AZ ·
5
none specified (Arizona law sets no required number of days or hours for homeschool instruction)
Arizona is a low-regulation homeschool state. Compulsory attendance applies to children ages 6-16. To homeschool, the parent/guardian/custodian files a one-time affidavit of intent with the county school superintendent within 30 days of starting, and must provide instruction in reading, grammar, mathematics, social studies, and science. There is no required teacher qualification, no required instruction time, no required curriculum approval, no required standardized testing or assessment, and no recordkeeping or reporting mandate. A.R.S. 15-745 expressly states that homeschooled students are not required to be tested while receiving homeschool instruction (they may take state tests voluntarily at no charge). 'Homeschool' is statutorily defined as instruction provided primarily by a parent, guardian, or other person with custody, in the child's home.
A one-time affidavit of intent to homeschool must be filed with the COUNTY school superintendent (not the state) within 30 days after the child begins homeschooling. The affidavit includes the child's name, date of birth, current address, and the name/address of the person who has custody. It is not required again unless homeschooling is terminated and later resumed (a new affidavit is then required within 30 days). If homeschooling is terminated, the custodian must notify the county superintendent within 30 days. Failure to file is a petty offense. (A.R.S. 15-802)
No recordkeeping, attendance logging, portfolio, or reporting is required by statute. Parents commonly keep their own records (curriculum, work samples, transcripts) for re-enrollment or college admission, but this is voluntary, not legally mandated.
- reading
- grammar
- mathematics
- social studies
- science
· Arizona Mathematics Standards (2016) · 118
| K | K.CC.A.1 | Count to 100 by ones and by tens. |
| K | K.CC.B.4 | Understand the relationship between numbers and quantities; connect counting to cardinality. |
| K | K.CC.C.6 | Identify whether the number of objects in one group is greater than, less than, or equal to another. |
| K | K.G.A.2 | Correctly name shapes regardless of their orientation or overall size. |
| K | K.G.B.6 | Use simple shapes to compose larger shapes. |
| K | K.MD.A.1 | Describe measurable attributes of a single object, such as length or weight. |
| K | K.NBT.A.1 | Compose and decompose numbers 11-19 into ten ones and some further ones. |
| K | K.OA.A.1 | Represent addition and subtraction concretely (objects, fingers, drawings, sounds, acting out). |
| K | K.OA.A.5 | Fluently add and subtract within 5. |
| 1 | 1.G.A.3 | Partition circles and rectangles into two and four equal shares (halves, fourths, quarters). |
| 1 | 1.MD.A.1 | Order three objects by length; compare lengths of two objects indirectly via a third. |
| 1 | 1.MD.B.3b | Identify coins by name and value (pennies, nickels, dimes, and quarters). |
| 1 | 1.NBT.A.1 | Count to 120 by 1s, 2s, and 10s starting at any number less than 100. |
| 1 | 1.NBT.B.3 | Compare two two-digit numbers using >, =, and < based on tens and ones. |
| 1 | 1.OA.A.1 | Use addition and subtraction within 20 to solve word problems with unknowns in all positions. |
| 1 | 1.OA.C.6 | Fluently add and subtract within 10. |
| 1 | 1.OA.D.7 | Understand the meaning of the equal sign; determine if addition/subtraction equations are true or false. |
| 2 | 2.G.A.3 | Partition circles and rectangles into two, three, or four equal shares. |
| 2 | 2.MD.C.7 | Tell and write time from analog and digital clocks to the nearest five minutes. |
| 2 | 2.MD.C.8 | Solve word problems involving money (dollar bills, quarters, dimes, nickels, pennies). |
| 2 | 2.NBT.A.1 | Understand the three digits of a three-digit number represent hundreds, tens, and ones. |
| 2 | 2.NBT.B.5 | Fluently add and subtract within 100 using strategies based on place value. |
| 2 | 2.OA.A.1 | Use addition and subtraction within 100 to solve one- and two-step word problems. |
| 2 | 2.OA.B.2 | Fluently add and subtract within 20. |
| 2 | 2.OA.C.3 | Determine whether a group of objects (up to 20) has an odd or even number. |
| 3 | 3.G.A.1 | Understand that shapes in different categories may share attributes defining a larger category. |
| 3 | 3.MD.A.1b | Solve word problems involving money amounts through $20.00 (Arizona-specific). |
| 3 | 3.MD.C.7 | Relate area to the operations of multiplication and addition. |
| 3 | 3.NBT.A.2 | Fluently add and subtract within 1000 using strategies and algorithms. |
| 3 | 3.NF.A.1 | Understand a fraction 1/b as one part when a whole is partitioned into b equal parts. |
| 3 | 3.NF.A.3 | Explain equivalence of fractions and compare fractions by reasoning about their size. |
| 3 | 3.OA.A.1 | Interpret products of whole numbers as total objects in equal groups. |
| 3 | 3.OA.C.7 | Fluently multiply and divide within 100. |
| 3 | 3.OA.D.10 | Assess the reasonableness of answers using estimation strategies (Arizona-specific). |
| 3 | 3.OA.D.8 | Solve two-step word problems using the four operations. |
| 4 | 4.G.A.1 | Draw and identify points, lines, line segments, rays, angles, and parallel/perpendicular lines. |
| 4 | 4.MD.A.3 | Apply area and perimeter formulas for rectangles in real-world and mathematical problems. |
| 4 | 4.MD.C.6 | Measure angles in whole-number degrees using a protractor; sketch angles of a given measure. |
| 4 | 4.NBT.A.3 | Use place value understanding to round multi-digit whole numbers to any place. |
| 4 | 4.NBT.B.4 | Fluently add and subtract multi-digit whole numbers using a standard algorithm. |
| 4 | 4.NF.A.1 | Explain equivalent fractions using visual models and generate equivalent fractions. |
| 4 | 4.NF.B.3 | Understand a fraction a/b as a sum of unit fractions; add/subtract fractions with like denominators. |
| 4 | 4.NF.C.6 | Use decimal notation for fractions with denominators 10 or 100; locate decimals on a number line. |
| 4 | 4.OA.A.3 | Solve multistep word problems with the four operations, interpreting remainders. |
| 4 | 4.OA.B.4 | Find all factor pairs for a whole number 1-100; recognize multiples; identify prime/composite. |
| 5 | 5.G.A.1 | Understand a coordinate system as perpendicular number lines (axes) defining the plane. |
| 5 | 5.G.B.4 | Classify two-dimensional figures in a hierarchy based on their properties. |
| 5 | 5.MD.C.5 | Relate volume to multiplication and addition; solve real-world volume problems. |
| 5 | 5.NBT.A.3 | Read, write, and compare decimals to thousandths. |
| 5 | 5.NBT.B.5 | Fluently multiply multi-digit whole numbers using a standard algorithm. |
| 5 | 5.NBT.B.7 | Add, subtract, multiply, and divide decimals to hundredths. |
| 5 | 5.NF.A.1 | Add and subtract fractions with unlike denominators, including mixed numbers. |
| 5 | 5.NF.B.4 | Apply and extend understanding of multiplication to multiply a fraction by a fraction/whole number. |
| 5 | 5.OA.A.1 | Use parentheses and brackets in numerical expressions and evaluate such expressions. |
