A complete 6th grade homeschool curriculum

1. Unit 1: Ratios and Rate ReasoningThis is where your child learns that comparing two quantities by 'how many times as many' gives different information than comparing by 'how many more.' They'll build ratio tables, double number lines, and move toward unit rates and percents — all as the same underlying idea shown different ways.9 skills ▸close ▾

   • Ratio notation and ratio language for a described relationshipGiven a real-world description (e.g. 'for every 3 cups of flour, use 2 cups of sugar'), write the relationship as a ratio using at least two notations (a:b and 'a to b').
   • The distinction between multiplicative (ratio) and additive (difference) comparisonExplain why a ratio and a raw count (difference) give different information about the same two quantities, using a specific example.
   • Ratio table with equivalent ratios generated by scalingComplete a ratio table by finding missing values, given one complete row and the multiplicative relationship between rows.
   • Double number line as a model of a ratio relationshipConstruct a double number line to represent a ratio relationship and use it to find an unknown quantity.
   • Unit rate comparison across differently formatted representationsCompare two rates presented in different units or formats (e.g. a table vs. a sentence) and determine which is the better buy or faster rate.
   • Distinctions among ratio, rate, and unit rateClassify a given statement about a ratio relationship as expressing a ratio, a rate, or a unit rate.
   • Percent as a rate per 100, applied to an unfamiliar contextConvert a ratio to a percent and interpret percent as a rate per 100 in a context never used during instruction (e.g. a sports statistic or a survey result from a different domain).
   • Combining two distinct ratio relationships into a single new relationshipGiven a non-routine problem where two ratios must be reasoned about simultaneously (e.g. mixing two batches with different ratios into one), plan a solution strategy and justify why it works.
   • The general rule for recognizing equivalent ratios across arbitrary tablesGiven two ratio tables built from different contexts, identify the structural feature (constant multiplicative factor) that makes both equivalent ratios, and generalize a rule for recognizing equivalence in any table.
2. Unit 2: Dividing FractionsYour child already multiplies fractions and used splitting pictures for ratios. Now they learn what dividing by a fraction actually means — two different meanings, in fact — using bar models before any shortcut rule, and only later the 'multiply by the reciprocal' trick, which gets explained rather than handed down.9 skills ▸close ▾

   • Measurement (how-many-groups) meaning of division applied to whole ÷ unit fractionGiven a whole number divided by a unit fraction (e.g. 4 ÷ 1/2), draw a bar model showing how many groups of that fraction fit, and state the quotient.
   • Measurement meaning of division applied to fraction ÷ fractionDraw a bar or number-line model for a fraction ÷ fraction problem (e.g. 2/3 ÷ 1/6) and use it to find the quotient by counting groups.
   • Common-denominator strategy for fraction divisionRewrite two fractions with a common denominator and divide by comparing numerators, explaining why this gives the same quotient as the bar model.
   • Standard algorithm for fraction divisionExecute the standard algorithm (multiply by the reciprocal) to compute a quotient of two fractions or mixed numbers.
   • Relationship between divisor size and quotient size in fraction divisionExplain, using a partitioning picture, why dividing by a fraction less than 1 produces a quotient larger than the original number.
   • Measurement versus partitive division situations in word problemsClassify a word problem as requiring measurement division or partitive division, and select the matching equation.
   • Fraction division embedded in a ratio/rate contextSolve a multi-step word problem combining fraction division with a ratio comparison from Unit 1, and justify the choice of operation.
   • Fraction division applied to a novel real-world contextGiven a fraction division scenario set in an unfamiliar context (e.g. recipe scaling, fabric cutting, fuel consumption) never used in class examples, construct an original bar model and equation to solve it.
   • Structural equivalence between bar-model and common-denominator justifications of fraction divisionCompare the bar-model justification and the common-denominator justification for the same fraction division problem, and identify what structural feature both share.
3. Unit 3: The Decimal SystemFull standard algorithms for adding, subtracting, multiplying, and dividing decimals — including long division with decimal divisors — plus the discovery that every decimal is really a fraction, some ending, some repeating forever.10 skills ▸close ▾

   • Place-value alignment in decimal addition and subtractionGiven two decimals to the thousandths, add or subtract them correctly by aligning place value, including cases with different numbers of decimal digits.
   • The structural difference between decimal addition/subtraction and decimal multiplicationExplain why decimal points must be aligned for addition/subtraction but the decimal point's final position is instead found by counting digits for multiplication.
   • The standard multiplication algorithm applied to decimalsExecute the standard algorithm to multiply two multi-digit decimals and place the decimal point correctly by counting total decimal digits.
   • Decimal division as repeated grouping, connected to fraction division reasoningDivide a decimal by a decimal by reframing the problem as whole-number division, using the 'how many groups fit' reasoning from Unit 2 fraction division.
   • The standard long-division algorithm with decimal dividends and divisorsFluently execute the standard long-division algorithm to divide a multi-digit decimal dividend by a multi-digit decimal divisor.
   • The link between a denominator's prime factors (only 2s and 5s) and whether a decimal terminatesClassify a given rational number's decimal expansion as terminating or repeating by inspecting the prime factors of the fraction's denominator in lowest terms.
   • Terminating-decimal-to-fraction conversion via place value, including the reason the pre-simplified denominator is a power of tenConvert a terminating decimal to an equivalent fraction in lowest terms using place value of the last digit, and explain why the denominator before simplifying must be a power of ten.
   • The algebraic method (setting x = the decimal, multiplying to shift the repeat, subtracting) for repeating-decimal-to-fraction conversionGenerate and justify a method for converting a repeating decimal into an exact fraction, using an algebraic manipulation not directly demonstrated for that specific case.
   • Estimation strategies applied specifically to decimal operation resultsEstimate the reasonableness of a decimal computation's result using front-end or compatible-number estimation before or after computing exactly.
   • Multi-step decimal word problems combining two or more of the four operationsGiven a real-world context requiring at least two different decimal operations chained together (e.g. unit pricing with tax and a discount), plan and execute the correct sequence of operations.
4. Unit 4: Negative Numbers and the Coordinate PlaneThe number line now extends below zero, and points can live in all four quadrants of a coordinate grid, not just the corner your child has used before. Absolute value gets introduced as distance from zero, and reflections and distances-between-points close the unit.10 skills ▸close ▾

   • Signed numbers as representations of opposite-direction quantitiesGiven a real-world context (temperature, elevation, account balance), write a signed number to represent the quantity and explain what zero means in that context.
   • The extended number line below zeroPlot integers and rational numbers, including negatives, on a horizontal or vertical number line.
   • The relationship between opposite numbers and zeroExplain why two numbers that are opposites are the same distance from zero but on different sides of it.
   • Ordering of positive and negative rational numbersCompare and order rational numbers, including negatives and negative decimals, using a number line.
   • Absolute value as distance, independent of signInterpret absolute value as distance from zero and distinguish it from the sign of a number.
   • Absolute value versus numerical order in contextUse absolute value and order of rational numbers together to solve a real-world comparison problem, such as ranking account balances or elevations.
   • The four-quadrant coordinate planePlot ordered pairs with positive and negative coordinates in all four quadrants of the coordinate plane.
   • Reflections of points across a coordinate axisPredict the coordinates of a point reflected across the x-axis or y-axis without plotting first, then verify by plotting.
   • Horizontal and vertical distance between coordinate pointsFind the distance between two points that share an x-coordinate or y-coordinate by reasoning about absolute value, not by counting grid squares alone.
   • Four-quadrant coordinate systems as a representational toolDesign a coordinate-plane map (e.g., a treasure map or city map) using all four quadrants, and write directions using reflections and distances that a partner can follow without seeing the original map.
5. Unit 5: Expressions with VariablesYour child moves from arithmetic with known numbers to arithmetic with a variable — a letter standing for a number that can change. They'll translate word phrases into symbols, evaluate expressions with signed and fractional values, meet exponents as repeated multiplication, and use the distributive property to build and prove equivalent expressions.9 skills ▸close ▾

