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 10 Social Studies

16 curriculum outcomes with explicit teaching progressions

Select a record to inspect its progression

Authoritative K–12 history teaching sequence

United States History: 1877 to the Present

How have Americans contested the meaning of democracy in an industrial and global nation?

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 thinkingsynthesis · policy analysis · oral and visual sources · historical debate · research argument

1877–1900

Reconstruction's Afterlives and the Gilded Age

United States and CanadaIndigenous AmericasGlobal

How did industrial expansion reshape freedom and power?

Analyze industrial capitalism, labor, immigration, western conquest, Native sovereignty, segregation, and reform.

Required anchors: railroads and corporations, labor movements, Chinese exclusion, Dawes Act, Jim Crow

1890–1919

Reform, Empire, and World War

United States and CanadaLatin America and the CaribbeanPacific and OceaniaGlobal

Who defined progress at home and power abroad?

Compare Progressive reforms and exclusions with U.S. expansion, resistance in colonized places, and World War I.

Required anchors: Progressivism, Spanish-American War, Philippine-American War, Puerto Rico and Hawaiʻi, World War I

1920–1941

Prosperity, Exclusion, and Depression

United States and CanadaAfricaLatin America and the Caribbean

How did cultural change and economic crisis reshape public life?

Study mass culture, Harlem Renaissance, migration, nativism, the Great Depression, New Deal, and their unequal effects.

Required anchors: Great Migration, Harlem Renaissance, immigration restriction, Dust Bowl, New Deal

1941–1960

World War II and the Early Cold War

GlobalUnited States and CanadaPacific and OceaniaEast Asia

How did global war transform U.S. power and society?

Analyze multiple theaters, genocide, mobilization, incarceration, atomic warfare, international institutions, and early Cold War.

Required anchors: Holocaust, Japanese American incarceration, Double V campaign, Pacific War, atomic bombs, United Nations

1945–1980

Freedom Movements and a Changing Society

United States and CanadaIndigenous AmericasLatin America and the Caribbean

How did movements force institutions to confront unequal rights?

Study Black freedom struggles alongside Latino, Indigenous, Asian American, women's, disability, labor, and LGBTQ+ histories using age-appropriate sources.

Required anchors: Brown and Montgomery, grassroots organizing, Chicano movement, American Indian Movement, feminist movements, disability rights

1980–present

The United States in a Connected World

GlobalUnited States and Canada

How have political change, technology, migration, and globalization reshaped the nation?

Examine late Cold War change, deindustrialization, immigration, political realignment, terrorism and war, digital life, inequality, and climate policy through nonpartisan evidence.

Required anchors: end of Cold War, globalization, post-1965 immigration, September 11 and its aftermath, digital revolution

History · EEP-HIST-10.1

Reconstruction's Afterlives and the Gilded Age

Independently analyze industrial capitalism, labor, immigration, western conquest, native sovereignty, segregation, and reform. answer the unit inquiry with accurate contextual knowledge and evidence: how did industrial expansion reshape freedom and power? across representations and contexts.

Component progression

  1. 1I can explain the actual history of reconstruction's afterlives and the gilded age through these bounded curriculum facts: after reconstruction ended in 1877, southern states passed jim crow laws that enforced racial segregation and restricted black americans' civil rights for decades. the completion of transcontinental railroads and the growth of large corporations transformed the american economy and created enormous new fortunes alongside difficult conditions for many workers. workers organized labor unions and carried out strikes during this period to demand better wages, hours, and working conditions, sometimes met with violent resistance from employers and government. the chinese exclusion act of 1882 banned nearly all immigration from china and was the first major u.s. law to restrict immigration based on nationality. the dawes act of 1887 broke up indigenous reservation land into individual allotments, resulting in the loss of millions of acres of indigenous-held land. the u.s. government and military continued to force indigenous nations onto reservations during this period, often after violent conflict, undermining indigenous sovereignty. use place (united states and canada, indigenous americas, global) and time (1877–1900) 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 railroads and corporations, labor movements, chinese exclusion, distinguishing stated facts from questions the current packet does not answer.
  3. 3I can use the supplied facts to connect dawes act, jim crow 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 did industrial expansion reshape freedom and power?.
  5. 5I can construct an evidence-supported explanation of how did industrial expansion reshape freedom and power? and test the reasoning with a new society, source, event, or interpretation.
History · EEP-HIST-10.2

Reform, Empire, and World War

Independently compare progressive reforms and exclusions with u.s. expansion, resistance in colonized places, and world war i. answer the unit inquiry with accurate contextual knowledge and evidence: who defined progress at home and power abroad? across representations and contexts.

