taken to address local, regional or global problems.

(h) Use deliberative and democratic procedures to take action about an issue in the classroom of the pupil, the school in which the pupil is enrolled or the community in which the pupil lives.

2.  For the area of history, compare life in the past to the life of the pupil in the community in the present.

3. For the area of geography:

(a) Use simple geographic models to describe spaces at the home in which the pupil lives and the school in which the pupil is enrolled.

(b) Explain why and how persons move from one location to another location in a community.

4. For the area of economics, give examples of choices that are made because of the scarcity of resources.

5.  For the area of civics:

(a) Describe an action that exemplifies civic dispositions and democratic principles, including, without limitation:

(1) Deliberative discussion;

(2) Equality;

(3) Freedom;

(4) Liberty; and

(5) Respect for the individual rights of a person.

(b) Compare and contrast rules from different places and cultures.

(c) Describe how a person can work to improve his or her community.

6.  For the area of multicultural education:

(a) Share and discuss stories that illustrate honesty, courage, friendship, respect and responsibility.

(b) Explore strategies to resolve conflict in the classroom in which the pupil is enrolled.

(c) Identify diverse cultural celebrations, events, holidays and symbols, and, if applicable, identify the dates of such items on a calendar.

(d) Describe ways in which pupils and families are alike and different across diverse cultures.

(Added to NAC by Bd. of Education by R011-09, eff. 10-27-2009; A by R056-17, 8-30-2018)

1.  For the area of physical science, understand:

(a) The forces and interactions which affect motion and stability, as demonstrated by the ability of the pupil to:

(1) 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.

(2) Analyze data to determine if a design solution works as intended to change the speed or direction of an object by pushing or pulling the object.

(b) Energy, as demonstrated by the ability of the pupil to:

(1) Make observations to determine the effect of sunlight on the surface of the earth.

(2) Use tools and materials to design and build a structure to reduce the warming effect of sunlight on an area.

2.  For the area of life science, understand the structures and processes from molecules to organisms, as demonstrated by the ability of the pupil to use observations to describe patterns of the things plants and animals, including humans, need to survive.

3.  For the area of earth science, understand:

(a) The earth's systems, as demonstrated by the ability of the pupil to:

(1) Use and share observations of local weather conditions to describe patterns over time.

(2) Construct an argument supported by evidence for how plants and animals, including humans, are able to change the environment to meet their needs.

(b) The earth and human activity on earth, as demonstrated by the ability of the pupil to:

(1) Use a model to represent the relationship between the needs of different plants or animals, including humans, and the places they live.

(2) Ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond to, severe weather.

(3) Communicate solutions that will reduce the impact of humans on land, water, air and other living things in the local environment.

4.  For the area of engineering technology, understand design, as demonstrated by the ability of the pupil to:

(a) Ask questions, make observations and gather information about a situation for which a change is desired to define a simple problem that can be solved through the development of a new or improved object or tool.

(b) Develop a simple sketch, drawing or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.

(c) Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of the performance of each object.

(Added to NAC by Bd. of Education by R084-13, eff. 6-23-2014; R141-14, 10-27-2015)

1.  Creation of new theatrical work by conceiving and developing theatrical work, alone and with others, which must be determined by evaluating the ability of the pupil to:

(a) Generate and conceptualize theatrical ideas and work, as demonstrated by the ability of the pupil to:

(1) Invent dramatic play; and

(2) Use materials to create props, puppets or costumes.

(b) Organize and develop theatrical ideas and work, as demonstrated by the ability of the pupil to:

(1) Interact with other pupils to create dramatic play; and

(2) Demonstrate original ideas when engaging in dramatic play.

(c) Refine, complete and present theatrical work, as demonstrated by the ability of the pupil to ask and answer questions when engaging in dramatic play.

2.  Performance of theatrical work that involves interpretation and presentation of theatrical work, alone and with others, which must be determined by evaluating the ability of the pupil to:

(a) Select, analyze and interpret theatrical work for presentation, as demonstrated by the ability of the pupil to identify characters and setting in dramatic play.

(b) Develop and refine technique and performances, as demonstrated by the ability of the pupil to:

(1) Identify voice and sound in dramatic play; and

(2) Experiment with various technical elements in dramatic play.

(c) Convey meaning through the presentation of theatrical work, as demonstrated by the ability of the pupil to use voice and sound when engaging in dramatic play or guided drama.

3.  Understanding and evaluating, alone and with others, how theatrical work conveys meaning, which must be determined by evaluating the ability of the pupil to:

(a) Perceive and analyze theatrical work, as demonstrated by the ability of the pupil to respond emotionally to characters in dramatic play.

(b) Interpret intent and meaning in theatrical work, as demonstrated by the ability of the pupil to:

(1) Identify preferences in dramatic play or theatrical performances that are appropriate for the age of the pupil; and

(2) Name and describe settings in dramatic play.

(c) Apply prescribed criteria to evaluate theatrical work, as demonstrated by the ability of the pupil to collaborate with other pupils according to a prescribed protocol when engaging in dramatic play.

4.  Using external context when creating, evaluating and finding personal meaning in theatrical work, which must be determined by evaluating the ability of the pupil to:

(a) Apply and relate knowledge and personal experience to theatrical work, as demonstrated by the ability of the pupil to identify similarities between himself or herself and characters in dramatic play.

(b) Analyze theatrical work in light of societal, cultural and historical context to create a deeper understanding of the theatrical work, as demonstrated by the ability of the pupil to:

(1) Apply knowledge from other areas when engaging in dramatic play;

(2) Identify stories that differ from each other when engaging in dramatic play; and

(3) Use dramatic play to tell a story.

(Added to NAC by Bd. of Education by R043-18, eff. 12-19-2018)

1.  Creation of new visual art by conceiving and developing visual art, alone and with others, which must be determined by evaluating the ability of the pupil to:

(a) Generate and conceptualize artistic ideas and work, as demonstrated by the ability of the pupil to:

(1) Explore the use of materials to create visual art; and

(2) Collaborate with teachers and other pupils to solve problems relating to the creation of visual art.

(b) Organize and develop artistic ideas and work, as demonstrated by the ability of the pupil to:

(1) Experiment to build skills for the creation of visual art;

(2) Identify safe and nontoxic materials and tools for the creation of visual art; and

(3) Create visual art that represents natural and constructed environments.

(c) Refine, complete and present works of visual art, as demonstrated by the ability of the pupil to explain the process used to create visual art.

2.  Interpretation and presentation of visual art, alone and with others, which must be determined by evaluating the ability of the pupil to:

(a) Select, analyze and interpret works of visual art for presentation, as demonstrated by the ability of the pupil to select pieces of visual art for a personal portfolio.

(b) Develop and refine artistic techniques, work and presentations, as demonstrated by the ability of the pupil to:

(1) Identify the rationale for saving or displaying works of visual art; and

(2) Explain the purpose of a portfolio or collection of works of visual art.

(c) Discuss and apply topics relating to the presentation of works of visual art, as demonstrated by the ability of the pupil to identify and explain the purpose of an art museum.

3.  Understanding and evaluating, alone and with others, how visual art conveys meaning, which must be determined by evaluating the ability of the pupil to:

(a) Perceive and analyze works of visual art, as demonstrated by the ability of the pupil to:

(1) Identify types of visual art and uses of visual art in personal spaces; and

(2) Describe what an image represents.

(b) Interpret intent and meaning in works of visual art, as demonstrated by the ability of the pupil to describe relevant details in visual art.

(c) Apply prescribed criteria to evaluate works of visual art, as demonstrated by the ability of the pupil to explain his or her reasons for preferring a particular work of visual art.

4.  Using external context when creating, evaluating and finding personal meaning in visual art, which must be determined by evaluating the ability of the pupil to:

(a) Apply and relate knowledge and personal experience to visual art, as demonstrated by the ability of the pupil to create visual art that tells a story about a personal experience.

(b) Analyze works of visual art in light of societal, cultural and historical context to create a deeper understanding of the works of visual art, as demonstrated by the ability of the pupil to identify the purpose of a work of visual art.

(Added to NAC by Bd. of Education by R043-18, eff. 12-19-2018)

1.  The Common Core Standards for English language arts developed by the Common Core State Standards Initiative for the first grade are hereby adopted by reference as those standards existed on June 2, 2010. A copy of the Common Core Standards for English language arts for the first grade may be obtained at no cost from the Common Core State Standards Initiative on the Internet at http://www.corestandards.org.

2.  By the beginning of the first grade, pupils must know and be able to do everything required in kindergarten for English language arts offered in public schools.

3.  For the 2011-2012 school year and each school year thereafter, instruction in the first grade in English language arts must be designed so that by the completion of the first grade, pupils meet the standards adopted pursuant to subsection 1.

(Added to NAC by Bd. of Education by R019-11, eff. 5-30-2012)

1.  The Common Core Standards for mathematics developed by the Common Core State Standards Initiative for the first grade are hereby adopted by reference as those standards existed on June 2, 2010. A copy of the Common Core Standards for mathematics for the first grade may be obtained at no cost from the Common Core State Standards Initiative on the Internet at http://www.corestandards.org.

2.  By the beginning of the first grade, pupils must know and be able to do everything required in kindergarten for mathematics offered in public schools.

3.  For the 2011-2012 school year and each school year thereafter, instruction in the first grade in mathematics must be designed so that by the completion of the first grade, pupils meet the standards adopted pursuant to subsection 1.

(Added to NAC by Bd. of Education by R019-11, eff. 5-30-2012)

1.  Creation of new dance by conceiving and developing dance, alone and with others, which must be determined by evaluating the ability of the pupil to:

(a) Generate and conceptualize dance and ideas relating to dance, as demonstrated by the ability of the pupil to:

(1) Move to a variety of sensory stimuli and identify the source of the stimuli; and

(2) Perform a variety of movements while dancing.

(b) Organize and develop dance and ideas relating to dance, as demonstrated by the ability of the pupil to:

(1) Improvise a dance that has a beginning, middle and end; and

(2) Articulate feelings, ideas or musical phrases through movement.

(c) Refine, complete and present dance, as demonstrated by the ability of the pupil to:

(1) Apply recommendations for change to movements in dance; and

(2) Demonstrate a dance movement using pictures or symbols.

2.  Performance of dance that involves interpretation and presentation of dance, alone and with others, which must be determined by evaluating the ability of the pupil to:

(a) Select, analyze and interpret dance for presentation, as demonstrated by the ability of the pupil to:

(1) Demonstrate movement that change the shapes and direction of the pupil's body;

(2) Recognize steady beat and move to varying tempos of steady beat; and

(3) Identify the characteristics of movement using vocabulary that is commonly used in the field of dance.

(b) Develop and refine technique and performances, as demonstrated by the ability of the pupil to:

(1) Demonstrate a range of movements, body shapes, levels and directionality;

(2) Demonstrate safe and respectful movement in group formations; and

(3) Modify movement and spatial arrangement.

(c) Convey meaning through the presentation of dance, as demonstrated by the ability of the pupil to:

(1) Dance for and with others while maintaining the performance space of the pupil; and

(2) Use props to enhance performance.

3.  Understanding and evaluating, alone and with others, how dance conveys meaning, which must be determined by evaluating the ability of the pupil to:

(a) Perceive and analyze dance, as demonstrated by the ability of the pupil to:

(1) Identify a movement that repeats in a dance to make a pattern; and

(2) Demonstrate observed or performed dance movements from a specific genre or culture.

(b) Interpret intent and meaning in dance, as demonstrated by the ability of the pupil to use simple vocabulary commonly used in the field of dance.

(c) Apply prescribed criteria to evaluate dance, as demonstrated by the ability of the pupil to identify and explain the personal impact of a movement seen in a dance.

4.  Using external context when creating, evaluating and finding personal meaning in dance, which must be determined by evaluating the ability of the pupil to:

(a) Apply and relate knowledge and personal experience to dance, as demonstrated by the ability of the pupil to:

(1) Identify a movement in a dance that communicates a familiar experience; and

(2) Demonstrate, through dance, the major ideas of a story.

(b) Analyze dance in light of societal, cultural and historical context to create a deeper understanding of the dance, as demonstrated by the ability of the pupil to perform a dance from a different culture.

(Added to NAC by Bd. of Education by R043-18, eff. 12-19-2018)

1.  Creation of new works of media art by conceiving and developing media art, alone and with others, which must be determined by evaluating the ability of the pupil to:

(a) Generate and conceptualize artistic ideas and work, as demonstrated by the ability of the pupil to share ideas and works of media art through brainstorming, sketching and modeling.

(b) Organize and develop artistic ideas and work, as demonstrated by the ability of the pupil to create plans or models for productions of media art.

(c) Refine, complete and present works of media art, as demonstrated by the ability of the pupil to:

(1) Create content for productions of media art; and

(2) Change the content and form of media art and the manner in which media art is presented.

2.  Interpretation and presentation of media art, alone and with others, which must be determined by evaluating the ability of the pupil to:

(a) Select, analyze and interpret works of media art for presentation, as demonstrated by the ability of the pupil to combine forms of art and media content to create works of media art for presentation.

(b) Develop and refine artistic techniques, work and presentations, as demonstrated by the ability of the pupil to:

(1) Describe skills used to create and present works of media art and roles in the creation and presentation of media art;

(2) Demonstrate creative skills in the context of a production of media art; and

(3) Practice creating media art.

(c) Convey meaning through the presentation of media art, as demonstrated by the ability of the pupil to:

(1) Share roles with others when presenting works of media art; and

(2) Identify reactions to shared presentations of works of media art.

3.  Understanding and evaluating, alone and with others, how media art conveys meaning, which must be determined by evaluating the ability of the pupil to:

(a) Perceive and analyze works of media art, as demonstrated by the ability of the pupil to:

(1) Identify components and messages of works of media art; and

(2) Identify how different types of media art create different experiences.

(b) Interpret intent and meaning in works of media art, as demonstrated by the ability of the pupil to identify the message of a variety of media art.

(c) Apply prescribed criteria to evaluate works of visual art, as demonstrated by the ability of the pupil to identify effective and ineffective aspects of a work of media art.

4.  Using external context when creating, evaluating and finding personal meaning in media art, which must be determined by evaluating the ability of the pupil to:

(a) Apply and relate knowledge and personal experience to media art, as demonstrated by the ability of the pupil to:

(1) Apply personal choices when creating works of media art; and

(2) Describe the meaning of a work of media art.

(b) Analyze works of media art in light of societal, cultural and historical context to create a deeper understanding of the works of media art, as demonstrated by the ability of the pupil to relate works of media art to his or her life and culture.

(Added to NAC by Bd. of Education by R043-18, eff. 12-19-2018)

1.  Creation of new music by conceiving and developing music, alone and with others, which must be determined by evaluating the ability of the pupil to:

(a) Generate and conceptualize musical ideas and work, as demonstrated by the ability of the pupil to:

(1) Create musical ideas for a specific purpose; and

(2) Generate musical ideas in multiple tonalities and meters.

(b) Organize and develop musical ideas and work, as demonstrated by the ability of the pupil to:

(1) Demonstrate and discuss reasons for selecting particular music to express intent; and

(2) Use iconic notation, standard notation or recording technology to document and organize musical ideas.

(c) Refine, complete and present musical work, as demonstrated by the ability of the pupil to:

(1) Apply feedback to refine musical ideas; and

(2) Present music in a manner that conveys the intent of musical ideas to an audience.

2.  Performance of music that involves interpretation and presentation of music, alone and with others, which must be determined by evaluating the ability of the pupil to:

(a) Select, analyze and interpret music for presentation, as demonstrated by the ability of the pupil to:

(1) Select and discuss varied musical repertoires;

(2) Listen to, sing, perform and respond to music in a selected repertoire;

(3) Analyze, classify or compare and contrast selected music;

(4) Read and perform rhythmic patterns using iconic or standard notation;

(5) Convey the expressive qualities of music through performance; and

(6) Sing or play instruments when performing musical selections appropriate for the age of the pupil.

(b) Develop and refine technique and performances, as demonstrated by the ability of the pupil to:

(1) Apply feedback to refine performances; and

(2) Use suggested rehearsal strategies to address challenges in interpreting music.

(c) Convey meaning through the presentation of music, as demonstrated by the ability of the pupil to perform music:

(1) With expression; and

(2) In a manner that is appropriate for the audience.

3.  Understanding and evaluating, alone and with others, how music conveys meaning, which must be determined by evaluating the ability of the pupil to:

(a) Perceive and analyze music, as demonstrated by the ability of the pupil to:

(1) Identify the manner in which personal interests influence the selection of music for a specific purpose; and

(2) Identify the manner in which specific musical concepts are used in various styles of music.

(b) Interpret intent and meaning in music, as demonstrated by the ability of the pupil to identify expressive qualities, including, without limitation, dynamics and tempo, and describe how those expressive qualities reflect the intent of creators and performers.

(c) Apply prescribed criteria to evaluate music, as demonstrated by the ability of the pupil to apply personal preferences when evaluating music.

4.  Using external context when creating, evaluating and finding personal meaning in music, which must be determined by evaluating the ability of the pupil to:

(a) Apply and relate knowledge and personal experience to music, as demonstrated by the ability of the pupil to describe how interests, knowledge and skills relate to personal choices and intent when creating, performing and responding to music.

(b) Analyze music in light of societal, cultural and historical context to create a deeper understanding of the music, as demonstrated by the ability of the pupil to compare and contrast relationships between music and other arts, disciplines and contexts of daily life.

(Added to NAC by Bd. of Education by R043-18, eff. 12-19-2018)

1.  For the area of social studies disciplinary skills, with prompting and support:

(a) Generate compelling questions relating to the places persons live and work.

(b) Generate supporting questions relating to the compelling questions generated pursuant to paragraph (a).

(c) Using primary resources from the school in which the pupil is enrolled or the community in which the pupil lives, determine for two or more primary resources:

(1) Who created each primary resource.

(2) Where each primary resource was created.

(3) Why the primary resource was created.

(4) When each primary resource was created.

(d) Construct responses to compelling questions generated pursuant to paragraph (a) using examples.

(e) Construct organized explanations of relevant concepts for various audiences and purposes.

(f) Participate in a structured academic discussion using evidence and reasoning.

(g) List and discuss actions by a person or a group that can be taken to address problems in a community.

(h) Use deliberative and democratic procedures to take action about an issue in the community in which the pupil lives.

2.  For the area of history, compare the lives of persons who lived in the local community in the past to the lives of persons who live in the local community at the present time for different cultures in the community.

3.  For the area of geography:

(a) Use simple geographic models created by the pupil to describe the environmental and physical characteristics of the community in which the pupil lives.

(b) Describe how the environment impacts how persons live and the work that persons do.

4.  For the area of economics:

(a) Describe the role of financial institutions and other businesses in the community in which the pupil lives.

(b) Compare the goods and services that persons in the community in which the pupil lives produce and those that are produced in a community in which the pupil does not live.

5.  For the area of civics:

(a) Give examples of how all persons, not just official leaders, play important roles in the community.

(b) Explain the purpose of different governmental functions, including, without limitation:

(1) Collecting garbage;

(2) Passing laws;

(3) Enforcing laws; and

(4) Building roads and schools.

(c) Describe a situation that exemplifies civic dispositions and democratic principles, including, without limitation:

(1) Deliberative discussion;

(2) Equality;

(3) Freedom;

(4) Liberty; and

(5) Respect for the individual rights of a person.

(d) Compare and contrast the different ways in which persons work to improve the communities in which they live.

6.  For the area of multicultural education:

(a) Share and discuss stories that illustrate honesty, courage, friendship, respect and responsibility, and be able to explain how the stories show each quality.

(b) Demonstrate the ability to resolve conflicts.

(c) Describe ways in which pupils and families are alike and different across diverse cultures.

(d) Identify and compare different cultural practices and traditions in the community in which the pupil lives.

(e) Discuss the importance of culturally, racially and ethnically diverse persons in building a strong and equitable community.

(Added to NAC by Bd. of Education by R011-09, eff. 10-27-2009; A by R056-17, 8-30-2018)

1.  Comprehend concepts related to the promotion of health and the prevention of disease to enhance health, as demonstrated by the ability of the pupil to:

(a) Identify behaviors concerning the health of a person that impact personal health;

(b) Identify basic human anatomy, including, without limitation, the eyes, nose, ears and teeth;

(c) Identify and respect the physical, emotional and intellectual differences of persons;

(d) Recognize the right of a person to feel comfortable and safe;

(e) Define the safe personal space of the pupil and the safe personal space of other persons;

(f) Describe how healthy eating and participating in daily physical activities promote health and well-being;

(g) Identify substances which benefit the body and substances which are harmful to the body;

(h) Recognize methods for preventing injuries and avoiding hazards common to children;

(i) Identify school personnel and health and safety officials, including, without limitation, law enforcement officers and emergency personnel;

(j) Recognize germs which may cause illnesses and diseases and measures which can be taken to help prevent the spread of those illnesses and diseases; and

(k) Identify elements of the environment which may affect the health of a person, including, without limitation, the sun, air, water, soil, food and pollutants.

2.  Access reliable health information, products and services to enhance health, as demonstrated by the ability of the pupil to identify:

(a) Persons who are trustworthy to help promote health;

(b) Providers of health care; and

(c) Safety practices while using an electronic device, including, without limitation, a computer and a cellular phone.

3.  Practice health-enhancing behaviors and avoid and reduce health risks, as demonstrated by the ability of the pupil to:

(a) Identify responsible health behaviors;

(b) Select foods that are healthy and help a person grow;

(c) Explore movements that promote a lifestyle which is active and healthy; and

(d) Identify the actions that may be taken for the personal safety of a person, including, without limitation, use of safety precautions while exposed to the sun, use of a helmet, obeying pedestrian rules, use of a safety belt, exercising safety around guns, use of emergency 911 services, using proper fire safety procedures and taking general safety precautions.

4.  Analyze the influence of family, peers, culture, media, technology and other factors on behaviors concerning health, as demonstrated by the ability of the pupil to:

(a) Identify different sources that influence behaviors which affect personal health;

(b) Discuss the nutrition and physical activities of families from diverse cultures; and

(c) Discuss different sources of influence that promote the use of substances which benefit the body and substances which are harmful to the body.

5.  Use interpersonal communication skills to enhance health and to reduce or avoid health risks, as demonstrated by the ability of the pupil to:

(a) List healthy ways to communicate the wants, needs and feelings of the pupil and to listen to other persons who express wants, needs and feelings;

(b) Identify ways in which the pupil may respond to and report a situation that is unwanted, threatening or dangerous to the pupil or another person;

(c) Identify the potential dangers in digital environments and how to report a situation that is potentially unsafe; and

(d) Identify ways in which the pupil may safely respond to a situation in which another person is being bullied or made to feel unsafe.

6.  Use goal-setting skills to enhance health, as demonstrated by the ability of the pupil to:

(a) Define the terms "short-term personal health goal" and "long-term personal health goal";

(b) Develop goals for practicing daily habits which promote health, including, without limitation, personal hygiene, safety precautions while exposed to the sun, nutrition and physical activity;

(c) Identify resources to assist the pupil with developing short-term personal health goals and long-term personal health goals, including, without limitation, goals concerning recycling, water conservation, proper disposal of garbage and trash, and food choices; and

(d) Identify goals for interpersonal safety while using media and technology.

7.  Promote and support personal, family and community health, as demonstrated by the ability of the pupil to:

(a) Identify ways to promote personal and family health;

(b) Identify messages regarding consumer and environmental health; and

(c) Identify the behavior demonstrated by:

(1) A bystander who is present at an event or incident but does not take part; and

(2) A person who is present at an event or incident and intervenes appropriately if the person determines such intervention is necessary for the personal health of the person or the health of another person, the family of the person or the community.

8.  Use decision-making skills to enhance health, as demonstrated by the ability of the pupil to:

(a) Discuss choices which are beneficial and choices which are harmful to the health of the pupil;

(b) Identify resources and persons that assist in making decisions to enhance the health of the pupil;

(c) Identify situations which require decisions regarding the health of a person;

(d) Differentiate between situations in which a pupil must make a decision regarding health alone and situations in which a pupil must make a decision regarding health with the assistance of another person; and

(e) Identify the steps to take if the pupil becomes lost or separated from a parent, guardian or caregiver.

9.  As used in this section, "prekindergarten" means a developmental program offered by a school district or charter school for pupils with special needs.

(Added to NAC by Bd. of Education by R032-00, 6-20-2000, eff. 7-1-2000; A by R013-09, 10-27-2009; R055-17, 2-27-2018)

1.  For the areas of creativity and innovation, demonstrate creative thinking, build knowledge and develop innovative products and processes using technology, as demonstrated by the ability of the pupil to:

(a) Use digital tools to brainstorm and organize ideas;

(b) Create an original work using a variety of digital tools to demonstrate personal or group expression;

(c) With assistance from the teacher, use digital models and simulations; and

(d) Identify patterns and predict possibilities in data from the classroom using digital tools.

2.  For the areas of communication and collaboration, use digital media and environments to communicate and work in collaboration with other pupils, including pupils outside of the classroom, to support the learning of the pupil and the learning of other pupils, as demonstrated by the ability of the pupil to:

(a) Work in groups in the classroom to create and publish digital products;

(b) Communicate information and ideas to other pupils and the parents of the pupil using digital text and illustrations;

(c) Use digital resources to learn about places, persons, celebrations and maps; and

(d) Work in a team to solve problems using digital tools.

3.  For the area of fluency of research and information, gather, evaluate and use information, as demonstrated by the ability of the pupil to:

(a) Determine the steps necessary to answer a question using digital tools;

(b) Identify and organize keywords and use multiple sources to answer a question;

(c) Recognize that different sources of information and digital tools are appropriate for completing different tasks; and

(d) Collect and display data using a variety of technological resources and report the results.

4.  For the areas of critical thinking, problem solving and decision making, use critical thinking skills to plan and conduct research, manage projects, solve problems and make informed decisions using the digital tools and resources that are appropriate for the specific task, as demonstrated by the ability of the pupil to:

(a) Investigate a problem that arises in an everyday situation using digital resources;

(b) Use a digital planning tool;

(c) Use data to answer a problem that arises in an everyday situation using digital tools; and

(d) Explore alternative solutions to and diverse perspectives on problems that arise in everyday situations using digital tools.

5.  For the area of the appropriate use of technology, understand human, cultural and societal issues relating to technology and practice legal and ethical behaviors when using technology, as demonstrated by the ability of the pupil to:

(a) List the rules of the classroom governing the safe use of technology;

(b) List potential dangers in digital environments and how to report situations that are potentially unsafe;

(c) Use technologies in learning activities;

(d) Describe how technology can enhance learning; and

(e) Describe what it means to use technology in an appropriate manner and the responsibilities associated with using technology.

6.  For the areas of technological operations and concepts, demonstrate an understanding of technological concepts, systems and operations, as demonstrated by the ability of the pupil to:

(a) List examples of technological tools;

(b) Use proper techniques for basic keyboarding skills;

(c) Use software that is appropriate for the age of the pupil;

(d) Demonstrate proper care of equipment; and

(e) Use routine procedures for the technological tools in the classroom.

7.  For the areas of algorithms and programming, demonstrate an understanding of algorithms, program development, variables, control and modularity, as demonstrated by the ability of the pupil to:

(a) Model daily processes by creating and following sets of step-by-step instructions to complete tasks;

(b) Debug a sequence of instructions that includes loops by identifying and fixing errors in the sequence;

(c) Describe the iterative process of the development of a program;

(d) Develop plans that describe the sequence of events, goals and expected outcomes of a program;

(e) Give attribution when using the ideas and creations of others while developing a program;

(f) Model the manner in which a program stores and manipulates data by using numbers or other symbols to represent information;

(g) Develop a program with sequences and loops to express an idea or address a problem; and

(h) Break down the steps needed to solve a problem into a precise sequence of instructions.

8.  For the area of computing systems, demonstrate an understanding of hardware, software, devices and troubleshooting, as demonstrated by the ability of the pupil to:

(a) Use appropriate terminology to identify and describe the function of common physical components of a computer system;

(b) Recognize that some computing devices are able to perform a variety of tasks and some computing devices are specialized;

(c) Select and operate an appropriate computing device and software to perform a variety of tasks;

(d) Recognize that each person who uses technology has different needs and preferences for the technology that he or she uses; and

(e) Describe basic hardware and software problems using accurate terminology.

9.  For the areas of data and analysis, demonstrate an understanding of storage, as demonstrated by the ability of the pupil to:

(a) Recognize that data is able to be collected and stored on different computing devices over time;

(b) Recognize that a variety of data is able to be stored on and retrieved from a computing device; and

(c) Define the information stored on a computing device as data and store, copy, search, retrieve, modify and delete such data using a computing device.

10.  For the area of the impacts of computing, demonstrate an understanding of culture, social interactions, safety, law and ethics, as demonstrated by the ability of the pupil to:

(a) Understand how computing devices have changed the lives of persons;

(b) Compare the manner in which persons have lived and worked before and after the availability or adoption of new computing technology;

(c) Exhibit good digital citizenship by using technology safely, responsibly and ethically;

(d) Work respectfully and responsibly with others online; and

(e) Identify safe and unsafe examples of online communications.

11.  For the areas of networks and the Internet, demonstrate an understanding of cybersecurity, as demonstrated by the ability of the pupil to:

(a) Explain the manner in which a password protects the privacy of information;

(b) Explain why personal information is kept private;

(c) Explain what a password is and the purpose of a password; and

(d) Use a strong password to protect devices and information from unauthorized access.

(Added to NAC by Bd. of Education by R008-10, eff. 6-30-2010; A by R041-18, 6-26-2018)

1.  For the area of physical science, understand waves and their application in technology for the transfer of information, as demonstrated by the ability of the pupil to:

(a) Plan and conduct investigations to provide evidence that vibrating materials can make sound waves and that sound waves can make materials vibrate.

(b) Make observations to construct an evidence-based account that objects can be seen only when illuminated by light waves.

(c) Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light.

(d) Use tools and materials to design and build a device that uses light or sound waves to solve the problem of communicating over a distance.

2.  For the area of life science, understand:

(a) The structures and processes from molecules to organisms, as demonstrated by the ability of the pupil to:

(1) Use materials to design a solution to a human problem by mimicking how plants and animals use their external parts to help them survive, grow and meet their needs.

(2) Read texts and use media to determine patterns in the behavior of parents and their offspring that help the offspring survive.

(b) The inheritance and variation of traits of heredity, as demonstrated by the ability of the pupil to make observations to construct an evidence-based account that young plants and animals, including humans, are similar to, but not exactly the same as, their parents.

3.  For the area of earth science, understand the earth's place in the universe, as demonstrated by the ability of the pupil to:

(a) Use observations of the sun, moon and stars to describe patterns that can be predicted.

(b) Make observations at different times of the year to relate the amount of daylight to the time of year.

4.  For the area of engineering technology, understand design, as demonstrated by the ability of the pupil to:

(a) Ask questions, make observations and gather information about a situation which persons have a desire to change to define a simple problem that can be solved through the development of new or improved objects or tools.

(b) Develop a simple sketch, drawing or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.

(c) Analyze data from testing two objects designed to solve the same problem to compare the strengths and weaknesses displayed by each object.

(Added to NAC by Bd. of Education by R084-13, eff. 6-23-2014; A by R141-14, 10-27-2015)

1.  Creation of new theatrical work by conceiving and developing theatrical work, alone and with others, which must be determined by evaluating the ability of the pupil to:

(a) Generate and conceptualize theatrical ideas and work, as demonstrated by the ability of the pupil to:

(1) Propose characters as options for inclusion in a guided drama;

(2) Use materials to create props, puppets or costumes; and

(3) Identify ways to use gestures and movements to create or retell a story.

(b) Organize and develop theatrical ideas and work, as demonstrated by the ability of the pupil to:

(1) Contribute to the development of a sequential plot for a guided drama; and

(2) Collaborate with others to make decisions concerning a guided drama.

(c) Refine, complete and present theatrical work, as demonstrated by the ability of the pupil to:

(1) Adapt the plot of a guided drama;

(2) Identify similarities and differences in sound and movement that occurs in a guided drama; and

(3) Create multiple representations of a single object in a guided drama.

2.  Performance of theatrical work that involves interpretation and presentation of theatrical work, alone and with others, which must be determined by evaluating the ability of the pupil to:

(a) Select, analyze and interpret theatrical work for presentation, as demonstrated by the ability of the pupil to:

(1) Describe the actions and dialogue of characters in a guided drama; and

(2) Use gestures and voice to communicate the traits and emotions of characters in a guided drama.

(b) Develop and refine technique and performances, as demonstrated by the ability of the pupil to:

(1) Explain the importance of physical movement in a guided drama; and

(2) Identify technical elements in a guided drama.

(c) Convey meaning through the presentation of theatrical work, as demonstrated by the ability of the pupil to use movement and gestures to communicate emotions in a guided drama.

3.  Understanding and evaluating, alone and with others, how theatrical work conveys meaning, which must be determined by evaluating the ability of the pupil to:

(a) Perceive and analyze theatrical work, as demonstrated by the ability of the pupil to recall choices made while participating in a guided drama.

(b) Interpret intent and meaning in theatrical work, as demonstrated by the ability of the pupil to:

(1) Explain preferences and emotions in a guided drama;

(2) Identify causes of the actions of characters in a guided drama; and

(3) Explain the personal emotions and choices of a character in a guided drama.

(c) Apply prescribed criteria to evaluate theatrical work, as demonstrated by the ability of the pupil to:

(1) Add to the ideas of others in a guided drama;

(2) Identify props and costumes for use in a guided drama; and

(3) Compare and contrast the experiences of characters in a guided drama.

4.  Using external context when creating, evaluating and finding personal meaning in theatrical work, which must be determined by evaluating the ability of the pupil to:

(a) Apply and relate knowledge and personal experience to theatrical work, as demonstrated by the ability of the pupil to identify the emotions of characters and relate those emotions to personal experience.

(b) Analyze theatrical work in light of societal, cultural and historical context to create a deeper understanding of the theatrical work, as demonstrated by the ability of the pupil to:

(1) Apply knowledge from other areas when engaging in dramatic play;

(2) Identify stories that differ from each other when engaging in dramatic play; and

(3) Collaborate with others to create a short scene in a guided drama.

(Added to NAC by Bd. of Education by R043-18, eff. 12-19-2018)

1.  Creation of new visual art by conceiving and developing visual art, alone and with others, which must be determined by evaluating the ability of the pupil to:

(a) Generate and conceptualize artistic ideas and work, as demonstrated by the ability of the pupil to:

(1) Explore and collaborate with teachers and other pupils in the use of materials to create visual art; and

(2) Prepare materials to create visual art.

(b) Organize and develop artistic ideas and work, as demonstrated by the ability of the pupil to:

(1) Experiment to build skills for the creation of visual art;

(2) Demonstrate the safe use of materials, tools and equipment for the creation of visual art; and

(3) Identify how elements of design influence human interactions with objects.

(c) Refine, complete and present works of visual art, as demonstrated by the ability of the pupil to use vocabulary commonly used in artistic fields to describe artistic choices.

2.  Interpretation and presentation of visual art, alone and with others, which must be determined by evaluating the ability of the pupil to:

(a) Select, analyze and interpret works of visual art for presentation, as demonstrated by the ability of the pupil to select pieces of visual art for a personal portfolio.

(b) Develop and refine artistic techniques, work and presentations, as demonstrated by the ability of the pupil to ask and answer questions concerning the presentation of a personal portfolio.

(c) Discuss and apply topics relating to the presentation of works of visual art, as demonstrated by the ability of the pupil to identify the roles and responsibilities of people who work in museums.

3.  Understanding and evaluating, alone and with others, how visual art conveys meaning, which must be determined by evaluating the ability of the pupil to:

(a) Perceive and analyze works of visual art, as demonstrated by the ability of the pupil to:

(1) Compare images that represent the same subject; and

(2) Describe images that represent life experiences.

(b) Interpret intent and meaning in works of visual art, as demonstrated by the ability of the pupil to categorize the subject matter of works of visual art by identifying the characteristics of media and composition.

(c) Apply prescribed criteria to evaluate works of visual art, as demonstrated by the ability of the pupil to classify works of visual art based on the preferences of the pupil.

