AK ·
none specified
Alaska is one of the least-regulated states for homeschooling. Under AS 14.30.010(b)(12), a child 'being educated in the child's home by a parent or legal guardian' is exempt from compulsory school attendance. There is no requirement to notify any authority, no required subjects, no minimum instructional days/hours, no teacher-qualification requirement, no mandated standardized testing or assessment, and no recordkeeping mandate. School districts have no statutory authority to audit or approve an independent home program. (Vaccination requirements can differ by homeschool option; the independent exemption carries the least oversight.)
No notification or filing of any kind is required to homeschool independently under the parent-taught exemption, AS 14.30.010(b)(12). The home educator does not notify the school district or the state. (Alaska also offers other options -- e.g. enrolling in a state correspondence/homeschool program, a religious or private school, or using a certificated private tutor -- which carry their own enrollment/notice rules, but the independent home-education exemption itself requires no notice.)
No academic recordkeeping is required by state law for independent homeschoolers. Parents commonly keep records (portfolios, transcripts) voluntarily, especially for high school, but it is not mandated.
· Alaska Mathematics Standards (adopted June 2012) · 97
| K | K.CC.1 | Count to 100 by ones and by tens. |
| K | K.CC.4 | Understand the relationship between numbers and quantities; connect counting to cardinality. |
| K | K.CC.6 | Identify whether the number of objects in one group is greater than, less than, or equal to the number in another group. |
| K | K.CC.7 | Compare and order two numbers between 1 and 10 presented as written numerals. |
| K | K.G.1 | Describe objects in the environment using names of shapes and relative positions. |
| K | K.G.4 | Analyze and compare two- and three-dimensional shapes. |
| K | K.MD.1 | Describe measurable attributes of objects, such as length or weight. |
| K | K.NBT.1 | Compose and decompose numbers from 11 to 19 into ten ones and some further ones. |
| K | K.OA.1 | Represent addition and subtraction with objects, fingers, drawings, sounds, acting out, expressions, or equations. |
| K | K.OA.5 | Fluently add and subtract within 5. |
| 1 | 1.CC.1 | Skip count by 2s and 5s. |
| 1 | 1.CC.3 | Order numbers from 1-100; demonstrate ability in counting forward and backward. |
| 1 | 1.CC.5 | Use the symbols for greater than, less than, or equal to when comparing two numbers or groups of objects. |
| 1 | 1.G.1 | Distinguish between defining and non-defining attributes; build and draw shapes with defining attributes. |
| 1 | 1.MD.1 | Order three objects by length; compare lengths indirectly. |
| 1 | 1.NBT.4 | Add using numbers up to 100. |
| 1 | 1.OA.1 | Use addition and subtraction within 20 to solve word problems. |
| 1 | 1.OA.6 | Add and subtract using numbers up to 20. |
| 1 | 1.OA.8 | Determine the unknown whole number in an addition or subtraction equation. |
| 2 | 2.G.1 | Recognize and draw shapes having specified attributes (number of angles or faces). |
| 2 | 2.MD.1 | Measure the length of an object by selecting and using appropriate tools. |
| 2 | 2.NBT.1 | Model and identify place value for three-digit numbers. |
| 2 | 2.NBT.4 | Compare two three-digit numbers using >, =, and < symbols. |
| 2 | 2.NBT.5 | Fluently add and subtract using numbers up to 100. |
| 2 | 2.OA.1 | Use addition and subtraction within 100 to solve one- and two-step word problems. |
| 3 | 3.G.1 | Understand that shapes in different categories may share attributes that define a larger category. |
| 3 | 3.MD.7 | Relate area to the operations of multiplication and addition. |
| 3 | 3.NBT.2 | Fluently add and subtract within 1000 using strategies and algorithms. |
| 3 | 3.NF.1 | Understand a fraction 1/b as the quantity formed by one part when a whole is partitioned into b equal parts. |
| 3 | 3.NF.3 | Explain equivalence of fractions; compare fractions by reasoning about their size. |
| 3 | 3.OA.1 | Interpret products of whole numbers. |
| 3 | 3.OA.7 | Fluently multiply and divide within 100. |
| 4 | 4.G.1 | Draw points, lines, line segments, rays, angles, and perpendicular and parallel lines. |
| 4 | 4.MD.3 | Apply area and perimeter formulas for rectangles in real-world and mathematical problems. |
| 4 | 4.NBT.5 | Multiply a whole number of up to four digits by a one-digit number, and two two-digit numbers. |
| 4 | 4.NF.1 | Explain why a fraction a/b is equivalent to (n×a)/(n×b). |
| 4 | 4.NF.3 | Understand addition and subtraction of fractions as joining and separating parts of the same whole. |
| 4 | 4.OA.1 | Interpret a multiplication equation as a comparison. |
| 4 | 4.OA.3 | Solve multistep word problems with whole numbers using the four operations. |
| 5 | 5.G.1 | Use a coordinate system; graph points in the first quadrant of the coordinate plane. |
| 5 | 5.MD.5 | Relate volume to multiplication and addition and solve volume problems. |
| 5 | 5.NBT.5 | Fluently multiply multi-digit whole numbers using the standard algorithm. |
| 5 | 5.NBT.7 | Add, subtract, multiply, and divide decimals to hundredths. |
| 5 | 5.NF.1 | Add and subtract fractions with unlike denominators. |
| 5 | 5.NF.6 | Solve real-world problems involving multiplication of fractions and mixed numbers. |
| 5 | 5.OA.1 | Use parentheses, brackets, or braces in numerical expressions and evaluate them. |
| 6 | 6.EE.2 | Write, read, and evaluate expressions in which letters stand for numbers. |
| 6 | 6.EE.7 | Solve real-world and mathematical problems by writing and solving equations of the form x+p=q and px=q. |
| 6 | 6.G.1 | Find the area of triangles, quadrilaterals, and polygons by composing/decomposing into known shapes. |
| 6 | 6.NS.1 | Interpret and compute quotients of fractions; solve word problems involving division of fractions by fractions. |
| 6 | 6.RP.1 | Understand the concept of a ratio and use ratio language to describe a relationship. |
| 6 | 6.RP.3 | Use ratio and rate reasoning to solve real-world and mathematical problems. |
| 6 | 6.SP.5 | Summarize numerical data sets in relation to their context. |
| 7 | 7.EE.4 | Use variables to represent quantities and construct simple equations and inequalities to solve problems. |
| 7 | 7.G.4 | Know and use the formulas for the area and circumference of a circle. |
| 7 | 7.NS.1 | Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers. |
| 7 | 7.NS.3 | Solve real-world and mathematical problems involving the four operations with rational numbers. |
| 7 | 7.RP.2 | Recognize and represent proportional relationships between quantities. |
