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Grade 6 Thinking & Life.

10textbooks

250lessons

176competencies

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The whole year, lesson by lesson.

Textbook 1Self-Concept, Identity, and Emotion in Thought

4 chapters · 25 lessons

Chapter 1

What Is Self-Concept?

Chapter 2

Identity Has Several Parts

Chapter 3

How Emotion Influences Thought

Chapter 4

Self-Awareness in Relationships

Textbook 2How Habits Form and How Distraction Works

4 chapters · 25 lessons

Chapter 1

The Basic Shape of a Habit

Chapter 2

Changing a Habit Without Self-Blame

Chapter 3

External and Internal Distraction

Chapter 4

Self-Motivation

Textbook 3Learning, Memory, Attention, and Motivation

4 chapters · 25 lessons

Chapter 1

How Learning Develops

Chapter 2

Remembering and Forgetting

Chapter 3

Attention and Working Memory

Chapter 4

What Influences Motivation?

Textbook 4Peer Relationships, Belonging, and Boundaries

4 chapters · 25 lessons

Chapter 1

Belonging and Group Membership

Chapter 2

Different Kinds and Levels of Relationship

Chapter 3

What Is a Boundary?

Chapter 4

Belonging With Boundaries

Textbook 5Clear Communication and Relationship Repair

4 chapters · 25 lessons

Chapter 1

Passive, Aggressive, and Assertive Communication

Chapter 2

Listening for the Whole Message

Chapter 3

Clear Expectations and Agreements

Chapter 4

Repairing Communication Breakdowns

Textbook 6Arguments, Evidence, and Hidden Assumptions

4 chapters · 25 lessons

Chapter 1

Claim, Reason, and Evidence

Chapter 2

Does the Support Actually Work?

Chapter 3

Hidden Assumptions

Chapter 4

Questioning and Building an Argument

Textbook 7Moral Dilemmas, Values in Conflict, and Responsibility

4 chapters · 25 lessons

Chapter 1

What Makes a Moral Dilemma Difficult?

Chapter 2

Values in Conflict

Chapter 3

Intention, Consequences, and Responsibility

Chapter 4

Reaching and Revising an Ethical Judgment

Textbook 8Reliable Sources, Online Persuasion, and Digital Footprints

4 chapters · 25 lessons

Chapter 1

Reliable and Unreliable Sources

Chapter 2

Reliability Is Not Agreement

Chapter 3

Advertising and Online Persuasion

Chapter 4

Your Digital Footprint

Textbook 9Uncertainty, Money Habits, and Delayed Gratification

4 chapters · 25 lessons

Chapter 1

Deciding Without Complete Certainty

Chapter 2

Comparing Possible Outcomes

Chapter 3

Money Habits and Behavior

Chapter 4

Delayed Gratification

Textbook 10What Do We Owe Each Other, and What Is a Good Life?

4 chapters · 25 lessons

Chapter 1

What Do We Owe People Close to Us?

Chapter 2

What Do We Owe Strangers and Future People?

Chapter 3

What Is a Good Life?

Chapter 4

Examining Ideas — The Grade 6 Community of Inquiry

Every coin is a 15-minute lesson.

Explained simply, shown with pictures, then put to the test. Stars are chapter reviews. The trophy is the final review.

See how a lesson works

Every competency, covered.

The 176 competencies set for Grade 6 Thinking & Life, and every one has lessons behind it.