Component progression

  1. 1I can explain the actual history of reform, empire, and world war through these bounded curriculum facts: progressive reformers worked to address problems caused by industrialization, including unsafe working conditions, political corruption, and public health, though many reforms still excluded black americans and other groups. the united states gained control of puerto rico, guam, and the philippines after winning the spanish-american war in 1898. filipino forces that had fought for independence from spain then fought a war against u.s. occupation, known as the philippine-american war, which the u.s. won at a high cost in filipino lives. the united states formally annexed hawaiʻi in 1898, several years after american businessmen had helped overthrow the hawaiian monarchy. the united states entered world war i in 1917, sending troops to fight alongside britain, france, and their allies against germany and the central powers. world war i ended in 1918, and the war's aftermath reshaped international borders and set the stage for future conflicts. use place (united states and canada, latin america and the caribbean, pacific and oceania, global) and time (1890–1919) 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 progressivism, spanish-american war, philippine-american war, distinguishing stated facts from questions the current packet does not answer.
  3. 3I can use the supplied facts to connect puerto rico and hawaiʻi, world war i 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: who defined progress at home and power abroad?.
  5. 5I can construct an evidence-supported explanation of who defined progress at home and power abroad? and test the reasoning with a new society, source, event, or interpretation.
History · EEP-HIST-10.3

Prosperity, Exclusion, and Depression

Independently study mass culture, harlem renaissance, migration, nativism, the great depression, new deal, and their unequal effects. answer the unit inquiry with accurate contextual knowledge and evidence: how did cultural change and economic crisis reshape public life? across representations and contexts.

Component progression

  1. 1I can explain the actual history of prosperity, exclusion, and depression through these bounded curriculum facts: during the great migration, millions of black americans moved from the rural south to cities in the north, midwest, and west seeking jobs and escaping segregation and violence. the harlem renaissance was a flourishing of black literature, music, and art centered in new york city during the 1920s. the immigration act of 1924 sharply restricted immigration and set quotas favoring immigrants from northern and western europe while largely excluding immigrants from asia. the stock market crash of 1929 triggered the great depression, a period of severe economic hardship and mass unemployment that lasted through the 1930s. severe drought and poor farming practices caused the dust bowl, which destroyed farmland across the great plains and forced many families to migrate west. president franklin roosevelt's new deal created government programs aimed at providing relief, recovery, and reform during the great depression, though many programs initially excluded black and other minority workers. use place (united states and canada, africa, latin america and the caribbean) and time (1920–1941) 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 great migration, harlem renaissance, immigration restriction, distinguishing stated facts from questions the current packet does not answer.
  3. 3I can use the supplied facts to connect dust bowl, new deal 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 did cultural change and economic crisis reshape public life?.
  5. 5I can construct an evidence-supported explanation of how did cultural change and economic crisis reshape public life? and test the reasoning with a new society, source, event, or interpretation.
History · EEP-HIST-10.4

World War II and the Early Cold War

Independently analyze multiple theaters, genocide, mobilization, incarceration, atomic warfare, international institutions, and early cold war. answer the unit inquiry with accurate contextual knowledge and evidence: how did global war transform u.s. power and society? across representations and contexts.

Component progression

  1. 1I can explain the actual history of world war ii and the early cold war through these bounded curriculum facts: the united states entered world war ii after japan's attack on pearl harbor in december 1941, fighting in both the european and pacific theaters. nazi germany carried out the holocaust during the war, systematically murdering six million jews and millions of other victims. the u.s. government forcibly incarcerated roughly 120,000 japanese americans, most of them u.s. citizens, in camps during world war ii without individual charges or trials. the double v campaign, promoted by black americans during the war, called for victory over fascism abroad and victory over racial discrimination at home. the united states dropped atomic bombs on the japanese cities of hiroshima and nagasaki in august 1945, leading to japan's surrender and the war's end. after the war, the united nations was founded to promote international cooperation, and rising tension between the united states and soviet union began the cold war. use place (global, united states and canada, pacific and oceania, east asia) and time (1941–1960) 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 holocaust, japanese american incarceration, double v campaign, distinguishing stated facts from questions the current packet does not answer.
  3. 3I can use the supplied facts to connect pacific war, atomic bombs, united nations 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 did global war transform u.s. power and society?.
  5. 5I can construct an evidence-supported explanation of how did global war transform u.s. power and society? and test the reasoning with a new society, source, event, or interpretation.
History · EEP-HIST-10.5

Freedom Movements and a Changing Society

Independently study black freedom struggles alongside latino, indigenous, asian american, women's, disability, labor, and lgbtq+ histories using age-appropriate sources. answer the unit inquiry with accurate contextual knowledge and evidence: how did movements force institutions to confront unequal rights? across representations and contexts.

