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 11 Social Studies

26 curriculum outcomes with explicit teaching progressions

Select a record to inspect its progression

Authoritative K–12 history teaching sequence

Comparative Government, Economics, and Civic History

How have institutions, economic systems, and civic movements changed across time and place?

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 thinkinginstitutional comparison · constitutional interpretation · data and policy evidence · deliberation · informed action

ancient to present

Histories of Government and Citizenship

Global

How have societies defined authority, citizenship, and rights?

Compare civic traditions without claiming a single straight line from Greece to modern democracy.

Required anchors: Haudenosaunee governance, Athenian and Roman exclusions, African political institutions, Chinese bureaucracy, constitutional government

c. 1700–present

Constitutions and Rights in Comparison

Global

How do constitutions distribute power and protect—or fail to protect—rights?

Compare written and unwritten constitutional systems, federal and unitary structures, courts, executives, legislatures, and rights enforcement.

Required anchors: United States, South Africa, India, United Kingdom, one Latin American constitution

c. 1750–present

Political Economy Through History

Global

How have markets, states, labor, and property interacted?

Use historical cases and data to compare economic institutions, incentives, public goods, labor systems, and distribution.

Required anchors: industrial capitalism, social democracy, state socialism, colonial extraction, mixed economies

c. 1800–present

Movements, Media, and Democratic Change

AfricaEast AsiaSouth AsiaLatin America and the CaribbeanUnited States and Canada

How do people build power outside formal institutions?

Compare organizing, protest, journalism, courts, elections, repression, and nonviolent and armed strategies in context.

Required anchors: Indian independence, U.S. civil rights, anti-apartheid, Solidarity, Latin American human-rights movements

present with historical context

Public Policy and Historical Evidence

Global

How should historical evidence inform a current policy decision?

Investigate a current issue through its history, stakeholders, quantitative evidence, tradeoffs, and constitutional context without partisan direction.

Required anchors: voting access, housing, public health, migration, environmental policy

History · EEP-HIST-11.1

Histories of Government and Citizenship

Independently compare civic traditions without claiming a single straight line from greece to modern democracy. answer the unit inquiry with accurate contextual knowledge and evidence: how have societies defined authority, citizenship, and rights? across representations and contexts.

Component progression

  1. 1I can explain the actual history of histories of government and citizenship through these bounded curriculum facts: the haudenosaunee confederacy governed through a council system with a founding oral constitution that some historians believe later influenced discussions among framers of the u.s. constitution. ancient athenian democracy limited citizenship and voting rights to free adult men born in the city, excluding women, enslaved people, and foreign residents. the roman republic featured elected officials and a senate, but political power remained concentrated among wealthy citizens, and a large share of the population was enslaved or without full rights. many african societies, such as the asante state, developed councils and systems of chiefs that balanced the power of a central ruler with input from regional leaders. imperial china developed a large civil service bureaucracy, eventually selecting many officials through merit-based examinations rather than only birth. the idea that democracy developed along a single, direct line from ancient greece to modern nations oversimplifies a much more varied global history of governance. use place (global) 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 haudenosaunee governance, athenian and roman exclusions, african political institutions, distinguishing stated facts from questions the current packet does not answer.
  3. 3I can use the supplied facts to connect chinese bureaucracy, constitutional government 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 societies defined authority, citizenship, and rights?.
  5. 5I can construct an evidence-supported explanation of how have societies defined authority, citizenship, and rights? and test the reasoning with a new society, source, event, or interpretation.
History · EEP-HIST-11.2

Constitutions and Rights in Comparison

Independently compare written and unwritten constitutional systems, federal and unitary structures, courts, executives, legislatures, and rights enforcement. answer the unit inquiry with accurate contextual knowledge and evidence: how do constitutions distribute power and protect—or fail to protect—rights? across representations and contexts.

Component progression

  1. 1I can explain the actual history of constitutions and rights in comparison through these bounded curriculum facts: the united states constitution, adopted in 1787, established a federal system dividing power between national and state governments and among three branches. south africa's 1996 constitution, adopted after the end of apartheid, includes an extensive bill of rights and established a constitutional court to enforce it. india's constitution, the longest in the world, established a parliamentary democracy and included specific protections and affirmative programs for historically disadvantaged groups. the united kingdom does not have a single written constitutional document; instead, its constitution is built from historical documents, laws, and long-standing conventions. federal systems, like the united states, divide power between national and regional governments, while unitary systems concentrate authority mainly in the national government. having rights written into a constitution does not guarantee they will be enforced in practice — enforcement depends on courts, institutions, and political will. use place (global) and time (c. 1700–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 united states, south africa, india, distinguishing stated facts from questions the current packet does not answer.
  3. 3I can use the supplied facts to connect united kingdom, one latin american constitution 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 constitutions distribute power and protect—or fail to protect—rights?.
  5. 5I can construct an evidence-supported explanation of how do constitutions distribute power and protect—or fail to protect—rights? and test the reasoning with a new society, source, event, or interpretation.
History · EEP-HIST-11.3

