Standards are the floor. Mastery and understanding are the goal.

Explore how each subject becomes a coherent sequence of knowledge, reasoning, practice, and transfer—not a disconnected checklist.

Kindergarten Social Studies

30 curriculum outcomes with explicit teaching progressions

Select a record to inspect its progression

Authoritative K–12 history teaching sequence

Then and Now: People, Families, and Places

How can objects, pictures, and stories help us learn about the past?

Viko teaches these units in order while historical-reasoning skills develop alongside them. Factual packets and source adaptations remain marked for qualified expert review before production learner use.

Historical thinkingpast and present · sequence · evidence from objects and images · respectful comparison

living memory

My Past Has a Sequence

Global

How do we know what happened first, next, and last?

Use personal and family-safe examples to distinguish past, present, and future.

Required anchors: photographs, objects, oral histories

living memory

Families Remember

Global

Why can people remember the same event differently?

Compare age-appropriate family and community stories without assuming every family has the same structure or traditions.

Required anchors: family stories, celebrations, keepsakes

past to present

First Peoples and Continuing Communities

Indigenous Americas

What does it mean for a people to have a past and a present?

Recognize that Indigenous nations lived across the Americas before the United States and continue as distinct communities today.

Required anchors: local Tribal nation where known, homes adapted to place, continuing languages and communities

past and present

Children Around the World

AfricaEast AsiaSouth AsiaLatin America and the CaribbeanPacific and Oceania

What can we compare without saying one way of life is normal and another is strange?

Compare daily life through specific, contemporary and historical examples.

Required anchors: school, food, play, homes

past to present

Our Place Changes

United States and Canada

How has a familiar place changed?

Use maps, photographs, and testimony to describe one change and one continuity in a local place.

Required anchors: street or landscape, school or library, transportation

History · EEP-HIST-K.1

My Past Has a Sequence

Independently use personal and family-safe examples to distinguish past, present, and future. answer the unit inquiry with accurate contextual knowledge and evidence: how do we know what happened first, next, and last? across representations and contexts.

Component progression

  1. 1I can explain the actual history of my past has a sequence through these bounded curriculum facts: a photograph taken when a grown-up was a baby shows an earlier time than a photograph taken today. objects people keep, like a first pair of shoes or an old toy, can show how someone has grown and changed. people can tell us about the past by talking about their own memories; this is called an oral history. words like before, after, first, next, and last help people put events in the order they happened. some things from the past, like an old photograph, cannot be changed, but people can remember the same past event in different ways. use place (global) and time (living memory) only to clarify the story, not as the lesson's main destination. invite relevant learner questions about the people, changes, causes, evidence, and uncertainty.
  2. 2I can explain what the supplied curriculum establishes about photographs, objects, distinguishing stated facts from questions the current packet does not answer.
  3. 3I can use the supplied facts to connect oral histories to the unit's place, period, and inquiry, while avoiding unsupported generalizations.
  4. 4I can identify the creator, date, provenance, purpose, and limits of the supplied source material, then corroborate only claims that the visible source set can support for this inquiry: how do we know what happened first, next, and last?.
  5. 5I can construct an evidence-supported explanation of how do we know what happened first, next, and last? and test the reasoning with a new society, source, event, or interpretation.
History · EEP-HIST-K.2

Families Remember

Independently compare age-appropriate family and community stories without assuming every family has the same structure or traditions. answer the unit inquiry with accurate contextual knowledge and evidence: why can people remember the same event differently? across representations and contexts.

Component progression

  1. 1I can explain the actual history of families remember through these bounded curriculum facts: families come in many different shapes and sizes, and they pass down stories, celebrations, and objects in different ways. a keepsake is an object a family keeps because it reminds them of a person or an event from the past. two people who were both at the same family event can remember different details about what happened. celebrations that happen every year, like a birthday or a holiday, can help a family remember its own history. listening carefully to a family member's story is one way people learn about the past. use place (global) and time (living memory) only to clarify the story, not as the lesson's main destination. invite relevant learner questions about the people, changes, causes, evidence, and uncertainty.
  2. 2I can explain what the supplied curriculum establishes about family stories, celebrations, distinguishing stated facts from questions the current packet does not answer.
  3. 3I can use the supplied facts to connect keepsakes to the unit's place, period, and inquiry, while avoiding unsupported generalizations.
  4. 4I can identify the creator, date, provenance, purpose, and limits of the supplied source material, then corroborate only claims that the visible source set can support for this inquiry: why can people remember the same event differently?.
  5. 5I can construct an evidence-supported explanation of why can people remember the same event differently? and test the reasoning with a new society, source, event, or interpretation.
History · EEP-HIST-K.3