   • The structural parts of an algebraic expression (coefficient, variable, term, constant)Identify the coefficient, variable, and constant term in a given one- or two-term expression.
   • The correspondence between verbal quantity language and symbolic expressionsTranslate a word phrase describing a real quantity (e.g., 'five more than three times a number') into an algebraic expression.
   • Substitution of signed values into an expression using order of operationsEvaluate an algebraic expression by substituting a given negative integer or fraction for the variable and applying order of operations.
   • The structural meaning of exponential notation as repeated multiplicationExplain why an exponent represents repeated multiplication rather than repeated addition or multiplication by the exponent.
   • Numerical expressions containing exponents evaluated with order of operationsEvaluate numerical expressions involving whole-number exponents, including within a larger expression using order of operations.
   • The distributive property applied to expressions with a variable term and a constant termGenerate an equivalent expression for a given expression by applying the distributive property to a sum or difference inside parentheses.
   • Equivalence of algebraic expressions verified through both numeric testing and structural comparisonDetermine whether two given expressions are equivalent by evaluating both at several values, including a negative and a non-integer value, and by comparing their structure.
   • The logical distinction between numeric verification and general proof of expression equivalenceConstruct a general argument, using an area model or algebraic reasoning, that a(b+c) and ab+ac are equivalent for any value of the variable, not merely for values tested.
   • The non-equivalence of (x+y)^2 and x^2+y^2 as a case where surface-level distribution failsDetermine whether the claim '(x+y)^2 = x^2+y^2' is true for all values of x and y, using a counterexample and an area-model explanation of the error.
6. Unit 6: Equations and Proportional RelationshipsAn equation is a balance — whatever you do to one side, you must do to the other. Your child learns to solve one-step equations with all four operations, translate word problems into equations, and recognize when a table of values represents a proportional relationship, writing it as y = kx and graphing it.10 skills ▸close ▾

   • One-step addition and subtraction equations solved using the balance modelGiven a one-step addition or subtraction equation, the student solves for the unknown by applying the same inverse operation to both sides.
   • One-step multiplication and division equations solved using the balance modelGiven a one-step multiplication or division equation, the student solves for the unknown by applying the same inverse operation to both sides.
   • The balance model of equation equalityThe student explains why performing an operation on only one side of an equation breaks equality, using the balance model.
   • One-step equations translated from word-problem contextsGiven a short word problem describing a real quantity and an unknown, the student writes a one-step equation that represents the relationship.
   • Reversal errors in translating comparison sentences to equationsThe student identifies which of two equations correctly models a comparison word problem prone to a reversal error, and justifies the choice by substituting a numeric value.
   • Proportionality tested via constant ratio across a tableGiven a table of paired values, the student determines whether the relationship is proportional by checking whether the ratio y/x is constant across multiple rows.
   • Independent and dependent variables in a two-quantity relationshipThe student distinguishes the independent variable from the dependent variable in a given real-world scenario and assigns each to the correct axis.
   • The constant of proportionality k in y = kxGiven a proportional relationship in context, the student writes the equation y = kx and states what k represents in that context.
   • Graphs of proportional relationships used for prediction beyond given dataGiven a proportional relationship, the student graphs it on a coordinate plane and uses the graph to predict an untabulated value.
   • Invariance of the graph of y = kx under changing real-world contextThe student generalizes across two different proportional contexts to explain why relationships with the same constant of proportionality produce identical graphs regardless of context.
7. Unit 7: Area, Surface Area, and VolumeFinding area of triangles, parallelograms, and trapezoids by breaking them into shapes already known, unfolding 3D solids into flat nets to find surface area, and finding volume of rectangular prisms with fractional edges. The same move — break it down into something familiar — repeats throughout.12 skills ▸close ▾

   • Area of a triangle via decomposition into a rectangle/parallelogramFind the area of a triangle by decomposing or rearranging it into a rectangle or parallelogram of known area.
   • Conservation of area under decomposition and rearrangementExplain why decomposing a shape into pieces and rearranging those pieces never changes the shape's total area.
   • Area of a trapezoid via decompositionFind the area of a trapezoid by decomposing it into a rectangle and two triangles, or into two congruent trapezoids forming a parallelogram.
   • Area of a polygon on the coordinate planeFind the area of an irregular polygon plotted on a coordinate plane by decomposing it into triangles and rectangles using the vertex coordinates.
   • Surface area of a composite solid built from familiar solidsGiven the surface area of an unfamiliar composite solid (not a simple prism) built from known solids, plan a decomposition strategy and justify it before computing.
   • Nets of right rectangular prismsConstruct a net that represents the faces of a given right rectangular prism, correctly matching each face's dimensions.
   • Surface area of prisms via netsCalculate the surface area of a right rectangular prism or triangular prism by summing the areas of all faces shown in its net.
   • Net design against a surface-area constraintDesign a net for a right rectangular prism that meets a specified total surface area target, and justify that the design is correct.
   • Volume of a right rectangular prism with fractional edge lengthsCalculate the volume of a right rectangular prism with fractional edge lengths using the formula V = l x w x h.
   • Effect of fractional multiplication on volume magnitudeCompare a prediction about how fractional edge lengths affect volume to the actual computed volume, and reconcile any mismatch.
   • Distinguishing area, surface area, and volume in contextClassify a real-world measurement scenario as requiring area, surface area, or volume based on what physical quantity is being measured.
   • Surface area formula as an algebraic expression with a variable edgeWrite and evaluate an algebraic expression for the surface area of a rectangular prism with one unknown edge length.
8. Unit 8: Statistical DistributionsThe year closes with describing a set of data by its shape, center, and spread together, not just one number. Your child will build dot plots, histograms, and box plots, compute mean, median, range, and MAD, and use all of it to compare two data sets with the same average but very different stories.9 skills ▸close ▾

   • The distinction between statistical and non-statistical questionsGiven a list of questions, classify each as a statistical question or not, justifying the classification by naming expected variability in possible answers.
   • Dot plots as a graphical representation of a data setConstruct a dot plot from a given small data set (9-15 values), correctly plotting each value above a labeled number line.
   • The median as a measure of centerCompute the median of an ordered data set, correctly applying the different rule for odd versus even counts of values.
   • Mean absolute deviation as a measure of variabilityCompute the mean absolute deviation (MAD) of a data set and explain what the resulting number indicates about spread around the mean.
   • Shape of a distribution as shown across two different graph typesGiven a histogram and a box plot of the same data set, compare the shape of the distribution described by each, identifying clusters, gaps, and skew.
   • The relationship between center, spread, and what counts as a 'typical' or 'consistent' valueGiven two data sets with equal means but different spreads, construct an argument for which set is more consistent, using a computed measure of variability as evidence.
   • The potential for a summary statistic to misrepresent a distributionGiven an unfamiliar real-world data set (e.g. city rainfall totals) never discussed in class, decide which measure of center would most mislead a reader and justify the choice.
   • A complete statistical comparison of two distributionsGiven a real or provided data set, produce two different graphical representations (from dot plot, histogram, box plot) and a written comparison of two distributions using center and spread.
   • The insufficiency of a single summary statistic to characterize a distributionGiven a claim like 'these two classes performed the same because they have the same mean,' identify what information is missing and explain why the claim is incomplete.

