NC ·
4
Operate on a regular schedule for at least nine calendar months of the year, excluding holidays and vacations (G.S.
North Carolina regulates home schools as a category of non-public school under Part 3 of Article 39, Chapter 115C of the General Statutes. A home school is defined (G.S. 115C-563) as a nonpublic school in which the children of not more than two families or households receive academic instruction, with parents/guardians determining scope and sequence (the 2023 amendment allows tutors, co-ops, and outside experts). Requirements: file a one-time Notice of Intent with DNPE; chief administrator holds at least a high school diploma; operate at least nine months per year; maintain attendance and immunization records; and administer an annual nationally standardized achievement test covering grammar, reading, spelling, and mathematics, retaining results for at least one year. NC does NOT require homeschoolers to follow the public-school Standard Course of Study, take the state EOG/EOC tests, or meet state graduation/credit requirements; parents determine curriculum and the test grade levels are not specified by statute (every enrolled student of testing age must be tested annually).
Parents must file a one-time online Notice of Intent to Operate a Home School with the NC Division of Non-Public Education (DNPE) under G.S. 115C-552 and 115C-560, providing the school name, address, and chief administrator. The filing window is July through April (DNPE does not accept filings in May or June). It is a one-time filing, not renewed annually. The chief administrator must hold at least a high school diploma or its equivalent (G.S. 115C-564).
Must maintain disease immunization records and annual attendance records for each student (G.S. 115C-548). Must make and maintain records of nationally standardized test results; test records must be kept at the home school for at least one year and made available to DNPE upon request (G.S. 115C-549, 115C-557).
- English grammar
- Reading
- Spelling
- Mathematics
· North Carolina Standard Course of Study (NCSCOS) for Mathematics (2017), an NC-customized adaptation of the Common Core State Standards for Mathematics with NC-specific codes · 98
| K | NC.K.CC.1 | Know number names and recognize patterns in the counting sequence by counting to 100 by ones and by tens. |
| K | NC.K.CC.4 | Understand the relationship between numbers and quantities (one-to-one correspondence, cardinality, subitizing up to 5). |
| K | NC.K.CC.7 | Compare two numbers, within 10, presented as written numerals. |
| K | NC.K.G.2 | Correctly name squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres. |
| K | NC.K.MD.3 | Classify objects into given categories; count the numbers of objects in each category and sort by count. |
| K | NC.K.NBT.1 | Compose and decompose numbers from 11 to 19 into ten ones and some further ones. |
| K | NC.K.OA.1 | Represent addition and subtraction within 10 using a variety of representations. |
| K | NC.K.OA.5 | Demonstrate fluency with addition and subtraction within 5. |
| 1 | NC.1.G.3 | Partition circles and rectangles into two and four equal shares. |
| 1 | NC.1.MD.3 | Tell and write time in hours and half-hours using analog and digital clocks. |
| 1 | NC.1.NBT.1 | Count to 150, starting at any number less than 150. |
| 1 | NC.1.NBT.3 | Compare two two-digit numbers based on the value of the tens and ones digits, recording with >, =, and <. |
| 1 | NC.1.OA.1 | Represent and solve addition and subtraction word problems within 20 with unknowns in all positions. |
| 1 | NC.1.OA.7 | Apply understanding of the equal sign to determine if equations involving addition and subtraction are true. |
| 1 | NC.1.OA.9 | Demonstrate fluency with addition and subtraction within 10. |
| 2 | NC.2.G.3 | Partition circles and rectangles into two, three, or four equal shares; describe shares using halves, thirds, fourths. |
| 2 | NC.2.MD.10 | Organize, represent, and interpret data with up to four categories. |
| 2 | NC.2.MD.7 | Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. |
| 2 | NC.2.NBT.1 | Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones. |
| 2 | NC.2.NBT.4 | Compare two three-digit numbers based on place value using >, =, and < symbols. |
| 2 | NC.2.OA.2 | Demonstrate fluency with addition and subtraction within 20 using mental strategies. |
| 2 | NC.2.OA.4 | Use addition to find the total number of objects arranged in rectangular arrays (up to 5x5); write an equation. |
| 3 | NC.3.G.1 | Reason with two-dimensional shapes and their attributes. |
| 3 | NC.3.MD.7 | Relate area to the operations of multiplication and addition. |
| 3 | NC.3.NBT.2 | Add and subtract whole numbers up to and including 1,000. |
| 3 | NC.3.NF.1 | Interpret unit fractions with denominators of 2, 3, 4, 6, and 8 as quantities formed when a whole is partitioned. |
| 3 | NC.3.NF.4 | Compare two fractions with the same numerator or denominator by reasoning about their size. |
| 3 | NC.3.OA.1 | Represent multiplication of whole numbers with two factors up to and including 10. |
| 3 | NC.3.OA.7 | Demonstrate fluency with multiplication and division with factors, quotients, and divisors up to and including 10. |
| 3 | NC.3.OA.8 | Solve two-step word problems using addition, subtraction, and multiplication. |
| 4 | NC.4.G.1 | Draw and identify points, lines, line segments, rays, angles, and perpendicular and parallel lines. |
| 4 | NC.4.MD.6 | Develop an understanding of angles and angle measurement. |
| 4 | NC.4.NBT.4 | Add and subtract multi-digit whole numbers up to and including 100,000 using the standard algorithm. |
| 4 | NC.4.NBT.5 | Multiply a whole number of up to three digits by a one-digit number, and two two-digit numbers. |
| 4 | NC.4.NF.1 | Explain why a fraction is equivalent to another fraction using area and length fraction models. |
| 4 | NC.4.NF.6 | Use decimal notation to represent fractions with denominators of 10 or 100. |
| 4 | NC.4.OA.3 | Solve two-step word problems involving the four operations with whole numbers. |
| 4 | NC.4.OA.4 | Find all factor pairs for whole numbers up to and including 50; recognize prime and composite numbers. |
| 5 | NC.5.G.1 | Graph points in the first quadrant of a coordinate plane and interpret the x and y coordinates. |
| 5 | NC.5.MD.5 | Relate volume to the operations of multiplication and addition. |
| 5 | NC.5.NBT.3 | Read, write, and compare decimals to thousandths. |
| 5 | NC.5.NBT.5 | Demonstrate fluency with the multiplication of two whole numbers up to a three-digit number by a two-digit number. |
| 5 | NC.5.NBT.7 | Compute and solve real-world problems with multi-digit whole numbers and decimal numbers. |
| 5 | NC.5.NF.1 | Add and subtract fractions, including mixed numbers, with unlike denominators. |
| 5 | NC.5.NF.4 | Apply and extend previous understandings of multiplication to multiply a fraction by a fraction or whole number. |
| 5 | NC.5.OA.2 | Write, explain, and evaluate numerical expressions involving the four operations to solve problems. |
| 5 | NC.5.OA.3 | Generate two numerical patterns using two given rules and identify relationships between corresponding terms. |
| 6 | NC.6.EE.2 | Write, read, and evaluate algebraic expressions. |