Self-Concept, Identity, and Emotion in Thought

19 competencies

Explain that belonging does not require total agreement or identical behavior.
Explain self-concept as a person’s current understanding of who they are.
Explain identity as containing several roles, relationships, interests, abilities, values, communities, and experiences.
Recognize that different settings may highlight different parts of identity.
Distinguish identity from reputation.
Distinguish identity from one action, mistake, achievement, or label.
Explain that some parts of identity are chosen while others are inherited, assigned, or shaped by circumstance.
Explain that self-concept may change with evidence, experience, relationships, and reflection.
Construct a nonprivate identity map using optional and general categories.
Explain that emotion may influence what receives attention.
Explain that emotion may influence interpretation of an event.
Explain that emotion may increase or decrease confidence in a thought.
Recognize that emotion may influence which memories or examples come easily to mind.
Ask what a strong emotion may be making more noticeable or less noticeable.
Separate an emotional reaction from a conclusion about another person.
Identify one’s usual communication response in a familiar relationship situation.
Recognize how one’s emotional state may affect listening, speaking, withdrawal, or conflict.
Recognize when belonging to a group changes how one presents oneself.
Revise a self-description after considering evidence and context.

How Habits Form and How Distraction Works

22 competencies

Explain a money habit as a repeated pattern of saving, spending, checking, sharing, or avoiding.
Explain attention as selecting some information for deeper processing.
Explain a habit as a repeated response that becomes associated with a recurring situation or cue.
Identify a cue that commonly comes before a habitual action.
Identify an immediate consequence that may help maintain a habit.
Distinguish an automatic habit from a deliberate one-time decision.
Explain how environment may make a behavior easier or harder.
Identify a helpful habit supporting learning, wellbeing, responsibility, or relationships.
Identify an unhelpful habit without using a global negative label about the person.
Replace an unhelpful response with a specific alternative.
Increase friction around an unhelpful habit through a safe environmental change.
Make a helpful habit easier through preparation, prompts, or accessibility support.
Distinguish external distraction from internal distraction.
Identify whether a distraction requires attention or may be postponed.
Use an external support to return attention after interruption.
Design a workspace or routine that reduces avoidable distraction.
Explain motivation as willingness or energy to begin or continue an action.
Identify interest, meaning, expected success, progress, support, reward, and physical condition as possible influences on motivation.
Begin a small action even when motivation is low.
Use visible progress or a manageable starting step to support continued action.
Distinguish temporary motivation from a commitment or responsibility.
Evaluate and revise a personal habit or motivation plan using observation rather than self-blame.

Learning, Memory, Attention, and Motivation

21 competencies

Explain learning as a relatively lasting change in knowledge or behavior through experience, instruction, or practice.
Explain that performance during one attempt does not perfectly measure learning.
Explain how practice may strengthen learning.
Explain how feedback may correct or refine learning.
Explain retrieval as bringing stored information back to mind.
Explain why retrieving information may strengthen later access more than only rereading.
Explain spacing as returning to learning across separate occasions.
Explain how examples, explanation, and application may deepen understanding.
Explain memory through introductory encoding, storage, and retrieval.
Explain working memory as limited mental space used for current thought.
Explain long-term memory as stored knowledge and experience that may later be retrieved.
Identify weak learning, interference, distraction, and retrieval difficulty as possible reasons for forgetting.
Explain attention as selecting some information for deeper processing.
Explain that divided attention often reduces performance on demanding tasks.
Distinguish rapid task switching from truly processing two demanding tasks simultaneously.
Explain motivation as influenced by interest, value, expected success, goals, reward, feedback, support, and physical condition.
Distinguish internal and external sources of motivation without ranking one as always superior.
Explain that motivation may rise or fall during a task.
Apply one general learning or attention principle to a fictional study situation.
State the limits of using general psychology to judge an individual learner.
Use an external support to return attention after interruption.