| 5 | 5.OA.B.3 | Generate two numerical patterns from two rules and analyze the relationship between them. |
| 6 | 6.EE.A.1 | Write and evaluate numerical expressions involving whole-number exponents. |
| 6 | 6.EE.B.7 | Solve real-world problems by writing/solving equations x+p=q and px=q. |
| 6 | 6.G.A.1 | Find the area of triangles, special quadrilaterals, and polygons by composing/decomposing. |
| 6 | 6.NS.B.2 | Fluently divide multi-digit numbers using a standard algorithm. |
| 6 | 6.NS.C.5 | Understand positive and negative numbers describing quantities with opposite directions/values. |
| 6 | 6.NS.C.7 | Understand ordering and absolute value of rational numbers. |
| 6 | 6.RP.A.1 | Understand the concept of a ratio as comparing two quantities multiplicatively. |
| 6 | 6.RP.A.3 | Use ratio and rate reasoning to solve real-world and mathematical problems. |
| 6 | 6.SP.A.1 | Recognize a statistical question as one that anticipates variability in the data. |
| 7 | 7.EE.B.4 | Use variables to construct equations and inequalities to solve real-world problems. |
| 7 | 7.G.B.4 | Know and use formulas for the area and circumference of a circle to solve problems. |
| 7 | 7.NS.A.1 | Add and subtract rational numbers; represent on a horizontal/vertical number line. |
| 7 | 7.NS.A.2 | Multiply and divide rational numbers, applying properties of operations. |
| 7 | 7.RP.A.2 | Recognize and represent proportional relationships between quantities. |
| 7 | 7.RP.A.3 | Use proportional relationships to solve multistep ratio and percent problems. |
| 7 | 7.SP.C.5 | Understand probability as a number between 0 and 1 expressing the likelihood of an event. |
| 7 | 7.SP.C.7 | Develop a probability model and use it to find probabilities of events. |
| 8 | 8.EE.A.1 | Know and apply the properties of integer exponents to generate equivalent expressions. |
| 8 | 8.EE.B.5 | Graph proportional relationships, interpreting the unit rate as the slope. |
| 8 | 8.EE.C.8 | Analyze and solve pairs of simultaneous linear equations. |
| 8 | 8.F.A.1 | Understand that a function assigns to each input exactly one output. |
| 8 | 8.F.A.3 | Interpret the equation y = mx + b as defining a linear function. |
| 8 | 8.G.B.6 | Explain a proof of the Pythagorean Theorem and its converse. |
| 8 | 8.G.C.9 | Know and use formulas for volumes of cones, cylinders, and spheres. |
| 8 | 8.NS.A.1 | Know that irrational numbers exist; every number has a decimal expansion. |
| 8 | 8.SP.A.1 | Construct and interpret scatter plots for bivariate measurement data. |
| Algebra 1 | A1.A-APR.A.1 | Understand polynomials are closed under addition, subtraction, and multiplication; add/subtract/multiply polynomials. |
| Algebra 1 | A1.A-CED.A.1 | Create equations and inequalities in one variable and use them to solve problems. |
| Algebra 1 | A1.A-CED.A.2 | Create equations in two or more variables to represent relationships; graph them. |
| Algebra 1 | A1.A-REI.B.3 | Solve linear equations and inequalities in one variable, including those with letter coefficients. |
| Algebra 1 | A1.A-REI.B.4 | Solve quadratic equations in one variable. |
| Algebra 1 | A1.A-REI.D.11 | Explain why x-coordinates where y=f(x) and y=g(x) intersect are solutions of f(x)=g(x). |
| Algebra 1 | A1.A-SSE.A.1 | Interpret expressions that represent a quantity in terms of their context (terms, factors, coefficients). |
| Algebra 1 | A1.A-SSE.B.3 | Produce an equivalent form of an expression to reveal and explain properties (factoring, completing the square). |
| Algebra 1 | A1.F-BF.A.1 | Write a function describing a relationship between two quantities (explicit, recursive, or steps). |
| Algebra 1 | A1.F-IF.A.1 | Understand a function assigns to each domain element exactly one range element; use function notation. |
| Algebra 1 | A1.F-LE.A.1 | Distinguish situations that can be modeled with linear functions versus exponential functions. |
| Algebra 1 | A1.N-Q.A.1 | Use units to understand problems and guide multi-step solutions; interpret scale and origin in graphs. |
| Algebra 1 | A1.N-Q.A.3 | Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. |
| Algebra 1 | A1.N-RN.B.3 | Explain why sums/products of rational numbers are rational and relationships with irrationals. |
| Algebra 1 | A1.S-ID.C.7 | Interpret the slope (rate of change) and intercept of a linear model in the context of the data. |
| Algebra 2 | A2.A-CED.A.1 | Create equations and inequalities in one variable and use them to solve problems. |
| Algebra 2 | A2.A-REI.A.1 | Explain each step in solving an equation and justify a solution method with a viable argument. |
| Algebra 2 | A2.A-REI.A.2 | Solve rational and radical equations in one variable; show how extraneous solutions arise. |
| Algebra 2 | A2.A-REI.B.4 | Solve quadratic equations by inspection, taking square roots, completing the square, formula, and factoring. |
| Algebra 2 | A2.A-SSE.A.2 | Use the structure of an expression to identify ways to rewrite it (extended to multivariable). |
| Algebra 2 | A2.F-BF.A.2 | Write arithmetic and geometric sequences both recursively and with an explicit formula. |
| Algebra 2 | A2.F-IF.B.4 | Interpret key features of graphs/tables for a function modeling a relationship between two quantities. |
| Algebra 2 | A2.F-IF.C.7 | Graph functions symbolically (square root, cube root, polynomial, exponential, log, trig) showing key features. |
| Algebra 2 | A2.F-TF.B.5 | Choose trigonometric functions to model periodic phenomena with specified amplitude, frequency, and midline. |
| Algebra 2 | A2.N-CN.A.1 | Apply i² = -1 and properties to add, subtract, and multiply complex numbers in the form a+bi. |
| Algebra 2 | A2.N-CN.C.7 | Solve quadratic equations with real coefficients that have complex solutions. |
| Algebra 2 | A2.S-IC.A.1 | Understand statistics as a process for making inferences about population parameters from a random sample. |
| Geometry | G.G-CO.A.1 | Know precise definitions of angle, circle, perpendicular line, parallel line, and line segment. |
| Geometry | G.G-CO.C.10 | Prove and apply theorems about triangles. |
| Geometry | G.G-CO.C.11 | Prove and apply theorems about parallelograms. |
| Geometry | G.G-CO.C.9 | Prove and apply theorems about lines and angles. |
| Geometry | G.G-CO.D.12 | Make formal geometric constructions with a variety of tools and methods. |
| Geometry | G.G-GPE.B.4 | Use coordinates to prove or disprove simple geometric theorems algebraically. |
| Geometry | G.G-GPE.B.7 | Use coordinates to compute perimeters of polygons and areas of triangles and rectangles. |
| Geometry | G.G-SRT.A.2 | Use similarity transformations to decide if two figures are similar; explain triangle similarity criteria. |
| Geometry | G.G-SRT.C.6 | Understand right-triangle side ratios as properties of angles, defining trigonometric ratios. |
| Geometry | G.G-SRT.C.8 | Use trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems. |
· Arizona's English Language Arts Standards (2016) · 99
| K | K.L.1 | Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. |
| K | K.RF.1 | Demonstrate understanding of the organization and basic features of print. |