Component progression

  1. 1I can explain the actual history of freedom movements and a changing society through these bounded curriculum facts: the supreme court's 1954 brown v. board of education decision ruled that racially segregated public schools were unconstitutional, overturning the earlier "separate but equal" doctrine. the montgomery bus boycott of 1955–1956, sparked by rosa parks's arrest, was a major organized protest against bus segregation that helped launch the wider civil rights movement. the chicano movement organized for civil rights, fair labor conditions, and cultural recognition for mexican americans, including efforts led by labor organizers such as cesar chavez and dolores huerta. the american indian movement, founded in 1968, organized to address issues including treaty rights, poverty, and police treatment of indigenous people. the women's rights movement of this era pushed for equal pay, reproductive rights, and an end to legal and workplace discrimination based on sex. the disability rights movement organized to demand accessibility and end discrimination, contributing to later laws such as the americans with disabilities act. use place (united states and canada, indigenous americas, latin america and the caribbean) and time (1945–1980) 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 brown and montgomery, grassroots organizing, chicano movement, distinguishing stated facts from questions the current packet does not answer.
  3. 3I can use the supplied facts to connect american indian movement, feminist movements, disability rights 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 did movements force institutions to confront unequal rights?.
  5. 5I can construct an evidence-supported explanation of how did movements force institutions to confront unequal rights? and test the reasoning with a new society, source, event, or interpretation.
History · EEP-HIST-10.6

The United States in a Connected World

Independently examine late cold war change, deindustrialization, immigration, political realignment, terrorism and war, digital life, inequality, and climate policy through nonpartisan evidence. answer the unit inquiry with accurate contextual knowledge and evidence: how have political change, technology, migration, and globalization reshaped the nation? across representations and contexts.

Component progression

  1. 1I can explain the actual history of the united states in a connected world through these bounded curriculum facts: the cold war ended around 1991 with the collapse of the soviet union, ending decades of rivalry between the two superpowers. the immigration and nationality act of 1965 ended national-origin quotas, leading to significant growth in immigration from asia, latin america, and africa in subsequent decades. globalization increased economic interdependence between countries, moving much manufacturing overseas while also increasing trade and access to goods. the september 11, 2001 terrorist attacks led the united states into wars in afghanistan and iraq and significant changes to domestic security policy. the rise of the internet and digital technology since the 1990s has transformed communication, commerce, and how people access information. scientific evidence has shown that human activity is driving climate change, an issue that has become an increasingly significant part of u.s. and global policy debate. use place (global, united states and canada) and time (1980–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 end of cold war, globalization, post-1965 immigration, distinguishing stated facts from questions the current packet does not answer.
  3. 3I can use the supplied facts to connect september 11 and its aftermath, digital revolution 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 have political change, technology, migration, and globalization reshaped the nation?.
  5. 5I can construct an evidence-supported explanation of how have political change, technology, migration, and globalization reshaped the nation? and test the reasoning with a new society, source, event, or interpretation.
Modern United States History · EEP-SS-10-USH.1

Modern U.S. History 1

Independently analyze reconstruction, constitutional transformation, black political participation, and organized white supremacist backlash using primary sources and competing interpretations across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to analyze reconstruction, constitutional transformation, black political participation, and organized white supremacist backlash using primary sources and competing interpretations; 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 analyze reconstruction, constitutional transformation, black political participation, and organized white supremacist backlash using primary sources and competing interpretations, 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 analyze reconstruction, constitutional transformation, black political participation, and organized white supremacist backlash using primary sources and competing interpretations to a new case.
Modern United States History · EEP-SS-10-USH.2

Modern U.S. History 2

Independently analyze industrial capitalism, labor movements, immigration, urbanization, and indigenous dispossession using primary sources and competing interpretations across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to analyze industrial capitalism, labor movements, immigration, urbanization, and indigenous dispossession using primary sources and competing interpretations; 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 analyze industrial capitalism, labor movements, immigration, urbanization, and indigenous dispossession using primary sources and competing interpretations, 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 analyze industrial capitalism, labor movements, immigration, urbanization, and indigenous dispossession using primary sources and competing interpretations to a new case.
Modern United States History · EEP-SS-10-USH.3