4.  Using external context when creating, evaluating and finding personal meaning in visual art, which must be determined by evaluating the ability of the pupil to:

(a) Apply and relate knowledge and personal experience to visual art, as demonstrated by the ability of the pupil to identify reasons that people create visual art.

(b) Analyze works of visual art in light of societal, cultural and historical context to create a deeper understanding of the works of visual art, as demonstrated by the ability of the pupil to identify the purpose of a work of visual art from another period in history.

(Added to NAC by Bd. of Education by R043-18, eff. 12-19-2018)

1.  Demonstrate competency in the motor skills, patterns of movement and safety practices needed to perform a variety of physical activities, as demonstrated by the ability of the pupil to:

(a) Demonstrate the basic elements of forms of movement;

(b) Perform a variety of basic manipulative skills in isolation;

(c) Perform simple motor skills and patterns of movement; and

(d) Demonstrate safe practices while participating in physical activities.

2.  Apply concepts, principles and strategies relating to movement, performance and safety while participating in physical activities, as demonstrated by the ability of the pupil to:

(a) Recognize the basic elements of forms of movement;

(b) Demonstrate basic game strategies while participating in physical activities; and

(c) Identify appropriate safety practices concerning spatial awareness with regard to oneself and other persons.

3.  Participate regularly in physical activities, as demonstrated by the ability of the pupil to:

(a) Demonstrate the difference between sedentary, light, moderate and vigorous physical activity;

(b) Apply healthy patterns of activity by participating regularly in physical activity; and

(c) Demonstrate various ways to be physically active on a daily basis.

4.  Achieve and maintain a health-enhancing level of physical fitness, as demonstrated by the ability of the pupil to:

(a) Practice health-related components of fitness in various physical activities; and

(b) Identify the physiological signs of light, moderate and vigorous physical activity.

(Added to NAC by Bd. of Education by R033-00, 6-20-2000, eff. 7-1-2000; A by R062-13, 2-26-2014)

1.  The Common Core Standards for English language arts developed by the Common Core State Standards Initiative for the second grade are hereby adopted by reference as those standards existed on June 2, 2010. A copy of the Common Core Standards for English language arts for the second grade may be obtained at no cost from the Common Core State Standards Initiative on the Internet at http://www.corestandards.org.

2.  By the beginning of the second grade, pupils must know and be able to do everything required in the previous grades for English language arts offered in public schools.

3.  For the 2011-2012 school year and each school year thereafter, instruction in the second grade in English language arts must be designed so that by the completion of the second grade, pupils meet the standards adopted pursuant to subsection 1.

(Added to NAC by Bd. of Education by R019-11, eff. 5-30-2012)

1.  For the areas of understanding the process of obtaining information in such a manner as to access information efficiently and effectively, evaluate information critically and competently, and use information accurately and creatively, a pupil must demonstrate the ability to:

(a) Recognize the need for information by giving examples of situations in which information beyond the pupil's own knowledge is needed to resolve an information problem or question.

(b) Recognize that accurate and comprehensive information is the basis for intelligent decision making by selecting examples of accurate and inaccurate information and complete and incomplete information.

(c) Formulate questions by stating at least one broad question that will help in finding the needed information.

(d) Identify a variety of potential sources of information by listing several sources of information and explaining the kind of information found in each source.

(e) Develop and use successful strategies for locating information by listing some ideas for identifying and finding the needed information.

(f) Distinguish among fact, point of view and opinion by recognizing those concepts in various sources and products of information.

(g) Select information appropriate to a specific problem or question by recognizing information that is applicable to that problem or question.

(h) Organize information for practical application by describing several ways to organize information, including chronologically, topically and hierarchically.

(i) Integrate new information into a pupil's existing knowledge by recognizing and understanding new information and ideas.

(j) Apply information using critical thinking and problem-solving skills by identifying information that meets a particular need for information.

(k) Produce and communicate information and ideas in appropriate formats by naming a variety of different formats for presenting different kinds of information.

2.  For the areas of pursuing information related to personal interests, appreciating literature and other creative expressions of information, and striving for excellence in seeking information and generating knowledge, a pupil must demonstrate the ability to:

(a) Seek information relating to various dimensions of personal well-being, such as vocational interests, involvement in community, matters concerning health and recreational pursuits by:

(1) Occasionally seeking information about topics of personal interest or aspects of well-being; and

(2) Generally expanding beyond the pupil's own knowledge to seek information concerning topics of personal interest or aspects of well-being.

(b) Design, develop and evaluate information and conclusions based upon that information relating to topics of personal interest to the pupil by organizing and presenting basic information gathered by the pupil relating to those topics of personal interest.

(c) Function as a competent and self-motivated reader by explaining and discussing various examples of fiction.

(d) Derive meaning from information presented creatively in a variety of formats by explaining and discussing films, plays and other creative presentations of information.

(e) Develop creative methods of conveying information in a variety of formats by expressing information and ideas creatively in simple formats.

(f) Assess the quality of the process and outcome of the pupil's efforts to obtain information by retracing the steps the pupil took to find information and explaining which were most useful for resolving a problem or question concerning the information.

3.  For the areas of recognizing the importance of information to a democratic society, practicing ethical behavior in regard to information and information technology, and participating effectively in groups to pursue and generate information, a pupil must demonstrate the ability to:

(a) Seek information from diverse sources, contexts, disciplines and cultures by identifying several appropriate sources for resolving an information problem or question.

(b) Respect the principle of equitable access to information by explaining why it is important for all pupils to have access to information, information sources and information technology.

(c) Respect the principles of intellectual freedom by defining or giving examples of "intellectual freedom."

(d) Respect intellectual property rights by giving examples of what it means to respect intellectual property rights.

(e) Use information technology responsibly by stating the main points of the policy of the pupil's school regarding the use of computing and communications hardware, software and networks.

(f) Share and contribute knowledge and information with other pupils in groups by seeking and communicating specific facts, opinions and points of view related to information problems or questions.

(g) Respect the ideas and backgrounds of other pupils and acknowledge the contributions of other pupils by describing their ideas accurately and completely.

(h) Collaborate with others, both in person and through technologies, to identify information problems and to seek solutions by:

(1) Expressing the pupil's own ideas appropriately and effectively, in person and remotely through technologies, while working in groups to identify and resolve information problems;

(2) Participating actively in discussions with others, in person and remotely through technologies, to analyze information problems and suggest solutions; and

(3) Participating actively in discussions with others, in person and remotely through technologies, to devise solutions to information problems that integrate the information and ideas of group members.

(Added to NAC by Bd. of Education by R071-01, eff. 11-1-2001; A by R013-03, 10-30-2003)

1.  The Common Core Standards for mathematics developed by the Common Core State Standards Initiative for the second grade are hereby adopted by reference as those standards existed on June 2, 2010. A copy of the Common Core Standards for mathematics for the second grade may be obtained at no cost from the Common Core State Standards Initiative on the Internet at http://www.corestandards.org.

2.  By the beginning of the second grade, pupils must know and be able to do everything required in the previous grades for mathematics offered in public schools.

3.  For the 2011-2012 school year and each school year thereafter, instruction in the second grade in mathematics must be designed so that by the completion of the second grade, pupils meet the standards adopted pursuant to subsection 1.

(Added to NAC by Bd. of Education by R019-11, eff. 5-30-2012)

1.  For the area of social studies disciplinary skills, with prompting and support:

(a) Generate compelling questions to explore the national identity and culture of the United States.

(b) Generate supporting questions relating to the compelling questions generated pursuant to paragraph (a).

(c) Analyze two or more primary sources to determine the point of view and perspective presented in each source.

(d) Construct responses to the compelling questions developed pursuant to paragraph (a) using reasoning, examples and relevant details.

(e) Construct organized explanations of relevant concepts for various audiences and purposes.

(f) Participate in a structured academic discussion using evidence and reasoning.

(g) List and discuss actions by a person or a group that can be taken to address local, regional or national problems.

(h) Use deliberative and democratic procedures to take action about an issue in the community in which the pupil lives.

2.  For the area of history:

(a) Explore significant events that have shaped national identity in the United States.

(b) Identify major political leaders who have impacted the history of the United States.

(c) Identify how persons have made a difference in the communities in which they live.

3.  For the area of geography:

(a) Locate on a map the places in which certain major historical events in the history of the United States occurred.

(b) Identify major landmarks in the United States that are associated with historical events.

(c) Examine how environmental characteristics shaped the development of the United States in the past and will continue to shape the development of the United States in the future.

(d) Describe why persons moved to the United States throughout the early history of the United States, including, without limitation, any cultural, economic, environmental, political or social reasons for doing so.

4.  For the area of economics:

(a) Identify two or more times throughout the history of the United States when scarce resources led to conflict.

(b) Identify how natural resources were used in the past to produce goods and services and how such resources are used in the present to produce goods and services.

5.  For the area of civics:

(a) Explain how diverse persons have played important roles in developing the civic identity of the United States to include, without limitation, the following civic dispositions and democratic principles:

(1) Deliberative discussion;

(2) Equality;

(3) Freedom;

(4) Liberty; and

(5) Respect for the individual rights of a person.

(b) Describe the role and responsibilities of the President of the United States.

(c) Determine the civic dispositions and democratic principles that have influenced the United States.

(d) Describe the rights and responsibilities of citizenship in the United States.

6.  For the area of multicultural education:

(a) Examine major events throughout the history of the United States to understand how discrimination against and the oppression of various racial and ethnic groups contributed towards movements for social justice.

(b) Explain how, throughout the history of the United States, different groups have worked through conflicts when solving problems.

(c) Identify and compare different cultural practices and traditions in the United States.

(d) Discuss the contributions made by culturally, racially and ethnically diverse persons throughout the history of the United States and the positive impacts of such contributions.

(Added to NAC by Bd. of Education by R074-00, eff. 6-20-2000; A by R011-09, 10-27-2009; R056-17, 8-30-2018)

1.  For the area of physical science, understand matter and its interactions, as demonstrated by the ability of the pupil to:

(a) Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties.

(b) Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose.

(c) 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.

(d) Construct an argument with evidence that some changes caused by heating or cooling are able to be reversed and some are not.

2.  For the area of life science, understand:

(a) The interactions, energy and dynamics of ecosystems, as demonstrated by the ability of the pupil to:

(1) Plan and conduct an investigation to determine if plants need sunlight and water to grow.

(2) Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants.

(b) The unity and diversity of biological evolution, as demonstrated by the ability of the pupil to make observations of plants and animals to compare the diversity of life in different habitats.

3.  For the area of earth science, understand:

(a) The earth's place in the universe, as demonstrated by the ability of the pupil to use information from several sources to provide evidence that events affecting the earth can occur quickly or slowly.

(b) The earth's systems, as demonstrated by the ability of the pupil to:

(1) Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land.

(2) Develop a model to illustrate the shapes and kinds of land and bodies of water in an area.

(3) Obtain information to demonstrate where water is found on earth and that water can be solid or liquid.

4.  For the area of engineering technology, understand design, as demonstrated by the ability of the pupil to:

(a) Ask questions, make observations and gather information about a situation which persons desire to change to define a simple problem that can be solved through the development of new or improved objects or tools.

(b) Develop a simple sketch, drawing or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.

(c) Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of the performance of each object.

(Added to NAC by Bd. of Education by R075-99, eff. 11-4-99; A by R041-05, 10-31-2005; R084-13, 6-23-2014; R141-14, 10-27-2015)

1.  Creation of new dance by conceiving and developing dance, alone and with others, which must be determined by evaluating the ability of the pupil to:

(a) Generate and conceptualize dance and ideas relating to dance, as demonstrated by the ability of the pupil to:

(1) Move to a variety of stimuli; and

(2) Combine body movements to express the elements of dance.

(b) Organize and develop dance and ideas relating to dance, as demonstrated by the ability of the pupil to:

(1) Improvise a dance that has a beginning, middle and end; and

(2) Perform a movement that expresses a main idea or emotion.

(c) Refine, complete and present dance, as demonstrated by the ability of the pupil to:

(1) Apply recommendations for change to movements in dance; and

(2) Create levels in a variety of dance movements using pictures or symbols.

2.  Performance of dance that involves interpretation and presentation of dance, alone and with others, which must be determined by evaluating the ability of the pupil to:

(a) Select, analyze and interpret dance for presentation, as demonstrated by the ability of the pupil to:

(1) Demonstrate movements that change the shape, level and direction of the pupil's body;

(2) Identify and move on the downbeat and correlate metric phrases with the phrasing of movement; and

(3) Demonstrate kinesthetic awareness while dancing.

(b) Develop and refine technique and performances, as demonstrated by the ability of the pupil to:

(1) Demonstrate a range of movements, body shapes and directionality;

(2) Use safe and respectful movement in group formations; and

(3) Repeat movements with an awareness of spatial arrangements.

(c) Convey meaning through the presentation of dance, as demonstrated by the ability of the pupil to:

(1) Dance for and with others while maintaining the performance space of the pupil; and

(2) Use production elements in a dance performance.

3.  Understanding and evaluating, alone and with others, how dance conveys meaning, which must be determined by evaluating the ability of the pupil to:

(a) Perceive and analyze dance, as demonstrated by the ability of the pupil to:

(1) Identify movements in a dance that make a pattern; and

(2) Demonstrate observed or performed dance movements from a specific genre or culture.

(b) Interpret intent and meaning in dance, as demonstrated by the ability of the pupil to identify meaning and intent in a dance performance using contextual cues.

(c) Apply prescribed criteria to evaluate dance, as demonstrated by the ability of the pupil to discuss the successful elements of a dance using terminology commonly used in the field of dance.

4.  Using external context when creating, evaluating and finding personal meaning in dance, which must be determined by evaluating the ability of the pupil to:

(a) Apply and relate knowledge and personal experience to dance, as demonstrated by the ability of the pupil to create:

(1) A dance that expresses personal meaning; and

(2) Movement in response to a dance.

(b) Analyze dance in light of societal, cultural and historical context to create a deeper understanding of the dance, as demonstrated by the ability of the pupil to make connections between a dance to the environment in which the dance was created and the people who created the dance.

(Added to NAC by Bd. of Education by R043-18, eff. 12-19-2018)

1.  Creation of new works of media art by conceiving and developing media art, alone and with others, which must be determined by evaluating the ability of the pupil to:

(a) Generate and conceptualize artistic ideas and work, as demonstrated by the ability of the pupil to share ideas and works of media art through brainstorming and improvising.

(b) Organize and develop artistic ideas and work, as demonstrated by the ability of the pupil to create plans or models for productions of media art.

(c) Refine, complete and present works of media art, as demonstrated by the ability of the pupil to:

(1) Use basic principles of media art to construct content for productions of media art; and

(2) Describe the effects of changes to the content, form or presentation of a work of media art.

2.  Interpretation and presentation of media art, alone and with others, which must be determined by evaluating the ability of the pupil to:

(a) Select, analyze and interpret works of media art for presentation, as demonstrated by the ability of the pupil to combine forms of art and media content to create works of media art for presentation.

(b) Develop and refine artistic techniques, work and presentations, as demonstrated by the ability of the pupil to demonstrate:

(1) Skills used to create and present works of media art and roles in the creation and presentation of media art;

(2) Creative skills in the context of a production of media art; and

(3) Methods for creating media art.

(c) Convey meaning through the presentation of media art, as demonstrated by the ability of the pupil to:

(1) Identify and perform tasks necessary to present works of media art; and

(2) Identify reactions to shared presentations of works of media art.

3.  Understanding and evaluating, alone and with others, how media art conveys meaning, which must be determined by evaluating the ability of the pupil to:

(a) Perceive and analyze works of media art, as demonstrated by the ability of the pupil to:

(1) Identify components and messages of works of media art; and

(2) Identify how different types of media art creates different experiences.

(b) Interpret intent and meaning in works of media art, as demonstrated by the ability of the pupil to determine the context, purpose and meaning of a variety of media art.

(c) Apply prescribed criteria to evaluate works of visual art, as demonstrated by the ability of the pupil to identify aspects in which a work of media art can be improved.

4.  Using external context when creating, evaluating and finding personal meaning in media art, which must be determined by evaluating the ability of the pupil to:

(a) Apply and relate knowledge and personal experience to media art, as demonstrated by the ability of the pupil to:

(1) Apply personal experiences and interests when creating works of media art; and

(2) Describe the meaning of a work of media art.

(b) Analyze works of media art in light of societal, cultural and historical context to create a deeper understanding of the works of media art, as demonstrated by the ability of the pupil to relate works of media art to aspects of life and culture.

(Added to NAC by Bd. of Education by R043-18, eff. 12-19-2018)

1.  Creation of new music by conceiving and developing music, alone and with others, which must be determined by evaluating the ability of the pupil to:

(a) Generate and conceptualize musical ideas and work, as demonstrated by the ability of the pupil to:

(1) Improvise rhythmic and melodic patterns for a specific purpose; and

(2) Generate musical patterns using tonalities and meters.

(b) Organize and develop musical ideas and work, as demonstrated by the ability of the pupil to:

(1) Explain reasons for selecting music to express a particular intent; and

(2) Use iconic notation, standard notation or recording technology to document and organize musical ideas.

(c) Refine, complete and present musical work, as demonstrated by the ability of the pupil to:

(1) Explain and apply feedback to refine musical ideas; and

(2) Present music in a manner that conveys the intent of musical ideas to an audience.

2.  Performance of music that involves interpretation and presentation of music, alone and with others, which must be determined by evaluating the ability of the pupil to:

(a) Select, analyze and interpret music for presentation, as demonstrated by the ability of the pupil to:

(1) Select and discuss varied musical repertoires;

(2) Listen to, sing, perform and respond to music in a selected repertoire;

(3) Analyze, classify or compare and contrast selected music;

(4) Read and perform rhythmic patterns using iconic or standard notation; and

(5) Sing or play instruments when performing musical selections appropriate for the age of the pupil.

(b) Develop and refine technique and performances, as demonstrated by the ability of the pupil to:

(1) Apply rubrics and feedback to evaluate performances; and

(2) Use suggested rehearsal strategies to address challenges in interpreting music.

(c) Convey meaning through the presentation of music, as demonstrated by the ability of the pupil to perform music:

(1) Accurately; and

(2) In a manner that is appropriate for the audience.

3.  Understanding and evaluating, alone and with others, how music conveys meaning, which must be determined by evaluating the ability of the pupil to:

(a) Perceive and analyze music, as demonstrated by the ability of the pupil to:

(1) Explain the manner in which personal interests influence the selection of music for a specific purpose; and

(2) Describe the manner in which specific musical concepts are used in various styles of music.

(b) Interpret intent and meaning in music, as demonstrated by the ability of the pupil to identify music concepts and describe how those concepts support the intent of creators and performers.

(c) Apply prescribed criteria to evaluate music, as demonstrated by the ability of the pupil to critique music and apply personal preferences when evaluating music.

4.  Using external context when creating, evaluating and finding personal meaning in music, which must be determined by evaluating the ability of the pupil to:

(a) Apply and relate knowledge and personal experience to music, as demonstrated by the ability of the pupil to describe how interests, knowledge and skills relate to personal choices and intent when creating, performing and responding to music.

(b) Analyze music in light of societal, cultural and historical context to create a deeper understanding of the music, as demonstrated by the ability of the pupil to compare and contrast relationships between music and other arts, disciplines and contexts of daily life.

(Added to NAC by Bd. of Education by R043-18, eff. 12-19-2018)

1.  Creation of new theatrical work by conceiving and developing theatrical work, alone and with others, which must be determined by evaluating the ability of the pupil to:

(a) Generate and conceptualize theatrical ideas and work, as demonstrated by the ability of the pupil to:

(1) Propose new plot details for inclusion in a guided drama;

(2) Collaborate with others to develop scenery for a guided drama; and

(3) Identify ways to use voice and sounds to create or retell a story for a guided drama.

(b) Organize and develop theatrical ideas and work, as demonstrated by the ability of the pupil to:

(1) Contribute to the development of dialogue for a guided drama; and

(2) Collaborate with others to make decisions concerning a guided drama.

(c) Refine, complete and present theatrical work, as demonstrated by the ability of the pupil to:

(1) Adapt the dialogue of a guided drama;

(2) Adapt the sound and movement of a guided drama; and

(3) Create multiple representations of a single object in a guided drama.

2.  Performance of theatrical work that involves interpretation and presentation of theatrical work, alone and with others, which must be determined by evaluating the ability of the pupil to:

(a) Select, analyze and interpret theatrical work for presentation, as demonstrated by the ability of the pupil to:

(1) Interpret the elements of the story of a guided drama; and

(2) Articulately describe the nuances of a character in a guided drama.

(b) Develop and refine technique and performances, as demonstrated by the ability of the pupil to:

(1) Demonstrate relationships between body and voice in a guided drama; and

(2) Identify technical elements in a guided drama.

(c) Convey meaning through the presentation of theatrical work, as demonstrated by the ability of the pupil to collaborate and share ideas concerning a guided drama.

3.  Understanding and evaluating, alone and with others, how theatrical work conveys meaning, which must be determined by evaluating the ability of the pupil to:

(a) Perceive and analyze theatrical work, as demonstrated by the ability of the pupil to recall choices made while participating in a guided drama.

(b) Interpret intent and meaning in theatrical work, as demonstrated by the ability of the pupil to:

(1) Explain how preferences and emotions affect a guided drama;

(2) Identify the causes and consequences of the actions of characters in a guided drama; and

(3) Explain the personal emotions and choices of a character in a guided drama.

(c) Apply prescribed criteria to evaluate theatrical work, as demonstrated by the ability of the pupil to:

(1) Add to the ideas of others in a guided drama;

(2) Use props and costumes to represent setting, characters or events in a guided drama; and

(3) Describe how characters respond to challenges in a guided drama.

4.  Using external context when creating, evaluating and finding personal meaning in theatrical work, which must be determined by evaluating the ability of the pupil to:

(a) Apply and relate knowledge and personal experience to theatrical work, as demonstrated by the ability of the pupil to compare the experiences of different characters and relate those experiences to personal experience.

(b) Analyze theatrical work in light of societal, cultural and historical context to create a deeper understanding of the theatrical work, as demonstrated by the ability of the pupil to:

(1) Apply knowledge from other forms of art when engaging in dramatic play;

(2) Identify similarities and differences of multiple cultures present in a guided drama; and

(3) Collaborate with others to create a short scene in a guided drama.

(Added to NAC by Bd. of Education by R043-18, eff. 12-19-2018)

1.  Creation of new visual art by conceiving and developing visual art, alone and with others, which must be determined by evaluating the ability of the pupil to:

(a) Generate and conceptualize artistic ideas and work, as demonstrated by the ability of the pupil to:

(1) Brainstorm approaches to a problem concerning designing a piece of art; and

(2) Create art to explore personal interests or curiosity.

(b) Organize and develop artistic ideas and work, as demonstrated by the ability of the pupil to:

(1) Experiment to build skills for the creation of art;

(2) Demonstrate the safe use of materials, tools and equipment for the creation of art; and

(3) Repurpose an object to create a new work of art.

(c) Refine, complete and present works of visual art, as demonstrated by the ability of the pupil to discuss choices made when creating a work of art.

2.  Interpretation and presentation of visual art, alone and with others, which must be determined by evaluating the ability of the pupil to:

(a) Select, analyze and interpret works of visual art for presentation, as demonstrated by the ability of the pupil to categorize works of visual art for an exhibit based on a theme or concept.

(b) Develop and refine artistic techniques, work and presentations, as demonstrated by the ability of the pupil to distinguish between varied materials and techniques for preparing and presenting a portfolio.

(c) Discuss and apply topics relating to the presentation of works of visual art, as demonstrated by the ability of the pupil to analyze how the exhibition of art contributes to the community.

3.  Understanding and evaluating, alone and with others, how visual art conveys meaning, which must be determined by evaluating the ability of the pupil to:

(a) Perceive and analyze works of visual art, as demonstrated by the ability of the pupil to:

(1) Describe aesthetic characteristics of natural and constructed environments; and

(2) Categorize images based on the expressive properties of the images.

(b) Interpret intent and meaning in works of visual art, as demonstrated by the ability of the pupil to describe the relevant subject matter and characteristics of a work of visual art.

(c) Apply prescribed criteria to evaluate works of visual art, as demonstrated by the ability of the pupil to use vocabulary commonly used in artistic fields to express artistic preferences.

4.  Using external context when creating, evaluating and finding personal meaning in visual art, which must be determined by evaluating the ability of the pupil to:

(a) Apply and relate knowledge and personal experience to visual art, as demonstrated by the ability of the pupil to create visual art relating to events in the home, school or community.

(b) Analyze works of visual art in light of societal, cultural and historical context to create a deeper understanding of the works of visual art, as demonstrated by the ability of the pupil to compare and contrast the cultural uses of visual art from different times and places.

(Added to NAC by Bd. of Education by R043-18, eff. 12-19-2018)

Instruction: Third Grade

1.  The Common Core Standards for English language arts developed by the Common Core State Standards Initiative for the third grade are hereby adopted by reference as those standards existed on June 2, 2010. A copy of the Common Core Standards for English language arts for the third grade may be obtained at no cost from the Common Core State Standards Initiative on the Internet at http://www.corestandards.org.

2.  By the beginning of the third grade, pupils must know and be able to do everything required in the previous grades for English language arts.

3.  For the 2011-2012 school year and each school year thereafter, instruction in the third grade in English language arts must be designed so that by the completion of the third grade, pupils meet the standards adopted pursuant to subsection 1.

(Added to NAC by Bd. of Education by R019-11, eff. 5-30-2012)

1.  For the areas of understanding the process of obtaining information in such a manner as to access information efficiently and effectively, evaluate information critically and competently, and use information accurately and creatively, a pupil must demonstrate the ability to:

(a) Recognize the need for information by:

(1) Giving examples of situations in which additional information beyond the pupil's own knowledge is needed to resolve an information problem or question;

(2) Determining whether additional information beyond the pupil's own knowledge is needed to resolve an information problem or question; and

(3) By selecting examples of accurate and inaccurate information and complete and incomplete information.

(b) Recognize that accurate and comprehensive information is the basis for intelligent decision making by explaining the differences between accurate and inaccurate information.

(c) Formulate questions by:

(1) Stating at least one broad question that will help in finding the needed information; and

(2) Stating both broad and specific questions that will help in finding the needed information.

(d) Identify a variety of potential sources of information by listing several sources of information and by explaining the kind of information found in each source.

(e) Develop and use successful strategies for locating information by listing some ideas for identifying and finding information that is needed.

(f) Determine accuracy, relevance and comprehensiveness by defining "accuracy," "relevance" and "comprehensiveness" and giving examples of their applications.

(g) Distinguish among fact, point of view and opinion by:

(1) Recognizing those concepts in various sources and products of information; and

(2) Explaining how those concepts are different from the others.

(h) Identify inaccurate and misleading information by explaining how such information can lead to faulty conclusions.

(i) Select information that is appropriate to a specific problem or question by recognizing information that is applicable to that problem or question.

(j) Organize information for practical application by:

(1) Describing several ways to organize information, including chronologically, topically and hierarchically; and

(2) Organizing the information in different ways according to the specific information problem or question.

(k) Integrate new information into the pupil's existing knowledge by:

(1) Recognizing and understanding new information and ideas; and

(2) Combining what is already known about a topic with new information and drawing conclusions using the combined information.

(l) Apply information in critical thinking and problem solving by:

(1) Identifying information that meets a particular need for information; and

(2) Using information from a variety of sources to resolve an information problem or question.

(m) Produce and communicate information and ideas in appropriate formats by:

(1) Naming a variety of different formats for presenting different kinds of information; and

(2) Choosing an appropriate format for presenting information from a variety of sources based on the information itself, the audience, and the nature of the information problem or question to determine the applicability of that format to a specific information problem or question.

2.  For the areas of pursuing information related to personal interests, appreciating literature and other creative expressions of information, and striving for excellence in seeking information and generating knowledge, a pupil must demonstrate the ability to:

(a) Seek information relating to various dimensions of personal well-being, such as vocational interests, involvement in community, matters concerning health and recreational pursuits by:

(1) Occasionally seeking information about topics of personal interest or aspects of well-being; and

(2) Generally expanding beyond the pupil's own knowledge to seek information concerning topics of personal interest or aspects of well-being.

(b) Design, develop and evaluate information and conclusions based upon that information relating to topics of personal interest to the pupil by:

(1) Organizing and presenting basic information gathered by the pupil relating to those topics of personal interest; and

(2) Creating solutions and methods of conveying information concerning those topics of personal interest.

(c) Function as a competent and self-motivated reader by:

(1) Explaining and discussing various examples of fiction; and

(2) Choosing fiction and other types of literature to read and analyze.

(d) Derive meaning from information presented creatively in a variety of formats by explaining and discussing films, plays and other creative presentations of information.

(e) Develop creative methods of conveying information in a variety of formats by:

(1) Expressing information and ideas creatively in simple formats; and

(2) Expressing information and ideas creatively in ways that combine several formats.

(f) Assess the quality of the process and outcome of the pupil's efforts to obtain information by:

(1) Retracing the steps the pupil took to obtain information and explaining which were most useful for resolving a problem or question concerning the information; and

(2) Assessing each step the pupil took to obtain information with respect to a specific problem concerning the information and assessing the result.

(g) Devise basic strategies for revising, improving and updating self-generated knowledge by explaining those basic strategies.

3.  For the areas of recognizing the importance of information to a democratic society, practicing ethical behavior in regard to information and information technology, and participating effectively in groups to pursue and generate information, a pupil must demonstrate the ability to:

(a) Seek information from diverse sources, contexts, disciplines and cultures by identifying several appropriate sources for resolving an information problem or question.

(b) Respect the principle of equitable access to information by:

(1) Explaining why it is important for all pupils to have access to information, information sources and information technology; and

(2) Using information, information sources and information technology efficiently so that they are available for other pupils to use.

(c) Respect the principles of intellectual freedom by:

(1) Defining or giving examples of "intellectual freedom"; and

(2) Analyzing a situation in terms of its relationship to intellectual freedom, including, without limitation, issuing a personal opinion of a book or video in the library media center.

(d) Respect intellectual property rights by:

(1) Giving examples of what it means to respect intellectual property rights; and

(2) Analyzing situations to determine the steps necessary to respect intellectual property rights, including, without limitation, the creation of a term paper or the development of a multimedia product.

(e) Use information technology responsibly by stating the main points of the policy of the pupil's school regarding the use of computing and communications hardware, software and networks.

(f) Share and contribute knowledge and information with other pupils in groups by:

(1) Seeking and communicating specific facts, opinions and points of view related to information problems or questions; and

(2) Using information sources and selecting information and ideas that will contribute directly to the success of group projects.

(g) Respect the ideas and backgrounds of other pupils and acknowledge their contributions by:

(1) Describing the ideas of other pupils accurately and completely; and

(2) Encouraging consideration of ideas and information from all group members.

(h) Collaborate with others, both in person and through technologies, to identify information problems and to seek solutions by:

(1) Expressing the pupil's own ideas appropriately and effectively, in person and remotely through technologies, while working in groups to identify and resolve information problems;

(2) Participating actively in discussions with others, in person and remotely through technologies, to analyze information problems and suggest solutions; and

(3) Participating actively in discussions with others, in person and remotely through technologies, to devise solutions to information problems that integrate the information and ideas of group members.

(Added to NAC by Bd. of Education by R071-01, eff. 11-1-2001; A by R013-03, 10-30-2003)

1.  The Common Core Standards for mathematics developed by the Common Core State Standards Initiative for the third grade are hereby adopted by reference as those standards existed on June 2, 2010. A copy of the Common Core Standards for mathematics for the third grade may be obtained at no cost from the Common Core State Standards Initiative on the Internet at http://www.corestandards.org.

2.  By the beginning of the third grade, pupils must know and be able to do everything required in the previous grades for mathematics offered in public schools.

3.  For the 2013-2014 school year and each school year thereafter, instruction in the third grade in mathematics must be designed so that by the completion of the third grade, pupils meet the standards adopted pursuant to subsection 1.

(Added to NAC by Bd. of Education by R019-11, eff. 5-30-2012; A by R019-11, 5-30-2012, eff. 7-1-2013)

1.  For the area of social studies disciplinary skills:

(a) Generate compelling questions to explore the movement of persons throughout the world.

(b) Generate and answer supporting questions that address the compelling questions generated pursuant to paragraph (a).

(c) Determine the credibility of one source by comparing it to another source about the same topic to corroborate the credibility of the source.

(d) Identify the difference between primary and secondary sources and explain why both are important to constructing a narrative of the past.

(e) Cite evidence that supports a response to a compelling question generated pursuant to paragraph (a) or a supporting question generated pursuant to paragraph (b).

(f) Construct responses to the compelling questions generated pursuant to paragraph (a) using reasoning, examples and relevant details.

(g) Construct organized explanations of relevant concepts for various audiences and purposes using evidence and reasoning.

(h) Participate in a structured academic discussion using evidence and reasoning to share and critique ideas.

(i) List and discuss actions by a person or a group that can be taken to address local, regional or global problems.

(j) Use deliberative and democratic procedures to take action about an issue.

2.  For the area of history:

(a) Investigate the response of the government of the United States to migration and immigration.

(b) Compare and contrast conflicting historical perspectives about migration and immigration.

(c) Analyze the cultural contributions that different migrant groups have made to this State throughout history.

(d) Explore the impact of migration and immigration on global conflicts.

3.  For the area of geography:

(a) Use a map to explain how the unique characteristics of a place affect the decisions of persons to relocate nationally and globally.

(b) Examine how environmental and cultural characteristics influence the choices of persons to live in different areas around the world.

(c) Explain how human settlements and movements relate to the physical geography and natural resources of a location.

(d) Describe how various cultures have interacted with and influenced each other.

4. For the area of economics:

(a) Identify how humans use natural resources, human resources and physical capital to produce goods and services to trade throughout the world.

(b) Explain why persons in one country trade goods and services with persons in other countries.

5.  For the area of civics:

(a) Identify how democratic principles motivate persons to migrate from one nation to another.

(b) Identify and discuss examples of rules, laws and authorities that keep persons safe and property secure in societies throughout the world.

6.  For the area of multicultural education:

(a) Examine major events throughout world history to understand how discrimination against and the oppression of various racial and ethnic groups have contributed towards movements for social justice.

(b) Analyze how migrants and immigrants interact with persons in the community to which they have moved.

(c) Analyze the contributions made by culturally, racially and ethnically diverse persons in various places throughout the world and any positive impacts of such contributions.

(Added to NAC by Bd. of Education by R074-00, eff. 6-20-2000; A by R011-09, 10-27-2009; R056-17, 8-30-2018)

1.  Creation of new dance by conceiving and developing dance, alone and with others, which must be determined by evaluating the ability of the pupil to:

(a) Generate and conceptualize dance and ideas relating to dance, as demonstrated by the ability of the pupil to:

(1) Move to a variety of stimuli; and

(2) Identify a problem relating to movement and demonstrate a solution.

(b) Organize and develop dance and ideas relating to dance, as demonstrated by the ability of the pupil to:

(1) Create simple movement patterns using choreographic devices; and

(2) Perform a movement that expresses a main idea or emotion.

(c) Refine, complete and present dance, as demonstrated by the ability of the pupil to:

(1) Revise choices of movement in a dance; and

(2) Illustrate pathways in a dance using pictures or symbols.

2.  Performance of dance that involves interpretation and presentation of dance, alone and with others, which must be determined by evaluating the ability of the pupil to:

(a) Select, analyze and interpret dance for presentation, as demonstrated by the ability of the pupil to:

(1) Use the three-dimensionality of space when dancing;

(2) Differentiate between moving in time and out of time with music; and

(3) Modify movements to change the manner in which energy and dynamics are used in a dance.

(b) Develop and refine technique and performances, as demonstrated by the ability of the pupil to:

(1) Demonstrate a range of movements, patterns and body alignments;

(2) Collaborate with others to change levels, directions and pathway designs in a dance; and

(3) Apply feedback from a critique of a dance.

(c) Convey meaning through the presentation of dance, as demonstrated by the ability of the pupil to:

(1) Identify parts of the performance space using terminology commonly used in the field of dance; and

(2) Use production elements in a dance performance.