Political Economy Through History

Independently use historical cases and data to compare economic institutions, incentives, public goods, labor systems, and distribution. answer the unit inquiry with accurate contextual knowledge and evidence: how have markets, states, labor, and property interacted? across representations and contexts.

Component progression

  1. 1I can explain the actual history of political economy through history through these bounded curriculum facts: industrial capitalism, which grew after the industrial revolution, relies on private ownership of businesses and markets to determine production and prices. social democracies, common in parts of europe, combine market economies with substantial government programs such as public healthcare and unemployment support. state socialist economies, such as the soviet union's, had the government directly own major industries and set production targets rather than relying primarily on markets. colonial economic systems often extracted raw materials and labor from colonized regions to benefit the colonizing country, shaping long-term economic patterns in many nations. most modern economies are mixed economies, combining private markets with government regulation, public services, and some state-owned enterprises. historical economic data, such as wages, prices, and trade volumes, can help historians compare living standards and economic change across different times and places. use place (global) and time (c. 1750–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 industrial capitalism, social democracy, state socialism, distinguishing stated facts from questions the current packet does not answer.
  3. 3I can use the supplied facts to connect colonial extraction, mixed economies 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 markets, states, labor, and property interacted?.
  5. 5I can construct an evidence-supported explanation of how have markets, states, labor, and property interacted? and test the reasoning with a new society, source, event, or interpretation.
History · EEP-HIST-11.4

Movements, Media, and Democratic Change

Independently compare organizing, protest, journalism, courts, elections, repression, and nonviolent and armed strategies in context. answer the unit inquiry with accurate contextual knowledge and evidence: how do people build power outside formal institutions? across representations and contexts.

Component progression

  1. 1I can explain the actual history of movements, media, and democratic change through these bounded curriculum facts: mahatma gandhi led a movement for indian independence that relied heavily on nonviolent civil disobedience, including boycotts and mass protests, against british rule. the u.s. civil rights movement combined legal challenges, nonviolent direct action such as sit-ins and marches, and grassroots organizing to challenge racial segregation. the anti-apartheid movement in south africa combined internal resistance, international economic pressure such as boycotts and sanctions, and diplomatic isolation to help end legal racial segregation. solidarity, a polish labor movement founded in 1980, organized workers to challenge communist rule and contributed to major political change in poland by the end of the decade. human rights movements in latin america have organized to document and seek accountability for abuses committed by authoritarian governments, including forced disappearances. independent journalism and media have often played an important role in exposing abuses of power and informing public movements for change, which is part of why authoritarian governments frequently restrict press freedom. use place (africa, east asia, south asia, latin america and the caribbean, united states and canada) and time (c. 1800–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 indian independence, u.s. civil rights, anti-apartheid, distinguishing stated facts from questions the current packet does not answer.
  3. 3I can use the supplied facts to connect solidarity, latin american human-rights movements 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 people build power outside formal institutions?.
  5. 5I can construct an evidence-supported explanation of how do people build power outside formal institutions? and test the reasoning with a new society, source, event, or interpretation.
History · EEP-HIST-11.5

Public Policy and Historical Evidence

Independently investigate a current issue through its history, stakeholders, quantitative evidence, tradeoffs, and constitutional context without partisan direction. answer the unit inquiry with accurate contextual knowledge and evidence: how should historical evidence inform a current policy decision? across representations and contexts.