| 6 | NC.6.EE.7 | Solve real-world and mathematical problems by writing and solving one-step equations. |
| 6 | NC.6.G.1 | Create geometric models to solve real-world and mathematical problems involving area of polygons. |
| 6 | NC.6.NS.1 | Use visual models and common denominators to divide fractions by fractions and interpret quotients. |
| 6 | NC.6.NS.5 | Understand and use rational numbers, including positive and negative numbers, to represent quantities. |
| 6 | NC.6.RP.1 | Understand the concept of a ratio and use ratio language to describe a relationship between two quantities. |
| 6 | NC.6.RP.3 | Use ratio reasoning with equivalent whole-number ratios to solve real-world and mathematical problems. |
| 6 | NC.6.SP.1 | Recognize a statistical question as one that anticipates variability in the data. |
| 7 | NC.7.EE.3 | Solve multi-step real-world and mathematical problems posed with rational numbers in algebraic expressions. |
| 7 | NC.7.G.4 | Understand area and circumference of a circle. |
| 7 | NC.7.NS.1 | Apply and extend previous understandings to add and subtract rational numbers. |
| 7 | NC.7.NS.3 | Solve real-world and mathematical problems involving numerical expressions with rational numbers. |
| 7 | NC.7.RP.2 | Recognize and represent proportional relationships between quantities. |
| 7 | NC.7.RP.3 | Use scale factors and unit rates in proportional relationships to solve ratio and percent problems. |
| 7 | NC.7.SP.5 | Understand that the probability of a chance event is a number between 0 and 1 expressing its likelihood. |
| 7 | NC.7.SP.8 | Determine probabilities of compound events using organized lists, tables, tree diagrams, and simulation. |
| 8 | NC.8.EE.1 | Develop and apply the properties of integer exponents to generate equivalent numerical expressions. |
| 8 | NC.8.EE.8 | Analyze and solve a system of two linear equations in two variables in slope-intercept form. |
| 8 | NC.8.F.1 | Understand that a function is a rule that assigns to each input exactly one output. |
| 8 | NC.8.F.3 | Identify linear functions from tables, equations, and graphs. |
| 8 | NC.8.G.6 | Explain the Pythagorean Theorem and its converse. |
| 8 | NC.8.G.7 | Apply the Pythagorean Theorem and its converse to solve real-world and mathematical problems. |
| 8 | NC.8.NS.1 | Understand that every number has a decimal expansion; distinguish rational from irrational numbers. |
| 8 | NC.8.NS.2 | Use rational approximations of irrational numbers to compare size and locate them on a number line. |
| 8 | NC.8.SP.1 | Construct and interpret scatter plots for bivariate measurement data to investigate patterns of association. |
| NC Math 1 | NC.M1.A-CED.1 | Create equations and inequalities in one variable that represent linear, exponential, and quadratic relationships. |
| NC Math 1 | NC.M1.A-REI.4 | Solve for the real solutions of quadratic equations in one variable by factoring. |
| NC Math 1 | NC.M1.A-REI.6 | Use tables, graphs, and algebraic methods to find approximate or exact solutions to systems of linear equations. |
| NC Math 1 | NC.M1.A-SSE.1 | Interpret expressions that represent a quantity in terms of its context. |
| NC Math 1 | NC.M1.F-IF.1 | Build an understanding that a function from one set (domain) to another set (range) assigns each input exactly one output. |
| NC Math 1 | NC.M1.F-IF.4 | Interpret key features of graphs, tables, and verbal descriptions in context to describe functions. |
| NC Math 1 | NC.M1.F-LE.1 | Identify situations that can be modeled with linear and exponential functions and justify the choice. |
| NC Math 1 | NC.M1.G-GPE.5 | Use coordinates to find slopes of parallel and perpendicular lines, write linear equations, and solve geometric problems. |
| NC Math 1 | NC.M1.N-RN.2 | Rewrite algebraic expressions with integer exponents using the properties of exponents. |
| NC Math 1 | NC.M1.S-ID.6 | Represent data on two quantitative variables on a scatter plot and describe how the variables are related. |
| NC Math 2 | NC.M2.A-REI.4 | Solve for the real and complex solutions of quadratic equations by factoring, completing the square, and the quadratic formula. |
| NC Math 2 | NC.M2.F-BF.3 | Understand the effects of the graphical and algebraic transformations on quadratic and square root parent functions. |
| NC Math 2 | NC.M2.G-CO.6 | Determine whether two figures are congruent by specifying a rigid motion or sequence of rigid motions. |
| NC Math 2 | NC.M2.G-SRT.8 | Use trigonometric ratios and the Pythagorean Theorem to solve problems involving right triangles. |
| NC Math 2 | NC.M2.N-CN.1 | Know there is a complex number i such that i^2 = -1, and every complex number has the form a + bi. |
| NC Math 2 | NC.M2.N-RN.2 | Rewrite algebraic expressions with rational exponents using the properties of exponents. |
| NC Math 2 | NC.M2.S-CP.1 | Describe events as subsets of a sample space using characteristics of the outcomes, unions, intersections, and complements. |
| NC Math 2 | NC.M2.S-CP.8 | Apply the general Multiplication Rule and interpret the answer in context. |
| NC Math 3 | NC.M3.A-APR.2 | Understand and apply the Remainder Theorem. |
| NC Math 3 | NC.M3.A-APR.6 | Rewrite simple rational expressions in different forms using inspection, long division, or technology. |
| NC Math 3 | NC.M3.A-SSE.1 | Interpret expressions that represent a quantity in terms of its context. |
| NC Math 3 | NC.M3.F-IF.4 | Interpret key features of graphs, tables, and verbal descriptions to describe functions including polynomial and rational. |
| NC Math 3 | NC.M3.F-TF.5 | Use technology to investigate and interpret amplitude, frequency, and midline of trigonometric functions modeling periodic phenomena. |
| NC Math 3 | NC.M3.G-C.2 | Understand and apply theorems about relationships with angles and segments in circles. |
| NC Math 3 | NC.M3.G-GMD.3 | Use the volume formulas for cylinders, pyramids, cones, and spheres to solve problems. |
| NC Math 3 | NC.M3.S-IC.1 | Understand the process of making inferences about a population based on a random sample from that population. |
· North Carolina Standard Course of Study (NCSCOS) for English Language Arts (2017), an NC-customized adaptation of the Common Core State Standards for ELA with NC-specific clarifications · 96
| K | L.K.1 | Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; demonstrate proficiency within the K-1 grammar continuum. |
| K | L.K.2 | Demonstrate command of conventions of standard English capitalization, punctuation, and spelling when writing; demonstrate proficiency within the K-1 conventions continuum. |
| K | L.K.4 | Determine and/or clarify the meaning of unknown words and phrases based on kindergarten reading and content: context clues, word parts, and word relationships. |
| K | L.K.6 | Use words and phrases learned through conversations, reading and being read to, and responding to texts. |
| K | RF.K.1 | Demonstrate understanding of the organization and basic features of print. |
| K | RF.K.2 | Print upper- and lowercase letters. |
| K | RF.K.3 | Demonstrate understanding of spoken words, syllables, and sounds (phonemes). |
| K | RF.K.4 | Know and apply grade-level phonics and word analysis skills in decoding words. |