3.  Understanding and evaluating, alone and with others, how dance conveys meaning, which must be determined by evaluating the ability of the pupil to:

(a) Perceive and analyze dance, as demonstrated by the ability of the pupil to:

(1) Identify movements in a dance that make a pattern; and

(2) Demonstrate observed or performed dance movements from a specific genre or culture.

(b) Interpret intent and meaning in dance, as demonstrated by the ability of the pupil to identify, using contextual cues, meaning and intent in a dance performance.

(c) Apply prescribed criteria to evaluate dance, as demonstrated by the ability of the pupil to compare and contrast movements from dances of specific genres or created by specific cultures using terminology commonly used in the field of dance.

4.  Using external context when creating, evaluating and finding personal meaning in dance, which must be determined by evaluating the ability of the pupil to:

(a) Apply and relate knowledge and personal experience to dance, as demonstrated by the ability of the pupil to:

(1) Compare and contrast relationships expressed in dance to relationships with others; and

(2) Describe how events are communicated through movement.

(b) Analyze dance in light of societal, cultural and historical context to create a deeper understanding of the dance, as demonstrated by the ability of the pupil to make connections to community, society and culture through dance.

(Added to NAC by Bd. of Education by R043-18, eff. 12-19-2018)

1.  Creation of new works of media art by conceiving and developing media art, alone and with others, which must be determined by evaluating the ability of the pupil to:

(a) Generate and conceptualize artistic ideas and work, as demonstrated by the ability of the pupil to develop ideas for works of media art using a variety of tools and methods.

(b) Organize and develop artistic ideas and work, as demonstrated by the ability of the pupil to create plans or models for productions of media art.

(c) Refine, complete and present works of media art, as demonstrated by the ability of the pupil to:

(1) Use media content to construct purposeful productions of media art; and

(2) Analyze how emphasizing different elements may alter messaging in a work of media art.

2.  Interpretation and presentation of media art, alone and with others, which must be determined by evaluating the ability of the pupil to:

(a) Select, analyze and interpret works of media art for presentation, as demonstrated by the ability of the pupil to combine a variety of media content to create works of media art for presentation.

(b) Develop and refine artistic techniques, work and presentations, as demonstrated by the ability of the pupil to demonstrate:

(1) Skills used to create and present works of media art and roles in the creation and presentation of media art;

(2) Creative skills in the context of a production of media art; and

(3) Appropriate use of tools and techniques while constructing works of media art.

(c) Convey meaning through the presentation of media art, as demonstrated by the ability of the pupil to:

(1) Identify and perform tasks necessary to present works of media art; and

(2) Identify processes for self-reflection and improvement of works of media art.

3.  Understanding and evaluating, alone and with others, how media art conveys meaning, which must be determined by evaluating the ability of the pupil to:

(a) Perceive and analyze works of media art, as demonstrated by the ability of the pupil to identify:

(1) Components of message creation in works of media art; and

(2) How a variety of forms in works of media art can be used to manage the experience of the audience.

(b) Interpret intent and meaning in works of media art, as demonstrated by the ability of the pupil to determine the context, purpose and meaning of a variety of media art.

(c) Apply prescribed criteria to evaluate works of visual art, as demonstrated by the ability of the pupil to identify basic criteria for evaluating works of media art.

4.  Using external context when creating, evaluating and finding personal meaning in media art, which must be determined by evaluating the ability of the pupil to:

(a) Apply and relate knowledge and personal experience to media art, as demonstrated by the ability of the pupil to:

(1) Apply personal experiences and interests when creating works of media art; and

(2) Identify the manner in which a work of media art creates meaning and culture.

(b) Analyze works of media art in light of societal, cultural and historical context to create a deeper understanding of the works of media art, as demonstrated by the ability of the pupil to relate works of media art to aspects of life and culture and appropriately respond to works of media art online.

(Added to NAC by Bd. of Education by R043-18, eff. 12-19-2018)

1.  Creation of new music by conceiving and developing music, alone and with others, which must be determined by evaluating the ability of the pupil to:

(a) Generate and conceptualize musical ideas and work, as demonstrated by the ability of the pupil to:

(1) Improvise rhythmic and melodic patterns for a specific purpose; and

(2) Generate musical patterns using tonalities and meters.

(b) Organize and develop musical ideas and work, as demonstrated by the ability of the pupil to:

(1) Perform simple improvisations or compositions to express intent; and

(2) Use iconic notation, standard notation or recording technology to document and organize musical ideas.

(c) Refine, complete and present musical work, as demonstrated by the ability of the pupil to:

(1) Explain and apply feedback to refine musical ideas; and

(2) Present music in a manner that conveys the intent of musical ideas to an audience.

2.  Performance of music that involves interpretation and presentation of music, alone and with others, which must be determined by evaluating the ability of the pupil to:

(a) Select, analyze and interpret music for presentation, as demonstrated by the ability of the pupil to:

(1) Select and discuss varied musical repertoires;

(2) Listen to, sing, perform and respond to music in a selected repertoire;

(3) Analyze, classify or compare and contrast selected music;

(4) Read and perform rhythmic patterns using iconic or standard notation; and

(5) Sing or play instruments when performing musical selections appropriate for the age of the pupil.

(b) Develop and refine technique and performances, as demonstrated by the ability of the pupil to:

(1) Apply rubrics and feedback to evaluate performances; and

(2) Rehearse to refine the accuracy and expressive qualities of performances.

(c) Convey meaning through the presentation of music, as demonstrated by the ability of the pupil to perform music:

(1) Accurately; and

(2) In a manner that is appropriate for the audience.

3.  Understanding and evaluating, alone and with others, how music conveys meaning, which must be determined by evaluating the ability of the pupil to:

(a) Perceive and analyze music, as demonstrated by the ability of the pupil to:

(1) Explain the manner in which personal interests influence the selection of music for a specific purpose; and

(2) Describe the manner in which specific musical concepts are used in various styles of music.

(b) Interpret intent and meaning in music, as demonstrated by the ability of the pupil to identify music concepts and describe how those concepts support the intent of creators and performers.

(c) Apply prescribed criteria to evaluate music, as demonstrated by the ability of the pupil to critique music using a rubric.

4.  Using external context when creating, evaluating and finding personal meaning in music, which must be determined by evaluating the ability of the pupil to:

(a) Apply and relate knowledge and personal experience to music, as demonstrated by the ability of the pupil to describe how interests, knowledge and skills relate to personal choices and intent when creating, performing and responding to music.

(b) Analyze music in light of societal, cultural and historical context to create a deeper understanding of the music, as demonstrated by the ability of the pupil to compare and contrast relationships between music and other arts, disciplines and contexts of daily life.

(Added to NAC by Bd. of Education by R043-18, eff. 12-19-2018)

1.  Creation of new theatrical work by conceiving and developing theatrical work, alone and with others, which must be determined by evaluating the ability of the pupil to:

(a) Generate and conceptualize theatrical ideas and work, as demonstrated by the ability of the pupil to:

(1) Create improvised stories for a theatrical work;

(2) Explain ideas for costumes, props and sets in a theatrical work; and

(3) Determine the manner in which traits of characters support a story in a theatrical work.

(b) Organize and develop theatrical ideas and work, as demonstrated by the ability of the pupil to:

(1) Generate original ideas for a theatrical work; and

(2) Collaborate with others to make decisions concerning a theatrical work.

(c) Refine, complete and present theatrical work, as demonstrated by the ability of the pupil to:

(1) Revise and refine the parameters of a theatrical work;

(2) Contribute to an improvised or scripted theatrical work; and

(3) Refine technical choices to support an improvised or scripted theatrical work.

2.  Performance of theatrical work that involves interpretation and presentation of theatrical work, alone and with others, which must be determined by evaluating the ability of the pupil to:

(a) Select, analyze and interpret theatrical work for presentation, as demonstrated by the ability of the pupil to:

(1) Create a theatrical work; and

(2) Articulately describe how movement and voice are used in a theatrical work.

(b) Develop and refine technique and performances, as demonstrated by the ability of the pupil to:

(1) Demonstrate relationships between body and voice in a theatrical work; and

(2) Identify technical elements in a theatrical work.

(c) Convey meaning through the presentation of theatrical work, as demonstrated by the ability of the pupil to collaborate and share ideas concerning a theatrical work.

3.  Understanding and evaluating, alone and with others, how theatrical work conveys meaning, which must be determined by evaluating the ability of the pupil to:

(a) Perceive and analyze theatrical work, as demonstrated by the ability of the pupil to recall choices made while participating in a theatrical work.

(b) Interpret intent and meaning in theatrical work, as demonstrated by the ability of the pupil to:

(1) Analyze the personal experience of participating in a theatrical work;

(2) Develop a character using props or costume design to reflect a cultural perspective; and

(3) Analyze connections between personal experience and the emotions of a character in a theatrical work.

(c) Apply prescribed criteria to evaluate theatrical work, as demonstrated by the ability of the pupil to:

(1) Explain how theatrical works are evaluated;

(2) Analyze technical elements from multiple theatrical works; and

(3) Analyze the perspective of the audience experiencing a theatrical work.

4.  Using external context when creating, evaluating and finding personal meaning in theatrical work, which must be determined by evaluating the ability of the pupil to:

(a) Apply and relate knowledge and personal experience to theatrical work, as demonstrated by the ability of the pupil to make connections to community and culture in the context of a theatrical work.

(b) Analyze theatrical work in light of societal, cultural and historical context to create a deeper understanding of the theatrical work, as demonstrated by the ability of the pupil to:

(1) Identify connections to social issues and other relevant content areas in a theatrical work;

(2) Explain how stories are adapted from literature to create a theatrical work; and

(3) Explain how stories are presented using different dramatic forms and genres and conventions of theater.

(Added to NAC by Bd. of Education by R043-18, eff. 12-19-2018)

1.  Creation of new visual art by conceiving and developing visual art, alone and with others, which must be determined by evaluating the ability of the pupil to:

(a) Generate and conceptualize artistic ideas and work, as demonstrated by the ability of the pupil to:

(1) Elaborate on ideas for the creation of visual art; and

(2) Create visual art to explore personal interests or curiosity.

(b) Organize and develop artistic ideas and work, as demonstrated by the ability of the pupil to:

(1) Experiment to build skills for the creation of visual art;

(2) Demonstrate the safe use of materials, tools and equipment for the creation of visual art; and

(3) Construct representations of places encountered by pupils in their daily lives.

(c) Refine, complete and present works of visual art, as demonstrated by the ability of the pupil to add details to a work of visual art to enhance meaning.

2.  Interpretation and presentation of visual art, alone and with others, which must be determined by evaluating the ability of the pupil to:

(a) Select, analyze and interpret works of visual art for presentation, as demonstrated by the ability of the pupil to investigate and discuss limitations for exhibiting works of visual art.

(b) Develop and refine artistic techniques, work and presentations, as demonstrated by the ability of the pupil to prepare works of visual art for presentation and preservation.

(c) Discuss and apply topics relating to the presentation of works of visual art, as demonstrated by the ability of the pupil to explain how different cultures record and illustrate history through visual art.

3.  Understanding and evaluating, alone and with others, how visual art conveys meaning, which must be determined by evaluating the ability of the pupil to:

(a) Perceive and analyze works of visual art, as demonstrated by the ability of the pupil to:

(1) Hypothesize about processes used to create works of visual art; and

(2) Determine the messages communicated by an image.

(b) Interpret intent and meaning in works of visual art, as demonstrated by the ability of the pupil to analyze the use of media to create content, form and mood.

(c) Apply prescribed criteria to evaluate works of visual art, as demonstrated by the ability of the pupil to evaluate a work of visual art using a rubric.

4.  Using external context when creating, evaluating and finding personal meaning in visual art, which must be determined by evaluating the ability of the pupil to:

(a) Apply and relate knowledge and personal experience to visual art, as demonstrated by the ability of the pupil to create visual art relating to events in the home, school or community.

(b) Analyze works of visual art in light of societal, cultural and historical context to create a deeper understanding of the works of visual art, as demonstrated by the ability of the pupil to interpret the meaning of works of visual art from different times and places.

(Added to NAC by Bd. of Education by R043-18, eff. 12-19-2018)

1.  For the area of physical science, understand the forces and interactions which affect motion and stability, as demonstrated by the ability of the pupil to:

(a) Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object.

(b) Make observations or measurements of an object's motion to provide evidence that a pattern can be used to predict future motion.

(c) Ask questions to determine the cause and effect of electrical or magnetic interactions between two objects that do not make contact.

(d) Define a simple design problem that can be solved by applying scientific concepts about magnets.

2.  For the area of life science, understand:

(a) The structures and processes from molecules to organisms, as demonstrated by the ability of the pupil to develop models to illustrate that organisms have unique and diverse life cycles but that each organism experiences birth, growth, reproduction and death.

(b) The interactions, energy and dynamics of ecosystems, as demonstrated by the ability of the pupil to construct arguments that some animals form groups that help members of the same species survive.

(c) The inheritance and variation of traits of heredity, as demonstrated by the ability of the pupil to:

(1) Analyze and interpret data to provide evidence that plants and animals, including humans, have traits inherited from their parents and that variations of these traits exist in a group of similar organisms.

(2) Use evidence to support the explanation that traits can be influenced by the environment.

(d) The unity and diversity of biological evolution, as demonstrated by the ability of the pupil to:

(1) Analyze and interpret data from fossils to provide evidence of the existence of organisms and the environments in which they lived.

(2) Use evidence to explain how the variations in characteristics among members of the same species may provide advantages to their ability to survive, find mates and reproduce.

(3) Construct an argument with evidence that in a particular habitat some organisms are able to survive better than others and some are not able to survive.

(4) Make a claim about the merit of a solution to a problem that is caused by a change in the environment that may cause the types of plants and animals that live in that environment to change.

3.  For the area of earth science, understand:

(a) The earth's systems, as demonstrated by the ability of the pupil to:

(1) Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season.

(2) Obtain and combine information to describe climates in different regions of the world.

(b) The earth and human activity on earth, as demonstrated by the ability of the pupil to make claims about the merits of design solutions that reduce the impact of weather-related hazards.

4.  For the area of engineering technology, understand design, as demonstrated by the ability of the pupil to:

(a) Define a simple design problem which reflects a need or desire and includes specified criteria for success and constraints on materials, time or cost.

(b) Generate and compare multiple possible solutions to a problem based on the likelihood that each solution meets the criteria and constraints of the problem.

(c) Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that may be improved.

(Added to NAC by Bd. of Education by R084-13, eff. 6-23-2014; A by R141-14, 10-27-2015)

Instruction: Fourth Grade

1.  Creation of new dance by conceiving and developing dance, alone and with others, which must be determined by evaluating the ability of the pupil to:

(a) Generate and conceptualize dance and ideas relating to dance, as demonstrated by the ability of the pupil to:

(1) Generate ideas for choreography from stimuli; and

(2) Identify a problem relating to movement and demonstrate a solution.

(b) Organize and develop dance and ideas relating to dance, as demonstrated by the ability of the pupil to:

(1) Manipulate choreography to expand patterns of movement; and

(2) Develop a dance that expresses a main idea or emotion.

(c) Refine, complete and present dance, as demonstrated by the ability of the pupil to:

(1) Revise choices of movement in a dance; and

(2) Demonstrate relationships between two or more dancers in a dance phrase.

2.  Performance of dance that involves interpretation and presentation of dance, alone and with others, which must be determined by evaluating the ability of the pupil to:

(a) Select, analyze and interpret dance for presentation, as demonstrated by the ability of the pupil to:

(1) Perform static and dynamic shapes with positive and negative space;

(2) Respond in movement to uneven rhythms; and

(3) Analyze movements and phrases using energy and dynamic changes.

(b) Develop and refine technique and performances, as demonstrated by the ability of the pupil to:

(1) Demonstrate a range of movements when replicating patterns and sequences of movement;

(2) Perform techniques that extend range of movement and develop endurance; and

(3) Coordinate phrases and timing for dancers.

(c) Convey meaning through the presentation of dance, as demonstrated by the ability of the pupil to:

(1) Establish formal performance space in an informal setting; and

(2) Use production elements in a dance performance.

3.  Understanding and evaluating, alone and with others, how dance conveys meaning, which must be determined by evaluating the ability of the pupil to:

(a) Perceive and analyze dance, as demonstrated by the ability of the pupil to:

(1) Identify movements in a dance that create a style or theme; and

(2) Demonstrate how dance styles differ within a specific genre or culture.

(b) Interpret intent and meaning in dance, as demonstrated by the ability of the pupil to identify meaning and intent in a dance performance using terminology commonly used in the field of dance.

(c) Apply prescribed criteria to evaluate dance, as demonstrated by the ability of the pupil to use terminology commonly used in the field of dance to describe movements in dances from different genres and cultures.

4.  Using external context when creating, evaluating and finding personal meaning in dance, which must be determined by evaluating the ability of the pupil to:

(a) Apply and relate knowledge and personal experience to dance, as demonstrated by the ability of the pupil to:

(1) Compare the main idea of a dance to the personal experiences of the pupil; and

(2) Communicate information about a topic through choreography.

(b) Analyze dance in light of societal, cultural and historical context to create a deeper understanding of the dance, as demonstrated by the ability of the pupil to describe movements in a specific genre or style of dance and make connections to community, society and culture.

(Added to NAC by Bd. of Education by R043-18, eff. 12-19-2018)

1.  Creation of new works of media art by conceiving and developing media art, alone and with others, which must be determined by evaluating the ability of the pupil to:

(a) Generate and conceptualize artistic ideas and work, as demonstrated by the ability of the pupil to develop goals for works of media art using a variety of tools and methods.

(b) Organize and develop artistic ideas and work, as demonstrated by the ability of the pupil to create plans or models for productions of media art.

(c) Refine, complete and present works of media art, as demonstrated by the ability of the pupil to:

(1) Use a variety of media content and components to construct purposeful productions of media art; and

(2) Demonstrate intentionality in a work of media art.

2.  Interpretation and presentation of media art, alone and with others, which must be determined by evaluating the ability of the pupil to:

(a) Select, analyze and interpret works of media art for presentation, as demonstrated by the ability of the pupil to combine a variety of media content to create works of media art for presentation.

(b) Develop and refine artistic techniques, work and presentations, as demonstrated by the ability of the pupil to demonstrate:

(1) Skills used to create and present works of media art and roles in the creation and presentation of media art;

(2) Creative skills in the context of a production of media art; and

(3) Appropriate use of tools and techniques while constructing works of media art.

(c) Convey meaning through the presentation of media art, as demonstrated by the ability of the pupil to:

(1) Explain and perform tasks necessary to present and distribute works of media art; and

(2) Explain the results of presenting of works of media art and ways in which such presentations could be improved.

3.  Understanding and evaluating, alone and with others, how media art conveys meaning, which must be determined by evaluating the ability of the pupil to:

(a) Perceive and analyze works of media art, as demonstrated by the ability of the pupil to:

(1) Describe how messages are created in works of media art; and

(2) Identify how a variety of forms in works of media art can be used to manage the experience of the audience.

(b) Interpret intent and meaning in works of media art, as demonstrated by the ability of the pupil to explain reactions to the content and messages of media art.

(c) Apply prescribed criteria to evaluate works of visual art, as demonstrated by the ability of the pupil to apply basic criteria for evaluating works of media art.

4.  Using external context when creating, evaluating and finding personal meaning in media art, which must be determined by evaluating the ability of the pupil to:

(a) Apply and relate knowledge and personal experience to media art, as demonstrated by the ability of the pupil to identify:

(1) Personal and external resources needed to create works of media art; and

(2) The manner in which a work of media art creates meaning and culture.

(b) Analyze works of media art in light of societal, cultural and historical context to create a deeper understanding of the works of media art, as demonstrated by the ability of the pupil to analyze the manner in which works of media art influence life and culture and appropriately respond to works of media art online.

(Added to NAC by Bd. of Education by R043-18, eff. 12-19-2018)

1.  Creation of new music by conceiving and developing music, alone and with others, which must be determined by evaluating the ability of the pupil to:

(a) Generate and conceptualize musical ideas and work, as demonstrated by the ability of the pupil to:

(1) Improvise rhythmic and melodic patterns for a specific purpose;

(2) Generate musical patterns using tonalities and meters; and

(3) Describe how sounds can be used to represent moods and storylines.

(b) Organize and develop musical ideas and work, as demonstrated by the ability of the pupil to:

(1) Organize musical ideas for improvisations or compositions to express intent; and

(2) Use iconic notation, standard notation or recording technology to document and organize musical ideas.

(c) Refine, complete and present musical work, as demonstrated by the ability of the pupil to:

(1) Develop and use criteria to evaluate and refine musical work; and

(2) Present music in a manner that conveys the intent of musical ideas to an audience.

2.  Performance of music that involves interpretation and presentation of music, alone and with others, which must be determined by evaluating the ability of the pupil to:

(a) Select, analyze and interpret music for presentation, as demonstrated by the ability of the pupil to:

(1) Select and discuss varied musical repertoires;

(2) Analyze, classify or compare and contrast selected music;

(3) Read and perform rhythmic patterns using iconic or standard notation; and

(4) Sing or play instruments when performing musical selections appropriate for the age of the pupil.

(b) Develop and refine technique and performances, as demonstrated by the ability of the pupil to describe how intent is conveyed in a selection of music.

(c) Convey meaning through the presentation of music, as demonstrated by the ability of the pupil to perform music:

(1) Accurately; and

(2) In a manner that is appropriate for the audience.

3.  Understanding and evaluating, alone and with others, how music conveys meaning, which must be determined by evaluating the ability of the pupil to:

(a) Perceive and analyze music, as demonstrated by the ability of the pupil to:

(1) Explain the manner in which personal interests influence the selection of music for a specific purpose; and

(2) Describe the manner in which specific musical concepts are used in various styles of music.

(b) Interpret intent and meaning in music, as demonstrated by the ability of the pupil to identify music concepts and describe how those concepts support the intent of creators and performers.

(c) Apply prescribed criteria to evaluate music, as demonstrated by the ability of the pupil to critique music using a rubric.

4.  Using external context when creating, evaluating and finding personal meaning in music, which must be determined by evaluating the ability of the pupil to:

(a) Apply and relate knowledge and personal experience to music, as demonstrated by the ability of the pupil to describe how interests, knowledge and skills relate to personal choices and intent when creating, performing and responding to music.

(b) Analyze music in light of societal, cultural and historical context to create a deeper understanding of the music, as demonstrated by the ability of the pupil to compare and contrast relationships between music and other arts, disciplines and contexts of daily life.

(Added to NAC by Bd. of Education by R043-18, eff. 12-19-2018)

1.  Creation of new theatrical work by conceiving and developing theatrical work, alone and with others, which must be determined by evaluating the ability of the pupil to:

(a) Generate and conceptualize theatrical ideas and work, as demonstrated by the ability of the pupil to:

(1) Create improvised stories relating to a given topic for a theatrical work;

(2) Design technical elements to support the story of a theatrical work; and

(3) Determine the manner in which traits of characters support a story in a theatrical work.

(b) Organize and develop theatrical ideas and work, as demonstrated by the ability of the pupil to:

(1) Generate original ideas for a theatrical work; and

(2) Collaborate with others to make decisions concerning the presentation of a theatrical work.

(c) Refine, complete and present theatrical work, as demonstrated by the ability of the pupil to:

(1) Revise and refine a theatrical work;

(2) Develop physical and vocal exercises to perform in preparation for a theatrical work; and

(3) Resolve technical problems that arise when rehearsing a theatrical work.

2.  Performance of theatrical work that involves interpretation and presentation of theatrical work, alone and with others, which must be determined by evaluating the ability of the pupil to:

(a) Select, analyze and interpret theatrical work for presentation, as demonstrated by the ability of the pupil to:

(1) Modify dialogue and action in a theatrical work; and

(2) Develop a character in a theatrical work.

(b) Develop and refine technique and performances, as demonstrated by the ability of the pupil to:

(1) Practice techniques to use when rehearsing or performing a theatrical work with a group; and

(2) Identify technical elements in a theatrical work.

(c) Convey meaning through the presentation of theatrical work, as demonstrated by the ability of the pupil to share a theatrical work with an audience.

3.  Understanding and evaluating, alone and with others, how theatrical work conveys meaning, which must be determined by evaluating the ability of the pupil to:

(a) Perceive and analyze theatrical work, as demonstrated by the ability of the pupil to identify artistic choices made in a theatrical work.

(b) Interpret intent and meaning in theatrical work, as demonstrated by the ability of the pupil to:

(1) Compare and contrast personal experiences participating in different theatrical works;

(2) Compare and contrast the use of props or costume design to reflect the cultural perspective of different characters; and

(3) Identify physiological changes connected with emotions in a theatrical work.

(c) Apply prescribed criteria to evaluate theatrical work, as demonstrated by the ability of the pupil to:

(1) Propose a rubric to evaluate theatrical works;

(2) Analyze how technical elements support the themes of a theatrical work; and

(3) Analyze how the choices of characters impact the perspective of the audience of a theatrical work.

4.  Using external context when creating, evaluating and finding personal meaning in theatrical work, which must be determined by evaluating the ability of the pupil to:

(a) Apply and relate knowledge and personal experience to theatrical work, as demonstrated by the ability of the pupil to identify how a theatrical work reflects the perspective of a community or culture.

(b) Analyze theatrical work in light of societal, cultural and historical context to create a deeper understanding of the theatrical work, as demonstrated by the ability of the pupil to:

(1) Respond to connections to social issues and other relevant content areas in a theatrical work;

(2) Identify cross-cultural approaches to storytelling in a theatrical work; and

(3) Compare past and present theatrical conventions.

(Added to NAC by Bd. of Education by R043-18, eff. 12-19-2018)

1.  Creation of new visual art by conceiving and developing visual art, alone and with others, which must be determined by evaluating the ability of the pupil to:

(a) Generate and conceptualize artistic ideas and work, as demonstrated by the ability of the pupil to:

(1) Brainstorm approaches to a problem concerning designing a work of visual art; and

(2) Create visual art to explore personal interests or curiosity.

(b) Organize and develop artistic ideas and work, as demonstrated by the ability of the pupil to:

(1) Invent approaches for the creation of visual art;

(2) Demonstrate the safe use of materials, tools and equipment for the creation of visual art; and

(3) Construct representations of places encountered by pupils in their daily lives.

(c) Refine, complete and present works of visual art, as demonstrated by the ability of the pupil to add details to a work of visual art to enhance meaning.

2.  Interpretation and presentation of visual art, alone and with others, which must be determined by evaluating the ability of the pupil to:

(a) Select, analyze and interpret works of visual art for presentation, as demonstrated by the ability of the pupil to analyze how evolving techniques impact the preservation and presentation of visual art.

(b) Develop and refine artistic techniques, work and presentations, as demonstrated by the ability of the pupil to:

(1) Prepare works of visual art for presentation and preservation; and

(2) Analyze methods for presenting and protecting works of visual art.

(c) Discuss and apply topics relating to the presentation of works of visual art, as demonstrated by the ability of the pupil to compare and contrast different venues for presenting visual art and the purposes of such venues.

3.  Understanding and evaluating, alone and with others, how visual art conveys meaning, which must be determined by evaluating the ability of the pupil to:

(a) Perceive and analyze works of visual art, as demonstrated by the ability of the pupil to:

(1) Compare responses to a work of visual art; and

(2) Analyze components of visual art that convey a message.

(b) Interpret intent and meaning in works of visual art, as demonstrated by the ability of the pupil to analyze and interpret relevant contextual information in a work of visual art.

(c) Apply prescribed criteria to evaluate works of visual art, as demonstrated by the ability of the pupil to evaluate a work of visual art using a rubric.

4.  Using external context when creating, evaluating and finding personal meaning in visual art, which must be determined by evaluating the ability of the pupil to:

(a) Apply and relate knowledge and personal experience to visual art, as demonstrated by the ability of the pupil to create visual art that reflects cultural traditions.

(b) Analyze works of visual art in light of societal, cultural and historical context to create a deeper understanding of the works of visual art, as demonstrated by the ability of the pupil to infer information about works of visual art from different times and places.

(Added to NAC by Bd. of Education by R043-18, eff. 12-19-2018)

1.  The Common Core Standards for English language arts developed by the Common Core State Standards Initiative for the fourth grade are hereby adopted by reference as those standards existed on June 2, 2010. A copy of the Common Core Standards for English language arts for the fourth grade may be obtained at no cost from the Common Core State Standards Initiative on the Internet at http://www.corestandards.org.

2.  By the beginning of the fourth grade, pupils must know and be able to do everything required in the previous grades for English language arts offered in public schools.

3.  For the 2011-2012 school year and each school year thereafter, instruction in the fourth grade in English language arts must be designed so that by the completion of the fourth grade, pupils meet the standards adopted pursuant to subsection 1.

(Added to NAC by Bd. of Education by R019-11, eff. 5-30-2012)

1.  For the areas of understanding the process of obtaining information in such a manner as to access information efficiently and effectively, evaluate information critically and competently, and use information accurately and creatively, a pupil must demonstrate the ability to:

(a) Recognize the need for information by:

(1) Giving examples of situations in which additional information beyond the pupil's own knowledge is needed to resolve an information problem or question; and

(2) Determining whether additional information beyond the pupil's own knowledge is needed to resolve an information problem or question.

(b) Recognize that accurate and comprehensive information is the basis for intelligent decision making by:

(1) Selecting examples of accurate and inaccurate information and complete and incomplete information; and

(2) Explaining the difference between accurate and inaccurate information and complete and incomplete information.

(c) Formulate questions by:

(1) Stating at least one broad question that will help in finding the needed information; and

(2) Stating both broad and specific questions that will help in finding the needed information.

(d) Identify a variety of potential sources of information by:

(1) Listing several sources of information and explaining the kind of information found in each source; and

(2) Brainstorming a range of sources of information that will meet a need for information.

(e) Develop and use successful strategies for locating information by:

(1) Listing some ideas for identifying and finding the needed information; and

(2) Explaining and applying a plan to access the needed information.

(f) Determine accuracy, relevance and comprehensiveness by:

(1) Defining the terms "accuracy," "relevance" and "comprehensiveness" and giving examples of their applications; and

(2) Comparing and contrasting sources related to a topic.

(g) Distinguish among fact, point of view and opinion by:

(1) Recognizing those concepts in various sources and products of information; and

(2) Explaining how each concept is different from the others.

(h) Identify inaccurate and misleading information by:

(1) Recognizing inaccurate and misleading information in sources and products of information; and

(2) Explaining how such information can lead to faulty conclusions.

(i) Select information that is appropriate to a specific problem or question by:

(1) Recognizing information that is applicable to that problem or question; and

(2) Analyzing information from a variety of sources to determine its applicability to that problem or question.

(j) Organize information for practical application by:

(1) Describing several ways to organize information, including chronologically, topically and hierarchically; and

(2) Organizing the information in different ways according to the specific information problem or question.

(k) Integrate new information into the pupil's existing knowledge by:

(1) Recognizing and understanding new information and ideas; and

(2) Combining what is already known about a topic with new information and drawing conclusions using the combined information.

(l) Apply information in critical thinking and problem solving by:

(1) Identifying information that meets a particular need for information; and

(2) Using information from a variety of sources to resolve an information problem or question.

(m) Produce and communicate information and ideas in appropriate formats by:

(1) Naming a variety of different formats for presenting different kinds of information; and

(2) Choosing an appropriate format for presenting information based on the information itself, the audience, and the nature of the information problem or question.

2.  For the areas of pursuing information related to personal interests, appreciating literature and other creative expressions of information, and striving for excellence in seeking information and generating knowledge, a pupil must demonstrate the ability to:

(a) Seek information relating to various dimensions of personal well-being, such as vocational interests, involvement in community, matters concerning health and recreational pursuits by:

(1) Occasionally seeking information about topics of personal interest or aspects of well-being;

(2) Generally expanding beyond the pupil's own knowledge to seek information concerning topics of personal interest or aspects of well-being; and

(3) Exploring a range of sources to obtain information concerning topics of personal interest or aspects of well-being.

(b) Design, develop and evaluate information and conclusions based upon that information relating to topics of personal interest to the pupil by:

(1) Organizing and presenting basic information gathered by the pupil relating to those topics of personal interest; and

(2) Creating solutions and methods of conveying information concerning those topics of personal interest.

(c) Function as a competent and self-motivated reader by:

(1) Explaining and discussing various examples of fiction;

(2) Choosing fiction and other types of literature to read and analyze; and

(3) Reading avidly and evaluating the strengths and weaknesses of literature read.

(d) Derive meaning from information presented creatively in a variety of formats by explaining and discussing films, plays and other creative presentations of information.

(e) Develop creative methods of conveying information in a variety of formats by:

(1) Expressing information and ideas creatively in simple formats; and

(2) Expressing information and ideas creatively in ways that combine several formats.

(f) Assess the quality of the process and outcome of the pupil's efforts to obtain information by:

(1) Retracing the steps the pupil took to obtain information and explaining which were most useful for resolving a problem or question concerning the information; and

(2) Assessing each step the pupil took to obtain information with respect to a specific problem concerning the information and assessing the result.

(g) Devise basic strategies for revising, improving and updating self-generated knowledge by explaining those strategies.

3.  For the areas of recognizing the importance of information to a democratic society, practicing ethical behavior in regard to information and information technology, and participating effectively in groups to pursue and generate information, a pupil must demonstrate the ability to:

(a) Seek information from diverse sources, contexts, disciplines and cultures by:

(1) Identifying several appropriate sources for resolving an information problem or question; and

(2) Using a variety of sources covering diverse perspectives to resolve an information problem or question.

(b) Respect the principle of equitable access to information by:

(1) Explaining why it is important for all pupils to have access to information, information sources and information technology; and

(2) Using information, information sources and information technology efficiently so that they are available for other pupils to use.

(c) Respect the principles of intellectual freedom by:

(1) Defining or giving examples of "intellectual freedom"; and

(2) Analyzing a situation in terms of its relationship to intellectual freedom, including, without limitation, issuing a personal opinion of a book or video in the library media center.

(d) Respect intellectual property rights by:

(1) Giving examples of what it means to respect intellectual property rights; and

(2) Analyzing situations to determine the steps necessary to respect intellectual property rights, including, without limitation, the creation of a term paper or the development of a multimedia product.

(e) Use information technology responsibly by:

(1) Stating the main points of the policy of the pupil's school regarding the use of computing and communications hardware, software and networks; and

(2) Locating appropriate information efficiently with the school's computing and communications hardware, software and networks.

(f) Share and contribute knowledge and information with other pupils in groups by:

(1) Seeking and communicating specific facts, opinions and points of view related to information problems or questions; and

(2) Using information sources and selecting information and ideas that will contribute directly to the success of group projects.

(g) Respect the ideas and backgrounds of other pupils and acknowledge their contributions by:

(1) Describing the ideas of other pupils accurately and completely; and

(2) Encouraging consideration of ideas and information from all group members.

(h) Collaborate with others, both in person and through technologies, to identify information problems and to seek solutions by:

(1) Expressing the pupil's own ideas appropriately and effectively, in person and remotely through technologies, while working in groups to identify and resolve information problems;

(2) Participating actively in discussions with others, in person and remotely through technologies, to analyze information problems and suggest solutions; and

(3) Participating actively in discussions with others, in person and remotely through technologies, to devise solutions to information problems that integrate the information and ideas of group members.

(i) Collaborate with others, both in person and through technologies, to design, develop and evaluate products and solutions of information to create and evaluate simple products of information.

(Added to NAC by Bd. of Education by R071-01, eff. 11-1-2001; A by R013-03, 10-30-2003)

1.  For the area of social studies disciplinary skills:

(a) Generate compelling questions to explore the history of this State.

(b) Generate and answer supporting questions that address the compelling questions generated pursuant to paragraph (a).

(c) Analyze the difference between a primary source and a secondary source and use a primary source and a secondary source to construct an argument about the past.

(d) Analyze the sourcing and context of sources by corroborating the information presented in one source with the information presented in another source and reading closely.

(e) Cite evidence that supports a response to a compelling question generated pursuant to paragraph (a) or a supporting question generated pursuant to paragraph (b).

(f) Construct responses to the compelling questions generated pursuant to paragraph (a) using reasoning, examples and relevant details.

