Homeschooling in Idaho (ID): Requirements, Law & Standards

ID ·

Idaho Code 33-202 references instruction 'during a period in each year equal to that in which the public schools are in session,' but no specific days/hours are enforced or monitored for homeschoolers and there is no reporting obligation.

Idaho is one of the most homeschool-friendly ('no-notice, low-regulation') states. Under Idaho Code 33-202, children ages 7 (by the start of school in the district) through 15 (until age 16) must be instructed, but parents may satisfy this by 'comparable' private/home instruction. There is NO notice of intent, NO registration, NO required subjects list beyond 'subjects commonly taught,' NO mandatory standardized testing or portfolio review, and NO recordkeeping or reporting requirement. Homeschoolers may optionally participate in statewide ISAT testing and may take the GED at 18 for an Idaho High School Equivalency Certificate.

Idaho requires NO notice of intent, registration, or reporting to homeschool. There is no approval process and no requirement to inform the school district or the State Department of Education. Idaho Code 33-202 simply permits compulsory-attendance-age children to be 'otherwise comparably instructed' (i.e., privately/home instructed) as an alternative to public/private school attendance. (Practical note: if withdrawing a currently-enrolled public school student, notify the school to avoid truancy issues, but this is not a homeschool registration requirement.)

No recordkeeping is legally required of homeschool families. Families that want a transcript/diploma for college or work keep their own records voluntarily; the state does not collect or review them.

Subjects commonly and usually taught in the public schools of Idaho (per Idaho Code 33-202). Idaho does not enumerate specific subjects by statute; the public-school core comprises Language Arts/English, Mathematics, Science, and Social Studies.


Math	Idaho Content Standards for Mathematics (rebranded/lightly revised Common Core, CCSS-M)
ELA	Idaho Content Standards for ELA/Literacy (rebranded/lightly revised Common Core, CCSS-ELA)
Science	Idaho Content Standards for Science (based on / aligned to NGSS)
Social Studies	Idaho Content Standards for K-12 Social Studies (state-specific)

· Idaho Content Standards for Mathematics (rebranded/lightly revised Common Core, CCSS-M) · 92


K	K.CC.A.1	Count to 100 by ones and by tens.
K	K.CC.A.3	Write numbers from 0 to 20; represent a number of objects with a written numeral 0-20.
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 group (up to ten objects).
K	K.G.B.4	Analyze and compare two- and three-dimensional shapes.
K	K.NBT.A.1	Work with numbers 11-19 to gain foundations for place value.
K	K.OA.A.5	Fluently add and subtract within five, including zero.
1	1.G.A.1	Distinguish between defining and non-defining attributes of shapes.
1	1.MD.D.5	Work with money (identify/value coins) — added in the 2022 revision.
1	1.NBT.B.2	Understand that the two digits of a two-digit number represent tens and ones.
1	1.NBT.C.4	Add within 100 using concrete models and place-value strategies.
1	1.OA.A.1	Use addition and subtraction within 20 to solve word problems.
1	1.OA.C.6	Add and subtract within 20, demonstrating fluency for addition and subtraction within 10.
2	2.G.A.1	Recognize and draw shapes having specified attributes.
2	2.MD.C.8	Solve word problems involving money (dollar bills, coins).
2	2.NBT.A.1	Understand place value of three-digit numbers (hundreds, tens, ones).
2	2.NBT.B.5	Fluently add and subtract within 100 using place-value strategies.
2	2.OA.A.1	Use addition and subtraction within 100 to solve one- and two-step word problems.
2	2.OA.C.3	Determine whether a group of objects (up to 20) is odd or even.
3	3.MD.C.6	Measure areas by counting unit squares.
3	3.NBT.A.2	Fluently add and subtract within 1000 using strategies and algorithms based on place value.
3	3.NF.A.1	Understand a fraction 1/b as the quantity formed by one part when a whole is partitioned into b equal parts.
3	3.OA.A.1	Interpret a product of whole numbers as a grouping of sets, e.g., 5 x 7 as five groups of seven objects.
3	3.OA.A.3	Use multiplication and division within 100 to solve word problems involving equal groups, arrays, and measurements.
3	3.OA.C.7	Demonstrate fluency for multiplication within 100; know from memory products of single-digit numbers and related division facts.
3	3.OA.D.8	Solve two-step word problems involving whole numbers using the four operations.
4	4.MD.C.7	Recognize angle measure as additive; solve addition/subtraction problems to find unknown angles.
4	4.NBT.B.4	Fluently add and subtract multi-digit whole numbers using the standard algorithm.
4	4.NF.A.1	Explain why a fraction a/b is equivalent to (n x a)/(n x b).
4	4.NF.B.3	Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.
4	4.OA.A.3	Solve multistep word problems with whole numbers using the four operations, including remainders.
4	4.OA.B.4	Find factor pairs; recognize a number as prime or composite.
5	5.G.A.2	Represent real-world and mathematical problems by graphing points in the first quadrant.
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 the standard algorithm.
5	5.NBT.B.7	Add, subtract, multiply, and divide decimals to hundredths using concrete models and strategies.
5	5.NF.A.1	Add and subtract fractions with unlike denominators by producing equivalent fractions.
5	5.NF.B.7	Apply understanding of division to divide unit fractions by whole numbers and whole numbers by unit fractions.
6	6.EE.B.7	Solve real-world and mathematical problems by writing and solving equations of the form 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.A.1	Interpret and compute quotients of fractions; solve word problems involving division of fractions by fractions.
6	6.NS.C.5	Understand that positive and negative numbers describe quantities having opposite directions or values.
6	6.RP.A.1	Understand the concept of a ratio and use ratio language to describe a relationship between two quantities.
6	6.RP.A.3	Use ratio and rate reasoning to solve real-world and mathematical problems.
6	6.SP.B.5	Summarize numerical data sets in relation to their context.
7	7.EE.B.4	Use variables to represent quantities; construct simple equations and inequalities to solve problems.
7	7.G.B.4	Know the formulas for area and circumference of a circle and use them to solve problems.
7	7.NS.A.1	Add and subtract rational numbers; represent on a horizontal or vertical number line.
7	7.NS.A.3	Solve real-world and mathematical problems involving the four operations with rational numbers.
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 that the probability of a chance event is a number between 0 and 1.
8	8.EE.A.1	Know and apply the properties of integer exponents to generate equivalent numerical expressions.
8	8.EE.C.7	Solve linear equations in one variable.
8	8.EE.C.8	Analyze and solve pairs of simultaneous linear equations.
8	8.F.A.1	Understand that a function is a rule assigning to each input exactly one output.
8	8.F.B.4	Construct a function to model a linear relationship between two quantities.
8	8.G.B.7	Apply the Pythagorean Theorem to determine unknown side lengths in right triangles.
8	8.NS.A.1	Know that numbers that are not rational are irrational; convert between decimal and fraction forms.
8	8.SP.A.1	Construct and interpret scatter plots for bivariate measurement data.
9-12 (Algebra)	A.APR.A.1	Understand that polynomials form a system closed under addition, subtraction, and multiplication.
9-12 (Algebra)	A.APR.B.2	Know and apply the Remainder Theorem.
9-12 (Algebra)	A.CED.A.1	Create equations and inequalities in one variable and use them to solve problems.
9-12 (Algebra)	A.REI.B.4	Solve quadratic equations in one variable.
9-12 (Algebra)	A.REI.D.10	Understand that the graph of an equation in two variables is the set of all its solutions plotted in the coordinate plane.
9-12 (Algebra)	A.SSE.A.1	Interpret expressions that represent a quantity in terms of its context.
9-12 (Algebra)	A.SSE.B.3	Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity.
9-12 (Functions)	F.BF.A.1	Write a function that describes a relationship between two quantities.
9-12 (Functions)	F.IF.A.1	Understand that a function assigns to each element of the domain exactly one element of the range.
9-12 (Functions)	F.IF.B.4	Interpret key features of graphs and tables for a function modeling a relationship between two quantities.
9-12 (Functions)	F.IF.C.7	Graph functions expressed symbolically and show key features of the graph.
9-12 (Functions)	F.LE.A.2	Construct linear and exponential functions given a graph, a description, or input-output pairs.
9-12 (Geometry)	G.CO.A.1	Know precise definitions of angle, circle, perpendicular line, parallel line, and line segment based on undefined notions.
9-12 (Geometry)	G.CO.B.7	Use rigid motions to transform figures and decide whether two figures are congruent.
9-12 (Geometry)	G.CO.C.9	Prove theorems about lines and angles.
9-12 (Geometry)	G.GMD.A.3	Use volume formulas for cylinders, pyramids, cones, and spheres to solve problems.
9-12 (Geometry)	G.GPE.A.1	Derive the equation of a circle given center and radius using the Pythagorean Theorem.
9-12 (Geometry)	G.MG.A.1	Use geometric shapes, their measures, and properties to describe objects.
9-12 (Geometry)	G.SRT.B.5	Use congruence and similarity criteria for triangles to solve problems and prove relationships.
9-12 (Geometry)	G.SRT.C.8	Use trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems.
9-12 (Number and Quantity)	N.CN.A.1	Know there is a complex number i such that i^2 = -1, and every complex number has the form a + bi.
9-12 (Number and Quantity)	N.CN.C.7	Solve quadratic equations with real coefficients that have complex solutions.
9-12 (Number and Quantity)	N.Q.A.1	Use units as a way to understand problems and guide the solution of multi-step problems; choose and interpret units.
9-12 (Number and Quantity)	N.RN.A.1	Explain how the definition of rational exponents follows from extending the properties of integer exponents.
9-12 (Number and Quantity)	N.RN.B.3	Explain why sums/products of rational numbers are rational, and why a rational plus/times an irrational is irrational.
9-12 (Number and Quantity)	N.VM.A.1	(+) Recognize vector quantities as having both magnitude and direction; represent them by directed line segments.
9-12 (Statistics and Probability)	S.CP.A.1	Describe events as subsets of a sample space using unions, intersections, or complements.
9-12 (Statistics and Probability)	S.IC.B.4	Use data from a sample survey to estimate a population mean or proportion.
9-12 (Statistics and Probability)	S.ID.A.1	Represent data with plots on the real number line (dot plots, histograms, and box plots).
9-12 (Statistics and Probability)	S.ID.B.6	Represent data on two quantitative variables on a scatter plot and describe how the variables are related.
9-12 (Statistics and Probability)	S.MD.B.6	(+) Use probabilities to make fair decisions.

