MA ·
8
No fixed statutory hours/days are imposed on homeschoolers.
Massachusetts is an approval state. Compulsory attendance (MGL c.76 s.1) allows a child to be 'otherwise instructed in a manner approved in advance by the superintendent or the school committee.' The governing case law is Care and Protection of Charles (1987), which set the framework and factors a district may consider and the limits on what it may require. Homeschoolers are NOT required to take the MCAS and are not enrolled in the public system; progress is verified by the method agreed in the approved plan.
Massachusetts requires PRIOR APPROVAL, not mere notification. Under MGL c.76 s.1 and the SJC decision Care and Protection of Charles (399 Mass. 324, 1987), a parent must submit a home education plan/proposal to the local school committee or superintendent and obtain approval BEFORE beginning to homeschool (and renew annually in most districts). The Charles court held the district may review: the proposed curriculum and number of hours of instruction in the required subjects, the competency/qualifications of the parents (no teaching certificate or college degree may be required), the textbooks/materials/methods, and a means of evaluating progress. Approval may not be unreasonably withheld and home visits may not be required as a condition of approval. There is no statewide form; each district sets its own process.
Parents must provide the district a means of evaluating the child's educational progress, per Charles. The parent may choose the method; common approved options are (1) a nationally normed standardized test, (2) a portfolio/dated samples of the child's work reviewed periodically, or (3) a written progress report/narrative evaluation. Districts cannot dictate a single method or require a particular test (e.g., MCAS is not available to homeschoolers). Keep the approved education plan and chosen progress evidence on file.
- Reading
- Writing
- English language/grammar
- Mathematics
- History
- Geography (U.S. and Massachusetts constitutions / good citizenship)
- Science (drawing/health/physical education commonly included)
- Good citizenship
· Massachusetts Curriculum Framework for Mathematics (2017) - CCSS-M based with Massachusetts additions · 114
| K | K.CC.A.1 | Count to 100 by ones and by tens. |
| K | K.CC.A.3 | Write numbers 0-20; represent a number of objects with a written numeral 0-20. |
| K | K.CC.B.5 | Count to answer 'how many?' for up to 20 things in a line/array/circle or 10 scattered. |
| K | K.CC.C.6 | Identify whether one group of objects is greater than, less than, or equal to another (up to 10). |
| K | K.G.A.2 | Correctly name shapes regardless of their orientation or overall size. |
| K | K.MD.A.1 | Describe measurable attributes of objects, such as length or weight. |
| K | K.NBT.A.1 | Compose and decompose numbers from 11 to 19 into ten ones and some further ones. |
| K | K.OA.A.1 | Represent addition and subtraction with objects, fingers, drawings, sounds, acting out, expressions, or equations. |
| K | K.OA.A.5 | Fluently add and subtract within 5, including zero. |
| 1 | 1.G.A.1 | Distinguish between defining and non-defining attributes; build and draw shapes with defining attributes. |
| 1 | 1.MD.A.1 | Order three objects by length; compare the lengths of two objects indirectly using a third. |
| 1 | 1.NBT.B.2 | Understand that the two digits of a two-digit number represent amounts of tens and ones. |
| 1 | 1.NBT.C.4 | Add within 100, including a two-digit number and a one-digit number and a two-digit number and a multiple of 10. |
| 1 | 1.OA.A.1 | Use addition and subtraction within 20 to solve word problems (add to, take from, put together, compare). |
| 1 | 1.OA.C.6 | Add and subtract within 20; demonstrate fluency for addition and subtraction within 10. |
| 2 | 2.G.A.1 | Recognize and draw shapes having specified attributes such as a given number of angles or equal faces. |
| 2 | 2.MD.A.1 | Measure the length of an object by selecting and using appropriate tools (rulers, yardsticks, meter sticks, tapes). |
| 2 | 2.NBT.A.1 | Understand that 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 and properties of operations. |
| 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 using mental strategies; know from memory all sums of two one-digit numbers. |
| 3 | 3.G.A.1 | Understand that shapes in different categories may share attributes that define a larger category (e.g., quadrilaterals). |
| 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 based on place value. |
| 3 | 3.NF.A.1 | Understand a fraction 1/b as the quantity formed by 1 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 (e.g., 5 x 7 as the total objects in 5 groups of 7). |
| 3 | 3.OA.C.7 | Fluently multiply and divide within 100; know from memory all products of two one-digit numbers. |
| 4 | 4.G.A.1 | Draw points, lines, line segments, rays, angles, and perpendicular and parallel lines; identify these in figures. |
| 4 | 4.MD.A.3 | Apply area and perimeter formulas for rectangles in real-world and mathematical problems. |
| 4 | 4.NBT.B.4 | Fluently add and subtract multi-digit whole numbers using the standard algorithm. |
| 4 | 4.NBT.B.5 | Multiply a whole number of up to four digits by a one-digit number, and two two-digit numbers. |
| 4 | 4.NF.B.3 | Understand a fraction a/b with a>1 as a sum of fractions 1/b; add and subtract fractions with like denominators. |
| 4 | 4.OA.A.3 | Solve multistep word problems with whole numbers using the four operations, including interpreting remainders. |
| 4 | 4.OA.B.4 | Find all factor pairs for a whole number 1-100; recognize prime and composite numbers. |
| 5 | 5.G.A.1 | Use a pair of perpendicular number lines (axes) to define a coordinate system; graph points in the first quadrant. |
| 5 | 5.MD.C.5 | Relate volume to the operations of multiplication and addition; solve real-world and mathematical volume problems. |
| 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 or drawings and strategies. |
| 5 | 5.NF.A.1 | Add and subtract fractions with unlike denominators by replacing them with equivalent fractions. |
| 5 | 5.NF.B.7 | Apply and extend understanding of division to divide unit fractions by whole numbers and whole numbers by unit fractions. |
| 5 | 5.OA.A.1 | Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols. |
| 6 | 6.EE.A.2 | Write, read, and evaluate expressions in which letters stand for numbers. |
| 6 | 6.EE.B.7 | Solve real-world and mathematical problems by writing and solving equations x + p = q and px = q (nonnegative rationals). |
| 6 | 6.G.A.1 | Find the area of triangles, special quadrilaterals, and polygons by composing/decomposing; solve real-world problems. |
| 6 | 6.NS.A.1 | Interpret and compute quotients of fractions; solve word problems involving division of fractions by fractions. |
| 6 | 6.NS.B.3 | Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation. |