(g) Construct organized explanations of relevant concepts for various audiences and purposes using evidence and reasoning.

(h) Participate in a structured academic discussion using evidence and reasoning to share ideas and critique ideas.

(i) List and discuss actions by a person or a group that can be taken to address problems in a community.

(j) Use deliberative and democratic procedures to take action about an issue.

2.  For the area of history:

(a) Evaluate why Nevada became a state and the role of this State in national politics.

(b) Analyze how the population and culture in this State have changed over time.

(c) Analyze the diverse population of Native Americans and settlers of this State and discuss their unique experiences and contributions.

(d) Evaluate the development and evolution of the symbols, motto and slogans of this State.

3.  For the area of geography:

(a) Create maps that include human and physical features and that demonstrate spatial patterns in this State.

(b) Examine how and why the landscape of this State has been impacted by humans.

(c) Analyze how technological changes have impacted the environment and economy of this State.

(d) Describe the difference in population distribution across this State.

4.  For the area of economics:

(a) Using historical and contemporary examples, discuss the importance of major industries to the economy of this State.

(b) Describe the intended and unintended consequences of decisions made regarding limited and shared resources in this State.

(c) Investigate the role of the economy of this State in relation to the economy of the United States.

5.  For the area of civics:

(a) Evaluate how core civic dispositions and democratic principles have guided or continue to guide local and state government in this State.

(b) Identify rules, laws and authorities that keep persons safe and property secure in this State and discuss examples of each.

(c) Investigate how interest groups have influenced the political, social and cultural landscape of this State.

6.  For the area of multicultural education:

(a) Analyze how racism and discriminatory practices have led to oppression in this State.

(b) Analyze how diverse persons and groups in this State have led movements for social justice in response to discriminatory practices.

(c) Analyze the impact that Native Americans have had on the culture of this State.

(d) Identify and analyze the diversity and cultural traditions of the communities of this State, including, without limitation, Basque and Native American communities.

(e) Identify the contributions to the advancement of this State by several persons who are culturally, racially and ethnically diverse.

(Added to NAC by Bd. of Education by R011-09, eff. 10-27-2009; A by R056-17, 8-30-2018)

1.  The Common Core Standards for mathematics developed by the Common Core State Standards Initiative for the fourth grade are hereby adopted by reference as those standards existed on June 2, 2010. A copy of the Common Core Standards for mathematics for the fourth grade may be obtained at no cost from the Common Core State Standards Initiative on the Internet at http://www.corestandards.org.

2.  By the beginning of the fourth grade, pupils must know and be able to do everything required in the previous grades for mathematics offered in public schools.

3.  For the 2013-2014 school year and each school year thereafter, instruction in the fourth grade in mathematics must be designed so that by the completion of the fourth grade, pupils meet the standards adopted pursuant to subsection 1.

(Added to NAC by Bd. of Education by R019-11, eff. 5-30-2012; A by R019-11, 5-30-2012, eff. 7-1-2013)

1.  For the area of physical science, understand:

(a) Energy, as demonstrated by the ability of the pupil to:

(1) Use evidence to explain the relationship between the speed of an object and the energy of that object.

(2) Make observations to provide evidence that energy can be transferred from one place to another by sound, light, heat and electrical currents.

(3) Ask questions and predict outcomes about the changes in energy that occur when objects collide.

(4) Apply scientific concepts to design, test and refine a device that converts energy from one form to another.

(b) Waves and their application in technology for the transfer of information, as demonstrated by the ability of the pupil to:

(1) Develop a model of waves to demonstrate patterns in terms of amplitude and wavelength and that waves can cause objects to move.

(2) Develop a model to demonstrate that light reflecting from objects and entering the eye allows objects to be seen.

(3) Generate and compare multiple solutions that use patterns to transfer information.

2.  For the area of life science, understand the structures and processes from molecules to organisms, as demonstrated by the ability of the pupil to:

(a) Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior and reproduction.

(b) Use a model to demonstrate that animals receive different types of information through their senses, process the information in their brains and respond to the information in different ways.

3.  For the area of earth science, understand:

(a) The earth's place in the universe, as demonstrated by the ability of the pupil to identify evidence of change in the earth from patterns in rock formations and fossils in layers of rock to support an explanation for changes that have occurred in a landscape over time.

(b) The earth's systems, as demonstrated by the ability of the pupil to:

(1) Make observations or measurements to provide evidence of the effects of weathering on the earth or the rate of its erosion by water, ice, wind or vegetation.

(2) Analyze and interpret data from maps to describe patterns of the earth's features.

(c) The earth and human activity on earth, as demonstrated by the ability of the pupil to:

(1) Obtain and combine information to describe that energy and fuels are derived from natural resources and that their uses affect the environment.

(2) Generate and compare multiple solutions to reduce the impacts of natural earth processes on humans.

4.  For the area of engineering technology, understand design, as demonstrated by the ability of the pupil to:

(a) Define a simple design problem which reflects a need or desire and includes specified criteria for success and constraints on materials, time or cost.

(b) Generate and compare multiple possible solutions to a problem based on how well each solution is likely to meet the criteria and constraints of the problem.

(c) Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that may be improved.

(Added to NAC by Bd. of Education by R084-13, eff. 6-23-2014; A by R141-14, 10-27-2015)

Instruction: Third Through Fifth Grades

1.  Comprehend concepts related to the promotion of health and the prevention of disease to enhance health, as demonstrated by the ability of the pupil to:

(a) Describe the relationship between behaviors concerning the health of a person and personal health;

(b) Explain the basic structure, function and developmental processes of the systems of the human body, including, without limitation, the human reproductive system in accordance with NRS 389.036;

(c) Describe the physical, emotional and intellectual differences of persons and how those differences affect the well-being of those persons;

(d) Explain the right of a person to feel comfortable and safe;

(e) Recognize the safe personal space of the pupil and the safe personal space of other persons;

(f) Understand the importance of not invading the safe personal space of a person;

(g) Identify the nutrients that are essential to a person's health, the functions served by such nutrients and the role those nutrients have in the promotion of health;

(h) Identify the health-related components of an active lifestyle;

(i) Explain how the use of substances can affect the way a person makes decisions and performs tasks;

(j) Describe methods for preventing injuries and avoiding hazards common to children;

(k) Explain the safety procedures a person can take when confronted with violence or other hazards;

(l) Differentiate between contagious and noncontagious diseases and illnesses and explain ways to prevent and control those diseases and illnesses;

(m) Identify programs that are designed to promote community health, including, without limitation, recycling, proper disposal of garbage and trash, and water conservation; and

(n) Explain the relationship between the environment and:

(1) Positive behaviors concerning the health of a person; and

(2) The prevention of injury, illness, disease and premature death.

2.  Access reliable health information, products and services to enhance health, as demonstrated by the ability of the pupil to:

(a) Locate resources which provide reliable health information, including, without limitation, resources from home, school and the community;

(b) Describe situations which require services from providers of health care;

(c) Recognize that media and technology can be unsafe; and

(d) Recognize the importance of privacy on the Internet.

3.  Practice health-enhancing behaviors and avoid and reduce health risks, as demonstrated by the ability of the pupil to:

(a) Demonstrate behaviors that avoid or reduce health risks;

(b) Demonstrate the ability to interpret information regarding nutrition, including, without limitation, food labels;

(c) Engage in behaviors that promote physical activity;

(d) Explain how substances can affect the way people make decisions and perform tasks;

(e) Describe basic procedures in first aid and proper responses to common emergency situations;

(f) Assess situations and practices that are dangerous and situations and practices that are not dangerous; and

(g) Demonstrate personal health care practices that prevent the spread of communicable diseases and chronic diseases.

4.  Analyze the influence of family, peers, culture, media, technology and other factors on behaviors concerning health, as demonstrated by the ability of the pupil to:

(a) Identify how different sources affect a person's thoughts, feelings and behaviors concerning health;

(b) Discuss nutrition and physical activity habits in diverse cultures;

(c) Describe the influence of sources, including, without limitation, family, peers and information, on the practice and behaviors of a person;

(d) Describe the influence of technology on the health of a person and the person's risk of contracting a disease; and

(e) Analyze how stated and implied messages from the media influence behaviors concerning health.

5.  Use interpersonal communication skills to enhance health and to reduce or avoid health risks, as demonstrated by the ability of the pupil to:

(a) Model types of effective verbal and nonverbal communications;

(b) Discuss ways to communicate with other persons about the stages of growth and development;

(c) Demonstrate refusal and negotiation skills;

(d) Recognize refusal skills when the pupil is confronted with situations that are not healthy for the pupil, including, without limitation, situations involving alcohol, tobacco and other drugs;

(e) Demonstrate nonviolent strategies to manage or resolve conflicts; and

(f) Describe unacceptable and unsafe behavior in a digital environment and how to report a situation that is potentially unsafe.

6.  Use goal-setting skills to enhance health, as demonstrated by the ability of the pupil to:

(a) Set short-term personal health goals and long-term personal health goals and track the progress of the pupil in achieving those goals;

(b) Implement other personal health goals to enhance the daily health habits of the pupil;

(c) Compare resources available to a pupil in developing personal health goals, including, without limitation, products for oral health, safety precautions while exposed to the sun and food choices; and

(d) Set goals for interpersonal safety when using media and technology.

7.  Promote and support personal, family and community health, as demonstrated by the ability of the pupil to:

(a) Describe ways to influence and support a person in making positive health choices;

(b) Compare messages regarding consumer and environmental health; and

(c) Differentiate between the behavior demonstrated by:

(1) A bystander who is present at an event or incident but does not take part; and

(2) A person who is present at an event or incident and intervenes appropriately if the person determines such intervention is necessary for the personal health of the person or the health of another person, the family of the person or the community.

8.  Use decision-making skills to enhance health, as demonstrated by the ability of the pupil to:

(a) Apply a choice that is healthy when making decisions regarding personal health;

(b) Predict consequences relating to substance use disorder, including, without limitation, the consequences to the person making the decision and to other persons;

(c) Predict consequences relating to decisions regarding behaviors concerning the health of a person;

(d) Analyze when a person needs assistance in making a decision regarding health; and

(e) Explain the hazards and dangers of becoming lost or separated from a parent, guardian or caregiver and how to apply a decision-making process if the pupil becomes lost or separated from a parent, guardian or caregiver.

(Added to NAC by Bd. of Education by R032-00, 6-20-2000, eff. 7-1-2000; A by R013-09, 10-27-2009; R055-17, 2-27-2018)-(Substituted in revision for NAC 389.2944)

1.  For the area of physical science, understand:

(a) Matter and its interactions, as demonstrated by the ability of the pupil to:

(1) Develop a model to demonstrate that matter is made of particles too small to be seen.

(2) 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.

(3) Make observations and measurements to identify materials based on their properties.

(4) Conduct an investigation to determine whether the mixing of two or more substances results in new substances.

(b) The forces and interactions which affect motion and stability, as demonstrated by the ability of the pupil to support an argument that the gravitational force exerted by earth on objects is directed down. For the purpose of this paragraph, "down" means the direction that points toward the center of the spherical earth.

(c) Energy, as demonstrated by the ability of the pupil to use models to demonstrate that energy in the food consumed by animals, which is used for body repair, growth and motion and to maintain body warmth, was once energy from the sun.

2.  For the area of life science, understand:

(a) The structures and processes from molecules to organisms, as demonstrated by the ability of the pupil to support an argument that plants primarily obtain the matter they need for growth from air and water.

(b) The interactions, energy and dynamics of ecosystems, as demonstrated by the ability of the pupil to develop a model to demonstrate the movement of matter among plants, animals, decomposers and the environment.

3.  For the area of earth science, understand:

(a) The earth's place in the universe, as demonstrated by the ability of the pupil to:

(1) Support an argument that differences in the apparent brightness of the sun compared to other stars are because of their relative distances from earth.

(2) Represent data in graphical displays to reveal patterns of daily changes in the length and direction of shadows, day and night, and the seasonal appearance of some stars in the sky at night.

(b) The earth's systems, as demonstrated by the ability of the pupil to:

(1) Develop a model using an example to demonstrate the ways in which the geosphere, biosphere, hydrosphere and atmosphere interact.

(2) Describe and graph the amounts and percentages of water and fresh water in various reservoirs to provide evidence about the distribution of water on earth.

(c) The earth and human activity on earth, as demonstrated by the ability of the pupil to obtain and combine information about ways individual communities use scientific concepts to protect the earth's resources and environment.

4.  For the area of engineering technology, understand design, as demonstrated by the ability of the pupil to:

(a) Define a simple design problem which reflects a need or desire and includes specified criteria for success and constraints on materials, time or cost.

(b) Generate and compare multiple possible solutions to a problem based on how well each solution is likely to meet the criteria and constraints of the problem.

(c) Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that may be improved.

(Added to NAC by Bd. of Education by R075-99, eff. 11-4-99; A by R041-05, 10-31-2005; R084-13, 6-23-2014; R141-14, 10-27-2015)-(Substituted in revision for NAC 389.2947)

1.  For the areas of understanding the process of obtaining information in such a manner as to access information efficiently and effectively, evaluate information critically and competently, and use information accurately and creatively, a pupil must demonstrate the ability to:

(a) Recognize the need for information by:

(1) Giving examples of situations in which additional information beyond the pupil's own knowledge is needed to resolve an information problem or question;

(2) Determining whether additional information beyond the pupil's own knowledge is needed to resolve an information problem or question; and

(3) Assessing whether a range of information problems or questions can be resolved based on the pupil's own knowledge or whether additional information is required.

(b) Recognize that accurate and comprehensive information is the basis for intelligent decision making by:

(1) Selecting examples of accurate and inaccurate information and complete and incomplete information; and

(2) Explaining the difference between accurate and inaccurate information and complete and incomplete information.

(c) Formulate questions by:

(1) Stating at least one broad question that will help in finding the needed information; and

(2) Stating both broad and specific questions that will help in finding the needed information.

(d) Identify a variety of potential sources of information by:

(1) Listing several sources of information and explaining the kind of information found in each source;

(2) Brainstorming a range of sources of information that will meet a need for information; and

(3) Using a full range of sources of information to meet different needs for information.

(e) Develop and use successful strategies for locating information by:

(1) Listing some ideas for identifying and finding information that is needed; and

(2) Explaining and applying a plan to access information that is needed.

(f) Determine accuracy, relevance and comprehensiveness by:

(1) Defining the terms "accuracy," "relevance" and "comprehensiveness" and giving examples of their applications; and

(2) Comparing and contrasting sources related to a topic.

(g) Distinguish among fact, point of view and opinion by:

(1) Recognizing those concepts in various sources and products of information;

(2) Explaining how each concept is different from the others; and

(3) Assembling them, as appropriate, in the pupil's own work.

(h) Identify inaccurate and misleading information by:

(1) Recognizing inaccurate and misleading information in sources and products of information; and

(2) Explaining how such information can lead to faulty conclusions.

(i) Select information that is appropriate to a specific problem or question by:

(1) Recognizing information that is applicable to that problem or question;

(2) Analyzing information from a variety of sources to determine its applicability to that problem or question; and

(3) Integrating accurate, relevant and comprehensive information to resolve that information problem or question.

(j) Organize information for practical application by:

(1) Describing several ways to organize information, including chronologically, topically and hierarchically;

(2) Organizing the information in different ways according to the specific information problem or question; and

(3) Organizing a product of information that presents different types of information in the most effective ways.

(k) Integrate new information into the pupil's existing knowledge by:

(1) Recognizing and understanding new information and ideas;

(2) Combining what is already known about a topic with new information and drawing conclusions using the combined information; and

(3) Integrating the pupil's existing knowledge with information from a variety of sources to create new meaning.

(l) Apply information in critical thinking and problem solving by:

(1) Identifying information that meets a particular need for information;

(2) Using information from a variety of sources to resolve an information problem or question; and

(3) Devising creative approaches to use information to resolve information problems or questions.

(m) Produce and communicate information and ideas in appropriate formats by:

(1) Naming a variety of different formats for presenting different kinds of information;

(2) Choosing an appropriate format for presenting information based on the information itself, the audience, and the nature of the information problem or question; and

(3) Choosing the most appropriate format for presenting information and justifying that choice.

2.  For the areas of pursuing information related to personal interests, appreciating literature and other creative expressions of information, and striving for excellence in seeking information and generating knowledge, a pupil must demonstrate the ability to:

(a) Seek information relating to various dimensions of personal well-being, such as vocational interests, involvement in community, matters concerning health and recreational pursuits by:

(1) Occasionally seeking information about topics of personal interest or aspects of well-being;

(2) Generally expanding beyond the pupil's own knowledge to seek information concerning topics of personal interest or aspects of well-being; and

(3) Exploring a range of sources to obtain information concerning topics of personal interest or aspects of well-being.

(b) Design, develop and evaluate information and conclusions based upon that information relating to topics of personal interest to the pupil by:

(1) Organizing and presenting basic information gathered by the pupil relating to those topics of personal interest;

(2) Creating solutions and methods of conveying information concerning those topics of personal interest; and

(3) Judging the quality of the pupil's own solutions and methods of conveying information concerning those topics of personal interest.

(c) Function as a competent and self-motivated reader by:

(1) Explaining and discussing various examples of fiction;

(2) Choosing fiction and other types of literature to read and analyze; and

(3) Reading avidly and evaluating the strengths and weaknesses of literature read.

(d) Derive meaning from information presented creatively in a variety of formats by explaining and discussing films, plays and other creative presentations of information.

(e) Develop creative methods of conveying information in a variety of formats by:

(1) Expressing information and ideas creatively in simple formats; and

(2) Expressing information and ideas creatively in ways that combine several formats.

(f) Assess the quality of the process and outcome of the pupil's efforts to obtain information by:

(1) Retracing the steps the pupil took to obtain information and explaining which were most useful for resolving a problem or question concerning the information;

(2) Assessing each step the pupil took to obtain information with respect to a specific problem concerning the information and assessing the result; and

(3) Evaluating the process of obtaining information at each step as it occurs and making such adjustments as are necessary to improve both the process and the outcome.

(g) Devise basic strategies for revising, improving and updating self-generated knowledge by:

(1) Explaining those strategies; and

(2) Selecting and applying such strategies as are appropriate.

3.  For the areas of recognizing the importance of information to a democratic society, practicing ethical behavior in regard to information and information technology, and participating effectively in groups to pursue and generate information, a pupil must demonstrate the ability to:

(a) Seek information from diverse sources, contexts, disciplines and cultures by:

(1) Identifying several appropriate sources for resolving an information problem or question; and

(2) Using a variety of sources covering diverse perspectives to resolve an information problem or question.

(b) Respect the principle of equitable access to information by:

(1) Explaining why it is important for all pupils to have access to information, information sources and information technology;

(2) Using information, information sources and information technology efficiently so that they are available for other pupils to use; and

(3) Proposing strategies for ensuring that pupils and other people have equitable access to information, information sources and information technology.

(c) Respect the principles of intellectual freedom by:

(1) Defining or giving examples of "intellectual freedom"; and

(2) Analyzing a situation in terms of its relationship to intellectual freedom, including, without limitation, issuing a personal opinion of a book or video in the library media center.

(d) Respect intellectual property rights by:

(1) Giving examples of what it means to respect intellectual property rights;

(2) Analyzing situations to determine the steps necessary to respect intellectual property rights, including, without limitation, the creation of a term paper or the development of a multimedia product; and

(3) Avoiding plagiarism, correctly citing sources and making copies and incorporating text and images only with appropriate approval when creating products of information.

(e) Use information technology responsibly by:

(1) Stating the main points of the policy of the pupil's school regarding the use of computing and communications hardware, software and networks;

(2) Locating appropriate information efficiently with the school's computing and communications hardware, software and networks; and

(3) Following all guidelines and policies of the school relating to the use of computing and communications hardware, software and networks when resolving information problems or questions.

(f) Share and contribute knowledge and information with other pupils in groups by:

(1) Seeking and communicating specific facts, opinions and points of view related to information problems or questions;

(2) Using information sources and selecting information and ideas that will contribute directly to the success of group projects; and

(3) Integrating the pupil's own knowledge and information with that of other pupils in the group.

(g) Respect the ideas and backgrounds of other pupils and acknowledge their contributions by:

(1) Describing the ideas of other pupils accurately and completely;

(2) Encouraging consideration of ideas and information from all group members; and

(3) Helping to organize and integrate the contributions of all the members of the group into products of information.

(h) Collaborate with others, both in person and through technologies, to identify information problems and to seek solutions by:

(1) Expressing the pupil's own ideas appropriately and effectively, in person and remotely through technologies, while working in groups to identify and resolve information problems;

(2) Participating actively in discussions with others, in person and remotely through technologies, to analyze information problems and suggest solutions; and

(3) Participating actively in discussions with others, in person and remotely through technologies, to devise solutions to information problems that integrate the information and ideas of group members.

(i) Collaborate with others, both in person and through technologies, to design, develop and evaluate products and solutions of information to create and evaluate simple products of information.

(Added to NAC by Bd. of Education by R071-01, eff. 11-1-2001; A by R013-03, 10-30-2003)

1.  For the area of social studies disciplinary skills:

(a) Generate compelling questions to explore the founding of the United States.

(b) Generate and answer supporting questions that address the compelling questions generated pursuant to paragraph (a).

(c) Determine the credibility of multiple sources by using corroboration and close reading.

(d) Gather primary and secondary sources and use them to construct a response to support a compelling question generated pursuant to paragraph (a).

(e) Cite evidence from multiple sources that support responses to compelling questions generated pursuant to paragraph (a).

(f) Craft an argument to answer a compelling question generated pursuant to paragraph (a) using evidence and reasoning skills.

(g) Construct organized explanations of relevant concepts for various audiences and purposes using evidence and reasoning.

(h) Participate in a structured academic discussion using evidence and reasoning to share and critique ideas.

(i) List and discuss actions by a person or a group that can be taken to address local, regional or national problems.

(j) Use deliberative and democratic procedures to take action about an issue.

2.  For the area of history:

(a) Examine the development of political parties throughout the history of the United States.

(b) Investigate what it meant to be an American for different groups in the early history of the United States.

(c) Explore the development of colonial America and compare regional differences among the American colonies.

(d) Analyze the ways in which Native American, European and African cultures were impacted by conflict and compromise throughout the early history of the United States.

(e) Analyze how various political, religious and intellectual ideas impacted the development of early American society and government.

(f) Evaluate the causes and effects of the American Revolution.

3.  For the area of geography:

(a) Analyze various maps to illustrate environmental, political and cultural characteristics of a region and the impact of such characteristics throughout the early history of the United States.

(b) Evaluate how the relationship between humans and the environment impacted the early history of the United States.

(c) Analyze any rules or laws that encouraged or restricted migration or immigration between regions of the United States in the early history of the United States.

(d) Analyze how physical geography and natural resources affected exploration, the settlement of humans and the development of culture throughout the early history of the United States.

4.  For the area of economics:

(a) Compare and contrast the similarities and differences between the economies in the colonial regions.

(b) Investigate the development of the early economy of the United States.

(c) Evaluate the role of slavery in the early economy of the United States.

(d) Explain how trade was important during the colonial period, the American Revolution and the formation of the United States.

5.  For the area of civics:

(a) Analyze the influence of certain persons, groups and institutions on the interpretation of the United States Constitution, the Declaration of Independence and the Bill of Rights over time.

(b) Describe representative government and explore debates in the drafting of the United States Constitution.

(c) Analyze core civic dispositions and democratic principles and their impact throughout the early history of the United States.

(d) Investigate how persons exercise rights and responsibilities.

(e) Investigate methods by which a person can influence rules and laws in a classroom, school, government or society.

(f) Analyze how the Bill of Rights shaped the rights of persons in the United States.

(g) Explain the structures of constitutional government and the role of checks and balances in such a government.

(h) Describe how the United States has changed and continues to change in order to limit or protect the individual rights of persons.

6.  For the area of multicultural education:

(a) Analyze how and why racial, ethnic and other groups were oppressed in the early history of the United States.

(b) Evaluate how persons and groups used ideas in foundational documents, including, without limitation, the United States Constitution, the Declaration of Independence and the Bill of Rights, to create communities of respect, equity and diversity throughout the history of the United States.

(c) Discuss the contributions made by culturally, racially and ethnically diverse persons for the advancement of the United States.

(Added to NAC by Bd. of Education by R074-00, eff. 6-20-2000; A by R011-09, 10-27-2009; R056-17, 8-30-2018)

1.  The Common Core Standards for English language arts developed by the Common Core State Standards Initiative for the fifth grade are hereby adopted by reference as those standards existed on June 2, 2010. A copy of the Common Core Standards for English language arts for the fifth grade may be obtained at no cost from the Common Core State Standards Initiative on the Internet at http://www.corestandards.org.

2.  By the beginning of the fifth grade, pupils must know and be able to do everything required in the previous grades for English language arts offered in public schools.

3.  For the 2011-2012 school year and each school year thereafter, instruction in the fifth grade in English language arts must be designed so that by the completion of the fifth grade, pupils meet the standards adopted pursuant to subsection 1.

(Added to NAC by Bd. of Education by R019-11, eff. 5-30-2012)

1.  The Common Core Standards for mathematics developed by the Common Core State Standards Initiative for the fifth grade are hereby adopted by reference as those standards existed on June 2, 2010. A copy of the Common Core Standards for mathematics for the fifth grade may be obtained at no cost from the Common Core State Standards Initiative on the Internet at http://www.corestandards.org.

2.  By the beginning of the fifth grade, pupils must know and be able to do everything required in the previous grades for mathematics offered in public schools.

3.  For the 2013-2014 school year and each school year thereafter, instruction in the fifth grade in mathematics must be designed so that by the completion of the fifth grade, pupils meet the standards adopted pursuant to subsection 1.

(Added to NAC by Bd. of Education by R019-11, eff. 5-30-2012; A by R019-11, 5-30-2012, eff. 7-1-2013)

1.  Demonstrate competency in motor skills, patterns of movement and safety practices needed to perform a variety of physical activities, as demonstrated by the ability of the pupil to:

(a) Use locomotor and nonlocomotor movements in physical activities;

(b) Perform simple combinations of manipulative skills;

(c) Perform simple and moderately difficult motor skills and patterns of movement; and

(d) Demonstrate safe practices while participating in physical activities.

2.  Apply concepts, principles and strategies relating to movement, performance and safety while participating in physical activities, as demonstrated by the ability of the pupil to:

(a) Recognize the critical elements of forms of movement;

(b) Explain how game strategies are used in physical activities; and

(c) Explain the importance of rules and procedures relating to safety with regard to oneself and other persons while participating in physical activities.

3.  Participate regularly in physical activities, as demonstrated by the ability of the pupil to:

(a) Participate in a variety of moderate to vigorous physical activities;

(b) Apply healthy patterns of activity by participating regularly in physical activity; and

(c) Identify opportunities at school for participation in physical activities on a regular basis.

4.  Achieve and maintain a health-enhancing level of physical fitness, as demonstrated by the ability of the pupil to:

(a) Participate in various physical activities using the health-related components of fitness in those physical activities; and

(b) Explain the long-term health and fitness benefits of participating in physical activities.

(Added to NAC by Bd. of Education by R033-00, 6-20-2000, eff. 7-1-2000; A by R062-13, 2-26-2014)

1.  For the areas of creativity and innovation, demonstrate creative thinking, build knowledge and develop innovative products and processes using technology, as demonstrated by the ability of the pupil to:

(a) Process new ideas that are based on prior knowledge to brainstorm solutions to a problem that arises in an everyday situation using digital tools;

(b) With limited assistance from the teacher, create an original work in a digital format to demonstrate personal or group expression;

(c) Use digital models and simulations to explore complex systems and issues; and

(d) Identify and represent trends to make predictions using data from the classroom.

2.  For the areas of communication and collaboration, use digital media and environments to communicate and work in collaboration with other pupils, including pupils outside of the classroom, to support the learning of the pupil and the learning of other pupils, as demonstrated by the ability of the pupil to:

(a) Collaborate with other pupils to create and publish a digital product and make the product available outside the classroom;

(b) Communicate information and ideas using digital text, images and sound;

(c) Describe the appropriate media and format for a specific audience;

(d) Use digital resources to research places, persons and different cultures from around the world;

(e) Contribute to a group to produce an original work in a digital format; and

(f) Describe the different ways to interact with other persons and contribute to a digital product.

3.  For the area of fluency of research and information, gather, evaluate and use information, as demonstrated by the ability of the pupil to:

(a) For a research project, use digital tools to plan a timeline and track the progress of the project;

(b) Use keywords to search, organize, locate and synthesize information in multiple sources to create an original product;

(c) Explain the importance of using more than one source and recognize the possible biases in digital resources;

(d) Discern the differences between fact and opinion in digital content;

(e) Choose and use a digital tool that is appropriate for a task; and

(f) Collect, organize, analyze and manipulate data using digital tools and report the results in a format that is appropriate to the task.

4.  For the areas of critical thinking, problem solving and decision making, use critical thinking skills to plan and conduct research, manage projects, solve problems and make informed decisions using the digital tools and resources that are appropriate for the specific task, as demonstrated by the ability of the pupil to:

(a) Develop questions that will guide the pupil in the investigation of a problem that arises in an everyday situation using digital resources;

(b) Plan and manage projects using a digital planning tool;

(c) Propose a solution to a problem that arises in an everyday situation using digital tools and data that has been collected; and

(d) Explore alternative solutions to and diverse perspectives on problems that arise in everyday situations and propose a solution to those problems using digital tools.

5.  For the area of the appropriate use of technology, understand human, cultural and societal issues relating to technology and practice legal and ethical behaviors when using technology, as demonstrated by the ability of the pupil to:

(a) Describe the code of conduct for the use of technology at the school in which the pupil is enrolled and the consequences of violating that code of conduct;

(b) Describe unacceptable and unsafe behaviors when using technology, including, without limitation, cyber-bullying, divulging personal information and plagiarism;

(c) Use technological resources for solving problems, directing personal learning, collaborating and extending learning activities;

(d) Describe why a pupil needs lifelong learning in a world that is global and dynamic; and

(e) Explain the concepts of using technology in an appropriate manner, accessing technology in an appropriate manner and technological literacy, and explain the personal and societal responsibilities associated with those concepts.

6.  For the areas of technological operations and concepts, demonstrate an understanding of technological concepts, systems and operations, as demonstrated by the ability of the pupil to:

(a) Give examples of technological systems;

(b) Demonstrate appropriate keyboarding skills;

(c) Choose the appropriate digital tools for a specific learning activity;

(d) Analyze and apply specific strategies for solving common hardware and software problems; and

(e) Generalize routine procedures for a variety of technologies.

7.  For the areas of algorithms and programming, demonstrate an understanding of algorithms, program development, variables, control and modularity, as demonstrated by the ability of the pupil to:

(a) Test, compare and refine multiple algorithms for the same task and determine which is most appropriate;

(b) Debug an algorithm or program that includes sequences and loops by identifying and fixing errors in the algorithm or program;

(c) With teacher guidance, collaborate with other pupils during the design, implementation and review stages of program development;

(d) Test and debug errors in a program or algorithm to ensure that it runs as intended;

(e) Use the iterative process to develop a program to express an idea or address a problem while considering the perspectives and preferences of other persons;

(f) Describe choices made during program development using comments in the code of the program, presentations and demonstrations;

(g) Observe intellectual property rights and give appropriate attribution when creating or revising a program;

(h) Create a program that uses a variable to store and modify data;

(i) Develop a program that includes a sequence, an event, a loop and a conditional;

(j) Explore how a complex task can be decomposed into simple tasks and how simple tasks can be composed into a complex task;

(k) Demonstrate how to decompose a complex task into simple tasks and to compose simple tasks into a complex task; and

(l) Develop something new or add more advanced features to a program developed by the pupil by modifying, incorporating and testing portions of an existing program.

8.  For the area of computing systems, demonstrate an understanding of hardware, software, devices and troubleshooting, as demonstrated by the ability of the pupil to:

(a) Model how computer hardware and software work together as a system to accomplish a task;

(b) Describe how the internal and external parts of a computing device function to form a system; and

(c) Determine potential solutions to solve a simple hardware and software problem using common troubleshooting strategies.

9.  For the areas of data and analysis, demonstrate an understanding of storage, collection, visualization, transformation, inference and models, as demonstrated by the ability of the pupil to:

(a) Organize and visually present collected data to highlight relationships and support a claim;

(b) Use data to highlight or propose a cause and effect relationship, predict an outcome or communicate an idea; and

(c) Recognize how text, images and sounds are represented as binary numbers in a computing device.

10.  For the area of the impacts of computing, demonstrate an understanding of culture, social interactions, safety, law and ethics, as demonstrated by the ability of the pupil to:

(a) Discuss a computing technology that has changed the world and express how the technology influences and is influenced by cultural practices;

(b) Compare and contrast how computing has changed society from the past to the present;

(c) Brainstorm ways to improve the accessibility and usability of a technology product for the diverse needs and wants of various persons who use the technology product;

(d) Seek diverse perspectives to improve computational artifacts; and

(e) Use material which is in the public domain or according to the copyright of the material and refrain from copying or using material created by others without permission.

11.  For the areas of networks and the Internet, demonstrate an understanding of cybersecurity, networking, communication and organization, as demonstrated by the ability of the pupil to:

(a) Discuss a real-world cybersecurity problem and how personal information can be protected;

(b) Model how information is broken down into smaller pieces, transmitted as packets through multiple devices over networks and the Internet and reassembled at the destination;

(c) Explain the concept of a network protocol; and

(d) Identify the advantages and disadvantages of various types of networks.

(Added to NAC by Bd. of Education by R038-00, 6-20-2000, eff. 7-1-2000; A by R008-10, 6-30-2010; R041-18, 6-26-2018)

1.  Creation of new dance by conceiving and developing dance, alone and with others, which must be determined by evaluating the ability of the pupil to:

(a) Generate and conceptualize dance and ideas relating to dance, as demonstrated by the ability of the pupil to:

(1) Generate ideas for choreography using several stimuli; and

(2) Identify a problem relating to movement and demonstrate a solution.

(b) Organize and develop dance and ideas relating to dance, as demonstrated by the ability of the pupil to:

(1) Use a variety of choreography to represent the same main idea; and

(2) Develop a dance that expresses a main idea without using words.

(c) Refine, complete and present dance, as demonstrated by the ability of the pupil to:

(1) Revise choices of movement in a dance by incorporating feedback; and

(2) Create a written record of changes in a dance sequence.

2.  Performance of dance that involves interpretation and presentation of dance, alone and with others, which must be determined by evaluating the ability of the pupil to:

(a) Select, analyze and interpret dance for presentation, as demonstrated by the ability of the pupil to:

(1) Combine static and dynamic shapes into dance sequences that establish relationships with other dancers;

(2) Respond in movement to uneven rhythms; and

(3) Contrast bound and free movement.

(b) Develop and refine technique and performances, as demonstrated by the ability of the pupil to:

(1) Perform a range of movements when replicating patterns and sequences of movement;

(2) Demonstrate and discuss safe practices of body use and self-care to prevent injury; and

(3) Collaborate with an ensemble of pupils in a dance performance and apply feedback to establish personal goals for performance.

(c) Convey meaning through the presentation of dance, as demonstrated by the ability of the pupil to:

(1) Adapt dance to alternative performance venues; and

(2) Use production elements to enhance a dance performance.

3.  Understanding and evaluating, alone and with others, how dance conveys meaning, which must be determined by evaluating the ability of the pupil to:

(a) Perceive and analyze dance, as demonstrated by the ability of the pupil to:

(1) Identify meaning or artistic intent in a dance; and

(2) Demonstrate how dance styles differ within a specific genre or culture.

(b) Interpret intent and meaning in dance, as demonstrated by the ability of the pupil to explain, using terminology commonly used in the field of dance, how movements communicate the main idea of a dance.

(c) Apply prescribed criteria to evaluate dance, as demonstrated by the ability of the pupil to define the characteristics of a dance that make the dance artistic and relate those characteristics to elements of dance across genres, styles and cultures.

4.  Using external context when creating, evaluating and finding personal meaning in dance, which must be determined by evaluating the ability of the pupil to:

(a) Apply and relate knowledge and personal experience to dance, as demonstrated by the ability of the pupil to:

(1) Compare two dances with contrasting themes; and

(2) Create a study of dance that expresses an idea researched by the pupil.