Try a real Ratios, Relationships, and the Number System lesson, no account needed →

1. Unit 1: Reading With EvidenceThis is the foundation for everything else this year: proving a point about a text with an exact quote instead of a retelling in your own words. Your child already knows how to summarize a story from 5th grade — this unit adds the harder move of picking the one line that actually proves a specific claim, and explaining why a tempting-but-wrong quote falls short.9 skills ▸close ▾

   • Explicit vs. inferred meaning in a textDistinguish an explicitly stated detail from an inferred detail in a short narrative or informational passage.
   • The difference between a claim and a restatement of the textState a specific, arguable claim about a passage rather than a general restatement of its content.
   • Exact quotation as evidence for a claim in narrative textQuote text exactly, using correct quotation marks, to support a stated claim about a narrative passage.
   • Relative strength of competing textual evidence for the same claimSelect the strongest of two plausible quotations to support a given claim about an informational passage, and explain the choice in writing.
   • Criteria for evidence relevance and fit to a specific claimExplain why a plausible-sounding quotation fails to support a specific claim as well as a stronger alternative.
   • Context clues for unfamiliar vocabulary in grade-level textDetermine the meaning of an unfamiliar word in a passage using context clues, to support accurate claim-making.
   • Peer evidence choices evaluated against a shared claimJustify, in a class discussion, which of two classmates' evidence choices better fits a shared claim, citing the passage.
   • The claim-evidence-justification routine applied to novel contentApply the claim-quote-justify routine to an entirely unseen passage and topic not used anywhere in instruction.
   • Transfer of evidence-evaluation criteria beyond assigned text typesGeneralize the claim-evidence standard to a brand-new domain, such as evaluating a real-world claim outside of a literary or informational passage (e.g., an advertisement).
2. Unit 2: Theme vs. TopicTheme is not a word like 'courage' — it's a full sentence claiming something about life or people, and your child has to earn it by tracking what a character chose and what happened because of that choice. This unit spends real time on fables with a stated moral first (so there's an answer key to check against), then moves to stories with no moral stated at all.8 skills ▸close ▾

   • Topic as a one-word/short-phrase label of a text's subjectGiven a short text, state its topic as a one-word or short-phrase label.
   • The structural difference between topic (label) and theme (full-sentence claim)Distinguish a full-sentence theme statement from a one-word topic label, given both for the same text.
   • The choice-consequence chain in a fable's plotTrack a character's key choice and its consequence across a fable's plot using a graphic organizer.
   • A theme statement inferred from choice-consequence evidence in a fableInfer a full-sentence theme statement from a character's tracked choices and consequences in a new fable.
   • Textual evidence that supports a stated theme claimDefend a theme statement for a short story by citing two specific pieces of textual evidence.
   • Two competing, differently-supported theme claims for one textCompare two readers' differing theme statements for the same short story and evaluate whether each is evidence-backed.
   • An inferred theme for an unfamiliar fable lacking a stated moralGenerate and defend a full-sentence theme statement for a previously unseen fable with no explicit stated moral.
   • The theme-vs-topic distinction applied outside narrative fictionApply the theme-vs-topic distinction to a text type not used anywhere in this unit's instruction (e.g., a song lyric or short informational narrative).
3. Unit 3: Figurative Language and Author's CraftThis unit takes the 'read between the lines' skill from Unit 2 and applies it at the level of a single word or phrase. Your child learns that when a writer says something that isn't literally true — 'her voice was a knife' — that's not a mistake, it's the only way to say that particular thing. They'll work through simile, metaphor, personification, connotation versus denotation, and allusion.9 skills ▸close ▾

   • Simile and metaphor as structured comparisons between two unlike thingsDistinguish a simile or metaphor from a literal statement by identifying the two things being compared.
   • The shared quality connecting the two terms of a comparisonExplain what a specific metaphor or simile means by naming both terms of the comparison and the shared quality that connects them.
   • Personification's effect on the tone of a passageExplain how a personification example shapes the tone of a passage differently than a literal description of the same event would.
   • Connotation vs. denotation of near-synonymsClassify a set of words with similar denotation but differing connotation as positive, negative, or neutral in the way they describe a person.
   • The effect of connotative word substitution on reader impressionPredict how replacing a connotatively loaded word with its neutral synonym changes a reader's impression of a character in a new passage.
   • Allusion as a compressed reference to shared cultural or textual knowledgeIdentify an allusion in an unfamiliar text and infer what shared knowledge the writer expects the reader to bring to it.
   • The irreplaceability of figurative wording — why the meaning conveyed has no literal equivalent, not only what a restatement omitsExplain, using an exact quoted phrase, why no literal wording could convey the same specific meaning as a figurative line, not merely what a literal restatement would lose.
   • Figurative devices (simile, metaphor, personification, allusion, connotation) as they occur across two unseen texts of different genresAnnotate an unseen poem and an unseen short story excerpt to locate at least four distinct figurative devices, across genres the student has not analyzed together before.
   • Disagreements about device classification in ambiguous or borderline figurative linesJustify, when two readers disagree about which device is present in a borderline line, which reading better fits the surrounding context.
4. Unit 4: Writing Arguments With Reasons and EvidenceThis is where reading turns into writing: a claim, reasons that back it, evidence that fits each reason specifically, and a counterclaim that gets named and then knocked down rather than ignored. Each piece is taught alone first — what's a reason versus evidence, how do you order reasons, what does a real rebuttal sound like — before they're combined into a full essay.9 skills ▸close ▾

   • A claim as a defensible position distinct from a summaryGiven a short passage, state a one-sentence claim that takes a position rather than summarizes the passage.
   • The distinction between a reason and its supporting evidenceSort a mixed set of sentences into 'reason' (general support) and 'evidence' (specific textual detail) categories, justifying boundary cases.
   • Fit between a specific piece of evidence and the reason it is meant to supportGiven a reason and three candidate quotes from a passage, select the quote that best fits that specific reason and explain the connection in one sentence.
   • Strongest-to-weakest organization of reasons as a rhetorical choiceOrder three reasons from strongest to weakest for a given claim and justify the ordering in writing.
   • The rhetorical function of a rebutted counterclaimExplain why acknowledging a counterclaim before rebutting it strengthens an argument more than ignoring the opposing view.
   • A rebuttal that directly answers a counterclaim's specific pointWrite a rebuttal sentence that responds to the specific point of a stated counterclaim rather than restating the original claim.
   • Transition words as signals of argument structureSelect transition words that signal the correct structural relationship (adding a reason, introducing a counterclaim, or rebutting) in a partially-drafted essay.
   • A complete argument essay integrating claim, reason, evidence fit, and counterclaim/rebuttalGiven a new short informational passage never discussed in class, draft a complete 5-6 paragraph argument essay with claim, ordered reasons, fitted evidence, and a rebutted counterclaim.
   • Claim-reason-evidence-counterclaim structure applied outside the text-response context it was taught inGiven a claim-reason-evidence structure from a different genre (e.g., a persuasive letter about a school policy, not a text-based essay), identify which parts are present, missing, or misused.
5. Unit 5: Reading Across Two TextsNow your child compares two texts on the same topic — typically a myth and a nonfiction piece about a related natural event — and has to say what a reader learns only by reading both, not either one alone. This unit also tackles a specific bad habit directly: assuming nonfiction automatically beats a myth just because of its genre label.8 skills ▸close ▾

   • Presence/absence of specific details across two texts on the same topicGiven two texts on the same topic, students distinguish a detail present in only one text from a detail present in both.
   • Theme statement for a myth text, distinguished from its topicStudents state the topic and a defensible theme for a myth, using a complete sentence beginning 'this text suggests that...'
   • The relationship between author's purpose and selection/omission of detail across two genresGiven a myth and an informational text on the same phenomenon, students explain why the author of each included or omitted a specific detail, citing each text.
   • Synthesis of two accounts into a claim unavailable from either single sourceStudents synthesize two texts' accounts of the same event into one statement describing what a reader learns only from reading both, not from either alone.
   • Trustworthiness judgment about competing accounts, grounded in purpose and audience rather than genreStudents judge which of two disagreeing accounts to trust more on a specific point, justifying the judgment by each text's likely purpose and audience rather than by genre label alone.
   • The incremental value of a third account added to an existing two-text comparisonGiven an unfamiliar third text on a topic already compared, students infer what new information a reader gains by adding this third account.
   • Definitions of theme, topic, and textual evidenceStudents recall the definition of theme, topic, and cited evidence when prompted at the start of a lesson.
   • Conversion of chart-organized comparison notes into connected paragraph proseStudents organize a completed comparison chart's rows into a single paragraph that names both texts in every body sentence.
6. Unit 6: Writing to Inform: Structure and SourcesThis unit combines the comparing skill from Unit 5 with the claim/evidence vocabulary from Unit 4 to build a longer essay drawing on two sources. The big idea: the structure of an informative essay — cause-effect, compare-contrast, or by category — is a decision that has to match the topic, not a template slapped onto anything.9 skills ▸close ▾