Peer Relationships, Belonging, and Boundaries

15 competencies

Examine possible limits on what one person can reasonably owe another.
Explain belonging as feeling accepted, recognized, or connected within a relationship or group.
Explain that belonging does not require total agreement or identical behavior.
Recognize signs of respectful inclusion in a peer group.
Recognize exclusion, ridicule, secrecy demands, or unfair role assignment as possible relationship concerns.
Explain that friendships may change in closeness, interests, or frequency without automatically becoming hostile.
Distinguish close friends, casual friends, classmates, teammates, acquaintances, and trusted adults without ranking human worth.
Explain a boundary as a communicated limit concerning one’s space, belongings, time, privacy, attention, participation, or communication.
State a simple boundary clearly and respectfully.
Ask for clarification when another person’s boundary is unclear.
Respect another person’s reasonable boundary without ridicule, retaliation, or repeated pressure.
Recognize when adult help is needed to support or enforce a boundary.
Clarify expectations before beginning shared work or making an agreement.
Seek trusted-adult help when power, fear, repeated harm, or safety makes direct communication inappropriate.
Recognize when belonging to a group changes how one presents oneself.

Clear Communication and Relationship Repair

16 competencies

Explain direct responsibility for one’s own action.
Explain responsibility to repair harm where possible.
Examine responsibility when acting as part of a group.
Ask for a clear definition of an important term.
Distinguish passive, aggressive, and assertive communication in simple examples.
Express a need, view, or disagreement assertively and respectfully.
Listen for content, feeling, and requested action in a message.
Paraphrase another person’s message before responding.
Use a specific “I” statement without using it to avoid responsibility or accuse indirectly.
Clarify expectations before beginning shared work or making an agreement.
Identify a communication breakdown caused by assumption, interruption, ambiguity, tone, or missing information.
Participate in a proportionate repair after a communication breakdown.
Seek trusted-adult help when power, fear, repeated harm, or safety makes direct communication inappropriate.
Separate an emotional reaction from a conclusion about another person.
Identify one’s usual communication response in a familiar relationship situation.
Recognize how one’s emotional state may affect listening, speaking, withdrawal, or conflict.

Arguments, Evidence, and Hidden Assumptions

22 competencies

Define an argument as a set of connected statements intended to support a conclusion.
Identify the main claim in a short argument.
Identify a reason offered in support of a claim.
Identify evidence offered in support of a reason or claim.
Distinguish a topic from a claim.
Distinguish a reason from evidence.
Evaluate whether a reason directly supports the claim.
Evaluate whether evidence is relevant to the reason or claim.
Recognize when evidence is too limited for a broad conclusion.
Define a hidden assumption as an unstated idea required for an argument to work.
Identify a simple hidden assumption in an argument.
Ask whether a hidden assumption is true in every relevant case.
Ask for a clear definition of an important term.
Ask what evidence supports a claim.
Ask whether the example used is typical or exceptional.
Ask whether another explanation may fit the evidence.
Identify when a conclusion extends beyond the evidence.
Revise an argument after identifying weak support or a questionable assumption.
Construct a short argument containing a claim, reason, and relevant evidence.
State remaining uncertainty or counterevidence honestly.
Use a counterexample to challenge an overbroad idea.
Trace one implication of accepting an idea.

Moral Dilemmas, Values in Conflict, and Responsibility

21 competencies

Identify the morally difficult choice in an age-appropriate dilemma.
Distinguish a moral dilemma from a simple preference or inconvenience.
Identify the people or groups affected by a moral choice.
Identify morally relevant facts and separate them from assumptions.
Identify values that may conflict in a dilemma.
Explain how honesty and kindness may sometimes pull toward different responses.
Explain how loyalty and fairness may sometimes conflict.
Explain how privacy and safety may sometimes conflict.
Explain how promise-keeping and preventing harm may sometimes conflict.
Consider intention when evaluating an action.
Consider foreseeable consequences when evaluating an action.
Distinguish foreseeable consequences from outcomes that could not reasonably have been predicted.
Explain direct responsibility for one’s own action.
Explain indirect responsibility for supporting, sharing, enabling, or failing to complete an assigned role.
Explain responsibility to repair harm where possible.
Examine responsibility when acting as part of a group.
Listen to affected people before reaching a final ethical judgment.
Construct a qualified ethical judgment using facts, values, responsibility, and consequences.
Revise an ethical judgment after receiving relevant information.
Recognize that reasonable people may weigh relevant values differently without making every response equally defensible.
State remaining uncertainty or counterevidence honestly.