| K | RF.K.5 | Read emergent-reader texts with purpose and understanding. |
| K | RI.K.1 | With prompting and support, ask and answer questions about key details in a text. |
| K | RI.K.5 | Identify the front cover, back cover, and title page of a book. |
| 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. |
| K | SL.K.1 | Participate in collaborative conversations with diverse partners about kindergarten topics and texts in small and larger groups. |
| K | SL.K.4 | 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 the topic or book. |
| K | W.K.2 | Use a combination of drawing, dictating, and writing to compose informative/explanatory texts that name and supply information about the topic. |
| K | W.K.3 | Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events in order. |
| K | W.K.5 | Participate in shared investigation of grade appropriate topics and writing projects. |
| 3 | L.3.1 | Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; demonstrate proficiency within the 2-3 grammar continuum. |
| 3 | L.3.2 | Demonstrate command of conventions of standard English capitalization, punctuation, and spelling when writing; demonstrate proficiency within the 2-3 conventions continuum. |
| 3 | L.3.3 | Use knowledge of language and its conventions when writing, speaking, reading, or listening. |
| 3 | L.3.4 | Determine and/or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content. |
| 3 | L.3.6 | Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships. |
| 3 | RF.3.2 | Create readable documents with legible handwriting (manuscript and cursive). |
| 3 | RF.3.4 | Know and apply grade-level phonics and word analysis skills in decoding words. |
| 3 | RF.3.5 | 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.3.4 | Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. |
| 3 | RI.3.5 | Use text features and search tools 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.3.10 | By the end of grade 3, read and understand literature at the high end of the 2-3 text complexity band proficiently and independently. |
| 3 | RL.3.2 | Recount 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.3.4 | Determine the meaning of words and phrases as they are used in a text, identifying words that impact the meaning. |
| 3 | SL.3.1 | Engage effectively in a range of collaborative discussions with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly. |
| 3 | SL.3.4 | Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. |
| 3 | W.3.1 | Write opinion pieces on topics or texts, supporting a point of view with reasons. |
| 3 | W.3.2 | Write informative/explanatory texts to examine a topic and convey ideas and information clearly. |
| 3 | W.3.3 | Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. |
| 3 | W.3.5 | Conduct short research projects that build knowledge about a topic. |
| 5 | L.5.1 | Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; demonstrate proficiency within the 4-5 grammar continuum. |
| 5 | L.5.2 | Demonstrate command of conventions of standard English capitalization, punctuation, and spelling when writing; demonstrate proficiency within the 4-5 conventions continuum. |
| 5 | L.5.5 | Demonstrate understanding of figurative language and nuances in word meanings. |
| 5 | RF.5.2 | Create readable documents through legible handwriting (cursive). |
| 5 | RF.5.4 | Know and apply grade-level phonics and word analysis skills in decoding words. |
| 5 | RF.5.5 | Read with sufficient accuracy and fluency to support comprehension. |
| 5 | RI.5.2 | Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. |
| 5 | RI.5.6 | Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. |
| 5 | RL.5.1 | Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. |
| 5 | RL.5.10 | By the end of grade 5, read and understand literature at the high end of the 4-5 text complexity band proficiently and independently. |
| 5 | RL.5.2 | Determine a theme of a story, drama, or poem from details in the text, including how characters respond to challenges or how the speaker reflects upon a topic; summarize the text. |
| 5 | RL.5.3 | Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text. |
| 5 | RL.5.4 | Determine the meaning of words and phrases as they are used in a text, recognizing specific word choices that contribute to meaning and tone. |
| 5 | SL.5.1 | Engage effectively in a range of collaborative discussions with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly. |
| 5 | SL.5.4 | Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details; adapt speech to a variety of contexts and tasks. |
| 5 | W.5.1 | Write opinion pieces on topics or texts, supporting a point of view with reasons and information. |
| 5 | W.5.2 | Write informative/explanatory texts to examine a topic and convey ideas and information clearly. |
| 5 | W.5.3 | Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. |
| 5 | W.5.5 | Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. |
| 8 | L.8.1 | Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; demonstrate proficiency within the 6-8 grammar continuum. |
| 8 | L.8.2 | Demonstrate command of conventions of standard English capitalization, punctuation, and spelling when writing; demonstrate proficiency within the 6-8 conventions continuum. |
| 8 | L.8.3 | Use knowledge of language and its conventions when writing, speaking, reading, or listening. |
| 8 | L.8.5 | Demonstrate understanding of figurative language and nuances in word meanings. |
| 8 | L.8.6 | Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; develop vocabulary knowledge when considering a word or phrase important to comprehension or expression. |
| 8 | SL.8.1 | Engage effectively in a range of collaborative discussions with diverse partners on grade 8 topics, texts, and issues, building on others' ideas and expressing their own clearly. |
| 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, and identifying when irrelevant evidence is introduced. |
| 8 | SL.8.4 | Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; adapt speech to a variety of contexts and tasks. |
| 8 | SL.8.5 | Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. |
| 9-10 | L.9-10.1 | Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; demonstrate proficiency within the 9-12 grammar continuum. |
| 9-10 | L.9-10.2 | Demonstrate command of conventions of standard English capitalization, punctuation, and spelling when writing; demonstrate proficiency within the 9-12 conventions continuum. |
| 9-10 | L.9-10.3 | Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. |
| 9-10 | L.9-10.4 | Determine and/or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9-10 reading and content. |
| 9-10 | RI.9-10.1 | Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. |
| 9-10 | RI.9-10.8 | Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning. |
| 9-10 | RL.9-10.1 | Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. |
| 9-10 | RL.9-10.10 | By the end of grade 9, read and understand literature within the 9-10 text complexity band proficiently and independently; by the end of grade 10, at the high end of the band. |
| 9-10 | RL.9-10.2 | Determine a theme of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary. |
