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.

Grade 1 Social Studies

30 curriculum outcomes with explicit teaching progressions

Select a record to inspect its progression

Authoritative K–12 history teaching sequence

Communities Across Time and Place

How do communities remember, change, and care for shared places?

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 thinkingchronology · change and continuity · maps as evidence · multiple perspectives

past to present

A Community Through Time

United States and Canada

What changes and what stays the same in a community?

Build a simple local timeline from images, maps, objects, and accounts.

Required anchors: buildings, work, transportation, public spaces

past to present

Indigenous Homelands

Indigenous Americas

How do land and water shape community life?

Study particular Indigenous nations rather than a single generic culture, including continuing sovereignty and presence.

Required anchors: one locally relevant nation, Haudenosaunee, Pueblo peoples

ancient to present

River Communities

AfricaWest and Central AsiaSouth AsiaEast Asia

Why have communities grown near rivers?

Compare how rivers supported food, travel, settlement, and risk in several regions.

Required anchors: Nile, Tigris-Euphrates, Indus, Huang He

past to present

Stories People Carry

AfricaEast AsiaSouth AsiaPacific and OceaniaLatin America and the Caribbean

How do stories preserve knowledge about a community?

Use age-appropriate folktales, oral traditions, and artifacts as sources while distinguishing story evidence from verified fact.

Required anchors: West African oral tradition, Chinese or Korean story tradition, Pacific wayfinding story

past to present

Movement Makes Communities

Global

Why do people move, and what do they bring?

Introduce migration through voluntary and forced movement with age-appropriate care and without treating all journeys as alike.

Required anchors: family migration, seasonal movement, forced removal introduced carefully

History · EEP-HIST-1.1

A Community Through Time

Independently build a simple local timeline from images, maps, objects, and accounts. answer the unit inquiry with accurate contextual knowledge and evidence: what changes and what stays the same in a community? across representations and contexts.

Component progression

  1. 1I can explain the actual history of a community through time through these bounded curriculum facts: a timeline puts events or changes in the order they happened, from earliest to most recent. buildings in a community can be old or new, and looking at building styles can help show how long people have lived in a place. the kinds of jobs people do in a community can change over time as new tools, technology, and needs appear. public spaces like parks, libraries, and town squares are places a community shares, and they can change in purpose over time. comparing an old photograph of a place with the same place today is one way to build a timeline of change. 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 buildings, work, distinguishing stated facts from questions the current packet does not answer.
  3. 3I can use the supplied facts to connect transportation, public spaces 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 changes and what stays the same in a community?.
  5. 5I can construct an evidence-supported explanation of what changes and what stays the same in a community? and test the reasoning with a new society, source, event, or interpretation.
History · EEP-HIST-1.2

Indigenous Homelands

Independently study particular indigenous nations rather than a single generic culture, including continuing sovereignty and presence. answer the unit inquiry with accurate contextual knowledge and evidence: how do land and water shape community life? across representations and contexts.

Component progression

  1. 1I can explain the actual history of indigenous homelands through these bounded curriculum facts: the haudenosaunee, also called the iroquois confederacy, is made up of several distinct nations that joined together under a shared system of government. pueblo peoples of the southwest built multi-story homes from adobe, a building material made of earth, that helped keep homes cool in a hot, dry climate. indigenous nations often built their communities near rivers, lakes, or fertile land that provided water, food, and materials for building. indigenous nations govern themselves today as sovereign nations, meaning they have their own laws and leadership, alongside being part of the united states or canada. different indigenous nations developed different languages, homes, and traditions suited to the land and water where they lived. 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 one locally relevant nation, haudenosaunee, distinguishing stated facts from questions the current packet does not answer.
  3. 3I can use the supplied facts to connect pueblo peoples 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 land and water shape community life?.
  5. 5I can construct an evidence-supported explanation of how do land and water shape community life? and test the reasoning with a new society, source, event, or interpretation.
History · EEP-HIST-1.3

River Communities

Independently compare how rivers supported food, travel, settlement, and risk in several regions. answer the unit inquiry with accurate contextual knowledge and evidence: why have communities grown near rivers? across representations and contexts.