| 6 | 6.NS.C.6 | Understand a rational number as a point on the number line; extend number lines and coordinate axes to negatives. |
| 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.A.1 | Recognize a statistical question as one that anticipates variability in the data related to the question. |
| 7 | 7.EE.B.4 | Use variables to represent quantities; construct and solve simple equations and inequalities from real-world 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 addition and subtraction on a horizontal or vertical number line. |
| 7 | 7.NS.A.2 | Apply and extend previous understandings of multiplication and division to multiply and divide 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, rate, and percent problems. |
| 7 | 7.SP.C.5 | Understand that the probability of a chance event is a number between 0 and 1 expressing likelihood. |
| 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, including those with one solution, infinitely many, or no solutions. |
| 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; determine rate of change and initial value. |
| 8 | 8.G.A.2 | Understand congruence of two-dimensional figures via a sequence of rotations, reflections, and translations. |
| 8 | 8.G.B.7 | Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and math problems. |
| 8 | 8.NS.A.1 | Know that numbers that are not rational are irrational; understand every number has a decimal expansion. |
| 8 | 8.SP.A.1 | Construct and interpret scatter plots for bivariate measurement data to investigate patterns of association. |
| Algebra (HS) | A-APR.B.3 | Identify zeros of polynomials when suitable factorizations are available; use zeros to sketch the graph. |
| Algebra (HS) | A-REI.A.1 | Explain each step in solving an equation as following from equality; justify or refute a solution method. |
| Algebra (HS) | A-SSE.A.1 | Interpret expressions that represent a quantity in terms of its context. |
| Algebra I | AI.A-CED.A.1 | Create equations and inequalities in one variable and use them to solve problems. |
| Algebra I | AI.A-REI.B.4 | Solve quadratic equations in one variable (completing the square, quadratic formula, factoring, square roots). |
| Algebra I | AI.A-REI.C.6 | Solve systems of linear equations exactly and approximately, focusing on pairs in two variables. |
| Algebra I | AI.A-SSE.A.1 | Interpret expressions that represent a quantity in terms of its context (terms, factors, coefficients). |
| Algebra I | AI.A-SSE.B.3 | Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity. |
| Algebra I | AI.F-BF.A.1 | Write a function that describes a relationship between two quantities. |
| Algebra I | AI.F-IF.A.1 | Understand a function as a correspondence assigning each element of the domain exactly one element of the range. |
| Algebra I | AI.F-LE.A.1 | Distinguish between situations that can be modeled with linear functions and with exponential functions. |
| Algebra I | AI.N-Q.A.1 | Use units to understand problems and guide solutions; interpret units in formulas and scales/origin in graphs. |
| Algebra I | AI.S-ID.A.1 | Represent data with plots on the real number line (dot plots, histograms, and box plots). |
| Algebra II | AII.A-APR.B.2 | Apply the Remainder Theorem: for a polynomial p(x) and number a, the remainder on division by (x - a) is p(a). |
| Algebra II | AII.A-CED.A.1 | Create equations and inequalities in one variable and use them to solve problems. |
| Algebra II | AII.A-REI.A.2 | Solve simple rational and radical equations in one variable and identify extraneous solutions. |
| Algebra II | AII.A-SSE.A.2 | Use the structure of an expression to identify ways to rewrite it. |
| Algebra II | AII.F-BF.A.1 | Write a function that describes a relationship between two quantities. |
| Algebra II | AII.F-IF.C.7 | Graph functions expressed symbolically and show key features (intercepts, maxima/minima, end behavior). |
| Algebra II | AII.F-LE.A.4 | Understand the inverse relationship between exponents and logarithms; evaluate logarithms using technology. |
| Algebra II | AII.S-IC.A.1 | Understand statistics as a process for making inferences about population parameters based on a random sample. |
| Algebra II | AII.S-ID.A.4 | Use the mean and standard deviation of a data set to fit it to a normal distribution and estimate population percentages. |
| Algebra II | AII.S-MD.B.6 | Use probability to evaluate outcomes of decisions; use probabilities to make fair decisions. |
| Functions (HS) | F-BF.B.3 | Identify the effect on a graph of replacing f(x) by f(x)+k, k f(x), f(kx), and f(x+k) for specific values of k. |
| Functions (HS) | F-IF.B.4 | Interpret key features of graphs and tables (intercepts, intervals of increase/decrease, maxima, minima) in context. |
| Functions (HS) | F-TF.A.1 | Understand radian measure of an angle as the length of the arc on the unit circle subtended by the angle. |
| Geometry (HS) | G-CO.A.1 | Know precise definitions of angle, circle, perpendicular line, parallel line, and line segment. |
| Geometry (HS) | G-GMD.A.3 | Use volume formulas for cylinders, pyramids, cones, and spheres to solve problems. |
| Geometry (HS) | G-MG.A.1 | Use geometric shapes, their measures, and their properties to describe objects. |
| Geometry | GEO.G-C.A.1 | Prove that all circles are similar. |
| Geometry | GEO.G-CO.A.1 | Know precise definitions of angle, circle, perpendicular line, parallel line, and line segment. |
| Geometry | GEO.G-CO.B.8 | Explain how the criteria for triangle congruence (ASA, SAS, SSS) follow from the definition of congruence. |
| Geometry | GEO.G-CO.C.10 | Prove theorems about triangles (interior angle sum, isosceles base angles, midsegment, medians). |
| Geometry | GEO.G-GPE.B.4 | Use coordinates to prove simple geometric theorems algebraically. |
| Geometry | GEO.G-MG.A.1 | Use geometric shapes, their measures, and properties to describe objects (modeling). |
| Geometry | GEO.G-SRT.A.2 | Use the definition of similarity in terms of similarity transformations to decide if two figures are similar. |
| Geometry | GEO.S-CP.A.1 | Describe events as subsets of a sample space using unions, intersections, or complements. |
| Number and Quantity (HS) | 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. |
| Number and Quantity (HS) | N-Q.A.1 | Use units to understand problems and to guide the solution of multi-step problems; interpret units in formulas. |
| Number and Quantity (HS) | N-RN.A.1 | Explain how the definition of rational exponents follows from extending the properties of integer exponents. |
| Number and Quantity (HS) | N-VM.A.1 | Recognize vector quantities as having both magnitude and direction; represent vectors by directed line segments. |
| PK | PK.CC.A.1 | Count to 20 by ones with increasing accuracy. |
| PK | PK.G.A.2 | Identify relative position of objects in space (in/on/below/under, beside/next to, etc.). |
