View Lesson Plans by Iowa CORE Standards

Recognize a compelling question.

Identify the relationship between compelling and supporting questions

Construct responses to compelling questions using examples.

Describe ways in which students and others are alike and different within a variety of social categories.

Determine a procedure for how people can effectively work together to make decisions to improve their classrooms or communities. (21st century skills)

Compare and contrast local environmental characteristics to that of other parts of the state of Iowa.

Distinguish at least two related items or events by sequencing them from the past to the present.

Compare life in the past to life today.

Given context clues, develop a reasonable idea about who created the primary or secondary source, when they created it, where they created it, or why they created it.

Compare and contrast local environmental characteristics to that of other parts of the state of Iowa.

Explain why a compelling question is important.

Generate supporting questions across the social studies disciplines related to compelling questions.

Determine if a source is primary or secondary and distinguish whether it is mostly fact or opinion.

Construct responses to compelling questions using examples.

Compare and contrast rules or laws within different communities and cultures.(21st century skills).

Explain why people have different jobs in the community. (21st century skills).

Create a chronological sequence of multiple related events in the past and present using specific times.

Compare life in the past to life today within different communities and cultural groups, including indigenous communities.

Given context clues, develop a reasonable idea about who created a primary or secondary source, when they created it, where they created it, and why they created it.

Describe the diverse cultural makeup of Iowa’s past and present in the local community, including indigenous and agricultural communities.

Explain why a compelling question is important.

Generate supporting questions across the social studies disciplines related to compelling questions.

Determine if a source is primary or secondary and distinguish whether it is mostly fact or opinion.

Construct responses to compelling questions using reasoning, examples, and relevant details.

Make a prediction about the future based on past related events.

Determine the influence of particular individuals and groups who have shaped significant historical change.

Compare perspectives of people in the past to those in the present with regards to particular questions or issues.

Identify context clues and develop a reasonable idea about who created the primary or secondary source, when they created it, where they created it, and why they created it.

Describe the intended and unintended consequences of using Iowa’s natural resources.

Identify disciplinary ideas associated with a compelling question.

Use supporting questions to help answer the compelling question in an inquiry.

Determine the credibility of one source.

Construct responses to compelling questions using reasoning, examples, and relevant details.

Use a range of deliberative and democratic procedures to make decisions about and act on civic problems in their classrooms.

Compare and contrast the treatment of a variety of demographic groups in the past and present.

Identify how people use natural resources, human resources, and physical capital to produce goods and services.

Describe how people take risks to improve their family income through education, career changes and moving to new places.

Compare and contrast events that happened at the same time.

Compare and contrast conflicting historical perspectives about a past event or issue.

Infer the intended audience and purpose of a primary source using textual evidence.

Explain probable causes and effects of events and developments.

Analyze the movement of different groups in and out of Iowa, including the removal and return of indigenous people.

Explain the cultural contributions that different groups have made on Iowa.

Explain how a compelling question represents key ideas in the field.

Use supporting questions to help answer the compelling question in an inquiry.

Cite evidence that supports a response to supporting or compelling questions.

Construct responses to compelling questions using reasoning, examples, and relevant details.

Identify challenges and opportunities when taking action to address problems, including predicting possible results.

Describe how societies have changed in the past and continue to change. (21st century skills).

Compare and contrast events that happened at the same time.

Analyze conflicting perspectives on historical and current events/issues.

Infer the purpose of a primary source and from that the intended audience.

Explain probable causes and effects of events and developments.

Analyze the impact of technological changes in Iowa, across time and place.

Explain how Iowa’s agriculture has changed over time.

Identify the disciplinary concepts and ideas associated with a compelling question.

Use supporting questions to help answer the compelling question in an inquiry.

Identify evidence that draws information from multiple perspectives and sources in response to a compelling question.

With teacher direction, construct responses to compelling questions supported by reasoning and evidence.

Analyze how rules and laws encourage or restrict human population movements to and within the United States of America.

Describe the connections between historical developments that occurred within the same time period.

Explain how economic, political, and social contexts shaped people's perspectives at a given time in history.

Using information from within a primary source, infer the intended audience, purpose, and how the creator's intended audience shaped the source.

Explain probable causes and effects of historical developments.

Analyze Iowa’s role in civil rights history.

Explain how disciplinary concepts and ideas are associated with a compelling question.

Identify the relationship between supporting questions and compelling questions in an inquiry.

Gather relevant information from primary and secondary sources using the origin and authority of the source to guide the selection.

With teacher direction,evaluate the credibility of primary and secondary sources by determining their relevance and intended use.

With teacher direction,identify evidence that draws information from multipleperspectives and sources to support claims, noting evidentiary limitations.

With guided practice,construct responses to compelling questions supported by reasoning and evidence.

Present original arguments based on credible sources using a variety of media to authentic audiences.