· Idaho Content Standards for ELA/Literacy (rebranded/lightly revised Common Core, CCSS-ELA) · 94


K	K.FR-PA.2	Demonstrate understanding of spoken words, syllables, and sounds.
K	K.FR-PA.2a	Identify and produce rhyming words.
K	K.FR-PC.1	Demonstrate understanding of the basic features of print.
K	K.FR-PC.1h	Identify and name all upper- and lowercase letters of the alphabet.
K	K.FR-PH.3c	Read common high-frequency words with automaticity by sight (e.g., the, of, to, you).
K	K.GC-GU.1b	Use interrogatives to ask questions in full sentences (e.g., who, what, where, when, why, how).
K	K.GC-M.2	Recognize and name end punctuation.
K	K.ODC-OC.1	Engage in collaborative discussions about grade-level topics and texts, following agreed-upon rules and taking turns.
K	K.RC-L.5b	Describe the connection between characters, settings, and major events in stories heard.
K	K.RC-NF.6a	Retell key details of texts heard.
K	K.RC-TE.3	Ask and answer questions about key details in texts heard.
K	K.RC-V.2	Regularly engage in listening to a series of texts related to topics/themes being studied to build knowledge and vocabulary.
K	K.RS-DR.2	Listen to a series of texts organized around conceptually related topics to build knowledge about the world.
K	K.VD-WB.1	Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content.
K	K.W-HWK.2	Print all uppercase and lowercase letters; write left to right and top to bottom with appropriate spaces.
K	K.W-RW.1	Routinely write or dictate writing for a range of tasks, purposes, and audiences.
1	1.FR-PA.2a	Distinguish long from short vowel sounds in spoken single-syllable words.
1	1.FR-PH.3b	Decode regularly spelled one-syllable words.
1	1.FR-PH.3e	Learn all the r-controlled vowel patterns (-ar, -er, -ir, -or, -ur) and recognize how they change vowel pronunciation.
1	1.GC-GU.1c	Form and use the simple verb tenses (past, present, and future) for regular verbs.
1	1.GC-M.2c	Capitalize the first word in a sentence, the first letter of student's name, and the pronoun 'I'.
1	1.ODC-OC.2	Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
1	1.RC-L.5a	Retell the beginning, middle, and end of familiar stories with key details, demonstrating understanding of central messages/morals.
1	1.RC-NF.6c	Know and use various text features (table of contents, headings, glossaries, index) to locate information in a text.
1	1.RC-RF.4	Read grade-level text with accuracy, appropriate rate, and expression to support comprehension in successive readings.
1	1.RS-IP.1	With support, conduct simple research tasks identifying information from classroom experiences or provided sources, organizing it.
1	1.VD-WB.1c	Use frequently occurring affixes (e.g., re-, un-, pre-, -ful, -less) as clues to the nuance they add to known words.
1	1.W-RW.1	Routinely write or dictate writing for a range of tasks, purposes, and audiences.
2	2.FR-PH.3a	Know spelling-sound correspondences for common short and long vowel teams including diphthongs.
2	2.GC-M.2b	Use commas in dates and to separate single words in a series.
2	2.RC-L.5a	Identify the central message, lesson, or moral of stories (including fables and folktales) from diverse cultures.
2	2.RC-NF.6b	Describe the connection between a series of historical events, scientific concepts, or steps in technical procedures.
2	2.RC-TC.1	Independently and proficiently read and comprehend texts at the lower end of the grades 2-3 complexity band.
2	2.RC-TE.3	Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details.
2	2.VD-WB.1b	Determine the meaning of new words formed when known prefixes/suffixes are added to a known word.
2	2.W-HWK.2	Print legibly and space words appropriately when writing a complete sentence.
3	3.FR-PH.3b	Decode words with common Greek and Latin roots (e.g., trans, port, bio).
3	3.GC-GU.1a	Form and use the progressive and perfect verb tenses.
3	3.GC-M.2b	Commas and quotation marks in dialogue.
3	3.ODC-DC.5	With support, evaluate whether a digital source is factual or not by considering its use of evidence.
3	3.RC-L.5a	Describe key details from stories (folktales, fables, tall tales) and explain how they support the central lesson/moral/theme.
3	3.RC-NF.6a	Describe key details from texts and explain how they support the central idea.
3	3.RC-RF.4	Read grade-level text with accuracy, automaticity, appropriate rate, and expression in successive readings.
3	3.RC-TC.1	Independently and proficiently read and comprehend texts at the higher end of the grades 2-3 complexity band.
3	3.RC-TE.3	Ask and answer questions to demonstrate understanding, referring explicitly to textual evidence as the basis for answers.
3	3.RS-IP.1	Conduct short research tasks gathering and recording information from reference texts or interviews, using text features and search tools.
3	3.VD-WB.2a	Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).
3	3.W-HWK.8	Use keyboarding skills to produce and publish writing.
3	3.W-RW.2	Write arguments that introduce the topic, express an opinion supported with facts/details/reasons, and provide a concluding statement.
4	4.FR-PH.3	Use combined knowledge of letter-sound correspondences, syllabication, and morphology to read unfamiliar multisyllabic words.
4	4.GC-GU.1f	Correctly use frequently confused common words (e.g., to/too/two).
4	4.ODC-DC.6	Interpret information presented visually, orally, or quantitatively (charts, graphs, timelines) on Web pages.
4	4.RC-L.5d	Compare and contrast the point of view from which different stories are narrated, including first- vs third-person.
4	4.RC-NF.6c	Explain the overall structure of informational texts and how each successive part builds on earlier sections.
4	4.RC-TE.3	Refer to details and examples in grade-level texts when explaining explicit meaning and drawing inferences.
4	4.VD-WB.1b	Use common Greek and Latin affixes and roots as clues to the meaning of words (e.g., thermometer, thermostat).
4	4.W-RW.3	Write informational texts that introduce the topic, develop the focus with facts/details, and provide a concluding statement/section.
5	5.FR-PH.3	Use combined knowledge of letter-sound correspondences, syllabication, and morphology to read unfamiliar multisyllabic words.
5	5.GC-M.2	Demonstrate command of conventions of English punctuation and capitalization when writing and reading aloud.
5	5.RC-L.5a	Summarize a text and determine the central themes of stories, plays, or poems, including how they are developed using details.
5	5.RC-TC.1	Independently and proficiently read and comprehend texts at the higher end of the grades 4-5 complexity band.
5	5.RC-TE.3	Draw evidence from grade-level texts to explain explicit meaning and inferences, including quoting accurately.
5	5.VD-WB.1	Determine or clarify the meaning of unknown and multiple-meaning words/phrases based on grade-level content.
5	5.W-RW.1	Develop flexibility in writing by routinely producing shorter and longer pieces for a range of tasks, purposes, and audiences.
6	6.GC-GU.1	Demonstrate command of the conventions of English grammar and usage when writing or speaking.
6	6.RC-L.5	Use evidence from literature to demonstrate understanding of grade-level texts.
6	6.VD-WB.1	Determine or clarify the meaning of unknown and multiple-meaning words/phrases based on grade-level content.
6	6.W-RW.2	Write arguments or make claims that support well-defined points of view with relevant evidence and clear reasoning.
7	7.ODC-OC.1	Engage in collaborative discussions about grade-level topics and texts, building on others' ideas and expressing own clearly.
7	7.RC-NF.6	Use evidence from nonfiction works to demonstrate understanding of grade-level texts.
7	7.VD-AV.3	Acquire and use accurately general academic and content-specific words and phrases occurring in grade-level reading and content.
7	7.W-RW.4	Write personal or fictional narratives that establish a context and point of view and develop characters and events.
8	8.GC-GU.1b	Form and use verbs in the indicative, imperative, interrogative, and conditional mood.
8	8.GC-M.2a	Use commas, ellipsis, and dashes when writing and reading aloud to indicate a pause, break, or omission.
8	8.ODC-DC.5	Demonstrate an understanding of and respect for the rights and obligations of using and sharing intellectual property.
8	8.RC-L.5a	Explain stated or implied themes, analyzing their development and the relationship of characters, setting, and plot to those themes.
8	8.RC-NF.6d	Trace the argument and specific claims in texts and assess whether the evidence presented is relevant.
8	8.RC-TE.3	Draw several pieces of evidence from grade-level texts that strongly support both explicit and implied meaning, citing references.
8	8.RS-IP.1	Conduct brief and multi-day research tasks formulating research questions and gathering/assessing information from multiple sources.
8	8.VD-WB.2a	Interpret figurative language (e.g., verbal irony, puns) in context.
8	8.W-RW.2	Write arguments that support well-defined points of view with relevant evidence and clear reasoning that logically advances the claim.
9-10	9/10.GC-GU.1a	Use verbs in active and passive voice and in conditional and subjunctive mood to achieve particular effects.
9-10	9/10.GC-M.2a	Use a semicolon (or appropriate conjunctive adverb) to link two or more closely related independent clauses.
9-10	9/10.ODC-DC.5	Manage personal data to maintain digital privacy and security and be aware of data-collection technology used to track navigation.
9-10	9/10.RC-L.5b	Analyze how complex characters with multiple or conflicting motivations develop, interact, and advance the plot.
9-10	9/10.RC-NF.6e	Analyze seminal documents of historical and literary significance, including how they address themes of liberty, equality, justice.
9-10	9/10.RC-TE.3	Draw ample evidence from grade-level texts to support claims and inferences, attending to precise details through quoting/paraphrasing/citing.
9-10	9/10.RS-IP.1	Conduct brief and multi-day research projects, gathering information from authoritative sources and following an approved citation format (APA, MLA, Chicago).
9-10	9/10.VD-WB.1b	Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., defend, defense, defensible).
9-10	9/10.W-RW.3	Write informational texts that introduce the topic clearly, present well-defined theses, and develop the topic with relevant evidence.
11-12	11/12.RC-L.5c	Evaluate how authors structure texts to distinguish what is directly stated from what is really meant, including satire, sarcasm, irony, understatement.
11-12	11/12.RC-NF.6a	Compare texts that express similar central ideas and analyze how their development and treatment of the topic compares.
11-12	11/12.RC-TC.1	Independently and proficiently read and comprehend texts at the lower end of the grades 11-12 complexity band.
11-12	11/12.RC-TE.3	Draw and cite strong and thorough evidence from grade-level texts to support claims and inferences, attending to gaps/inconsistencies.

