Author: marcia.maxwell
Last saved by: Brown, Maia
Company: Florida Department of Education

July, 
2015-16 
Florida Department of Education 
Adult General Education 
Curriculum Frameworks

2026-2027

Florida Department of Education
Adult General Education Curriculum Framework

GED^® PREPARATION COMPREHENSIVE
Program Title | GED^® Preparation
Program Number | 9900130
Course Title | GED^® Comprehensive
Course Number | 9900135
CIP Number | 1532020207
Grade Level | 30, 31
Program Length | Varies

PURPOSE

GED® Preparation Program: The purpose of the GED^® Preparation Program is to prepare students to pass the GED^® Test and be awarded a State of Florida High School Diploma. The program prepares students in four content areas: Reasoning through Language Arts (RLA), Mathematical Reasoning, Science and Social Studies.

_STUDENTS

Per State Board Rule 6A-6.014, Florida Administrative Code (F.A.C.) - General Requirements for Adult General Education, students eligible to enroll in the GED^® Comprehensive Preparation Program are those who:

https://www.flrules.org/gateway/ruleno.asp?id=6A-6.014

•	Are 16 years of age or older.
•	Does not have a high school diploma. 
•	Are not enrolled in the K12 educational system.
•	Obtain pre-test scores that place them within Educational Functioning Level (EFL) 5 or 6.

_Per _section 1003.435(4), Florida Statutes (F.S.), “A candidate who has filed a formal declaration of intent to terminate school enrollment pursuant to s. 1003.21(1)(c) may take the examination after reaching the age of 16.” See State Board Rule 6A-6.0201, F.A.C. for more information on the age waiver needed for underage students. 

https://www.flsenate.gov/laws/statutes/2012/1003.435

https://flrules.org/gateway/ruleNo.asp?id=6A-6.0201

_Table _1: _EFLs _for _the GED^® Comprehensive course in relation to the Grade Equivalent for each level

Course Title | EFL | Grade Equivalent
GED^® Preparation Comprehensive | ABE Level 5 | 9.0 – 10.9
GED^® Preparation Comprehensive | ABE Level 6 | 11.0 – 12.9

PROGRAM LENGTH 

_The _maximum _number _of _instructional _hours _recommended _by _the _Florida _Department _of _Education _(FDOE) _is _450 _hours _per _EFL. _Acknowledging _the _individualized _nature _of _learning, _some _students _may _finish _an _EFL _in _fewer _(or _more) _hours _than _the _recommended _maximum _duration _indicated. 

_Table _2: _Recommended _Maximum _Number _of _Hours _by _EFL

Course Title | EFL | Recommended Maximum Hours
GED^® Preparation Comprehensive | ABE Level 5 | 450
GED^® Preparation Comprehensive | ABE Level 6 | 450

ASSESSMENT
For guidance on the assessment guidelines and requirements for GED^® Preparation, see State Board Rule 6.A-6.014, F.A.C.

https://www.flrules.org/gateway/ruleno.asp?id=6A-6.014

References for Assessment and Reporting: For complete information regarding assessment procedures and policies, see the FDOE Assessment Technical Assistance Paper. For guidelines on the procedures for reporting data related to student test results, see the FDOE Division of Career and Adult Education (DCAE) Office of Research and Evaluation.

https://www.fldoe.org/academics/career-adult-edu/career-adult-edu-technical-assistance-.stml

https://www.fldoe.org/academics/career-adult-edu/research-evaluation/

Pre-testing: Federal and state regulations mandate that local adult education agencies conduct pre-tests for all new students within the initial 12 hours of enrollment activity. The Florida DOE defines a new student as someone not previously enrolled in the local agency during the current or preceding program year. GED^® Comprehensive Preparation course students are required to pre-test and obtain a score at or above EFL 5 in reading and math. The agency is responsible for submitting the pre-test results to the FDOE in accordance with the guidelines outlined by the DCAE Office of Research and Evaluation.

Students who pass the GED^® RLA subtest but not the GED^® Social Studies and/or Science subtest(s) should pre-test in reading on one of the assessments noted above. The student should obtain a level 5 or higher in reading and be enrolled in GED^® Comprehensive Social Studies and/or Science course(s). 

Students who pass the GED^® Social Studies and or Science test(s) but not the GED^® RLA test should pre-test in reading on one of the assessments noted above. The student should obtain a level 5 or higher in reading and be enrolled in GED^® Comprehensive course.

Post-testing: Agencies are not required to post-test students enrolled in the GED^® Comprehensive Preparation course for NRS reporting purposes, however, students will benefit from a variety of assessments to gauge their knowledge and skills. The GED^® Ready Test is an appropriate tool for determining when the student is likely to be able to pass the GED^® Test.

https://ged.com/study/ged_ready/

_Course _Completion: _Students _complete _the GED^® Comprehensive _course _when _they _pass _the _complete _set _of GED^® subtests. Upon passing all subtests of the GED^®, the agency is responsible for reporting the course completion date as reflected by the date on the student’s diploma. The agency is responsible for reporting the post-test results to the FDOE following the guidelines outlined by the DCAE Office of Research and Evaluation.

GED^® COMPREHENSIVE PREPARATION STANDARDS

The GED^® Comprehensive Preparation Standards are based on the four content areas of the GED^® Test, namely: RLA, Mathematical Reasoning, Science and Social Studies. 

GED^® Comprehensive RLA Standards

The GED^® RLA Standards focus on the fundamentals in three major content areas: Reading, Language Arts and Writing. Students will achieve the ability to read closely, the ability to write clearly and the ability to edit and understand the use of standard written English in context. The most significant predictor of readiness for career and college lies in the proficiency to read and comprehend intricate texts, particularly nonfiction. 