Component progression

  1. 1I can explain the actual history of public policy and historical evidence through these bounded curriculum facts: historical evidence about past policies, such as what happened after a law changed, can help evaluate the likely effects of similar policies today. voting access policies, including registration rules and polling locations, have changed considerably over u.s. history and continue to be debated today. housing policy in the twentieth century, including practices like redlining that limited where some groups could buy homes, has had lasting effects on wealth and neighborhoods. public health policy decisions, such as responses to past epidemics, provide historical evidence that can inform how governments respond to new health crises. migration policy involves balancing many stakeholders' interests, including economic effects, humanitarian concerns, and national security, and has changed significantly across different eras. evaluating a policy issue responsibly means looking at quantitative evidence and historical precedent from multiple perspectives rather than starting from a predetermined conclusion. use place (global) and time (present with historical context) 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 voting access, housing, public health, distinguishing stated facts from questions the current packet does not answer.
  3. 3I can use the supplied facts to connect migration, environmental policy 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 should historical evidence inform a current policy decision?.
  5. 5I can construct an evidence-supported explanation of how should historical evidence inform a current policy decision? and test the reasoning with a new society, source, event, or interpretation.
Civics Economics · C3.D2.Civ.1.9-12

C3.D2.Civ.1.9-12

Independently distinguish the powers and responsibilities of local, state, tribal, national, and international civic and political institutions across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to distinguish the powers and responsibilities of local, state, tribal, national, and international civic and political institutions; 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 distinguish the powers and responsibilities of local, state, tribal, national, and international civic and political institutions, 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 distinguish the powers and responsibilities of local, state, tribal, national, and international civic and political institutions to a new case.
Civics Economics · C3.D2.Civ.4.9-12

C3.D2.Civ.4.9-12

Independently explain how groups and institutions make rules and how people can change those rules across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to explain how groups and institutions make rules and how people can change those rules; 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 groups and institutions make rules and how people can change those rules, 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 groups and institutions make rules and how people can change those rules to a new case.
Civics Economics · C3.D2.Civ.8.9-12

C3.D2.Civ.8.9-12

Independently evaluate social, political, and economic contexts that shape governmental policy across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to evaluate social, political, and economic contexts that shape governmental policy; 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 evaluate social, political, and economic contexts that shape governmental policy, 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 evaluate social, political, and economic contexts that shape governmental policy to a new case.
Civics Economics · C3.D2.Civ.10.9-12

C3.D2.Civ.10.9-12

Independently analyze the impact and appropriate roles of personal interests and perspectives on civic participation across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to analyze the impact and appropriate roles of personal interests and perspectives on civic participation; 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 impact and appropriate roles of personal interests and perspectives on civic participation, 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 impact and appropriate roles of personal interests and perspectives on civic participation to a new case.
Civics Economics · C3.D2.Civ.12.9-12

C3.D2.Civ.12.9-12

Independently analyze how people use and challenge laws, institutions, and civic processes to address public problems across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to analyze how people use and challenge laws, institutions, and civic processes to address public problems; 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 how people use and challenge laws, institutions, and civic processes to address public problems, 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 how people use and challenge laws, institutions, and civic processes to address public problems to a new case.
Civics Economics · C3.D2.Eco.1.9-12

C3.D2.Eco.1.9-12

Independently analyze how incentives influence individual and institutional choices across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to analyze how incentives influence individual and institutional 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 analyze how incentives influence individual and institutional 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 analyze how incentives influence individual and institutional choices to a new case.
Civics Economics · C3.D2.Eco.6.9-12

C3.D2.Eco.6.9-12

Independently generate possible explanations for a government policy's intended and unintended economic consequences across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to generate possible explanations for a government policy's intended and unintended economic consequences; 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 generate possible explanations for a government policy's intended and unintended economic consequences, 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 generate possible explanations for a government policy's intended and unintended economic consequences to a new case.
Civics Economics · C3.D2.Eco.10.9-12

C3.D2.Eco.10.9-12

Independently use current data to explain relationships among economic indicators and evaluate economic conditions across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to use current data to explain relationships among economic indicators and evaluate economic conditions; 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 current data to explain relationships among economic indicators and evaluate economic conditions, 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 current data to explain relationships among economic indicators and evaluate economic conditions to a new case.
Civics Economics · C3.D3.2.9-12

C3.D3.2.9-12

Independently evaluate source credibility by examining origin, authority, structure, context, and corroborative value across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to evaluate source credibility by examining origin, authority, structure, context, and corroborative value; 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 evaluate source credibility by examining origin, authority, structure, context, and corroborative value, 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 evaluate source credibility by examining origin, authority, structure, context, and corroborative value to a new case.
Civics Economics · C3.D4.8.9-12

C3.D4.8.9-12

Independently apply democratic strategies and procedures to deliberate, make decisions, and take informed action across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to apply democratic strategies and procedures to deliberate, make decisions, and take informed action; 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 apply democratic strategies and procedures to deliberate, make decisions, and take informed action, 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 apply democratic strategies and procedures to deliberate, make decisions, and take informed action to a new case.
Civics Economics · EEP-SS-11-CE.1