· Idaho Content Standards for Science (based on / aligned to NGSS) · 156


K	K-ESS-1.1	Use and share observations of local weather conditions to describe variations in patterns throughout the seasons.
K	K-ESS-1.2	With guidance and support, use evidence to construct an explanation of how plants and animals interact with their environment to meet their needs.
K	K-ESS-2.1	Use a model to represent the relationship between the needs of different plants and animals and the places they live.
K	K-ESS-2.3	Communicate ideas that would enable humans to interact in a beneficial way with the land, water, air, and other living things.
K	K-LS-1.1	Use observations to describe how plants and animals are alike and different in terms of how they live and meet their needs.
K	K-PS-1.1	With guidance and support, 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-PS-1.2	With guidance and support, 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-PS-2.1	Make observations to determine the effect of the Sun's energy on the Earth's surface.
K	K-PS-2.2	Design and build a structure that will reduce the warming effect of the Sun's energy on a material.
1	1-ESS-1.1	Use observations of the Sun, Moon, and stars to describe patterns that can be predicted.
1	1-ESS-1.2	Make observations at different times of year to relate the amount of daylight to the time of year.
1	1-LS-1.1	Design and build 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-LS-1.2	Obtain information to identify patterns of behavior in parents and offspring that help offspring survive.
1	1-LS-2.1	Make observations to construct an evidence-based explanation that offspring are similar to, but not exactly like, their parents.
1	1-PS-1.1	With guidance and support, plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate.
1	1-PS-1.2	With guidance and support, make observations to construct an evidence-based explanation that objects in darkness can be seen only when illuminated.
1	1-PS-1.3	With guidance and support, plan and conduct investigations to determine the effect of placing materials in the path of a beam of light.
2	2-ESS-1.1	Use information from several sources to provide evidence that Earth events can occur quickly or slowly.
2	2-ESS-2.1	Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land.
2	2-ESS-2.2	Develop a model to represent the shapes and kinds of land and bodies of water in an area.
2	2-ESS-2.3	Obtain information to identify where water is found on Earth and that it can be solid or liquid.
2	2-LS-1.1	Plan and conduct an investigation to determine the impact of light and water on the growth of plants.
2	2-LS-1.2	Develop a model that demonstrates how plants depend on animals for pollination or the dispersal of seeds.
2	2-LS-2.1	Make observations of plants and animals to compare the diversity of life in different habitats.
2	2-PS-1.1	Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties.
2	2-PS-1.2	Analyze data obtained from testing different materials to determine which materials have the properties best suited for an intended purpose.
2	2-PS-1.3	Make observations to construct an evidence-based argument that objects, when disassembled, may be made of a small set of pieces.
2	2-PS-1.4	Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot.
3	3-ESS-1.1	Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season.
3	3-ESS-1.2	Obtain and combine information to describe climates in different regions of the world.
3	3-ESS-2.1	Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard.
3	3-LS-1.1	Develop models to demonstrate that living things, although they have unique and diverse life cycles, all have birth, growth, reproduction, and death in common.
3	3-LS-2.1	Construct an argument that some animals form groups that help members survive.
3	3-LS-3.1	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-LS-3.2	Use evidence to support the explanation that traits can be influenced by the environment.
3	3-LS-3.3	Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all.
3	3-PS-1.1	Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object.
3	3-PS-1.2	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-PS-1.4	Define a problem that can be solved by applying scientific ideas about magnets.
4	4-ESS-1.1	Identify evidence from patterns in rock formations and fossils in rock layers for changes in a landscape over time.
4	4-ESS-2.1	Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion.
4	4-ESS-2.2	Analyze and interpret data from maps to describe patterns of Earth's features.
4	4-ESS-3.1	Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment.
4	4-ESS-3.2	Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans.
4	4-LS-1.1	Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.
4	4-LS-1.2	Use a model to describe how animals receive different types of information through their senses, process the information, and respond in different ways.
4	4-PS-1.1	Use evidence to construct an explanation relating the speed of an object to the energy of that object.
4	4-PS-1.2	Make observations to provide evidence that energy can be transferred by heat, sound, light, and electric currents.
4	4-PS-1.3	Ask questions and predict outcomes about the changes in energy that occur when objects collide.
4	4-PS-2.1	Develop a model of a simple mechanical wave to describe patterns of amplitude and wavelength and that waves can cause objects to move.
4	4-PS-2.2	Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen.
5	5-ESS-1.1	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-ESS-1.2	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 some stars.
5	5-ESS-2.1	Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.
5	5-ESS-3.1	Obtain and combine information about ways communities protect Earth's resources and environment using science ideas.
5	5-LS-1.1	Support an argument that plants get what they need for growth chiefly from air, water, and energy from sunlight.
5	5-LS-2.1	Analyze and interpret data from fossils to provide evidence of the types of organisms and the environments in which they lived long ago.
5	5-LS-2.2	Construct an argument with evidence for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing.
5	5-LS-2.4	Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.
5	5-PS-1.1	Develop a model to describe that matter is made of particles too small to be seen.
5	5-PS-1.2	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-PS-1.3	Make observations and measurements to identify materials based on their properties.
5	5-PS-2.1	Support an argument that Earth's gravitational force exerted on objects is directed downward.
5	5-PS-3.1	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.
High School - Earth and Space Science	HS-ESS-1.1	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 in the form of radiation.
High School - Earth and Space Science	HS-ESS-1.2	Construct an explanation of the current model of the origin of the universe based on astronomical evidence of the existence of light from stars and the structure of the universe.
High School - Earth and Space Science	HS-ESS-1.4	Use mathematical or computational representations to predict the motion of orbiting objects in the solar system.
High School - Earth and Space Science	HS-ESS-1.5	Evaluate evidence of the past and current movements of continental and oceanic crust and the theory of plate tectonics to explain the ages of crustal rocks.
High School - Earth and Space Science	HS-ESS-2.1	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.
High School - Earth and Space Science	HS-ESS-2.2	Analyze geoscience data to make the claim that one change to Earth's surface can create feedbacks that cause changes to other Earth systems.
High School - Earth and Space Science	HS-ESS-2.5	Plan and conduct an investigation of how the chemical and physical properties of water contribute to the mechanical and chemical processes that shape Earth's surface.
High School - Earth and Space Science	HS-ESS-2.7	Construct an argument based on evidence about the simultaneous coevolution of Earth's systems and life on Earth.
High School - Earth and Space Science	HS-ESS-3.1	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.
High School - Earth and Space Science	HS-ESS-3.2	Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios.
High School - Earth and Space Science	HS-ESS-3.3	Illustrate relationships among management of natural resources, the sustainability of human populations, and biodiversity.
High School - Earth and Space Science	HS-ESS-3.5	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.
High School - Earth and Space Science	HS-ESS-3.6	Communicate how relationships among Earth systems are being influenced by human activity.
High School - Biology (Life Science)	HS-LS-1.1	Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins.
High School - Biology (Life Science)	HS-LS-1.2	Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms.
High School - Biology (Life Science)	HS-LS-1.3	Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis.
High School - Biology (Life Science)	HS-LS-1.5	Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy.
High School - Biology (Life Science)	HS-LS-1.6	Construct an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules.
High School - Biology (Life Science)	HS-LS-2.1	Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales.
High School - Biology (Life Science)	HS-LS-2.2	Use mathematical representations to support explanations that biotic and abiotic factors affect biodiversity and populations in ecosystems of different scales.
High School - Biology (Life Science)	HS-LS-2.4	Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere.
High School - Biology (Life Science)	HS-LS-2.6	Design, evaluate, and/or refine practices used to manage a natural resource based on direct and indirect evidence.
High School - Biology (Life Science)	HS-LS-3.1	Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring.