Reading Standards
R.1 | Determine central ideas or themes of texts, analyze their development and summarize the key supporting details and ideas.
R.1.a | Comprehend explicit details and main ideas in text.
R.1.b | Summarize details and ideas in text.
R.1.c | Make sentence-level inferences about details that support main ideas.
R.1.d | Infer implied main ideas in paragraphs or whole texts.
R.1.e | Determine which detail(s) support(s) a main idea.
R.1.f | Identify a theme or identify which element(s) in a text support a theme.
R.1.g | Make evidence-based generalizations or hypotheses based on details in text, including clarifications, extensions or applications of main ideas to new situations.
R.1.h | Draw conclusions or make generalizations that require mixing several main ideas in text.
R.2 | Analyze how individuals, events and ideas develop and interact over the course of a text.
R.2.a | Order sequences of events in texts.
R.2.b | Make inferences about plot/sequence of events, characters/people, settings or ideas in texts.
R.2.c | Analyze relationships within texts, including how events are important in relation to plot or conflict; how people, ideas or events are connected, developed or distinguished; how events contribute to theme or relate to key ideas; or how a setting or context shapes structure and meaning.
R.2.d | Infer relationships between ideas in a text (e.g., an implicit cause and effect, parallel or contrasting relationship).
R.2.e | Analyze the roles that details play in complex literary or informational texts.
R.3.2; L.4.2 | Interpret words and phrases that appear frequently in texts from a wide variety of disciplines, including determining connotative and figurative meanings from context and analyzing how specific word choices shape meaning or tone.
R.3.1/L.4.1 | Determine the meaning of words and phrases as they are used in a text, including determining connotative and figurative meanings from context.
R.3.2/L.4.2 | Analyze how meaning or tone is affected when one word is replaced with another.
R.4.3/L.4.3 | Analyze the impact of specific words, phrases or figurative language in text, with a focus on an author’s intent to convey information or construct an argument.
R.4 | Analyze the structure of texts, including how specific sentences or paragraphs relate to each other and the whole.
R.4.a | Analyze how a particular sentence, paragraph, chapter or section fits into the overall structure of a text and contributes to the development of the ideas.
R.4.b | Analyze the structural relationship between adjacent sections of text (e.g., how one paragraph develops or refines a key concept or distinguishing one idea from another).
R.4.c | Analyze transitional language or signal words (words that indicate structural relationships, such as consequently, nevertheless, otherwise) and determine how they refine meaning, emphasize certain ideas or reinforce an author’s purpose.
R.4.d | Analyze how the structure of a paragraph, section or passage shapes meaning, emphasizes key ideas or supports an author’s purpose.
R.5 | Determine an author’s purpose or point of view in a text and explain how it is conveyed and shapes the content and style of a text.
R.5.a | Determine an author’s point of view or purpose of a text.
R.5.b | Analyze how the author distinguishes his or her position from that of others or how an author acknowledges and responds to conflicting evidence or viewpoints.
R.5.c | Infer an author’s implicit and explicit purposes based on details in text.
R.5.d | Analyze how an author uses rhetorical techniques to advance his or her point of view or achieve a specific purpose (e.g., analogies, enumerations, repetition and parallelism, juxtaposition of opposites, qualifying statements).
R.6 | Delineate and evaluate the argument and specific claims in a text, including if the reasoning was valid, as well as the relevance and sufficiency of the evidence.
R.7.1 | Delineate the specific steps of an argument the author puts forward, including how the argument’s claims build on one another.
R.8.a | Identify specific pieces of evidence an author uses in support of claims or conclusions.
R.8.b | Evaluate the relevance and sufficiency of evidence offered in support of a claim.
R.8.c | Distinguish claims that are supported by reason and evidence from claims that are not.
R.8.d | Assess whether the reasoning is valid; identify false reasoning in an argument and evaluate its impact.
R.8.e | Identify an underlying premise or assumption in an argument and evaluate the logical support and evidence provided.
R.9 & R.7 | Analyze how two or more texts address similar themes or topics.
R.9.a/R.7.a | Draw specific comparisons between two texts that address similar themes or topics, or between information presented in different formats (e.g., between information presented in text and information or data summarized in a table or timeline).
R.9.b | Compare two passages in a similar or closely related genre that share ideas or themes, focusing on similarities and/or differences in perspective, tone, style, structure, purpose or overall impact.
R.9.c | Compare two argumentative passages on the same topic that present opposing claims (either main or supporting claims) and analyze how each text emphasizes different evidence or advances a different interpretation of facts.
R.7.b | Analyze how data or quantitative and/or visual information extends, clarifies or contradicts information in text or determines how data supports an author’s argument.
R.7.c | Compare two passages that present related ideas or themes in different genre or formats (e.g., a feature article and an online FAQ or fact sheet) in order to evaluate differences in scope, purpose, emphasis, intended audience or overall impact when comparing.
R.7.d | Compare two passages that present related ideas or themes in different genre or formats in order to synthesize details, draw conclusions or apply information to new situations.
Language Standards
L.1 | Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.1.a | Edit to correct errors involving frequently confused words and homonyms, including contractions (passed, past; two, too, to; there, their, they’re; knew, new; it’s, its).
L.1.b | Edit to correct errors in straightforward subject-verb agreement.
L.1.c | Edit to correct errors in pronoun usage, including pronoun-antecedent agreement, unclear pronoun references and pronoun case.
L.1.d | Edit to eliminate nonstandard or informal usage (e.g., correctly use tries to win the game instead of try and win the game).
L.1.e | Edit to eliminate dangling or misplaced modifiers or illogical word order (e.g., correctly use to meet almost all requirements instead of to almost meet all requirements).
L.1.f | Edit to ensure parallelism and proper subordination and coordination.
L.1.g | Edit to correct errors in subject-verb or pronoun antecedent agreement in more complicated situations (e.g., with compound subjects, interceding phrases or collective nouns).
L.1.h | Edit to eliminate wordiness or awkward sentence construction.
L.1.i | Edit to ensure effective use of transitional words, conjunctive adverbs and other words and phrases that support logic and clarity.
L.2 | Demonstrate command of the conventions of standard English capitalization and punctuation when writing.
L.2.a | Edit to ensure correct use of capitalization (e.g., proper nouns, titles and beginnings of sentences).
L.2.b | Edit to eliminate run-on sentences, fused sentences or sentence fragments.
L.2.c | Edit to ensure correct use of apostrophes with possessive nouns.
L.2.d | Edit to ensure correct use of punctuation (e.g., commas in a series or in appositives and other nonessential elements, end marks and appropriate punctuation for clause separation).
Writing Standards
W.1 | Determine the details of what is explicitly stated and make logical inferences or valid claims that square with textual evidence
W.2 | Produce and extended analytical response in which the writer introduces the idea(s) or claim(s) clearly; creates an organization that logically sequences information; develops the idea(s) or claim(s) thoroughly with well-chosen examples, facts or details from the text; and maintains a coherent focus.
W.3 | Write clearly and demonstrate sufficient command of standard English conventions