| PK | PK.OA.A.1 | Use concrete objects to model real-world addition (putting together) and subtraction (taking away) problems up to five. |
| Statistics and Probability (HS) | S-CP.B.7 | Apply the Addition Rule P(A or B) = P(A) + P(B) - P(A and B) and interpret it in context. |
| Statistics and Probability (HS) | S-IC.B.4 | Use data from a sample survey to estimate a population mean or proportion; develop a margin of error. |
| Statistics and Probability (HS) | S-ID.A.1 | Represent data with plots on the real number line (dot plots, histograms, and box plots). |
· Massachusetts Curriculum Framework for English Language Arts and Literacy (2017) - CCSS-ELA based with Massachusetts additions · 91
| K | L.K.1 | Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. |
| K | L.K.2 | Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. |
| K | L.K.4 | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content. |
| K | RF.K.3 | Know and apply grade-level phonics and word analysis skills in decoding words. |
| K | RF.K.4 | Read early-emergent-reader texts with purpose and understanding. |
| K | RI.K.2 | With prompting and support, identify the main topic and retell key details of a text. |
| K | RL.K.1 | With prompting and support, ask and answer questions about key details in a text. |
| K | RL.K.10 | Actively engage in group reading activities with purpose and understanding. |
| K | RL.K.2 | With prompting and support, retell familiar stories, including key details. |
| K | RL.K.3 | With prompting and support, identify characters, settings, and major events in a story. |
| K | RL.K.5 | Recognize common types of texts and characteristics of their structure (e.g., story elements; rhyme, rhythm, and repetition in poems). |
| K | SL.K.1 | Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. |
| K | SL.K.6 | Speak audibly and express thoughts, feelings, and ideas clearly. |
| K | W.K.1 | Use a combination of drawing, dictating, and writing to compose opinion pieces stating an opinion or preference about a topic or book. |
| K | W.K.2 | Use a combination of drawing, dictating, and writing to compose informative/explanatory texts that name and supply some information about a topic. |
| K | W.K.3 | Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, in sequence, with a reaction. |
| 1 | RF.1.4 | Read with sufficient accuracy and fluency to support comprehension. |
| 1 | RI.1.3 | Describe the connection between two individuals, events, ideas, or pieces of information in a text. |
| 1 | RL.1.2 | Retell stories, including key details, and demonstrate understanding of their central message or lesson. |
| 1 | RL.1.5 | Identify characteristics of common types of stories, including folktales and fairy tales. |
| 1 | RL.1.9 | Compare and contrast the adventures and experiences of characters in stories. |
| 1 | W.1.1 | Write opinion pieces that introduce the topic or book, state an opinion, supply a reason, and provide some sense of closure. |
| 2 | L.2.3 | Use knowledge of language and its conventions when writing, speaking, reading, or listening (begins in grade 2). |
| 2 | RF.2.3 | Know and apply grade-level phonics and word analysis skills in decoding words. |
| 2 | RL.2.2 | Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. |
| 2 | W.2.3 | Write narratives recounting a well-elaborated event or short sequence of events, with details, temporal words, and a sense of closure. |
| 3 | L.3.6 | Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases. |
| 3 | RF.3.4 | Read with sufficient accuracy and fluency to support comprehension. |
| 3 | RI.3.2 | Determine the main idea of a text; recount the key details and explain how they support the main idea. |
| 3 | RI.3.5 | Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. |
| 3 | RL.3.1 | Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. |
| 3 | RL.3.2 | Retell stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details. |
| 3 | RL.3.3 | Describe characters in a story and explain how their actions contribute to the sequence of events. |
| 3 | RL.3.6 | Distinguish their own point of view from that of a text's narrator or those of its characters. |
| 3 | RL.3.9 | Compare and contrast the themes, settings, and plots of stories written by the same author about similar characters. |
| 3 | W.3.2 | Write informative/explanatory texts to examine a topic and convey ideas and information clearly. |
| 3 | W.3.7 | Conduct short research projects that build knowledge about a topic. |
| 4 | L.4.1 | Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. |
| 4 | RF.4.3 | Know and apply grade-level phonics and word analysis skills in decoding words. |
| 4 | RI.4.5 | Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text. |
| 4 | RL.4.2 | Determine a theme of a story, drama, or poem from details in the text; summarize the text. |
| 4 | SL.4.4 | Report on a topic or text, tell a story, or recount an experience in an organized manner with relevant facts and descriptive details. |
| 4 | W.4.9 | Draw evidence from literary or informational texts to support analysis, reflection, and research. |
| 5 | L.5.5 | Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. |
| 5 | RF.5.4 | Read with sufficient accuracy and fluency to support comprehension. |
| 5 | RI.5.3 | Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, mathematical, or technical text. |
| 5 | RI.5.6 | Analyze multiple accounts of the same event or topic, noting important similarities and differences among the points of view they represent. |
| 5 | RI.5.7 | Draw on information from multiple print or digital sources to locate an answer to a question quickly or solve a problem efficiently. |
| 5 | RL.5.1 | Quote or paraphrase a text accurately when explaining what the text states explicitly and when drawing inferences from the text. |
| 5 | RL.5.2 | Determine a theme of a story, drama, or poem from details in the text, including how characters respond to challenges; summarize a text. |
| 5 | RL.5.4 | Determine the meaning of words and phrases as used in a text; identify and explain the effects of figurative language such as metaphors and similes. |
| 5 | W.5.1 | Write opinion pieces on topics or texts, supporting a point of view with reasons and information. |
| 5 | W.5.3 | Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. |
| 6 | L.6.2 | Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. |
| 6 | RI.6.6 | Determine an author's point of view or purpose in a text and explain how it is conveyed in the text. |
| 6 | RL.6.2 | Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary distinct from personal opinions or judgments. |
| 6 | SL.6.1 | Engage effectively in a range of collaborative discussions on grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly. |
| 6 | W.6.1 | Write arguments to support claims with clear reasons and relevant evidence. |
| 7 | L.7.4 | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content. |