High School - Biology (Life Science)	HS-LS-3.2	Make and defend a claim based on evidence that inheritable genetic variations may result from new genetic combinations through meiosis, viable errors during replication, and/or mutations caused by environmental factors.
High School - Biology (Life Science)	HS-LS-3.3	Apply concepts of probability and statistical analysis to explain the variation and distribution of expressed traits in a population.
High School - Biology (Life Science)	HS-LS-4.1	Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.
High School - Biology (Life Science)	HS-LS-4.2	Construct an explanation based on evidence that the process of evolution, through the mechanism of natural selection, primarily results from several factors.
High School - Biology (Life Science)	HS-LS-4.4	Construct an explanation based on evidence for how natural selection leads to adaptation of populations.
High School - Chemistry (Physical Science)	HS-PSC-1.1	Develop models to describe the atomic composition of simple molecules and extended structures.
High School - Chemistry (Physical Science)	HS-PSC-1.2	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.
High School - Chemistry (Physical Science)	HS-PSC-1.4	Develop models to illustrate the changes in the composition of the nucleus of the atom and the energy released during the processes of fission, fusion, and radioactive decay.
High School - Chemistry (Physical Science)	HS-PSC-1.5	Communicate scientific and technical information about why the molecular-level structure is important in the functioning of designed materials.
High School - Chemistry (Physical Science)	HS-PSC-2.1	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 patterns of chemical properties.
High School - Chemistry (Physical Science)	HS-PSC-2.2	Develop a model to illustrate that the energy transferred during an exothermic or endothermic chemical reaction depends upon the changes in total bond energy.
High School - Chemistry (Physical Science)	HS-PSC-2.4	Use mathematical representations to support the claim that the number and type of atoms, and therefore mass, are conserved during a chemical reaction.
High School - Chemistry (Physical Science)	HS-PSC-3.1	Ask questions to clarify the idea that electromagnetic radiation can be described either by a wave model or a particle model, and that for some situations one model is more useful than the other.
High School - Chemistry (Physical Science)	HS-PSC-3.2	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.
High School - Physics (Physical Science)	HS-PSP-1.1	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.
High School - Physics (Physical Science)	HS-PSP-1.2	Use mathematical representations to support the claim that the total momentum of a system of objects is conserved when there is no net force on the system.
High School - Physics (Physical Science)	HS-PSP-1.4	Use mathematical representations of Newton's Law of Gravitation and Coulomb's Law to describe and predict the gravitational and electrostatic forces between objects.
High School - Physics (Physical Science)	HS-PSP-1.6	Communicate scientific and technical information about why the molecular-level structure is important in the functioning of designed materials.
High School - Physics (Physical Science)	HS-PSP-2.1	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.
High School - Physics (Physical Science)	HS-PSP-2.2	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 and energy associated with the relative positions of particles.
High School - Physics (Physical Science)	HS-PSP-2.4	Plan and conduct an investigation to provide evidence that the transfer of thermal energy when two components of different temperature are combined within a closed system results in a more uniform energy distribution.
High School - Physics (Physical Science)	HS-PSP-3.1	Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling in various media.
High School - Physics (Physical Science)	HS-PSP-3.2	Evaluate questions about the advantages of using digital transmission and storage of information.
High School - Physics (Physical Science)	HS-PSP-3.3	Evaluate the claims, evidence, and reasoning behind the idea that electromagnetic radiation can be described either by a wave model or a particle model.
High School - Physics (Physical Science)	HS-PSP-3.5	Communicate technical information about how some technological devices use the principles of wave behavior and wave interactions with matter to transmit and capture information and energy.
Middle School	MS-ESS-1.1	Develop and use a model of the Earth-Sun-Moon system to describe the cyclic patterns of lunar phases, eclipses of the Sun and Moon, and seasons.
Middle School	MS-ESS-1.2	Develop and use a model to describe the role of gravity in the orbital motions within galaxies and the solar system.
Middle School	MS-ESS-1.4	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.
Middle School	MS-ESS-2.1	Develop a model to describe the cycling of Earth's materials and the internal and external flows of energy that drive this process.
Middle School	MS-ESS-2.2	Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales.
Middle School	MS-ESS-2.4	Develop a model to describe the cycling of water through Earth's systems driven by energy from the Sun and the force of gravity.
Middle School	MS-ESS-2.5	Collect data to provide evidence for how the motions and complex interactions of air masses results in changes in weather conditions.
Middle School	MS-ESS-3.1	Construct a scientific explanation based on evidence for how Earth's mineral, energy, and groundwater resources are unevenly distributed as a result of past and current geoscience processes.
Middle School	MS-ESS-3.2	Analyze and interpret data on natural hazards to forecast future catastrophic events to mitigate their effects.
Middle School	MS-ESS-3.3	Apply scientific practices to design a method for monitoring human activity and increasing beneficial impacts on the environment.
Middle School	MS-ESS-3.5	Ask questions to interpret evidence of the factors that cause climate variability throughout Earth's history.
Middle School	MS-LS-1.1	Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.
Middle School	MS-LS-1.2	Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.
Middle School	MS-LS-1.3	Make a claim supported by evidence for how a living organism is a system of interacting subsystems composed of groups of cells.
Middle School	MS-LS-1.5	Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms.
Middle School	MS-LS-1.6	Develop a conceptual model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as matter moves through an organism.
Middle School	MS-LS-2.1	Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.
Middle School	MS-LS-2.2	Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems.
Middle School	MS-LS-2.3	Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.
Middle School	MS-LS-2.5	Construct an argument supported by evidence that changes to physical or biological components of an ecosystem affect populations.
Middle School	MS-LS-2.6	Design and evaluate solutions for maintaining biodiversity and ecosystem services.
Middle School	MS-LS-3.1	Develop and use a model to describe why mutations may result in harmful, beneficial, or neutral effects to the structure and function of the organism.
Middle School	MS-LS-3.2	Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.
Middle School	MS-LS-4.1	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.
Middle School	MS-LS-4.2	Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms.
Middle School	MS-LS-4.3	Analyze visual evidence to compare patterns of similarities in the anatomical structures across multiple species to identify relationships not evident in the fully formed anatomy.
Middle School	MS-LS-4.5	Obtain, evaluate, and communicate information about how technologies allow humans to influence the inheritance of desired traits in organisms.
Middle School	MS-LS-4.6	Use mathematical models to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time.
Middle School	MS-PS-1.1	Develop models to describe the atomic composition of simple molecules.
Middle School	MS-PS-1.2	Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred.
Middle School	MS-PS-1.4	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.
Middle School	MS-PS-1.6	Undertake a design project to construct, test, and/or modify a device that either releases or absorbs thermal energy by chemical processes.
Middle School	MS-PS-2.1	Apply Newton's Third Law to design a solution to a problem involving the motion of two colliding objects.
Middle School	MS-PS-2.2	Plan and conduct an investigation to provide evidence that the change in an object's motion depends on the sum of the forces on the object and the mass of the object.
Middle School	MS-PS-2.3	Ask questions about data to determine the factors that affect the strength of electric and magnetic forces.
Middle School	MS-PS-2.5	Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact.
Middle School	MS-PS-3.1	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.
Middle School	MS-PS-3.2	Develop a model to describe the relationship between the relative positions of objects interacting at a distance and their relative potential energy in the system.
Middle School	MS-PS-3.3	Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer.
Middle School	MS-PS-3.4	Plan an investigation to determine the relationships among the energy transferred, the type of matter, the mass, and the change in the average kinetic energy of the particles.
Middle School	MS-PS-3.5	Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object.
Middle School	MS-PS-4.1	Use diagrams of a simple wave to explain that a wave has a repeating pattern with a specific amplitude, frequency, and wavelength.
Middle School	MS-PS-4.2	Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials.
Middle School	MS-PS-4.3	Present qualitative scientific and technical information to support the claim that digitized signals (0s and 1s) are a more reliable way to encode and transmit information than analog signals.