| 7 | 7.SP.5 | Understand that the probability of a chance event is a number between 0 and 1. |
| 8 | 8.EE.5 | Graph proportional relationships, interpreting the unit rate as the slope. |
| 8 | 8.EE.7 | Solve linear equations in one variable. |
| 8 | 8.F.1 | Understand that a function is a rule assigning exactly one output to each input. |
| 8 | 8.F.3 | Interpret the equation y=mx+b as defining a linear function whose graph is a straight line. |
| 8 | 8.G.7 | Apply the Pythagorean Theorem to determine unknown side lengths in right triangles. |
| 8 | 8.NS.1 | Know that numbers that are not rational are called irrational; understand decimal expansions. |
| 8 | 8.SP.1 | Construct and interpret scatter plots for bivariate measurement data. |
| High School | A-APR.1 | Understand that polynomials form a system analogous to the integers, closed under add, subtract, multiply. |
| High School | A-CED.1 | Create equations and inequalities in one variable and use them to solve problems. |
| High School | A-REI.10 | Understand that the graph of an equation is the set of all its solutions plotted in the coordinate plane. |
| High School | A-REI.4 | Solve quadratic equations in one variable. |
| High School | A-REI.6 | Solve systems of linear equations exactly and approximately. |
| High School | A-SSE.1 | Interpret expressions that represent a quantity in terms of its context. |
| High School | A-SSE.3 | Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity. |
| High School | F-BF.1 | Write a function that describes a relationship between two quantities. |
| High School | F-IF.1 | Understand the concept of a function and use function notation. |
| High School | F-IF.4 | Interpret key features of graphs and tables for a function that models a relationship. |
| High School | F-IF.7 | Graph functions expressed symbolically and show key features of the graph. |
| High School | F-LE.1 | Distinguish between situations that can be modeled with linear functions and with exponential functions. |
| High School | F-TF.2 | Explain how the unit circle enables the extension of trigonometric functions to all real numbers. |
| High School | F-TF.8 | Prove the Pythagorean identity sin^2(θ)+cos^2(θ)=1 and use it to find values of trig functions. |
| High School | G-C.1 | Prove that all circles are similar. |
| High School | G-CO.1 | Know precise definitions of angle, circle, perpendicular line, parallel line, and line segment. |
| High School | G-CO.9 | Prove theorems about lines and angles. |
| High School | G-GMD.3 | Use volume formulas for cylinders, pyramids, cones, and spheres to solve problems. |
| High School | G-GPE.1 | Derive the equation of a circle given center and radius using the Pythagorean Theorem. |
| High School | G-MG.1 | Use geometric shapes, their measures, and properties to describe objects. |
| High School | G-SRT.6 | Understand that side ratios in right triangles are properties of the angles, leading to trig ratios. |
| High School | G-SRT.8 | Use trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems. |
| High School | N-CN.1 | Know there is a complex number i such that i^2 = -1, and every complex number has the form a+bi. |
| High School | N-Q.1 | Use units to understand problems and to guide the solution of multi-step problems. |
| High School | N-RN.1 | Explain how the definition of rational exponents follows from extending the properties of integer exponents. |
| High School | N-VM.1 | Recognize vector quantities as having both magnitude and direction. |
| High School | S-CP.1 | Describe events as subsets of a sample space using characteristics of the outcomes, or unions, intersections, complements. |
| High School | S-IC.1 | Understand statistics as a process for making inferences about population parameters based on a sample. |
| High School | S-ID.1 | Represent data with plots on the real number line (dot plots, histograms, box plots). |
| High School | S-ID.6 | Represent data on two quantitative variables on a scatter plot and describe how they are related. |
| High School | S-MD.6 | Use probabilities to make fair decisions (e.g., drawing by lots, using a random number generator). |
· Alaska English/Language Arts Standards (adopted June 2012) · 113
| K | L.K.1.a-f | Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. |
| K | L.K.5.a-d | With guidance and support, explore word relationships and nuances in word meanings. |
| K | RF.K.1.a-d | Demonstrate understanding of the organization and basic features of print. |
| K | RF.K.2.a-e | Demonstrate understanding of spoken words, syllables, and sounds (phonemes). |
| K | RF.K.3.a-d | Know and apply grade-level phonics and word analysis skills in decoding words. |
| K | RI.K.1 | With prompting and support, ask and answer questions about key details in a text. |
| K | RI.K.4 | With prompting and support, ask and answer questions about unknown words in a text. |
| K | RL.K.1 | With prompting and support, ask and answer questions about key details in a literary text. |
| K | RL.K.10 | Actively engage in group reading activities with purpose and understanding. |
| K | RL.K.2 | With prompting and support, retell familiar stories, including key details. |
| K | RL.K.3 | With prompting and support, identify characters, settings, and major events in a story. |
| K | SL.K.2 | Confirm understanding of a text read aloud or information presented orally by asking and answering questions. |
| K | SL.K.6 | Speak audibly and express thoughts, feelings, and ideas clearly. |
| K | W.K.1 | Use a combination of drawing, dictating, and writing to compose opinion pieces about a topic or book. |
| K | W.K.2 | Use drawing, dictating, and writing to compose informative/explanatory texts naming a topic and supplying information. |
| K | W.K.3 | Use drawing, dictating, and writing to narrate an event or events and provide a reaction. |
| 1 | L.1.1.a-j | Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. |
| 1 | L.1.2.a-e | Demonstrate command of the conventions of capitalization, punctuation, and spelling when writing. |
| 1 | RF.1.1.a | Demonstrate understanding of the organization and basic features of print (recognize features of a sentence). |
| 1 | RF.1.2.a-d | Demonstrate understanding of spoken words, syllables, and sounds (phonemes). |
| 1 | RF.1.3.a-g | Know and apply grade-level phonics and word analysis skills in decoding words. |
| 1 | RF.1.4.a-c | Read with sufficient accuracy and fluency to support comprehension. |
| 1 | RI.1.1 | Ask and answer questions about key details in an informational text. |
| 1 | RI.1.2 | Identify the main topic and retell key details of a text. |
| 1 | RL.1.1 | Ask and answer questions about a literary text using key details from the text. |
| 1 | RL.1.10 | With prompting and support, read prose and poetry of appropriate complexity for grade 1. |