| 7 | RI.7.8 | Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient. |
| 7 | RL.7.5 | Analyze how a drama's or poem's form or structure contributes to its meaning. |
| 7 | W.7.2 | Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through selection, organization, and analysis of relevant content. |
| 8 | L.8.1 | Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. |
| 8 | RI.8.8 | Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence relevant and sufficient. |
| 8 | RL.8.1 | Cite the textual evidence that most strongly supports analysis of what a text states explicitly as well as inferences drawn from the text. |
| 8 | RL.8.2 | Determine a theme or central idea of a text and analyze its development, including its relationship to characters, setting, and plot; provide an objective summary. |
| 8 | RL.8.6 | Analyze how differences in point of view between characters and audience (e.g., dramatic irony) create effects such as suspense or humor. |
| 8 | SL.8.3 | Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence. |
| 8 | SL.8.4 | Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound reasoning, and well-chosen details. |
| 9-10 | L.9-10.1 | Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. |
| 9-10 | L.9-10.6 | Acquire and use accurately general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level. |
| 9-10 | RI.9-10.4 | Determine the meaning of words and phrases as used in a text, including figurative, connotative, and technical meanings; analyze cumulative impact of word choices. |
| 9-10 | RI.9-10.9 | Analyze seminal U.S. documents of historical and literary significance, including how they address related themes and concepts. |
| 9-10 | RL.9-10.1 | Cite strong and thorough textual evidence to support analysis of what a text states explicitly as well as inferences drawn from the text. |
| 9-10 | RL.9-10.10 | Independently and proficiently read and comprehend literary texts of appropriate complexity for the grade/course. |
| 9-10 | RL.9-10.3 | Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme. |
| 9-10 | RL.9-10.5 | Analyze how an author's choices concerning structure, order of events, and manipulation of time create effects such as mystery, tension, or surprise. |
| 9-10 | SL.9-10.1 | Initiate and participate effectively in a range of collaborative discussions on grades 9-10 topics, texts, and issues, building on others' ideas. |
| 9-10 | W.9-10.1 | Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. |
| 11-12 | L.11-12.5 | Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. |
| 11-12 | RI.11-12.2 | Determine two or more central ideas of a text and analyze their development, including how they interact and build on one another to provide a complex analysis. |
| 11-12 | RI.11-12.5 | Analyze and evaluate the effectiveness of the structure an author uses in an exposition or argument, including whether it makes points clear, coherent, and convincing. |
| 11-12 | RI.11-12.6 | Determine an author's point of view or purpose where the rhetoric is particularly effective, analyzing how style and content contribute to power, persuasiveness, or beauty. |
| 11-12 | RI.11-12.8 | Delineate and evaluate the reasoning in seminal historical texts, including constitutional principles and legal reasoning, and works of public advocacy. |
| 11-12 | RI.11-12.9 | Analyze pre-twentieth-century documents of historical and literary significance for their themes, purposes, and rhetorical features. |
| 11-12 | RL.11-12.1 | Cite strong and thorough textual evidence to support analysis, including determining where the text leaves matters uncertain. |
| 11-12 | RL.11-12.2 | Determine two or more themes or central ideas of a text and analyze their development, including how they interact and build on one another. |
| 11-12 | RL.11-12.6 | Analyze a case in which grasping point of view requires distinguishing what is directly stated from what is really meant (e.g., satire, sarcasm, irony, understatement). |
| 11-12 | RL.11-12.9 | Demonstrate knowledge of eighteenth-, nineteenth-, and early-twentieth-century foundational works of American literature, including how texts treat similar themes. |
| 11-12 | SL.11-12.3 | Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, and emphasis. |
| 11-12 | W.11-12.2 | Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through effective selection and analysis of content. |
· Massachusetts Science and Technology/Engineering (STE) Curriculum Framework (2016) - NGSS-based with Massachusetts modifications and a Technology/Engineering strand · 95
| K | K-ESS2-1 | Use and share observations of local weather conditions to describe patterns over time. |
| K | K-ESS3-2 | Obtain and use information to prepare for and respond to severe weather. |
| K | K-ESS3-3 | Communicate solutions to reduce the impact of humans on the land, water, air, and other living things in the local environment. |
| K | K-LS1-1 | Observe and communicate that animals (including humans) and plants need food, water, and air to survive; animals get food from plants or other animals, plants make their own food and need light. |
| K | K-LS1-2 | Recognize that all plants and animals grow and change over time. |
| K | K-PS2-1 | Compare the effects of different strengths or directions of pushes and pulls on the motion of an object. |
| K | K-PS2-2 | Analyze data to determine if a design solution causes a change in the speed or direction of an object with a push or pull. |
| K | K-PS3-1 | Make observations to determine the effect of sunlight on Earth's surface. |
| K | K-PS3-2 | Use tools and materials to design and build a structure that will reduce the warming effect of sunlight on an area. |
| 1 | 1-ESS1-1 | Use observations of the Sun, Moon, and stars to describe that each appears to rise, move across, and set in the sky. |
| 1 | 1-ESS1-2 | Analyze provided data to identify relationships among seasonal patterns of change. |
| 1 | 1-LS1-1 | Use evidence to explain that animals use body parts and senses in different ways, and that plants have roots, stems, leaves, flowers, and fruits used to take in water and nutrients, etc. |
| 1 | 1-LS3-1 | Use information from observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. |
| 1 | 1-PS4-1 | Demonstrate that vibrating materials can make sound and that sound can make materials vibrate. |
| 1 | 1-PS4-3 | Plan and conduct investigations to determine the effect of placing objects made with different materials in the path of a beam of light. |
| 1 | 1.K-2-ETS1-1 | Ask questions, make observations, and gather information about a situation people want to change that can be solved by developing or improving an object or tool. |
| 1 | 1.K-2-ETS1-2 | Generate multiple solutions to a design problem and make a drawing (plan) to represent one or more solutions. |
| 2 | 2-ESS2-2 | Map the shapes and types of landforms and bodies of water in an area. |