· Idaho Content Standards for K-12 Social Studies (state-specific) · 141


K	K.SS.1.1	Describe how individuals have similarities and differences by sharing stories, pictures, and music of one's own personal life, family, and culture.
K	K.SS.1.2	Sequence events in the past and present and begin to recognize that things change over time.
K	K.SS.2.1	Demonstrate an understanding of maps and globes (map vs. globe, basic map symbols, land/water, location of US and Idaho).
K	K.SS.2.2	Describe the relative location of people, places, and objects using positional words (near/far, over/under, above/below, etc.).
K	K.SS.3.1	Distinguish between wants and needs.
K	K.SS.3.2	Explain the benefits of saving money and give examples of how people use money to make purchases.
K	K.SS.3.3	Recognize and describe different types of jobs, including work done in the home, school, and community.
K	K.SS.4.1	Practice citizenship in the classroom (responsibility, honesty/kindness, rules/self-control, respecting property, sharing).
K	K.SS.4.2	Identify symbols of the United States including but not limited to the flag, Pledge of Allegiance, Bald Eagle, red/white/blue, and the Statue of Liberty.
K	K.SS.4.3	Understand the meaning and purpose of the Pledge of Allegiance.
K	K.SS.4.4	Describe holidays and tell why they are commemorated in the United States.
K	K.SS.5.1	Name traditions that came to the United States from other parts of the world.
1	1.SS.1.1	Compare differences in the ways families in the United States live today to how they lived in the past.
1	1.SS.1.2	Use timelines to show personal or family history.
1	1.SS.1.3	Compare personal histories, pictures, and music of other selected times and places in America's past.
1	1.SS.2.1	Develop geographic skills (map symbols, cardinal directions, locating Idaho/US/continents/oceans, constructing simple maps with title, legend, compass rose).
1	1.SS.2.2	Identify ways people adjust to their environment as well as modify their environment.
1	1.SS.3.1	Identify ways people meet their needs by sharing, trading, and using money to buy goods and services.
1	1.SS.3.2	Distinguish between wants and needs and provide examples of each.
1	1.SS.3.3	Identify ways to save money for future needs and wants.
1	1.SS.4.1	Define citizenship, and recognize traits of good citizens, such as respecting the rights of others, voting, following laws, etc.
1	1.SS.4.2	Explain the importance of patriotic traditions and symbols, including the Pledge of Allegiance and the National Anthem, and respectful behavior during both.
1	1.SS.4.3	Provide all students the opportunity to be able to recite the Pledge of Allegiance.
1	1.SS.4.4	Describe holidays and events and tell why they are commemorated in the United States.
1	1.SS.4.5	Identify individuals who are helpful to people in their everyday lives.
1	1.SS.4.6	Name some responsibilities that students have at home and school.
1	1.SS.5.1	Compare family life, structures, and daily routines of various cultures around the world.
1	1.SS.5.2	Recognize that each person belongs to many groups such as family, school, friends, and community.
2	2.SS.1.1	Identify different groups that a person belongs to, such as family and community, and how those roles and/or groups have changed or stayed the same.
2	2.SS.1.2	Compare the lives and contributions of two of the five federally recognized American Indian tribes in Idaho (Coeur d'Alene, Kootenai, Shoshone-Bannock, Nez Perce, Shoshone-Paiute).
2	2.SS.1.3	Analyze and interpret events placed chronologically on a timeline.
2	2.SS.2.1	Develop geographic mapping skills using maps and globes (map elements, cardinal directions/compass rose, North America, seven continents/five oceans, physical features, boundaries, man-made features).
2	2.SS.2.2	Compare how environmental conditions affect living styles and clothing in different parts of the country.
2	2.SS.2.3	Describe how humans depend on the environment to meet their basic needs.
2	2.SS.2.4	Define city/suburb/town and urban/rural.
2	2.SS.3.1	Differentiate between the wants and needs of families and understand the purpose of a budget.
2	2.SS.3.2	Explain what employment means and define income, wages, and salary.
2	2.SS.3.3	Examine different types of producers and consumers as well as goods and services.
2	2.SS.3.4	Explain how natural resources affect economic activities in the local community.
2	2.SS.4.1	Explore the concept of democracy by understanding the role of citizens and the US government and connecting it to their role as citizens within their community.
2	2.SS.4.2	Recognize that Idaho has a constitution, which is the basis for our state's laws, and that there are consequences for breaking those laws.
2	2.SS.4.3	Identify the people or groups that make, apply, and enforce rules and laws at home, school, communities, and our state.
2	2.SS.4.4	Identify and examine the significance of well-known national symbols and landmarks, including The White House, the flag, the Statue of Liberty, and the bald eagle.
2	2.SS.4.5	Examine the meaning of keywords in the Pledge of Allegiance.
2	2.SS.4.6	Identify characteristics of good citizenship, such as courage, honesty, and responsibility, and identify the responsibilities of being a US citizen.
2	2.SS.4.7	Identify historical and contemporary people who model characteristics of good citizenship.
2	2.SS.5.1	Compare your community with others in various parts of the world.
2	2.SS.5.2	Compare traditions in your community with those practiced in other parts of the world.
3	3.SS.1.1	Investigate your community's history and determine the chronological importance of local events.
3	3.SS.1.2	Analyze distinctive foods, clothing styles, and traditions of various cultural groups within the community, including the five federally recognized tribes of Idaho.
3	3.SS.1.4	Describe how migration and immigration are continuous processes and how they are influenced by voluntary and involuntary movement of people.
3	3.SS.2.1	Develop an understanding of map reading by analyzing maps and globes using standard terms (country, North Pole, Equator, Prime Meridian, hemisphere, region, latitude, longitude, time zones).
3	3.SS.2.2	Use cardinal directions, map scales, legends, and grids to locate the US, Washington D.C., Idaho, Boise, and their own community on a map.
3	3.SS.3.1	Explain the concepts of supply and demand and the role of the consumer and producer.
3	3.SS.3.4	Identify different examples of making an economic choice, including consumption of goods and services, using a bank, investing, and budgeting.
3	3.SS.4.1	Explain the benefits of following the laws and the consequences of breaking the rules and laws of our local and national communities.
3	3.SS.4.3	Identify and explain the basic functions of local and state governments.
3	3.SS.4.8	Explain that people in the United States share a national identity through patriotic symbols and holidays.