| K | K.RF.2 | Demonstrate understanding of spoken words, syllables, and sounds (phonemes). |
| K | K.RF.3 | Know and apply phonics and word analysis skills in decoding words. |
| K | K.RF.4 | Read emergent-reader texts with purpose and understanding. |
| K | K.RI.1 | With prompting and support, ask and answer questions about key details in a text. |
| K | K.RI.2 | With prompting and support, identify the main topic and retell key details of a text. |
| K | K.RL.1 | With prompting and support, ask and answer questions about key details in a text. |
| K | K.RL.10 | With prompting and support, actively engage in group reading activities with purpose and understanding. |
| K | K.RL.2 | With prompting and support, retell familiar stories, including key details. |
| K | K.RL.3 | With prompting and support, identify characters, settings, and major events in a story. |
| K | K.SL.1 | Participate in collaborative conversations with diverse partners about kindergarten topics and texts. |
| K | K.W.1 | With guidance and support, use drawing, dictating, and writing to compose opinion pieces stating an opinion or preference about a topic or book. |
| K | K.W.2 | With guidance and support, use drawing, dictating, and writing to compose informative/explanatory texts that name and supply information about a topic. |
| K | K.W.3 | With guidance and support, use drawing, dictating, and writing to narrate a single event or several loosely linked events in order. |
| K | K.WF.1 | Demonstrate and apply handwriting skills (match/write upper and lower case manuscript letters; write left to right with spacing). |
| K | K.WF.3 | Know and apply phonics and word analysis skills when encoding words (e.g., spell VC and CVC words with short vowels). |
| 1 | 1.L.1 | Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. |
| 1 | 1.RF.3 | Know and apply grade-level phonics and word analysis skills in decoding words. |
| 1 | 1.RI.2 | Identify the main topic and retell key details of a text. |
| 1 | 1.RL.1 | Ask and answer questions about key details in a text. |
| 1 | 1.WF.1 | Demonstrate and apply handwriting skills. |
| 2 | 2.L.2 | Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. |
| 2 | 2.RF.3 | Know and apply grade-level phonics and word analysis skills in decoding words. |
| 2 | 2.RI.3 | Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. |
| 2 | 2.RL.1 | Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. |
| 2 | 2.RL.5 | Describe the overall structure of a story, including how the beginning introduces the story and the ending concludes the action. |
| 2 | 2.W.1 | Write opinion pieces in which they introduce the topic, state an opinion, supply reasons, and provide a concluding statement. |
| 2 | 2.WF.2 | Demonstrate and apply spelling knowledge when writing. |
| 3 | 3.L.6 | Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases. |
| 3 | 3.RF.3 | Know and apply phonics and word analysis skills in decoding one-syllable or multisyllabic words. |
| 3 | 3.RF.4 | Read with sufficient accuracy and fluency to support comprehension. |
| 3 | 3.RI.2 | Determine the main idea of a text; recount and paraphrase the key details and explain how they support the main idea. |
| 3 | 3.RI.5 | Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. |
| 3 | 3.RI.9 | Compare and contrast the most important points and key details presented in two texts on the same topic. |
| 3 | 3.RL.1 | Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. |
| 3 | 3.RL.10 | By the end of the year, proficiently and independently read and comprehend grade-3 literature, including stories, dramas, and poetry. |
| 3 | 3.RL.3 | Recount and paraphrase stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral. |
| 3 | 3.RL.4 | Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. |
| 3 | 3.SL.4 | Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly. |
| 3 | 3.W.1 | Write opinion pieces on topics or texts, using reasons to support one's point of view. |
| 3 | 3.W.7 | Conduct short research projects that build knowledge about a topic. |
| 3 | 3.WF.1 | Demonstrate and apply handwriting skills (manuscript and cursive). |
| 4 | 4.L.4 | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content. |
| 4 | 4.RF.3 | Know and apply grade-level phonics and word analysis skills in decoding words. |
| 4 | 4.RI.1 | Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. |
| 4 | 4.RL.2 | Determine a theme of a story, drama, or poem from details in the text; summarize the text. |
| 4 | 4.RL.3 | Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text. |
| 4 | 4.W.2 | Write informative/explanatory texts to examine a topic and convey ideas and information clearly. |
| 4 | 4.WF.1 | Demonstrate and apply handwriting skills. |
| 5 | 5.L.4 | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content. |
| 5 | 5.RF.3 | Know and apply phonics and word analysis skills in decoding multisyllabic words in context and out of context. |
| 5 | 5.RF.4 | Read with sufficient accuracy and fluency to support comprehension. |
| 5 | 5.RI.2 | Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. |
| 5 | 5.RI.4 | Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area. |
| 5 | 5.RL.1 | Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. |
| 5 | 5.RL.10 | By the end of the year, proficiently and independently read and comprehend grade-5 literature, including stories, dramas, and poetry. |
| 5 | 5.RL.2 | Determine a theme of a story, drama, or poem from details of the text, including how characters respond to challenges; summarize the text. |
| 5 | 5.RL.4 | Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. |
| 5 | 5.SL.2 | Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. |
| 5 | 5.W.1 | Write opinion pieces on topics or texts, supporting a point of view with reasons and information. |
| 5 | 5.W.10 | Write routinely over extended and shorter time frames for a range of discipline-specific tasks, purposes, and audiences. |
| 5 | 5.W.2 | Write informative/explanatory texts to examine a topic and convey ideas and information clearly. |
| 5 | 5.WF.1 | Demonstrate and apply handwriting skills. |
| 6 | 6.L.2 | Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. |
| 6 | 6.RI.4 | Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings. |
| 6 | 6.RL.1 | Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. |
| 6 | 6.SL.1 | Engage effectively in a range of collaborative discussions with diverse partners on grade 6 topics, texts, and issues. |
| 6 | 6.W.1 | Write arguments to support claims with clear reasons and relevant evidence. |
| 7 | 7.L.1 | Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. |
| 7 | 7.RI.6 | Determine an author's point of view or purpose in a text and analyze how the author distinguishes their position from that of others. |
| 7 | 7.RL.2 | Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary. |
| 7 | 7.SL.4 | Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples. |
| 7 | 7.W.2 | Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through selection and organization of content. |
| 8 | 8.L.1 | Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. |
| 8 | 8.RI.2 | Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas. |
