| A | B | C | D | E | F | G | H | I | J | K | L | M | N | O | P | ||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
1 | Grade Band | Standard Identifier | Concept | Subconcept | Standard | Clarifying Statement | Unit 1 | Unit 2 | Unit 3 | Unit 4 | Unit 5 | Unit 6 | Unit 7 | Unit 8 | Unit 9 | Unit 10 | |
2 | 9-12 | 9-12.IC.1 | Impacts of Computing | Society | Evaluate the impact of computing technologies on equity, access, and influence in a global society. | The focus should be on how computing technologies can both perpetuate inequalities and help to bring about equity in society. | ✔️ | ✔️ | ✔️ | ||||||||
3 | 9-12 | 9-12.IC.2 | Impacts of Computing | Society | Debate laws and regulations that impact the development and use of computing technologies and digital information. | The focus is on developing and defending a claim about how a specific law related to computing technologies impacts different stakeholders. | ✔️ | ✔️ | ✔️ | ||||||||
4 | 9-12 | 9-12.IC.3 | Impacts of Computing | Ethics | Debate issues of ethics related to real-world computing technologies. | The focus is on developing and defending a claim about a specific ethical dilemma related to computing technologies. | ✔️ | ✔️ | |||||||||
5 | 9-12 | 9-12.IC.4 | Impacts of Computing | Ethics | Assess personal and societal trade-offs related to computing technologies and data privacy. | The focus is on discussing the personal and societal benefits and drawbacks of different types of data collection and use, in terms of ethics, policy, and culture. | ✔️ | ✔️ | ✔️ | ||||||||
6 | 9-12 | 9-12.IC.6 | Impacts of Computing | Accessibility | Create accessible computational artifacts that meet standard compliance requirements or otherwise meet the needs of users with disabilities. | At this level, considering accessibility becomes part of the design process and awareness of professionally accepted accessibility standards. | ✔️ | ✔️ | |||||||||
7 | 9-12 | 9-12.CT.1 | Computational Thinking | Modeling and Simulation | Create a simple digital model that makes predictions of outcomes. | The focus is on using data to build alternative numerical models that can best represent a data set. | ✔️ | ||||||||||
8 | 9-12 | 9-12.CT.2 | Computational Thinking | Data Analysis and Visualization | Collect and evaluate data from multiple sources for use in a computational artifact. | The emphasis is on designing and following collection protocols. Data sources include, but are not limited to, sensors, web or database scrapers, and human input. | ✔️ | ✔️ | |||||||||
9 | 9-12 | 9-12.CT.3 | Computational Thinking | Data Analysis and Visualization | Refine and visualize complex data sets to tell different stories with the same data set. | The emphasis is on refining large data sets to create multiple narratives depending upon the audience. Large data sets require use of a software tool or app to cross-reference, analyze, refine, and visualize subsets of the data. | ✔️ | ✔️ | ✔️ | ||||||||
10 | 9-12 | 9-12.CT.4 | Computational Thinking | Abstraction and Decomposition | Implement a program using a combination of student-defined and third-party functions to organize the computation. | The focus is on having students think about how to decompose a programming problem into functions and procedures, including working around the constraints imposed by specific functions or features provided in a library. | ✔️ | ||||||||||
11 | 9-12 | 9-12.CT.6 | Computational Thinking | Algorithms and Programming | Demonstrate how at least two classic algorithms work, and analyze the trade-offs related to two or more algorithms for completing the same task. | The focus of this standard is a high-level understanding that algorithms involve trade-offs, especially related to memory use and speed. Students should understand that classic algorithms are solved problems that can be reused. | ✔️ | ✔️ | ✔️ | ||||||||
12 | 9-12 | 9-12.CT.7 | Computational Thinking | Algorithms and Programming | Design or remix a program that utilizes a data structure to maintain changes to related pieces of data. | The focus is on updating the elements or components within a named instance of a data structure, without changing the value associated with the name itself. | ✔️ | ✔️ | ✔️ | ✔️ | |||||||
13 | 9-12 | 9-12.CT.8 | Computational Thinking | Algorithms and Programming | Develop a program that effectively uses control structures in order to create a computer program for practical intent, personal expression, or to address a societal issue. | The focus is on combining different forms of repetition and conditionals, including conditionals with complex Boolean expressions. | ✔️ | ✔️ | ✔️ | ||||||||
14 | 9-12 | 9-12.CT.9 | Computational Thinking | Algorithms and Programming | Systematically test and refine programs using a range of test cases, based on anticipating common errors and user behavior. | The emphasis is on perseverance and the ability to use different test cases on their programs and identify what issues are being tested in each case. | ✔️ | ✔️ | ✔️ | ✔️ | |||||||