First Peoples and Continuing Communities

Independently recognize that indigenous nations lived across the americas before the united states and continue as distinct communities today. answer the unit inquiry with accurate contextual knowledge and evidence: what does it mean for a people to have a past and a present? across representations and contexts.

Component progression

  1. 1I can explain the actual history of first peoples and continuing communities through these bounded curriculum facts: indigenous nations and their ancestors have lived on the land that is now the americas for thousands of years, long before the united states existed. there are hundreds of distinct indigenous nations, each with its own name, government, language, and traditions. indigenous peoples built different kinds of homes suited to where they lived, such as homes made from wood, earth, or animal hides. indigenous nations are not only part of the past — they continue to exist today, with their own communities, governments, and traditions. many places in the united states, including rivers, states, and cities, have names that come from indigenous languages. use place (indigenous americas) and time (past to present) only to clarify the story, not as the lesson's main destination. invite relevant learner questions about the people, changes, causes, evidence, and uncertainty.
  2. 2I can explain what the supplied curriculum establishes about local tribal nation where known, homes adapted to place, distinguishing stated facts from questions the current packet does not answer.
  3. 3I can use the supplied facts to connect continuing languages and communities to the unit's place, period, and inquiry, while avoiding unsupported generalizations.
  4. 4I can identify the creator, date, provenance, purpose, and limits of the supplied source material, then corroborate only claims that the visible source set can support for this inquiry: what does it mean for a people to have a past and a present?.
  5. 5I can construct an evidence-supported explanation of what does it mean for a people to have a past and a present? and test the reasoning with a new society, source, event, or interpretation.
History · EEP-HIST-K.4

Children Around the World

Independently compare daily life through specific, contemporary and historical examples. answer the unit inquiry with accurate contextual knowledge and evidence: what can we compare without saying one way of life is normal and another is strange? across representations and contexts.

Component progression

  1. 1I can explain the actual history of children around the world through these bounded curriculum facts: children in different parts of the world eat different foods, and a food that is common in one place may be rare in another. schools look different in different places — some children walk to a nearby school, and some travel a longer distance or learn at home. games that children play, like jump rope or a ball game, can be similar in different countries even though the names are different. homes are built from different materials depending on the climate and resources of a place, such as wood, brick, stone, or thatch. no single way of eating, playing, or living is the normal one — comparing daily life fairly means noticing differences without judging them. use place (africa, east asia, south asia, latin america and the caribbean, pacific and oceania) and time (past and present) only to clarify the story, not as the lesson's main destination. invite relevant learner questions about the people, changes, causes, evidence, and uncertainty.
  2. 2I can explain what the supplied curriculum establishes about school, food, distinguishing stated facts from questions the current packet does not answer.
  3. 3I can use the supplied facts to connect play, homes to the unit's place, period, and inquiry, while avoiding unsupported generalizations.
  4. 4I can identify the creator, date, provenance, purpose, and limits of the supplied source material, then corroborate only claims that the visible source set can support for this inquiry: what can we compare without saying one way of life is normal and another is strange?.
  5. 5I can construct an evidence-supported explanation of what can we compare without saying one way of life is normal and another is strange? and test the reasoning with a new society, source, event, or interpretation.
History · EEP-HIST-K.5

Our Place Changes

Independently use maps, photographs, and testimony to describe one change and one continuity in a local place. answer the unit inquiry with accurate contextual knowledge and evidence: how has a familiar place changed? across representations and contexts.