With teacher direction,analyze the disciplinary arguments of peers’ for credibility.

Utilize and construct geographic representations to explain and analyze regional, environmental, and cultural characteristics.

Analyze and explain the cultural, physical, and environmental characteristics of places and regions and how this affects the life of the people who live there.

Analyze connections among historical events and developments in various geographic and cultural contexts.

Explain how and why perspectives of people have changed throughout different historical eras.

Compare Iowa’s geography, natural resources and climate to other regions of the world.

Compare disciplinary concepts and ideas associated with a compelling question.

Create supporting questions to help answer the compelling question in an inquiry.

Gather relevant information from primary and secondary sources using the origin, authority, structure,and context of the sources to guide the selection.

With guided practice,evaluate the credibility of primary and secondary sources by determining their relevance and intended use.

Independently construct responses to compelling questions supported by reasoning and evidence.

With guided practice,analyze disciplinary arguments of peers for credibility.

Identify social, political and economic factors that can influence our thoughts and behavior.

Examine what causes inequalities and how they exist within a society.

Evaluate the push and pull factors involved in human population movement and patterns.

Explain points of agreement and disagreement of disciplinary concepts and ideas associated with a compelling question.

Construct supporting questions that demonstrate the relationship between them and the compelling question in an inquiry.

Gather relevant information from multiple sources using the origin, authority, structure, context, and corroborative value of the sources to guide the selection.

Construct responses to compelling questions supported by reasoning and evidence while acknowledging the strengths and weaknesses of the explanations.

Analyze how a specific problem can manifest itself at the local, regional, and global levels over time, identifying its characteristics and causes, and the challenges and opportunities faced by those trying to address the problem.

Examine the evolution of the function and structure of government in Iowa.

Create compelling questions representing key ideas within the disciplines.

Develop supporting questions that contribute to an inquiry and demonstrate how, through engaging source work, new compelling and supporting questions emerge.

Gather relevant information from multiple sources representing a wide range of views while using the origin, authority, structure, context, and corroborative value of the sources to guide the selection.

Evaluate the credibility of a source by examining how experts value the source.

Refine claims and counterclaims attending to precision, significance, and knowledge conveyed through the claim while pointing out the strengths and limitations of both.

Construct arguments using precise and knowledgeable claims, with evidence from multiple sources, while acknowledging counterclaims and evidentiary weaknesses.

Construct explanations using reasoning, correct sequence, examples, and details with significant and pertinent information and data, while acknowledging the strengths and weaknesses of the explanations given its purpose.

Present adaptations of arguments and explanations that feature evocative ideas and perspectives on issues and topics to reach a range of audiences and venues outside the classroom using print and oral technologies and digital technologies.

Analyze how national and global economic issues and systems impact Iowa’s economy.

Identify and evaluate Iowans or groups of Iowans who have influenced Iowa’s environmental or cultural geography.

Evaluate the powers and responsibilities of local, state, tribal, national, and international civic and political institutions, how they interact and the role of government in maintaining order. (21st century skills)

Compare and contrast the institutions and systems of Iowa government and politics that are unique to the state including but not limited to Iowa’s unique role in presidential selection and in the special status of Meskwaki lands as non-reservation lands.

Identify local and state issues in Iowa and evaluate formal or informal courses of action used to affect policy.

Assess the impact of individuals and reform movements on changes to civil rights and liberties. (21st century skills).

Explain the patterns of and responses to immigration on the development of American culture and law.

Analyze change, continuity and context across eras and places of study from civil war to modern America.

Evaluate the impact of inventions and technological innovations on the American society and culture.

Evaluate Iowans or groups of Iowans who have influenced U.S. history.

Critique primary and secondary sources of information with attention to the source of the document, its context, accuracy, and usefulness such as the Reconstruction amendments, Emancipation Proclamation, Treaty of Fort Laramie, Chinese Exclusion Act, Roosevelt’s Corollary to the Monroe Doctrine, Wilson’s Fourteen Points, New Deal Program Acts, Roosevelt’s Declaration of War, Executive Order 9066, Truman Doctrine, Eisenhower’s Farewell Speech, Gulf of Tonkin Resolution, Test Ban Treaty of 1963, Brown vs. Board of Education decision, Letter from a Birmingham Jail, and the Voting Act of 1965.

Analyze how regional, racial, ethnic and gender perspectives influenced American history and culture

Evaluate Iowans or groups of Iowans who have influenced U.S. History.

Describe the impact of culture and institutions on societies.

Evaluate methods used to change or expand systems of power and/or authority.

Analyze the influence of social, political, and economic developments on gender roles and social status.

Assess Iowans or groups of Iowans who have influenced world history.

Explain how social, cultural, gender, and economic factors influence behavior and human interactions in societies around the world.

Analyze the influence different individual members of a group can have on the collective thought and behavior of the group as a whole.