| 8 | 8.RI.7 | Evaluate the advantages and disadvantages of using different mediums to present a particular topic or idea. |
| 8 | 8.RL.1 | Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. |
| 8 | 8.RL.4 | Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze their impact. |
| 8 | 8.SL.4 | Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence and sound, valid reasoning. |
| 8 | 8.W.1 | Write arguments to support claims with clear reasons and relevant evidence. |
| 8 | 8.W.7 | Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions. |
| 9-10 | 9-10.L.1 | Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. |
| 9-10 | 9-10.RI.7 | Analyze various accounts of a subject told in different mediums, determining which details are emphasized in each account. |
| 9-10 | 9-10.RL.1 | Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. |
| 9-10 | 9-10.RL.4 | Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings. |
| 9-10 | 9-10.SL.1 | Initiate and participate effectively in a range of collaborative discussions with diverse partners on grades 9-10 topics, texts, and issues. |
| 9-10 | 9-10.W.1 | Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. |
| 9-10 | 9-10.W.4 | Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. |
| 11-12 | 11-12.L.1 | Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. |
| 11-12 | 11-12.L.4 | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11-12 reading and content. |
| 11-12 | 11-12.RI.7 | Integrate and evaluate multiple sources of information presented in different media or formats as well as in words to address a question or solve a problem. |
| 11-12 | 11-12.RL.1 | Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences, including where the text leaves matters uncertain. |
| 11-12 | 11-12.RL.4 | Determine the meaning(s) of words and phrases as they are used in a text, including figurative and connotative meanings. |
| 11-12 | 11-12.RL.7 | Analyze multiple interpretations of a story, drama, or poem, evaluating how each version interprets the source text. |
| 11-12 | 11-12.SL.1 | Initiate and participate effectively in a range of collaborative discussions with diverse partners on grades 11-12 topics, texts, and issues. |
| 11-12 | 11-12.SL.4 | Present information, findings, and supporting evidence in an organized, developed style appropriate to purpose, audience, and task. |
| 11-12 | 11-12.W.1 | Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. |
| 11-12 | 11-12.W.7 | Conduct short as well as more sustained research projects to answer a question or solve a problem; synthesize multiple sources. |
· Arizona Science Standards (AzSS, 2018) · 121
| K | K.E1U1.3 | Observe, record, and ask questions about temperature, precipitation, and other weather data to identify patterns or changes in local weather. |
| K | K.E1U1.4 | Observe, describe, ask questions, and predict seasonal weather patterns; and how those patterns impact plants and animals. |
| K | K.E2U1.5 | Observe and ask questions about patterns of the motion of the sun, moon, and stars in the sky. |
| K | K.L1U1.6 | Obtain, evaluate, and communicate information about how organisms use different body parts for survival. |
| K | K.L1U1.7 | Observe, ask questions, and explain how specialized structures found on a variety of plants and animals help them sense and respond to their environment. |
| K | K.L2U1.8 | Observe, ask questions, and explain the differences between the characteristics of living and non-living things. |
| K | K.P2U1.1 | Investigate how senses can detect light, sound, and vibrations even when they come from far away. |
| K | K.P2U2.2 | Design and evaluate a tool that helps people extend their senses. |
| 1 | 1.E1U1.5 | Obtain, evaluate, and communicate information about the properties of Earth materials and investigate how humans use natural resources in everyday life. |
| 1 | 1.L1U1.6 | Observe, describe, and predict life cycles of animals and plants. |
| 1 | 1.L2U1.8 | Construct an explanation describing how organisms obtain resources from the environment including materials that are used again by other organisms. |
| 1 | 1.L2U2.7 | Develop and use models about how living things use resources to grow and survive; design and evaluate habitats for organisms using earth materials. |
| 1 | 1.L3U1.9 | Obtain, evaluate, and communicate information to support an evidence-based explanation that plants and animals produce offspring of the same kind, but offspring are generally not identical to each other or their parents. |
| 1 | 1.L4U1.10 | Develop a model to describe how animals and plants are classified into groups and subgroups according to their similarities. |
| 1 | 1.L4U3.11 | Ask questions and explain how factors can cause species to go extinct. |
| 1 | 1.P2U1.1 | Plan and carry out investigations demonstrating the effect of placing objects made with different materials in the path of a beam of light and predict how objects with similar properties will affect the beam of light. |
| 1 | 1.P2U1.2 | Use models to provide evidence that vibrating matter creates sound and sound can make matter vibrate. |
| 1 | 1.P3U1.3 | Plan and carry out investigations which demonstrate how equal forces can balance objects and how unequal forces can push, pull, or twist objects, making them change their speed, direction, or shape. |
| 1 | 1.P4U2.4 | Design and evaluate ways to increase or reduce heat from friction between two objects. |
| 2 | 2.E1U1.4 | Observe and investigate how wind and water change the shape of the land resulting in a variety of landforms. |
| 2 | 2.E1U1.5 | Develop and use models to represent that water can exist in different states and is found in oceans, glaciers, lakes, rivers, ponds, and the atmosphere. |
| 2 | 2.E1U2.6 | Analyze patterns in weather conditions of various regions and design, test, and refine solutions to protect humans from severe weather. |
| 2 | 2.E1U3.7 | Construct an argument from evidence regarding positive and negative changes in water and land systems that impact humans and the environment. |
| 2 | 2.E2U1.8 | Observe and explain the Sun's position at different times during a twenty-four-hour period and changes in the apparent shape of the Moon. |
| 2 | 2.L2U1.10 | Develop a model representing how life on Earth depends on energy from the Sun and energy from other organisms. |
| 2 | 2.L2U1.9 | Obtain, analyze, and communicate evidence that organisms need a source of energy, air, water, and certain temperature conditions to survive. |
| 2 | 2.P1U1.1 | Plan and carry out an investigation to determine that matter has mass, takes up space, and is recognized by its observable properties. |
| 2 | 2.P1U1.2 | Plan and carry out investigations to gather evidence to support an explanation on how heating or cooling can cause a phase change in matter. |
| 2 | 2.P4U1.3 | Obtain, evaluate and communicate information about ways heat energy can cause change in objects or materials. |
| 3 | 3.E1U1.4 | Construct an explanation describing how the Sun is the primary source of energy impacting Earth systems. |