   • Fit between organizational structure (cause-effect, compare-contrast, categorical) and topic contentGiven a topic and its content, classify which organizational structure (cause-effect, compare-contrast, categorical) best fits it, and explain why.
   • Plagiarism, quotation, and paraphrase as distinct actions on source textRecall the definition of plagiarism and the difference between a direct quotation and a paraphrase.
   • Paraphrasing procedure for a single source sentenceExecute a paraphrase of a source sentence that preserves its meaning while changing its wording and sentence structure sufficiently to avoid plagiarism.
   • Selection of organizational structure for a two-source topicGiven two source excerpts on one topic, infer which organizational structure would let a writer present both sources' information most clearly.
   • Topic sentences that preview paragraph-level structureProduce a topic sentence for a body paragraph that previews the structure the paragraph will use (e.g., signals a cause, a category, or a point of comparison).
   • Effect of structural choice on reader's takeaway from identical contentCompare a draft paragraph reorganized under two different structures and explain how each version changes what a reader would understand as most important.
   • Integration of evidence from two sources into a coherent multi-paragraph informative draftImplement source integration (quoting or paraphrasing, with attribution) across a full multi-paragraph draft built from two provided sources.
   • Pre-draft structural plan for a multi-section informative essayPlan an informative essay's structure (headings, section order, transitions) before drafting, matching the plan to the topic's content and two given sources.
   • Structural-fit justification for an entirely new topic and source pairGiven a new topic and two unfamiliar sources never discussed in class, generate a complete informative essay with a structure the student justifies as the best fit for that topic.
7. Unit 7: Narrative Craft: Dialogue and PacingYour child writes an original short story (750-1000 words) this unit, controlling two tools on purpose: dialogue punctuation and pacing — the choice to slow down and show a moment in detail (scene) versus speed through it in a sentence or two (summary). They also work on showing a character trait through action instead of just stating it.10 skills ▸close ▾

   • Dialogue punctuation and paragraphing conventions (new line per speaker change)Given a mentor paragraph with dialogue, students correctly identify where each new line break belongs and why, checking every speaker change.
   • The scene/summary label applied to the identical contrasted pair used in instructionUsing the exact Version A/Version B moment pair shown in Day 4-5 instruction, students label each version 'scene' or 'summary' and point to the specific clue (time covered vs. space used) that was named in class.
   • The distinction between narrative scene (slow, detailed) and summary (fast, compressed), applied beyond the modeled exampleStudents distinguish a scene-version and a summary-version of a NEW, unseen story moment by identifying how much story-clock time each version covers versus how much page space it uses.
   • The effect of a pacing shift on reader experience of story timeStudents explain why a specific pacing shift (scene to summary or summary to scene) in a mentor text changes the reader's experience of the story's events.
   • Showing character through action and dialogue versus telling through direct statementStudents compare a stated-trait sentence and a shown-trait passage conveying the same character trait, and infer what information each gives the reader.
   • A planned sequence of story beats allocated to scene or summary treatmentStudents plan an original short narrative that includes at least one dialogue exchange and one deliberate pacing shift, organizing story beats onto a timeline before drafting.
   • Sensory and figurative detail used to build scene-paced narrative writingStudents draft an original scene using sensory and figurative detail (metaphor, simile, personification from Unit 3) to build a moment treated as scene rather than summary.
   • Revision of stated-trait sentences and pacing allocation in an original draftStudents revise a drafted narrative passage by converting at least one stated character trait into a shown trait and adjusting one pacing choice, without altering the plot.
   • Pacing and characterization craft choices in an unfamiliar narrative textStudents generalize the scene/summary and showing/telling distinctions to explain a pacing or characterization choice in a previously unseen published narrative excerpt.
   • Theme versus topic, applied to the student's own completed narrativeStudents state what their own completed narrative is 'really about' beneath its plot, distinguishing this from a one- or two-word topic.
8. Unit 8: Cumulative Synthesis: Reading and Writing Across the YearNothing new gets taught here. This is 26 days near the end of the year checking whether everything from Units 1-7 actually stuck once it's no longer fresh — evidence citation, theme vs. topic, figurative language, comparing two texts — without your child being told in advance which skill a given question is testing. It opens with a diagnostic, spends time only on whatever that diagnostic reveals is weak, and ends with a big final piece in a writing mode your child chooses themselves.10 skills ▸close ▾

   • Textual evidence that supports versus merely relates to a theme claimGiven an unseen literary passage, the student selects the quotation that most strongly supports a given theme claim, from among quotations that are topically related but do not support the claim.
   • A theme claim for a new short story, distinct from its topicThe student states a theme claim for an unseen short story and defends it by connecting at least two pieces of evidence to a stated line of reasoning.
   • Figurative language (metaphor, personification) in a new passageThe student explains what a specified metaphor or personification in the unseen passage means and why a literal reading would misread the author's intent.
   • Comparison of two authors' presentations of the same eventGiven two unseen informational texts on the same event with a different topic and genre pairing than Unit 5 used, the student writes a comparison paragraph identifying what each author included, omitted, or emphasized.
   • Structural fit between a writing mode's purpose and its organizational patternThe student selects a writing mode (argument, informative, or narrative) for the final piece and states one reason the chosen structure fits the chosen purpose.
   • A complete draft in a self-selected writing modeThe student drafts a full piece in the chosen mode, incorporating a claim or controlling idea, organized evidence, and a structure appropriate to the mode.
   • Revision of a draft in response to specific feedback on evidence use or structureThe student revises a draft by applying at least one piece of task-specific feedback about evidence or structure, and identifies what changed and why.
   • Oral justification of a revision decision using evidence or structural reasoningIn a brief oral presentation, the student justifies a specific revision choice by naming the evidence or structural problem it solved.
   • The definitional distinction between theme and topicGiven a new theme claim on an unseen passage, the student recalls the definition distinguishing theme from topic without prompting.
   • Strength of textual evidence relative to a stated claimGiven a claim about a text, the student classifies a supplied piece of evidence as strong support, weak/tangential support, or contradicting the claim.

Try a real Reading, Reasoning, and Writing: Grade 6 English Language Arts lesson, no account needed →

1. Unit 1: Modeling the Sun-Earth-Moon SystemYour child builds models — physical ones with balls and flashlights, and diagrams — that have to explain three things at once: why we have day and night, why the moon seems to change shape, and why we have seasons. The point isn't matching a textbook picture, it's building something that holds up against all three patterns simultaneously.11 skills ▸close ▾

   • Earth's rotation as the cause of day/night and the apparent daily motion of the sun and starsGiven a diagram of Earth on its axis with a light source, students state which side is in daytime and predict how that will change as Earth rotates.
   • The taught label pairs for rotation (spin, ~24 hr, day/night) and revolution (orbit, ~365 days, year), as demonstratedGiven the exact period and visible effect pairs shown in the Day 4 globe-and-lamp demonstration (spin/~24 hr/day-night; walk-around/~365 days/year), students label each pair as rotation or revolution.
   • The distinction between rotation (spin on an axis, ~24 hr, causes day/night) and revolution (orbit around another body, ~365 days, causes year)Students distinguish rotation from revolution using the period and the visible effect of each as the distinguishing features, for pairs not seen during instruction.
   • Moon phases as a function of the moon's orbital position relative to sun and Earth, not a shadowStudents explain why the moon shows phases by relating the moon's position relative to the sun and Earth to the portion of its lit half visible from Earth.
   • Prediction of a specific moon phase from an orbital-position diagramStudents predict the moon phase visible on a given date, given the moon's position in its orbit on a diagram not seen in instruction.
   • Seasons as a function of axial tilt affecting sunlight angle and day length, not orbital distanceStudents explain why seasons result from axial tilt and the angle/duration of sunlight, not Earth's distance from the sun.
   • The opposite-season relationship between hemispheres on a shared dateStudents compare the Northern and Southern Hemisphere's seasons on the same calendar date and attribute the difference to which hemisphere is tilted toward the sun.
   • Scale (proportional size and distance) in the sun-Earth-moon systemStudents build a physical scale model of the sun-Earth-moon system and identify which dimension (size or distance) their model most distorts.
   • Transfer of the position-relative-to-light-source reasoning structure to an unfamiliar orbiting bodyGiven an unfamiliar cyclic sky pattern from another body (e.g., a moon of another planet with a different orbital tilt), students generate a prediction for its phase-like pattern using the sun-Earth-moon reasoning structure.
   • Criteria for judging a model against multiple sky-pattern observations at onceStudents evaluate two rival explanations for a given sky observation (e.g., 'the moon phase is Earth's shadow' vs. 'the moon phase is the moon's position') and judge which one is consistent with all three unit patterns.
   • Written mechanistic explanation of moon phase and seasonal cause, supported by a physical modelStudents construct a written explanation that names the mechanism behind a predicted moon phase and a given hemisphere's season, using model evidence.
2. Unit 2: The Solar System and the Force That Holds It TogetherThis is where 'why do things move the way they do in space' gets a real answer: gravity, which pulls harder with more mass and less distance, and inertia, which is why things in motion don't need a constant push to keep going. Your child builds a to-scale distance model of the solar system and looks at real data from planets found around other stars.9 skills ▸close ▾