| 2 | 2-ESS2-3 | Use information to determine that water is found in the ocean, rivers, lakes, ponds, and streams, and can be solid or liquid. |
| 2 | 2-LS4-1 | Use observations to compare the diversity of life in different habitats. |
| 2 | 2-PS1-1 | Describe and classify different kinds of materials by observable properties of color, flexibility, hardness, texture, and absorbency. |
| 2 | 2-PS1-3 | Analyze a variety of evidence to conclude that when a chunk of material is cut or broken into pieces, each piece is still the same material. |
| 2 | 2-PS3-1 | Design and conduct an experiment to test the idea that some changes caused by heating or cooling can be reversed and some cannot. |
| 2 | 2.K-2-ETS1-3 | Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. |
| 3 | 3-ESS2-1 | Use graphs and tables of local weather data to describe and predict typical weather during a particular season in an area. |
| 3 | 3-ESS3-1 | Evaluate the merit of a design solution that reduces the damage caused by weather. |
| 3 | 3-LS1-1 | Use simple graphical representations to show that different types of organisms have unique and diverse life cycles. |
| 3 | 3-LS4-1 | Use fossils to describe types of organisms and environments that existed long ago and compare those to living organisms and their environments. |
| 3 | 3-LS4-3 | Construct an argument with evidence that in a particular habitat some organisms can survive well, some less well, and some cannot survive at all. |
| 3 | 3-PS2-1 | Provide evidence to explain the effect of multiple forces, including friction, on an object (balanced and unbalanced forces). |
| 3 | 3-PS2-3 | Conduct an investigation to determine the nature of the forces between two magnets based on their orientations and distance relative to each other. |
| 3 | 3.3-5-ETS1-1 | Define a simple design problem that reflects a need or a want, including criteria for success and constraints on materials, time, or cost. |
| 3 | 3.3-5-ETS1-2 | Generate several possible solutions to a given design problem and compare each based on how well each meets criteria and constraints. |
| 4 | 4-ESS1-1 | Use evidence from a given landscape with landforms and rock layers to support a claim about the role of erosion or deposition in forming the landscape over time. |
| 4 | 4-ESS2-1 | Make observations and collect data to provide evidence that rocks, soils, and sediments are broken into smaller pieces through mechanical weathering and moved around through erosion. |
| 4 | 4-ESS3-1 | Obtain information to describe that energy and fuels organisms use are derived from natural sources and their use affects the environment. |
| 4 | 4-LS1-1 | Construct an argument that animals and plants have internal and external structures that support survival, growth, behavior, and reproduction. |
| 4 | 4-LS1-2 | Use a model to describe that animals' receive different types of information through their senses, process the information, and respond in different ways. |
| 4 | 4-PS3-1 | Use evidence to construct an explanation relating the speed of an object to the energy of that object. |
| 4 | 4-PS3-2 | Make observations to show that energy can be transferred from place to place by sound, light, heat, and electric currents. |
| 4 | 4-PS4-1 | Develop a model of waves to describe patterns in terms of amplitude and wavelength, and that waves can cause objects to move. |
| 4 | 4.3-5-ETS1-3 | Plan and carry out tests of one or more design features of a given model or prototype in which variables are controlled and failure points are considered to identify improvements. |
| 5 | 5-ESS1-1 | Use observations to argue that the Sun is a star that appears larger and brighter than other stars because it is closer to Earth. |
| 5 | 5-ESS1-2 | Use a model to communicate Earth's relationship to the Sun, Moon, and other stars that explains the apparent rise and set, and shadow length, of objects in the sky. |
| 5 | 5-ESS2-1 | Use a model to describe the cycling of water through a watershed and the role of evaporation, condensation, precipitation, surface runoff, and groundwater. |
| 5 | 5-LS1-1 | Ask testable questions about the process by which plants use air, water, and energy from sunlight to produce sugars and plant materials needed for growth and reproduction. |
| 5 | 5-LS2-1 | Develop a model to describe the movement of matter among producers, consumers, decomposers, and the air, water, and soil in the environment. |
| 5 | 5-PS1-1 | Use a particle model of matter to explain common phenomena involving gases and phase changes between gas and liquid and between liquid and solid. |
| 5 | 5-PS1-3 | Make observations and measurements to identify materials based on their properties. |
| 5 | 5-PS2-1 | Support an argument with evidence that the gravitational force exerted by Earth on objects is directed toward Earth's center. |
| 5 | 5-PS3-1 | Use a model to describe that the food animals digest contains energy that was once energy from the Sun. |
| 5 | 5.3-5-ETS3-1 | Use scientific and engineering practices to compare design solutions and identify the best characteristics of each that can be combined into a new solution. |
| 6 | 6.MS-ESS1-4 | Analyze and interpret rock strata and the fossil record to provide evidence of the Earth's geologic history. |
| 6 | 6.MS-ETS1-1 | Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution. |
| 6 | 6.MS-ETS2-1 | Communicate the function of a manufactured product through the use of sketches, drawings, or diagrams. |
| 6 | 6.MS-LS1-1 | Provide evidence that all organisms (unicellular and multicellular) are made of cells. |
| 6 | 6.MS-LS1-2 | Develop and use a model to describe the function of a cell as a whole and ways the parts of cells contribute to that function. |
| 6 | 6.MS-LS4-1 | Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout history. |
| 6 | 6.MS-PS1-6 | Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes. |
| 6 | 6.MS-PS4-1 | Use diagrams and other models to show that both light and sound can be described in terms of a wave model. |
| 7 | 7.MS-ESS2-4 | Develop a model to explain how the energy of the Sun and Earth's gravity drive the cycling of water through crucial processes. |
| 7 | 7.MS-ESS3-2 | Obtain and communicate information on how data from past geologic events are analyzed for patterns and used to forecast future catastrophic events. |
| 7 | 7.MS-ETS1-2 | Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. |
| 7 | 7.MS-ETS3-1 | Manage materials and processes safely and effectively in completing a design solution. |
| 7 | 7.MS-LS2-1 | Analyze and interpret data to provide evidence for the effects of periods of abundant and scarce resources on the growth of organisms and the size of populations in an ecosystem. |
| 7 | 7.MS-LS2-3 | Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. |
| 7 | 7.MS-PS3-1 | Construct and interpret data and graphs to describe the relationships of kinetic energy to the mass and speed of an object. |