| 3 | 3.L1U1.5 | Develop and use models to explain that plants and animals (including humans) have internal and external structures that serve various functions that aid in growth, survival, behavior, and reproduction. |
| 3 | 3.L2U1.6 | Plan and carry out investigations to demonstrate ways plants and animals react to stimuli. |
| 3 | 3.L2U1.7 | Develop and use system models to describe the flow of energy from the Sun to and among living organisms. |
| 3 | 3.L2U1.8 | Construct an argument from evidence that organisms are interdependent. |
| 3 | 3.P2U1.1 | Ask questions and investigate the relationship between light, objects, and the human eye. |
| 3 | 3.P2U1.2 | Plan and carry out an investigation to explore how sound waves affect objects at varying distances. |
| 3 | 3.P4U1.3 | Develop and use models to describe how light and sound waves transfer energy. |
| 4 | 4.E1U1.5 | Use models to explain seismic waves and their effect on the Earth. |
| 4 | 4.E1U1.6 | Plan and carry out an investigation to explore and explain the interactions between Earth's major systems and the impact on Earth's surface materials and processes. |
| 4 | 4.E1U1.7 | Develop and/or revise a model using various rock types, fossil location, and landforms to show evidence that Earth's surface has changed over time. |
| 4 | 4.E1U1.8 | Collect, analyze, and interpret data to explain weather and climate patterns. |
| 4 | 4.E1U2.10 | Define problem(s) and design solution(s) to minimize the effects of natural hazards. |
| 4 | 4.E1U3.9 | Construct and support an evidence-based argument about the availability of water and its impact on life. |
| 4 | 4.L4U1.11 | Analyze and interpret environmental data to demonstrate that species either adapt and survive, or go extinct over time. |
| 4 | 4.P2U1.3 | Develop and use a model to demonstrate magnetic forces. |
| 4 | 4.P4U1.1 | Develop and use a model to demonstrate how a system transfers energy from one object to another even when the objects are not touching. |
| 4 | 4.P4U1.2 | Develop and use a model that explains how energy is moved from place to place through electric currents. |
| 4 | 4.P4U3.4 | Engage in argument from evidence on the use and impact of renewable and nonrenewable resources to generate electricity. |
| 5 | 5.E2U1.7 | Develop, revise, and use models based on evidence to construct explanations about the movement of the Earth and Moon within our solar system. |
| 5 | 5.E2U1.8 | Obtain, analyze, and communicate evidence to support an explanation that the gravitational force of Earth on objects is directed toward the planet's center. |
| 5 | 5.L3U1.10 | Construct an explanation based on evidence that the changes in an environment can affect the development of the traits in a population of organisms. |
| 5 | 5.L3U1.9 | Obtain, evaluate, and communicate information about patterns between the offspring of plants, and the offspring of animals (including humans); construct an explanation of how genetic information is passed from one generation to the next. |
| 5 | 5.L4U3.11 | Obtain, evaluate, and communicate evidence about how natural and human-caused changes to habitats or climate can impact populations. |
| 5 | 5.L4U3.12 | Construct an argument based on evidence that inherited characteristics can be affected by behavior and/or environmental conditions. |
| 5 | 5.P1U1.1 | Analyze and interpret data to explain that matter of any type can be subdivided into particles too small to see and, in a closed system, if properties change or chemical reactions occur, the amount of matter stays the same. |
| 5 | 5.P1U1.2 | Plan and carry out investigations to demonstrate that some substances combine to form new substances with different properties and others can be mixed without taking on new properties. |
| 5 | 5.P2U1.3 | Construct an explanation using evidence to demonstrate that objects can affect other objects even when they are not touching. |
| 5 | 5.P3U1.4 | Obtain, analyze, and communicate evidence of the effects that balanced and unbalanced forces have on the motion of objects. |
| 5 | 5.P3U2.5 | Define problems and design solutions pertaining to force and motion. |
| 5 | 5.P4U1.6 | Analyze and interpret data to determine how and where energy is transferred when objects move. |
| 6 | 6.E1U1.6 | Radiation from the Sun provides energy and is absorbed to warm the Earth's surface and atmosphere. |
| 6 | 6.E2U1.10 | Tilt of Earth's axis causes variations in the length of the day and gives rise to seasons. |
| 6 | 6.E2U1.7 | Scale, properties, and relationships among objects in our solar system. |
| 6 | 6.E2U1.8 | Constellations and other night sky patterns appear to move due to Earth's rotation and revolution. |
| 6 | 6.E2U1.9 | Eclipses, moon phases, and tides occur within the Sun-Earth-Moon system. |
| 6 | 6.L2U1.13 | Interdependence of organisms and their environment including biotic and abiotic factors. |
| 6 | 6.L2U1.14 | Cycling of matter and flow of energy in ecosystems. |
| 6 | 6.L2U3.11 | Impact of human activities on the environment regarding energy and resource competition. |
| 6 | 6.L2U3.12 | Factors that cause species to change and how humans can impact those factors. |
| 6 | 6.P1U1.1 | Changes in states of matter are caused by different rates of movement of atoms in solids, liquids, and gases. |
| 6 | 6.P1U1.2 | Variations in temperature and/or pressure affect changes in state of matter. |
| 6 | 6.P1U1.3 | Matter is made up of smaller particles called atoms. |
| 6 | 6.P2U1.4 | Forces act on objects at a distance. |
| 6 | 6.P4U2.5 | Humans use technology to store (potential) and/or use (kinetic) energy. |
| 7 | 7.E1U1.5 | Construct a model that shows the cycling of matter and flow of energy in the atmosphere, hydrosphere, and geosphere. |
| 7 | 7.E1U1.6 | Construct a model to explain how the distribution of fossils and rocks, continental shapes, and seafloor structures provides evidence of the past plate motions. |
| 7 | 7.E1U2.7 | Analyze and interpret data to construct an explanation for how advances in technology has improved weather prediction. |
| 7 | 7.L1U1.10 | Develop and use a model to explain how cells, tissues, and organ systems maintain life (animals). |
| 7 | 7.L1U1.11 | Explain how organisms maintain internal stability and evaluate the effect of the external factors on organisms' internal stability. |
| 7 | 7.L1U1.8 | Obtain, evaluate, and communicate information to provide evidence that all living things are made of cells, cells come from existing cells, and cells are the basic structural and functional unit of all living things. |
| 7 | 7.L1U1.9 | Construct an explanation to demonstrate the relationship between major cell structures and cell functions (plant and animal). |
| 7 | 7.L2U1.12 | Construct an explanation for how some plant cells convert light energy into food energy. |
| 7 | 7.P2U1.1 | Collect and analyze data demonstrating how electromagnetic forces can be attractive or repulsive and can vary in strength. |
| 7 | 7.P2U1.2 | Develop and use a model to predict how forces act on objects at a distance. |
| 7 | 7.P3U1.3 | Plan and carry out an investigation that can support an evidence-based explanation of how objects on Earth are affected by gravitational force. |