GED^® Comprehensive Mathematical Reasoning Standards

The Mathematical Reasoning Standards focus on the fundamentals of mathematics in two major content areas: quantitative problem solving and algebraic problem solving. The Mathematical Practices provide specifications for assessing real-world problem-solving skills in a mathematical context.

Range of Depth of Knowledge
(DOK)

Mathematical Practices

1-2
1-3
2-3
1-2
1-3

MP.1 Building Solution Pathways and Lines of Reasoning 
a.	Search for and recognize entry points for solving a problem. 
b.	Plan a solution pathway or outline a line of reasoning. 
c.	Select the best solution pathway, according to given criteria. 
d.	Recognize and identify missing information that is required to solve a problem. 
e.	Select the appropriate mathematical technique(s) to use in solving a problem or a line of reasoning.

1-2
1-2
2-3

MP2. Abstracting Problems 
a.	Represent real world problems algebraically. 
b.	Represent real world problems visually. 
c.	Recognize the important and salient attributes of a problem.

1-3
1-3
2-3

MP.3 Furthering Lines of Reasoning 
a.	Build steps of a line reasoning or solution pathway, based on previous step or givens. 
b.	Complete the lines of reasoning of others. 
c.	Improve or correct a flawed line of reasoning.

1-2
1-2
1-2

MP.4 Mathematical Fluency 
a.	Manipulate and solve arithmetic expressions. 
b.	Transform and solve algebraic expressions. 
c.	Display data or algebraic expressions graphically.

2-3
2-3
2-3

MP.5 Evaluating Reasoning and Solution Pathways 
a.	Recognize flaws in others’ reasoning. 
b.	Recognize and use counterexamples. 
c.	Identify the information required to evaluate a line of reasoning.