| 1 | RL.1.2 | Retell stories, using key details, and demonstrate understanding of their message or lesson. |
| 1 | RL.1.3 | Describe characters, settings, and major events in a story, using key details. |
| 1 | SL.1.1.a-c | Participate in collaborative conversations with diverse partners about grade 1 topics and texts. |
| 1 | SL.1.4 | Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. |
| 1 | W.1.1 | Write opinion pieces introducing the topic, stating an opinion, supplying a reason, and providing closure. |
| 1 | W.1.2 | Write informative/explanatory texts naming a topic, supplying facts, and providing closure. |
| 1 | W.1.3 | Write narratives recounting two or more sequenced events with details and a sense of closure. |
| 2 | L.2.1 | Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. |
| 2 | RF.2.3 | Know and apply grade-level phonics and word analysis skills in decoding words. |
| 2 | RF.2.4 | Read with sufficient accuracy and fluency to support comprehension. |
| 2 | RI.2.1 | Ask and answer questions to demonstrate understanding of key details in an informational text. |
| 2 | RL.2.1 | Ask and answer who/what/where/when/why/how questions to demonstrate understanding of key details in a text. |
| 2 | RL.2.5 | Describe the overall structure of a story, including how the beginning introduces the story and the ending concludes the action. |
| 2 | SL.2.1 | Participate in collaborative conversations with diverse partners about grade 2 topics and texts. |
| 2 | W.2.3 | Write narratives recounting a well-elaborated event or short sequence of events with details and closure. |
| 3 | L.3.1 | Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. |
| 3 | RF.3.3 | Know and apply grade-level phonics and word analysis skills in decoding words. |
| 3 | RI.3.1 | Ask and answer questions to demonstrate understanding, referring explicitly to the text as the basis for answers. |
| 3 | RL.3.1 | Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for answers. |
| 3 | RL.3.2 | Recount stories and determine the central message, lesson, or moral and how it is conveyed through key details. |
| 3 | SL.3.4 | Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant details. |
| 3 | W.3.1 | Write opinion pieces on topics or texts, supporting a point of view with reasons. |
| 4 | L.4.1 | Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. |
| 4 | L.4.5 | Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. |
| 4 | RF.4.3 | Know and apply grade-level phonics and word analysis skills in decoding words. |
| 4 | RF.4.4 | Read with sufficient accuracy and fluency to support comprehension. |
| 4 | RI.4.1 | Locate explicit information in the text to explain what the text says explicitly and to support inferences. |
| 4 | RI.4.2 | Determine the main idea of a text and explain how it is supported by key details; paraphrase or summarize. |
| 4 | RI.4.3 | Explain relationships (e.g., cause-effect) among events, ideas, or concepts in a historical, scientific, or technical text. |
| 4 | RL.4.1 | Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences. |
| 4 | RL.4.2 | Determine a theme or author's message of a story, drama, or poem using details and evidence; summarize main ideas/events in sequence. |
| 4 | RL.4.3 | Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text. |
| 4 | RL.4.6 | Compare and contrast the point of view from which different stories are narrated, including first vs. third person. |
| 4 | SL.4.1 | Engage effectively in a range of collaborative discussions on grade 4 topics and texts, building on others' ideas. |
| 4 | SL.4.4 | Report on a topic or text, tell a story, or recount an experience in an organized manner with relevant details. |
| 4 | W.4.1 | Write opinion pieces on topics or texts, supporting a point of view with fact- or text-based reasons. |
| 4 | W.4.2 | Write informative/explanatory texts to examine a topic and convey ideas and information clearly. |
| 4 | W.4.3 | Use narrative writing to develop real or imagined characters, experiences, or events with detail and clear event sequences. |
| 5 | L.5.1 | Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. |
| 5 | RF.5.3 | Know and apply grade-level phonics and word analysis skills in decoding words. |
| 5 | RF.5.4 | Read with sufficient accuracy and fluency to support comprehension. |
| 5 | RI.5.2 | Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. |
| 5 | RL.5.1 | Quote accurately from a text when explaining what it says explicitly and when drawing inferences. |
| 5 | SL.5.1 | Engage effectively in a range of collaborative discussions on grade 5 topics and texts. |
| 5 | W.5.1 | Write opinion pieces on topics or texts, supporting a point of view with reasons and information. |
| 6 | L.6.1 | Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. |
| 6 | RH.6-8.1 | Cite specific textual evidence to support analysis of primary and secondary sources (grades 6-8). |
| 6 | RI.6.4 | Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings. |
| 6 | RL.6.1 | Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. |
| 6 | RST.6-8.1 | Cite specific textual evidence to support analysis of science and technical texts (grades 6-8). |
| 6 | SL.6.1 | Engage effectively in a range of collaborative discussions on grade 6 topics, texts, and issues. |
| 6 | W.6.1 | Write arguments to support claims with clear reasons and relevant evidence. |
| 7 | L.7.1 | Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. |
| 7 | RI.7.1 | Cite several pieces of textual evidence to support analysis of an informational text. |
| 7 | RL.7.1 | Cite several pieces of textual evidence to support analysis of what the text says explicitly and inferences drawn. |
| 7 | RL.7.3 | Analyze how particular elements of a story or drama interact (e.g., how setting shapes characters or plot). |
| 7 | SL.7.4 | Present claims and findings, emphasizing salient points with pertinent descriptions, facts, and details. |
| 7 | W.7.2 | Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information clearly. |
| 8 | L.8.1 | Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. |
| 8 | RI.8.8 | Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound. |
| 8 | RL.8.2 | Determine a theme or central idea of a text and analyze its development; provide an objective summary. |
| 8 | SL.8.1 | Engage effectively in a range of collaborative discussions on grade 8 topics, texts, and issues. |
| 8 | W.8.1 | Write arguments to support claims with clear reasons and relevant evidence, acknowledging opposing claims. |
| 8 | WHST.6-8.1 | Write arguments focused on discipline-specific content (history/social studies, science, technical; grades 6-8). |
| 9-10 | L.9-10.1 | Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. |