Component progression

  1. 1I can explain the actual history of our place changes through these bounded curriculum facts: an old photograph or map of a street can be compared with what the street looks like today to see what has changed. some parts of a familiar place, like a park or a building, can stay the same for a very long time even while other parts change. people who have lived in a place a long time can describe changes they remember, like a new road or a store that closed. ways of traveling from place to place, such as by foot, wagon, car, or bus, have changed over time. maps made at different times can show how a town or city has grown larger or changed shape. use place (united states and canada) and time (past to present) only to clarify the story, not as the lesson's main destination. invite relevant learner questions about the people, changes, causes, evidence, and uncertainty.
  2. 2I can explain what the supplied curriculum establishes about street or landscape, school or library, distinguishing stated facts from questions the current packet does not answer.
  3. 3I can use the supplied facts to connect transportation to the unit's place, period, and inquiry, while avoiding unsupported generalizations.
  4. 4I can identify the creator, date, provenance, purpose, and limits of the supplied source material, then corroborate only claims that the visible source set can support for this inquiry: how has a familiar place changed?.
  5. 5I can construct an evidence-supported explanation of how has a familiar place changed? and test the reasoning with a new society, source, event, or interpretation.
Inquiry · D1.1.K-2

D1.1.K-2

Independently with age-appropriate support, explain why a compelling question is important to people in a community across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to with age-appropriate support, explain why a compelling question is important to people in a community; use chronology, geography, and sources to clarify that content rather than replacing it.
  2. 2I can corroborate sources and use chronology, geography, civics, economics, causation, continuity and change, or comparison to with age-appropriate support, explain why a compelling question is important to people in a community, distinguishing evidence from interpretation and myth.
  3. 3I can construct and defend a conclusion that uses inclusive evidence and addresses competing perspectives, then transfer the reasoning needed to with age-appropriate support, explain why a compelling question is important to people in a community to a new case.
Inquiry · D1.2.K-2

D1.2.K-2

Independently with age-appropriate support, identify disciplinary ideas connected to a compelling question across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to with age-appropriate support, identify disciplinary ideas connected to a compelling question; use chronology, geography, and sources to clarify that content rather than replacing it.
  2. 2I can corroborate sources and use chronology, geography, civics, economics, causation, continuity and change, or comparison to with age-appropriate support, identify disciplinary ideas connected to a compelling question, distinguishing evidence from interpretation and myth.
  3. 3I can construct and defend a conclusion that uses inclusive evidence and addresses competing perspectives, then transfer the reasoning needed to with age-appropriate support, identify disciplinary ideas connected to a compelling question to a new case.
Civics · D2.Civ.1.K-2

D2.Civ.1.K-2

Independently with age-appropriate support, describe roles and responsibilities of people in authority across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to with age-appropriate support, describe roles and responsibilities of people in authority; use chronology, geography, and sources to clarify that content rather than replacing it.
  2. 2I can corroborate sources and use chronology, geography, civics, economics, causation, continuity and change, or comparison to with age-appropriate support, describe roles and responsibilities of people in authority, distinguishing evidence from interpretation and myth.
  3. 3I can construct and defend a conclusion that uses inclusive evidence and addresses competing perspectives, then transfer the reasoning needed to with age-appropriate support, describe roles and responsibilities of people in authority to a new case.
Civics · D2.Civ.2.K-2

D2.Civ.2.K-2

Independently with age-appropriate support, explain how rules establish responsibilities and protect people across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to with age-appropriate support, explain how rules establish responsibilities and protect people; use chronology, geography, and sources to clarify that content rather than replacing it.
  2. 2I can corroborate sources and use chronology, geography, civics, economics, causation, continuity and change, or comparison to with age-appropriate support, explain how rules establish responsibilities and protect people, distinguishing evidence from interpretation and myth.
  3. 3I can construct and defend a conclusion that uses inclusive evidence and addresses competing perspectives, then transfer the reasoning needed to with age-appropriate support, explain how rules establish responsibilities and protect people to a new case.
Civics · D2.Civ.6.K-2

D2.Civ.6.K-2

Independently with age-appropriate support, describe how communities work together to accomplish common tasks across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to with age-appropriate support, describe how communities work together to accomplish common tasks; use chronology, geography, and sources to clarify that content rather than replacing it.
  2. 2I can corroborate sources and use chronology, geography, civics, economics, causation, continuity and change, or comparison to with age-appropriate support, describe how communities work together to accomplish common tasks, distinguishing evidence from interpretation and myth.
  3. 3I can construct and defend a conclusion that uses inclusive evidence and addresses competing perspectives, then transfer the reasoning needed to with age-appropriate support, describe how communities work together to accomplish common tasks to a new case.
Economics · D2.Eco.1.K-2