Quantitative Problem-Solving Standards and Content Indicators
Q.1 | Apply number sense concepts, including ordering rational numbers, absolute value, multiples, factors and exponents
Q.1.a | Order fractions and decimals, including on a number line.
Q.1.b | Apply number properties involving multiples and factors, such as using the least common multiple, greatest common factor or distributive property to rewrite numeric expressions.
Q.1.c | Apply rules of exponents in numerical expressions with rational exponents to write equivalent expressions with rational exponents.
Q.1.d | Identify absolute value or a rational number as its distance from zero on the number line and determine the distance between two rational numbers on the number line, including using the absolute value of their difference.
Q.2 | Add, subtract, multiply, divide and use exponents and roots of rational, fraction and decimal numbers
Q.2.a | Perform addition, subtraction, multiplication and division on rational numbers.
Q.2.b | Perform computations and write numerical expressions with squares and square roots of rational numbers.
Q.2.c | Perform computations and write numerical expressions with cubes and cube roots of rational numbers.
Q.2.d | Determine when a numerical expression is undefined.
Q.2.e | Solve single-step or multistep real-world arithmetic problems involving the four operations with rational numbers, including those involving scientific notation.
Q.3 | Calculate and use ratios, percent and scale factors
Q.3.a | Compute unit rates. Examples include but are not limited to: unit pricing, constant speed, persons per square mile, BTUs (British thermal units) per cubic foot.
Q.3.b | Use scale factors to determine the magnitude of a size change. Convert between actual drawings and scale drawings.
Q.3.c | Solve multistep, real-world arithmetic problems using ratios or proportions including those that require converting units of measure.
Q.3.d | Solve two-step, real-world arithmetic problems involving percentages. Examples include but are not limited to: simple interest, tax, markups and markdowns, gratuities and commissions, percent increase and decrease.
Q.4 | Calculate dimensions, perimeter, circumference and area of two-dimensional figures
Q.4.a | Compute the area and perimeter of triangles and rectangles. Determine side lengths of triangles and rectangles when given area or perimeter.
Q.4.b | Compute the area and circumference of circles. Determine the radius or diameter when given area or circumference.
Q.4.c | Compute the perimeter of a polygon. Given a geometric formula, compute the area of a polygon. Determine side lengths of the figure when given the perimeter or area.
Q.4.d | Compute perimeter and area of 2-D composite geometric figures, which could include circles, given geometric formulas as needed.
Q.4.e | Use the Pythagorean theorem to determine unknown side lengths in a right triangle.
Q.5 | Calculate dimensions, surface area and volume of three-dimensional figures
Q.5.a | When given geometric formulas, compute volume and surface area of rectangular prisms. Solve for side lengths or height, when given volume or surface areas.
Q.5.b | When given geometric formulas, compute volume and surface area of cylinders. Solve for height, radius or diameter when given volume or surface area.
Q.5.c | Use geometric formulas to compute volume and surface area of right prisms. Solve for side lengths or height, when given volume or surface area.
Q.5.d | When given geometric formulas, compute volume and surface area of right pyramids and cones. Solve for side lengths, height, radius or diameter when given volume or surface area.
Q.5.e | When given geometric formulas, compute volume and surface area of spheres. Solve for radius or diameter when given the surface area.
Q.5.f | Compute surface area and volume of composite 3-D geometric figures, given geometric formulas as needed.
Q.6 | Interpret and create data displays
Q.6.a | Represent, display and interpret categorical data in bar graphs or circle graphs.
Q.6.b | Represent, display and interpret data involving one variable plots on the real number line including dot plots, histograms and box plots.
Q.6.c | Represent, display and interpret data involving two variables in tables and the coordinate plane including scatter plots and grants.
Q.7 | Calculate and use mean, median, mode and weighted average
Q.7.a | Calculate the mean, median, mode and range. Calculate a missing data value, given the average and all the missing data values but one, as well as calculating the average, given the frequency counts of all the data values, and calculating a weighted average.
Q.8 | Utilize counting techniques and determine probabilities
Q.8.a | Use counting techniques to solve problems and determine combinations and permutations.
Q.8.b | Determine the probability of simple and compound events.
Algebraic Problem Solving Standards and Content Indicators
A.1 | Write, evaluate and compute with expressions and polynomials
A.1.a | Add, subtract, factor, multiply and expand linear expressions with rational coefficients.
A.1.b | Evaluate linear expressions by substituting integers for unknown quantities.
A.1.c | Write linear expressions as part of word-to-symbol translations or to represent common settings.
A.1.d | Add, subtract, multiply polynomials, including multiplying two binomials, or divide factorable polynomials.
A.1.e | Evaluate polynomial expressions by substituting integers for unknown quantities.
A.1.f | Factor polynomial expressions.
A.1.g | Write polynomial expressions as part of word-to-symbol translations or to represent common settings.
A.1.h | Add, subtract, multiply and divide rational expressions.
A.1.i | Evaluate rational expressions by substituting integers for unknown quantities.
A.1.j | Write rational expressions as part of word-to-symbol translations or to represent common settings.
A.2 | Write, manipulate, solve and graph linear equations
A.2.a | Solve one-variable linear equations with rational number coefficients, including equations for which solutions require expanding expressions using the distributive property and collecting like terms or equations with coefficients represented by letters.
A.2.b | Solve real-world problems involving linear equations.
A.2.c | Write one-variable and multi-variable linear equations to represent context.
A.2.d | Solve a system of two simultaneous linear equations by graphing, substitution or linear combination. Solve real-world problems leading to a system of linear equations.
A.3 | Write, manipulate, solve and graph linear inequalities
A.3.a | Solve linear inequalities in one variable with rational number coefficients.
A.3.b | Identify or graph the solution to a one variable linear inequality on a number line.
A.3.c | Solve real-world problems involving inequalities.
A.3.d | Write linear inequalities in one variable to represent context.
A.4 | Write, manipulate and solve quadratic equations
A.4.a | Solve quadratic equations in one variable with rational coefficients and real solutions, using appropriate methods (e.g., quadratic formula, completing the square, factoring and inspection).
A.4.b | Write one-variable quadratic equations to represent context.
A.5 | Connect and interpret graphs and functions
A.5.a | Locate points in the coordinate plane.
A.5.b | Determine the slope of a line from a graph, equation or table.
A.5.c | Interpret unit rate as the slope in a proportional relationship.
A.5.d | Graph two-variable linear equations.
A.5.e | For a function that models a linear or nonlinear relationship between two quantities, interpret key features of graphs and tables in terms of quantities, and sketch graphs showing key features of graphs and tables in terms of quantities, and sketch graphs showing key features given a verbal description of the relationship. Key features include: intercepts; intervals where the function is increasing, decreasing, positive or negative; relative maximums and minimums; symmetries, end behavior and periodicity.
A.6 | Connect coordinates, lines and equations
A.6.a | Write the equation of a line with a given slope through a given point.
A.6.b | Write the equation of a line passing through two given distinct points.
A.6.c | Use slope to identify parallel and perpendicular lines and to solve geometric problems.
A.7 | Compare, represent and evaluate functions
A.7.a | Compare two different proportional relationships represented in different ways. Examples include but are not limited to: compare a distance-time graph to a distance-time equation to determine which of two moving objects has a greater speed.
A.7.b | Represent or identify a function in a table or graph as having exactly one output (one element in the range) for each input (each element in the domain).
A.7.c. | Evaluate linear and quadratic functions for values in their domain when represented using function notation.
A.7.d. | Compare properties of two linear or quadratic functions each represented in a different way (algebraically, numerically in tables, graphically or by verbal descriptions). Examples include but are not limited to: given a linear function represented by a table of values and a linear function represented by an algebraic expression, determine which function has the greater rate of change.
 