   • Gravity as a universal attractive force between massesState that gravity is an attractive force between any two masses.
   • The inverse relationship between gravitational pull and distanceExplain why increasing the distance between two masses weakens gravitational pull, using the gravity-distance relationship.
   • Orbital motion as a balance of gravity and inertiaDifferentiate between the role of gravity and the role of inertia in maintaining a stable orbit.
   • Scale factor calculation for solar-system distance modelingCalculate a scale factor to build a to-scale model of solar system distances, given real astronomical distances in AU.
   • Orbital consequences of a change in central massPredict what would happen to Earth's orbit if the sun's mass changed, and justify the prediction using the gravity-mass-distance relationship.
   • Uneven heating due to sunlight angle on a curved surfaceExplain why sunlight striking a sphere produces uneven heating across latitudes.
   • Transit-method light-curve data as evidence of an orbiting exoplanetInterpret a transit light-curve dataset from an exoplanet survey to infer the presence and relative size of an orbiting planet.
   • Comparative pattern of planetary properties across our solar system and exoplanet system dataCompare our solar system's planet sizes, distances, and orbital periods to patterns found in a sample of confirmed exoplanetary systems, to evaluate whether our system is typical or unusual.
   • Application of the gravity-inertia orbital model to an unfamiliar orbital scenarioJustify a claim about whether a proposed change to a planet's orbit (a novel, untaught scenario) is physically plausible, using the gravity-mass-distance-inertia model.
3. Unit 3: Rocks and the Cycle That Builds ThemRock isn't one fixed thing — it's matter that cycles between three forms (igneous, sedimentary, metamorphic) depending on heat, pressure, and time. Your child builds a layered model of Earth's inside (crust, mantle, core) sorted by density and temperature, classifies real rock samples, and reads rock layers like a timeline.9 skills ▸close ▾

   • Earth's layered interior (crust, mantle, core) as a density/temperature gradientGiven a description of Earth's interior, students explain why crust, mantle, and core separate by density and temperature rather than composition alone.
   • Diagnostic texture/grain evidence distinguishing the three rock classesStudents classify a rock sample as igneous, sedimentary, or metamorphic using texture and grain evidence, not color or size alone.
   • Conservation of chemical identity during rock transformation (heat/pressure vs. chemical change)Students explain how heat and pressure transform one rock type into another without changing the rock's chemical composition.
   • Relative dating principles (superposition, cross-cutting relationships) applied to a strata diagramGiven a sequence of rock strata with no absolute dates, students infer the relative order of events (deposition, intrusion, erosion) that produced it.
   • The rock cycle as a structure: inputs, transformation, timescale, energy sourceStudents construct a rock-cycle diagram that names inputs, transformation processes, timescale, and energy source for each pathway.
   • Application of the rock-cycle structure to a novel, multi-step formation scenarioGiven a completely unfamiliar rock photo with a written formation history (e.g., volcanic ash compacted underwater then buried and heated), students predict which rock class results and justify using the cycle structure.
   • Generalizable structure of matter-cycling systems beyond the rock cycleStudents compare the rock cycle and a hypothetical alien planet's 'metal cycle' (given as an unfamiliar analog system) to identify which structural features (inputs, transformation, timescale, energy source) generalize across any matter-cycling system.
   • Names of the three rock classes and three interior layersStudents recall the three main rock classes and the name of Earth's three interior layers on demand.
   • Validity of pathway connections in a constructed rock-cycle diagramStudents critique a peer's rock-cycle diagram for whether pathways correctly connect processes to rock types, identifying any pathway that skips a required transformation step.
4. Unit 4: Plate Tectonics: The Engine Under the CycleThis is the 'why' behind continents drifting, mountains rising, and earthquakes and volcanoes clustering in lines: slow-motion currents in the mantle, driven by heat and density differences, dragging rigid plates around. Your child looks at the historical evidence that convinced scientists continents move, then learns to read real plate boundaries from earthquake and volcano data.10 skills ▸close ▾

   • Convection as a density-driven processGiven a diagram of a heated liquid or the mantle, state that warmer, less dense material rises while cooler, denser material sinks.
   • The lithosphere as Earth's rigid outer shell broken into platesLabel the lithosphere, asthenosphere, and underlying mantle on a cross-section diagram of Earth, using the layered-Earth model from Unit 3.
   • Mantle convection as the mechanism driving plate motionExplain how uneven heating of the mantle, combined with density differences, produces convection currents that move lithospheric plates.
   • Historical evidence for continental drift and plate tectonicsCompare two pieces of historical evidence (fossil/continent fit and seafloor magnetic striping) and explain what both reveal about continental movement.
   • The three plate boundary types and their diagnostic featuresClassify a given plate boundary as convergent, divergent, or transform based on arrow direction and resulting landform in a diagram.
   • Boundary-type inference from indirect hazard and landform evidenceGiven an unfamiliar location's earthquake depth pattern and landform, infer which type of plate boundary is most likely present, even without being told the plate names.
   • Rock cycle processes occurring at plate boundariesExplain why the rock cycle (Unit 3) operates differently at a subduction zone versus a mid-ocean ridge, in terms of rock creation and destruction.
   • Global distribution pattern of earthquakes and volcanoes as evidence of plate boundariesGiven a real global dataset of earthquake and volcano coordinates never seen in class, plot the points and identify the pattern of clustering relative to plate boundaries.
   • A written scientific argument using historical evidence for continental driftConstruct a written argument, citing one specific piece of evidence, for why scientists became convinced continents move.
   • The epistemic status of plate tectonic theory (settled versus uncertain aspects)Evaluate a claim that plate tectonics is 'settled science with no remaining uncertainty,' using specific examples of what is and is not well established.
5. Unit 5: Weathering, Erosion, and the Reshaping of the SurfaceThis runs the rock cycle backward: whatever tectonics builds up, weathering breaks down in place, and erosion carries away. Your child separates weathering from erosion, ties gravity into rockfalls and rivers, and runs a hands-on stream-table experiment with slope and water to see erosion happen in miniature.10 skills ▸close ▾

   • The distinction between weathering and erosionState the difference between weathering (breakdown of rock in place) and erosion (transport of the broken material) using a labeled example.
   • Surface-change scenarios sorted by process typeClassify given surface-change scenarios (e.g., a crack widening in a rock, a boulder tumbling downhill, sand piling at a river mouth) as weathering, erosion, or deposition.
   • Gravity as the common driver of mass wasting, runoff, and river transportExplain how gravity, introduced in Unit 2 as the force holding orbits, also drives mass wasting, runoff, and river transport on Earth's surface.
   • Physical vs. chemical weathering mechanismsCompare the roles of physical and chemical weathering in breaking down the same rock sample, citing a mechanism for each.
   • The effect of hardness, climate, slope, and vegetation on erosion ratePredict how a change in one variable: material hardness, climate, slope, or vegetation cover, will change a landscape's erosion rate, given a new scenario not used in instruction.
   • The student's own stream-table erosion data and deposition predictionConstruct an evidence-based written explanation of how slope and water volume affected erosion rate in the student's own stream-table data, and justify a prediction of the deposition location.
   • Deposition as the link between erosion and new sedimentary rock formationExplain why eroded sediment deposited in layers can eventually become new sedimentary rock, connecting back to Unit 3's rock cycle diagram.
   • The weathering-erosion-deposition sequence applied to an unfamiliar landformGiven an unfamiliar landform (e.g., a hoodoo, a delta, a mesa) never discussed in class, generate a plausible multi-step explanation of the sequence of weathering, erosion, and deposition that could have produced it.
   • The claim that erosion is uniformly destructiveCritique a claim that 'erosion is always bad and should be stopped' using evidence about landscapes erosion also creates.
   • Definitions of weathering, erosion, and depositionRecall the definitions of weathering, erosion, and deposition from memory without a word bank.
6. Unit 6: The Water Cycle: A Second Cycle, ComparedYour child looks at how water moves — evaporating, condensing, falling as rain, soaking in, running off — on a timescale of days rather than the rock cycle's ages. The twist is they have to compare it directly to the rock cycle using the same four-part structure: what goes in, what changes it, how long it takes, what powers it.9 skills ▸close ▾