D2.Eco.1.K-2

Independently with age-appropriate support, explain how scarcity requires people to make choices across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to with age-appropriate support, explain how scarcity requires people to make choices; use chronology, geography, and sources to clarify that content rather than replacing it.
  2. 2I can corroborate sources and use chronology, geography, civics, economics, causation, continuity and change, or comparison to with age-appropriate support, explain how scarcity requires people to make choices, distinguishing evidence from interpretation and myth.
  3. 3I can construct and defend a conclusion that uses inclusive evidence and addresses competing perspectives, then transfer the reasoning needed to with age-appropriate support, explain how scarcity requires people to make choices to a new case.
Economics · D2.Eco.2.K-2

D2.Eco.2.K-2

Independently with age-appropriate support, identify positive and negative incentives that influence choices across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to with age-appropriate support, identify positive and negative incentives that influence choices; use chronology, geography, and sources to clarify that content rather than replacing it.
  2. 2I can corroborate sources and use chronology, geography, civics, economics, causation, continuity and change, or comparison to with age-appropriate support, identify positive and negative incentives that influence choices, distinguishing evidence from interpretation and myth.
  3. 3I can construct and defend a conclusion that uses inclusive evidence and addresses competing perspectives, then transfer the reasoning needed to with age-appropriate support, identify positive and negative incentives that influence choices to a new case.
Economics · D2.Eco.4.K-2

D2.Eco.4.K-2

Independently with age-appropriate support, describe costs and benefits of an individual decision across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to with age-appropriate support, describe costs and benefits of an individual decision; use chronology, geography, and sources to clarify that content rather than replacing it.
  2. 2I can corroborate sources and use chronology, geography, civics, economics, causation, continuity and change, or comparison to with age-appropriate support, describe costs and benefits of an individual decision, distinguishing evidence from interpretation and myth.
  3. 3I can construct and defend a conclusion that uses inclusive evidence and addresses competing perspectives, then transfer the reasoning needed to with age-appropriate support, describe costs and benefits of an individual decision to a new case.
Geography · D2.Geo.1.K-2

D2.Geo.1.K-2

Independently with age-appropriate support, construct maps, graphs, and other representations of familiar places across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to with age-appropriate support, construct maps, graphs, and other representations of familiar places; use chronology, geography, and sources to clarify that content rather than replacing it.
  2. 2I can corroborate sources and use chronology, geography, civics, economics, causation, continuity and change, or comparison to with age-appropriate support, construct maps, graphs, and other representations of familiar places, distinguishing evidence from interpretation and myth.
  3. 3I can construct and defend a conclusion that uses inclusive evidence and addresses competing perspectives, then transfer the reasoning needed to with age-appropriate support, construct maps, graphs, and other representations of familiar places to a new case.
Geography · D2.Geo.2.K-2

D2.Geo.2.K-2

Independently with age-appropriate support, use maps and other representations to describe places and relationships across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to with age-appropriate support, use maps and other representations to describe places and relationships; use chronology, geography, and sources to clarify that content rather than replacing it.
  2. 2I can corroborate sources and use chronology, geography, civics, economics, causation, continuity and change, or comparison to with age-appropriate support, use maps and other representations to describe places and relationships, distinguishing evidence from interpretation and myth.
  3. 3I can construct and defend a conclusion that uses inclusive evidence and addresses competing perspectives, then transfer the reasoning needed to with age-appropriate support, use maps and other representations to describe places and relationships to a new case.
Geography · D2.Geo.4.K-2

D2.Geo.4.K-2

Independently with age-appropriate support, explain how weather, climate, and environmental features affect people across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to with age-appropriate support, explain how weather, climate, and environmental features affect people; use chronology, geography, and sources to clarify that content rather than replacing it.
  2. 2I can corroborate sources and use chronology, geography, civics, economics, causation, continuity and change, or comparison to with age-appropriate support, explain how weather, climate, and environmental features affect people, distinguishing evidence from interpretation and myth.
  3. 3I can construct and defend a conclusion that uses inclusive evidence and addresses competing perspectives, then transfer the reasoning needed to with age-appropriate support, explain how weather, climate, and environmental features affect people to a new case.
History · D2.His.1.K-2