GED^® Comprehensive Social Studies Standards

The GED^® Comprehensive Social Studies Standards focus on the fundamentals of social studies reasoning, striking a balance of deeper conceptual understanding, procedural skill and fluency, and the ability to apply these fundamentals in realistic situations. Four major content domains are addressed: civics and government, United States history, economics and geography and the world. The GED^® Comprehensive Social Standards are divided into two sections: the practices and the content topics. Each content topic has been translated into a standard including sub-content areas. 

Social Studies Content Topics

The Social Studies Content Topics are designed to provide context for measuring the skills defined in the Social Studies Practices. The matrix below summarizes the Social Studies content topics. 
Social Studies Themes | Social Studies Content Topics
| Civics & Government 50%* | U.S. History 20%* | Economics 15%* | Geography and the World 15%*

I. Development of Modern Liberties and Democracy

1.	Types of modern & historical governments
2.	Principles that have contributed to development of American constitutional democracy
3.	Structure and design of United States Government 
4.	Individual rights and civic responsibilities

1.	Key historical documents that have shaped American constitutional government 
2.	Revolutionary and Early Republic Periods 
3.	Civil War & Reconstruction 
4.	Civil Rights Movement

1.	Key economic events that have shaped American government and policies 
2.	Relationship between political and economic freedoms

1. Development of classical civilizations

II. Dynamic Responses in Societal Systems

1.	Political parties, campaigns and elections in American politics 
2.	Contemporary public policy

1.	European population of the Americas 
2.	World War I & II The Cold War
3.	American foreign policy since 9/11

1.	Fundamental economic concepts 
2.	Microeconomics & macroeconomics 5. Consumer economics Economic causes & impacts of wars 
3.	Economic drivers of exploration and colonization

1.	Relationships between the environment and societal development
2.	Borders between peoples and nations 
3.	Human migration

Social Studies Practices
SSP.1 Draw Conclusions and Make Inferences
SSP.1.a. | Determine the details of what is explicitly stated in primary and secondary sources and make logical inferences or valid claims based on evidence.
SSP.1.b. | Cite or identify specific evidence to support inferences or analyses of primary and secondary sources, attending to the precise details of explanations or descriptions of a process, event or concept.
SSP.2 Determine Central Ideas, Hypotheses and Conclusions
SSP.2.a. | Determine the central ideas or information of a primary or secondary source document, corroborating or challenging conclusions with evidence.
SSP2.b. | Describe people, places, environments, processes and events and the connections between and among them.
SSP.3 Analyze Events and Ideas
SSP.3.a. | Identify the chronological structure of a historical narrative and sequence steps in a process.
SSP.3.b. | Analyze in detail how events, processes and ideas develop and interact in a written document; determine whether earlier events caused later ones or simply preceded them.
SSP.3.c. | Analyze cause-and-effect relationships and multiple causation, including action by individuals, natural and societal processes and the influence of ideas.
SSP3.d. | Compare differing sets of ideas related to political, historical, economic, geographic or societal contexts; evaluate the assumptions  and implications inherent in differing positions.
SSP.4 Analyze Meanings of Words and Phrases
SSP.4.a. | Determine the meaning of words and phrases as they are used in context, including vocabulary that describes historical, political, social, geographic and economic aspects of social studies.
SSP.5 Analyze Purpose and Point of View
SSP.5.a. | Identify aspects of a historical document that reveals an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts) SSP.5.b. Identify instances of bias or propagandizing.
SSP.5.c. | Analyze how a historical context shapes an author’s point of view.
SSP.5.d. | Evaluate the credibility of an author in historical and contemporary political discourse.
SSP.6 Integrate Content Presented in Different Ways
SSP.6.a. | Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.
SSP.6.b. | Analyze information presented in a variety of maps, graphic organizers, tables and charts; and in a variety of visual sources such as artifacts, photographs, political cartoons.
SSP.6.c. | Translate quantitative information expressed in words in a text into visual form (e.g., table or chart); translate information expressed visually or mathematically into words.
SSP.7 Evaluate Reasoning and Evidence
SSP.7.a. | Distinguish among fact, opinion and reasoned judgment in a primary or secondary source document.
SSP.7.b. | Distinguish between unsupported claims and informed hypotheses grounded in social studies evidence.
SSP.8 Analyze Relationships between Texts
SSP.8.a. | Compare treatments of the same social studies topic in various primary and secondary sources, noting discrepancies between and among the sources.
SSP.9 Write Analytic Response to Source Texts
SSP.9.a. | Produce writing that develops the idea(s), claim(s) and/or argument(s) thoroughly and logically, with well-chosen examples, facts or details from primary and secondary source documents.
SSP.9.b. | Produce writing that introduces the idea(s) or claim(s) clearly; creates an organization that logically sequences information; and maintains a coherent focus.
SSP.9.c. | Write clearly and demonstrate sufficient command of standard English conventions.
SSP.10 Read and Interpret Graphs, Charts and Other Data Representation
SSP.10.a. | Interpret, use and create graphs (e.g., scatterplot, line, bar, circle) including proper labeling. Predict reasonable trends based on the data (e.g., do not extend trend beyond a reasonable limit).
SSP.10.b. | Represent data on two variables (dependent and independent) on a graph; analyze and communicate how the variables are related.
SSP.10.c. | Distinguish between correlation and causation.
SSP.11 Measure the Center of a Statistical Dataset
SSP.11.a. | Calculate the mean, median, mode and range of a dataset