(b) Analyze dance in light of societal, cultural and historical context to create a deeper understanding of the dance, as demonstrated by the ability of the pupil to describe how movements in a specific genre or style of dance communicate the perspectives of a community, society or culture.

(Added to NAC by Bd. of Education by R043-18, eff. 12-19-2018)

1.  Creation of new works of media art by conceiving and developing media art, alone and with others, which must be determined by evaluating the ability of the pupil to:

(a) Generate and conceptualize artistic ideas and work, as demonstrated by the ability of the pupil to create original works of media art using personal experiences or the work of others.

(b) Organize and develop artistic ideas and work, as demonstrated by the ability of the pupil to develop and present plans and models for productions of media art.

(c) Refine, complete and present works of media art, as demonstrated by the ability of the pupil to:

(1) Create media content and combine components to construct purposeful productions of media art; and

(2) Use components to deliver a clear message and achieve a clear purpose using a work of media art.

2.  Interpretation and presentation of media art, alone and with others, which must be determined by evaluating the ability of the pupil to:

(a) Select, analyze and interpret works of media art for presentation, as demonstrated by the ability of the pupil to combine a variety of media content to create works of media art for presentation.

(b) Develop and refine artistic techniques, work and presentations, as demonstrated by the ability of the pupil to:

(1) Demonstrate skills used to create and present works of media art and roles in the creation and presentation of media art;

(2) Demonstrate creative problem-solving skills while creating a production of media art; and

(3) Analyze how tools and techniques can be used in innovative ways to construct a work of media art.

(c) Convey meaning through the presentation of media art, as demonstrated by the ability of the pupil to:

(1) Compare the manner in which different formats for presenting a work of media art fulfill the purpose of the work; and

(2) Compare the results of presenting of works of media art and ways in which such presentations could be improved.

3.  Understanding and evaluating, alone and with others, how media art conveys meaning, which must be determined by evaluating the ability of the pupil to:

(a) Perceive and analyze works of media art, as demonstrated by the ability of the pupil to:

(1) Compare and contrast how messages are created in works of media art; and

(2) Compare and contrast how a variety of forms in works of media art can be used to manage the experience of the audience.

(b) Interpret intent and meaning in works of media art, as demonstrated by the ability of the pupil to compare interpretations of the content and messages of a variety of media art.

(c) Apply prescribed criteria to evaluate works of visual art, as demonstrated by the ability of the pupil to identify relevant criteria for evaluating works of media art.

4.  Using external context when creating, evaluating and finding personal meaning in media art, which must be determined by evaluating the ability of the pupil to:

(a) Apply and relate knowledge and personal experience to media art, as demonstrated by the ability of the pupil to:

(1) Use personal and external resources needed to create works of media art; and

(2) Explain how works of media art form meanings and cultural experiences.

(b) Analyze works of media art in light of societal, cultural and historical context to create a deeper understanding of the works of media art, as demonstrated by the ability of the pupil to:

(1) Analyze the manner in which works of media art influence life and culture and appropriately respond to works of media art online; and

(2) Use the elements of a media art production in an appropriate and ethical manner.

(Added to NAC by Bd. of Education by R043-18, eff. 12-19-2018)

1.  Creation of new music by conceiving and developing music, alone and with others, which must be determined by evaluating the ability of the pupil to:

(a) Generate and conceptualize musical ideas and work, as demonstrated by the ability of the pupil to:

(1) Improvise rhythmic and melodic patterns for a specific purpose;

(2) Generate musical patterns using tonalities and meters; and

(3) Describe how sounds can be used to represent moods and storylines.

(b) Organize and develop musical ideas and work, as demonstrated by the ability of the pupil to:

(1) Organize musical ideas for improvisations or compositions to express intent; and

(2) Use iconic notation, standard notation or recording technology to document and organize musical ideas.

(c) Refine, complete and present musical work, as demonstrated by the ability of the pupil to:

(1) Develop and use criteria to evaluate and refine musical work; and

(2) Present music in a manner that conveys the intent of musical ideas to an audience.

2.  Performance of music that involves interpretation and presentation of music, alone and with others, which must be determined by evaluating the ability of the pupil to:

(a) Select, analyze and interpret music for presentation, as demonstrated by the ability of the pupil to:

(1) Select and discuss varied musical repertoires;

(2) Analyze, classify or compare and contrast selected music;

(3) Read and perform rhythmic patterns using iconic or standard notation; and

(4) Sing or play instruments when performing musical selections appropriate for the age of the pupil.

(b) Develop and refine technique and performances, as demonstrated by the ability of the pupil to describe how intent is conveyed in a selection of music.

(c) Convey meaning through the presentation of music, as demonstrated by the ability of the pupil to perform music:

(1) Accurately; and

(2) In a manner that is appropriate for the audience.

3.  Understanding and evaluating, alone and with others, how music conveys meaning, which must be determined by evaluating the ability of the pupil to:

(a) Perceive and analyze music, as demonstrated by the ability of the pupil to:

(1) Explain the manner in which personal interests influence the selection of music for a specific purpose; and

(2) Describe the manner in which specific musical concepts are used in various styles of music.

(b) Interpret intent and meaning in music, as demonstrated by the ability of the pupil to identify music concepts and describe how those concepts support the intent of creators and performers.

(c) Apply prescribed criteria to evaluate music, as demonstrated by the ability of the pupil to critique music using a rubric.

4.  Using external context when creating, evaluating and finding personal meaning in music, which must be determined by evaluating the ability of the pupil to:

(a) Apply and relate knowledge and personal experience to music, as demonstrated by the ability of the pupil to describe how interests, knowledge and skills relate to personal choices and intent when creating, performing and responding to music.

(b) Analyze music in light of societal, cultural and historical context to create a deeper understanding of the music, as demonstrated by the ability of the pupil to compare and contrast relationships between music and other arts, disciplines and contexts of daily life.

(Added to NAC by Bd. of Education by R043-18, eff. 12-19-2018)

1.  Creation of new theatrical work by conceiving and developing theatrical work, alone and with others, which must be determined by evaluating the ability of the pupil to:

(a) Generate and conceptualize theatrical ideas and work, as demonstrated by the ability of the pupil to:

(1) Identify physical qualities that may reveal character traits;

(2) Design technical elements to support the story of a theatrical work; and

(3) Determine the manner in which the inner thoughts of characters support a story in a theatrical work.

(b) Organize and develop theatrical ideas and work, as demonstrated by the ability of the pupil to:

(1) Generate original ideas for a theatrical work that reflect character and circumstance; and

(2) Collaborate with others to make decisions concerning the presentation of a theatrical work.

(c) Refine, complete and present theatrical work, as demonstrated by the ability of the pupil to:

(1) Revise and refine a theatrical work;

(2) Develop physical and vocal exercise to perform in preparation for a theatrical work; and

(3) Resolve technical problems that arise when rehearsing a theatrical work.

2.  Performance of theatrical work that involves interpretation and presentation of theatrical work, alone and with others, which must be determined by evaluating the ability of the pupil to:

(a) Select, analyze and interpret theatrical work for presentation, as demonstrated by the ability of the pupil to:

(1) Modify dialogue and action to reflect underlying emotions in a theatrical work; and

(2) Create meaning through choices relating to the physical elements of a theatrical work.

(b) Develop and refine technique and performances, as demonstrated by the ability of the pupil to:

(1) Practice techniques to use with a group in a theatrical work; and

(2) Use technical elements in a theatrical work.

(c) Convey meaning through the presentation of theatrical work, as demonstrated by the ability of the pupil to present a theatrical work to an audience.

3.  Understanding and evaluating, alone and with others, how theatrical work conveys meaning, which must be determined by evaluating the ability of the pupil to:

(a) Perceive and analyze theatrical work, as demonstrated by the ability of the pupil to explain personal reactions to choices made in a theatrical work.

(b) Interpret intent and meaning in theatrical work, as demonstrated by the ability of the pupil to:

(1) Justify responses to a theatrical work based on personal experience;

(2) Explain his or her response to a character based on his or her cultural perspective; and

(3) Identify physiological changes connected with emotions in a theatrical work.

(c) Apply prescribed criteria to evaluate theatrical work, as demonstrated by the ability of the pupil to:

(1) Develop and implement a rubric to evaluate theatrical works;

(2) Analyze how technical elements support the themes of a theatrical work; and

(3) Analyze how the choices of characters impact the perspective of the audience of a theatrical work.

4.  Using external context when creating, evaluating and finding personal meaning in theatrical work, which must be determined by evaluating the ability of the pupil to:

(a) Apply and relate knowledge and personal experience to theatrical work, as demonstrated by the ability of the pupil to identify how a theatrical work reflects the perspective of a community or culture.

(b) Analyze theatrical work in light of societal, cultural and historical context to create a deeper understanding of the theatrical work, as demonstrated by the ability of the pupil to:

(1) Identify historical, global and social issues expressed in a theatrical work;

(2) Compare and contrast stories set in different cultures to prepare to present a theatrical work; and

(3) Identify historical sources that explain theatrical terminology and conventions.

(Added to NAC by Bd. of Education by R043-18, eff. 12-19-2018)

1.  Creation of new visual art by conceiving and developing visual art, alone and with others, which must be determined by evaluating the ability of the pupil to:

(a) Generate and conceptualize artistic ideas and work, as demonstrated by the ability of the pupil to:

(1) Generate ideas for creating a work of visual art; and

(2) Identify diverse methods to approach creating works of visual art.

(b) Organize and develop artistic ideas and work, as demonstrated by the ability of the pupil to:

(1) Develop and practice skills in multiple techniques of creating visual art;

(2) Demonstrate the safe use and care of materials, tools and equipment for the creation of visual art; and

(3) Identify and document places or objects of personal significance.

(c) Refine, complete and present works of visual art, as demonstrated by the ability of the pupil to create an artist statement to enhance the meaning of artistic choices.

2.  Interpretation and presentation of visual art, alone and with others, which must be determined by evaluating the ability of the pupil to:

(a) Select, analyze and interpret works of visual art for presentation, as demonstrated by the ability of the pupil to explain the skills necessary to curate, preserve and present works of visual art.

(b) Develop and refine artistic techniques, work and presentations, as demonstrated by the ability of the pupil to:

(1) Prepare works of art for presentation and preservation; and

(2) Prepare the materials and space necessary for different methods of presenting and protecting works of visual art.

(c) Discuss and apply topics relating to the presentation of works of visual art, as demonstrated by the ability of the pupil to identify different methods of presenting works of visual art and the purpose of each method.

3.  Understanding and evaluating, alone and with others, how visual art conveys meaning, which must be determined by evaluating the ability of the pupil to:

(a) Perceive and analyze works of visual art, as demonstrated by the ability of the pupil to:

(1) Compare interpretations of a work of visual art; and

(2) Analyze cultural associations suggested by a work of visual art.

(b) Interpret intent and meaning in works of visual art, as demonstrated by the ability of the pupil to analyze the characteristics of a work of visual art that convey mood.

(c) Apply prescribed criteria to evaluate works of visual art, as demonstrated by the ability of the pupil to identify different criteria used to evaluate a work of visual art.

4.  Using external context when creating, evaluating and finding personal meaning in visual art, which must be determined by evaluating the ability of the pupil to:

(a) Apply and relate knowledge and personal experience to visual art, as demonstrated by the ability of the pupil to use vocabulary commonly used in artistic fields and design when creating works of visual art.

(b) Analyze works of visual art in light of societal, cultural and historical context to create a deeper understanding of the works of visual art, as demonstrated by the ability of the pupil to identify manners in which visual art was used to inform or change systems of value and belief.

(Added to NAC by Bd. of Education by R043-18, eff. 12-19-2018)

Instruction: Sixth Through Eighth Grades

1.  The Common Core Standards for English language arts developed by the Common Core State Standards Initiative for the sixth grade are hereby adopted by reference as those standards existed on June 2, 2010. A copy of the Common Core Standards for English language arts for the sixth grade may be obtained at no cost from the Common Core State Standards Initiative on the Internet at http://www.corestandards.org.

2.  By the beginning of the sixth grade, pupils must know and be able to do everything required in the previous grades for English language arts offered in public schools.

3.  For the 2011-2012 school year and each school year thereafter, instruction in the sixth grade in English language arts must be designed so that by the completion of the sixth grade, pupils meet the standards adopted pursuant to subsection 1.

(Added to NAC by Bd. of Education by R019-11, eff. 5-30-2012)

1.  For the areas of understanding the process of obtaining information in such a manner as to access information efficiently and effectively, evaluate information critically and competently, and use information accurately and creatively, a pupil must demonstrate the ability to:

(a) Recognize the need for information by:

(1) Giving examples of situations in which additional information beyond the pupil's own knowledge is needed to resolve an information problem or question;

(2) Determining whether additional information beyond the pupil's own knowledge is needed to resolve an information problem or question; and

(3) Assessing whether a range of information problems or questions can be resolved based on the pupil's own knowledge or whether additional information is required.

(b) Recognize that accurate and comprehensive information is the basis for intelligent decision making by:

(1) Selecting examples of accurate and inaccurate information and of complete and incomplete information;

(2) Explaining the difference between accurate and inaccurate information and between complete and incomplete information; and

(3) Judging the quality of decisions in terms of the accuracy and completeness of the information on which they are based.

(c) Formulate questions by:

(1) Stating at least one broad question that will help in finding the needed information;

(2) Stating both broad and specific questions that will help in finding the needed information; and

(3) Revising, adding and deleting questions as the needs for information change.

(d) Identify a variety of potential sources of information by:

(1) Listing several sources of information and explaining the kind of information found in each source;

(2) Brainstorming a range of sources of information that will meet a need for information; and

(3) Using a full range of information sources to meet different needs for information.

(e) Develop and use successful strategies for locating information by:

(1) Listing some ideas for identifying and finding information that is needed;

(2) Explaining and applying a plan to access information that is needed; and

(3) Formulating and revising plans for accessing information for a range of needs and situations.

(f) Determine accuracy, relevance and comprehensiveness by:

(1) Defining the terms "accuracy," "relevance" and "comprehensiveness" and giving examples of their application;

(2) Comparing and contrasting sources related to a topic; and

(3) Judging the accuracy, relevance and comprehensiveness of sources of information in relation to a range of topics and information problems.

(g) Distinguish among fact, point of view and opinion by:

(1) Recognizing those concepts in various sources and products of information;

(2) Explaining how each concept is different from the others; and

(3) Assembling them, as appropriate, in the pupil's own work.

(h) Identify inaccurate and misleading information by:

(1) Recognizing inaccurate and misleading information in sources and products of information;

(2) Explaining how such information can lead to faulty conclusions; and

(3) Judging, and supporting judgments of, the degree of inaccuracy, bias or misleading information in sources and products of information.

(i) Select information appropriate to a specific problem or question by:

(1) Recognizing information that is applicable to that problem or question;

(2) Analyzing information from a variety of sources to determine its applicability to that problem or question; and

(3) Integrating accurate, relevant and comprehensive information to resolve that problem or question.

(j) Organize information for practical application by:

(1) Describing several ways to organize information, including chronologically, topically and hierarchically;

(2) Organizing the information in different ways according to the specific information problem or question; and

(3) Organizing a product of information that presents different types of information in the most effective ways.

(k) Integrate new information into the pupil's existing knowledge by:

(1) Recognizing and understanding new information and ideas;

(2) Combining what is already known about a topic with new information and drawing conclusions using the combined information; and

(3) Integrating the pupil's existing knowledge with information from a variety of sources to create new meaning.

(l) Apply information in critical thinking and problem solving by:

(1) Identifying information that meets a particular need for information;

(2) Using information from a variety of sources to resolve an information problem or question; and

(3) Devising creative approaches to use information to resolve information problems or questions.

(m) Produce and communicate information and ideas in appropriate formats by:

(1) Naming a variety of different formats for presenting different kinds of information;

(2) Choosing an appropriate format for presenting information based on the information itself, the audience, and the nature of the information problem or question; and

(3) Choosing the most appropriate format for presenting information and justifying that choice.

2.  For the areas of pursuing information related to personal interests, appreciating literature and other creative expressions of information, and striving for excellence in seeking information and generating knowledge, a pupil must demonstrate the ability to:

(a) Seek information relating to various dimensions of personal well-being, such as vocational interests, involvement in community, matters concerning health and recreational pursuits by:

(1) Occasionally seeking information about topics of personal interest or aspects of well-being;

(2) Generally expanding beyond the pupil's own knowledge to seek information concerning topics of personal interest or aspects of well-being; and

(3) Exploring a range of sources to obtain information concerning topics of personal interest or aspects of well-being.

(b) Design, develop and evaluate information and conclusions based upon that information relating to topics of personal interest to the pupil by:

(1) Organizing and presenting basic information gathered by the pupil relating to those topics of personal interest;

(2) Creating solutions and methods of conveying information concerning those topics of personal interest; and

(3) Judging the quality of the pupil's own solutions and methods of conveying information concerning those topics of personal interest.

(c) Function as a competent and self-motivated reader by:

(1) Explaining and discussing various examples of fiction;

(2) Choosing fiction and other types of literature to read and analyze; and

(3) Reading avidly and evaluating the strengths and weaknesses of literature read.

(d) Derive meaning from information presented creatively in a variety of formats by explaining and discussing films, plays and other creative presentations of information.

(e) Develop creative methods of conveying information in a variety of formats by:

(1) Expressing information and ideas creatively in simple formats; and

(2) Expressing information and ideas creatively in ways that combine several formats.

(f) Assess the quality of the process and outcome of the pupil's efforts to obtain information by:

(1) Retracing the steps the pupil took to obtain information and explaining which were most useful for resolving a problem or question concerning the information;

(2) Assessing each step the pupil took to obtain information with respect to a specific problem concerning the information and assessing the result; and

(3) Evaluating the process of obtaining information at each step as it occurs and making such adjustments as are necessary to improve both the process and the outcome.

(g) Devise basic strategies for revising, improving and updating self-generated knowledge by:

(1) Explaining those strategies;

(2) Selecting and applying such strategies as are appropriate; and

(3) Recognizing gaps in the pupil's own knowledge and applying appropriate strategies for filling those gaps.

3.  For the areas of recognizing the importance of information to a democratic society, practicing ethical behavior in regard to information and information technology, and participating effectively in groups to pursue and generate information, a pupil must demonstrate the ability to:

(a) Seek information from diverse sources, contexts, disciplines and cultures by:

(1) Identifying several appropriate sources for resolving an information problem or question;

(2) Using a variety of sources covering diverse perspectives to resolve an information problem or question; and

(3) Seeking sources representing a variety of contexts, disciplines and cultures and evaluating their usefulness for resolving an information problem or question.

(b) Respect the principle of equitable access to information by:

(1) Explaining why it is important for all pupils to have access to information, information sources and information technology;

(2) Using information, information sources and information technology efficiently so that they are available for other pupils to use; and

(3) Proposing strategies for ensuring that pupils and others have equitable access to information, information sources and information technology.

(c) Respect the principles of intellectual freedom by:

(1) Defining or giving examples of "intellectual freedom";

(2) Analyzing a situation in terms of its relationship to intellectual freedom, including, without limitation, issuing a personal opinion of a book or video in the library media center; and

(3) Predicting what might happen if the principles of intellectual freedom were ignored in the pupil's own community.

(d) Respect intellectual property rights by:

(1) Giving examples of what it means to respect intellectual property rights;

(2) Analyzing situations to determine the steps necessary to respect intellectual property rights, including, without limitation, the creation of a term paper or the development of a multimedia product; and

(3) Avoiding plagiarism, citing sources properly and making copies and incorporating text and images only with appropriate approval when creating products of information.

(e) Use information technology responsibly by:

(1) Stating the main points of the policy of the pupil's school regarding the use of computing and communications hardware, software and networks;

(2) Locating appropriate information efficiently with the school's computing and communications hardware, software and networks; and

(3) Following all guidelines and policies of the school relating to the use of computing and communications hardware, software and networks when resolving information problems or questions.

(f) Share and contribute knowledge and information with other pupils in groups by:

(1) Seeking and communicating specific facts, opinions and points of view related to information problems or questions;

(2) Using information sources and selecting information and ideas that will contribute directly to the success of group projects; and

(3) Integrating the pupil's own knowledge and information with that of other pupils in the group.

(g) Respect the ideas and backgrounds of other pupils and acknowledge their contributions by:

(1) Describing the ideas of other pupils accurately and completely;

(2) Encouraging consideration of ideas and information from all group members; and

(3) Helping to organize and integrate the contributions of all the members of the group into products of information.

(h) Collaborate with others, both in person and through technologies, to identify information problems and to seek a solution by:

(1) Expressing the pupil's own ideas appropriately and effectively, in person and remotely through technologies, while working in groups to identify and resolve information problems;

(2) Participating actively in discussions with others, in person and remotely through technologies, to analyze information problems and suggest solutions; and

(3) Participating actively in discussions with others, in person and remotely through technologies, to devise solutions that integrate the information and ideas of group members.

(i) Collaborate with others, both in person and through technologies, to design, develop and evaluate products and solutions of information by:

(1) Working with others, in person and remotely through technologies, to create and evaluate simple products of information;

(2) Working with others, in person and remotely through technologies, to create and evaluate products of information that communicate complex information and ideas; and

(3) Working with others, in person and remotely through technologies, to create and evaluate complex products of information that integrate information in a variety of formats.

(Added to NAC by Bd. of Education by R071-01, eff. 11-1-2001; A by R013-03, 10-30-2003)

1.  The Common Core Standards for mathematics developed by the Common Core State Standards Initiative for the sixth grade are hereby adopted by reference as those standards existed on June 2, 2010. A copy of the Common Core Standards in mathematics for the sixth grade may be obtained at no cost from the Common Core State Standards Initiative on the Internet at http://www.corestandards.org.

2.  By the beginning of the sixth grade, pupils must know and be able to do everything required in the previous grades for mathematics offered in public schools.

3.  For the 2013-2014 school year and each school year thereafter, instruction in the sixth grade in mathematics must be designed so that by the completion of the sixth grade, pupils meet the standards adopted pursuant to subsection 1.

(Added to NAC by Bd. of Education by R019-11, eff. 5-30-2012; A by R019-11, 5-30-2012, eff. 7-1-2013)

1.  Creation of new dance by conceiving and developing dance, alone and with others, which must be determined by evaluating the ability of the pupil to:

(a) Generate and conceptualize dance and ideas relating to dance, as demonstrated by the ability of the pupil to:

(1) Develop choreography using a variety of stimuli; and

(2) Identify movements using vocabulary commonly used in the field of dance when creating choreography.

(b) Organize and develop dance and ideas relating to dance, as demonstrated by the ability of the pupil to:

(1) Manipulate choreography to develop a dance that conveys artistic intent; and

(2) Develop criteria to choreograph a dance that communicates personal or cultural meaning.

(c) Refine, complete and present dance, as demonstrated by the ability of the pupil to record a dance sequence using writing, symbols or media technology.

2.  Performance of dance that involves interpretation and presentation of dance, alone and with others, which must be determined by evaluating the ability of the pupil to:

(a) Select, analyze and interpret dance for presentation, as demonstrated by the ability of the pupil to:

(1) Refine skills for establishing pathways, levels and patterns when dancing with a partner and ensembles;

(2) Demonstrate timing and use of accented and unaccented beats; and

(3) Distinguish between and apply bound and free-flowing movements.

(b) Develop and refine technique and performances, as demonstrated by the ability of the pupil to:

(1) Demonstrate technical skills to execute changes of movement and transitions;

(2) Demonstrate and discuss safe practices of body use and self-care to prevent injury; and

(3) Collaborate with an ensemble of pupils to refine dances and identify effective and ineffective formulations.

(c) Convey meaning through the presentation of dance, as demonstrated by the ability of the pupil to:

(1) Adapt dance to alternative performance venues; and

(2) Compare and contrast the manner in which production elements enhance a dance performance.

3.  Understanding and evaluating, alone and with others, how dance conveys meaning, which must be determined by evaluating the ability of the pupil to:

(a) Perceive and analyze dance, as demonstrated by the ability of the pupil to:

(1) Demonstrate recurring patterns of movement and their relationships in dance; and

(2) Explain how elements of dance are used in a variety of genres, styles or cultural movement practices.

(b) Interpret intent and meaning in dance, as demonstrated by the ability of the pupil to explain how movements communicate artistic practices and the main idea of a dance.

(c) Apply prescribed criteria to evaluate dance, as demonstrated by the ability of the pupil to explain and critique the characteristics and intent of a dance from a genre, style or cultural movement.

4.  Using external context when creating, evaluating and finding personal meaning in dance, which must be determined by evaluating the ability of the pupil to:

(a) Apply and relate knowledge and personal experience to dance, as demonstrated by the ability of the pupil to:

(1) Compare and contrast the observed characteristics of the movements used in a dance to attitudes and preferences concerning movement; and

(2) Create a study of dance that expresses a specific point of view.

(b) Analyze dance in light of societal, cultural and historical context to create a deeper understanding of the dance, as demonstrated by the ability of the pupil to demonstrate how the movements and qualities of a dance communicate the cultural, historical or community-related purpose or meaning of the dance.

(Added to NAC by Bd. of Education by R043-18, eff. 12-19-2018)

1.  Creation of new works of media art by conceiving and developing media art, alone and with others, which must be determined by evaluating the ability of the pupil to:

(a) Generate and conceptualize artistic ideas and work, as demonstrated by the ability of the pupil to practice methods commonly used to generate media art to develop various goals and solutions.

(b) Organize and develop artistic ideas and work, as demonstrated by the ability of the pupil to evaluate ideas, plans, prototypes, processes for production and to illustrate intent.

(c) Refine, complete and present works of media art, as demonstrated by the ability of the pupil to:

(1) Create media content and combine components to construct purposeful productions of media art; and

(2) Alter components of media art to create intentional effects and appeal to different audiences.

2.  Interpretation and presentation of media art, alone and with others, which must be determined by evaluating the ability of the pupil to:

(a) Select, analyze and interpret works of media art for presentation, as demonstrated by the ability of the pupil to integrate different contents and forms to support a central idea and reach a particular audience.

(b) Develop and refine artistic techniques, work and presentations, as demonstrated by the ability of the pupil to:

(1) Develop a variety of skills and roles in creating and presenting media art;

(2) Create and adapt innovative solutions while creating a production of media art; and

(3) Use tools and techniques in standard and experimental ways to construct a work of media art.

(c) Convey meaning through the presentation of media art, as demonstrated by the ability of the pupil to:

(1) Analyze the degree to which different formats for presenting media art achieve goals concerning the presentation and distribution of media art; and

(2) Analyze the results of presenting of works of media art and ways in which such presentations could be improved.

3.  Understanding and evaluating, alone and with others, how media art conveys meaning, which must be determined by evaluating the ability of the pupil to:

(a) Perceive and analyze works of media art, as demonstrated by the ability of the pupil to:

(1) Analyze how messages are created by components of media art; and

(2) Analyze how a variety of forms, methods and styles in works of media art can be used to manage the experience of the audience.

(b) Interpret intent and meaning in works of media art, as demonstrated by the ability of the pupil to interpret a variety of media art using prescribed criteria.

(c) Apply prescribed criteria to evaluate works of visual art, as demonstrated by the ability of the pupil to apply relevant criteria for evaluating the context of works of media art and processes for producing works of media art.

4.  Using external context when creating, evaluating and finding personal meaning in media art, which must be determined by evaluating the ability of the pupil to:

(a) Apply and relate knowledge and personal experience to media art, as demonstrated by the ability of the pupil to:

(1) Evaluate personal and external resources needed to create works of media art; and

(2) Explain how works of media art form meanings and cultural experiences.

(b) Analyze works of media art in light of societal, cultural and historical context to create a deeper understanding of the works of media art, as demonstrated by the ability of the pupil to:

(1) Analyze the relationship between a work of media art and social, community and cultural context; and

(2) Analyze environmental context, the appropriate use of tools and other ethical considerations in media literacy.

(Added to NAC by Bd. of Education by R043-18, eff. 12-19-2018)

1.  Creation of new music by conceiving and developing music, alone and with others, which must be determined by evaluating the ability of the pupil to:

(a) Generate and conceptualize musical ideas and work, as demonstrated by the ability of the pupil to generate an AB or ABA rhythmic form that conveys expressive intent.

(b) Organize and develop musical ideas and work, as demonstrated by the ability of the pupil to:

(1) Construct personal musical ideas or compositions with AB or ABA rhythmic form; and

(2) Use iconic notation, standard notation or recording technology to document simple rhythmic phrases and harmonic ideas created by the pupil.

(c) Refine, complete and present musical work, as demonstrated by the ability of the pupil to:

(1) Apply a rubric to evaluate his or her musical work;

(2) Make revisions to musical work based on a rubric and feedback and describe the reasons for those revisions; and

(3) Present a final version of a personal composition.

2.  Performance of music that involves interpretation and presentation of music, alone and with others, which must be determined by evaluating the ability of the pupil to:

(a) Select, analyze and interpret music for presentation, as demonstrated by the ability of the pupil to:

(1) Sing or play instruments when performing musical selections appropriate for the age of the pupil;

(2) Apply criteria prescribed in a rubric to select music for performance;

(3) Explain the structural elements of music selected for performance;

(4) Read and identify by name and function standard symbols for rhythm, pitch, articulation and dynamics; and

(5) Identify how performances are informed by cultural and historical context.

(b) Develop and refine technique and performances, as demonstrated by the ability of the pupil to apply criteria prescribed in a rubric while rehearsing and use such criteria to determine when the pupil is ready to perform a piece of music.

(c) Convey meaning through the presentation of music, as demonstrated by the ability of the pupil to perform music:

(1) With technical accuracy to convey intent; and

(2) In a manner that is appropriate for the audience and venue.

3.  Understanding and evaluating, alone and with others, how music conveys meaning, which must be determined by evaluating the ability of the pupil to:

(a) Perceive and analyze music, as demonstrated by the ability of the pupil to:

(1) Select music for a specific purpose and explain how that music connects to the interests of the pupil;

(2) Describe how the elements and expressive qualities of a piece of music relate to its structure; and

(3) Identify the context of music from a variety of genres, cultures and time periods.

(b) Interpret intent and meaning in music, as demonstrated by the ability of the pupil to interpret a musical work using the cultural and historical context of the work.

(c) Apply prescribed criteria to evaluate music, as demonstrated by the ability of the pupil to apply a rubric to evaluate musical works or performances.

4.  Using external context when creating, evaluating and finding personal meaning in music, which must be determined by evaluating the ability of the pupil to:

(a) Apply and relate knowledge and personal experience to music, as demonstrated by the ability of the pupil to describe how interests, knowledge and skills relate to personal choices and intent when creating, performing and responding to music.

(b) Analyze music in light of societal, cultural and historical context to create a deeper understanding of the music, as demonstrated by the ability of the pupil to describe, classify or explain relationships between music and other arts, disciplines and contexts of daily life.

(Added to NAC by Bd. of Education by R043-18, eff. 12-19-2018)

1.  Creation of new theatrical work by conceiving and developing theatrical work, alone and with others, which must be determined by evaluating the ability of the pupil to:

(a) Generate and conceptualize theatrical ideas and work, as demonstrated by the ability of the pupil to:

(1) Identify solutions to staging challenges in a theatrical work;

(2) Identify solutions to design challenges in a theatrical work; and

(3) Develop a scripted or improvised character when given a set of circumstances.

(b) Organize and develop theatrical ideas and work, as demonstrated by the ability of the pupil to:

(1) Analyze artistic choices to improve and refine a scripted theatrical work; and

(2) Incorporate the ideas of others in preparing a theatrical work.

(c) Refine, complete and present theatrical work, as demonstrated by the ability of the pupil to:

(1) Revise and refine a theatrical work;

(2) Identify effective physical and vocal traits for improvised or scripted characters in a theatrical work; and

(3) Plan technical designs while rehearsing a theatrical work.

2.  Performance of theatrical work that involves interpretation and presentation of theatrical work, alone and with others, which must be determined by evaluating the ability of the pupil to:

(a) Select, analyze and interpret theatrical work for presentation, as demonstrated by the ability of the pupil to:

(1) Identify essential events that create dramatic structure in a theatrical work; and

(2) Test different choices for communicating character in a theatrical work.

(b) Develop and refine technique and performances, as demonstrated by the ability of the pupil to:

(1) Identify how acting exercises and techniques can be applied to a theatrical work; and

(2) Explain how technical elements are integrated into a theatrical work.

(c) Convey meaning through the presentation of theatrical work, as demonstrated by the ability of the pupil to present a theatrical work to an audience.

3.  Understanding and evaluating, alone and with others, how theatrical work conveys meaning, which must be determined by evaluating the ability of the pupil to:

(a) Perceive and analyze theatrical work, as demonstrated by the ability of the pupil to record personal reactions to artistic choices in a theatrical work.

(b) Interpret intent and meaning in theatrical work, as demonstrated by the ability of the pupil to:

(1) Explain how authors, actors and directors make choices based on personal experiences;

(2) Identify cultural perspectives that may influence the way in which a theatrical work is evaluated; and

(3) Use theatrical work to identify personal preferences and beliefs.

(c) Apply prescribed criteria to evaluate theatrical work, as demonstrated by the ability of the pupil to:

(1) Apply supporting evidence and criteria to evaluate a theatrical work;

(2) Apply production elements to assess aesthetic choices; and

(3) Identify a specific audience or purpose for a theatrical work.

4.  Using external context when creating, evaluating and finding personal meaning in theatrical work, which must be determined by evaluating the ability of the pupil to:

(a) Apply and relate knowledge and personal experience to theatrical work, as demonstrated by the ability of the pupil to explain how actions and motivations of characters impact the perspective of a community or culture.

(b) Analyze theatrical work in light of societal, cultural and historical context to create a deeper understanding of the theatrical work, as demonstrated by the ability of the pupil to:

(1) Identify universal themes or common social issues and express them through a theatrical work;

(2) Compare and contrast the aural and visual world used in two different theatrical versions of the same story; and

(3) Identify the manner in which the time period and place in which a theatrical work is set influences choices concerning performance and design.

(Added to NAC by Bd. of Education by R043-18, eff. 12-19-2018)

1.  Creation of new visual art by conceiving and developing visual art, alone and with others, which must be determined by evaluating the ability of the pupil to:

(a) Generate and conceptualize artistic ideas and work, as demonstrated by the ability of the pupil to:

(1) Collaborate with others to generate ideas for creating visual art; and

(2) Conduct relevant exploration and inquiry to inspire the creation of visual art.

(b) Organize and develop artistic ideas and work, as demonstrated by the ability of the pupil to:

(1) Demonstrate the use of new materials and methods when creating visual art;

(2) Explain the environmental implications of conserving, caring for and cleaning up materials; and

(3) Design or redesign objects and systems to meet the needs of diverse users.

(c) Refine, complete and present works of visual art, as demonstrated by the ability of the pupil to revise works of visual art to convey intended meaning.

2.  Interpretation and presentation of visual art, alone and with others, which must be determined by evaluating the ability of the pupil to:

(a) Select, analyze and interpret works of visual art for presentation, as demonstrated by the ability of the pupil to compare and contrast methods of preserving and presenting two-dimensional, three-dimensional and digital works of visual art.

(b) Develop and refine artistic techniques, work and presentations, as demonstrated by the ability of the pupil to develop a visual plan for displaying works of visual art from a portfolio.

(c) Discuss and apply topics relating to the presentation of works of visual art, as demonstrated by the ability of the pupil to explain how museums or other venues for displaying visual art reflect the cultural or historical values of a community.

3.  Understanding and evaluating, alone and with others, how visual art conveys meaning, which must be determined by evaluating the ability of the pupil to:

(a) Perceive and analyze works of visual art, as demonstrated by the ability of the pupil to:

(1) Interpret how works of visual art and design reflect views and values; and

(2) Analyze how the effects, visual components and cultural associations of a work of visual art influence the ideas, emotions and actions of the viewer.

(b) Interpret intent and meaning in works of visual art, as demonstrated by the ability of the pupil to distinguish between relevant and irrelevant context and analyze subject matter, form and structure to identify messages conveyed by visual art.