| 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 how to structure a text, order events within it, and manipulate 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 with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. |
| 9-10 | SL.9-10.4 | Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning. |
| 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. |
| 9-10 | W.9-10.2 | Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. |
| 9-10 | W.9-10.3 | Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. |
| 9-10 | W.9-10.5 | Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate. |
| 11-12 | RI.11-12.2 | Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary. |
| 11-12 | RI.11-12.8 | Delineate and evaluate the reasoning in influential U.S. and/or British texts, including the premises, purposes, and arguments in works of public advocacy. |
| 11-12 | RI.11-12.9 | Analyze foundational U.S. and/or British 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 of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. |
| 11-12 | RL.11-12.10 | By the end of grade 11, read and understand literature within the 11-12 text complexity band proficiently and independently; by the end of grade 12, at the high end of the band. |
| 11-12 | RL.11-12.2 | Determine two or more themes of a text and analyze their development over the course of the text, including how they interact and build on one another; provide an objective summary. |
| 11-12 | RL.11-12.5 | Analyze how an author's choices concerning how to construct specific parts of a text contribute to its overall structure and meaning as well as its effect on the reader. |
· North Carolina Standard Course of Study for Science / NC Essential Standards (adopted 2023, implemented 2024). NC has NOT adopted the Next Generation Science Standards (NGSS). · 120
| K | ESS.K.1.1 | Analyze and interpret data to compare changes in the environment due to weather. |
| K | ESS.K.1.3 | Obtain, evaluate and communicate information to compare weather patterns from season to season. |
| K | LS.K.1.1 | Engage in argument from evidence to summarize characteristics of living vs nonliving things. |
| K | LS.K.1.2 | Use models to exemplify how animals use body parts to obtain food, protect themselves, and move. |
| K | LS.K.2.1 | Analyze and interpret data to compare characteristics of different types of the same animal. |
| K | PS.K.1.1 | Analyze and interpret data to classify objects by physical properties (size, color, shape, texture, weight, flexibility). |
| K | PS.K.1.2 | Engage in argument from evidence to summarize how different materials are used based on their physical properties. |
| K | PS.K.2.1 | Use models to compare the relative position of various objects using position words. |
| K | PS.K.2.2 | Carry out investigations to illustrate different ways objects and organisms move. |
| 1 | ESS.1.1.1 | Use models to recognize differences in day/night sky and apparent movement of objects across the sky. |
| 1 | ESS.1.2.1 | Obtain, evaluate and communicate information to summarize the physical properties of Earth materials. |
| 1 | ESS.1.3.1 | Obtain, evaluate and communicate information to summarize ways humans use natural resources. |
| 1 | LS.1.1.1 | Obtain, evaluate and communicate information to summarize the needs of different plants and animals. |
| 1 | LS.1.1.2 | Analyze and interpret data to compare how needs of plants and animals are met in different environments. |
| 1 | PS.1.1.1 | Use models to explain the effect of a push or pull on the motion of an object, with or without contact. |
| 1 | PS.1.1.2 | Carry out investigations to compare the effects of a given force on the motion of an object. |
| 2 | ESS.2.1.1 | Summarize how energy from the sun serves as a source of light and warms the land, air, and water. |
| 2 | ESS.2.1.3 | Carry out investigations to collect data and compare weather patterns over time relating to time of day/year. |
| 2 | LS.2.1.1 | Use models to summarize the life cycle of animals including birth, developing into an adult, reproducing, aging, death. |
| 2 | LS.2.2.1 | Summarize ways animals closely resemble their parents and ways they are different. |
| 2 | PS.2.1.1 | Carry out investigations to illustrate matter changing from solid to liquid and liquid to solid by heating and cooling. |
| 2 | PS.2.1.2 | Analyze and interpret data to compare the amount of water in a container before and after freezing. |
| 2 | PS.2.2.1 | Carry out investigations to illustrate how sound is produced by vibrating objects and columns of air. |
| 3 | ESS.3.1.1 | Use models to recognize that Earth is part of a solar system that includes the sun, planets, and moons. |
| 3 | ESS.3.2.1 | Use models to compare Earth's saltwater and freshwater features. |
| 3 | LS.3.1.1 | Use models to infer the functions of the skeletal and muscular systems. |
| 3 | LS.3.3.1 | Carry out investigations to explain how environmental conditions determine how well plants survive and grow. |
| 3 | PS.3.1.1 | Engage in argument from evidence to infer that air is a substance that surrounds us, takes up space, has mass. |
| 3 | PS.3.1.2 | Carry out investigations to classify solids, liquids, and gases based on their basic properties. |
| 3 | PS.3.2.3 | Use models to explain the effect of Earth's gravity on the motion of any object on or near the Earth. |
| 3 | PS.3.3.1 | Ask questions to explain how heat is created by friction. |
| 4 | ESS.4.1.2 | Use models to explain the repeating pattern of the phases of the moon (new, crescent, quarter, gibbous, full). |
| 4 | ESS.4.2.2 | Carry out investigations to classify rocks as metamorphic, sedimentary, or igneous. |
| 4 | ESS.4.3.2 | Engage in argument from evidence to explain how humans can adapt their behavior to live in changing environments. |
| 4 | LS.4.1.1 | Use models to explain that plants and animals have external structures that support survival. |
| 4 | LS.4.2.1 | Analyze and interpret data to compare fossils to one another and to living organisms. |
| 4 | PS.4.1.1 | Ask questions to summarize the relationship of magnetic interactions between two objects not in contact. |
| 4 | PS.4.2.2 | Use models to explain a simple electrical circuit and the necessary components. |
| 4 | PS.4.3.1 | Carry out investigations to infer the path light travels from a source to a mirror and how it is reflected. |
| 5 | ESS.5.1.2 | Analyze and interpret weather data to explain current and upcoming weather including severe weather. |
| 5 | ESS.5.1.4 | Use models to explain how the sun's energy drives the water cycle (evaporation, transpiration, condensation, precipitation). |
| 5 | LS.5.1.2 | Use models to compare the major systems of the human body as related to functions necessary for life. |
| 5 | LS.5.2.2 | Use models to classify organisms within an ecosystem as producers, consumers, or decomposers. |
| 5 | LS.5.3.2 | Ask questions to compare inherited and acquired traits. |
| 5 | PS.5.1.2 | Carry out investigations to explain whether the mixing of two or more substances results in new substances. |
| 5 | PS.5.2.1 | Carry out investigations to explain how factors such as gravity, friction, and change in mass affect motion. |