Reliable Sources, Online Persuasion, and Digital Footprints

23 competencies

Evaluate whether evidence is relevant to the reason or claim.
Ask what evidence supports a claim.
State remaining uncertainty or counterevidence honestly.
Explain source reliability as dependability for a particular question or purpose.
Identify whether a source has relevant knowledge or access to the information claimed.
Identify evidence supplied by a source.
Evaluate whether a source explains how it knows.
Check whether a source corrects errors or updates information.
Compare a claim with more than one independent credible source.
Distinguish source reliability from agreement with the message.
Recognize that a source may be useful for one question and weak for another.
Explain that an advertisement is designed to influence attention, belief, or action.
Identify a commercial or promotional purpose.
Identify emotional appeal, urgency, repetition, endorsement, or social proof in an advertisement.
Recognize selective presentation of benefits and omission of drawbacks.
Identify sponsored or promoted content when it is labeled.
Distinguish persuasive claims from independent evidence.
Explain a digital footprint as records or traces connected with digital activity.
Identify intended and unintended audiences for a digital action.
Explain that copying, screenshots, forwarding, platform storage, or account records may extend the reach of information.
Explain that deleting information may reduce access without guaranteeing that every copy or record disappears.
Review a digital action for audience, purpose, privacy, permanence, and possible misinterpretation.
Construct a responsible source-and-sharing decision without claiming complete certainty.

Uncertainty, Money Habits, and Delayed Gratification

20 competencies

Identify when a conclusion extends beyond the evidence.
State remaining uncertainty or counterevidence honestly.
Distinguish known information, unknown information, assumptions, and estimates in a decision.
Explain why many decisions must be made without complete certainty.
Identify information that would meaningfully improve a decision.
Recognize when seeking more information would cost excessive time or delay.
Compare several plausible outcomes without assigning unsupported probabilities.
Choose a reasonable action while stating uncertainty.
Revise a decision when new information becomes available.
Explain a money habit as a repeated pattern of saving, spending, checking, sharing, or avoiding.
Identify situational, emotional, social, or digital cues influencing a money habit.
Distinguish automatic and deliberate money behavior.
Design a nonnumerical support for a helpful money habit.
Explain delayed gratification as waiting for a later benefit instead of taking an immediate smaller benefit.
Identify a purpose that may make waiting worthwhile.
Use a commitment support to protect a planned later goal.
Recognize when circumstances justify changing a plan rather than waiting.
Compare immediate satisfaction with a later goal without claiming that delay is always superior.
Reflect on money behavior without comparing family wealth or assigning moral worth.
Construct and revise a decision or money-habit plan based on behavior, purpose, uncertainty, and outcomes.

What Do We Owe Each Other, and What Is a Good Life?

21 competencies

Construct a qualified ethical judgment using facts, values, responsibility, and consequences.
Ask what people owe one another in a specific relationship or situation.
Explain how promises may create responsibilities.
Explain how causing harm may create responsibilities of repair.
Explain how membership in a group may create shared responsibilities.
Ask whether people have responsibilities toward strangers.
Ask whether current people have responsibilities toward future people.
Examine possible limits on what one person can reasonably owe another.
Explain the good life as an open question about what makes a life go well or be worth living.
Identify pleasure, achievement, friendship, character, freedom, security, meaning, learning, contribution, and balance as possible elements of a good life.
Ask whether one desirable element is sufficient for a good life.
Compare two different pictures of a good life without ranking the people who hold them.
Recognize that lives may go well in more than one form.
Define a key idea before evaluating it.
Use an example to illustrate an idea.
Use a counterexample to challenge an overbroad idea.
Trace one implication of accepting an idea.
Distinguish a slogan from an examined idea.
Mention Socrates accurately and lightly as a historical person associated with persistent questioning.
Construct a qualified philosophical position using definitions, reasons, examples, and counterexamples.
Revise a philosophical position after structured inquiry.