| 9-10 | RH.9-10.1 | Cite specific textual evidence to support analysis of primary and secondary sources (grades 9-10). |
| 9-10 | RI.9-10.1 | Cite strong and thorough textual evidence to support analysis of what the text says explicitly and inferences drawn. |
| 9-10 | RL.9-10.1 | Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as implicit inferences. |
| 9-10 | RL.9-10.3 | Analyze how complex characters develop over the course of a text, interact with others, and advance the plot or theme. |
| 9-10 | RL.9-10.5 | Analyze how an author's structural choices, literary devices, event order, and time manipulation create effects such as tension or surprise. |
| 9-10 | RST.9-10.1 | Cite specific textual evidence to support analysis of science and technical texts (grades 9-10). |
| 9-10 | SL.9-10.1 | Initiate and participate effectively in a range of collaborative discussions on grades 9-10 topics, texts, and issues. |
| 9-10 | W.9-10.1 | Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and sufficient evidence. |
| 9-10 | W.9-10.2 | Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately. |
| 11-12 | L.11-12.1 | Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. |
| 11-12 | L.11-12.2 | Demonstrate command of the conventions of capitalization, punctuation, and spelling when writing. |
| 11-12 | RH.11-12.1 | Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained (grades 11-12). |
| 11-12 | RI.11-12.1 | Cite strong and thorough textual evidence, including determining where the text leaves matters uncertain. |
| 11-12 | RI.11-12.8 | Delineate and evaluate reasoning in seminal U.S. texts, including constitutional principles and legal reasoning. |
| 11-12 | RL.11-12.1 | Cite strong and thorough textual evidence, including determining where the text leaves matters uncertain (ambiguity). |
| 11-12 | RL.11-12.2 | Determine two or more themes or central ideas and analyze their development and interaction; restate and summarize main ideas in sequence. |
| 11-12 | RL.11-12.5 | Analyze how an author's choices in structuring parts of a text contribute to its overall structure, meaning, and aesthetic impact. |
| 11-12 | RST.11-12.1 | Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions (grades 11-12). |
| 11-12 | SL.11-12.1 | Initiate and participate effectively in a range of collaborative discussions on grades 11-12 topics, texts, and issues. |
| 11-12 | W.11-12.1 | Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and sufficient evidence. |
| 11-12 | W.11-12.2 | Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately. |
| 11-12 | WHST.11-12.1 | Write arguments focused on discipline-specific content (history/social studies, science, and technical subjects; grades 11-12). |
· Science Standards for Alaska / K-12 Science Standards for Alaska (adopted 2019) · 122
| K | K-ESS2-1 | Use and share observations of local weather conditions to describe patterns over time. |
| K | K-ESS2-2 | Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs. |
| K | K-ESS3-1 | Use a model to represent the relationship between the needs of different plants and animals (including humans) and the places they live. |
| K | K-ESS3-2 | Ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond to, severe weather. |
| K | K-ESS3-3 | Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment. |
| K | K-LS1-1 | Use observations to describe patterns of what plants and animals (including humans) need to survive. |
| K | K-PS2-1 | Plan and conduct an investigation to compare the effects of different strengths or directions of pushes and pulls on the motion of an object. |
| K | K-PS2-2 | Analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or pull. |
| K | K-PS3-1 | Make observations to determine the effect of sunlight on Earth's surface. |
| K | K-PS3-2 | Use tools and materials to design and build a structure that will reduce the warming effect of sunlight on an area. |
| 1 | 1-ESS1-1 | Use observations of the sun, moon, and stars to describe patterns that can be predicted. |
| 1 | 1-ESS1-2 | Make observations at different times of year to relate the amount of daylight to the time of year. |
| 1 | 1-LS1-1 | Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to survive, grow, and meet their needs. |
| 1 | 1-LS1-2 | Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive. |
| 1 | 1-LS3-1 | Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. |
| 1 | 1-PS4-1 | Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. |
| 1 | 1-PS4-2 | Make observations to construct an evidence-based account that objects in darkness can be seen only when illuminated. |
| 1 | 1-PS4-3 | Plan and conduct investigations to determine the effect of placing objects made with different materials in the path of a beam of light. |
| 1 | 1-PS4-4 | Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. |
| 2 | 2-ESS1-1 | Use information from several sources to provide evidence that Earth events can occur quickly or slowly. |
| 2 | 2-ESS2-1 | Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land. |
| 2 | 2-ESS2-2 | Develop a model to represent the shapes and kinds of land and bodies of water in an area. |
| 2 | 2-ESS2-3 | Obtain information to identify where water is found on Earth and that it can be solid or liquid. |
| 2 | 2-ETS1-1 | Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through a new or improved object or tool. |
| 2 | 2-ETS1-2 | 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. |
| 2 | 2-ETS1-3 | Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. |
| 2 | 2-LS2-1 | Plan and conduct an investigation to determine if plants need sunlight and water to grow. |
| 2 | 2-LS2-2 | Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants. |
| 2 | 2-LS4-1 | Make observations of plants and animals to compare the diversity of life in different habitats. |
| 2 | 2-PS1-1 | Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties. |
| 2 | 2-PS1-2 | Analyze data obtained from testing different materials to determine which materials have the properties best suited for an intended purpose. |
| 2 | 2-PS1-3 | Make observations to construct an evidence-based account of how an object made of a small set of pieces can be disassembled and made into a new object. |
| 2 | 2-PS1-4 | Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot. |
| 3 | 3-ESS2-1 | Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season. |
| 3 | 3-ESS2-2 | Obtain and combine information to describe climates in different regions of the world. |
| 3 | 3-ESS3-1 | Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard. |
| 3 | 3-LS1-1 | Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death. |
| 3 | 3-LS2-1 | Construct an argument that some animals form groups that help members survive. |