   • The four-part structural frame (inputs, transformation, timescale, energy source) used to describe the rock cycleGiven a rock-cycle diagram from Unit 3, students recall its four structural elements: inputs, transformation, timescale, and energy source.
   • The five named transformation/transport steps of the water cycleStudents label evaporation, condensation, precipitation, infiltration, and runoff on an unlabeled diagram of the water cycle.
   • The sun as the energy source for evaporation, contrasted with Earth's internal heat as the rock cycle's driverStudents explain why the sun's energy, not Earth's internal heat, drives evaporation in the water cycle.
   • The structural correspondence and divergence between the water cycle and the rock cycleStudents compare the water cycle and the rock cycle using the four-part structural frame, identifying where each pair of steps matches by role and where the analogy breaks down.
   • The numeric distribution of Earth's water across ocean, ice, groundwater, and surface freshwater reservoirsStudents calculate the percentage of Earth's total water that is fresh AND accessible, using given data on reservoir volumes.
   • Observable evidence (droplets, fogging, water level change) distinguishing evaporation from condensation in a closed systemStudents infer, from a sealed-bag model observed over several days, which surfaces show evidence of evaporation versus condensation.
   • Conservation of matter within a closed water-cycle modelStudents design a claim, supported by evidence from their own sealed model, about whether their local water cycle model conserves matter.
   • Residence time as a function of energy source and system timescale, applied to a reservoir never discussed in classGiven a description of an unfamiliar reservoir (e.g., permafrost or a specific country's aquifer depletion), students predict its likely residence time and justify the prediction using the energy-source and timescale logic developed for the water and rock cycles.
   • Structural versus surface-feature justification within a peer's cycle-comparison argumentStudents critique a peer's comparison paragraph, identifying whether each claimed match between a water-cycle step and a rock-cycle step is justified by structural role or only by surface similarity.
7. Unit 7: Weather and Climate: Same Ingredients, Different TimescalesYour child works out why weather and climate get confused despite being genuinely different things, using uneven heating (Unit 2) and evaporation/condensation (Unit 6) to explain air masses, fronts, and storms. They also look at real temperature data to separate long-term pattern from short-term noise, and weigh evidence for human-caused climate change.10 skills ▸close ▾

   • The timescale-based distinction between weather and climateState the defining difference between weather and climate in terms of timescale, given a description of atmospheric conditions.
   • The four front types and their standard weather-map symbolsRecall the four front types (cold, warm, stationary, occluded) and match each to its standard map symbol, given a labeled reference diagram.
   • Uneven solar heating as the cause of air mass temperature and moisture differencesExplain how uneven solar heating by latitude, established in Unit 2, drives the temperature differences that create air masses.
   • Front movement and associated weather changesPredict which way a front will move and what weather will follow, given a weather map showing air masses of different temperature and moisture.
   • Evaporation and condensation as mechanisms of cloud and precipitation formation at frontsExplain how evaporation and condensation, established in Unit 6, connect to cloud formation along a front.
   • Global atmospheric and oceanic circulation patternsConstruct a model showing how uneven heating and Earth's rotation produce large-scale atmospheric and ocean circulation patterns.
   • Long-term temperature/ice-core records versus short-term weather data as distinct evidence typesDistinguish evidence of long-term climate pattern (temperature records, ice cores) from evidence of short-term weather variability, given a real dataset.
   • The logical error of using short-term weather to refute long-term climate trend claimsEvaluate a claim that a single cold week disproves long-term warming, using evidence about timescale and variability.
   • The relationship between century-scale global temperature trend and decade-scale regional variabilityCompare a graph of global temperature over the past century to a graph of a single region's temperature over the past decade, explaining what each does and does not show about human-caused change.
   • A written evidence-based explanation of climate versus weather for a specific regionWrite an evidence-based explanation distinguishing a region's climate from its current week's weather, citing uneven heating (Unit 2) and evaporation/condensation (Unit 6).
8. Unit 8: Natural Hazards and Human Impact: Living on a Dynamic EarthThe last unit doesn't teach new Earth mechanisms — it takes plate tectonics, the water cycle, and weather/climate, all already learned, and asks your child to reason about human risk: what turns a hazard into a disaster, how mitigation and adaptation trade off, and what a real region should actually do about a real risk.9 skills ▸close ▾

   • The underlying Earth-system mechanism (tectonic, water-cycle, or weather/climate) that produces a given hazardStudents correctly attribute a given natural hazard (earthquake, flood, or storm) to its underlying Earth-system mechanism (plate tectonics, water cycle, or weather/climate).
   • The distinction between hazard and disaster based on human exposureStudents distinguish a natural hazard from a disaster by explaining the role of human exposure in turning one into the other.
   • Risk as a combination of hazard likelihood, exposure, and vulnerabilityStudents explain how risk results from the combination of hazard likelihood, exposure, and vulnerability, using a specific region's data.
   • Mitigation versus adaptation as human hazard-response strategies, including tradeoffsStudents classify a real human response to a hazard as mitigation or adaptation and state a genuine tradeoff of that response.
   • Historical hazard-frequency data as evidence for future risk at a specific locationStudents interpret a historical hazard-frequency dataset for an untaught region and infer what it implies about future risk.
   • An evidence-based mitigate/adapt/relocate recommendation for a novel, unstudied hazard-prone regionGiven a region and hazard type never discussed in class, students identify the dominant hazard mechanism, estimate risk, and propose a mitigate/adapt/relocate recommendation with a data-based justification.
   • The logical connection between cited hazard/risk data and a written recommendation claimStudents critique a peer's draft recommendation by checking whether cited data actually supports the stated claim.
   • Tradeoffs (cost, safety, cultural ties, land availability) in the rebuild-after-repeat-hazard decisionStudents generate an initial position on whether a community should rebuild after a repeat hazard, then revise it using a named tradeoff framework.
   • Human resource extraction as an intervention point in the rock cycle or water cycle system diagramsStudents identify a specific human resource use (water, mineral, or fossil fuel extraction) as an intervention point within a previously studied Earth-system diagram.

Try a real Earth and Space Systems: Patterns, Processes, and Change lesson, no account needed →

1. Unit 1: What Makes a Civilization?This is the toolbox unit. Your child learns a seven-part checklist for what makes a society a 'civilization,' how farming surplus let some people stop farming and start specializing, how to read BCE/CE dates without getting turned around, and how to size up a document or object instead of taking it at face value.10 skills ▸close ▾

   • The causal chain from agricultural surplus to occupational specializationExplain why agricultural surplus allowed some members of a farming society to become specialists rather than food producers.
   • Features distinguishing hunter-gatherer from farming (Neolithic) societiesClassify a described ancient settlement as hunter-gatherer or farming based on evidence of food storage, tools, and settlement permanence.
   • The seven-criteria checklist for civilizationApply the seven criteria of civilization (surplus food, specialization, social hierarchy, organized government, religion, arts/writing, cities) to determine whether a described settlement qualifies.
   • The evidentiary limits of artifact-based versus text-based primary sourcesCompare two primary-source artifacts from the same site to identify what each can and cannot reveal about daily life.
   • Authorial motive as a source of bias in historical recordsExplain why a given historical source might be biased by identifying who created it and what they may have wanted others to believe.
   • BCE/CE dating and elapsed-time calculation across the BCE/CE boundaryPlace a set of unfamiliar historical events on a timeline using BCE/CE conventions and calculate the number of years between two BCE dates.
   • The relationship between physical geography (rivers, soil, climate) and settlement locationArgue, using a physical and a political map of the same region, whether river access or fertile soil better explains where an early farming settlement is likely located.
   • The contested boundary of the category 'civilization' applied to an unfamiliar caseJudge whether a newly described settlement, never discussed in class, should count as a civilization, and defend the judgment against a plausible counter-argument.
   • The value-laden nature of the term 'civilization' as a historical categoryGeneralize the civilization checklist to argue whether the word 'civilization' itself is a fair, unbiased label for ranking societies.
   • Core Unit 1 vocabulary (surplus, specialization, hierarchy, the seven criteria)Recall the definitions of surplus, specialization, and the seven civilization criteria using correct academic vocabulary.
2. Unit 2: Mesopotamia: The First CitiesThis is the first real case study: the land between the Tigris and Euphrates rivers. Your child sees the whole chain in action — extra grain, then specialized jobs, then walled cities, then organized religion, then writing, then law — and finishes by looking closely at Hammurabi's Code to ask who a law actually protects.10 skills ▸close ▾