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The whole year, lesson by lesson.

Textbook 1Self-Concept, Identity, and Emotion in Thought

4 chapters · 25 lessons

Chapter 1

What Is Self-Concept?

Chapter 2

Identity Has Several Parts

Chapter 3

How Emotion Influences Thought

Chapter 4

Self-Awareness in Relationships

Textbook 2How Habits Form and How Distraction Works

4 chapters · 25 lessons

Chapter 1

The Basic Shape of a Habit

Chapter 2

Changing a Habit Without Self-Blame

Chapter 3

External and Internal Distraction

Chapter 4

Self-Motivation

Textbook 3Learning, Memory, Attention, and Motivation

4 chapters · 25 lessons

Chapter 1

How Learning Develops

Chapter 2

Remembering and Forgetting

Chapter 3

Attention and Working Memory

Chapter 4

What Influences Motivation?

Textbook 4Peer Relationships, Belonging, and Boundaries

4 chapters · 25 lessons

Chapter 1

Belonging and Group Membership

Chapter 2

Different Kinds and Levels of Relationship

Chapter 3

What Is a Boundary?

Chapter 4

Belonging With Boundaries

Textbook 5Clear Communication and Relationship Repair

4 chapters · 25 lessons

Chapter 1

Passive, Aggressive, and Assertive Communication

Chapter 2

Listening for the Whole Message

Chapter 3

Clear Expectations and Agreements

Chapter 4

Repairing Communication Breakdowns

Textbook 6Arguments, Evidence, and Hidden Assumptions

4 chapters · 25 lessons

Chapter 1

Claim, Reason, and Evidence

Chapter 2

Does the Support Actually Work?

Chapter 3

Hidden Assumptions

Chapter 4

Questioning and Building an Argument

Textbook 7Moral Dilemmas, Values in Conflict, and Responsibility

4 chapters · 25 lessons

Chapter 1

What Makes a Moral Dilemma Difficult?

Chapter 2

Values in Conflict

Chapter 3

Intention, Consequences, and Responsibility

Chapter 4

Reaching and Revising an Ethical Judgment

Textbook 8Reliable Sources, Online Persuasion, and Digital Footprints

4 chapters · 25 lessons

Chapter 1

Reliable and Unreliable Sources

Chapter 2

Reliability Is Not Agreement

Chapter 3

Advertising and Online Persuasion

Chapter 4

Your Digital Footprint

Textbook 9Uncertainty, Money Habits, and Delayed Gratification

4 chapters · 25 lessons

Chapter 1

Deciding Without Complete Certainty

Chapter 2

Comparing Possible Outcomes

Chapter 3

Money Habits and Behavior

Chapter 4

Delayed Gratification

Textbook 10What Do We Owe Each Other, and What Is a Good Life?

4 chapters · 25 lessons

Chapter 1

What Do We Owe People Close to Us?

Chapter 2

What Do We Owe Strangers and Future People?

Chapter 3

What Is a Good Life?

Chapter 4

Examining Ideas — The Grade 6 Community of Inquiry

Every competency, covered.

The 176 competencies set for Grade 6 Thinking & Life, and every one has lessons behind it.

Self-Concept, Identity, and Emotion in Thought

19 competencies

Explain that belonging does not require total agreement or identical behavior.
Explain self-concept as a person’s current understanding of who they are.
Explain identity as containing several roles, relationships, interests, abilities, values, communities, and experiences.
Recognize that different settings may highlight different parts of identity.
Distinguish identity from reputation.
Distinguish identity from one action, mistake, achievement, or label.
Explain that some parts of identity are chosen while others are inherited, assigned, or shaped by circumstance.
Explain that self-concept may change with evidence, experience, relationships, and reflection.
Construct a nonprivate identity map using optional and general categories.
Explain that emotion may influence what receives attention.
Explain that emotion may influence interpretation of an event.
Explain that emotion may increase or decrease confidence in a thought.
Recognize that emotion may influence which memories or examples come easily to mind.
Ask what a strong emotion may be making more noticeable or less noticeable.
Separate an emotional reaction from a conclusion about another person.
Identify one’s usual communication response in a familiar relationship situation.
Recognize how one’s emotional state may affect listening, speaking, withdrawal, or conflict.
Recognize when belonging to a group changes how one presents oneself.
Revise a self-description after considering evidence and context.