| 7 | 7.P3U1.4 | Use non-algebraic mathematics and computational thinking to explain Newton's laws of motion. |
| 8 | 8.E1U1.6 | Analyze and interpret data about the Earth's geological column to communicate relative ages of rock layers and fossils. |
| 8 | 8.E1U3.7 | Obtain, evaluate, and communicate information about data and historical patterns to predict natural hazards and other geological events. |
| 8 | 8.E1U3.8 | Construct and support an argument about how human consumption of limited resources impacts the biosphere. |
| 8 | 8.L3U1.9 | Construct an explanation of how genetic variations occur in offspring through the inheritance of traits or through mutations. |
| 8 | 8.L3U3.10 | Communicate how advancements in technology have furthered the field of genetic research and use evidence to support an argument about the positive and negative effects of genetic research on human lives. |
| 8 | 8.L4U1.11 | Develop and use a model to explain how natural selection may lead to increases and decreases of specific traits in populations over time. |
| 8 | 8.L4U1.12 | Gather and communicate evidence on how the process of natural selection provides an explanation of how new species can evolve. |
| 8 | 8.P1U1.1 | Develop and use a model to demonstrate that atoms and molecules can be combined or rearranged in chemical reactions to form new compounds with the total number of each type of atom conserved. |
| 8 | 8.P1U1.2 | Obtain and evaluate information regarding how scientists identify substances based on unique physical and chemical properties. |
| 8 | 8.P4U1.3 | Construct an explanation on how energy can be transferred from one energy store to another. |
| 8 | 8.P4U1.4 | Develop and use mathematical models to explain wave characteristics and interactions. |
| 8 | 8.P4U2.5 | Develop a solution to increase efficiency when transferring energy from one source to another. |
| High School | HS.E1U1.11 | Analyze and interpret data to determine how energy from the Sun affects weather patterns and climate. |
| High School | HS.E1U1.12 | Develop and use models of the Earth that explain the role of energy and matter in Earth's constantly changing internal and external systems (geosphere, hydrosphere, atmosphere, biosphere). |
| High School | HS.E1U1.13 | Evaluate explanations and theories about the role of energy and matter in geologic changes over time. |
| High School | HS.E2U1.15 | Construct an explanation based on evidence to illustrate the role of nuclear fusion in the life cycle of a star. |
| High School | HS.E2U1.16 | Construct an explanation of how gravitational forces impact the evolution of planetary motion, structure, surfaces, atmospheres, moons, and rings. |
| High School | HS.E2U1.17 | Construct an explanation of the origin, expansion, and scale of the universe based on astronomical evidence. |
| High School | HS.L1U1.20 | Ask questions and/or make predictions based on observations and evidence to demonstrate how cellular organization, structure, and function allow organisms to maintain homeostasis. |
| High School | HS.L1U1.22 | Construct an explanation for how cellular division (mitosis) is the process by which organisms grow and maintain complex, interconnected systems. |
| High School | HS.L1U3.23 | Obtain, evaluate, and communicate the ethical, social, economic and/or political implications of the detection and treatment of abnormal cell function. |
| High School | HS.L2U1.19 | Develop and use models that show how changes in the transfer of matter and energy within an ecosystem may affect organisms and their environment. |
| High School | HS.L2U1.21 | Obtain, evaluate, and communicate data showing the relationship of photosynthesis and cellular respiration; flow of energy and cycling of matter. |
| High School | HS.L2U3.18 | Obtain, evaluate, and communicate about the positive and negative implications of human activity on the biodiversity of an ecosystem. |
| High School | HS.L3U1.24 | Construct an explanation of how the process of sexual reproduction contributes to genetic variation. |
| High School | HS.L3U1.25 | Obtain, evaluate, and communicate information about the causes and implications of DNA mutation. |
| High School | HS.L3U3.26 | Engage in argument from evidence regarding the ethical, social, economic implications of a current genetic technology. |
| High School | HS.L4U1.27 | Obtain, evaluate, and communicate evidence that describes how changes in frequency of inherited traits in a population can lead to biological diversity. |
| High School | HS.L4U1.28 | Gather, evaluate, and communicate multiple lines of empirical evidence to explain the mechanisms of biological evolution. |
| High School | HS.P1U1.1 | Develop and use models to explain the relationship of the structure of atoms to patterns and properties observed in the Periodic Table and describe how these models are revised with new evidence. |
| High School | HS.P1U1.2 | Develop and use models for the transfer or sharing of electrons to predict the formation of ions, molecules, and compounds in both natural and synthetic processes. |
| High School | HS.P1U1.3 | Ask questions, plan, and carry out investigations to explore the cause and effect relationship between reaction rate factors. |
| High School | HS.P2U1.5 | Construct an explanation for a field's strength and influence on an object (electric, gravitational, magnetic). |
| High School | HS.P3U1.6 | Collect, analyze, and interpret data regarding the change in motion of an object or system in one dimension, to construct an explanation using Newton's Laws. |
| High School | HS.P4U1.8 | Engage in argument from evidence that the net change of energy in a system is always equal to the total energy exchanged between the system and the surroundings. |
· Arizona History and Social Science Standards (2018) · 121
| K | K.C1.1 | Apply values of respect, responsibility, equality, and fairness within schools and communities. |
| K | K.C2.2 | Explain how all people, not just official leaders, play important roles in our school and community. |
| K | K.C4.2 | Explain why rules are important within the classroom and school. |
| K | K.E2.1 | Explain how needs, wants, and the availability of resources affect decision making. |
| K | K.G1.1 | Use, explore, and construct maps, graphs, and other geographical representations to support content focus. |
| K | K.G2.1 | Explain how water and weather impacts humans. |
| K | K.H1.1 | Compare one's own culture with the culture of others. |
| K | K.H4.1 | Explain and explore origins of key American symbols, traditions, and holidays. |
| K | K.SP1.1 | Use a variety of words to reference time in the past, present, and future; identify the beginning, middle, and end of historical stories. |
| K | K.SP2.1 | With prompting and support, compare diverse cultures using primary sources (photographs, artifacts, music) and secondary sources (fiction, non-fiction). |
| K | K.SP3.1 | With prompting and support, ask questions and construct responses to content studied. |
| 1 | 1.C1.1 | Apply values of respect, responsibility, equality, and fairness as a member of a community. |