| 6 | ESS.6.1.1 | Use models to explain how relative motion and position of Sun, Earth, and moon affect seasons, tides, phases, eclipses. |
| 6 | ESS.6.2.2 | Construct an explanation of how movement of lithospheric plates can create landforms and cause earthquakes and volcanic eruptions. |
| 6 | ESS.6.3.1 | Engage in argument from evidence that good health of humans and environment requires monitoring the lithosphere and soil stewardship. |
| 6 | LS.6.1.1 | Use models to explain how photosynthesis, respiration, and transpiration work together to meet plant needs. |
| 6 | LS.6.2.1 | Use models to summarize how energy derived from the sun is used by plants and transferred to consumers and decomposers. |
| 6 | PS.6.1.1 | Use models to illustrate that matter is made of atoms and elements, distinguished by the types of atoms. |
| 6 | PS.6.2.1 | Use models to compare the directional transfer of heat energy through convection, radiation, and conduction. |
| 6 | PS.6.3.1 | Use models of a simple wave to explain wave properties (amplitude, frequency, wavelength) in seismic, light, sound waves. |
| 7 | ESS.7.1.3 | Analyze and interpret data to explain relationships among air masses, pressure systems, frontal boundaries, and weather. |
| 7 | ESS.7.2.2 | Analyze and interpret data to explain how changes in atmosphere structure/composition affect greenhouse effect and global temperatures. |
| 7 | LS.7.1.2 | Use models to explain how relevant cell structures function to support plant, animal, and bacterial cells. |
| 7 | LS.7.2.3 | Use models (Punnett squares) to infer and predict inheritance of single genetic traits (dominant and recessive). |
| 7 | PS.7.1.1 | Construct an explanation to summarize the motion of an object by its position, direction, and speed relative to another object. |
| 7 | PS.7.1.2 | Use models to illustrate the effects of balanced and unbalanced forces (friction, gravity, magnetism) on an object. |
| 7 | PS.7.2.1 | Construct an explanation to summarize how kinetic and potential energy contribute to mechanical energy of an object. |
| 8 | ESS.8.1.1 | Analyze and interpret data to conclude the relative age of Earth and rocks/fossils from index fossils and rock layers. |
| 8 | ESS.8.2.2 | Use models to explain how temperature and salinity drive major ocean currents and their impact on climate and ecosystems. |
| 8 | ESS.8.4.1 | Construct an explanation to classify primary energy sources as renewable or nonrenewable. |
| 8 | LS.8.1.1 | Construct an explanation to compare characteristics of viruses, bacteria, fungi and parasites relating to spread, treatment, prevention. |
| 8 | LS.8.2.2 | Construct an explanation summarizing relationships among producers, consumers, decomposers including competition, predation, parasitism, mutualism. |
| 8 | LS.8.3.2 | Use models to explain the process of natural selection in which genetic variations affect survival and reproduction. |
| 8 | PS.8.1.2 | Use models to illustrate the structure of atoms in terms of protons, electrons, and neutrons. |
| 8 | PS.8.1.5 | Use models to illustrate how atoms are rearranged during a chemical reaction supporting the Law of Conservation of Mass. |
| Earth and Environmental Science | ESS.EES.1.1 | Use models to illustrate the formation of the solar system. |
| Earth and Environmental Science | ESS.EES.1.4 | Construct an explanation to infer how incoming solar radiation interacts with Earth systems to support life. |
| Earth and Environmental Science | ESS.EES.2.1 | Use models to explain how mantle convection powers plate tectonics. |
| Earth and Environmental Science | ESS.EES.2.4 | Carry out investigations to explain how the rock cycle and rates of weathering, erosion, and soil formation influence Earth's systems. |
| Earth and Environmental Science | ESS.EES.3.3 | Analyze and interpret data to explain how major greenhouse gases influence climate. |
| Earth and Environmental Science | ESS.EES.4.2 | Analyze and interpret data to explain how carbon cycling influences various ecosystems. |
| Earth and Environmental Science | ESS.EES.5.4 | Construct an argument to evaluate benefits and trade-offs of using non-renewable or renewable energy sources for electricity and transportation. |
| Earth and Environmental Science | ESS.EES.6.2 | Construct an argument to infer how some natural hazards (flooding, wildfires) are increasing in frequency and intensity due to human activities. |
| Biology | LS.Bio.1.1 | Construct an explanation to illustrate relationships between structure and function of major macromolecules essential for life. |
| Biology | LS.Bio.1.3 | Use models to explain how the structure of organelles determines function and supports overall cell processes. |
| Biology | LS.Bio.1.5 | Construct an explanation to summarize how DNA and RNA direct the synthesis of proteins. |
| Biology | LS.Bio.10.2 | Use models (dichotomous keys, cladograms, phylogenetic trees) to identify organisms and exemplify relationships. |
| Biology | LS.Bio.2.1 | Use models to illustrate how cellular division results in reproduction, growth, and repair of organisms. |
| Biology | LS.Bio.3.2 | Use models to illustrate how photosynthesis transforms light energy into chemical energy. |
| Biology | LS.Bio.3.3 | Use models to illustrate how cellular respiration (aerobic and anaerobic) transforms chemical energy into ATP. |
| Biology | LS.Bio.4.1 | Use models to illustrate how processes in organisms contribute to the flow of energy and cycling of matter in an ecosystem. |
| Biology | LS.Bio.5.1 | Use mathematics and computational thinking to explain how interactions between organisms affect carrying capacity and stability. |
| Biology | LS.Bio.6.1 | Use models to explain how DNA is passed from parents to offspring through meiosis and fertilization. |
| Biology | LS.Bio.7.1 | Use math and computational thinking to predict variation/distribution of traits (Mendelian, co-dominance, incomplete dominance, multiple alleles, sex-linked). |
| Biology | LS.Bio.8.1 | Analyze and interpret data to compare DNA samples. |
| Biology | LS.Bio.9.1 | Analyze and interpret data to summarize how factors such as geographic isolation, pesticide/antibiotic resistance influence natural selection. |
| Biology | LS.Bio.9.3 | Use models to illustrate conditions required for natural selection: overproduction, inherited variation, and the struggle to survive. |
| Chemistry | PS.Chm.1.1 | Use models to explain how the scientific understanding of atomic structure has evolved. |
| Chemistry | PS.Chm.1.2 | Use models to compare nuclear reactions including alpha, beta, gamma decay; nuclear fusion and fission. |
| Chemistry | PS.Chm.2.1 | Use the Periodic Table as a model to predict relative properties of elements based on valence electron patterns. |
| Chemistry | PS.Chm.3.1 | Analyze and interpret data to explain the mechanisms and properties of ionic and covalent bonds. |
| Chemistry | PS.Chm.3.3 | Use models to predict chemical names and formulas including ionic (binary & ternary), acidic, and binary covalent compounds. |
| Chemistry | PS.Chm.4.2 | Carry out investigations to predict the outcome of simple chemical reactions that obey the Law of Conservation of Mass. |