How Habits Form and How Distraction Works

22 competencies

Explain a money habit as a repeated pattern of saving, spending, checking, sharing, or avoiding.
Explain attention as selecting some information for deeper processing.
Explain a habit as a repeated response that becomes associated with a recurring situation or cue.
Identify a cue that commonly comes before a habitual action.
Identify an immediate consequence that may help maintain a habit.
Distinguish an automatic habit from a deliberate one-time decision.
Explain how environment may make a behavior easier or harder.
Identify a helpful habit supporting learning, wellbeing, responsibility, or relationships.
Identify an unhelpful habit without using a global negative label about the person.
Replace an unhelpful response with a specific alternative.
Increase friction around an unhelpful habit through a safe environmental change.
Make a helpful habit easier through preparation, prompts, or accessibility support.
Distinguish external distraction from internal distraction.
Identify whether a distraction requires attention or may be postponed.
Use an external support to return attention after interruption.
Design a workspace or routine that reduces avoidable distraction.
Explain motivation as willingness or energy to begin or continue an action.
Identify interest, meaning, expected success, progress, support, reward, and physical condition as possible influences on motivation.
Begin a small action even when motivation is low.
Use visible progress or a manageable starting step to support continued action.
Distinguish temporary motivation from a commitment or responsibility.
Evaluate and revise a personal habit or motivation plan using observation rather than self-blame.

Learning, Memory, Attention, and Motivation

21 competencies

Explain learning as a relatively lasting change in knowledge or behavior through experience, instruction, or practice.
Explain that performance during one attempt does not perfectly measure learning.
Explain how practice may strengthen learning.
Explain how feedback may correct or refine learning.
Explain retrieval as bringing stored information back to mind.
Explain why retrieving information may strengthen later access more than only rereading.
Explain spacing as returning to learning across separate occasions.
Explain how examples, explanation, and application may deepen understanding.
Explain memory through introductory encoding, storage, and retrieval.
Explain working memory as limited mental space used for current thought.
Explain long-term memory as stored knowledge and experience that may later be retrieved.
Identify weak learning, interference, distraction, and retrieval difficulty as possible reasons for forgetting.
Explain attention as selecting some information for deeper processing.
Explain that divided attention often reduces performance on demanding tasks.
Distinguish rapid task switching from truly processing two demanding tasks simultaneously.
Explain motivation as influenced by interest, value, expected success, goals, reward, feedback, support, and physical condition.
Distinguish internal and external sources of motivation without ranking one as always superior.
Explain that motivation may rise or fall during a task.
Apply one general learning or attention principle to a fictional study situation.
State the limits of using general psychology to judge an individual learner.
Use an external support to return attention after interruption.

Peer Relationships, Belonging, and Boundaries

15 competencies

Examine possible limits on what one person can reasonably owe another.
Explain belonging as feeling accepted, recognized, or connected within a relationship or group.
Explain that belonging does not require total agreement or identical behavior.
Recognize signs of respectful inclusion in a peer group.
Recognize exclusion, ridicule, secrecy demands, or unfair role assignment as possible relationship concerns.
Explain that friendships may change in closeness, interests, or frequency without automatically becoming hostile.
Distinguish close friends, casual friends, classmates, teammates, acquaintances, and trusted adults without ranking human worth.
Explain a boundary as a communicated limit concerning one’s space, belongings, time, privacy, attention, participation, or communication.
State a simple boundary clearly and respectfully.
Ask for clarification when another person’s boundary is unclear.
Respect another person’s reasonable boundary without ridicule, retaliation, or repeated pressure.
Recognize when adult help is needed to support or enforce a boundary.
Clarify expectations before beginning shared work or making an agreement.
Seek trusted-adult help when power, fear, repeated harm, or safety makes direct communication inappropriate.
Recognize when belonging to a group changes how one presents oneself.