| 1 | 1.C3.2 | Explain the role and function of local governments. |
| 1 | 1.E1.2 | Describe reasons to save or spend money. |
| 1 | 1.E3.3 | Explain how people can be producers and consumers in our community. |
| 1 | 1.G1.2 | Use a grid to locate places. |
| 1 | 1.G3.1 | Explain why and how people, goods, and ideas move from place to place. |
| 1 | 1.H2.1 | Explain the benefits of cooperation and compromise as ways to resolve conflict in communities past and present. |
| 1 | 1.H4.1 | Explain and explore origins of key American symbols, documents, landmarks, holidays, and leaders and their importance from past to present. |
| 1 | 1.SP1.1 | Place important life events in chronological order on a timeline. |
| 1 | 1.SP3.4 | Take group or individual action to help address community issues. |
| 2 | 2.C2.1 | Describe roles and responsibilities of people in authority within our country and world. |
| 2 | 2.C4.2 | Explain how rules function in public settings. |
| 2 | 2.E3.1 | Identify and describe the goods and services that are produced around the world. |
| 2 | 2.E4.1 | Describe the public services that governments provide and how they meet the needs of individuals. |
| 2 | 2.E5.1 | Illustrate how a country's resources determine what is produced and traded. |
| 2 | 2.G2.3 | Describe the positive and negative effects of using natural resources. |
| 2 | 2.G4.1 | Identify different physical and cultural regions in the world. |
| 2 | 2.H1.1 | Explain how individuals can make contributions to a civilization and/or culture in the place or region studied. |
| 2 | 2.H3.1 | Generate questions about the institutions and belief systems of different societies. |
| 2 | 2.SP1.1 | Create a chronological sequence of multiple events. |
| 2 | 2.SP4.1 | Generate possible reasons for an event or development. |
| 3 | 3.C1.1 | Describe civic virtues and democratic principles within a variety of government structures, societies, and/or communities within Arizona. |
| 3 | 3.C3.1 | Describe the origins, functions, and structure of the Arizona Constitution, local governments, and tribal governments. |
| 3 | 3.E1.1 | Describe and discuss industries and occupations that have shaped Arizona. |
| 3 | 3.E2.1 | Explain how availability of resources affects decision making in Arizona with respect to water and other natural resources. |
| 3 | 3.G1.1 | Use and construct maps and graphs to represent changes in Arizona over time. |
| 3 | 3.G3.1 | Describe the movement of people in and out of Arizona over time. |
| 3 | 3.H1.1 | Utilize a variety of sources to construct a historical narrative exploring Arizona's cultures, civilizations, and innovations. |
| 3 | 3.H2.1 | Use primary and secondary sources to generate questions about the causes and effects of conflicts and resolutions throughout Arizona's history. |
| 3 | 3.SP3.1 | Develop questions about Arizona history, geography, government, and economics. |
| 3 | 3.SP3.2 | Distinguish between primary and secondary sources. |
| 3 | 3.SP4.1 | Explain probable causes and effects of events. |
| 4 | 4.C2.1 | Use primary and secondary sources to generate questions about concepts and ideas such as liberty, justice, equality, and individual rights. |
| 4 | 4.E3.1 | Compare different industries, occupations, and resources and forms of income earned or received that have shaped the Americas. |
| 4 | 4.G2.1 | Compare the diverse ways people or groups have impacted, modified, or adapted to the environment of the Americas. |
| 4 | 4.G3.1 | Explain how the location and use of resources affects human settlement and movement. |
| 4 | 4.H1.1 | Using multi-genre primary and secondary sources, construct historical narratives about cultures, civilizations, and innovations in the Americas. |
| 4 | 4.H2.1 | Describe the cycles of conflict and compromise in the Americas during the convergence of Europeans, American Indians, and Africans. |
| 4 | 4.H3.1 | Examine how economic, political, and religious ideas and institutions have influenced the development of individual rights, freedoms, and responsibilities. |
| 4 | 4.SP2.1 | Explain why individuals and groups during the same historical period differed in their perspectives on issues and events. |
| 4 | 4.SP3.1 | Develop questions about events and developments in the Americas. |
| 4 | 4.SP4.3 | Use evidence from multiple sources to develop and communicate claims about the causes and effects of events. |
| 5 | 5.C3.1 | Describe the origins, functions, and structure of the United States Constitution and the three branches of government. |
| 5 | 5.C4.2 | Use a range of deliberative and democratic procedures to make decisions about and act on issues and civic problems in classrooms and schools. |
| 5 | 5.E4.2 | Analyze how agriculture, new industries, innovative technologies, transportation, and labor impacted the national economy. |
| 5 | 5.E5.1 | Generate questions to explain how trade leads to increasing economic interdependence on different nations. |
| 5 | 5.G2.1 | Describe how natural and human-caused changes to habitats or climate can impact our world. |
| 5 | 5.H2.1 | Use primary and secondary sources to summarize the causes and effects of conflicts, resolutions, and social movements throughout the timeframe. |
| 5 | 5.H4.1 | Use primary and secondary sources to describe how diverse groups (racial, ethnic, class, gender, regional, immigrant/migrant) shaped the United States. |
| 5 | 5.SP1.2 | Explain how events of the past affect students' lives and society. |
| 5 | 5.SP3.2 | Use distinctions among fact and opinion to determine the credibility of multiple sources. |
| 5 | 5.SP4.1 | Explain probable causes and effects of events and developments in U.S. history from the revolutionary period to the rise of industry and urbanization. |
| 6 | 6.C4.1 | Explain challenges and opportunities people and groups face when solving local, regional, and/or global problems. |
| 6 | 6.E3.3 | Analyze the influence of specialization and trade within diverse cultures and communities in regions studied. |
| 6 | 6.E5.2 | Explain the effects of increasing economic interdependence within distinct groups. |
| 6 | 6.G2.1 | Compare diverse ways people or groups have impacted, modified, or adapted to the environment of the Eastern Hemisphere. |
| 6 | 6.G4.1 | Explain why environmental characteristics vary among different world regions. |
| 6 | 6.H1.1 | Compare the development and characteristics of historical cultures and civilizations from different global regions within designated time periods. |
| 6 | 6.H3.2 | Generate questions to examine similarities and differences between major world religions and the role of religion in the formation of regions. |
| 6 | 6.H4.1 | Describe how different group identities (racial, ethnic, class, gender, regional, immigrant/migration) emerged and contributed to society. |
| 6 | 6.SP1.1 | Examine ways that historians and social scientists know about the past. |
| 6 | 6.SP2.2 | Analyze how people's perspective influenced what information is available in the historical sources they created. |
| 7 | 7.C2.1 | Explain how revolutions and other changes in government impact citizens' rights. |