| Chemistry | PS.Chm.4.4 | Use math and computational thinking to apply the mole concept in stoichiometric relationships in chemical reactions. |
| Chemistry | PS.Chm.5.1 | Carry out investigations to explain effects of temperature, surface area, stirring, concentration, and catalysts on reaction rate. |
| Chemistry | PS.Chm.6.3 | Carry out investigations to compare properties and behaviors (qualitative and quantitative) of acids and bases. |
| Chemistry | PS.Chm.7.3 | Use math and computational thinking to explain relationships among pressure, temperature, volume, and quantity of gas. |
| Physics | PS.Phy.1.1 | Use models (graphs, equations, diagrams) to infer motion in one dimension. |
| Physics | PS.Phy.2.1 | Use free body models to qualitatively and quantitatively analyze systems of forces in one and two dimensions. |
| Physics | PS.Phy.2.4 | Use models to explain relationship among force of gravity, distance, and mass per Law of Universal Gravitation. |
| Physics | PS.Phy.3.1 | Use models to analyze inelastic and elastic collisions in terms of conservation of momentum in one dimension. |
| Physics | PS.Phy.4.1 | Use models to explain fundamental properties and interactions (Coulomb's Law) of charged objects and conservation of charge. |
| Physics | PS.Phy.4.3 | Use circuit models to analyze relationships among current, voltage, resistance, and power in series, parallel, and compound circuits. |
| Physics | PS.Phy.6.1 | Use models to qualitatively and quantitatively analyze kinetic and potential energy in a system. |
| Physics | PS.Phy.7.2 | Use models to qualitatively and quantitatively compare reflection and refraction (Snell's Law). |
| Physical Science | PS.PSc.1.1 | Construct an explanation to classify matter as pure substance or mixture; homogeneous/heterogeneous; element/compound; solution, colloid, suspension. |
| Physical Science | PS.PSc.1.4 | Use models to interpret data presented in Bohr diagrams and electron dot diagrams for neutral atoms of elements 1-18. |
| Physical Science | PS.PSc.2.1 | Construct an explanation to classify the type of chemical bond (covalent, ionic, or metallic) in a given substance. |
| Physical Science | PS.PSc.2.3 | Use math and computational thinking to execute the balancing of chemical equations illustrating Law of Conservation of Mass. |
| Physical Science | PS.PSc.3.2 | Use math and computational thinking to execute simple half-life calculations based on radioactive decay of unstable nuclei. |
| Physical Science | PS.PSc.4.1 | Analyze and interpret data to explain the motion of an object moving with constant velocity or accelerating. |
| Physical Science | PS.PSc.5.4 | Use models to explain the relationship between an object's motion and forces acting on it per Newton's Three Laws of Motion. |
| Physical Science | PS.PSc.6.2 | Construct an explanation to compare simple series and parallel circuits in terms of Ohm's Law. |
| Physical Science | PS.PSc.7.2 | Use math and computational thinking to explain the Law of Conservation of Energy in a mechanical system (kinetic and potential energy). |
| Physical Science | PS.PSc.8.1 | Carry out investigations to explain relationships among wave frequency, velocity, wavelength, and wave energy. |
| Physical Science | PS.PSc.8.3 | Use models to explain wave interactions of reflection, refraction, diffraction, and interference. |
· North Carolina Social Studies Standard Course of Study / Essential Standards (approved February 2021, fall 2021 implementation). Uses an inquiry-based design informed by the College, Career, and Civic Life (C3) Framework but with NC-specific standards and codes. · 120
| K | K.B.1.1 | Identify cultural practices in local communities and around the world. |
| K | K.B.1.3 | Summarize stories that illustrate how positive character traits such as empathy, resilience, and respect, help people contribute to their communities. |
| K | K.C&G.1.1 | Explain why people follow rules in the classroom, school, and community. |
| K | K.C&G.1.4 | Use a procedure for how people can effectively work together to improve classrooms and communities. |
| K | K.E.1.1 | Differentiate between needs and wants. |
| K | K.E.1.2 | Differentiate between goods and services. |
| K | K.G.1.1 | Use maps, globes, and/or digital representations to locate places in the classroom, school, community, and around the world. |
| K | K.G.2.1 | Explain ways people around the world use natural resources. |
| K | K.H.1.1 | Exemplify ways in which people change over time. |
| K | K.H.1.3 | Compare life in the past to life today within the home, community, and around the world. |
| 1 | 1.B.1.1 | Identify cultural practices and traditions in local communities and places around the world. |
| 1 | 1.B.1.2 | Summarize ways that culturally, racially, and ethnically diverse people help shape a community. |
| 1 | 1.C&G.1.1 | Exemplify ways individuals and groups play a role in shaping communities. |
| 1 | 1.C&G.1.3 | Identify the differences between rights and responsibilities of citizens in various communities. |
| 1 | 1.E.1.1 | Distinguish the relationship between scarcity and limited resources. |
| 1 | 1.E.1.4 | Summarize reasons why people and countries trade goods and services. |
| 1 | 1.G.1.1 | Use maps, globes, and/or digital representations to identify various types of landforms of places around the world. |
| 1 | 1.G.2.1 | Explain the various ways the physical environment impacts people in different regions around the world. |
| 1 | 1.H.1.1 | Explain how the experiences and achievements of people throughout history have helped contribute to the changes in various local communities and communities around the world over time. |
| 1 | 1.H.1.2 | Use primary and secondary sources to compare multiple perspectives of various events in history. |
| 2 | 2.B.1.1 | Identify the various values and beliefs of diverse cultures that have shaped American identity. |
| 2 | 2.B.1.2 | Explain how belief systems of various indigenous, religious, and racial groups have influenced or contributed to culture in America. |
| 2 | 2.C&G.1.1 | Explain how principles of democracy have shaped the government of America. |
| 2 | 2.C&G.1.3 | Compare the structure and function of the three branches of government at the national level. |
| 2 | 2.E.1.1 | Explain how scarcity affects economic decisions. |
| 2 | 2.G.1.2 | Explain how the environment has impacted settlement across America. |
| 2 | 2.H.1.1 | Summarize contributions of various women, indigenous, religious, racial, and other minority groups that have impacted American history. |
| 2 | 2.H.1.3 | Compare various perspectives of the same time period using primary and secondary sources. |
| 3 | 3.B.1.1 | Explain how the values, beliefs, and cultures of various indigenous, religious, racial and other groups contribute to the development of local communities and the state. |
| 3 | 3.C&G.1.1 | Compare the structure and function of both state and local government. |
| 3 | 3.C&G.1.3 | Compare how state, local, and tribal governments help solve problems within communities. |
| 3 | 3.E.1.1 | Explain how entrepreneurship develops local communities. |
| 3 | 3.E.1.3 | Summarize the role supply and demand plays in local economies. |