Clear Communication and Relationship Repair

16 competencies

Explain direct responsibility for one’s own action.
Explain responsibility to repair harm where possible.
Examine responsibility when acting as part of a group.
Ask for a clear definition of an important term.
Distinguish passive, aggressive, and assertive communication in simple examples.
Express a need, view, or disagreement assertively and respectfully.
Listen for content, feeling, and requested action in a message.
Paraphrase another person’s message before responding.
Use a specific “I” statement without using it to avoid responsibility or accuse indirectly.
Clarify expectations before beginning shared work or making an agreement.
Identify a communication breakdown caused by assumption, interruption, ambiguity, tone, or missing information.
Participate in a proportionate repair after a communication breakdown.
Seek trusted-adult help when power, fear, repeated harm, or safety makes direct communication inappropriate.
Separate an emotional reaction from a conclusion about another person.
Identify one’s usual communication response in a familiar relationship situation.
Recognize how one’s emotional state may affect listening, speaking, withdrawal, or conflict.

Arguments, Evidence, and Hidden Assumptions

22 competencies

Define an argument as a set of connected statements intended to support a conclusion.
Identify the main claim in a short argument.
Identify a reason offered in support of a claim.
Identify evidence offered in support of a reason or claim.
Distinguish a topic from a claim.
Distinguish a reason from evidence.
Evaluate whether a reason directly supports the claim.
Evaluate whether evidence is relevant to the reason or claim.
Recognize when evidence is too limited for a broad conclusion.
Define a hidden assumption as an unstated idea required for an argument to work.
Identify a simple hidden assumption in an argument.
Ask whether a hidden assumption is true in every relevant case.
Ask for a clear definition of an important term.
Ask what evidence supports a claim.
Ask whether the example used is typical or exceptional.
Ask whether another explanation may fit the evidence.
Identify when a conclusion extends beyond the evidence.
Revise an argument after identifying weak support or a questionable assumption.
Construct a short argument containing a claim, reason, and relevant evidence.
State remaining uncertainty or counterevidence honestly.
Use a counterexample to challenge an overbroad idea.
Trace one implication of accepting an idea.

Moral Dilemmas, Values in Conflict, and Responsibility

21 competencies

Identify the morally difficult choice in an age-appropriate dilemma.
Distinguish a moral dilemma from a simple preference or inconvenience.
Identify the people or groups affected by a moral choice.
Identify morally relevant facts and separate them from assumptions.
Identify values that may conflict in a dilemma.
Explain how honesty and kindness may sometimes pull toward different responses.
Explain how loyalty and fairness may sometimes conflict.
Explain how privacy and safety may sometimes conflict.
Explain how promise-keeping and preventing harm may sometimes conflict.
Consider intention when evaluating an action.
Consider foreseeable consequences when evaluating an action.
Distinguish foreseeable consequences from outcomes that could not reasonably have been predicted.
Explain direct responsibility for one’s own action.
Explain indirect responsibility for supporting, sharing, enabling, or failing to complete an assigned role.
Explain responsibility to repair harm where possible.
Examine responsibility when acting as part of a group.
Listen to affected people before reaching a final ethical judgment.
Construct a qualified ethical judgment using facts, values, responsibility, and consequences.
Revise an ethical judgment after receiving relevant information.
Recognize that reasonable people may weigh relevant values differently without making every response equally defensible.
State remaining uncertainty or counterevidence honestly.