| 7 | 7.MS-PS3-3 | Apply scientific principles of energy and heat transfer to design, construct, and test a device to minimize or maximize thermal energy transfer. |
| 8 | 8.MS-ESS1-2 | Explain the role of gravity in ocean tides, the orbital motions of planets, their moons, and asteroids in the solar system. |
| 8 | 8.MS-ESS2-1 | Use a model to illustrate that energy from the Earth's interior drives convection that cycles Earth's crust, leading to melting, crystallization, weathering, and deformation of rock. |
| 8 | 8.MS-ESS3-1 | Analyze and interpret data to explain that the Earth's mineral and fossil fuel resources are unevenly distributed as a result of geologic processes. |
| 8 | 8.MS-ETS2-4 | Use informational text to illustrate that materials maintain their composition under various kinds of physical processing; however, some material properties may change if a process changes the atomic level structure. |
| 8 | 8.MS-LS3-1 | Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects. |
| 8 | 8.MS-LS4-4 | Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals' probability of surviving and reproducing in a specific environment. |
| 8 | 8.MS-PS1-1 | Develop a model to describe that atoms combine in many ways to produce pure substances, form molecules and compounds, and that mixtures are combinations of substances. |
| 8 | 8.MS-PS1-2 | Analyze and interpret data on the properties of substances before and after they interact to determine if a chemical reaction has occurred. |
| 8 | 8.MS-PS2-1 | Develop a model to describe and predict changes to the motion of an object based on Newton's First Law and the change in the object's momentum. |
| High School (Earth and Space Science) | HS-ESS1-1 | Use informational text to explain that the life span of the Sun over ~10 billion years is a function of nuclear fusion in its core. |
| High School (Earth and Space Science) | HS-ESS1-4 | Use Kepler's laws to predict the motion of orbiting objects in the solar system, and describe how orbits may change due to gravitational effects. |
| High School (Earth and Space Science) | HS-ESS2-5 | Plan and conduct an investigation of the properties of water and its effects on Earth materials, surface processes, and groundwater systems. |
| High School (Earth and Space Science) | HS-ESS3-1 | Construct an explanation based on evidence for how the availability of key natural resources and changes due to variations in climate have influenced human activity. |
| High School (Technology/Engineering) | HS-ETS1-1 | Analyze a major global challenge to specify a design problem that can be improved, determining qualitative and quantitative criteria and constraints, including requirements set by society. |
| High School (Technology/Engineering) | HS-ETS1-2 | Break a complex real-world problem into smaller, more manageable problems that each can be solved using scientific and engineering principles. |
| High School (Technology/Engineering) | HS-ETS2-1 | Analyze a solution to a technological problem, using systems thinking to break it down into inputs, processes, outputs, and feedback. |
| High School (Technology/Engineering) | HS-ETS4-1 | Use a model to show that electrical energy can be transferred and transformed, and analyze components of analog and digital signals and how they carry information. |
| High School (Biology) | HS-LS1-1 | Construct a model of transcription and translation to explain the roles of DNA and RNA that code for proteins regulating and carrying out essential functions of life. |
| High School (Biology) | HS-LS2-1 | Analyze data sets to support explanations that biotic and abiotic factors affect ecosystem carrying capacity. |
| High School (Biology) | HS-LS3-1 | Develop and use a model to show how DNA in the form of chromosomes is passed from parents to offspring through meiosis and fertilization in sexual reproduction. |
| High School (Biology) | HS-LS4-1 | Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. |
| High School (Chemistry) | HS-PS1-1 | Use the periodic table as a model to predict the relative properties of main group elements based on the patterns of valence electrons. |
| High School (Chemistry) | HS-PS1-2 | Use the periodic table as a model to predict and design chemical reactions, including synthesis, decomposition, single and double replacement, and combustion. |
| High School (Chemistry) | HS-PS1-7 | Use mathematical representations and provide experimental evidence to support the claim that atoms, and therefore mass, are conserved during a chemical reaction. |
| High School (Physics) | HS-PS2-1 | Analyze data to support the claim that Newton's second law of motion is a mathematical model describing change in motion (acceleration) when objects are acted on by a net force. |
| High School (Physics) | HS-PS3-1 | Use algebraic expressions and the principle of energy conservation to calculate the change in energy of one component of a system when other components change. |
| High School (Physics) | HS-PS4-1 | Use mathematical representations to support a claim regarding relationships among frequency, wavelength, and speed of waves traveling within various media. |
· Massachusetts History and Social Science Curriculum Framework (2018) - entirely state-specific (not the national C3 Framework) · 85
| K | K.T1.1 | Demonstrate understanding that people in a community are expected to follow rules, and explain the consequences of breaking rules. |
| K | K.T2.1 | Use words relating to space and geography to describe the location of objects and places, including positional and directional words. |
| K | K.T3.1 | Listen to and discuss stories and informational texts about people, events, and traditions, and explain how traditions are shared among people. |
| K | K.T4.1 | Give examples of the work people do inside and outside the home, drawing on personal experience and informational texts. |
| 1 | 1.T1.1 | Demonstrate understanding of the benefits of being part of a group and explain what it means to be a member of a group, following the group's rules and responsibilities. |
| 1 | 1.T1.5 | Give examples of why members of a group who hold different views need ways to make decisions, and explain how members can make fair decisions or choose leaders by voting. |
| 1 | 1.T1.6 | Explain that an election is a kind of voting in which people select leaders. |
| 1 | 1.T2.1 | Demonstrate map skills by identifying continents, oceans, and one's own community and state on maps and globes. |
| 1 | 1.T3.1 | Explore the diversity of the people of the United States and the traditions and customs that contribute to American culture. |
| 1 | 1.T4.1 | Explain how the resources of an area affect the kinds of industries and jobs found there. |
| 2 | 2.T1.1 | Read and interpret maps using a title, compass rose/cardinal directions, key/legend, and scale. |