| 3 | 3-LS3-1 | Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms. |
| 3 | 3-LS3-2 | Use evidence to support the explanation that traits can be influenced by the environment. |
| 3 | 3-LS4-1 | Analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they lived long ago. |
| 3 | 3-LS4-3 | Construct an argument with evidence that in a particular habitat some organisms can survive well, some less well, and some cannot survive at all. |
| 3 | 3-PS2-1 | Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object. |
| 3 | 3-PS2-2 | Make observations and/or measurements of an object's motion to provide evidence that a pattern can be used to predict future motion. |
| 3 | 3-PS2-3 | Ask questions to determine cause-and-effect relationships of electric or magnetic interactions between two objects not in contact with each other. |
| 3 | 3-PS2-4 | Define a simple design problem that can be solved by applying scientific ideas about magnets. |
| 4 | 4-ESS1-1 | Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time. |
| 4 | 4-ESS2-1 | Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation. |
| 4 | 4-ESS2-2 | Analyze and interpret data from maps to describe patterns of Earth's features. |
| 4 | 4-ESS3-1 | Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment. |
| 4 | 4-ESS3-2 | Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans. |
| 4 | 4-LS1-1 | Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. |
| 4 | 4-LS1-2 | Use a model to describe that animals receive different types of information through their senses, process the information in their brain, and respond in different ways. |
| 4 | 4-PS3-1 | Use evidence to construct an explanation relating the speed of an object to the energy of that object. |
| 4 | 4-PS3-2 | Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. |
| 4 | 4-PS3-3 | Ask questions and predict outcomes about the changes in energy that occur when objects collide. |
| 4 | 4-PS3-4 | Apply scientific ideas to design, test, and refine a device that converts energy from one form to another. |
| 4 | 4-PS4-1 | Develop a model of waves to describe patterns in terms of amplitude and wavelength and that waves can cause objects to move. |
| 4 | 4-PS4-3 | Generate and compare multiple solutions that use patterns to transfer information. |
| 5 | 5-ESS1-1 | Support an argument that differences in the apparent brightness of the sun compared to other stars is due to their relative distances from Earth. |
| 5 | 5-ESS1-2 | Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of stars. |
| 5 | 5-ESS2-1 | Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. |
| 5 | 5-ESS2-2 | Describe and graph the amounts of saltwater and freshwater in various reservoirs to provide evidence about the distribution of water on Earth. |
| 5 | 5-ESS3-1 | Obtain and combine information about ways individual communities use science ideas to protect the Earth's resources and environment. |
| 5 | 5-ETS1-1 | Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. |
| 5 | 5-LS1-1 | Support an argument that plants get the materials they need for growth chiefly from air and water. |
| 5 | 5-LS2-1 | Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment. |
| 5 | 5-PS1-1 | Develop a model to describe that matter is made of particles too small to be seen. |
| 5 | 5-PS1-2 | 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. |
| 5 | 5-PS1-3 | Make observations and measurements to identify materials based on their properties. |
| 5 | 5-PS1-4 | Conduct an investigation to determine whether the mixing of two or more substances results in new substances. |
| 5 | 5-PS2-1 | Support an argument that the gravitational force exerted by Earth on objects is directed down. |
| 5 | 5-PS3-1 | Use models to describe that energy in animals' food (used for body repair, growth, motion, and to maintain body warmth) was once energy from the sun. |
| 6-8 (Middle School) | MS-ESS1-2 | Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system. |
| 6-8 (Middle School) | MS-ESS1-4 | Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth's 4.6-billion-year-old history. |
| 6-8 (Middle School) | MS-ESS2-1 | Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process. |
| 6-8 (Middle School) | MS-ESS2-5 | Collect data to provide evidence for how the motions and complex interactions of air masses result in changes in weather conditions. |
| 6-8 (Middle School) | MS-ESS3-3 | Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment. |
| 6-8 (Middle School) | MS-ESS3-5 | Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century. |
| 6-8 (Middle School) | MS-ETS1-1 | Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment. |
| 6-8 (Middle School) | MS-ETS1-4 | 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. |
| 6-8 (Middle School) | MS-LS1-1 | Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells. |
| 6-8 (Middle School) | MS-LS1-2 | Develop and use a model to describe the function of a cell as a whole and ways the parts of cells contribute to the function. |
| 6-8 (Middle School) | MS-LS1-5 | Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. |
| 6-8 (Middle School) | MS-LS2-1 | Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. |
| 6-8 (Middle School) | MS-LS2-3 | Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. |
| 6-8 (Middle School) | MS-LS3-1 | Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. |
| 6-8 (Middle School) | MS-LS4-1 | 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. |
| 6-8 (Middle School) | MS-LS4-4 | Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals' probability of surviving and reproducing in a specific environment. |
| 6-8 (Middle School) | MS-PS1-1 | Develop models to describe the atomic composition of simple molecules and extended structures. |
| 6-8 (Middle School) | MS-PS1-2 | Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred. |
| 6-8 (Middle School) | MS-PS1-4 | Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed. |
| 6-8 (Middle School) | MS-PS2-1 | Apply Newton's Third Law to design a solution to a problem involving the motion of two colliding objects. |
| 6-8 (Middle School) | MS-PS2-3 | Ask questions about data to determine the factors that affect the strength of electric and magnetic forces. |
| 6-8 (Middle School) | MS-PS3-1 | Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an object and to the speed of an object. |
| 6-8 (Middle School) | MS-PS3-3 | Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer. |
| 6-8 (Middle School) | MS-PS4-1 | Use mathematical representations to describe a simple model for waves that includes how the amplitude of a wave is related to the energy in a wave. |
| 6-8 (Middle School) | MS-PS4-2 | Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. |