| 3 | 3.G.1.1 | Explain how the absolute and relative location of places impacts the development of communities. |
| 3 | 3.H.1.2 | Explain the lasting impact historical events have had on local communities. |
| 3 | 3.H.1.3 | Use primary and secondary sources to compare multiple interpretations of various historical symbols and events in local communities. |
| 4 | 4.B.1.1 | Explain how traditions, social structure, and artistic expression have contributed to the unique identity of North Carolina. |
| 4 | 4.C&G.1.1 | Compare the roles and responsibilities of state elected leaders. |
| 4 | 4.C&G.1.3 | Differentiate between rights and responsibilities reflected in the North Carolina Constitution. |
| 4 | 4.E.1.2 | Explain factors that have led to economic growth and decline for North Carolina's major industries. |
| 4 | 4.E.2.1 | Explain the way in which personal financial decisions such as spending and saving may affect everyday life. |
| 4 | 4.G.1.3 | Summarize the reasons for forced and voluntary migration to, from, and within North Carolina. |
| 4 | 4.H.1.3 | Explain the ways in which revolution, reform, and resistance have shaped North Carolina. |
| 4 | 4.H.1.6 | Explain the significance of historical symbols in North Carolina from various perspectives. |
| 5 | 5.B.1.1 | Explain how traditions, social structure, and artistic expression have contributed to the unique identity of the United States. |
| 5 | 5.C&G.1.1 | Distinguish the roles and responsibilities of the three branches of government in terms of how the branches cooperate. |
| 5 | 5.C&G.2.2 | Exemplify ways in which rights are protected under the United States Constitution. |
| 5 | 5.E.1.4 | Summarize the role of trade between the United States and other countries. |
| 5 | 5.E.2.2 | Explain the importance of developing a basic budget for spending and saving. |
| 5 | 5.G.1.4 | Explain the reasons for forced and voluntary migration to, from, and within the United States. |
| 5 | 5.H.1.3 | Explain the ways in which revolution, reform, and resistance have shaped the United States. |
| 5 | 5.H.1.5 | Compare multiple perspectives of various historical events using primary and secondary sources. |
| 6 | 6.B.1.1 | Explain how religion, tradition, and cultural practice influence the development of civilizations and societies in Africa, Asia, Europe and the Americas. |
| 6 | 6.B.1.3 | Compare systems of social structure within various civilizations and societies in Africa, Asia, Europe and the Americas over time. |
| 6 | 6.C&G.1.1 | Compare the structures of governmental systems in civilizations and societies in Africa, Asia, Europe and the Americas. |
| 6 | 6.C&G.1.6 | Explain the reasons for the rise and fall of governments and authority in civilizations and empires of Africa, Asia, Europe, and the Americas. |
| 6 | 6.E.1.1 | Explain how trade routes and economic networks contribute to the development of civilizations, empires, and classical societies in Africa, Asia, Europe, and the Americas. |
| 6 | 6.G.1.1 | Explain how human and physical characteristics impacted migration and settlement in various regions in Africa, Asia, Europe and the Americas. |
| 6 | 6.G.1.4 | Explain how societies in Africa, Asia, Europe and the Americas modified and adapted to the environment based on topography, climate, bodies of water, and natural resources. |
| 6 | 6.H.1.1 | Explain the role various events, people, and groups played in the rise, fall, and transformation of societies in Africa, Asia, Europe, and the Americas. |
| 6 | 6.H.1.3 | Compare multiple perspectives of various historical events in civilizations in Africa, Asia, Europe, and the Americas using primary and secondary sources. |
| 7 | 7.B.1.1 | Compare major elements of culture in various modern societies around the world. |
| 7 | 7.B.1.3 | Compare how individuals and groups respond to stereotypes, oppression, human rights violations, and genocide. |
| 7 | 7.C&G.1.1 | Explain how the power and authority of various types of governments have created conflict that has led to change. |
| 7 | 7.C&G.1.4 | Summarize new ideas that changed political thought in various nations, societies and regions. |
| 7 | 7.E.1.1 | Explain the factors and conditions that contribute to the development of economic systems. |
| 7 | 7.E.1.4 | Explain how competition for resources affects the economic relationship among nations. |
| 7 | 7.G.1.1 | Explain how push-pull factors of forced and voluntary migrations have affected societies around the world. |
| 7 | 7.G.1.3 | Explain the influence of demographic shifts on societies using geographic tools and data. |
| 7 | 7.H.1.1 | Distinguish specific turning points of modern world history in terms of lasting impact. |
| 7 | 7.H.1.5 | Explain how slavery, xenophobia, disenfranchisement, ethnocentrism, and intolerance have affected individuals and groups. |
| 8 | 8.B.1.1 | Determine how the relationship between different regional, social, ethnic, and racial groups have contributed to the development of North Carolina and the nation. |
| 8 | 8.C&G.1.1 | Summarize the democratic ideals outlined in the founding documents of the state and national government. |
| 8 | 8.C&G.2.1 | Summarize the strategies and societal reforms used to address discrimination and oppression in North Carolina and the nation. |
| 8 | 8.E.1.2 | Explain how industry and trade impact the economy and people of North Carolina and the nation. |
| 8 | 8.E.1.4 | Exemplify ways personal financial decision making influences the economy. |
| 8 | 8.G.1.4 | Explain the reasons for and effects of forced and voluntary migration on various groups in North Carolina and the nation. |
| 8 | 8.H.1.1 | Explain the causes and effects of conflict in North Carolina and the nation. |
| 8 | 8.H.1.3 | Explain how slavery, segregation, voter suppression, reconcentration, and other discriminatory practices have been used to suppress and exploit certain groups within North Carolina and the nation over time. |
| 8 | 8.H.2.3 | Explain how the experiences and achievements of women, minorities, indigenous, and marginalized groups have contributed to the development of North Carolina and the nation over time. |
| American History | AH.B.2 | Analyze the relationship of tradition and progress in terms of scientific, technological, intellectual and cultural development. |
| American History | AH.C&G.1 | Evaluate the relationship between the American people and the government in terms of freedom, equality, and power. |
| American History | AH.C&G.2 | Analyze the American political system in terms of conflict, compromise, and consequence. |
| American History | AH.E.1 | Analyze the American economic system in terms of affluence, poverty, and mobility. |
| American History | AH.G.1 | Understand how movement, settlement, and expansion influenced American development. |
| American History | AH.H.1 | Understand the reasons for American involvement in conflicts and the domestic and foreign impacts. |
| American History | AH.H.2 | Evaluate the relationship between America and other nations in terms of national interests and global interdependence. |
| American History | AH.H.3 | Analyze various turning points in American history in terms of perspective, causation, and change. |