3	3.SS.5.1	Explore connections that the local community has with other communities throughout the world.
3	3.SS.5.2	Examine the contributions of various cultures from other parts of the world to the development of the community and how they make that community unique.
4	4.SS.1.1	Identify the contributions of different cultural groups to Idaho (e.g., Basque sheepherders, French Canadian fur trappers, LDS, pioneers) and describe ways they have influenced a shared Idaho culture.
4	4.SS.1.4	Describe the historic role of fur trading and the discovery of gold and silver in Idaho.
4	4.SS.1.6	Compare and contrast the historical and current key characteristics of the five federally recognized American Indian tribes in Idaho and ceded and current reservation lands.
4	4.SS.1.8	Examine the meaning of tribal sovereignty and its relationship at the tribal, local, state, and federal levels of government.
4	4.SS.2.1	Use a number/letter coordinate grid to collect, analyze, interpret, and communicate data for finding specific locations on a map of Idaho.
4	4.SS.2.2	Describe the physical regions of Idaho, identify major natural resources, and explain their impact on settlement.
4	4.SS.2.3	Describe conflicts resulting from land disputes, including but not limited to the Battle of Four Lakes, Bear River Massacre, Nez Perce Flight of 1877, Bannock War of 1878, and Kootenai War of 1974.
4	4.SS.3.2	Explain the concepts of supply and demand and scarcity.
4	4.SS.3.7	Define entrepreneurship and identify reasons for starting a business.
4	4.SS.4.4	Identify the three branches of state government and explain the major responsibilities of each.
4	4.SS.4.7	Describe the concepts of citizenship, popular sovereignty, respect for the individual, equality of opportunity, and personal liberty.
4	4.SS.5.1	Analyze the roles and relationships of groups of people who have impacted the state's history and contributed to Idaho's cultural heritage.
4	4.SS.5.3	Identify Idaho's role in the global economy.
5	5.SS.1.1	Describe the interactions between European colonists and established societies in North America.
5	5.SS.1.11	Describe the impact of scientific and technological advances on westward expansion including the cotton gin, the reaper, the steam engine, and steam locomotive.
5	5.SS.1.5	Describe how the establishment of the 13 original colonies contributed to the founding of the nation.
5	5.SS.1.8	Explain the history of indentured servitude and the slave trade in the United States.
5	5.SS.2.3	Name and locate the 50 States and their Capitals, and United States Territories.
5	5.SS.3.2	Explain the concepts of tariffs, taxation, and embargo.
5	5.SS.3.3	Describe the basic characteristics of a market economy.
5	5.SS.4.11	Explain how the United States is a republic.
5	5.SS.4.2	Identify and explain the important concepts in the Declaration of Independence.
5	5.SS.4.4	Identify the basic principles of the US Constitution and Bill of Rights, including popular sovereignty, limited government, separation of powers, checks and balances, judicial review, and federalism.
5	5.SS.4.6	Identify the three branches of government and the functions and powers of each.
5	5.SS.5.1	Explain how the world is divided into many different countries and each has its own government and how they interact with each other.
5	5.SS.5.3	Identify the role of the United States in a global economy.
World Geography (Grades 6-9)	6-9.WG.1.1	Describe major aspects of the civilizations in regions throughout the world prior to European contact including government, religion/belief systems, arts/architecture, technology, physical geography, economics, and social order.
World Geography (Grades 6-9)	6-9.WG.1.4	Investigate the historical origins, central beliefs, and spread of major religions and belief systems, including Judaism, Christianity, Islam, Sikhism, Hinduism, Buddhism, Confucianism, and Indigenous knowledge and belief systems.
World Geography (Grades 6-9)	6-9.WG.2.1	Apply latitude and longitude to locate places on Earth.
World Geography (Grades 6-9)	6-9.WG.2.5	Identify major biomes and explain ways in which the natural environment and climate of places in regions throughout the world are related to settlement patterns and everyday life.
World Geography (Grades 6-9)	6-9.WG.3.2	Describe how different economic systems guide decisions about what to produce, how to produce, and for whom to produce.
World Geography (Grades 6-9)	6-9.WG.4.1	Identify the major forms of government in regions throughout the world and compare them with the government of the United States.
World Geography (Grades 6-9)	6-9.WG.5.3	Analyze how miscommunication or misunderstandings of different cultures can lead to conflict.
World Geography (Grades 6-9)	6-9.WG.6.2	Explain and use the components of maps, compare different map projections, and explain the appropriate uses for each.
World History (Grades 6-9)	6-9.WH.1.1	Analyze types of evidence used by anthropologists, archaeologists, and other scholars to reconstruct early human and cultural development.
World History (Grades 6-9)	6-9.WH.1.3	Describe how hunter-gatherer communities developed into agricultural sedentary settlements.
World History (Grades 6-9)	6-9.WH.2.4	Describe how physical features, such as mountain ranges, fertile plains, and rivers led to the development of cultural regions.
World History (Grades 6-9)	6-9.WH.3.3	Analyze the role of money and alternative means of exchange.
World History (Grades 6-9)	6-9.WH.4.2	Analyze the various political systems that shaped civilizations throughout the world, including the City-State, Monarchy, Republic, Nation-State, or Democracy.
World History (Grades 6-9)	6-9.WH.5.4	Analyze the causes, events, and consequences of the Holocaust while exploring the impacts of discrimination and prejudice.
World History (Grades 6-9)	6-9.WH.6.2	Determine and explain the cause and effect of historical events or developments.
Economics (Grades 9-12)	9-12.EC.1	Apply and explain the concepts of supply and demand, scarcity, opportunity costs, and incentives, as well as their implications for decision-making.
Economics (Grades 9-12)	9-12.EC.11	Apply economic concepts to explain the role of imports/exports both nationally and internationally.
Economics (Grades 9-12)	9-12.EC.16	Evaluate types of investments to determine how they meet the objectives of a personal financial plan including compound interest over time.
Economics (Grades 9-12)	9-12.EC.19	Research and report on factors that affect creditworthiness and credit scores.
Economics (Grades 9-12)	9-12.EC.23	Build a monthly budget for an individual or a family given their income, savings goals, taxes, and list of fixed and variable expenses.
Economics (Grades 9-12)	9-12.EC.4	Describe the factors of production.
Economics (Grades 9-12)	9-12.EC.6	Compare and contrast the characteristics of different economic systems and economic philosophies.
Economics (Grades 9-12)	9-12.EC.8	Explain monetary policy, fiscal policy, and the role of the Federal Reserve.