| 2 | 2.T2.1 | Explain how the physical features and climate of a region affect how people live and work there. |
| 2 | 2.T3.1 | Explain that the United States is a nation of immigrants and that people have come from many parts of the world, bringing diverse cultures and traditions. |
| 2 | 2.T4.1 | Explain the basic structure and functions of local (city and town) government. |
| 2 | 2.T5.1 | Give examples of goods and services and explain the difference between producers and consumers. |
| 3 | 3.T1.1 | Explain ways that people can get involved in and influence their local government. |
| 3 | 3.T2.1 | Describe how Native Peoples lived in New England before Europeans arrived, including their use of natural resources and their cultures. |
| 3 | 3.T3.1 | Explain the early settlement of the Massachusetts Bay Colony and the reasons English settlers came to New England. |
| 3 | 3.T4.1 | Use maps and other geographic tools to locate and describe Massachusetts communities and their physical and human features. |
| 3 | 3.T5.1 | Describe interactions among Native Peoples, European settlers, and enslaved and free Africans in colonial New England. |
| 3 | 3.T6.1 | Explain the role of Massachusetts and key events in the area in the lead-up to the American Revolution. |
| 4 | 4.T1.1 | On a physical map of North America, use cardinal directions, scale, key/legend, and title to locate and identify important physical features (rivers, mountains, oceans, deserts). |
| 4 | 4.T1.2 | On a political map of North America, locate Canada and its provinces, Mexico and its states, the Caribbean nations, and the United States and its states; explain the terms continent, country, nation, county, state, province, and city. |
| 4 | 4.T2.1 | Evaluate competing theories about the origins of people in North America, including migration across a land bridge and a maritime route, and evidence dating early populations to about 15,000 years ago. |
| 4 | 4.T3.3 | Trace on a map European explorations of North America and the Caribbean in the 15th and 16th centuries and evaluate the reasons for the voyages. |
| 4 | 4.T4.2 | Give examples of ways the United States acquired new states and territories between 1791 and 1898 (e.g., the Louisiana Purchase, territory from war with Mexico, the Oregon Territory, Alaska, Hawaii, Puerto Rico). |
| 5 | 5.T1.2 | Compare the different reasons colonies were established and research one of the founders of a colony (e.g., Lord Baltimore, William Penn, John Smith, Roger Williams, John Winthrop). |
| 5 | 5.T1.6 | Describe the Triangular Trade and the harsh conditions of the trans-Atlantic voyages (the Middle Passage) for enslaved Africans. |
| 5 | 5.T2.1 | Explain the reasons colonists came into conflict with Great Britain and the events leading to the Revolutionary War. |
| 5 | 5.T3.1 | Explain the central principles of United States government as set out in the Declaration of Independence, the Constitution, and the Bill of Rights. |
| 5 | 5.T4.1 | Describe the growth and development of the new Republic in the late 18th and early 19th centuries. |
| 5 | 5.T5.1 | Explain the ongoing struggle to extend civil rights and equal treatment to all people in the United States. |
| 6 | 6.T1.1 | Use geographic and historical tools and concepts to study complex societies, past and present, including the characteristics of civilizations. |
| 6 | 6.T2.1 | Describe the characteristics of the Paleolithic and Neolithic Eras and the significance of the Neolithic Agricultural Revolution. |
| 6 | 6.T3.1 | Describe the development of early civilizations in Western Asia, the Middle East, and North Africa, including Mesopotamia and Egypt. |
| 6 | 6.T4.1 | Describe the geography and development of societies and kingdoms in Sub-Saharan Africa. |
| 6 | 6.T5.1 | Describe the geography and characteristics of early civilizations in Central and South America (e.g., Maya, Aztec, Inca). |
| 7 | 7.T1.1 | Describe the geography, peoples, and historical development of Central and South Asia, including the Indian subcontinent. |
| 7 | 7.T2.1 | Describe the geography and historical development of East Asia, including China, Japan, and Korea. |
| 7 | 7.T3.1 | Describe the geography, peoples, and historical development of Southeast Asia and Oceania. |
| 7 | 7.T4.1 | Describe the geography and historical development of Europe, including ancient Greece and Rome and medieval Europe. |
| 8 | 8.T1.1 | Explain why the Founders considered the government of ancient Athens to be the beginning of democracy and how Greek democratic concepts influenced modern democracy. |
| 8 | 8.T1.3 | Explain the influence of Enlightenment thinkers (e.g., John Locke, Charles de Montesquieu) on the American Revolution and the framework of American government. |
| 8 | 8.T2.3 | Identify the leaders of the Constitutional Convention and analyze the major issues they debated (distribution of power, rights of individuals, representation, slavery) and how they were resolved. |
| 8 | 8.T2.5 | Summarize the Preamble and each article of the Constitution and the rights enumerated in the Bill of Rights, and explain reasons for adding the Bill of Rights in 1791. |
| 8 | 8.T3.1 | Distinguish the three branches of government (separation of powers): Congress (legislative), the Presidency and executive agencies (executive), and the Supreme Court and federal courts (judicial). |
| 8 | 8.T3.2 | Examine the interrelationship of the three branches through the system of checks and balances. |
| 8 | 8.T4.1 | Describe the rights and responsibilities of citizens (e.g., voting, serving as a juror, paying taxes, serving in the military, running for office) compared to non-citizens. |
| 8 | 8.T5.1 | Analyze the Constitution, its amendments, and landmark Supreme Court decisions and their effects on individual rights and government powers. |
| 8 | 8.T6.1 | Describe the structure and functions of Massachusetts state and local government. |
| 8 | 8.T7.1 | Explain the meaning and importance of freedom of the press and apply news/media literacy skills to evaluate sources of information. |
| United States Government and Politics (HS elective) | GOV.T1.1 | Define the terms citizenship, politics, and government, and give examples of how political solutions to public policy problems are generated through interactions of citizens, civil associations, and government. |
| United States Government and Politics (HS elective) | GOV.T1.3 | Define and provide examples of different forms of government, including direct democracy, representative democracy, republic, monarchy, oligarchy, and autocracy. |
| United States Government and Politics (HS elective) | GOV.T1.6 | Using founding documents of the United States and Massachusetts, research, analyze, and interpret central ideas on government, including popular sovereignty, constitutionalism, republicanism, federalism, individual rights, the social contract, and natural rights. |