D2.His.1.K-2

Independently with age-appropriate support, create a chronological sequence of events across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to with age-appropriate support, create a chronological sequence of events; use chronology, geography, and sources to clarify that content rather than replacing it.
  2. 2I can corroborate sources and use chronology, geography, civics, economics, causation, continuity and change, or comparison to with age-appropriate support, create a chronological sequence of events, distinguishing evidence from interpretation and myth.
  3. 3I can construct and defend a conclusion that uses inclusive evidence and addresses competing perspectives, then transfer the reasoning needed to with age-appropriate support, create a chronological sequence of events to a new case.
History · D2.His.2.K-2

D2.His.2.K-2

Independently with age-appropriate support, compare life in the past with life today across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to with age-appropriate support, compare life in the past with life today; use chronology, geography, and sources to clarify that content rather than replacing it.
  2. 2I can corroborate sources and use chronology, geography, civics, economics, causation, continuity and change, or comparison to with age-appropriate support, compare life in the past with life today, distinguishing evidence from interpretation and myth.
  3. 3I can construct and defend a conclusion that uses inclusive evidence and addresses competing perspectives, then transfer the reasoning needed to with age-appropriate support, compare life in the past with life today to a new case.
History · D2.His.4.K-2

D2.His.4.K-2

Independently with age-appropriate support, compare perspectives of people in the past across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to with age-appropriate support, compare perspectives of people in the past; use chronology, geography, and sources to clarify that content rather than replacing it.
  2. 2I can corroborate sources and use chronology, geography, civics, economics, causation, continuity and change, or comparison to with age-appropriate support, compare perspectives of people in the past, distinguishing evidence from interpretation and myth.
  3. 3I can construct and defend a conclusion that uses inclusive evidence and addresses competing perspectives, then transfer the reasoning needed to with age-appropriate support, compare perspectives of people in the past to a new case.
Evidence · D3.1.K-2

D3.1.K-2

Independently with age-appropriate support, gather relevant information from one or two sources across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to with age-appropriate support, gather relevant information from one or two sources; use chronology, geography, and sources to clarify that content rather than replacing it.
  2. 2I can corroborate sources and use chronology, geography, civics, economics, causation, continuity and change, or comparison to with age-appropriate support, gather relevant information from one or two sources, distinguishing evidence from interpretation and myth.
  3. 3I can construct and defend a conclusion that uses inclusive evidence and addresses competing perspectives, then transfer the reasoning needed to with age-appropriate support, gather relevant information from one or two sources to a new case.
Communication · D4.1.K-2

D4.1.K-2

Independently with age-appropriate support, construct an argument with reasons across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to with age-appropriate support, construct an argument with reasons; use chronology, geography, and sources to clarify that content rather than replacing it.
  2. 2I can corroborate sources and use chronology, geography, civics, economics, causation, continuity and change, or comparison to with age-appropriate support, construct an argument with reasons, distinguishing evidence from interpretation and myth.
  3. 3I can construct and defend a conclusion that uses inclusive evidence and addresses competing perspectives, then transfer the reasoning needed to with age-appropriate support, construct an argument with reasons to a new case.
Civic Action · D4.6.K-2

D4.6.K-2

Independently with age-appropriate support, identify a local problem and ways people might address it across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to with age-appropriate support, identify a local problem and ways people might address it; use chronology, geography, and sources to clarify that content rather than replacing it.
  2. 2I can corroborate sources and use chronology, geography, civics, economics, causation, continuity and change, or comparison to with age-appropriate support, identify a local problem and ways people might address it, distinguishing evidence from interpretation and myth.
  3. 3I can construct and defend a conclusion that uses inclusive evidence and addresses competing perspectives, then transfer the reasoning needed to with age-appropriate support, identify a local problem and ways people might address it to a new case.
History · EEP.SS.K.1.1

EEP.SS.K.1.1

Independently ask questions and discuss ideas about the past across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to ask questions and discuss ideas about the past; use chronology, geography, and sources to clarify that content rather than replacing it.
  2. 2I can corroborate sources and use chronology, geography, civics, economics, causation, continuity and change, or comparison to ask questions and discuss ideas about the past, distinguishing evidence from interpretation and myth.
  3. 3I can construct and defend a conclusion that uses inclusive evidence and addresses competing perspectives, then transfer the reasoning needed to ask questions and discuss ideas about the past to a new case.
History · EEP.SS.K.1.2