Component progression

  1. 1I can explain the actual history of river communities through these bounded curriculum facts: the nile river in africa flooded its banks every year, leaving behind rich soil that ancient egyptian farmers used to grow crops in the desert. the tigris and euphrates rivers in west asia supported some of the earliest cities, where people used the water to irrigate farmland. the indus river in south asia supported large, carefully planned ancient cities with organized streets and water systems. the huang he, or yellow river, in east asia is known both for its fertile soil and for floods that could destroy nearby communities. rivers gave ancient communities water to drink, water to farm, fish to eat, and a way to travel and trade with other communities. living near a river came with risks as well as benefits, since rivers could flood unpredictably and damage homes and crops. use place (africa, west and central asia, south asia, east asia) and time (ancient 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 nile, tigris-euphrates, distinguishing stated facts from questions the current packet does not answer.
  3. 3I can use the supplied facts to connect indus, huang he 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 have communities grown near rivers?.
  5. 5I can construct an evidence-supported explanation of why have communities grown near rivers? and test the reasoning with a new society, source, event, or interpretation.
History · EEP-HIST-1.4

Stories People Carry

Independently use age-appropriate folktales, oral traditions, and artifacts as sources while distinguishing story evidence from verified fact. answer the unit inquiry with accurate contextual knowledge and evidence: how do stories preserve knowledge about a community? across representations and contexts.

Component progression

  1. 1I can explain the actual history of stories people carry through these bounded curriculum facts: in many west african communities, a griot is a trained storyteller and historian who memorizes and passes down a community's history through spoken words and music. pacific islander navigators passed down detailed knowledge of stars, waves, and winds through oral tradition, allowing them to sail vast ocean distances without written maps. folktales often teach a lesson or explain something about the world, and the same story can be told in different versions by different storytellers. an oral tradition is knowledge passed down by speaking and listening across generations rather than by writing it down. a story can preserve real historical knowledge even though parts of it may also be imagined or exaggerated, so historians compare stories with other evidence. use place (africa, east asia, south asia, pacific and oceania, latin america and the caribbean) 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 west african oral tradition, chinese or korean story tradition, distinguishing stated facts from questions the current packet does not answer.
  3. 3I can use the supplied facts to connect pacific wayfinding story 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 stories preserve knowledge about a community?.
  5. 5I can construct an evidence-supported explanation of how do stories preserve knowledge about a community? and test the reasoning with a new society, source, event, or interpretation.
History · EEP-HIST-1.5

Movement Makes Communities

Independently introduce migration through voluntary and forced movement with age-appropriate care and without treating all journeys as alike. answer the unit inquiry with accurate contextual knowledge and evidence: why do people move, and what do they bring? across representations and contexts.

Component progression

  1. 1I can explain the actual history of movement makes communities through these bounded curriculum facts: people move to a new place for many reasons, including finding work, joining family, escaping danger, or seeking a better life. some communities have moved with the seasons for generations, following food sources like herds of animals or ripening crops. when people move to a new place, they often bring parts of their culture with them, such as food, language, and traditions. not everyone who has moved chose to; in history, some people and communities were forced to leave their homes against their will. a community can be made up of people whose families arrived at different times and for different reasons. use place (global) 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 family migration, seasonal movement, distinguishing stated facts from questions the current packet does not answer.
  3. 3I can use the supplied facts to connect forced removal introduced carefully 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 do people move, and what do they bring?.
  5. 5I can construct an evidence-supported explanation of why do people move, and what do they bring? and test the reasoning with a new society, source, event, or interpretation.
Inquiry · D1.1.K-2

D1.1.K-2

Independently explain why a compelling question is important to people in a family, school, or community across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to explain why a compelling question is important to people in a family, school, or 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 explain why a compelling question is important to people in a family, school, or 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 explain why a compelling question is important to people in a family, school, or community to a new case.
Inquiry · D1.2.K-2

