Standards in this Framework
| Standard | Description |
|---|---|
| 6-8.CS.COMM.1 | Compare and contrast network topologies. Clarification statement: At this level, student discussions should focus on previous standards as well as grade-appropriate examples of LAN or WAN topologies. |
| 6-8.CS.COMM.2 | Differentiate between a network device’s MAC and IP addresses. Clarification statement: Identify IP addressing schemes such as public and private IP address blocks. Students should understand a device has a built-in MAC and an assigned IP address. |
| 6-8.CS.COMP | Identify the role of connected network components. Clarification statement: At this level, student discussions should focus on previous standards as well as grade-appropriate examples of the roles of various network components such as access points, hubs/ switches, routers, and user devices. |
| 6-8.CS.CC | Identify the advantages and disadvantages of various cloud computing models. Clarification statement: At this level, student discussions should focus on previous standards as well as grade-appropriate examples of cloud computing models such as public, community, and private. |
| 6-8.CS.PROT | Identify the protocol connection types used for different services available online. Clarification statement: At this level, student discussions should focus on previous standards as well as grade-appropriate examples of various online services such as web, email, video, gaming, TCP (web and email), UDP (video and gaming), HTTP, and HTTPS. |
| 6-8.CS.LOSS | Explain the role and importance of backups. Clarification statement: At this level, student discussions should focus on previous standards as well as grade-appropriate examples of how redundant systemscanprevent data loss or services outages. |
| 6-8.CS.HARD | Develop strategies to raise awareness of hardware vulnerabilities. Clarification statement: At this level, student discussions should focus on previous standards as well as grade-appropriate examples of the potential for danger from issues such as malicious USB drives, key loggers, and hacked webcams. |
| 6-8.CS.IOT | Evaluate the risks and benefits of Internet of Things devices. Clarification statement: At this level, student discussions should focus on previous standards as well as grade-appropriate examples of IoT devices and the risks and benefits associated with those devices. |
| 6-8.CS.OS | Discuss the risks of outdated operating systems. Clarification statement: At this level, student discussions should focus on previous standards as well as grade-appropriate examples of updates to operating systems and the importance of patches. |
| 6-8.CS.SOFT | Identify examples of vulnerabilities that exist in software. Clarification statement: At this level, student discussions should focus on previous standards as well as grade-appropriate examples of vulnerabilities that can be introduced by not installing updates to operating systems, applications, and devices. |
| 6-8.CS.PROG | Explain the role of scripting in cyber attacks. Clarification statement: At this level, student discussions should focus on previous standards as well as grade-appropriate examples of how scripts (this might include anything from a sequence of simple system commands, advanced scripting languages used for system configurations, or complex task automations) can become events that are related to cyber attacks. |
| 6-8.CS.APPS | Discuss the role that software plays in the protection of a secure system. Clarification statement: At this level, student discussions should focus on previous standards as well as grade-appropriate examples of the role that software plays in the protection of a secure system. |
| 6-8.DC.CYBL | Develop strategies to raise awareness of the effects of, and methods to identify and prevent, cyberbullying. Clarification statement: At this level, student discussions should focus on previous standards as well as grade-appropriate examples of how to recognize cyberbullying, what actions that students can take if they are being bullied, and how to speak up to support someone who may be a victim of cyberbullying. |
| 6-8.DC.FOOT.1 | Recognize the many sources of data that make up a digital footprint. Clarification statement: At this level, student discussions should focus on previous standards as well as grade-appropriate examples of how information can be harvested by third parties to create a digital footprint through apps, wearables, and mobile devices that may share user telemetry. |
| 6-8.DC.FOOT.2 | Recognize the permanence of a digital footprint. Clarification statement: At this level, student discussions should focus on previous standards as well as grade-appropriate examples of how information posted online may not be fully removed or erased. |
| 6-8.DC.PPI.1 | Discuss the risks and benefits of sharing PII. Clarification statement: At this level, student discussions should focus on previous standards as well as grade-appropriate examples of risks or benefits of sharing PII with parties such as organizations, individuals, and applications. |
| 6-8.DC.PPI.2 | Examine techniques to detect, correct, and prevent disclosure of PII. Clarification statement: At this level, student discussions should focus on previous standards as well as grade-appropriate examples of disclosure (either intentional or unintentional, and by oneself or another party) by methods such as tagging in pictures or posts, hashtag usage, or inappropriate posts |