Reliable Sources, Online Persuasion, and Digital Footprints

23 competencies

Evaluate whether evidence is relevant to the reason or claim.
Ask what evidence supports a claim.
State remaining uncertainty or counterevidence honestly.
Explain source reliability as dependability for a particular question or purpose.
Identify whether a source has relevant knowledge or access to the information claimed.
Identify evidence supplied by a source.
Evaluate whether a source explains how it knows.
Check whether a source corrects errors or updates information.
Compare a claim with more than one independent credible source.
Distinguish source reliability from agreement with the message.
Recognize that a source may be useful for one question and weak for another.
Explain that an advertisement is designed to influence attention, belief, or action.
Identify a commercial or promotional purpose.
Identify emotional appeal, urgency, repetition, endorsement, or social proof in an advertisement.
Recognize selective presentation of benefits and omission of drawbacks.
Identify sponsored or promoted content when it is labeled.
Distinguish persuasive claims from independent evidence.
Explain a digital footprint as records or traces connected with digital activity.
Identify intended and unintended audiences for a digital action.
Explain that copying, screenshots, forwarding, platform storage, or account records may extend the reach of information.
Explain that deleting information may reduce access without guaranteeing that every copy or record disappears.
Review a digital action for audience, purpose, privacy, permanence, and possible misinterpretation.
Construct a responsible source-and-sharing decision without claiming complete certainty.

Uncertainty, Money Habits, and Delayed Gratification

20 competencies

Identify when a conclusion extends beyond the evidence.
State remaining uncertainty or counterevidence honestly.
Distinguish known information, unknown information, assumptions, and estimates in a decision.
Explain why many decisions must be made without complete certainty.
Identify information that would meaningfully improve a decision.
Recognize when seeking more information would cost excessive time or delay.
Compare several plausible outcomes without assigning unsupported probabilities.
Choose a reasonable action while stating uncertainty.
Revise a decision when new information becomes available.
Explain a money habit as a repeated pattern of saving, spending, checking, sharing, or avoiding.
Identify situational, emotional, social, or digital cues influencing a money habit.
Distinguish automatic and deliberate money behavior.
Design a nonnumerical support for a helpful money habit.
Explain delayed gratification as waiting for a later benefit instead of taking an immediate smaller benefit.
Identify a purpose that may make waiting worthwhile.
Use a commitment support to protect a planned later goal.
Recognize when circumstances justify changing a plan rather than waiting.
Compare immediate satisfaction with a later goal without claiming that delay is always superior.
Reflect on money behavior without comparing family wealth or assigning moral worth.
Construct and revise a decision or money-habit plan based on behavior, purpose, uncertainty, and outcomes.

What Do We Owe Each Other, and What Is a Good Life?

21 competencies

Construct a qualified ethical judgment using facts, values, responsibility, and consequences.
Ask what people owe one another in a specific relationship or situation.
Explain how promises may create responsibilities.
Explain how causing harm may create responsibilities of repair.
Explain how membership in a group may create shared responsibilities.
Ask whether people have responsibilities toward strangers.
Ask whether current people have responsibilities toward future people.
Examine possible limits on what one person can reasonably owe another.
Explain the good life as an open question about what makes a life go well or be worth living.
Identify pleasure, achievement, friendship, character, freedom, security, meaning, learning, contribution, and balance as possible elements of a good life.
Ask whether one desirable element is sufficient for a good life.
Compare two different pictures of a good life without ranking the people who hold them.
Recognize that lives may go well in more than one form.
Define a key idea before evaluating it.
Use an example to illustrate an idea.
Use a counterexample to challenge an overbroad idea.
Trace one implication of accepting an idea.
Distinguish a slogan from an examined idea.
Mention Socrates accurately and lightly as a historical person associated with persistent questioning.
Construct a qualified philosophical position using definitions, reasons, examples, and counterexamples.
Revise a philosophical position after structured inquiry.