(c) Apply prescribed criteria to evaluate works of visual art, as demonstrated by the ability of the pupil to develop and apply relevant criteria to evaluate a work of visual art.

4.  Using external context when creating, evaluating and finding personal meaning in visual art, which must be determined by evaluating the ability of the pupil to:

(a) Apply and relate knowledge and personal experience to visual art, as demonstrated by the ability of the pupil to generate ideas reflecting the current interests of the pupil that are useful in creating visual art.

(b) Analyze works of visual art in light of societal, cultural and historical context to create a deeper understanding of the works of visual art, as demonstrated by the ability of the pupil to analyze how visual art reflects changing times, traditions, resources and culture.

(Added to NAC by Bd. of Education by R043-18, eff. 12-19-2018)

1.  The Common Core Standards for English language arts developed by the Common Core State Standards Initiative for the seventh grade are hereby adopted by reference as those standards existed on June 2, 2010. A copy of the Common Core Standards for English language arts for the seventh grade may be obtained at no cost from the Common Core State Standards Initiative on the Internet at http://www.corestandards.org.

2.  By the beginning of the seventh grade, pupils must know and be able to do everything required in the previous grades for English language arts offered in public schools.

3.  For the 2011-2012 school year and each school year thereafter, instruction in the seventh grade in English language arts must be designed so that by the completion of the seventh grade, pupils meet the standards adopted pursuant to subsection 1.

(Added to NAC by Bd. of Education by R019-11, eff. 5-30-2012)

1.  The Common Core Standards for mathematics developed by the Common Core State Standards Initiative for the seventh grade are hereby adopted by reference as those standards existed on June 2, 2010. A copy of the Common Core Standards in mathematics for the seventh grade may be obtained at no cost from the Common Core State Standards Initiative on the Internet at http://www.corestandards.org.

2.  By the beginning of the seventh grade, pupils must know and be able to do everything required in the previous grades for mathematics offered in public schools.

3.  For the 2013-2014 school year and each school year thereafter, instruction in the seventh grade in mathematics must be designed so that by the completion of the seventh grade, pupils meet the standards adopted pursuant to subsection 1.

(Added to NAC by Bd. of Education by R019-11, eff. 5-30-2012; A by R019-11, 5-30-2012, eff. 7-1-2013)

1.  Creation of new dance by conceiving and developing dance, alone and with others, which must be determined by evaluating the ability of the pupil to:

(a) Generate and conceptualize dance and ideas relating to dance, as demonstrated by the ability of the pupil to:

(1) Expand vocabulary concerning movement by comparing a variety of stimuli; and

(2) Identify movements using vocabulary commonly used in the field of dance when describing artistic intent while creating of choreography.

(b) Organize and develop dance and ideas relating to dance, as demonstrated by the ability of the pupil to:

(1) Demonstrate choreographic devices and dance structures to develop a dance with clear artistic intent; and

(2) Establish criteria for choreographing a dance that communicates personal or cultural meaning.

(c) Refine, complete and present dance, as demonstrated by the ability of the pupil to:

(1) Revise dance compositions and consider revisions of criteria based on self-reflection and feedback from others; and

(2) Record a dance sequence using writing, symbols or media technology.

2.  Performance of dance that involves interpretation and presentation of dance, alone and with others, which must be determined by evaluating the ability of the pupil to:

(a) Select, analyze and interpret dance for presentation, as demonstrated by the ability of the pupil to:

(1) Expand vocabulary concerning movement by incorporating and modifying body designs from different genres and styles of dance;

(2) Demonstrate dance phrasing using timing accents and variations within a phrase; and

(3) Compare and contrast the characteristics of movement from a variety of genres of dance and the manner in which dancers perform such movements.

(b) Develop and refine technique and performances, as demonstrated by the ability of the pupil to:

(1) Demonstrate strategies for accommodating physical maturation to dance skills;

(2) Discuss the impact of healthy practices on performance; and

(3) Collaborate with an ensemble of pupils to refine dances and identify effective and ineffective formulations.

(c) Convey meaning through the presentation of dance, as demonstrated by the ability of the pupil to:

(1) Recommend changes to adapt dance to alternative performance venues; and

(2) Compare and contrast dance production across a variety of venues or for different audiences, using terminology commonly used in the field of dance production to explain the different situations.

3.  Understanding and evaluating, alone and with others, how dance conveys meaning, which must be determined by evaluating the ability of the pupil to:

(a) Perceive and analyze dance, as demonstrated by the ability of the pupil to:

(1) Compare and contrast patterns of movement and their relationships in dance; and

(2) Compare and contrast how elements of dance are used in a variety of genres, styles or cultural movement practices.

(b) Interpret intent and meaning in dance, as demonstrated by the ability of the pupil to explain how movements communicate artistic practices and the main idea of a dance using structure and context.

(c) Apply prescribed criteria to evaluate dance, as demonstrated by the ability of the pupil to compare and contrast the meaning of different dances and the manner in which artistic expression is achieved.

4.  Using external context when creating, evaluating and finding personal meaning in dance, which must be determined by evaluating the ability of the pupil to:

(a) Apply and relate knowledge and personal experience to dance, as demonstrated by the ability of the pupil to:

(1) Compare and contrast the characteristics and qualities of the movements used in a variety of genres of dance; and

(2) Create a study of dance that evokes the essence of a style or genre.

(b) Analyze dance in light of societal, cultural and historical context to create a deeper understanding of the dance, as demonstrated by the ability of the pupil to compare and contrast dances performed by people in various geographic locations and communities and the development of such dances in relation to the perspectives important to the social group that developed the dance.

(Added to NAC by Bd. of Education by R043-18, eff. 12-19-2018)

1.  Creation of new works of media art by conceiving and developing media art, alone and with others, which must be determined by evaluating the ability of the pupil to:

(a) Generate and conceptualize artistic ideas and work, as demonstrated by the ability of the pupil to use creative processes to generate ideas and solutions concerning media art.

(b) Organize and develop artistic ideas and work, as demonstrated by the ability of the pupil to design and evaluate ideas, plans, prototypes, processes for production and intent.

(c) Refine, complete and present works of media art, as demonstrated by the ability of the pupil to:

(1) Create media content and combine components to construct purposeful productions of media art; and

(2) Analyze and refine works of media art by emphasizing expressive elements and understand the audience, purpose and place of a work of media art.

2.  Interpretation and presentation of media art, alone and with others, which must be determined by evaluating the ability of the pupil to:

(a) Select, analyze and interpret works of media art for presentation, as demonstrated by the ability of the pupil to integrate different contents and forms to convey consistent perspectives and narratives and reach a particular audience.

(b) Develop and refine artistic techniques, work and presentations, as demonstrated by the ability of the pupil to:

(1) Demonstrate increasing skills for presenting media art;

(2) Demonstrate increasing ability to create and adapt innovative solutions while creating a production of media art; and

(3) Use tools and techniques in standard and experimental ways to construct a work of media art.

(c) Convey meaning through the presentation of media art, as demonstrated by the ability of the pupil to:

(1) Evaluate the degree to which different formats for presenting media art achieve goals concerning the presentation and distribution of media art; and

(2) Evaluate the results of presenting of works of media art and ways in which such presentations could be improved.

3.  Understanding and evaluating, alone and with others, how media art conveys meaning, which must be determined by evaluating the ability of the pupil to:

(a) Perceive and analyze works of media art, as demonstrated by the ability of the pupil to analyze how:

(1) Messages are created by components of media art; and

(2) A variety of forms, methods and styles in works of media art can be used to influence the experience of the audience.

(b) Interpret intent and meaning in works of media art, as demonstrated by the ability of the pupil to develop and use relevant criteria to interpret and construct meaning in media art.

(c) Apply prescribed criteria to evaluate works of visual art, as demonstrated by the ability of the pupil to apply relevant criteria for evaluating the context of works of media art, processes for producing media art and the degree to which works of media art fulfill their intended purpose.

4.  Using external context when creating, evaluating and finding personal meaning in media art, which must be determined by evaluating the ability of the pupil to:

(a) Apply and relate knowledge and personal experience to media art, as demonstrated by the ability of the pupil to:

(1) Evaluate personal and external resources needed to create works of media art; and

(2) Explain how works of media art form meanings and cultural experiences.

(b) Analyze works of media art in light of societal, cultural and historical context to create a deeper understanding of the works of media art, as demonstrated by the ability of the pupil to:

(1) Analyze the relationship between a work of media art and social, community and cultural context; and

(2) Consider issues concerning copyright, ethics and media literacy when analyzing and interacting with tools for creating media art.

(Added to NAC by Bd. of Education by R043-18, eff. 12-19-2018)

1.  Creation of new music by conceiving and developing music, alone and with others, which must be determined by evaluating the ability of the pupil to:

(a) Generate and conceptualize musical ideas and work, as demonstrated by the ability of the pupil to generate an AB or ABA rhythmic form that conveys expressive intent.

(b) Organize and develop musical ideas and work, as demonstrated by the ability of the pupil to:

(1) Construct personal musical ideas or compositions with AB or ABA rhythmic form; and

(2) Use iconic notation, standard notation or recording technology to document simple rhythmic phrases and harmonic ideas created by the pupil.

(c) Refine, complete and present musical work, as demonstrated by the ability of the pupil to:

(1) Apply a rubric to evaluate his or her musical work;

(2) Make revisions to musical work based on a rubric and feedback and describe the reasons for those revisions; and

(3) Present a final version of a personal composition in a manner that conveys expressive intent.

2.  Performance of music that involves interpretation and presentation of music, alone and with others, which must be determined by evaluating the ability of the pupil to:

(a) Select, analyze and interpret music for presentation, as demonstrated by the ability of the pupil to:

(1) Sing or play instruments when performing musical selections appropriate for the age of the pupil;

(2) Apply collaboratively developed criteria to select contrasting styles of music for performance and identify reasons for the selection;

(3) Explain the structural elements of music selected for performance;

(4) Read and identify by name and function standard symbols for rhythm, pitch, articulation and dynamics;

(5) Identify how performances are informed by cultural and historical context; and

(6) Perform pieces of music with contrasting styles in a manner that demonstrates the expressive qualities of the music.

(b) Develop and refine technique and performances, as demonstrated by the ability of the pupil to collaboratively develop criteria for a rubric to evaluate his or her performance, apply those criteria while rehearsing and use those criteria to determine when the pupil is ready to perform a piece of music.

(c) Convey meaning through the presentation of music, as demonstrated by the ability of the pupil to perform music:

(1) With technical accuracy to convey intent; and

(2) In a manner that is appropriate for the audience, venue, purpose and context.

3.  Understanding and evaluating, alone and with others, how music conveys meaning, which must be determined by evaluating the ability of the pupil to:

(a) Perceive and analyze music, as demonstrated by the ability of the pupil to:

(1) Compare contrasting works of music, explain the connections between works of music and the interests of the pupil and select music for a specific purpose;

(2) Classify and explain how the elements and expressive qualities of a piece of music relate to its structure; and

(3) Compare the context of music from a variety of genres, cultures and time periods.

(b) Interpret intent and meaning in music, as demonstrated by the ability of the pupil to interpret a musical work using the cultural and historical context of the work.

(c) Apply prescribed criteria to evaluate music, as demonstrated by the ability of the pupil to apply a rubric to evaluate musical works or performances.

4.  Using external context when creating, evaluating and finding personal meaning in music, which must be determined by evaluating the ability of the pupil to:

(a) Apply and relate knowledge and personal experience to music, as demonstrated by the ability of the pupil to describe how interests, knowledge and skills relate to personal choices and intent when creating, performing and responding to music.

(b) Analyze music in light of societal, cultural and historical context to create a deeper understanding of the music, as demonstrated by the ability of the pupil to describe, classify or explain relationships between music and other arts, disciplines and contexts of daily life.

(Added to NAC by Bd. of Education by R043-18, eff. 12-19-2018)

1.  Creation of new theatrical work by conceiving and developing theatrical work, alone and with others, which must be determined by evaluating the ability of the pupil to:

(a) Generate and conceptualize theatrical ideas and work, as demonstrated by the ability of the pupil to:

(1) Identify multiple perspectives and solutions to staging challenges in a theatrical work;

(2) Explain solutions to design challenges in a theatrical work; and

(3) Describe the inner thoughts and objectives of a scripted or improvised character in a theatrical work.

(b) Organize and develop theatrical ideas and work, as demonstrated by the ability of the pupil to:

(1) Justify ideas and artistic choices based on background knowledge and historical and cultural context; and

(2) Demonstrate respect for self and others when preparing a theatrical work.

(c) Refine, complete and present theatrical work, as demonstrated by the ability of the pupil to:

(1) Revise and refine a theatrical work;

(2) Create effective physical and vocal traits for improvised or scripted characters in a theatrical work; and

(3) Plan technical designs while rehearsing a theatrical work.

2.  Performance of theatrical work that involves interpretation and presentation of theatrical work, alone and with others, which must be determined by evaluating the ability of the pupil to:

(a) Select, analyze and interpret theatrical work for presentation, as demonstrated by the ability of the pupil to identify:

(1) Staging choices to enhance a story in a theatrical work; and

(2) Varied objectives of characters in a theatrical work.

(b) Develop and refine technique and performances, as demonstrated by the ability of the pupil to:

(1) Participate in acting exercises and techniques in preparation for a theatrical work; and

(2) Select technical elements for integration into a theatrical work.

(c) Convey meaning through the presentation of theatrical work, as demonstrated by the ability of the pupil to participate in rehearsals of a theatrical work.

3.  Understanding and evaluating, alone and with others, how theatrical work conveys meaning, which must be determined by evaluating the ability of the pupil to:

(a) Perceive and analyze theatrical work, as demonstrated by the ability of the pupil to compare personal reactions to artistic choices in a theatrical work.

(b) Interpret intent and meaning in theatrical work, as demonstrated by the ability of the pupil to:

(1) Identify artistic choices in a theatrical work based on personal experience;

(2) Describe how cultural perspectives influence the way in which a theatrical work is evaluated; and

(3) Analyze how personal aesthetics, preferences and beliefs can be used to discuss a theatrical work.

(c) Apply prescribed criteria to evaluate theatrical work, as demonstrated by the ability of the pupil to:

(1) Explain an evaluation of a theatrical work using preferences, evidence and criteria;

(2) Apply production elements to assess aesthetic choices; and

(3) Identify how the intended purpose of a theatrical work appeals to specific audiences.

4.  Using external context when creating, evaluating and finding personal meaning in theatrical work, which must be determined by evaluating the ability of the pupil to:

(a) Apply and relate knowledge and personal experience to theatrical work, as demonstrated by the ability of the pupil to combine multiple perspectives and ideas in a theatrical work.

(b) Analyze theatrical work in light of societal, cultural and historical context to create a deeper understanding of the theatrical work, as demonstrated by the ability of the pupil to:

(1) Combine various arts to strengthen a theatrical work that has a particular global, cultural or historical context;

(2) Analyze and discuss the intentions of a playwright; and

(3) Identify the artifacts of a time period and place in which a theatrical work is set that appear in the theatrical work and use those artifacts to better understand choices relating to performance and design.

(Added to NAC by Bd. of Education by R043-18, eff. 12-19-2018)

1.  Creation of new visual art by conceiving and developing visual art, alone and with others, which must be determined by evaluating the ability of the pupil to:

(a) Generate and conceptualize artistic ideas and work, as demonstrated by the ability of the pupil to:

(1) Overcome creative blocks using recommended or self-generated methods; and

(2) Develop criteria to assist in creating visual art to achieve an identified purpose.

(b) Organize and develop artistic ideas and work, as demonstrated by the ability of the pupil to:

(1) Demonstrate persistence in developing skills relating to materials and methods for creating visual art;

(2) Demonstrate ethical responsibility when posting and sharing images and other materials on social media; and

(3) Apply strategies for visually organizing works of art in a manner that clearly communicates information or ideas.

(c) Refine, complete and present works of visual art, as demonstrated by the ability of the pupil to explain information about works of visual art using artist statements.

2.  Interpretation and presentation of visual art, alone and with others, which must be determined by evaluating the ability of the pupil to:

(a) Select, analyze and interpret works of visual art for presentation, as demonstrated by the ability of the pupil to:

(1) Compare and contrast methods of preserving, presenting and experiencing works of visual art and discuss the impact of technology on the preservation, presentation and experience of works of visual art; and

(2) Develop a portfolio of works of visual art that convey personal meaning.

(b) Develop and refine artistic techniques, work and presentations, as demonstrated by the ability of the pupil to analyze and evaluate methods for preparing and presenting visual art.

(c) Discuss and apply topics relating to the presentation of works of visual art, as demonstrated by the ability of the pupil to compare and contrast the experience of viewing collections and exhibitions of visual art in different venues.

3.  Understanding and evaluating, alone and with others, how visual art conveys meaning, which must be determined by evaluating the ability of the pupil to:

(a) Perceive and analyze works of visual art, as demonstrated by the ability of the pupil to:

(1) Explain how the manner in which visual art is displayed, the location of such displays and the venue in which visual art is displayed influences the perception and value of the visual art; and

(2) Analyze multiple ways in which images influence specific audiences.

(b) Interpret intent and meaning in works of visual art, as demonstrated by the ability of the pupil to interpret visual art by analyzing approaches to creating visual art to identify ideas and mood conveyed by the visual art.

(c) Apply prescribed criteria to evaluate works of visual art, as demonstrated by the ability of the pupil to compare and contrast an evaluation of a work of visual art based on personal criteria with an evaluation of the same work based on prescribed criteria.

4.  Using external context when creating, evaluating and finding personal meaning in visual art, which must be determined by evaluating the ability of the pupil to:

(a) Apply and relate knowledge and personal experience to visual art, as demonstrated by the ability of the pupil to create visual documentation of places and times experienced by the pupil and members of the community.

(b) Analyze works of visual art in light of societal, cultural and historical context to create a deeper understanding of the works of visual art, as demonstrated by the ability of the pupil to analyze how responses to visual art reflect changing times, traditions, resources and culture.

(Added to NAC by Bd. of Education by R043-18, eff. 12-19-2018)

1.  For the area of social studies disciplinary skills:

(a) Construct compelling questions based upon disciplinary concepts.

(b) Evaluate various answers to the compelling questions constructed pursuant to paragraph (a) within and across disciplines.

(c) Generate supporting questions that will lead to inquiry and research on compelling issues within a discipline in order to answer a compelling question generated pursuant to paragraph (a).

(d) Gather relevant information from multiple texts and evaluate the sourcing, context and corroboration of the texts with close reading and disciplinary skills.

(e) Identify multiple media sources when investigating current issues and evaluate the credibility and reliability of each such source.

(f) Using varied source material, strong evidence and clear reasoning, develop an argument based on substantive claims.

(g) Examine different arguments and identify the strengths and limitations of each argument.

(h) Construct organized explanations of relevant concepts for various audiences and purposes using evidence and reasoning.

(i) Participate in rigorous academic discussions that emphasize multiple viewpoints in which claims and evidence are acknowledged and critiqued.

(j) Draw on disciplinary concepts to explain the challenges that persons have faced in the past or are facing currently and the opportunities such persons have created in addressing local, regional and global problems at various times and in various places.

(k) Apply a range of deliberative and democratic procedures to make decisions and take action regarding important contemporary roles.

2.  For the area of history:

(a) Compare the rise and fall of kingdoms and empires throughout the ancient world, including, without limitation, the governmental systems of such kingdoms or empires and the political developments of such kingdoms or empires.

(b) Examine instances of conflict, oppression, human rights violations and genocide that occurred in the ancient world and the responses of persons to these instances.

(c) Describe factors that shaped the identity of persons living in ancient civilizations, including, without limitation, religion, language, social class, geography, culture and society.

(d) Interpret events throughout world history from a variety of historical and cultural perspectives, including, without limitation, interpreting such events from the perspective of:

(1) The Romans compared to the barbarians;

(2) Conquered persons compared to persons who conquer; and

(3) The Mongols compared to the Ming Chinese.

(e) Interpret events throughout the early history of the United States from a variety of historical and cultural perspectives, including, without limitation, interpreting such events from the perspective of:

(1) Native Americans compared to settlers;

(2) Residents of northern states in the United States compared to residents of southern states in the United States; and

(3) Native-born citizens of the United States compared to immigrants.

(f) Investigate cultural developments within and across societies with attention to belief systems, philosophies, ideologies and the arts.

(g) Analyze the impact of technological developments on events, persons and cultures in the ancient world and throughout world history.

(h) Analyze the use of conflict and diplomacy in interactions in the ancient world and in global interactions.

(i) Compare the rise and fall of governmental systems and political developments throughout world history.

(j) Examine instances of conflict, oppression, human rights violations and genocide throughout the world as well as responses to these violations.

(k) Describe the factors that shape identity, including, without limitation, institutions, religion, language, social class, geography, culture and society.

(l) Interpret current events from a variety of cultural perspectives.

(m) Investigate the role of this State in the world using the five themes of geography:

(1) Place;

(2) Location;

(3) Human environment interaction;

(4) Movement; and

(5) Region.

(n) Assess the influence of diverse ideologies on politics, society and culture throughout the early history of the United States.

(o) Investigate the factors that shaped group and national identity throughout the early history of the United States and analyze how that relates to current views on American identity.

(p) Evaluate the causes and effects of regional differences throughout the early history of the United States.

(q) Analyze the influence of diverse cultural traditions on early American society.

(r) Analyze the impact of the political, social, cultural, economic, religious, geographic, intellectual and artistic changes throughout the history of the United States.

(s) Explain how persons and events throughout the history of this State influenced the larger national context and are influenced by the larger national context.

(t) Analyze the impact of westward expansion on the Native American communities in this State.

(u) Investigate the migration and immigration patterns to this State as a part of the history of the United States.

(v) Evaluate the use of conflict and diplomacy in international relations from the perspective of the United States.

(w) Investigate the causes, impacts and attitudes towards conflict and war from various points of view throughout the early history of the United States.

3.  For the area of geography:

(a) Use and construct maps and images to explain and analyze regional, environmental and cultural characteristics in early civilizations and various places around the world.

(b) Explain how changes in transportation, communication and technology influenced the movement of persons, goods and ideas in civilizations, including, without limitation, in early civilization and throughout the early history of the United States.

(c) Explain how changes in population distribution, including, without limitation, movement to urban areas and changes due to flooding, disease and slavery, caused changes in land and water use in early civilizations.

(d) Explain how global changes in population distribution patterns cause changes in land use in particular areas.

(e) Explain how the relationship between the environmental characteristics of a place and the production of goods influences the spatial patterns of world trade.

(f) Analyze and explain the cultural, physical and environmental characteristics of places and regions and how these characteristics affect the lives of persons who live in such places and regions.

(g) Explain how the human, physical and environmental characteristics of early regions in the United States influenced and impacted the creation of new cultures.

(h) Explain how global circumstances affected changes in immigration, land use and population distribution in various regions throughout the early history of the United States.

(i) Explore the causes, motivations and consequences of voluntary and forced migration and immigration in the early history of the United States, including, without limitation:

(1) The Trail of Tears;

(2) Western movement; and

(3) The Great Migration.

4.  For the area of economics:

(a) Differentiate between economic systems and patterns of trade and describe how such systems and patterns impact civilizations.

(b) Assess the economics of ancient civilizations, various nations and the early history of the United States, including, without limitation, assessing such civilizations and nations based on trade, resources, labor and monetary systems.

(c) Explain how trade impacted economic growth, labor markets, rights of citizens, the environment and the distribution of resources and income in different ancient civilizations.

(d) Explain how supply and demand, costs and competition influence market prices, wages and social and environmental outcomes.

(e) Explain and evaluate how economic policies impact persons, businesses, government structures and international organizations from a local scale to a global scale.

(f) Investigate the impact of global trade policies on nations and the citizens of such nations.

(g) Analyze the role of innovations and entrepreneurship in institutions throughout the early history of the United States.

(h) Evaluate how the economic policies implemented as a result of the Louisiana Purchase, the slave trade, the plantation economy and the period of Reconstruction impacted persons, businesses and society.

(i) Investigate the effects of the foreign economic policy of the United States nationally and globally throughout the early history of the United States.

5.  For the area of civics:

(a) Describe the different political, civil, religious and economic organizations of early civilizations and throughout the history of the United States.

(b) Compare a current global issue to a historical event from an ancient civilization and propose a solution to the issue based upon knowledge of past outcomes.

(c) Compare and contrast governmental structures, processes and laws within and across early civilizations.

(d) Distinguish and apply the powers and responsibilities of global citizens, interest groups and the media in a variety of governmental and nongovernmental contexts.

(e) Describe the roles of political, civil and economic organizations in shaping the lives of persons.

(f) Investigate a current global issue and propose a course of action to solve it.

(g) Examine the origins, purposes and impact of laws, treaties and international agreements.

(h) Examine the role the media played in shaping public perception and policies throughout the early history of the United States.

(i) Analyze the expansion of representative government throughout the early history of the United States.

(j) Compare a current national issue to a historical event from the early history of the United States in order to propose a solution to the issue based upon knowledge of past outcomes.

(k) Evaluate the social, political and economic changes that have impacted the evolution of laws throughout the history of the United States.

6.  For the area of multicultural education:

(a) Analyze the ways in which dominant cultures have oppressed conquered persons or minority groups throughout early civilizations as well as the responses of those groups to this oppression.

(b) Assess the impacts of cultural diffusion when diverse groups interacted within and across early civilizations.

(c) Investigate the ways in which civilizations built communities of respect, equity and diversity throughout early world history.

(d) Analyze the intellectual, cultural, religious and artistic contributions to our modern world of racially and ethnically diverse persons.

(e) Explore instances of oppression in the modern world as well as individual and group resistance movements for social justice that have developed in response.

(f) Investigate the ways in which persons and nations build communities of respect, equity and diversity throughout the world today.

(g) Discuss the contributions of racially and ethnically diverse leaders to the advancement of communities and nations around the world.

(h) Analyze the causes, impact and abolition of slavery in the history of the United States.

(i) Analyze the ways in which dominant cultures have oppressed groups through institutionalized discrimination throughout the history of the United States.

(j) Evaluate the impact of persons and reform movements on the struggle for greater civil rights and liberties throughout the early history of the United States.

(k) Discuss the contributions of racially and ethnically diverse leaders to the advancement of our community and nation.

(l) Analyze the intellectual, cultural, religious and artistic contributions of diverse persons throughout the early history of the United States.

(Added to NAC by Bd. of Education by R074-00, eff. 6-20-2000; A by R011-09, 10-27-2009; R056-17, 8-30-2018)

1.  Comprehend concepts related to the promotion of health and the prevention of disease to enhance health, as demonstrated by the ability of the pupil to:

(a) Analyze the relationship between behaviors concerning the health of a person and personal health;

(b) Identify the behaviors of a person that affect the function and development of the systems of the human body, including, without limitation, the human reproductive system in accordance with NRS 389.036;

(c) Explain the interrelationships between the physical, emotional, intellectual and social health in adolescence;

(d) Define personal boundaries and clear personal limits for the pupil;

(e) Respect the personal boundaries and clear personal limits of other persons;

(f) Describe how age, gender, physical activity, lifestyle and heredity affect the nutrient needs of a person;

(g) Analyze the use of a substance that is beneficial to a person and the use of a substance that is harmful to a person;

(h) Develop a plan for personal safety to reduce or prevent injuries;

(i) Examine the likelihood that a person will suffer a serious injury or illness if the person engages in behaviors that increase the risk of such an injury or illness;

(j) Describe how behaviors of a person, pathogens, heredity and other factors relate to the prevention of illnesses and diseases;

(k) Discuss how the behaviors concerning the health of a person affect that person's risk of contracting an illness or a disease;

(l) Identify the applicable laws and regulations which protect community health; and

(m) Apply the actions a person may take to contribute to the enhancement of the environment.

2.  Access reliable health information, products and services to enhance health, as demonstrated by the ability of the pupil to:

(a) Describe situations which may require services from providers of health care;

(b) Determine the accessibility of products and services that enhance health; and

(c) Seek protection from potentially unsafe situations by practicing ways to stay safe while using technology.

3.  Practice health-enhancing behaviors and avoid and reduce health risks, as demonstrated by the ability of the pupil to:

(a) Explain the importance of a person assuming responsibility for healthy behaviors;

(b) Create a wellness plan that meets dietary guidelines and includes moderate to vigorous physical activity;

(c) Demonstrate methods of responding to behaviors that put a pupil at risk, including, without limitation, the use of alcohol, tobacco and other drugs;

(d) Understand basic procedures in safety, first aid and life-saving measures, including, without limitation, the use of and procedures for using recreational safety equipment;

(e) Perform the psychomotor skills required for the administration of hands-only cardiopulmonary resuscitation according to the guidelines of the American Heart Association;

(f) Discuss the purpose, operation and safe use of an automated external defibrillator;

(g) Evaluate the behaviors of the pupil that put the pupil at risk for injury, including, without limitation, self-harming behaviors and harmful trends; and

(h) Analyze the behaviors of a pupil that increase the risk of the pupil spreading communicable diseases, including, without limitation, sexually transmitted diseases, mononucleosis, tuberculosis and influenza.

4.  Analyze the influence of family, peers, culture, media, technology and other factors on behaviors concerning health, as demonstrated by the ability of the pupil to:

(a) Explain how different sources affect the practices and behaviors concerning the health of a person;

(b) Explain how a person's perceptions of norms affect the behaviors concerning the person's health and the health-related risks taken by the person;

(c) Examine how different sources influence a person's food choices;

(d) Examine the influence of family, peers and information on the decisions of a person with substance use disorder;

(e) Explain how school policies and public health policies affect the promotion of health and the prevention of diseases; and

(f) Critique a variety of consumer influences that affect decisions concerning the health of a person.

5.  Use interpersonal communication skills to enhance health and to reduce or avoid health risks, as demonstrated by the ability of the pupil to:

(a) Practice refusal and negotiation skills that avoid or reduce health risks;

(b) Express ways to communicate with other persons about the pupil's perceived body image;

(c) Practice appropriate methods for responding to situations that present a risk of harm to a person, including, without limitation, situations involving the use of alcohol, tobacco and other drugs;

(d) Demonstrate the ways to ask for assistance to enhance the health of the pupil and other persons;

(e) Implement refusal and negotiation skills to resolve conflicts; and

(f) Describe the reporting process in the pupil's school, including, without limitation, when and where to report a situation that is potentially unsafe.

6.  Use goal-setting skills to enhance health, as demonstrated by the ability of the pupil to:

(a) Apply skills and strategies for the efficient management of time to reach a long-term personal health goal;

(b) Analyze how short-term personal health goals and long-term personal health goals change throughout a person's life;

(c) Analyze how short-term personal health goals and long-term personal health goals affect the community and environment; and

(d) Create and analyze goals for interpersonal safety while using media and technology.

7.  Promote and support personal, family and community health, as demonstrated by the ability of the pupil to:

(a) Demonstrate ways to influence and support a person in making positive health choices;

(b) Analyze how a message influences community practices affecting the environment and consumer health; and

(c) Demonstrate how to be a person who is present at a potentially unsafe event or incident and intervenes appropriately if the pupil determines such intervention is necessary for the personal health of the pupil or the health of another person, the family of the pupil or the community.

8.  Use decision-making skills to enhance health, as demonstrated by the ability of the pupil to:

(a) Defend the selection of choices that are healthy and eliminate choices that are not healthy when making a decision;

(b) Compare the short-term and long-term consequences of a person's choice regarding the use and abuse of substances;

(c) Compare the short-term and long-term consequences of a person's health decisions;

(d) Apply a decision-making process to a health issue or significant problem, including, without limitation, applying a decision-making process to a potentially abusive situation in order to get help or leave the situation; and

(e) Identify the legal and social consequences associated with abusive behaviors.

(Added to NAC by Bd. of Education by R032-00, 6-20-2000, eff. 7-1-2000; A by R013-09, 10-27-2009; R055-17, 2-27-2018; R087-18, 8-30-2018)

1.  Demonstrate competency in the motor skills, patterns of movement and safety practices needed to perform a variety of physical activities, as demonstrated by the ability of the pupil to:

(a) Apply locomotor and nonlocomotor movements while participating in physical activities;

(b) Demonstrate manipulative skills in a variety of environments and under several different conditions;

(c) Execute moderately difficult and complex motor skills and patterns of movement while participating in physical activities; and

(d) Demonstrate safe practices while participating in physical activities.

2.  Apply concepts, principles and strategies relating to movement, performance and safety while participating in physical activities, as demonstrated by the ability of the pupil to:

(a) Apply concepts relating to critical elements of forms of movement to specialized skills while participating in physical activities;

(b) Carry out multiple game strategies while participating in physical activities; and

(c) Carry out appropriate practices relating to safety with regard to oneself and other persons while participating in physical activities.

3.  Participate regularly in physical activities, as demonstrated by the ability of the pupil to:

(a) Participate in a variety of moderate to vigorous physical activities;

(b) Apply healthy patterns of activity by participating regularly in physical activity; and

(c) Identify opportunities at school for participation in physical activities on a regular basis.

4.  Achieve and maintain a health-enhancing level of physical fitness, as demonstrated by the ability of the pupil to:

(a) Develop a plan for physical activity that uses principles of training or conditioning to improve his or her physical fitness; and

(b) Monitor the physiological effects during various physical activities and levels of intensity of those physical activities.

(Added to NAC by Bd. of Education by R033-00, 6-20-2000, eff. 7-1-2000; A by R062-13, 2-26-2014)

1.  For the areas of creativity and innovation, demonstrate creative thinking, build knowledge and develop innovative products and processes using technology, as demonstrated by the ability of the pupil to:

(a) Independently apply prior knowledge to develop new ideas, products or processes using digital tools;

(b) Create an original work in a digital format to demonstrate personal or group expression;

(c) Use digital models and simulations to answer questions or solve problems; and

(d) Use technology to track trends, predict possibilities, and make and justify predictions using evidence, experiments and collaboration.

2.  For the areas of communication and collaboration, use digital media and environments to communicate and work in collaboration with other pupils, including pupils outside of the classroom, to support the learning of the pupil and the learning of other pupils, as demonstrated by the ability of the pupil to:

(a) Collaborate with other pupils to create and publish digital products for real audiences in a variety of digital environments;

(b) Communicate information and ideas using digital text, images, sounds and video;

(c) Create digital products in formats that are appropriate for specific audiences and purposes;

(d) Use digital resources to communicate with other pupils and persons from a variety of cultures and places;

(e) Contribute to a group project to produce original works or solve problems; and

(f) Choose a method of interacting electronically for a specific goal or purpose.

3.  For the area of fluency of research and information, gather, evaluate and use information, as demonstrated by the ability of the pupil to:

(a) Use digital tools to plan and organize a research-based inquiry;

(b) For a research project, use digital tools to plan a timeline, track the progress of the project and cite the sources the pupil used for the project;

(c) Use techniques for advanced searches to locate, access, synthesize and evaluate information in multiple sources to create an original product;

(d) Use digital tools to organize information with main ideas and supporting documents;

(e) Evaluate and compare facts and opinions in different sources of digital content and describe the point of view of the content;

(f) Choose and justify the use of appropriate digital resources to accomplish a variety of tasks;

(g) Use multiple digital tools to collect and process data to test theories and hypotheses; and

(h) Use a variety of formats to report results and evaluate the strengths and weaknesses of those formats.

4.  For the areas of critical thinking, problem solving and decision making, use critical thinking skills to plan and conduct research, manage projects, solve problems and make informed decisions using the digital tools and resources that are appropriate for the specific task, as demonstrated by the ability of the pupil to:

(a) Use digital resources to identify a problem that arises in an everyday situation and develop questions that will guide the pupil in the investigation of the problem;

(b) Choose the appropriate digital planning tools for a project and use those tools to complete the project;

(c) Use data, examine patterns and use digital tools to research a problem that arises in an everyday situation and present a solution to the problem; and

(d) Use multiple processes to explore alternative solutions to and diverse perspectives on problems that arise in everyday situations and use digital tools to present a solution to the problems.