Social Studies Standards
Civics and Government

CG.1

Describe types of modern and historical governments that contributed to the development of American constitutional democracy. 
CG.1.a. direct democracy 
CG.1.b. representative democracy 
CG.1.c. parliamentary democracy 
CG.1.d. presidential democracy 
CG.1.e. monarchy and other types

CG.2

Describe the principles that have contributed to the development of American constitutional democracy. 
CG.2.a. natural rights philosophy 
CG.2.b. popular sovereignty and consent of the governed 
CG.2.c. constitutionalism 
CG.2.d. majority rule and minority rights 
CG.2.e. checks and balances 
CG.2.f. separation of powers 
CG.2.g. rule of law 
CG.2.h. individual rights 
CG.2.I. federalism

CG.3

Analyze the structure and design of United States Government. 
CG.3.a. Structure, powers and authority of the federal executive, judicial and legislative branches 
CG.3.b. Individual governmental positions (e.g., president, speaker of the house, cabinet secretary, etc.) 
CG.3.c. Major powers and responsibilities of the federal and state governments 
CG.3.d. Shared powers 
CG.3.e. Amendment process 
CG.3.f. Governmental Departments and Agencies

CG.4

Describe individual rights and civic responsibilities. 
CG.4.a. The Bill of Rights 
CG.4.b. Personal and civil liberties of citizens

CG.5

Describe political parties, campaigns and elections in American politics. 
CG.5.a. Political parties 
CG.5.b. Interest groups 
CG.5.c. Political campaigns, elections and the electoral process

CG.6 | Define contemporary public policy
 
| United States History

USH.1

Explain the ideas and significance of key historical documents that have shaped American constitutional government. 
USH.1.a. Magna Carta 
USH.1.b. Mayflower Compact 
USH.1.c. Declaration of Independence 
USH.1.d. United States Constitution 
USH.1.e. Martin Luther King’s Letter from the Birmingham Jail 
USH.1.f. Landmark decisions of the United States Supreme Court and other Key documents)

USH.2

Describe the causes and consequences of the wars during the Revolutionary and Early Republic Periods. 
USH.2.a. Revolutionary War 
USH.2.b. War of 1812 
USH.2.c. George Washington 
USH.2.d. Thomas Jefferson 
USH.2.e. Articles of Confederation 
USH.2.f. Manifest Destiny 
USH.2.g. U.S. Indian Policy

USH.3

Examine causes and consequences of the Civil War and Reconstruction and its effects on the American people. 
USH.3.a. Slavery 
USH.3.b. Sectionalism 
USH.3.c. Civil War Amendments 
USH.3.d. Reconstruction policies

USH.4

Identify the expansion of civil rights by examining the principles contained in primary documents and events. 
USH.4.a. Jim Crow laws 
USH.4.b. Women’s suffrage 
USH.4.c. Civil Rights Movement 
USH.4.d. Plessy vs. Ferguson and Brown vs. Board of Education USH.4.e. Warren court decisions

USH.5 | Describe the impact of European settlement on population of the Americas.

USH.6

Explain the significant causes, events, figures and consequences of World Wars I & II.
USH.6.a. Alliance system 
USH.6.b. Imperialism, nationalism and militarism 
USH.6.c. Russian Revolution 
USH.6.d. Woodrow Wilson 
USH.6.e. Treaty of Versailles and League of Nations 
USH.6.f. Neutrality Acts 
USH.6.g. Isolationism 
USH.6.h. Allied and Axis Powers 
USH.6.i. Fascism, Nazism and totalitarianism 
USH.6.j. The Holocaust 
USH.6.k. Japanese-American internment 
USH.6.l. Decolonization 
USH.6.m. GI Bill

USH.7

Describe the significant events and people from the Cold War era. 
USH.7.a Communism and capitalism 
USH.7.b. NATO and the Warsaw Pact 
USH.7.c. U.S. maturation as an international power 
USH.7.d. Division of Germany, Berlin Blockade and Airlift 
USH.7.e. Truman Doctrine 
USH.7.f. Marshall Plan 
USH.7.g. Lyndon B. Johnson and The Great Society 
USH.7.h. Richard Nixon and the Watergate scandal 
USH.7.i. Collapse of U.S.S.R. and democratization of Eastern Europe

USH.8 | Analyze the impact of the September 11, 2001 attacks on the United States foreign policy.
 
| Economics
E.1 | Describe key economic events that have shaped American government and policies.
E.2 | Explain the relationship between political and economic freedoms

E.3

Describe common economic terms and concepts. 
E.3.a. Markets 
E.3.b. Incentives 
E.3.c. Monopoly and competition 
E.3.d. Labor and capital 
E.3.e. Opportunity cost 
E.3.f. Profit 
E.3.g. Entrepreneurship 
E.3.h. Comparative advantage 
E.3.i. Specialization 
E.3.j. Productivity 
E.3.k. interdependence

E.4

Describe the principles of Microeconomics and Macroeconomics. 
E.4.a. Supply, demand and price 
E.4.b. Individual choice 
E.4.c. Institutions 
E.4.d. Fiscal and monetary policy 
E.4.e. Regulation and costs of government policies 
E.4.f. Investment 
E.4.g. Government and market failures 
E.4.h. Inflation and deflation 
E.4.i. Gross domestic product (GDP) 
E.4.j. Unemployment 
E.4.k. Tariffs

E.5

Describe consumer economics 
E.5.a. Types of credit 
E.5.b. Savings and banking 
E.5.c. Consumer credit laws

E.6 | Examine the economic causes and impact on wars.
E.7 | Describe the economic drivers of exploration and colonization in the Americas.
E.8 | Explain the relationship between the Scientific and Industrial Revolutions.
 
| Geography
G.1 | Describe how geography affected the development of classical civilizations.