EEP.SS.K.1.2

Independently explain why sequence matters when describing the past across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to explain why sequence matters when describing the past; use chronology, geography, and sources to clarify that content rather than replacing it.
  2. 2I can corroborate sources and use chronology, geography, civics, economics, causation, continuity and change, or comparison to explain why sequence matters when describing the past, distinguishing evidence from interpretation and myth.
  3. 3I can construct and defend a conclusion that uses inclusive evidence and addresses competing perspectives, then transfer the reasoning needed to explain why sequence matters when describing the past to a new case.
Geography · EEP.SS.K.2.1

EEP.SS.K.2.1

Independently recognize that geographic tools represent places and spaces across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to recognize that geographic tools represent places and spaces; use chronology, geography, and sources to clarify that content rather than replacing it.
  2. 2I can corroborate sources and use chronology, geography, civics, economics, causation, continuity and change, or comparison to recognize that geographic tools represent places and spaces, distinguishing evidence from interpretation and myth.
  3. 3I can construct and defend a conclusion that uses inclusive evidence and addresses competing perspectives, then transfer the reasoning needed to recognize that geographic tools represent places and spaces to a new case.
Geography · EEP.SS.K.2.2

EEP.SS.K.2.2

Independently identify how the environment influences the way people live across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to identify how the environment influences the way people live; use chronology, geography, and sources to clarify that content rather than replacing it.
  2. 2I can corroborate sources and use chronology, geography, civics, economics, causation, continuity and change, or comparison to identify how the environment influences the way people live, distinguishing evidence from interpretation and myth.
  3. 3I can construct and defend a conclusion that uses inclusive evidence and addresses competing perspectives, then transfer the reasoning needed to identify how the environment influences the way people live to a new case.
Economics · EEP.SS.K.3.1

EEP.SS.K.3.1

Independently explain how people make choices based on needs and wants across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to explain how people make choices based on needs and wants; use chronology, geography, and sources to clarify that content rather than replacing it.
  2. 2I can corroborate sources and use chronology, geography, civics, economics, causation, continuity and change, or comparison to explain how people make choices based on needs and wants, distinguishing evidence from interpretation and myth.
  3. 3I can construct and defend a conclusion that uses inclusive evidence and addresses competing perspectives, then transfer the reasoning needed to explain how people make choices based on needs and wants to a new case.
Civics · EEP.SS.K.4.1

EEP.SS.K.4.1

Independently identify ways civic participation occurs in different groups across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to identify ways civic participation occurs in different groups; use chronology, geography, and sources to clarify that content rather than replacing it.
  2. 2I can corroborate sources and use chronology, geography, civics, economics, causation, continuity and change, or comparison to identify ways civic participation occurs in different groups, distinguishing evidence from interpretation and myth.
  3. 3I can construct and defend a conclusion that uses inclusive evidence and addresses competing perspectives, then transfer the reasoning needed to identify ways civic participation occurs in different groups to a new case.
Civics · EEP.SS.K.4.2

EEP.SS.K.4.2

Independently participate in logical group decisions using democratic principles across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to participate in logical group decisions using democratic principles; use chronology, geography, and sources to clarify that content rather than replacing it.
  2. 2I can corroborate sources and use chronology, geography, civics, economics, causation, continuity and change, or comparison to participate in logical group decisions using democratic principles, distinguishing evidence from interpretation and myth.
  3. 3I can construct and defend a conclusion that uses inclusive evidence and addresses competing perspectives, then transfer the reasoning needed to participate in logical group decisions using democratic principles to a new case.
Personal Finance · EEP.SS.K.5.1

EEP.SS.K.5.1

Independently describe choices people make about money they earn across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to describe choices people make about money they earn; use chronology, geography, and sources to clarify that content rather than replacing it.
  2. 2I can corroborate sources and use chronology, geography, civics, economics, causation, continuity and change, or comparison to describe choices people make about money they earn, distinguishing evidence from interpretation and myth.
  3. 3I can construct and defend a conclusion that uses inclusive evidence and addresses competing perspectives, then transfer the reasoning needed to describe choices people make about money they earn to a new case.
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