American Government (Grades 9-12)	9-12.GOV.1	Examine the influences of leading European thinkers such as Locke and Montesquieu, as well as the influence of historical institutions such as Greek democracy, Roman republicanism, and the English legal tradition on the American Founding.
American Government (Grades 9-12)	9-12.GOV.19	Explain the requirements to be considered a natural-born US citizen, and describe the process of naturalization, including the knowledge required by the Naturalization Test.
American Government (Grades 9-12)	9-12.GOV.23	Evaluate the Supreme Court's interpretations of the freedoms articulated in the First Amendment, including Schenck v. United States, New York Times v. United States, Engel v. Vitale, Miller v. California, Tinker v. Des Moines, Texas v. Johnson, and Kennedy v. Bremerton.
American Government (Grades 9-12)	9-12.GOV.25	Evaluate the Supreme Court's interpretations of the freedoms in the 14th Amendment, equal protection, and due process clauses including Plessy v. Ferguson, Roe v. Wade, Dobbs v. Jackson Women's Health Organization, Gitlow v. New York, Loving v. Virginia, Obergefell v. Hodges, and Brown v. Board of Education, 1954.
American Government (Grades 9-12)	9-12.GOV.5	Evaluate the arguments presented in the Federalist Papers, particularly Essay 10 and Essay 51, and evaluate the arguments in the Anti-Federalist Papers.
American Government (Grades 9-12)	9-12.GOV.53	Explain the impact of reapportionment and redistricting on elections and governance.
American Government (Grades 9-12)	9-12.GOV.56	Compare the different forms of domestic and foreign political systems, electoral systems, economic systems, and civil societies including presidential vs parliamentary, unitary vs federal, and autocracy vs democracy.
American Government (Grades 9-12)	9-12.GOV.59	Evaluate the changing role of the United States in supporting democratic principles and institutions in the international system.
American Government (Grades 9-12)	9-12.GOV.7	Describe limited government within the Constitution, including checks and balances, popular sovereignty, rule of law, federalism, separation of powers, judicial review, and majority rule and protection of minority rights.
Foundations of Western Civilization (Grades 9-12)	9-12.WC.13	Describe the process of Romanization and explain the characteristics of Pax Romana.
Foundations of Western Civilization (Grades 9-12)	9-12.WC.2	Explain how Western civilization is distinct from other cultures and arose primarily from a synthesis of cultures, including classical Greco-Roman civilization, Judeo-Christian influence, and the cultures of northern European peoples.
Foundations of Western Civilization (Grades 9-12)	9-12.WC.26	Analyze the causes and consequences of the Crusades and Reconquista on Christian, Muslim, and Jewish populations.
Foundations of Western Civilization (Grades 9-12)	9-12.WC.30	Explain key developments in medieval English legal and constitutional history, including the impact of the Magna Carta on limiting the monarch's power, the development of a Parliament, establishing the rule of law, and securing the right to trial by jury.
Foundations of Western Civilization (Grades 9-12)	9-12.WC.34	Analyze Johannes Gutenberg's printing press and its effect on society (e.g. growth of literacy and the dissemination of ideas).
Foundations of Western Civilization (Grades 9-12)	9-12.WC.40	Identify the major contributions of individuals associated with the Scientific Revolution, including but not limited to Copernicus, Kepler, Galileo, Newton, Bacon, and Descartes.
Foundations of Western Civilization (Grades 9-12)	9-12.WC.7	Analyze the ideas of ancient Greek philosophers including but not limited to Socrates, Plato, Aristotle, and their impact on Western thought.
United States History I	6-12.HT1.1	Identify a series of historical events and developments as examples of change and/or continuity over time.
United States History I	6-12.HT1.3	Evaluate historical sources, considering authorship, strengths, limitations, and perspectives, while analyzing primary and secondary sources to understand their collective contribution to historical interpretation.
United States History II	6-12.HT2.6	Evaluate historical sources, considering authorship, strengths, limitations, potential biases, and appropriate application, while analyzing primary and secondary sources to understand their collective contribution to historical interpretation.
United States History I	6-12.US1.1	Compare and contrast the culture of various American Indian communities that were established in North America prior to European settlement (Arctic, Subarctic, Northeast, Southeast, Great Plains, Great Basin, Plateau, Southwest, Pacific Coast, and other Idaho tribes).
United States History I	6-12.US1.13	Analyze the successes and failures of the Articles of Confederation and the events that led to the Constitutional Convention of 1787.
United States History I	6-12.US1.2	Analyze the impact of the Columbian exchange on Europe, Africa, and the Americas, including agriculture, technology, politics, and religion.
United States History I	6-12.US1.9	Identify the impact of multiple intellectual traditions on the American Revolution and the Declaration of Independence, including early modern and Enlightenment thinkers (e.g., Locke and Montesquieu), Greek, Roman and English political history.
United States History II	9-12.US2.1	Analyze how federal policies established the relationship between the US government and American Indian tribes, and the intended and unintended outcomes (Allocation/Assimilation, Tribal Reorganization, Termination/Relocation, Self-Determination periods).
United States History II	9-12.US2.13	Evaluate the effectiveness of New Deal programs in addressing economic issues underlying the Great Depression.
United States History II	9-12.US2.19	Evaluate the factors that influenced the decision to employ atomic weapons against Japan.
United States History II	9-12.US2.29	Analyze the motives, strategies, methods, organizations, and impacts of various Civil Rights Movements.
United States History II	9-12.US2.38	Analyze the rise of the New Right and the Reagan Revolution including the social, cultural, and economic policies it advocated for.
United States History II	9-12.US2.4	Analyze the origins and the impacts of the Spanish-American War and American involvement in Latin America, Hawaii, the Philippines, China, and Japan.
United States History II	9-12.US2.43	Evaluate the motivations behind domestic and non-state aligned terrorism, assess governmental responses including those after September 11, 2001, and analyze the causes, progression, and aftermath of the War on Terror in Afghanistan and Iraq.
United States History II	9-12.US2.47	Evaluate the causes and consequences of the 2008 financial crisis and Great Recession.
United States History II	9-12.US2.8	Analyze the goals and effects of the Treaty of Versailles.