G.2

Describe the relationships between the environment and societal development. 
G.2.a. Nationhood and statehood 
G.2.b. Sustainability 
G.2.c. Technology

G.2.d. Natural resources 
G.2.e. Human changes to the environment

G.3

Describe the concept of borders between peoples and nations. 
G.3.a. Concepts of region and place 
G.3.b. Natural and cultural diversity 
G.3.c. Geographic tools and skills

G.4

Describe the forms of human migration. 
G.4.a. Immigration, Emigration and Diaspora 
G.4.b. Culture, cultural diffusion and assimilation 
G.4.c. Population trends and issues 
G.4.d. Rural and urban settlement

GED^® Comprehensive Science Standards

The GED^® Science Standards include Science Content Standards and Science Practices. Science Content Topics are designed to provide context for measuring the skills defined in the science practices listed in this framework. The Science Practices are closely related to the Science Content Topics.  Science Practices are skills important to scientific reasoning in both textual and quantitative contexts. 

Science Content Topics Matrix

The Science Content Topics Matrix below identifies the major topics in science and shows the relationship between each content topic and each focusing theme. The percentage of test questions on each content topic is listed. 

Science Content Topics

Focusing 
Themes

Life Science (L)
 40%

Physical Science (P) 
40%

Earth & Space Science (ES) 20%

Human and Health Living Systems

a.	a. Human body and health
b. Organization of life (structure and function of life)
c. Molecular basis for heredity
d. Evolution

a. Chemical properties and reactions related to human systems

a. Interactions between Earth’s systems and living things

Energy & Related Systems

a. Relationships between life functions and energy intake
b. Energy flows in ecologic networks (ecosystems)

a. conservation, transformation and flow of energy
b. Work, motion and forces

a. Earth and its system components and interactions
b. Structure and organization of the cosmos

Science Practices

SP.1 Comprehending Scientific Presentations 
SP.1.a Understand and explain textual scientific presentations 
SP.1.b Determine the meaning of symbols, terms and phrases as they are used in scientific presentations. 
SP.1.c Understand and explain a non-textual scientific presentations

SP.2 Investigation Design (Experimental and Observational) 
SP.2.a. Identify possible sources of error and alter the design of an investigation to ameliorate that error 
SP.2.b. Identify and refine hypotheses for scientific investigations 
SP.2.c. Identify the strength and weaknesses of one or more scientific investigation (i.e., experimental or observational) designs 
SP.2.d. Design a scientific investigation 
SP.2.e. Identify and interpret independent and dependent variables in scientific investigations

SP.3 Reasoning from Data 
SP.3.a. Cite specific textual evidence to support a finding or conclusion. 
SP.3.b. Reason from data or evidence to a conclusion. 
SP.3.c. Make a prediction based upon data or evidence. 
SP.3.d. Using sampling techniques to answer scientific questions.

SP.4 Evaluating Conclusions with Evidence 
SP.4.a. Evaluate whether a conclusion or theory is supported or challenged by particular data or evidence.

SP.5 Working with Findings 
SP.5.a. Reconcile multiple findings, conclusions or theories.

SP.6 Expressing Scientific Information 
SP.6.a. Express scientific information or findings visually. 
SP.6.b. Express scientific information or findings numerically or symbolically. 
SP.6.c. Express scientific information or findings verbally.

SP.7 Scientific Theories 
SP.7.a. Understand and apply scientific models, theories and processes. 
SP.7.b. Apply formulas from scientific theories.

SP.8 Probability & Statistics 
SP.8.a. Describe a data set statistically. 
SP.8.b. Use counting and permutations to solve scientific problems. 
SP.8.c. Determine the probability of events.

Science Standards and Content Topics – Life Science, Physical Science, Earth and Space

Listed below are the Science Standards and Content Topics. The content topics are designed to provide context for measuring the skills defined in the science practices listed in the preceding table. 

Life Science Standards and Content Topics

L.1

Standard: Describe systems and functions of the human body systems and how to keep healthy.  
Content Topics:
L.1.a. Body systems (e.g., muscular, endocrine, nervous systems) and how they work together to perform a function (e.g., muscular and skeletal work to move the body). 
L.1.b. Homeostasis feedback methods that maintain homeostasis (e.g., sweating to maintain internal temperature) and effects of changes in the external environment on living things (e.g., hypothermia, injury). 
L.1.c. Sources of nutrients (e.g., foods, symbiotic organisms) and concepts in nutrition (e.g., calories, vitamins, minerals). 
L.1.d. Transmission of disease and pathogens (e.g., airborne, blood borne), the effects of disease or pathogens on populations (e.g., demographics change, extinction) and disease prevention methods (e.g., vaccination, sanitation).

L.2

Standard: Explain the relationship between life functions and energy intake.
Content Topic:
L.2.a. Energy for life functions (e.g., photosynthesis, respiration, fermentation).

L.3

Standard: Explain the flow of energy in ecological networks (ecosystems).
Content Topics:
L.3.a. Flow of energy in ecosystems (e.g., energy pyramids), conversation of energy in an ecosystem (e.g., energy lost as heat, energy passed on to other organisms) and sources of energy (e.g., sunlight, producers, lower-level consumer). 
L.3.b. Flow of matter in ecosystems (e.g., food webs and chains, positions of organisms in the web or chain) and the effects of change in communities or environment on food webs. 
L.3.c. Carrying capacity, changes in carrying capacity based on changes in populations and environmental effects and limiting resources necessary for growth. 
 L.3.d. Symbiosis (e.g., mutualism, parasitism, commensalism) and predator/prey relationships (e.g., changes in one population affecting another population). 
L.3.e. Disruption of ecosystems (e.g., invasive species, flooding, habitat destruction and desertification) and extinction (e.g., causes [human and natural] and effects).