15 | 9-12 | 9-12.CT.10 | Computational Thinking | Algorithms and Programming | Collaboratively design and develop a program or computational artifact for a specific audience and create documentation outlining implementation features to inform collaborators and users. | The focus is on the collaborative aspect of software development, as well as the importance of documenting the development process such that the reasons behind various development decisions can be understood by other software developers. | ✔️ | ||||||||||
16 | 9-12 | 9-12.NSD.2 | Networks and Systems Design | Hardware and Software | Explain the levels of interaction existing between the application software, system software, and hardware of a computing system. | Knowledge of specific advanced terms of computer architecture and how specific levels work is not required. “Rather, the progression in general terms, from voltage to binary signal, to logic gates, and so on to the level of human interaction, should be explored.” | ✔️ | ||||||||||
17 | 9-12 | 9-12.NSD.3 | Networks and Systems Design | Hardware and Software | Develop and communicate multistep troubleshooting strategies others can use to identify and fix problems with computing devices and their components. | Some examples of multistep troubleshooting problems include resolving connectivity problems, adjusting system configurations and settings, ensuring hardware and software compatibility, and transferring data from one device to another. | ✔️ | ||||||||||
18 | 9-12 | 9-12.NSD.4 | Networks and Systems Design | Networks and the Internet | Describe the components and design characteristics that allow data and information to be moved, stored, and referenced over the internet. | The focus is on understanding the design decisions that direct the coordination among systems composing the internet that allow for scalability and reliability. Discussions should consider historical, cultural, and economic decisions related to the development of the internet, as well as the core components of servers and routers. | ✔️ | ||||||||||
19 | 9-12 | 9-12.NSD.5 | Networks and Systems Design | Networks and the Internet | Describe how emerging technologies are impacting networks and how they are used. | The focus is on discussing how specific emerging technologies impact networks in terms of scale, access, reliability, and security, and user behavior. | ✔️ | ||||||||||
20 | 9-12 | 9-12.CY.1 | Cybersecurity | Risks | Determine the types of personal and organizational information and digital resources that an individual may have access to that need to be protected. | The emphasis is on identifying both personal information and organizational information, and devices and embedded systems, that an individual may have access to and that adversaries may want to compromise, obtain, or leverage. | ✔️ | ||||||||||
21 | 9-12 | 9-12.CY.2 | Cybersecurity | Safeguards | Describe physical, digital, and behavioral safeguards that can be employed to protect the confidentiality, integrity, and accessibility of information. | The emphasis is on considering the CIA Triad when recommending safeguards for a specific application or device. | ✔️ | ||||||||||
22 | 9-12 | 9-12.CY.3 | Cybersecurity | Safeguards | Explain specific trade-offs when selecting and implementing security recommendations. | The focus is on making security recommendations and discussing trade-offs between the degree of confidentiality, the need for data integrity, the availability of information for legitimate use, and assurance that the information provided is genuine. | ✔️ | ||||||||||
23 | 9-12 | 9-12.CY.5 | Cybersecurity | Response | Recommend multiple actions to take prior and in response to various types of digital security breaches. | The emphasis is on analyzing different types of breaches and planning appropriate actions that might be taken to prevent and respond to a security breach. | ✔️ | ✔️ | |||||||||
24 | 9-12 | 9-12.DL.2 | Digital Literacy | Digital Use | Communicate and work collaboratively with others using digital tools to support individual learning and contribute to the learning of others. | Digital tools and methods should include both social and professional (those predominantly used in college and careers). Collaboration should occur in real-time and asynchronously, and there should be opportunities for students to both seek and provide feedback on their thoughts and products. | ✔️ | ||||||||||
25 | 9-12 | 9-12.DL.4 | Digital Literacy | Digital Use | Independently select advanced digital tools and resources to create, revise, and publish complex digital artifacts or collection of artifacts. | Mastery of this standard implies an ability to choose and use the technology tool or resource best suited for a task or purpose. | ✔️ | ✔️ | ✔️ | ✔️ |