| 9-12 (High School) | HS-ESS1-1 | Develop a model based on evidence to illustrate the life span of the sun and the role of nuclear fusion in the sun's core to release energy that eventually reaches Earth in the form of radiation. |
| 9-12 (High School) | HS-ESS1-2 | Construct an explanation of the Big Bang theory based on astronomical evidence of light spectra, motion of distant galaxies, and composition of matter in the universe. |
| 9-12 (High School) | HS-ESS2-1 | Develop a model to illustrate how Earth's internal and surface processes operate at different spatial and temporal scales to form continental and ocean-floor features. |
| 9-12 (High School) | HS-ESS2-4 | Use a model to describe how variations in the flow of energy into and out of Earth's systems result in changes in climate. |
| 9-12 (High School) | HS-ESS3-1 | Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity. |
| 9-12 (High School) | HS-ESS3-5 | Analyze geoscience data and the results from global climate models to make an evidence-based forecast of the current rate of global or regional climate change and associated future impacts to Earth systems. |
| 9-12 (High School) | HS-ETS1-1 | Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. |
| 9-12 (High School) | HS-ETS1-2 | Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering. |
| 9-12 (High School) | HS-LS1-1 | Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins, which carry out the essential functions of life through systems of specialized cells. |
| 9-12 (High School) | HS-LS1-2 | Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. |
| 9-12 (High School) | HS-LS1-5 | Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. |
| 9-12 (High School) | HS-LS2-1 | Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. |
| 9-12 (High School) | HS-LS2-4 | Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem. |
| 9-12 (High School) | HS-LS3-1 | Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. |
| 9-12 (High School) | HS-LS4-1 | Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. |
| 9-12 (High School) | HS-LS4-4 | Construct an explanation based on evidence for how natural selection leads to adaptation of populations. |
| 9-12 (High School) | HS-PS1-1 | Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms. |
| 9-12 (High School) | HS-PS1-2 | Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties. |
| 9-12 (High School) | HS-PS1-7 | Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction. |
| 9-12 (High School) | HS-PS2-1 | Analyze data to support the claim that Newton's Second Law of Motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration. |
| 9-12 (High School) | HS-PS2-4 | Use mathematical representations of Newton's Law of Gravitation and Coulomb's Law to describe and predict the gravitational and electrostatic forces between objects. |
| 9-12 (High School) | HS-PS3-1 | Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known. |
| 9-12 (High School) | HS-PS3-2 | Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motions of particles (objects) and energy associated with the relative positions of particles (objects). |
| 9-12 (High School) | HS-PS4-1 | Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling in various media. |
· Alaska Social Studies Standards (adopted 2024) · 120
| K | SS.K.1.11.1 | With support, identify examples of goods and services. |
| K | SS.K.1.16.1 | With support, describe seasonal weather patterns in the local community. |
| K | SS.K.1.21.1 | Demonstrate the importance of listening to others' points of view in the classroom and on the playground. |
| K | SS.K.1.6.1 | Identify leaders in the student's life and describe their roles. |
| K | SS.K.2.11.1 | Participate in discussions about goods and services in the local community. |
| K | SS.K.2.21.1 | Describe an event from the student's own perspective. |
| K | SS.K.2.6.1 | Explain and provide examples of important roles of society. |
| K | SS.K.3.16.1 | Name environmental characteristics of the area surrounding the school. |
| K | SS.K.3.6.1 | Identify rules for different settings. |
| K | SS.K.4.11.1 | Participate in discussions about how people work to support their families. |
| 1 | SS.1.1.11.1 | With support, explain the difference between producers and consumers. |
| 1 | SS.1.1.16.1 | Describe local weather and how it affects individuals and their activities. |
| 1 | SS.1.1.21.1 | Describe an event from two different perspectives. |
| 1 | SS.1.1.6.1 | Identify leaders in the student's local community and describe their roles and responsibilities. |
| 1 | SS.1.2.11.1 | Compare and contrast goods produced in the local community with those produced elsewhere. |
| 1 | SS.1.2.6.1 | Compare roles and responsibilities of self and others at home, at school, and in the local community. |
| 2 | SS.2.1.11.1 | Describe the skills and knowledge required to produce certain goods and services. |
| 2 | SS.2.1.16.1 | Explain how weather, climate, and other environmental characteristics affect people's lives in the local region. |
| 2 | SS.2.1.21.1 | Compare past and present perspectives on a situation, event, issue, or problem within the community. |
| 2 | SS.2.1.6.1 | Identify local and state leaders and describe their roles and responsibilities. |
| 2 | SS.2.2.11.1 | Describe the goods and services that people in the local community produce and those that are produced in other communities. |
| 2 | SS.2.2.6.1 | Recognize that government leaders are elected through a voting process and participate as appropriate. |
| 3 | SS.3.1.11.1 | Define and provide examples of human capital, physical capital, and natural resources in Alaska. |
| 3 | SS.3.1.16.1 | Discuss how culture influences the way people modify and adapt to their environments in Alaska. |
| 3 | SS.3.1.21.1 | Reflect upon why individuals and groups in Alaska differ in their perspectives of events in the state's history. |
| 3 | SS.3.1.6.1 | Describe the responsibilities and powers of local, Tribal, and state leaders across branches of government. |
| 3 | SS.3.2.11.1 | Explain what it means for an individual and/or business to specialize and/or trade. |
| 3 | SS.3.2.16.1 | Discuss how the cultural and environmental characteristics of Alaska change over time. |
| 3 | SS.3.2.21.1 | Explain how the events of Alaska history contributed to the differing perspectives of Indigenous and non-Indigenous peoples. |
| 3 | SS.3.2.6.1 | List ways that people participate in democracy. |
| 4 | SS.4.1.11.1 | Compare examples of human capital, physical capital, and natural resources in various U.S. regions. |
| 4 | SS.4.1.16.1 | Explain how culture influences the way people modify and adapt to their environments in each region of the United States. |
| 4 | SS.4.1.18.1 | Construct maps and other graphic representations of the various regions around the world. |