L.4

Standard: Explain organization of life by structure and function of life. 
Content Topics:
L.4.a. Essential functions of life (e.g., chemical reactions, reproduction and metabolism) and cellular components that assist the functions of life (e.g., cell membranes, enzymes, energy). 
L.4.b. Cell theory (e.g., cells come from cells, cells are the smallest unit of living things), specialized cells and tissues (e.g., muscles, nerve, etc.) and cellular levels of organization (e.g., cells, tissues, organs, systems). L.4.c. Mitosis, meiosis (e.g. process and purpose).

L.5

Standard: Describe the molecular basis for heredity.  
Content Topics:
L.5.a. Relationship of DNA, genes and chromosomes (e.g. description, chromosome splitting during meiosis) in heredity. 
L.5.b. Genotypes, phenotypes and the probability of traits in close relatives (e.g., Punnett squares, pedigree charts). 
L.5.c. New alleles, assortment of alleles (e.g., mutations, crossing over), environmental altering of traits and expression of traits (e.g., epigenetics, color points of Siamese cats).

L.6

Standard: Describe the scientific theories of evolution. 
Content Topics:
L.6.a. Common ancestry (e.g., evidence) and cladograms (e.g., drawing, creating, interpreting). 
L.6.b. Selection (e.g., natural selection, artificial selection, evidence) and the requirements for selection (e.g., variation in traits, differential survivability). L.6.c. Adaptation, selection pressure and speciation.

Physical Science Standards and Content Topics

P.1

Standard: Explain conservation, transformation and flow of energy. 
Content Topics:
P.1.a. Heat, temperature, the flow of heat results in work and the transfer of heat (e.g., conduction, convection). 
P.1.b. Endothermic and exothermic reactions. 
P.1.c. Types of energy (e.g., kinetic, chemical, mechanical) and transformations between types of energy (e.g., chemical energy [sugar] to kinetic energy [motion of a body]). 
P.1.d. Sources of energy (e.g., sun, fossil fuels, nuclear) and the relationships between different sources (e.g., levels of pollutions, amount of energy produced). 
P.1.e. Types of waves, parts of waves (e.g. frequency, wavelength), types of electromagnetic radiation, transfer of energy by waves and the uses and dangers of electromagnetic radiation (e.g. radio transmission, UV light and sunburns).

P.2

Standard: Explain the relationship of work, motion and forces.  
Content Topics:
P.2.a. Speed, velocity, acceleration, momentum and collisions (e.g., inertia in a car accident, momentum transfer between two objects). 
P.2.b. Force, Newton’s Laws, gravity, acceleration due to Gravity (e.g., freefall, law of gravitational attraction), mass and weight. 
P.2.c. Work, simple machines (types and functions), mechanical advantages (forces, distance and simple machines) and power.

P.3

Standard: Describe the chemical properties and reactions related to living systems.  
Content Topics:
P.3.a. Structure of matter. 
P.3.b. Physical and chemical properties, changes of state and density. 
P.3.c. Balancing chemical equations and different types of chemical equations, conservation of mass in balanced chemical equations and limiting reactants. 
P.3.c. Parts in solutions, general rules of solubility (e.g., hotter solvents allow more solute to dissolve), saturation and the differences between weak and strong solutions.

Earth and Space Science Standards and Content Topics

ES.1

Standard: Describe Interactions between earth’s systems and living things.  
Content Topics:
ES.1.a. Interactions of matter between living and nonliving things (e.g., cycles of matter) and the location, uses and dangers of fossil fuels. 
ES.1.b. Natural Hazards (e.g., earthquakes, hurricanes, etc.) their effects (e.g., frequency, severity and short- and long-term effects) and mitigation thereof (e.g., dikes, storm shelters, building practices). 
ES.1c. Extraction and use of natural resources, renewable vs. nonrenewable resources and sustainability.

ES.2

Standard: Describe Earth and its System Components and Interactions.  
Content Topics:
ES.2.a. Characteristics of the atmosphere, including its layers, gases and their effects on the Earth and its organisms, include climate change. 
ES.2.b. Characteristics of the oceans (e.g., salt water, currents, coral reefs) and their effects on Earth and organisms. 
ES.2.c. Interactions between Earth’s systems (e.g., weathering caused by wind or water on rock, wind caused by high/low pressure and Earth rotation, etc.). 
ES.2.d. Interior structure of the Earth (e.g., core, mantle, crust, tectonic plates) and its effects (e.g., volcanoes, earth quakes, etc.) and major landforms of the 
Earth (e.g., mountains, ocean basins, continental shelves, etc.).

ES.3

Standard: Describe the structures and organization of the Cosmos. 
Content Topics:
ES.3.a. Structures in the universe (e.g., galaxies, stars, constellations, solar systems), the age and development of the universe and the age and development of Stars (e.g., main sequence, stellar development, deaths of stars [black hole, white dwarf]). 
ES.3.b. Sun, planets and moons (e.g., types of planets, comets, asteroids), the motion of the Earth’s motion and the interactions within the Earth’s solar system (e.g., tides, eclipses). 
ES.3.c. The age of the Earth, including radiometrics, fossils and landforms.

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