| 7 | 7.C4.2 | Assess specific rules and laws (actual and proposed) as a means of addressing public problems. |
| 7 | 7.E3.2 | Analyze the relationship between supply, demand, and competition, with emphasis on how they influence prices, wages, and production. |
| 7 | 7.E5.2 | Compare the various economic systems. |
| 7 | 7.G1.1 | Use and construct maps and other geographic representations to explain spatial patterns of cultural and environmental characteristics. |
| 7 | 7.G4.4 | Explain an issue in terms of its scale (local, regional, state, national, or global). |
| 7 | 7.H1.1 | Analyze the rise and decline, interactions between, and blending of cultures and societies. |
| 7 | 7.H3.1 | Compare the origins and spread of influential ideologies and both religious and non-religious worldviews. |
| 7 | 7.H4.1 | Evaluate how the diversity of a society impacts its social and political norms. |
| 7 | 7.SP3.1 | Create compelling and supporting questions that reflect enduring issues about the world, past and present. |
| 7 | 7.SP4.2 | Evaluate the influence of various causes of events and developments in the past and present. |
| 8 | 8.C1.1 | Analyze ideas and principles in the founding documents of the United States, including the Declaration of Independence and Constitution. |
| 8 | 8.C2.4 | Explain how immigrants become naturalized citizens. |
| 8 | 8.C3.3 | Compare the structures, powers, and limits of government at distinct levels in the United States. |
| 8 | 8.C4.4 | Identify, research, analyze, discuss, and defend a position on a national, state, or local public policy issue including an action plan. |
| 8 | 8.E1.5 | Create a budget and examine the benefits of budgeting. |
| 8 | 8.E1.7 | Understand several types of financial investments and calculate rates of return. |
| 8 | 8.E4.1 | Explain how inflation, deflation, and unemployment affect distinct groups. |
| 8 | 8.E5.2 | Compare various economic systems such as command, mixed, and free market. |
| 8 | 8.G2.1 | Examine impact of and responses to environmental issues such as air, water, and land pollution, deforestation, urban sprawl, and climate change. |
| 8 | 8.H2.1 | Explain how different beliefs about government's role in social and economic life have affected political debates and policies in the U.S. |
| 8 | 8.H3.1 | Explain how and why prevailing civil, social, religious, and political movements changed the United States during the 20th and 21st centuries. |
| 8 | 8.SP1.4 | Use questions generated about individuals and groups to analyze why they, and the developments they shaped, are historically significant. |
| 8 | 8.SP4.3 | Organize applicable evidence into a coherent argument about the multiple causes and effects of events and issues. |
| HS | HS.C1.1 | Explain the significance of civic virtues to a well-functioning constitutional republic. |
| HS | HS.C2.5 | Compare the rights guaranteed in the Arizona Constitution to those in the United States Constitution. |
| HS | HS.C3.1 | Examine how the U.S. Constitution established a system of government with powers, responsibilities, and limits, and analyze how those powers are used. |
| HS | HS.C3.2 | Analyze the origins, functions, and structures of government at national, state, local, and tribal levels and compare with other systems. |
| HS | HS.C4.3 | Explain the procedures for elections at the local, state, tribal, and national levels. |
| HS | HS.E1.3 | Evaluate the cost and benefits of using credit. |
| HS | HS.E2.1 | Explain how scarcity results in economic decisions and evaluate their impact on individuals, institutions, and societies. |
| HS | HS.E3.3 | Evaluate the role of government in regulating marketplaces. |
| HS | HS.E4.2 | Evaluate the economic conditions that lead to fiscal and monetary policy choices and explain their impact on households and businesses. |
| HS | HS.E5.1 | Evaluate the advantages and disadvantages of global trade. |
| HS | HS.G1.2 | Use geospatial tools and related technologies to construct relevant geographic data to explain spatial patterns and relationships. |
| HS | HS.G2.4 | Evaluate the use and sustainability of natural resources. |
| HS | HS.G3.1 | Analyze how historical events and the diffusion of ideas, technologies, and cultural practices have influenced migration patterns. |
| HS | HS.G4.2 | Analyze patterns of global power and influence with respect to trade, demographics, politics, and resource availability and use. |
| HS | HS.H1.1 | Explain the process of state-building, expansion, and dissolution. |
| HS | HS.H1.5 | Explain how religions and belief systems have affected the origins of societies. |
| HS | HS.H2.3 | Evaluate the short- and long-term impacts of conflicts and their resolutions. |
| HS | HS.H3.3 | Compare the ways in which economic philosophies influenced political, economic, and social developments. |
| HS | HS.H4.1 | Examine how historically marginalized groups have affected change on political and social institutions. |
| HS | HS.H4.4 | Examine how a diverse society can be a force for unity and/or disunity. |
| HS | HS.SP1.2 | Analyze change and continuity in historical eras. |
| HS | HS.SP2.3 | Demonstrate historical empathy when examining individuals or groups in the past whose perspectives might be very different from those held today. |
| HS | HS.SP3.2 | Gather relevant information from multiple sources representing a wide range of views, using origin, authority, structure, context, and corroboration. |
| HS | HS.SP4.2 | Distinguish between long-term causes and triggering events in developing an argument. |
Is homeschooling legal in Arizona?
Yes. Arizona is a low-regulation homeschool state.
Do I have to notify anyone to homeschool in Arizona?
A one-time affidavit of intent to homeschool must be filed with the COUNTY school superintendent (not the state) within 30 days after the child begins homeschooling. The affidavit includes the child's name, date of birth, current address, and the name/address of the person who has custody. It is not required again unless homeschooling is terminated and later resumed (a new affidavit is then required within 30 days). If homeschooling is terminated, the custodian must notify the county superintendent within 30 days. Failure to file is a petty offense. (A.R.S. 15-802)
Is standardized testing required for homeschoolers in Arizona?
No annual test is mandated for homeschoolers in Arizona. The state test (AASA (Arizona's Academic Standards Assessment) for ELA & Math grades 3-8; AzSCI (Arizona's Science Test) for grades 5, 8, and 11; ACT Aspire (grade 9) and ACT (grade 11) for high school ELA/Math. (AASA replaced the former AzM2/AzMERIT.)) is not required for home-educated students.
What subjects are required for homeschooling in Arizona?
Arizona requires instruction in: reading; grammar; mathematics; social studies; science.
Does Arizona have its own learning standards?
Math: Arizona Mathematics Standards (2016). ELA: Arizona's English Language Arts Standards (2016). Science: Arizona Science Standards (AzSS, 2018). Social studies: Arizona History and Social Science Standards (2018).