| 4 | SS.4.1.21.1 | Recognize the multiple individual and group perspectives relating to important or major events in history. |
| 4 | SS.4.1.6.1 | Compare and contrast the responsibilities and powers of government officials and various levels and branches of the current federal government. |
| 4 | SS.4.2.11.1 | Provide examples, within and outside of Alaska, of individuals and businesses that specialize and trade. |
| 4 | SS.4.2.21.1 | Explain how the events of U.S. history contributed to the differing perspectives of Indigenous and non-Indigenous peoples across the United States, including Alaska Native groups. |
| 4 | SS.4.2.6.1 | Explain how democracies rely on responsible participation. |
| 5 | SS.5.1.11.1 | Compare and contrast past and current examples of human capital, physical capital, and natural resources and how they were/are used to produce goods and services. |
| 5 | SS.5.1.16.1 | Analyze how culture influences the way people modified and adapted to their environments in the early American colonies. |
| 5 | SS.5.1.21.1 | Summarize the perspectives of multiple individuals and/or groups when considering one or more major events in early U.S. history. |
| 5 | SS.5.1.6.1 | Distinguish the responsibilities and powers of government officials at various levels and branches of government in the early days of American democracy. |
| 5 | SS.5.2.11.1 | Summarize multiple reasons why individuals and businesses throughout U.S. history have specialized or traded. |
| 5 | SS.5.2.16.1 | Analyze how the cultural and environmental characteristics of the early American colonies changed over time. |
| 5 | SS.5.2.21.1 | Analyze connections among historical context and people's perspectives in the American colonies. |
| 5 | SS.5.2.6.1 | Assess the importance of participation in democracy. |
| 6 | SS.6.1.18.1 | Define absolute and relative location using real-world examples. |
| 6 | SS.6.1.18.2 | Draft and utilize a variety of maps to communicate information. |
| 6 | SS.6.2.14.1 | Identify historical and contemporary populations that have migrated to Alaska in the past 200 years. |
| 6 | SS.6.2.14.2 | Examine the narratives, experiences, and impacts of various immigrant groups who have inhabited Alaska. |
| 6 | SS.6.2.22.1 | Examine multiple explanations for how people came to Alaska. |
| 6 | SS.6.2.22.2 | Investigate how the climate and physical features of Alaska influenced migration and settlement. |
| 6 | SS.6.4.6.1 | Examine the major components and roles of local, Tribal, and state governments. |
| 6 | SS.6.4.8.1 | Evaluate and compare procedures for making decisions at the Tribal, local, state, and national levels. |
| 7 | SS.7.1.10.1 | Describe the roles of political, civil, and economic organizations in shaping people's lives. |
| 7 | SS.7.1.16.1 | Investigate how cultural diffusion occurs and causes complex societies to interact and spread from one region to another. |
| 7 | SS.7.1.16.2 | Analyze how geographical features, climate, and available resources influenced the development of distinct cultures and societies. |
| 7 | SS.7.1.2.1 | Evaluate the impact of the Agricultural Revolution and early technological innovations using a variety of primary and secondary sources. |
| 7 | SS.7.1.21.1 | Analyze multiple points of view to create a multifaceted interpretation of prehistory. |
| 7 | SS.7.1.24.1 | Locate primary and secondary sources to investigate perspectives regarding prehistory. |
| 7 | SS.7.2.8.1 | Assess how people address public problems through the use of rules and laws. |
| 7 | SS.7.4.14.1 | Evaluate the role of international trade, production versus importation, and the impact of local events on the global economy. |
| 8 | SS.8.1.16.1 | Analyze the push and pull factors that influenced early people to migrate. |
| 8 | SS.8.1.19.1 | Investigate patterns of migration of early people as they settled across Alaska and North, Central, and South America. |
| 8 | SS.8.1.23.1 | Explain the importance of artifacts and oral histories in understanding how prehistoric people lived. |
| 8 | SS.8.1.24.1 | Describe the technical limitations of historians and archeologists studying the distant past. |
| 8 | SS.8.1.6.1 | Investigate the unique ways that Indigenous peoples organize themselves and their societies. |
| 8 | SS.8.2.11.1 | Analyze how the exchange of goods contributed to the development of global trade. |
| 8 | SS.8.2.2.1 | Identify primary and secondary sources related to European exploration and colonization, considering their reliability and potential bias. |
| 8 | SS.8.2.2.2 | Analyze a variety of primary sources about exploration routes, encounters, and cultural exchanges. |
| 8 | SS.8.3.11.1 | Examine the economic systems of different colonial regions. |
| 8 | SS.8.3.6.1 | Identify the factors that led to the growth of representative government in colonial societies. |
| K-2 | SS.K-2.1.1 | Construct a variety of questions about social studies topics with guidance from adults and/or peers. |
| 3-5 | SS.3-5.2.3 | Gather relevant information from multiple credible sources to address compelling questions or research. |
| 6-8 | SS.6-8.2.2 | Evaluate sources of information by examining origin, author, context, and content. |
| 9-12 | SS.9-12.11.1 | Compare and contrast market, command, and traditional economies. |
| 9-12 | SS.9-12.11.2 | Explain the strengths and weaknesses of market, command, and traditional economies. |
| 9-12 | SS.9-12.11.3 | Critique inequities in different economic systems. |
| 9-12 | SS.9-12.11.4 | Explain the roles of buyers and sellers in product, labor, and financial markets. |
| 9-12 | SS.9-12.11.5 | Describe the role of competition in the determination of prices and wages in a market economy. |
| 9-12 | SS.9-12.11.6 | Describe the consequences of competition in specific markets. |
| 9-12 | SS.9-12.16.1 | Assess the reciprocal relationship between the physical environment and culture within local, national, and global scales. |
| 9-12 | SS.9-12.16.2 | Examine how differing cultural conceptions of the relationship between humans and the environment can influence and be impacted by political and economic decision-making. |
| 9-12 | SS.9-12.16.3 | Analyze relationships and interactions within and between human and physical systems. |
| 9-12 | SS.9-12.16.4 | Analyze how the forces of cooperation and conflict within and among people, nations, and empires influence the division and control of Earth's surface and resources. |
| 9-12 | SS.9-12.16.5 | Assess how human-imposed and natural borders have influenced cultural identity, resource management, and economic and political decision-making over time and across local-to-global scales. |