| Founding Principles of the U.S. and N.C.: Civic Literacy | CL.B.1.1 | Explain how values and beliefs influence the creation and implementation of public policy and laws. |
| Founding Principles of the U.S. and N.C.: Civic Literacy | CL.B.1.4 | Explain how individual values and societal norms contribute to institutional discrimination and the marginalization of minority groups living under the American system of government. |
| Founding Principles of the U.S. and N.C.: Civic Literacy | CL.C&G.1.1 | Explain the influence of the founding principles on state and federal decisions using primary and secondary source documents. |
| Founding Principles of the U.S. and N.C.: Civic Literacy | CL.C&G.2.2 | Explain how the principle of federalism impacts the actions of state and local government. |
| Founding Principles of the U.S. and N.C.: Civic Literacy | CL.C&G.3.5 | Explain how the two-party system has shaped the political landscape of the United States. |
| Founding Principles of the U.S. and N.C.: Civic Literacy | CL.C&G.3.7 | Assess the effectiveness of the election process at the national, state, and local levels. |
| Founding Principles of the U.S. and N.C.: Civic Literacy | CL.C&G.4.5 | Summarize the importance of both the right to due process of law and the individual rights established in the Bill of Rights in the American legal system. |
| Founding Principles of the U.S. and N.C.: Civic Literacy | CL.E.1.1 | Explain how the role federal and state governments play in economic decision-making impacts economic mobility, status, and quality of life of individuals living in America. |
| Founding Principles of the U.S. and N.C.: Civic Literacy | CL.E.1.2 | Summarize the role of the United States and North Carolina in the world economy. |
| Founding Principles of the U.S. and N.C.: Civic Literacy | CL.G.1.1 | Explain how views on freedom and equality influence legislation and public policy on issues of immigration, migration, and the environment. |
| Founding Principles of the U.S. and N.C.: Civic Literacy | CL.G.1.3 | Exemplify how the United States interacts with international governments to navigate global environmental issues. |
| Founding Principles of the U.S. and N.C.: Civic Literacy | CL.H.1.1 | Explain how the tensions over power and authority led the founding fathers to develop a democratic republic. |
| Founding Principles of the U.S. and N.C.: Civic Literacy | CL.H.1.4 | Explain the impact of social movements and reform efforts on governmental change, both current and in the past. |
| Founding Principles of the U.S. and N.C.: Civic Literacy | CL.H.1.6 | Exemplify ways individuals have demonstrated resistance and resilience to inequities, injustice, and discrimination within the American system of government over time. |
| Economics and Personal Finance | EPF.CC.1 | Understand factors associated with consumer decision making. |
| Economics and Personal Finance | EPF.CC.2 | Understand the rights and responsibilities of buyers and sellers under consumer protection laws. |
| Economics and Personal Finance | EPF.E.1 | Understand economies, markets, and the role economic factors play in making economic decisions. |
| Economics and Personal Finance | EPF.E.1.1 | Compare how individuals and governments utilize scarce resources in traditional, command, market, and mixed economies. |
| Economics and Personal Finance | EPF.E.3 | Understand the role of government in a market economy. |
| Economics and Personal Finance | EPF.E.4 | Understand factors of economic interdependence and their impact on nations. |
| Economics and Personal Finance | EPF.FP.1 | Understand the value and planning processes associated with saving and investing. |
| Economics and Personal Finance | EPF.IE.1 | Analyze the relationship between education, income, career, and desired lifestyle. |
| Economics and Personal Finance | EPF.IE.1.1 | Explain how education, income, career, and life choices impact an individual's financial plan and goals. |
| Economics and Personal Finance | EPF.MCM.1 | Understand money management skills and strategies. |
| Economics and Personal Finance | EPF.MCM.1.1 | Explain how fiscally responsible individuals create and manage a spending plan. |
| World History | WH.B.1 | Analyze how artistic, literary, philosophical, technological, and scientific ideas have developed and shaped society and institutions. |
| World History | WH.B.2 | Understand the concept of identity in historic and contemporary societies in terms of its development and impacts. |
| World History | WH.C&G.1 | Analyze the relationship between various societies and government in terms of freedom, equality, and power. |
| World History | WH.E.1 | Understand the economic relationships between groups and nations in terms of power and interdependence. |
| World History | WH.G.1 | Understand how movement has influenced societies now and in the past. |
| World History | WH.G.2 | Analyze the intentional and unintentional consequences of human-environment interaction. |
| World History | WH.H.1.1 | Analyze historical events and issues in world history from a variety of perspectives. |
Is homeschooling legal in North Carolina?
Yes. North Carolina regulates home schools as a category of non-public school under Part 3 of Article 39, Chapter 115C of the General Statutes.
Do I have to notify anyone to homeschool in North Carolina?
Parents must file a one-time online Notice of Intent to Operate a Home School with the NC Division of Non-Public Education (DNPE) under G.S. 115C-552 and 115C-560, providing the school name, address, and chief administrator. The filing window is July through April (DNPE does not accept filings in May or June). It is a one-time filing, not renewed annually. The chief administrator must hold at least a high school diploma or its equivalent (G.S. 115C-564).
Is standardized testing required for homeschoolers in North Carolina?
Yes. Must maintain disease immunization records and annual attendance records for each student (G.S. 115C-548). Must make and maintain records of nationally standardized test results; test records must be kept at the home school for at least one year and made available to DNPE upon request (G.S. 115C-549, 115C-557).
What subjects are required for homeschooling in North Carolina?
North Carolina requires instruction in: English grammar; Reading; Spelling; Mathematics.
Does North Carolina have its own learning standards?
Math: North Carolina Standard Course of Study (NCSCOS) for Mathematics (2017), an NC-customized adaptation of the Common Core State Standards for Mathematics with NC-specific codes. ELA: North Carolina Standard Course of Study (NCSCOS) for English Language Arts (2017), an NC-customized adaptation of the Common Core State Standards for ELA with NC-specific clarifications. Science: North Carolina Standard Course of Study for Science / NC Essential Standards (adopted 2023, implemented 2024). NC has NOT adopted the Next Generation Science Standards (NGSS).. Social studies: North Carolina Social Studies Standard Course of Study / Essential Standards (approved February 2021, fall 2021 implementation). Uses an inquiry-based design informed by the College, Career, and Civic Life (C3) Framework but with NC-specific standards and codes..