| United States Government and Politics (HS elective) | GOV.T1.7 | Compare and contrast ideas on government of the Federalists and the Anti-Federalists during their debates on ratification of the U.S. Constitution. |
| PreK | PreK.T1.1 | With prompting and support, give reasons for rules in the classroom and at home. |
| PreK | PreK.T1.3 | Show willingness to take on responsibilities (e.g., being a helper or a leader). |
| PreK | PreK.T2.2 | With prompting and support, explain what a map or another kind of representation of a place can show. |
| PreK | PreK.T3.1 | With guidance and support, recall and describe events that happened in the classroom or in a story, using chronology words such as first, next, last. |
| PreK | PreK.T4.2 | With prompting and support, ask and answer questions about buying, selling or trading something and explain how people make choices about needs and wants. |
| United States History I | USI.T1.1 | Analyze the origins of the American Revolution and the ideas and events leading to the creation of the U.S. Constitution. |
| United States History I | USI.T2.1 | Explain the expansion of democratic participation and the territorial expansion of the United States in the early 19th century. |
| United States History I | USI.T3.1 | Analyze the growth of sectional tensions over slavery and the economic and political differences between regions. |
| United States History I | USI.T4.1 | Describe major social, political, and religious reform movements of the 19th century (e.g., abolition, women's rights, temperance). |
| United States History I | USI.T5.1 | Analyze the causes, course, and consequences of the Civil War and Reconstruction. |
| United States History I | USI.T6.1 | Explain the causes and effects of industrialization, immigration, and urbanization in the late 19th century. |
| United States History I | USI.T7.1 | Analyze the goals and achievements of the Progressive movement and the causes and consequences of U.S. involvement in World War I. |
| United States History II | USII.T1.1 | Analyze the social and economic changes of the 1920s, the causes of the Great Depression, and the New Deal response. |
| United States History II | USII.T2.1 | Analyze the causes, course, and consequences of World War II and its effects on American society and the economy. |
| United States History II | USII.T3.1 | Explain the origins of the Cold War and U.S. policies to contain communism. |
| United States History II | USII.T4.1 | Analyze the Civil Rights Movement and other movements for equality and social change in the mid-20th century. |
| United States History II | USII.T5.1 | Analyze the role of the United States in an increasingly globalized world from the late 20th century to the present. |
| World History I | WHI.T1.1 | Describe the characteristics of major classical civilizations and the state of the world around 1200 CE. |
| World History I | WHI.T2.1 | Describe the development and spread of major world religions and systems of belief from c. 500 BCE to 1200 CE. |
| World History I | WHI.T3.1 | Analyze the development of trade networks and the exchange of goods, ideas, and technologies across regions. |
| World History I | WHI.T4.1 | Describe major political, economic, and cultural developments in the world up to about 1700. |
| World History I | WHI.T5.1 | Analyze major transformations in societies and economies up to about 1800. |
| World History I | WHI.T6.1 | Analyze Enlightenment philosophies of government and society and their influence on political revolutions. |
| World History II | WHII.T1.1 | Analyze the development of modern nation states and nationalism from c. 1700 to 1900. |
| World History II | WHII.T2.1 | Analyze the causes and effects of the Industrial Revolution and the social and political reactions it produced in Europe. |
| World History II | WHII.T3.1 | Analyze the causes and global effects of 19th-century imperialism. |
| World History II | WHII.T4.1 | Analyze the causes, course, and consequences of World War I and World War II, 1914-1945. |
| World History II | WHII.T5.1 | Analyze the origins, major events, and outcomes of the Cold War Era, 1945-1991. |
| World History II | WHII.T6.1 | Analyze the political, economic, and cultural dimensions of globalization from 1991 to the present. |
| World History II | WHII.T7.1 | Analyze 20th- and 21st-century human rights issues, including genocide and terrorism, and international responses. |
Is homeschooling legal in Massachusetts?
Yes. Massachusetts is an approval state.
Do I have to notify anyone to homeschool in Massachusetts?
Massachusetts requires PRIOR APPROVAL, not mere notification. Under MGL c.76 s.1 and the SJC decision Care and Protection of Charles (399 Mass. 324, 1987), a parent must submit a home education plan/proposal to the local school committee or superintendent and obtain approval BEFORE beginning to homeschool (and renew annually in most districts). The Charles court held the district may review: the proposed curriculum and number of hours of instruction in the required subjects, the competency/qualifications of the parents (no teaching certificate or college degree may be required), the textbooks/materials/methods, and a means of evaluating progress. Approval may not be unreasonably withheld and home visits may not be required as a condition of approval. There is no statewide form; each district sets its own process.
Is standardized testing required for homeschoolers in Massachusetts?
Yes. Parents must provide the district a means of evaluating the child's educational progress, per Charles. The parent may choose the method; common approved options are (1) a nationally normed standardized test, (2) a portfolio/dated samples of the child's work reviewed periodically, or (3) a written progress report/narrative evaluation. Districts cannot dictate a single method or require a particular test (e.g., MCAS is not available to homeschoolers). Keep the approved education plan and chosen progress evidence on file.
What subjects are required for homeschooling in Massachusetts?
Massachusetts requires instruction in: Reading; Writing; English language/grammar; Mathematics; History; Geography (U.S. and Massachusetts constitutions / good citizenship); Science (drawing/health/physical education commonly included); Good citizenship.
Does Massachusetts have its own learning standards?
Math: Massachusetts Curriculum Framework for Mathematics (2017) - CCSS-M based with Massachusetts additions. ELA: Massachusetts Curriculum Framework for English Language Arts and Literacy (2017) - CCSS-ELA based with Massachusetts additions. Science: Massachusetts Science and Technology/Engineering (STE) Curriculum Framework (2016) - NGSS-based with Massachusetts modifications and a Technology/Engineering strand. Social studies: Massachusetts History and Social Science Curriculum Framework (2018) - entirely state-specific (not the national C3 Framework).