| 9-12 | SS.9-12.16.6 | Assess how social, economic, political, and environmental developments at the global, national, regional, and local levels affect the sustainability of modern and traditional cultures. |
| 9-12 | SS.9-12.3.1 | Develop a defensible claim using evidence from multiple sources and perspectives. |
| 9-12 | SS.9-12.6.1 | Explain the philosophies, ideals, processes, and documents that the Constitution was based upon to create a representative democracy. |
| 9-12 | SS.9-12.6.2 | Compare and contrast various political philosophies and how they form various types of governments. |
| 9-12 | SS.9-12.6.3 | Analyze the U.S. Constitution and explain how it incorporates the principles of the rule of law, popular sovereignty, separation of powers, checks and balances, federalism, and limited government. |
| 9-12 | SS.9-12.6.4 | Distinguish the powers and responsibilities of local, state, Indigenous, Tribal, national, and international civic and political institutions. |
| 9-12 | SS.9-12.6.5 | Take a position based on evidence about the purpose, processes, strengths, and weaknesses of the structure of the U.S. government. |
| 9-12 | SS.9-12.6.6 | Evaluate efforts to adapt and redesign the U.S. Constitution and political institutions over time. |
| Alaska History (9-12) | SS.AKH.1.16.1 | Analyze the geopolitical importance of Alaska's strategic location in the circumpolar north. |
| Alaska History (9-12) | SS.AKH.1.19.1 | Examine the immediate and long-term impacts of epidemics throughout Alaska's history. |
| Alaska History (9-12) | SS.AKH.1.23.1 | Examine how conceptions and definitions of Tribal affiliations have shifted over time. |
| Alaska History (9-12) | SS.AKH.1.25.1 | Evaluate the role of significant individuals across different eras of Alaska's history. |
| Alaska History (9-12) | SS.AKH.2.6.1 | Analyze the role of the federal government's claims to Alaska's lands for military use, resources, trade, and infrastructure over time. |
| Alaska History (9-12) | SS.AKH.2.8.1 | Analyze the legal contexts of Alaska's Land Claims Settlement Act and the long-term effects of it on Indigenous Tribal societies and governments. |
| Alaska History (9-12) | SS.AKH.6.11.1 | Identify Alaska's markets and industries and analyze their impact on Alaska's economy. |
| Alaska History (9-12) | SS.AKH.6.15.1 | Explain how elements of state, Tribal, and local economies have developed in response to Alaska's role as a resource developer. |
| U.S. History (9-12) | SS.USH.1.11.1 | Identify the conditions that gave rise to the market revolution, and evaluate its impacts on labor conflicts and divisions over slavery. |
| U.S. History (9-12) | SS.USH.1.13.1 | Analyze how economic growth and industrialization transformed daily life. |
| U.S. History (9-12) | SS.USH.1.21.1 | Evaluate the ways in which the United States acquired new territories, including purchases, forced relocation, treaties, annexation, and war. |
| U.S. History (9-12) | SS.USH.1.21.2 | Analyze why and how Indigenous peoples resisted U.S. territorial expansion. |
| U.S. History (9-12) | SS.USH.1.24.1 | Compare and contrast Indigenous and Hispanic peoples' experiences with assimilation and other immigrants' experiences as part of expansion across the territorial United States. |
| U.S. History (9-12) | SS.USH.1.8.1 | Explain the relationship that was developed between federal, state, and Tribal governments through treaties, court decisions, and land acquisition statutes. |
| U.S. History (9-12) | SS.USH.1.8.2 | Evaluate the efficacy of formal U.S. policies of expansion, their effects on Sovereign Tribal Nations' ability to self-govern, and Indigenous resistance efforts to preserve Tribal sovereignty. |
| U.S. History (9-12) | SS.USH.1.9.1 | Examine Indigenous political systems pre-contact and explain changes and adaptations due to colonialism and Western influence. |
| U.S. History (9-12) | SS.USH.2.16.1 | Explain the role of border states and territories in the U.S. Civil War. |
| U.S. History (9-12) | SS.USH.3.19.1 | Explain how massive immigration after 1870 led to new social patterns, conflicts, and ideas of national unity that developed amid growing cultural diversity. |
| World History (9-12) | SS.WH.1.12.1 | Describe the distribution of resources among classes in the feudal hierarchies of European and Asian societies. |
| World History (9-12) | SS.WH.1.14.1 | Describe how trade networks and the transfer of goods and ideas linked post-classical societies. |
| World History (9-12) | SS.WH.1.17.1 | Compare cultural and technological innovations of the Olmec, Mayan, Aztec, and Inca civilizations. |
| World History (9-12) | SS.WH.1.17.2 | Analyze cultural diffusion and trade among African empires and kingdoms. |
| World History (9-12) | SS.WH.1.24.1 | Explain how the fall of the Roman Empire led to the emergence of European feudalism. |
| World History (9-12) | SS.WH.2.23.1 | Explain how the ideas of the Renaissance and Reformation motivated exploration and conquest. |
| World History (9-12) | SS.WH.3.6.1 | Explain how Enlightenment ideas influenced the political philosophies about who should govern and how. |
| World History (9-12) | SS.WH.6.10.1 | Assess proposed solutions to past and ongoing human rights violations. |
Is homeschooling legal in Alaska?
Yes. Alaska is one of the least-regulated states for homeschooling.
Do I have to notify anyone to homeschool in Alaska?
No. Alaska does not require parents to file a notice to begin homeschooling. No notification or filing of any kind is required to homeschool independently under the parent-taught exemption, AS 14.30.010(b)(12). The home educator does not notify the school district or the state. (Alaska also offers other options -- e.g. enrolling in a state correspondence/homeschool program, a religious or private school, or using a certificated private tutor -- which carry their own enrollment/notice rules, but the independent home-education exemption itself requires no notice.)
Is standardized testing required for homeschoolers in Alaska?
No annual test is mandated for homeschoolers in Alaska. The state test (AK STAR (Alaska System of Academic Readiness) for ELA and mathematics; Alaska Science Assessment for science. AK STAR replaced PEAKS in 2022.) is not required for home-educated students.
What subjects are required for homeschooling in Alaska?
Alaska statute does not enumerate a required subject list. Families typically cover English/language arts, math, science, and social studies.
Does Alaska have its own learning standards?
Math: Alaska Mathematics Standards (adopted June 2012). ELA: Alaska English/Language Arts Standards (adopted June 2012). Science: Science Standards for Alaska / K-12 Science Standards for Alaska (adopted 2019). Social studies: Alaska Social Studies Standards (adopted 2024).