D1.2.K-2

Independently 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 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 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 identify disciplinary ideas connected to a compelling question to a new case.
Civics · D2.Civ.1.K-2

D2.Civ.1.K-2

Independently 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 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 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 describe roles and responsibilities of people in authority to a new case.
Civics · D2.Civ.2.K-2

D2.Civ.2.K-2

Independently 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 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 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 explain how rules establish responsibilities and protect people to a new case.
Civics · D2.Civ.6.K-2

D2.Civ.6.K-2

Independently 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 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 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 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 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 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 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 explain how scarcity requires people to make choices to a new case.
Economics · D2.Eco.2.K-2

D2.Eco.2.K-2

Independently 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 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 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 identify positive and negative incentives that influence choices to a new case.
Economics · D2.Eco.4.K-2

D2.Eco.4.K-2

Independently 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 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 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 describe costs and benefits of an individual decision to a new case.
Geography · D2.Geo.1.K-2

D2.Geo.1.K-2

Independently 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 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 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 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 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 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 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 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 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 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 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 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 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 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 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 create a chronological sequence of events to a new case.
History · D2.His.2.K-2

D2.His.2.K-2

Independently 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 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 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 compare life in the past with life today to a new case.
History · D2.His.4.K-2

D2.His.4.K-2

Independently 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 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 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 compare perspectives of people in the past to a new case.
Evidence · D3.1.K-2

D3.1.K-2

Independently 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 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 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 gather relevant information from one or two sources to a new case.
Communication · D4.1.K-2

D4.1.K-2

Independently 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 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 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 construct an argument with reasons to a new case.
Civic Action · D4.6.K-2

D4.6.K-2

Independently 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 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 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 identify a local problem and ways people might address it to a new case.
History · EEP.SS.1.1.1

EEP.SS.1.1.1

Independently ask questions and discuss chronological patterns in events from 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 chronological patterns in events from 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 chronological patterns in events from 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 chronological patterns in events from the past to a new case.
History · EEP.SS.1.1.2

EEP.SS.1.1.2

Independently explain how diverse family perspectives and traditions have shaped the united states across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to explain how diverse family perspectives and traditions have shaped the united states; 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 diverse family perspectives and traditions have shaped the united states, 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 diverse family perspectives and traditions have shaped the united states to a new case.
Geography · EEP.SS.1.2.1

EEP.SS.1.2.1

Independently use geographic terms and tools to describe places and spaces across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to use geographic terms and tools to describe 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 use geographic terms and tools to describe 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 use geographic terms and tools to describe places and spaces to a new case.
Geography · EEP.SS.1.2.2

EEP.SS.1.2.2

Independently describe community characteristics and how the environment influences them across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to describe community characteristics and how the environment influences them; 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 community characteristics and how the environment influences them, 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 community characteristics and how the environment influences them to a new case.
Economics · EEP.SS.1.3.1

EEP.SS.1.3.1

Independently explain that people work in different jobs to earn income across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to explain that people work in different jobs to earn income; 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 that people work in different jobs to earn income, 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 that people work in different jobs to earn income to a new case.
Civics · EEP.SS.1.4.1

EEP.SS.1.4.1

Independently explain how effective groups rely on responsible leaders and members across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to explain how effective groups rely on responsible leaders and members; 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 effective groups rely on responsible leaders and members, 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 effective groups rely on responsible leaders and members to a new case.
Civics · EEP.SS.1.4.2

EEP.SS.1.4.2

Independently explain how notable people, places, commemorations, and civic symbols reflect governmental origins and values across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to explain how notable people, places, commemorations, and civic symbols reflect governmental origins and values; 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 notable people, places, commemorations, and civic symbols reflect governmental origins and values, 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 notable people, places, commemorations, and civic symbols reflect governmental origins and values to a new case.
Personal Finance · EEP.SS.1.5.1

EEP.SS.1.5.1

Independently plan how to spend, share, and save money across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to plan how to spend, share, and save money; 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 plan how to spend, share, and save money, 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 plan how to spend, share, and save money to a new case.
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