Modern U.S. History 3

Independently analyze u.s. imperialism, overseas expansion, resistance, and debates over citizenship using primary sources and competing interpretations across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to analyze u.s. imperialism, overseas expansion, resistance, and debates over citizenship using primary sources and competing interpretations; 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 analyze u.s. imperialism, overseas expansion, resistance, and debates over citizenship using primary sources and competing interpretations, 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 analyze u.s. imperialism, overseas expansion, resistance, and debates over citizenship using primary sources and competing interpretations to a new case.
Modern United States History · EEP-SS-10-USH.4

Modern U.S. History 4

Independently analyze progressive reform, women's suffrage, racial exclusion, and contested democracy using primary sources and competing interpretations across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to analyze progressive reform, women's suffrage, racial exclusion, and contested democracy using primary sources and competing interpretations; 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 analyze progressive reform, women's suffrage, racial exclusion, and contested democracy using primary sources and competing interpretations, 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 analyze progressive reform, women's suffrage, racial exclusion, and contested democracy using primary sources and competing interpretations to a new case.
Modern United States History · EEP-SS-10-USH.5

Modern U.S. History 5

Independently analyze world wars, civil liberties, migration, genocide, diplomacy, and the home front using primary sources and competing interpretations across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to analyze world wars, civil liberties, migration, genocide, diplomacy, and the home front using primary sources and competing interpretations; 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 analyze world wars, civil liberties, migration, genocide, diplomacy, and the home front using primary sources and competing interpretations, 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 analyze world wars, civil liberties, migration, genocide, diplomacy, and the home front using primary sources and competing interpretations to a new case.
Modern United States History · EEP-SS-10-USH.6

Modern U.S. History 6

Independently analyze the great depression, new deal, labor, and unequal access to public policy using primary sources and competing interpretations across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to analyze the great depression, new deal, labor, and unequal access to public policy using primary sources and competing interpretations; 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 analyze the great depression, new deal, labor, and unequal access to public policy using primary sources and competing interpretations, 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 analyze the great depression, new deal, labor, and unequal access to public policy using primary sources and competing interpretations to a new case.
Modern United States History · EEP-SS-10-USH.7

Modern U.S. History 7

Independently analyze cold war power, nuclear risk, proxy wars, decolonization, and domestic politics using primary sources and competing interpretations across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to analyze cold war power, nuclear risk, proxy wars, decolonization, and domestic politics using primary sources and competing interpretations; 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 analyze cold war power, nuclear risk, proxy wars, decolonization, and domestic politics using primary sources and competing interpretations, 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 analyze cold war power, nuclear risk, proxy wars, decolonization, and domestic politics using primary sources and competing interpretations to a new case.
Modern United States History · EEP-SS-10-USH.8

Modern U.S. History 8

Independently analyze civil rights, black freedom, indigenous sovereignty, chicano, asian american, feminist, disability, and lgbtq+ movements using primary sources and competing interpretations across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to analyze civil rights, black freedom, indigenous sovereignty, chicano, asian american, feminist, disability, and lgbtq+ movements using primary sources and competing interpretations; 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 analyze civil rights, black freedom, indigenous sovereignty, chicano, asian american, feminist, disability, and lgbtq+ movements using primary sources and competing interpretations, 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 analyze civil rights, black freedom, indigenous sovereignty, chicano, asian american, feminist, disability, and lgbtq+ movements using primary sources and competing interpretations to a new case.
Modern United States History · EEP-SS-10-USH.9

Modern U.S. History 9

Independently analyze deindustrialization, immigration, conservatism, globalization, technology, and inequality using primary sources and competing interpretations across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to analyze deindustrialization, immigration, conservatism, globalization, technology, and inequality using primary sources and competing interpretations; 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 analyze deindustrialization, immigration, conservatism, globalization, technology, and inequality using primary sources and competing interpretations, 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 analyze deindustrialization, immigration, conservatism, globalization, technology, and inequality using primary sources and competing interpretations to a new case.
Modern United States History · EEP-SS-10-USH.10

Modern U.S. History 10

Independently analyze contemporary democracy, media, climate, public health, polarization, and civic participation using primary sources and competing interpretations across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to analyze contemporary democracy, media, climate, public health, polarization, and civic participation using primary sources and competing interpretations; 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 analyze contemporary democracy, media, climate, public health, polarization, and civic participation using primary sources and competing interpretations, 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 analyze contemporary democracy, media, climate, public health, polarization, and civic participation using primary sources and competing interpretations to a new case.
Request Academy Access