Is homeschooling legal in Idaho?

Yes. Idaho is one of the most homeschool-friendly ('no-notice, low-regulation') states.

Do I have to notify anyone to homeschool in Idaho?

No. Idaho does not require parents to file a notice to begin homeschooling. Idaho requires NO notice of intent, registration, or reporting to homeschool. There is no approval process and no requirement to inform the school district or the State Department of Education. Idaho Code 33-202 simply permits compulsory-attendance-age children to be 'otherwise comparably instructed' (i.e., privately/home instructed) as an alternative to public/private school attendance. (Practical note: if withdrawing a currently-enrolled public school student, notify the school to avoid truancy issues, but this is not a homeschool registration requirement.)

Is standardized testing required for homeschoolers in Idaho?

No annual test is mandated for homeschoolers in Idaho. The state test (ISAT (Idaho Standards Achievement Test) - the ISAT Comprehensive Assessment System; ELA & Math use Smarter Balanced; Science is the Idaho-developed science ISAT) is not required for home-educated students.

What subjects are required for homeschooling in Idaho?

Idaho requires instruction in: Subjects commonly and usually taught in the public schools of Idaho (per Idaho Code 33-202). Idaho does not enumerate specific subjects by statute; the public-school core comprises Language Arts/English, Mathematics, Science, and Social Studies..

Does Idaho have its own learning standards?

Math: Idaho Content Standards for Mathematics (rebranded/lightly revised Common Core, CCSS-M). ELA: Idaho Content Standards for ELA/Literacy (rebranded/lightly revised Common Core, CCSS-ELA). Science: Idaho Content Standards for Science (based on / aligned to NGSS). Social studies: Idaho Content Standards for K-12 Social Studies (state-specific).

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