   • The relationship between river-valley geography and the location of Sumerian citiesGiven a map of the Fertile Crescent, students label the Tigris and Euphrates rivers and explain why Sumerian cities formed between them.
   • The relationship between agricultural surplus and job specialization in SumerStudents classify a list of Sumerian jobs (priest, farmer, scribe, soldier, potter) according to whether they existed before or after surplus food freed people from farming.
   • The connection between surplus, priesthood, and organized religion in SumerStudents explain why Sumerian city-states developed organized religion and a priest class as a way to manage surplus and explain natural events.
   • The original administrative purpose of cuneiform writing versus a modern analogStudents compare cuneiform's original administrative purpose (tracking grain and debts) to a modern record-keeping system and identify what changed and what stayed the same.
   • The social hierarchy embedded in specific laws of Hammurabi's CodeStudents infer, from an excerpt of Hammurabi's Code, which social group (noble, commoner, slave) the law was most likely written to protect.
   • Whose interests a written rule protects, as a transferable pattern of reasoningGiven an unfamiliar law from a modern school or community rulebook, students determine whose interests it most protects, using the same reasoning applied to Hammurabi's Code.
   • The fairness of Hammurabi's Code judged against its own historical contextStudents evaluate whether Hammurabi's Code was fair, judged by the standards of Babylonian society rather than modern standards, citing specific laws as evidence.
   • The general conditions under which a city-state expands into an empireStudents generalize, from Sumer and Akkad, a rule for what conditions allow a city-state to expand into an empire, and test that rule against a hypothetical unstudied city-state.
   • Origin, purpose, and audience of a Mesopotamian primary sourceStudents identify the origin, likely purpose, and audience of a primary source (a cuneiform tablet, a code excerpt, or a royal inscription) before using it as evidence.
   • Named Sumerian inventions and structuresStudents recall the specific named contributions of Sumerian civilization: cuneiform, the wheel, irrigation systems, and the ziggurat.
3. Unit 3: Egypt and Kush: Two Nile CivilizationsA second river-valley case, tested against both the Unit 1 checklist and the Unit 2 pattern. Your child studies Nile geography, hieroglyphics, the pharaoh as god-king, mummification, and then Kush's long, shifting relationship with Egypt — including the stretch where Kushite kings ruled Egypt.10 skills ▸close ▾

   • The causal link between the Nile's predictable flood cycle and Egyptian agricultural/political planningExplain how the Nile's predictable annual flooding shaped Egyptian agriculture, settlement, and government planning.
   • The sequence of Egyptian kingdom periods and intermediate periodsRecall the correct order of the Old, Middle, and New Kingdom periods, including the Intermediate Periods between them.
   • Hieroglyphics and cuneiform as two ancient writing systems with different materials, original functions, and decipherment historiesCompare hieroglyphics and cuneiform on their materials, use, and how each was eventually deciphered.
   • The pharaoh's claimed divine status and its link to the concept of ma'at as cosmic orderExplain why Egyptians believed the pharaoh was a god and connect that belief to the concept of ma'at.
   • The procedural sequence of Egyptian mummification and the afterlife beliefs each step servesSequence the six main steps of Egyptian mummification and explain the purpose behind the order.
   • The relationship between the resources devoted to death rituals/monuments and underlying Egyptian values about the afterlife and social hierarchyInfer what mummification and pyramid construction reveal about what Egyptians valued, using evidence of cost and labor scale.
   • The shifting power relationship between Kush and Egypt, including trade, conquest, and the 25th DynastyExplain how Kush's political relationship with Egypt changed across roughly a thousand years, including the period of Kushite rule over Egypt.
   • Point of view and omission in a primary source describing Kush written by an outsiderCritique a primary source about Kush written by an Egyptian or Roman author for whose perspective it represents and what it likely omits.
   • The geographic and resource-based causes of Meroe's rise as an ironworking centerGenerate a plausible explanation for why Meroe became a center of ironworking, given its location and resources, without being told the answer directly.
   • A specific, causally-explained difference between Egyptian and Mesopotamian geography, writing, or power-justificationConstruct a comparative organizer and paragraph that identifies one clear difference between Egyptian and Mesopotamian civilization and its likely geographic or historical cause.
4. Unit 4: Ancient India: Caste, Belief, and EmpireThe course's focus shifts from law codes to belief systems as the thing that justifies social order. Your child looks at the Indus Valley's still-undeciphered writing, then the caste system, then Hinduism's dharma-karma-reincarnation cycle and Buddhism as a historical reaction to it, closing with the Maurya Empire and Ashoka.9 skills ▸close ▾

   • Indus Valley river geography and city locationsStudents will locate the Indus, Ganges rivers and the cities of Harappa and Mohenjo-Daro on a map and describe one geographic feature that supported early settlement.
   • The relationship between undeciphered writing and limits of historical evidenceStudents will explain why the Indus script remaining undeciphered limits what historians can claim about Harappan society, using specific examples of what evidence does and does not tell us.
   • The four varna categories and their defining featuresStudents will classify a described ancient Indian person's role (priest, warrior, merchant, laborer, or outside varna) based on details about their occupation and birth.
   • Hindu and Buddhist explanations of suffering (dharma/karma/reincarnation vs. Four Noble Truths)Students will compare how Hinduism and Buddhism each answer the question of how to end suffering, connecting each answer to its underlying belief about the self.
   • The structural features of the caste system that restrict social mobilityStudents will infer why a caste-based social order might be difficult for a member to leave, using evidence about occupation, marriage, and birth from primary and secondary sources.
   • Ashoka's edicts as a persuasive primary source about imperial ruleStudents will critique an excerpt from an Ashoka edict by identifying what the author wanted his subjects to believe and what evidence would be needed to confirm his claims.
   • Transfer of the Hinduism/Buddhism self-and-suffering comparison structure to new textsStudents will generate an argument, using evidence from two unfamiliar belief-system excerpts never discussed in class, about whether the excerpts' authors would agree or disagree about the nature of the self.
   • The Unit 1 civilization checklist (surplus, specialization, hierarchy, government, writing) applied to Maurya IndiaStudents will evaluate whether the Maurya Empire under Ashoka meets the Unit 1 civilization checklist criteria, citing specific evidence for each criterion.
   • The chronological sequence from Aryan migration to caste formationStudents will summarize the sequence of Aryan migration, Vedic period, and rise of the caste system as a chronological chain of cause and effect.
5. Unit 5: Ancient China: Mandate, Order, and EmpireHow Chinese dynasties claimed the right to rule through the Mandate of Heaven, and how Confucianism, Daoism, and Legalism each answered the same question differently: how should a ruler keep order? It closes with Qin Shi Huang's harsh standardization and the Han dynasty's more bureaucratic approach.10 skills ▸close ▾