5.  For the area of the appropriate use of technology, understand human, cultural and societal issues relating to technology and practice legal and ethical behaviors when using technology, as demonstrated by the ability of the pupil to:

(a) Model legal and ethical behaviors while using information and technology, including, without limitation, properly selecting, acquiring and citing a resource;

(b) Develop an argument for using technological resources in a safe, legal and responsible manner;

(c) Explain the value of current and emerging technologies to persons, society and the world;

(d) Assess the potential of current and emerging technologies to address personal, societal, lifelong learning and career needs; and

(e) Describe principles of leadership and ways to use current and emerging technologies in a responsible manner to foster leadership skills.

6.  For the areas of technological operations and concepts, demonstrate an understanding of technological concepts, systems and operations, as demonstrated by the ability of the pupil to:

(a) Explain the uses for and advantages of technological systems;

(b) Demonstrate keyboarding skills by completing a variety of assignments in a timely manner;

(c) Choose and justify the use of digital tools and resources to accomplish a variety of tasks;

(d) Develop and apply strategies for solving common hardware and software problems; and

(e) Apply prior knowledge of technology to a current or emerging technology to answer a question that arises in everyday situations.

7.  For the areas of algorithms and programming, demonstrate an understanding of algorithms, program development, variables, control and modularity, as demonstrated by the ability of the pupil to:

(a) Use a flowchart or pseudocode to address a complex problem as an algorithm;

(b) Design a meaningful solution for an end user which incorporates data gathered from collaboration by team members with the end user;

(c) Incorporate existing code, media and libraries into an original program and give proper attribution;

(d) Systematically test and refine a program using a range of test cases;

(e) Distribute tasks and maintain a project timeline when collaboratively developing a computational artifact;

(f) Document a program to make the program easier to follow, test and debug by others;

(g) Create clearly named variables that represent different types of data and perform operations on the values of such variables;

(h) Design and iteratively develop a program that combines control structures, including, without limitation, nested loops and compound conditionals;

(i) Decompose a problem into subproblems, and a subproblem into parts, to facilitate the design, implementation and review of a program; and

(j) Create a procedure with parameters to organize code and make code easier to reuse.

8.  For the area of computing systems, demonstrate an understanding of hardware, software, devices and troubleshooting, as demonstrated by the ability of the pupil to:

(a) Design and evaluate a project that combines hardware and software components to collect and exchange data;

(b) Recommend improvements to the design of a computing device based on an analysis of how users interact with the device, noting that advantages may have disadvantages and unintended consequences; and

(c) Systematically identify and fix problems with a computing device and its components.

9.  For the areas of data and analysis, demonstrate an understanding of storage, collection, visualization, transformation, inference and models, as demonstrated by the ability of the pupil to:

(a) Model an encoding scheme used by a software tool to convert data, stored as bits, into a form that is more easily understood;

(b) Collect data using a computational tool and transform the data to make the data more meaningful and useful; and

(c) Refine a computational model based on the reliability and validity of the data generated by the computational model.

10.  For the area of the impacts of computing, demonstrate an understanding of culture, social interactions, safety, law and ethics, as demonstrated by the ability of the pupil to:

(a) Compare the tradeoffs associated with a computing technology that affects the everyday activities and career options of persons;

(b) Discuss and evaluate issues of bias and accessibility in the design of an existing technology;

(c) Collaborate with many contributors when creating a computational artifact through the use of strategies, including, without limitation, crowdsourcing or surveys;

(d) Identify the risks associated with sharing information digitally; and

(e) Evaluate how legal and ethical issues shape computing practices.

11.  For the areas of networks and the Internet, demonstrate an understanding of cybersecurity, networking, communication and organization, as demonstrated by the ability of the pupil to:

(a) Explain how physical and digital security measures protect electronic information;

(b) Apply multiple methods of encryption to model the secure transmission of information; and

(c) Compare and contrast modeled protocols used in transmitting data across networks and the Internet.

(Added to NAC by Bd. of Education by R038-00, 6-20-2000, eff. 7-1-2000; A by R008-10, 6-30-2010; R041-18, 6-26-2018)

1.  Describe how decisions are made.

2.  Describe how different types of decisions differ with regard to frequency, level and complexity when given the opportunity to analyze typical activities of teenagers.

3.  Explain how human needs, wants, values, goals and standards affect decision making when given a variety of life situations.

4.  Apply the principles of making decisions to given life situations.

5.  Apply the process of solving problems to a given life situation and select a solution from a group of alternatives.

6.  Demonstrate how human and nonhuman resources can be used to accomplish a given task.

7.  Apply the principles of management to demonstrate the interchangeable nature of resources.

8.  Demonstrate the interrelationship among the skills of decision making, problem solving and management.

9.  Relate self concept and factors which affect its formation and development to the pupil's own situation.

10.  Recognize that personal judgments of others are affected by appearance, behavior and gender.

11.  Establish a goal for personal improvement.

12.  Identify and resolve concerns common to adolescents.

13.  Apply the skills of decision making, problem solving and management to attain a goal established for personal improvement.

14.  Develop a plan to manage personal time that incorporates personal values, standards and goals.

15.  Analyze the influence of peers and "significant others" on personal development.

16.  Analyze the influence of the family on personal development.

17.  Develop communication skills used in interpersonal relationships.

18.  Recognize the adolescent's role in providing for the needs of others who are dependent upon him or her.

19.  Analyze how roles and responsibilities change in relation to personal development.

20.  Identify the factors that influence the practices of the consumer.

21.  Identify the rights and responsibilities of the consumer and the alternative choices that a consumer possesses regarding money, nutrition, wardrobe and the management of his or her personal environment.

22.  Demonstrate skills related to comparative shopping.

23.  Apply the principles of managing money to a personal spending plan.

24.  Evaluate safe, efficient and profitable methods of saving money to manage personal resources.

25.  Apply procedures that will protect personal money and avoid unnecessary risks.

26.  Describe the significance of the cultural, social, psychological, biological, economic, political, global and leisure conditions which affect a person's choice of food.

27.  Evaluate dietary patterns to meet nutritional needs.

28.  Apply the skills of decision making, problem solving and management to purchasing food and preparing meals.

29.  Plan a wardrobe and accessories based on personal wants, values and finances.

30.  Demonstrate care and maintenance of a personal wardrobe and accessories.

31.  Describe the human need for personal privacy and the respect for the property of others.

32.  Apply the skills of decision making, problem solving and management in selecting, using and maintaining living accommodations.

33.  Identify the reasons for working, using descriptions of different work environments.

34.  Identify characteristics of workers that contribute to individual and group success.

35.  Predict the effects of technology and the changing roles of society on work and workers in the 21st century.

36.  Apply the skills of decision making, problem solving and management to planning a career.

37.  Determine alternative career interests and the suitability of entrepreneurship as a career choice.

38.  Analyze factors that lead to the success of a small enterprise.

(Added to NAC by Bd. of Education, 1-26-90, eff. 9-1-92)-(Substituted in revision for NAC 389.442)

1.  Mathematics.

2.  Science.

3.  Social studies, which must include instruction in at least three of the following areas by completion of the eighth grade:

(a) Civics.

(b) Economics.

(c) The history of Nevada.

(d) The history of the United States.

(e) The geography of the world.

4.  English language arts.

(Added to NAC by Bd. of Education, eff. 5-4-87; A 1-26-90; 5-27-92; R076-99, 11-4-99; R074-00, 6-20-2000)

1.  The Common Core Standards for English language arts developed by the Common Core State Standards Initiative for the eighth grade are hereby adopted by reference as those standards existed on June 2, 2010. A copy of the Common Core Standards for English language arts for the eighth grade may be obtained at no cost from the Common Core State Standards Initiative on the Internet at http://www.corestandards.org.

2.  By the beginning of the eighth grade, pupils must know and be able to do everything required in the previous grades for English language arts offered in public schools.

3.  For the 2011-2012 school year and each school year thereafter, instruction in the eighth grade in English language arts must be designed so that by the completion of the eighth grade, pupils meet the standards adopted pursuant to subsection 1.

(Added to NAC by Bd. of Education by R019-11, eff. 5-30-2012)

1.  The Common Core Standards for mathematics developed by the Common Core State Standards Initiative for the eighth grade are hereby adopted by reference as those standards existed on June 2, 2010. A copy of the Common Core Standards in mathematics for the eighth grade may be obtained at no cost from the Common Core State Standards Initiative on the Internet at http://www.corestandards.org.

2.  By the beginning of the eighth grade, pupils must know and be able to do everything required in the previous grades for mathematics offered in public schools.

3.  For the 2013-2014 school year and each school year thereafter, instruction in the eighth grade in mathematics must be designed so that by the completion of the eighth grade, pupils meet the standards adopted pursuant to subsection 1.

(Added to NAC by Bd. of Education by R019-11, eff. 5-30-2012; A by R019-11, 5-30-2012, eff. 7-1-2013)

1.  Creation of new dance by conceiving and developing dance, alone and with others, which must be determined by evaluating the ability of the pupil to:

(a) Generate and conceptualize dance and ideas relating to dance, as demonstrated by the ability of the pupil to:

(1) Develop content for an original dance; and

(2) Identify personal preferences to create and communicate an original dance.

(b) Organize and develop dance and ideas relating to dance, as demonstrated by the ability of the pupil to:

(1) Collaborate to apply choreographic devices and dance structures to choreograph an original dance with clear intent; and

(2) Apply criteria to choreograph a dance that communicates personal or cultural meaning.

(c) Refine, complete and present dance, as demonstrated by the ability of the pupil to:

(1) Revise choreography based on self-reflection and feedback from others; and

(2) Document a section of a dance using writing, symbols or media technology.

2.  Performance of dance that involves interpretation and presentation of dance, alone and with others, which must be determined by evaluating the ability of the pupil to:

(a) Select, analyze and interpret dance for presentation, as demonstrated by the ability of the pupil to:

(1) Design body shapes in relation to other dancers during complex floor and air patterns;

(2) Analyze phrasing of movement and breathing and apply such an analysis to dance phrases; and

(3) Incorporate energy and dynamics into dance techniques in order to enhance and project movement.

(b) Develop and refine technique and performances, as demonstrated by the ability of the pupil to:

(1) Demonstrate technical dance skills and execute spatial designs or rhythmic dance phrases; and

(2) Evaluate practices and methods for maintaining and improving personal health.

(c) Convey meaning through the presentation of dance, as demonstrated by the ability of the pupil to:

(1) Demonstrate leadership qualities when preparing performances; and

(2) Execute production elements to intensify the artistic intent of a dance.

3.  Understanding and evaluating, alone and with others, how dance conveys meaning, which must be determined by evaluating the ability of the pupil to:

(a) Perceive and analyze dance, as demonstrated by the ability of the pupil to:

(1) Describe patterns of movement and their relationships in dance in the context of artistic intent; and

(2) Explain how elements of dance are used in a variety of genres, styles or cultural movement practices.

(b) Interpret intent and meaning in dance, as demonstrated by the ability of the pupil to explain how artistic expression is achieved through relationships between the elements of a dance.

(c) Apply prescribed criteria to evaluate dance, as demonstrated by the ability of the pupil to determine why a performance is effective.

4.  Using external context when creating, evaluating and finding personal meaning in dance, which must be determined by evaluating the ability of the pupil to:

(a) Apply and relate knowledge and personal experience to dance, as demonstrated by the ability of the pupil to:

(1) Make connections between different dances and the development of personal perspective; and

(2) Create a dance that explores contrasting ideas and uses a choreographic process informed by research.

(b) Analyze dance in light of societal, cultural and historical context to create a deeper understanding of the dance, as demonstrated by the ability of the pupil to analyze how dances from a variety of cultures, societies, historical periods or communities reveal the ideas and perspectives of the people who created the dances.

(Added to NAC by Bd. of Education by R043-18, eff. 12-19-2018)

1.  Creation of new works of media art by conceiving and developing media art, alone and with others, which must be determined by evaluating the ability of the pupil to:

(a) Generate and conceptualize artistic ideas and work, as demonstrated by the ability of the pupil to use innovative processes to generate ideas and solutions concerning media art.

(b) Organize and develop artistic ideas and work, as demonstrated by the ability of the pupil to critique ideas, plans, prototypes, processes for production and intent.

(c) Refine, complete and present works of media art, as demonstrated by the ability of the pupil to:

(1) Use processes for producing media art to integrate content and stylistic conventions to construct purposeful productions of media art; and

(2) Analyze and refine works of media art by emphasizing expressive elements and understand the audience, purpose and place of a work of media art.

2.  Interpretation and presentation of media art, alone and with others, which must be determined by evaluating the ability of the pupil to:

(a) Select, analyze and interpret works of media art for presentation, as demonstrated by the ability of the pupil to integrate different media content and forms of media to convey consistent perspectives and narratives and reach a particular audience.

(b) Develop and refine artistic techniques, work and presentations, as demonstrated by the ability of the pupil to demonstrate:

(1) A defined range of skills for presenting media art;

(2) A defined range of abilities to develop solutions for identified problems within a production of media art; and

(3) Adaptability using tools and techniques in standard and experimental ways to construct a work of media art.

(c) Convey meaning through the presentation of media art, as demonstrated by the ability of the pupil to:

(1) Design the presentation and distribution of works of media art in multiple contexts and using multiple formats; and

(2) Evaluate the results of presenting of works of media art and ways in which such presentations could be improved.

3.  Understanding and evaluating, alone and with others, how media art conveys meaning, which must be determined by evaluating the ability of the pupil to:

(a) Perceive and analyze works of media art, as demonstrated by the ability of the pupil to compare and contrast:

(1) The relationships between components and style in works of media art; and

(2) How a variety of forms, methods and styles in works of media art can be used to influence the experience of the audience and the meaning of the works to the audience.

(b) Interpret the meaning in works of media art, as demonstrated by the ability of the pupil to use intent, form and context to interpret the meaning of a work of media art.

(c) Apply prescribed criteria to evaluate works of visual art, as demonstrated by the ability of the pupil to use context to select criteria for evaluating the context of works of media art and processes for producing media art in order to provide constructive feedback.

4.  Using external context when creating, evaluating and finding personal meaning in media art, which must be determined by evaluating the ability of the pupil to:

(a) Apply and relate knowledge and personal experience to media art, as demonstrated by the ability of the pupil to:

(1) Evaluate personal and external resources needed to create works of media art; and

(2) Explain how works of media art create meanings and cultural experiences.

(b) Analyze works of media art in light of societal, cultural and historical context to create a deeper understanding of the works of media art, as demonstrated by the ability of the pupil to:

(1) Explain how works of media art relate context, purposes and values; and

(2) Consider issues concerning copyright, ethics and media literacy when analyzing and interacting with tools for creating media art.

(Added to NAC by Bd. of Education by R043-18, eff. 12-19-2018)

1.  Creation of new music by conceiving and developing music, alone and with others, which must be determined by evaluating the ability of the pupil to:

(a) Generate and conceptualize musical ideas and work, as demonstrated by the ability of the pupil to generate rhythmic and harmonic phrases in an expanded form that convey expressive intent.

(b) Organize and develop musical ideas and work, as demonstrated by the ability of the pupil to:

(1) Construct personal musical ideas for arrangements, songs and other compositions that demonstrate tension and release, unity, variety and balance and convey expressive intent; and

(2) Use iconic notation, standard notation or recording technology to document simple rhythmic phrases and harmonic ideas created by the pupil.

(c) Refine, complete and present musical work, as demonstrated by the ability of the pupil to:

(1) Apply a rubric to evaluate his or her musical work;

(2) Make revisions to musical work based on a rubric and feedback and describe the reasons for those revisions; and

(3) Present a final version of a personal composition in a manner that conveys expressive intent.

2.  Performance of music that involves interpretation and presentation of music, alone and with others, which must be determined by evaluating the ability of the pupil to:

(a) Select, analyze and interpret music for presentation, as demonstrated by the ability of the pupil to:

(1) Sing or play instruments when performing musical selections appropriate for the age of the pupil;

(2) Apply personally developed criteria to select contrasting styles of music for performance and identify reasons for the selection;

(3) Compare the structure of contrasting pieces of music selected for performance;

(4) Sight-read in treble or bass clef simple rhythmic, melodic or harmonic notation;

(5) Identify how performances are informed by cultural and historical context and how such context creates different effects in music; and

(6) Perform pieces of music with contrasting styles in a manner that demonstrates the expressive qualities of the music.

(b) Develop and refine technique and performances, as demonstrated by the ability of the pupil to personally develop criteria for a rubric to evaluate his or her performance, apply those criteria while rehearsing and use those criteria to determine when the pupil is ready to perform a piece of music.

(c) Convey meaning through the presentation of music, as demonstrated by the ability of the pupil to perform music:

(1) With technical accuracy to convey intent; and

(2) In a manner that is appropriate for the audience, venue, purpose and context.

3.  Understanding and evaluating, alone and with others, how music conveys meaning, which must be determined by evaluating the ability of the pupil to:

(a) Perceive and analyze music, as demonstrated by the ability of the pupil to:

(1) Select programs of music for a specific purpose and demonstrate connections to the interests of the pupil;

(2) Compare and explain how the elements and expressive qualities of different pieces of music relate to their structure; and

(3) Compare the context of music from a variety of genres, cultures and time periods.

(b) Interpret intent and meaning in music, as demonstrated by the ability of the pupil to interpret a musical work using the cultural and historical context of the work and explain the interpretation.

(c) Apply prescribed criteria to evaluate music, as demonstrated by the ability of the pupil to apply a rubric to evaluate musical works or performances.

4.  Using external context when creating, evaluating and finding personal meaning in music, which must be determined by evaluating the ability of the pupil to:

(a) Apply and relate knowledge and personal experience to music, as demonstrated by the ability of the pupil to describe how interests, knowledge and skills relate to personal choices and intent when creating, performing and responding to music.

(b) Analyze music in light of societal, cultural and historical context to create a deeper understanding of the music, as demonstrated by the ability of the pupil to describe, classify or explain relationships between music and other arts, disciplines and contexts of daily life.

(Added to NAC by Bd. of Education by R043-18, eff. 12-19-2018)

1.  Creation of new theatrical work by conceiving and developing theatrical work, alone and with others, which must be determined by evaluating the ability of the pupil to:

(a) Generate and conceptualize theatrical ideas and work, as demonstrated by the ability of the pupil to:

(1) Identify multiple perspectives and solutions to staging challenges in a theatrical work;

(2) Explain solutions to design challenges in a theatrical work; and

(3) Develop the inner thoughts and objectives of a scripted or improvised character in a theatrical work.

(b) Organize and develop theatrical ideas and work, as demonstrated by the ability of the pupil to:

(1) Analyze background, knowledge and historical context to develop original ideas for a theatrical work; and

(2) Collaborate to share responsibilities when creating a theatrical work.

(c) Refine, complete and present theatrical work, as demonstrated by the ability of the pupil to:

(1) Revise and refine a theatrical work;

(2) Create effective physical and vocal traits for improvised or scripted characters in a theatrical work; and

(3) Use technology to implement planned technical design while rehearsing a theatrical work.

2.  Performance of theatrical work that involves interpretation and presentation of theatrical work, alone and with others, which must be determined by evaluating the ability of the pupil to:

(a) Select, analyze and interpret theatrical work for presentation, as demonstrated by the ability of the pupil to:

(1) Survey different pacing to effectively communicate the story of a theatrical work; and

(2) Identify varied objectives of characters in a theatrical work and tactics used by such characters to overcome obstacles.

(b) Develop and refine technique and performances, as demonstrated by the ability of the pupil to:

(1) Participate in acting exercises and techniques to improve a theatrical work; and

(2) Select technical elements for integration into a theatrical work.

(c) Convey meaning through the presentation of theatrical work, as demonstrated by the ability of the pupil to perform a theatrical work for an audience.

3.  Understanding and evaluating, alone and with others, how theatrical work conveys meaning, which must be determined by evaluating the ability of the pupil to:

(a) Perceive and analyze theatrical work, as demonstrated by the ability of the pupil to apply criteria to evaluate artistic choices in a theatrical work.

(b) Interpret intent and meaning in theatrical work, as demonstrated by the ability of the pupil to:

(1) Identify artistic choices in a theatrical work;

(2) Analyze how cultural perspectives influence the way in which a theatrical work is evaluated; and

(3) Apply personal aesthetics, preferences and beliefs to evaluate a theatrical work.

(c) Apply prescribed criteria to evaluate theatrical work, as demonstrated by the ability of the pupil to:

(1) Respond to a theatrical work using evidence, personal aesthetics and artistic criteria;

(2) Apply production elements to assess aesthetic choices; and

(3) Analyze the impact of a theatrical work on a specific audience.

4.  Using external context when creating, evaluating and finding personal meaning in theatrical work, which must be determined by evaluating the ability of the pupil to:

(a) Apply and relate knowledge and personal experience to theatrical work, as demonstrated by the ability of the pupil to analyze an issue of the community through multiple perspectives in the context of a theatrical work.

(b) Analyze theatrical work in light of societal, cultural and historical context to create a deeper understanding of the theatrical work, as demonstrated by the ability of the pupil to:

(1) Combine different forms of theatrical work to examine contemporary social, cultural or global issues;

(2) Compare different productions of the same theatrical work; and

(3) Identify the artifacts of a time period and place in which a theatrical work is set that appear in the theatrical work and use those artifacts to better understand choices relating to performance and design.

(Added to NAC by Bd. of Education by R043-18, eff. 12-19-2018)

1.  Creation of new visual art by conceiving and developing visual art, alone and with others, which must be determined by evaluating the ability of the pupil to:

(a) Generate and conceptualize artistic ideas and work, as demonstrated by the ability of the pupil to:

(1) Document the early stages of the creative process using traditional or new media; and

(2) Investigate an aspect of modern life using a contemporary practice in the field of art and design.

(b) Organize and develop artistic ideas and work, as demonstrated by the ability of the pupil to:

(1) Demonstrate willingness to develop skills using materials and methods commonly used in the creation of visual art;

(2) Demonstrate ethical responsibility concerning copyright, fair use and use of the creative commons; and

(3) Design images and words to make clear and compelling presentations.

(c) Refine, complete and present works of visual art, as demonstrated by the ability of the pupil to apply criteria to plan revisions to a work of visual art or design.

2.  Interpretation and presentation of visual art, alone and with others, which must be determined by evaluating the ability of the pupil to:

(a) Select, analyze and interpret works of visual art for presentation, as demonstrated by the ability of the pupil to apply criteria for evaluating a collection of visual art for presentation.

(b) Develop and refine artistic techniques, work and presentations, as demonstrated by the ability of the pupil to present works of visual art based on a theme with exhibition narratives.

(c) Discuss and apply topics relating to the presentation of works of visual art, as demonstrated by the ability of the pupil to analyze the influence of an exhibition or collection on ideas, beliefs and experiences.

3.  Understanding and evaluating, alone and with others, how visual art conveys meaning, which must be determined by evaluating the ability of the pupil to:

(a) Perceive and analyze works of visual art, as demonstrated by the ability of the pupil to:

(1) Explain how aesthetic choices are influenced by culture, environment and anticipated impact on viewers; and

(2) Compare and contrast the ways in which context and media images influence ideas, emotions and actions.

(b) Interpret intent and meaning in works of visual art, as demonstrated by the ability of the pupil to interpret visual art by analyzing approaches to creating visual art to identify ideas and mood conveyed by the visual art.

(c) Apply prescribed criteria to evaluate works of visual art, as demonstrated by the ability of the pupil to create convincing and logical arguments to support his or her evaluation of a work of visual art.

4.  Using external context when creating, evaluating and finding personal meaning in visual art, which must be determined by evaluating the ability of the pupil to:

(a) Apply and relate knowledge and personal experience to visual art, as demonstrated by the ability of the pupil to create visual art that reinforces and reflects a group identity.

(b) Analyze works of visual art in light of societal, cultural and historical context to create a deeper understanding of the works of visual art, as demonstrated by the ability of the pupil to identify ways in which visual art is used to represent, establish and reinforce a group identity.

(Added to NAC by Bd. of Education by R043-18, eff. 12-19-2018)

1.  For the area of physical science, understand:

(a) Matter and its interactions, as demonstrated by the ability of the pupil to:

(1) Develop models to demonstrate the atomic composition of simple molecules and extended structures.

(2) Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred.

(3) Gather and analyze information to describe that synthetic materials are derived from natural resources and impact society.

(4) Develop a model that demonstrates predictions and changes in the particle motion, temperature and state of a pure substance when thermal energy is added or removed.

(5) Develop and use a model to demonstrate that the total number of atoms does not change in a chemical reaction and that mass is therefore conserved.

(6) Undertake a design project to construct, test and modify a device that either releases or absorbs thermal energy by chemical processes.

(b) The forces and interactions which affect motion and stability, as demonstrated by the ability of the pupil to:

(1) Apply Newton's third law of motion to design a solution to a problem involving the motion of two colliding objects.

(2) 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.

(3) Ask questions about data to determine the factors that affect the strength of electrical and magnetic forces.

(4) Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects.

(5) 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.

(c) Energy, as demonstrated by the ability of the pupil to:

(1) Construct and interpret graphical displays of data to describe the relationship of kinetic energy to the mass of an object and to the speed of an object.

(2) Develop a model to demonstrate that, when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system.

(3) Apply scientific principles to design, construct and test a device that either minimizes or maximizes the transfer of thermal energy.

(4) Plan an investigation to determine the relationships among the energy transferred, the type of matter, the mass and the change in the average kinetic energy of particles as measured by the temperature of the sample.

(5) 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.

(d) Waves and their application in technology for the transfer of information, as demonstrated by the ability of the pupil to:

(1) Use mathematical representations to describe a simple model for waves that includes how the amplitude of a wave is related to the energy in the wave.

(2) Develop and use a model to demonstrate that waves are reflected, absorbed or transmitted through various materials.

(3) Integrate qualitative scientific and technical information to support the claim that digitized signals are a more reliable way to encode and transmit information than analog signals.

2.  For the area of life science, understand:

(a) The structures and processes from molecules to organisms, as demonstrated by the ability of the pupil to:

(1) Conduct an investigation to provide evidence that living things are made of cells and that some living things consist of one cell while others consist of many different numbers and types of cells.

(2) Develop and use a model to demonstrate the function of a cell as a whole and the ways in which the parts of a cell contribute to that function.

(3) Use arguments supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

(4) Use arguments based on empirical evidence and scientific reasoning to explain how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants, respectively.

(5) Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.

(6) Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and the flow of energy into and out of organisms.

(7) Develop a model to demonstrate how food is rearranged through chemical reactions by forming new molecules that support growth or release energy as this matter moves through an organism.

(8) Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.

(b) The interactions, energy and dynamics of ecosystems, as demonstrated by the ability of the pupil to:

(1) Analyze and interpret data to provide evidence of the effects of resource availability on organisms and populations of organisms in an ecosystem.

(2) Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems.

(3) Develop a model to demonstrate the manner in which matter cycles and energy flows among living and nonliving parts of an ecosystem.

(4) Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.

(5) Evaluate competing design solutions for maintaining biodiversity and ecosystem services.

(c) The inheritance and variation of traits of heredity, as demonstrated by the ability of the pupil to:

(1) Develop and use a model to demonstrate why structural changes to genes located on chromosomes, known as mutations, may affect proteins and may result in harmful, beneficial or neutral effects to the structure and function of the organism.

(2) Develop and use a model to demonstrate why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.

(d) The unity and diversity of biological evolution, as demonstrated by the ability of the pupil to:

(1) 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, assuming that natural laws operate the same today as in the past.

(2) Apply scientific concepts to construct explanations for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships.

(3) 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.

(4) Construct an explanation based on evidence that describes how genetic variations of traits in a population increase the probability that some members of the population will survive and reproduce in a specific environment.

(5) Gather and synthesize information about technologies that have changed the way humans influence the inheritance of desired traits in organisms.

(6) Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time.

3.  For the area of earth science, understand:

(a) The earth's place in the universe, as demonstrated by the ability of the pupil to:

(1) Develop and use a model of the earth-sun-moon system to demonstrate the cyclical patterns of lunar phases, eclipses of the sun and moon and the seasons.

(2) Develop and use a model to demonstrate the role of gravity in the way in which things move within galaxies and the solar system.

(3) Analyze and interpret data to determine scale properties of objects in the solar system.

(4) Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize the 4.6-billion-year-old history of earth.

(b) The earth's systems, as demonstrated by the ability of the pupil to:

(1) Develop a model to demonstrate the cycling of the earth's materials and the flow of energy that drives this process.

(2) Construct an explanation based on evidence for how geoscientific processes have changed the earth's surface at varying times and spatial scales.

(3) Analyze and interpret data regarding the distribution of fossils and rocks, continental shapes and seafloor structures to provide evidence of past plate motions.

(4) Develop a model to demonstrate the cycling of water through the earth's systems driven by energy from the sun and the force of gravity.

(5) Collect data to provide evidence for how the motions and complex interactions of air masses result in changes in weather conditions.

(6) Develop and use a model to demonstrate how unequal heating and rotation of the earth cause patterns of atmospheric and oceanic circulation that determine regional climates.

(c) The earth and human activity on earth, as demonstrated by the ability of the pupil to:

(1) Construct a scientific explanation based on evidence for how the uneven distributions of the mineral, energy and groundwater resources of the earth are the result of past and current geoscientific processes.

(2) Analyze and interpret data regarding natural hazards to forecast future catastrophic events for use in the development of technologies to mitigate the effects of such hazards and events.

(3) Apply scientific principles to design a method for monitoring and minimizing human impacts on the environment.

(4) Construct an argument supported by evidence for how increases in the human population and per capita consumption of natural resources impact the earth's systems.

(5) Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century.

4.  For the area of engineering technology, understand design, as demonstrated by the ability of the pupil to:

(a) Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and the potential impacts on humans and the natural environment that may limit possible solutions.

(b) Evaluate competing design solutions using a systematic process to determine how well the solutions meet the criteria and constraints of the problem.

(c) Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each solution that can be combined into a new solution to better meet the criteria for success.

(d) Develop a model to generate data for iterative testing and modification of a proposed object, tool or process, such that an optimal design can be achieved.

(Added to NAC by Bd. of Education by R075-99, eff. 11-4-99; A by R041-05, 10-31-2005; R084-13, 6-23-2014; R141-14, 10-27-2015)

Requirements for Promotion to High School

NAC 389.445 Required units of credit; pupils with disabilities; pupils who transfer between schools; recognition of certain programs of homeschool study.

1.  Except as otherwise provided in subsection 4, a pupil must earn at least the following units of credit during the seventh and eighth grades for promotion to high school:

(a) One and one-half units of credit in English with a passing grade;

(b) One and one-half units of credit in mathematics with a passing grade;

(c) One unit of credit in science with a passing grade; and

(d) One unit of credit in social studies with a passing grade.

2.  A pupil may apply units of credit toward promotion to high school if the pupil earned the units of credit:

(a) At a public or private junior high or middle school located in this State.

(b) At a public or private junior high or middle school located outside of this State if the school district approves a transfer of the units in accordance with the procedure adopted by the board of trustees of the school district pursuant to subsection 3 of NRS 392.033.

(c) At the Nevada Youth Training Center or the Caliente Youth Center.

(d) During summer school in courses offered by a public or private junior high or middle school. Such units must be earned in courses which are equivalent to the courses offered in the programs of the junior high or middle school in which the pupil is enrolled.

(e) While being homeschooled in this State or homeschooled outside of this State if the school district approves the units in accordance with NRS 392.033.

3.  If a pupil earns units of credit for sectarian religious courses, he or she may not apply those units toward promotion to high school.

4.  A pupil with a disability who is enrolled in a program of special education may be promoted to high school if the pupil meets the requirements for promotion to high school that are prescribed in his or her individualized educational program.

5.  If a pupil transfers to a junior high or middle school from a junior high or middle school in this State or from a school outside of this State, the courses of study and units of credit completed by the pupil before transferring must be evaluated by the school district that the pupil transfers to in accordance with the procedure adopted by the board of trustees of the school district pursuant to subsection 3 of NRS 392.033.

6.  For purposes of paragraph (a) of subsection 5 of NRS 392.033, the board of trustees of a school district may consider recognition of the programs of homeschool study accredited by a national or regional accrediting association recognized by the board of trustees of the school district.

(Added to NAC by Bd. of Education by R064-98, eff. 9-9-98; A by R076-99, 11-4-99; R015-06, 9-18-2007; R154-07, 1-30-2008; R037-12, 9-14-2012)

HIGH SCHOOL

Required Courses of Study

NAC 389.450 Prescribed courses of study for graduation. In addition to the courses of study required in chapter 389 of NRS, the State Board of Education prescribes the following courses of study for graduation from a public high school:

1.  Arts and humanities, or career and technical education;

2.  Health education;

3.  English;

4.  Mathematics, which may include the following courses of study:

(a) Basic mathematics;

(b) Mathematics for everyday living;

(c) Prealgebra;

(d) Algebra I;

(e) Geometry;

(f) Algebra II;

(g) Trigonometry;

(h) Analytic geometry;

(i) Precalculus;

(j) Calculus; and

(k) Probability and statistics;

5.  Physical education or personal fitness;

6.  Science, which may include the following courses of study:

(a) Life science;

(b) Earth science;

(c) Physical science;

(d) Environmental science; and

(e) General science;

7.  Computer education and technology, for which at least 50 percent of the instructional time for the course is dedicated to computer science and computational thinking; and

8.  Academic achievement, career exploration, and personal and social development.

(Added to NAC by Bd. of Education, eff. 12-16-82; A 5-4-87; 5-19-88; 1-26-90, eff. 9-1-92; 3-27-92, eff. 9-1-92; 10-8-93; R061-02, 9-6-2002; R010-03, 10-30-2003; A by Bd. for Career & Tech. Educ. by R172-05, 2-23-2006; A by Bd. of Education by R078-18, 9-27-2018)

1.  Visual arts.

2.  Music theory and practice, including, without limitation:

(a) Music composition and theory;

(b) Harmonizing instruments;

(c) Music technology; and

(d) Traditional ensembles.

3.  Theater.

4.  World language.

5.  Dance theory and practice.

6.  Media arts.

7.  Other courses which are submitted to and approved by the State Board of Education, which may include the following:

(a) American literature.

(b) Mythology.

(c) The novel.

(d) Shakespearean literature.

(e) The short story.

(f) Modern literature.

(g) English literature.

(h) World literature.

(i) Creative writing.

(j) The history of humans.

(k) Psychology.

(l) Creative thinking.

(m) Humanities.

(n) Sociology.

(o) Cultural anthropology.

(Added to NAC by Bd. of Education, eff. 5-4-87; A 5-19-88; R073-00, 6-20-2000; R063-14, 10-24-2014; R043-18, 12-19-2018)

1.  Comprehend concepts related to the promotion of health and the prevention of disease to enhance health, as demonstrated by the ability of the pupil to:

(a) Evaluate the effect of family history, health choices and level of stress on the health of a person;

(b) Formulate a strategy for personal health that includes the use of self-reflection to achieve overall wellness;

(c) Apply knowledge of food and nutrient needs when making decisions regarding food choices and meal plans;

(d) Apply knowledge of physical activity and health to develop a plan for daily activity;

(e) Analyze the physiological, psychological and social effects of substance use disorder;

(f) Examine ways to reduce or prevent injuries and violence;

(g) Analyze the potential for injury, illness or death which results from a person engaging in behavior that increases health risks;

(h) Evaluate the effects of advances in research and medicine on the prevention and control of illnesses and diseases;

(i) Analyze the influence of the environment on the health of a person and the health of the community;

(j) Develop personal boundaries and clear personal limits for the pupil;

(k) Respect the boundaries and clear personal limits of other persons; and

(l) Explain the role of consumers in preventing the spread of illness and disease.

2.  Access reliable health information, products and services to enhance health, as demonstrated by the ability of the pupil to:

(a) Evaluate the validity of health information, products and services; and

(b) Use resources, including, without limitation, resources from home, school and the community, that provide reliable information regarding health products and services.