| 6-8.DC.THRT | Describe various types of threat actors. Clarification statement: At this level, student discussions should focus on previous standards as well as grade-appropriate examples of various threat actors, such as nation-states, cyber terrorist groups, organized crime, or hacktivists. |
| 6-8.DC.ETH | Distinguish between ethical and malicious hacking. Clarification statement: At this level, student discussions should focus on previous standards as well as grade-appropriate examples of the various types of hackers, occupations, and beliefs. |
| 6-8.DC.LAW | Analyze specific federal, state, and local laws as they relate to cybersecurity and privacy. Clarification statement: At this level, student discussions should focus on previous standards as well as grade-appropriate examples of federal, state, and local laws, such as the Computer Fraud Abuse Act (CFAA), Electronic Communications Privacy Act (ECPA or Wiretap Act), Digital Millennium Copyright Act (DMCA), PATRIOT Act, and Children’s Internet Protection Act (CIPA), as well as the principle of net neutrality. |
| 6-8.DC.IP | Explain how intellectual property and copyright relate to fair use. Clarification statement: At this level, student discussions should focus on previous standards as well as grade-appropriate examples of the types of creative commons licensing that are available; the differences between copyright, trademark, patent, registered trademark, and other IP ownership types; and how fair use can help protect an author/creator’s rights while promoting the sharing of ideas. |
| 6-8.DC.AUP | Understand the various agreements and how they protect users and owners of technology. Clarification statement: At this level, student discussions should focus on previous standards as well as grade-appropriate examples of various agreements, such as AUPs, TOSs, and EULAs. |
| 6-8.SEC.CIA | Explain the effects of a failure of the CIA Triad. Clarification statement: At this level, student discussions should focus on previous standards as well as grade-appropriate examples of CIA failures that make use of authentic references where possible. Given an example, students should be able to identify which of the three parts of the CIA Triad failed. |
| 6-8.SEC.ACC | Explain the concept of access control and how to limit access to authorized users. Clarification statement: At this level, student discussions should focus on previous standards as well as grade-appropriate examples of why access control is needed across user platforms and what constitutes an authorized user. |
| 6-8.SEC.DATA | Describe data in its three states and potential threats to each state. Clarification statement: At this level, student discussions should focus on previous standards as well as grade-appropriate examples of the three states of data: data in use, data at rest, data in motion. |
| 6-8.SEC.INFO | Analyze threats and vulnerabilities to information security for individuals and organizations. Clarification statement: At this level, student discussions should focus on previous standards as well as authentic, grade-appropriate examples of threats and vulnerabilities such as malware, spoofed emails, and hacks. |
| 6-8.SEC.CRYP | Discuss methods and the need for encrypting information when it is being exchanged, e.g., http vs. https. Clarification statement: At this level, student discussions should focus on previous standards as well as grade-appropriate examples of more complex encryption methods, e.g., Vigenere, Bacon’s cipher, and Enigma. Where appropriate, discussions may touch on how methods for encoding data, such as binary (base-2), decimal (base-10), and hexadecimal (base-16), can benefit encryption. |
| 6-8.SEC.AUTH | Explain how authentication and authorization methods can protect authorized users. Clarification statement: At this level, student discussions should focus on previous standards as well as grade-appropriate examples of more advanced authentication and authorization methods, such as twofactor, multifactor, and biometric |
| 6-8.SEC.COMP | Describe Defense in Depth strategies to protect simple networks. Clarification statement: At this level, student discussions should focus on previous standards as well as grade-appropriate examples of layered strategies, such as firewalls, allow and block lists, changes to default passwords, and access points. |
| 6-8.SEC.NET | Explain how malicious actions threaten network security. Clarification statement: At this level, student discussions should focus on previous standards as well as grade-appropriate examples of malicious actions, such as social engineering, malware, and hacks. |
| 6-8.SEC.PHYS | Explain how malicious actions threaten physical security. Clarification statement: At this level, student discussions should focus on previous standards as well as grade-appropriate examples of a variety of malicious actions, such as social engineering and poor security policies. |
| 6-8.SEC.CTRL | Describe Defense in Depth and how physical access controls work together. Clarification statement: At this level, student discussions should focus on previous standards as well as grade-appropriate examples of authentic and digital physical access controls, such as door locks, ID cards, PIN codes, bollards, lighting, fencing, cameras, and guards. |