   • Huang He (Yellow River) flooding pattern and its effect on settlement location and agricultural riskExplain how the Huang He's flooding pattern shaped where early Chinese farming settlements formed and what problems those settlements had to solve.
   • Oracle bones and their use by priests to communicate with ancestors and record questionsIdentify the function of oracle bones as a tool for divination and early record-keeping in Shang China.
   • The Mandate of Heaven and its causal link between disaster/defeat and legitimacyExplain the logic of the Mandate of Heaven as a claim that connects natural disaster or military defeat to loss of a ruler's legitimacy.
   • The dynastic cycle as a repeating pattern of rise, strength, decline, and collapseApply the dynastic cycle pattern to a previously unstudied dynasty's rise-and-fall narrative to predict where in the cycle it sits.
   • Confucianism, Daoism, and Legalism as competing philosophies of ruleCompare Confucianism, Daoism, and Legalism as three different answers to the same problem of how a ruler should maintain order.
   • Qin Shi Huang's standardization policies as an application of Legalist philosophyAttribute specific Qin Shi Huang policies (standardized script, currency, roads, laws) to Legalist principles of centralized control.
   • Primary-source excerpts from Han Feizi, Confucius (Analects), or an imperial edictEvaluate a primary-source excerpt attributed to a ruler or philosopher to determine what the author wanted readers to believe about power.
   • Han Dynasty bureaucracy and its Confucian basisExplain how Han Dynasty bureaucracy (civil service exams, appointed officials) extended Confucian ideas into practical government structure.
   • The criteria used to evaluate a philosophy of order (Confucianism, Daoism, Legalism), transferred to a non-governmental contextGenerate an original argument for which philosophy (Confucianism, Daoism, or Legalism) should govern an unfamiliar institution never discussed in class (e.g., a sports team or a company), using the same criteria applied to rulers.
   • The origins of the Silk Road under the Han Dynasty and indirect long-distance connectionExplain how Han Dynasty trade routes later called the Silk Road connected China to distant regions without full mutual awareness between civilizations.
6. Unit 6: Ancient Greece: Citizens, City-States, and IdeasTwenty-five days on Greek city-states as competing answers to one question: who should get to hold power? Your child compares Athenian democracy to Spartan oligarchy, looks at who counted as a citizen, studies Greek myth and religion, follows the Persian Wars, meets Socratic questioning, and ends with Alexander spreading Greek culture.11 skills ▸close ▾

   • The relationship between Greek terrain (mountains, islands) and the political fragmentation into independent poleisExplain how Greek mountainous and island geography favored the rise of independent, competing city-states rather than one unified kingdom.
   • Athenian citizenship criteria and their exclusionsClassify a described Athenian resident (adult male landowner, woman, foreigner, enslaved person) as citizen or non-citizen using Athenian citizenship criteria.
   • The distribution of political power in Athens versus SpartaCompare Athenian democracy and Spartan oligarchy on who holds power and how decisions get made.
   • The chronological sequence of Persian War battles and outcomesRecall the sequence of major Persian War events (Marathon, Thermopylae, Salamis) and their outcomes.
   • The causal link between the Persian War outcome and Athens's political and cultural confidenceExplain why the Greek victory in the Persian Wars is treated as a turning point for the development of Athenian democracy and confidence.
   • The social function of a given Greek mythInfer the function a specific Greek myth served (explaining a natural event, reinforcing a value, entertaining) from its content and context.
   • The comparative structure of Greek polytheism versus a prior belief system studiedCompare Greek polytheism's human-like, myth-driven gods to at least one previously studied belief system (Egyptian, Vedic/Hindu-Buddhist, or Chinese) on the criterion of how gods relate to human behavior.
   • Authorial perspective and omission in a Greek primary source about Athenian societyEvaluate a primary source excerpt (Pericles' Funeral Oration or similar) for whose interests it represents and what it leaves out.
   • The central claim and questioning method of a named Greek philosopherSummarize the central claim and method of one Greek philosopher (Socrates, Plato, or Aristotle) from a short adapted text.
   • The relationship between citizenship status and political voice in Athenian democracyGenerate a written argument, in an assigned Athenian citizen or non-citizen role, taking a policy position and explaining how citizenship status shapes that position or its exclusion.
   • The mechanism by which Hellenistic culture spread through Alexander's empireExplain how Alexander's conquests spread Greek culture into a wider Hellenistic world beyond the original city-states.
7. Unit 7: Rome: From Republic to EmpireRome from its founding legend through Republic to Empire, using the same checklist and empire/citizenship ideas built all year. The spine question: does expanding citizenship make a state stronger or harder to govern? Your child compares Rome's republic to Greek democracy, follows Julius Caesar's rise, looks at Pax Romana's engineering and law, and weighs the causes of Rome's decline.11 skills ▸close ▾

   • Roman geography and its relationship to expansion and tradeStudents explain how Rome's geography (peninsula, Tiber River, central Mediterranean location) shaped its expansion and trade.
   • The founding legend versus archaeological evidence for early RomeStudents compare the founding legend of Romulus and Remus with archaeological evidence about early Rome's origins.
   • Roman social groups and their political rights under the RepublicStudents classify Roman social groups (patricians, plebeians, slaves, women) by the political rights each group held under the Republic.
   • The consul-Senate-veto system of checks in the Roman RepublicStudents explain how the Roman Republic's system of consuls, Senate, and vetoes was designed to check the power of any one person.
   • The political causes of the Senate's failure to stop CaesarStudents infer why the Senate could not stop Julius Caesar's concentration of power, using evidence about the late Republic's political crises.
   • The effect of expanding Roman citizenship on the stability of the republic/empireStudents argue, using a document set of Roman law, a senator's speech, and a plebeian's account, whether expanding citizenship strengthened or weakened Rome.
   • A primary source excerpt describing daily life under Pax RomanaStudents summarize the central claim and evidence of a primary source excerpt about daily life under Pax Romana.
   • Roman engineering achievements and their role in governing a large empireStudents explain how Roman engineering (roads, aqueducts, concrete) supported control of a large empire.
   • Roman adoption and adaptation of Greek gods and mythsStudents differentiate how Rome adapted Greek gods and myths versus inventing wholly new religious ideas.
   • Multiple causes of the decline and fall of the western Roman EmpireStudents evaluate which of several proposed causes of Rome's fall (economic, military, political, geographic) was most significant, using evidence from multiple sources.
   • Key Roman government vocabulary (republic, citizen, patrician, plebeian, consul)Students recall the definitions of republic, citizen, patrician, plebeian, and consul introduced or reused in this unit.
8. Unit 8: Legacies: What the Ancient World Left BehindNo new civilization here — 13 days spent tracing legacies (law, writing, government, belief) across all seven societies studied this year, and building toward the year's final argument about which legacy reached furthest into the modern world.9 skills ▸close ▾

   • The seven studied civilizations' distinguishing legacies in law, writing, government, and beliefStudents will correctly sort a mixed set of 14 legacy artifacts (law excerpts, writing samples, government terms, belief statements) into the civilization that produced them.
   • The specific legacy term paired with its civilization and category, in the taught grid formatGiven a blank 7-row, 4-column legacy grid, students will fill in the correct term (law, writing, government, or belief item) for a named civilization and category, using the same grid format practiced on Day 1.
   • The practical origin versus later application of a legacy (e.g., cuneiform as accounting, Hammurabi's Code as dispute resolution)Students will explain, for one chosen legacy category, why it originated as a practical solution (e.g., writing for grain records, law for disputes) rather than for its later famous use.
   • A cause-and-effect chain connecting a specific ancient legacy to a specific modern institutionStudents will construct a cause-and-effect chain of at least four linked steps showing how a specific ancient idea (e.g., Roman law, the alphabet, the Mandate of Heaven) reached a named modern institution or practice.
   • Two civilizations' versions of the same legacy category, compared for function and reachStudents will compare two civilizations' versions of the same legacy category (e.g., Hammurabi's Code and Roman Twelve Tables) and identify one genuine similarity and one genuine difference in function or reach.
   • A self-authored primary source's reliability regarding a ruler's own legacy claimsStudents will evaluate a primary-source claim of a ruler's own greatness (e.g., an inscription) for what it reveals about the ruler's intent versus what actually happened.
   • An argumentative claim about the widest-reaching legacy, supported by cross-unit evidenceStudents will generate a claim answering 'which ancient civilization's version of a chosen legacy had the widest-reaching impact,' supported by evidence drawn from at least three different units.
   • The logical strength of a specific 'most important legacy' claim about the alphabetStudents will judge whether the claim 'the alphabet is the most important ancient legacy because it spread the farthest' is a strong or weak historical argument, and explain what evidence would strengthen or weaken it.
   • The final argumentative essay on widest-reaching ancient legacyStudents will draft a five-paragraph argumentative essay claiming which civilization's version of a chosen legacy had the widest-reaching impact, citing evidence from at least three units and addressing one counterargument.

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