3.  Practice health-enhancing behaviors and avoid and reduce health risks, as demonstrated by the ability of the pupil to:

(a) Analyze a variety of behaviors that avoid or reduce health risks to the pupil and others;

(b) Implement a wellness plan that meets dietary guidelines and includes moderate to vigorous physical activity;

(c) Evaluate the behaviors of the pupil relating to substance use disorder;

(d) Demonstrate practices and behaviors to avoid injury and reduce the risk of injury to the pupil or other persons, including, without limitation, refraining from driving while impaired, using a safety belt, refraining from fighting and avoiding self-harming behaviors;

(e) Perform the psychomotor skills required for the administration of hands-only cardiopulmonary resuscitation according to the guidelines of the American Heart Association;

(f) Explain the purpose, operation and safe use of an automated external defibrillator; and

(g) Evaluate the responsibility of a pupil in promoting health and avoiding or reducing behaviors that increase health risks to the pupil or other persons.

4.  Analyze the influence of family, peers, culture, media, technology and other factors on behaviors concerning health, as demonstrated by the ability of the pupil to:

(a) Analyze how different sources support and challenge beliefs, practices and behaviors concerning the health of a person;

(b) Analyze how a person's perceptions of norms affect the behaviors concerning the person's health and the health-related risks taken by the person;

(c) Evaluate different sources that influence a person's food choices and physical activity habits;

(d) Conduct a self-evaluation of the influence of different sources on the development of values regarding substance use disorder; including, without limitation, prescription medications and over-the-counter medications;

(e) Analyze current events and the influence of those events on the promotion of health and the prevention of disease; and

(f) Evaluate the impact of media and technology on the health of a person, a family and the community.

5.  Use interpersonal communication skills to enhance health and to reduce or avoid health risks, as demonstrated by the ability of the pupil to:

(a) Apply refusal, negotiation and collaboration skills to enhance health;

(b) Communicate acceptance of the physical and developmental characteristics of the pupil and other persons;

(c) Implement communication skills to enhance the ability of the pupil to make responsible decisions regarding substance use disorder;

(d) Apply strategies to prevent or resolve conflicts without harming the pupil or other persons;

(e) Safely use technology while interacting with other persons; and

(f) Explain the process for reporting dangerous situations within the school setting and describe where and when to report dangerous situations.

6.  Use goal-setting skills to enhance health, as demonstrated by the ability of the pupil to:

(a) Implement strategies to monitor the progress of the pupil toward achieving a short-term personal health goal and a long-term personal health goal;

(b) Execute a plan that addresses the pupil's strengths, needs and risks in achieving short-term personal health goals and long-term personal health goals;

(c) Create a plan of action toward improving the community and environment; and

(d) Evaluate how setting interpersonal goals for safety while using media and technology will impact the physical, mental, social and emotional health of the pupil.

7.  Promote and support personal, family and community health, as demonstrated by the ability of the pupil to:

(a) Implement activities that influence and support a person in making positive health choices;

(b) Design a message that enhances and promotes community health; and

(c) Recognize how a person who is present at a potentially unsafe event or incident and intervenes appropriately can help prevent violence by reporting a potentially unsafe situation.

8.  Use decision-making skills to enhance health, as demonstrated by the ability of the pupil to:

(a) Apply a decision-making process to more than one potentially abusive situation in order to get help or leave the situation;

(b) Formulate a plan to effectively enhance personal health;

(c) Evaluate the effectiveness of making decisions regarding substance use disorder;

(d) Determine the benefits of applying a thoughtful decision-making process in situations concerning health;

(e) Analyze the legal and social consequences associated with abusive behaviors; and

(f) Examine barriers in the community that impede the ability to make healthy decisions.

(Added to NAC by Bd. of Education by R032-00, 6-20-2000, eff. 7-1-2000; A by R013-09, 10-27-2009; R055-17, 2-27-2018; R087-18, 8-30-2018)

1.  The Common Core Standards for English language arts developed by the Common Core State Standards Initiative for high school are hereby adopted by reference as those standards existed on June 2, 2010. A copy of the Common Core Standards for English language arts may be obtained at no cost from the Common Core State Standards Initiative on the Internet at http://www.corestandards.org.

2.  By the beginning of high school, pupils must know and be able to do everything required in the previous grades for English language arts.

3.  For the 2012-2013 school year and each school year thereafter, instruction in high school in English language arts must be designed so that by the completion of high school, pupils meet the standards adopted pursuant to subsection 1.

(Added to NAC by Bd. of Education by R019-11, 5-30-2012, eff. 7-1-2012)

1.  The Common Core State Standards for mathematics developed by the Common Core State Standards Initiative for high school are hereby adopted by reference as those standards existed on June 2, 2010. A copy of the Common Core State Standards for mathematics may be obtained at no cost from the Common Core State Standards Initiative on the Internet at http://www.corestandards.org.

2.  By the beginning of high school, pupils must know and be able to do everything required in the previous grades for courses in mathematics offered in public schools.

3.  For the 2014-2015 school year and each school year thereafter, instruction in mathematics in high school must be designed so that by the completion of high school, pupils meet the standards adopted pursuant to subsection 1.

(Added to NAC by Bd. of Education by R083-14, eff. 8-10-2015)

1.  Demonstrate competency in motor skills, patterns of movement and safety practices needed to perform a variety of physical activities, as demonstrated by the ability of the pupil to:

(a) Demonstrate proficiency in multiple forms of movement while participating in physical activities;

(b) Perform manipulative skills in combination w

# data[].attributes.attachment_link.title
NAC: CHAPTER 389 - ACADEMICS AND TEXTBOOKS

# data[].attributes.attachment_link.description
NAC-389 Revised Date: 5-22] CHAPTER 389 - ACADEMICS AND TEXTBOOKS GENERAL PROVISIONS 389.011 Definitions. 389.015 "Adjusted diploma" defined. [Replaced in revision by NAC 390.015.] 389.017 "Adult standard diploma" defined. [Replaced in revision by NAC 390.018.] 389.0187 "Computer science" defined. 389.0195 "Criterion-referenced examination" defined. [Replaced in revision by NAC 390.021.]

# data[].attributes.body
Empowering educators to deliver high quality CTE programs that ensure all students are positioned for career success.

# data[].attributes.attachment_link.description
ACTE is a national association representing thousands of career and technical education professionals, all working to make a real difference in students' lives. We provide educators with powerful resources, professional development, and information to help them achieve more.

# data[].attributes.body
Career and Technical Student Organization (CTSO) are an integral part of all CTE programs. CTSOs develop citizenship, technical, leadership, and teamwork skills essential for students who are preparing for the workforce and further education. They enhance students’ civic awareness and provide opportunities for developing social competencies and a wholesome attitude about living and working. CTSOs provide a unique instructional method for attaining the competency goals and objectives identified in each course. Their activities are considered a part of the instructional day when they are directly related to the competencies and objectives in course blueprints.

# data[].attributes.attachment_link.readable_text
Career & Technical Student Organizations

Career and Technical Student Organization (CTSO) are an integral part of all CTE programs. CTSOs develop citizenship, technical, leadership, and teamwork skills essential for students who are preparing for the workforce and further education. They enhance students' civic awareness and provide opportunities for developing social competencies and a wholesome attitude about living and working. CTSOs provide a unique instructional method for attaining the competency goals and objectives identified in each course. Their activities are considered a part of the instructional day when they are directly related to the competencies and objectives in course blueprints.

DECA, a national association of marketing education students, provides teachers and members with educational and leadership development activities to merge with the education classroom instructional program. DECA chapters attract students who are interested in preparing for entrepreneurial, marketing or management careers. Each year more than 110,000 students participate in the competitions on the local, state and national levels.

HOSA, Health Occupations Students of America, is a national student organization endorsed by the U.S. Department of Education and the Health Science Technology Education Division of ACTE. HOSA's two-fold mission is to promote career opportunities in the health care industry and to enhance the delivery of quality health care to all people. HOSA's goal is to encourage all health occupations instructors and students to join and be actively involved in the HSTE-HOSA Partnership.

HOSA provides a unique program of leadership development, motivation, and recognition exclusively for secondary, postsecondary, adult, and collegiate students enrolled in HSTE programs. HOSA is 100% health care!

FBLA, Future Business Leaders of America-Phi Beta Lambda is a nonprofit 501 (c)(3) education association of students preparing for careers in business and business-related fields. The Association has four divisions:

FBLA for high school students

FBLA Middle Level for junior high, middle and intermediate school students

PBL for postsecondary students

Professional Alumni Division for business people, educators and parents, who support the goals of the Association

The FBLA-PBL Mission is to bring business and education together in a positive working relationship through innovative leadership and career development programs.

FCCLA, Family, Community Career Leaders of America members actively address societal concerns, including environment, nutrition, safety, and family literacy across the nation. Another important concern is racism and prejudice. By exploring and creating awareness about various cultures we are not only teaching multiculturalism, but also defeating the ignorance that causes hurtful and destructive behaviors.

FFA, Future Farmers of America makes a positive difference in the lives of more than 450,000 young people by developing their potential for premier leadership, personal growth, and career success. FFA chapters can be found in all 50 states, Puerto Rico, the Virgin Islands, Guam, and Rota. From floriculture to genetic engineering and raising crops or animals to marketing, there are more than 300 diverse careers in agriculture.

Skills USA is a national organization serving more than 240,000 high school students and professional members enrolled in training programs for technical, skilled and service occupations. It provides high quality educational experiences for students in leadership, citizenship, and character development. It builds and reinforces self confidence, work attitudes and communication skills. More than 1,000 corporations, trade associations, and labor unions actively support Skills USA on a national level through financial aid, in-kind contributions, and involvement of their people in Skills USA activities.

The Technology Student Association (TSA) is a national organization devoted exclusively to the needs of students interested in science, technology, engineering, and mathematics (STEM). TSA chapters take the study of STEM (science, technology, engineering, mathematics) beyond the classroom and give students the chance to pursue academic challenges among friends with similar goals and interests. Together, chapter members work on competitive events, attend conferences on the state and national levels and have a good time raising funds to get there. Chapter organization develops leadership, as members may become officers within their state and then run nationally. Our chapters are committed to a national service project and are among the most service-oriented groups in the community.

# data[].attributes.attachment_link.description
Career & Technical Student Organizations Career and Technical Student Organization (CTSO) are an integral part of all CTE programs. CTSOs develop citizenship, technical, leadership, and teamwork skills essential for students who are preparing for the workforce and further education. They enhance students' civic awareness and provide opportunities for developing social competencies and a wholesome attitude about living and working.

# data[].attributes.body
DECA, a national association of marketing education students, provides teachers and members with educational and leadership development activities to merge with the education classroom instructional program. DECA chapters attract students who are interested in preparing for entrepreneurial, marketing or management careers. Each year more than 110,000 students participate in the competitions on the local, state and national levels.

# data[].attributes.attachment_link.description
Nevada DECA is a 501(c)(3) not-for-profit student organization of high school members, advisors, and postsecondary collegiate division members throughout the state of Nevada. The student members of Nevada DECA are smart, dedicated individuals already actively involved in preparing for successful careers in marketing, finance, hospitality and management.

# data[].attributes.body
HOSA Future Health Professionals is the premier organization for student leaders pursuing careers in the healthcare industry. HOSA’s two-fold mission is to promote career opportunities in the health care industry and to enhance the delivery of quality health care to all people.

# data[].attributes.attachment_link.readable_text
Nevada HOSA: Future Health Professionals

The rapidly changing health care system needs dedicated workers who, in addition to their technical skills, are people-oriented and capable of playing a leadership or followership role as a member of a health care team. HOSA provides students with a unique program of leadership and skill development to help them become better health science leaders.

# data[].attributes.attachment_link.description
We Prepare Students for Emerging Careers in Health Science We Prepare Students for Emerging Careers in Health Science LEARN MORE View the 2023 State Leadership Conference Program Nevada HOSA: Future Health Professionals The rapidly changing health

# data[].attributes.body
Career opportunities in business, marketing, and finance are ever-expanding, but current applicants lack the leadership skills and real-world experience to succeed in the workplace. Through strategic partners, Nevada FBLA develops your future workforce through technical skill training, leadership development, and hands-on experiences. We provide students with opportunities to apply what they learn in the classroom to real-world challenges.

# data[].attributes.attachment_link.description
Nevada FBLA develops the future business of America and workforce through technical skill training, leadership development, and hands-on experiences.

# data[].attributes.body
Everyone is part of a family, and FCCLA is the only national Career and Technical Student Organization with family as its central focus. Since 1945, FCCLA members have been making a difference in their families, careers, and communities by addressing important personal, work, and societal issues through Family and Consumer Sciences education.

# data[].attributes.attachment_link.provider_name
Nevada Family Career and Community Leaders of America

# data[].attributes.attachment_link.readable_text
FCCLA Prepares Students for the Ultimate Leadership Experience

Everyone is part of a family, and FCCLA is the only national Career and Technical Student Organization with family as its central focus. Since 1945, FCCLA members have been making a difference in their families, careers, and communities by addressing important personal, work, and societal issues through Family and Consumer Sciences education.

Today over 160,000 members in more than 5,300 chapters are active in a network of associations in 49 states, in addition to the Virgin Islands and Puerto Rico. Chapter projects focus on a variety of youth concerns, including teen pregnancy, parenting, family relationships, substance abuse, peer pressure, environment, nutrition and fitness, teen violence, and career exploration. Involvement in FCCLA offers members the opportunity to expand their leadership potential and develop skills for life--planning, goal setting, problem-solving, decision making, and interpersonal communication--necessary in the home and workplace.

# data[].attributes.attachment_link.description
FCCLA Prepares Students for the Ultimate Leadership Experience Everyone is part of a family, and FCCLA is the only national Career and Technical Student Organization with family as its central focus. Since 1945, FCCLA members have been making a difference in their families, careers, and

# data[].attributes.body
Nevada agricultural education, a program area within Nevada Career and Technical Education, is an experiential or work-based learning program that builds communities through service learning, strengthens agriculture by preparing students for STEM-focused jobs and grows leaders through the Nevada FFA.

# data[].attributes.body
SkillsUSA is a nonprofit national organization that helps students develop technical, academic, and employability skills to prepare for careers in technical, skilled, and service occupations. The organization's mission is to help students become skilled professionals, career-ready leaders, and responsible community members. SkillsUSA also partners with teachers and industry to ensure a skilled workforce for the United States

# data[].attributes.attachment_link.readable_text
© 2015-2024 Nevada Association of SkillsUSA, All Rights Reserved.

All rights are reserved by SkillsUSA, and content may not be reproduced, disseminated, published or transferred in any form or by any means, except with the prior written permission of the National Association of SkillsUSA. The Nevada Association of SkillsUSA is committed to providing a safe and respectful learning and working environment for all students, staff, and visitors. The Nevada Association of SkillsUSA prohibits bullying, cyber-bullying, harassment, sexual harassment, and/or discrimination against any person on the basis of race, creed/religion, color, national or ethnic origin, sex (including pregnancy), gender identity or expression, sexual orientation, genetic information, disability, marital status, age, veteran or military status, or the presence of any sensory, physical or mental handicap in admission or access to, treatment or employment in, or participation in its programs and activities.

# data[].attributes.attachment_link.title
Nevada Association of SkillsUSA // | SkillsUSA: No Limits

# data[].attributes.attachment_link.description
© 2015-2024 Nevada Association of SkillsUSA, All Rights Reserved. All rights are reserved by SkillsUSA, and content may not be reproduced, disseminated, published or transferred in any form or by any means, except with the prior written permission of the National Association of SkillsUSA.

# data[].attributes.body
TSA is a national, non-profit organization of high school and middle school student members who are engaged in STEM. Since TSA was chartered in 1978, over 5,000,000 members have participated through competitions, intracurricular activities, leadership opportunities, and community service.

# data[].attributes.attachment_link.readable_text
TSA is a national, non-profit organization of high school and middle school student members who are engaged in STEM. Since TSA was chartered in 1978, over 5,000,000 members have participated through competitions, intracurricular activities, leadership opportunities, and community service.

# data[].attributes.attachment_link.description
Welcome to the Nevada Career and Technical Education (CTE) - Workplace Readiness Skills (WRS) site Click on the category buttons below to access the standards under each section or the Employability Skills for Career Readiness (ESCR) button to access the old standard lessons. 21 Employability for Career Readiness Skills Standards

# data[].attributes.headline
Employability Skills for Career Readiness Standards

# data[].attributes.subject
Employability Skills for Career Readiness Standards

# data[].attributes.body
The state Employability Skills for Career Readiness standards are designed to be included in all programs of study. Employability skills, often referred to as “soft skills,” have for many years been a recognizable component of the standards and curriculum in career and technical education programs. The standards are designed to ensure students graduate high school properly prepared with skills employers prioritize as the most important. Instruction on all twenty-one standards must be part of each course of the CTE program

# data[].attributes.attachment_link.readable_text
The CTE Resource Center, in collaboration with CTECS, has developed instructional resources to introduce or reinforce student understanding of workplace readiness skills (WRS) in the classroom. Mastery of these skills will increase when the concepts and vocabulary are continually applied and reinforced throughout the core competencies of the course.

The Workplace Readiness Skills for the Commonwealth instructional resources provide you with an efficient, adaptable set of resources to introduce and/or reinforce student understanding of one of Virginia's workplace readiness skills. While it is encouraged and expected that instruction in all of the workplace readiness skills will be integrated throughout your course, it is acknowledged that students could also benefit from more explicit instruction, particularly in certain skills.

There are several ways to use the lessons.

Option:
Choose one week (or a series of five class sessions) to focus on the skill. Teach one lesson each day, with the final day reserved for assessment. The lessons can be kept brief (around 30 minutes each day), or they be expanded to create longer lessons, depending on your time constraints and the needs of your students.

Option:
If you are on a block schedule or have a long class period, the lessons can be "stacked" and taught back-to-back in two or three classes. Assessment can take place the following class or as a homework assignment.

Option:
Individual lessons can be used to supplement your own unit, review something you have already taught, or reinforce an identified weak area.

Whichever option works for you and your students, follow-up is not optional. Real learning is not likely to take place if the concepts and vocabulary are not continually used and reinforced throughout the course. Each lesson provides tips for taking advantage of formal and informal opportunities to reinforce knowledge and skills.

We hope that you and your students enjoy your journey through Virginia's workplace readiness skills!

# data[].attributes.attachment_link.title
Workplace Readiness Skills | CTE Resource

# data[].attributes.attachment_link.readable_text
For Kern County Video Lesson Plans published by the Superintendent of Schools website, CLICK HERE.

For additional correlated modules, vocabulary, activities and other resources, use the following list:
1. Apply appropriate technical skills and academic knowledge 2. Communicate clearly, effectively, and with reason 3. Develop an education and career plan aligned to personal goals 4. Apply technology to enhance productivity 5. Utilize critical thinking to make sense of problems and persevere in solving them 6. Practice personal health and understand financial literacy 7. Act as a responsible citizen in the workplace and the community 8. Model integrity, ethical leadership, and effective management 9. Work productively in teams while integrating culture/global competence 10. Demonstrate creativity and innovation 11. Employ valid and reliable research strategies 12. Understand the environmental, social, and economic impacts of decisions

# data[].attributes.attachment_link.description
For Kern County Video Lesson Plans published by the Superintendent of Schools website, CLICK HERE. For additional correlated modules, vocabulary, activities and other resources, use the following list: 1. Apply appropriate technical skills and academic knowledge 2. Communicate clearly, effectively, and with reason 3. Develop an education and career plan aligned to personal goals 4.

# data[].attributes.headline
Career and Technical Education Consortium of States

# data[].attributes.subject
Career and Technical Education Consortium of States

# data[].attributes.body
The Career and Technical Education Consortium of States (CTECS) is nationally recognized for its expertise in developing standards and assessment systems based on a valid occupational analysis process. The consortium model allows CTECS to connect the best resources and practices from participating partners and members by identifying dynamic relationships and benefits for all.

# data[].attributes.body
CTE Learn's suite of free professional development resources listed below are designed to support CTE professionals beyond our fee-based credit courses. CTE Learn also offers a free student-centric resource, CareerPrepped, to support your students' career development.

# data[].attributes.attachment_link.readable_text
CTE Learn offers a student-centric career success platform

CareerPrepped empowers students to continuously demonstrate their skills, while automatically matching them to real jobs, apprenticeships, and internships that fit their skills.

A unique, 360° skills-based feedback system engages students, educators, job seekers and employers in the skill demonstration process, enabling skills-based hiring at scale.

# data[].attributes.attachment_link.description
CareerPrepped empowers students to continuously demonstrate their skills, while automatically matching them to real jobs, apprenticeships, and internships that fit their skills. A unique, 360° skills-based feedback system engages students, educators, job seekers and employers in the skill demonstration process, enabling skills-based hiring at scale.

# data[].attributes.body
CTE Acronym Alphabet

# data[].attributes.attachment_link.description
The Nevada CareerExplorer helps students, educators, jobseekers, and others access up-to-date information on wages, job openings, and other information specific to their state along with great information on careers, colleges, and more.

# data[].attributes.body
Edge Factor's mission is to inspire learners of all ages to explore, prepare and connect on their career journey. We partner with schools, companies and community organizations to raise awareness of local training and career opportunities.

# data[].attributes.body
STEM careers are deﬁning Nevada’s future. As the demand for STEM talent in Nevada continues to grow, Nevada STEM Hub aims to share resources that can help educate Nevadans about these vital careers and motivate  Nevada’s kids to pursue STEM career paths.

# data[].attributes.attachment_link.readable_text
Computer Science, part of the "T" in STEM, is more than just computer programming. It is computational thinking, logical reasoning, critical thinking, and problem solving. These are tools our students need to learn in order for them to be successful in the world they are now living and in the future that is to come as more and more jobs are becoming computerized. Nevada is making great strides in computer science education initiatives. Click "Learn More" for further information and to join our community!

# data[].attributes.attachment_link.description
Computer Science, part of the "T" in STEM, is more than just computer programming. It is computational thinking, logical reasoning, critical thinking, and problem solving. These are tools our students need to learn in order for them to be successful in the world they are now living and in the future that is to come as more and more jobs are becoming computerized.

# data[].attributes.body
Explore local career pathways with Vegas PBS’ American Graduate Website.

# data[].attributes.attachment_link.description
Watch full episodes of your favorite Vegas PBS shows, explore music and the arts, find in-depth news analysis, and more.

# data[].attributes.body
Wondering what to do with your life? We've been there, and we're here to help. No matter where you're at on your career journey, our tools and resources will help you find your way forward.

# data[].attributes.attachment_link.readable_text
Menu

Three ways to start your career journey

20 years on the road

85M households reached annually on public TV

8,900+ videos of career and life stories

10M+ students with access to our tools

Explore right from your inbox.

Subscribe to our newsletter to stay updated on new road trip opportunities, documentary releases, and more!

This is Roadtrip Nation.

Copyright © Roadtrip Nation. All Rights Reserved.

# data[].attributes.attachment_link.title
Roadtrip Nation | Find your career roadmap

# data[].attributes.attachment_link.description
Explore your career options and find professions that match your interests by reading about how inspiring people started doing what they do.

# data[].attributes.attachment_link.title
Clark County Public Schools Career Guide V2

# data[].attributes.attachment_link.description
Clark County Public Schools Career Guide V2

# data[].attributes.body
Career Guidance is an integral part of each student’s academic experience. Nevada’s Career and Technical Education (CTE) program has adopted the America School Counseling Association (ASCA) Mindsets and Behaviors for Student Success: K-12 College and Career-Readiness Standards for Every Student (NAC 389.187). The ASCA Mindsets and Behaviors are organized in three broad domains: academic, career, and social/emotional development. CTE includes the social/emotional development measurement in the assessment of CTE students’ Employability Skills Standards.

# data[].attributes.attachment_link.readable_text
Overview

Career Guidance is an integral part of each student's academic experience. Nevada's Career and Technical Education (CTE) program has adopted the America School Counseling Association (ASCA) Mindsets and Behaviors for Student Success: K-12 College and Career-Readiness Standards for Every Student (NAC 389.187). The ASCA Mindsets and Behaviors are organized in three broad domains: academic, career, and social/emotional development. CTE includes the social/emotional development measurement in the assessment of CTE students' Employability Skills Standards. (Paragraph (d) of Subsection 1 of NAC 389.800)

Career Development: standards guiding school counseling programs to help students 1) understand the connection between school and the world of work and 2) plan for and make a successful transition from school to postsecondary education and/or the world of work and from job to job across the life span. Further information can be found at ASCA Career Development.

Social/Emotional Development: standards guiding school counseling programs to help students manage emotions and learn and apply interpersonal skills. Further information can be found at ASCA Social/Emotional Development.

Nevada professional school counselors believe every child can learn, and that all students should have equitable access to a comprehensive school counseling program delivered by a state-certificated master's-degree-level school counselor. School counselors are advocates for equitable treatment of all students in school and the community, per ASCA's position statement on "The School Counselor and Equity for All Students (Adopted 2006, revised 2012, 2018). Further information can be found at ASCA Equity for all Students.

School Counselor and CTE

School counselors provide all students with counseling that facilitates academic, career and social/emotional development, helping all students develop plans for choosing a career. School counselors demonstrate their understanding of rigorous career technical education (CTE) programs when they join with other CTE stakeholders to advocate for these programs, which are designed to guide students to success in their chosen careers.

# data[].attributes.attachment_link.description
Career Guidance is an integral part of each student's academic experience. Nevada's Career and Technical Education (CTE) program has adopted the America School Counseling Association (ASCA) Mindsets and Behaviors for Student Success: K-12 College and Career-Readiness Standards for Every Student (NAC 389.187). The ASCA Mindsets and Behaviors are organized in three broad domains: academic, career, and social/emotional development.

# data[].attributes.body
The Nevada System of Higher Education and the Nevada Department of Education are establishing a new system to award college credit to high school students who complete state-approved career and technical education programs. The credit, called CTE College Credit, is awarded to students based on articulation agreements established by each college for the CTE program, where the colleges will determine the credit value of a full high school CTE program based on course alignment. An articulation agreement will be established for each CTE program designating the number of articulated credits each college will award to students who complete the program.

# data[].attributes.attachment_link.readable_text
The Nevada System of Higher Education and the Nevada Department of Education are establishing a new system to award college credit to high school students who complete state-approved career and technical education programs. The credit, called CTE College Credit, is awarded to students based on articulation agreements established by each college for the CTE program, where the colleges will determine the credit value of a full high school CTE program based on course alignment. An articulation agreement will be established for each CTE program designating the number of articulated credits each college will award to students who complete the program.

The goal of this new system is to prepare students to earn a postsecondary credential in less time and at lower cost. CTE College Credit is free and is awarded to students who: (1) complete the CTE course sequence with a grade-point average of 3.0 or higher; (2) pass the state end-of-program technical assessment for the program; and (3) pass the Workplace Readiness Assessment for employability skills.

CTE College Credit Memoranda of Understanding

As per the policy approved by the Nevada State Board of Education and the Nevada Board of Regents, a memorandum of understanding has been developed between the Department of Education and each of the four participating colleges: College of Southern Nevada, Great Basin College, Truckee Meadows Community College, and Western Nevada College. Each MOU is signed by the respective college president and by the superintendent of public instruction. The memoranda of understanding provide the foundational authority to establish statewide articulation agreements for high school students in Nevada. Each articulation agreement will abide by the same standards for students to qualify for the credit, where students must: (1) pass the core course sequence with a grade-point average of 3.0 or higher; (2) pass the state end-of-program technical assessment; and (3) pass the Workplace Readiness Skills assessment.

Articulation

An articulation agreement is an officially approved agreement that matches coursework between the secondary and postsecondary institutions. These agreements are designed to help students make a smooth transition from secondary to postsecondary institutions. The articulation agreement identifies the specific courses that align and are accepted for credit at the postsecondary level. Each local high school and college maintains their agreements. Please refer to the local high school's course catalog or contact the local high school counselor for more information.

# data[].attributes.attachment_link.description
The Nevada System of Higher Education and the Nevada Department of Education are establishing a new system to award college credit to high school students who complete state-approved career and technical education programs. The credit, called CTE College Credit, is awarded to students based on articulation agreements established by each college for the CTE program, where the colleges will determine the credit value of a full high school CTE program based on course alignment.

# data[].attributes.body
The CTE College Credit Program awards free college credit for high school classes. Eligible high school classes are a part of a CTE high school program which is generally three years of high school classes (Level 1-3).

There are over 45 CTE programs offered through Nevada, which have been approved for college classes at CSN. High school students can apply as early as their junior year if they are in the third-level course.

# data[].attributes.attachment_link.description
The CTE College Credit Program awards free college credit for high school classes. Eligible high school classes are a part of a CTE high school program which is generally three years of high school classes (Level 1-3).

# data[].attributes.body
Pathful Connect matches teachers and students with the right industry professionals virtually, without having to spend much planning time or leaving the classroom, while providing an effective way for companies to extend education outreach and create equity of access.

All Nevada teachers have free access to Pathful Connect!
Please use your Google credentials to log into this informative website.

# data[].attributes.body
Connect classrooms with outside experiences

# data[].attributes.attachment_link.description
To learn more about Edutainment and what it is, click here now!

# data[].attributes.attachment_link.title
CTE Career Cluster Information ENTIRE CLUSTER

# data[].attributes.body
Aviation

Cybersecurity

Forensic Science

Graphic Design

# data[].attributes.attachment_link.description
Professional development training for secondary counselors involved in the Career Mapping Research Study

# data[].attributes.headline
CTE for Students with Disabilities: A Framework for Understanding

# data[].attributes.subject
CTE for Students with Disabilities: A Framework for Understanding

# data[].attributes.body
In this lesson, you will learn about the numerous pieces of legislation that impact students with disabilities, including Perkins V. You will also learn strategies to support students with disabilities in secondary CTE through appropriate CTE program placement.

# data[].attributes.attachment_link.readable_text
MaxKnowledge is pleased to feature content from Harvard ManageMentor® in its management courses. This content is provided by Harvard Business Publishing, a non-for-profit organization whose mission is to improve the practice of management and its impact in a changing world. Learn more about Harvard ManageMentor® and Harvard Business Publishing below.

About Harvard ManageMentor® 10

Presented within a media-rich, interactive design, Harvard ManageMentor® 10 features more than 40 modules with practical advice, downloadable tools, and time-saving tips on key management topics to help managers build skills quickly for an immediate impact on performance. More than two million managers around the world rely on Harvard ManageMentor® and its high-quality management content drawn from foremost practitioners, renowned experts, and business leaders.

About Harvard Business Publishing

Headquartered in Watertown, Massachusetts, Harvard Business Publishing is the leading provider of teaching materials for management education. HBP's offerings include:

More than 8,000 case studies, exercises, and industry notes. HBP also distributes case studies from other leading institutions, including Babson College, Darden School of Business, IESE, IMD, Ivey School of Business, Kellogg School of Management, Stanford Graduate School of Business, and University of Hong Kong.

Harvard Business Publishing Brief Cases. Written by a business professor or industry expert, these cases are rigorous and compact explorations of business dilemmas. 5-7 pages long plus some exhibits, each Brief Case is accompanied by a Teaching Note.

Articles from Harvard Business Review and other top management journals, including Business Horizons, California Management Review, Design Management Institute, and Sloan Management Review.

Harvard Business Press books and chapters from leading authors, accompanied in many cases by syllabi and case listings to help instructors integrate books into courses.

eLearning programs including online simulations and courses.

# data[].attributes.attachment_link.description
MaxKnowledge is pleased to feature content from Harvard ManageMentor® in its management courses. This content is provided by Harvard Business Publishing, a non-for-profit organization whose mission is to improve the practice of management and its impact in a changing world. Learn more about Harvard ManageMentor® and Harvard Business Publishing below.

# data[].attributes.headline
WEBINARS: CTE and Students with Special Needs

# data[].attributes.subject
WEBINARS: CTE and Students with Special Needs

# data[].attributes.attachment_link.description
Advanced Search Search Topic Areas COVID-19 Related Community Engagement and Independent Living Data Collection and Use Diversity, Equity and Inclusion Effective Practices Employment Family Engagement Graduation/Dropout Interagency Collaboration Policies / Procedures Postsecondary Education Pre-Employment Transition Services Professional Development Secondary Education VR Transition Services Youth Engagement Advanced Filters Resource Type Annotated Bibliography Checklist Curriculum Data Tool FAQs - Frequently Asked Questions ...

# data[].attributes.body
A committee, composed of state and local level representatives from career and technical education, special education, and school counselors, was developed to conduct a study related to

services for special needs students in career and technical education.

# data[].attributes.headline
Understanding Career and Technical Education and Special Education: What IEP Teams Need to Know

# data[].attributes.subject
Understanding Career and Technical Education and Special Education: What IEP Teams Need to Know

# data[].attributes.headline
Improving Equity and Access to Quality CTE Programs for Students with Disabilities

# data[].attributes.subject
Improving Equity and Access to Quality CTE Programs for Students with Disabilities

# data[].attributes.body
State Career Technical Education (CTE) leaders have a critical responsibility to ensure that each learner has opportunities to achieve educational and career success and is supported in identifying and realizing their goals

# data[].attributes.headline
10th Grade - 12th Grade Assessment Calendar

# data[].attributes.subject
10th Grade - 12th Grade Assessment Calendar

# data[].attributes.body
Workplace Readiness Skills Assessment

Year 2 students

March 4

MS MP Room

7:30am

Bring CHARGED laptop/chromebook

End of Program Assessment

Year 2 students

March 5

MS MP Room

7:30am

Bring CHARGED laptop/chromebook

Retakes of WRS & EOP Assessments

Year 2 students

April 14. 2025

MS MP Room

7:30am

Bring CHARGED laptop/chromebook

# data[].attributes.headline
Grade Tracker for Cybersecurity, Digital Game Development, Forensics, and Graphic Design

# data[].attributes.subject
Grade Tracker for Cybersecurity, Digital Game Development, Forensics, and Graphic Design

# data[].attributes.attachment_link.title
25/26 Cybersecurity II, Digital Game Development I, Forensic Science II & Graphic Design II

# data[].attributes.body
ACE Mentors of Southern Nevada are here to help high school students explore and learn about careers in architectural, engineering and construction fields. Local industry professionals have volunteered to introduce students to real-world experiences and teach skills and techniques related to problem-solving and design. Students who complete the program and choose careers in one of the ACE fields are eligible for ACE scholarships and have invaluable local networking opportunities to help them succeed after graduation.

# data[].attributes.headline
Economic Development and Employer Planning System

# data[].attributes.subject
Economic Development and Employer Planning System

# data[].attributes.attachment_link.readable_text
The federal Carl D. Perkins Career and Technical Education Improvement Act of 2006 includes several references to High Skill, High Wage, or High Demand occupations.

The Nevada Department of Employment, Training and Rehabilitation (DETR) has developed the following criteria for "high-demand and high-wage" occupations. The criteria for "high-skill" occupations were developed in consultation with the Nevada Department of Education:

High Skill Criteria: Occupations requiring an associate degree or higher or for which an apprenticeship, long-term on-the-job training (greater than 12 months) or more than five years of work experience are typically necessary.

High Wage Criteria: Occupations that pay more than the average wage for all occupations for Nevada. The 2016 average wage is $21.17 per hour or $44,030 per year.

High Demand Criteria: Occupations with a projected employment growth rate (percent change) above the average annual employment growth rate for all occupations of 2.2%, 2014-2024 and a base year employment of at least 100, and average annual job openings greater than 20 per year. Or, the top 10 occupations (with average annual job openings greater than 20) found in the top 20 industries are included. These occupations are determined from the staffing patterns of those 20 industries with the largest year-over-year growth (at the 3-digit NAICS level).

The table below indicates which occupations meet the Nevada High Skill, High Wage, and High Demand criteria.

For more information, please contact Christopher Robison; Economist; Research and Analysis Bureau; Nevada Department of Employment, Training & Rehabilitation at 775.684.0372 or c-robison@nvdetr.org

# data[].attributes.attachment_link.title
EDEPS - Economic Development and Employer Planning System

# data[].attributes.attachment_link.description
The Economic Development and Employer Planning System (EDEPS) is an analytical tool for business, workforce and economic planners. EDEPS facilitates the analysis of economic health, industry performance, population trends, labor supply and demand, training resources, income characteristics, and market potential.

# data[].attributes.attachment_link.description
Environmental engineers use the principles of engineering, soil science, biology, and chemistry to create solutions to environmental problems. They may also focus on global issues such as unsafe drinking water, climate change, and environmental sustainability.

# data[].attributes.attachment_link.description
Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.