Civics and Economics 1

Independently analyze constitutional structures, federalism, separation of powers, checks and balances, and constitutional change through nonpartisan evidence and informed deliberation across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to analyze constitutional structures, federalism, separation of powers, checks and balances, and constitutional change through nonpartisan evidence and informed deliberation; 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 constitutional structures, federalism, separation of powers, checks and balances, and constitutional change through nonpartisan evidence and informed deliberation, 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 constitutional structures, federalism, separation of powers, checks and balances, and constitutional change through nonpartisan evidence and informed deliberation to a new case.
Civics Economics · EEP-SS-11-CE.2

Civics and Economics 2

Independently analyze civil liberties, civil rights, equal protection, due process, and conflicts among rights through nonpartisan evidence and informed deliberation across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to analyze civil liberties, civil rights, equal protection, due process, and conflicts among rights through nonpartisan evidence and informed deliberation; 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 liberties, civil rights, equal protection, due process, and conflicts among rights through nonpartisan evidence and informed deliberation, 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 liberties, civil rights, equal protection, due process, and conflicts among rights through nonpartisan evidence and informed deliberation to a new case.
Civics Economics · EEP-SS-11-CE.3

Civics and Economics 3

Independently analyze voting, representation, political parties, campaigns, districting, and barriers to participation through nonpartisan evidence and informed deliberation across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to analyze voting, representation, political parties, campaigns, districting, and barriers to participation through nonpartisan evidence and informed deliberation; 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 voting, representation, political parties, campaigns, districting, and barriers to participation through nonpartisan evidence and informed deliberation, 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 voting, representation, political parties, campaigns, districting, and barriers to participation through nonpartisan evidence and informed deliberation to a new case.
Civics Economics · EEP-SS-11-CE.4

Civics and Economics 4

Independently analyze legislative, executive, judicial, administrative, tribal, state, local, and international institutions through nonpartisan evidence and informed deliberation across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to analyze legislative, executive, judicial, administrative, tribal, state, local, and international institutions through nonpartisan evidence and informed deliberation; 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 legislative, executive, judicial, administrative, tribal, state, local, and international institutions through nonpartisan evidence and informed deliberation, 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 legislative, executive, judicial, administrative, tribal, state, local, and international institutions through nonpartisan evidence and informed deliberation to a new case.
Civics Economics · EEP-SS-11-CE.5

Civics and Economics 5

Independently analyze public policy analysis using evidence, stakeholder perspectives, costs, benefits, and unintended consequences through nonpartisan evidence and informed deliberation across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to analyze public policy analysis using evidence, stakeholder perspectives, costs, benefits, and unintended consequences through nonpartisan evidence and informed deliberation; 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 public policy analysis using evidence, stakeholder perspectives, costs, benefits, and unintended consequences through nonpartisan evidence and informed deliberation, 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 public policy analysis using evidence, stakeholder perspectives, costs, benefits, and unintended consequences through nonpartisan evidence and informed deliberation to a new case.
Civics Economics · EEP-SS-11-CE.6

Civics and Economics 6

Independently analyze news, propaganda, algorithms, misinformation, source verification, and responsible public communication through nonpartisan evidence and informed deliberation across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to analyze news, propaganda, algorithms, misinformation, source verification, and responsible public communication through nonpartisan evidence and informed deliberation; 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 news, propaganda, algorithms, misinformation, source verification, and responsible public communication through nonpartisan evidence and informed deliberation, 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 news, propaganda, algorithms, misinformation, source verification, and responsible public communication through nonpartisan evidence and informed deliberation to a new case.
Civics Economics · EEP-SS-11-CE.7

Civics and Economics 7

Independently analyze economic systems, markets, public goods, externalities, regulation, and democratic choices through nonpartisan evidence and informed deliberation across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to analyze economic systems, markets, public goods, externalities, regulation, and democratic choices through nonpartisan evidence and informed deliberation; 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 economic systems, markets, public goods, externalities, regulation, and democratic choices through nonpartisan evidence and informed deliberation, 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 economic systems, markets, public goods, externalities, regulation, and democratic choices through nonpartisan evidence and informed deliberation to a new case.
Civics Economics · EEP-SS-11-CE.8

Civics and Economics 8

Independently analyze labor, wages, unions, unemployment, inflation, productivity, and economic inequality through nonpartisan evidence and informed deliberation across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to analyze labor, wages, unions, unemployment, inflation, productivity, and economic inequality through nonpartisan evidence and informed deliberation; 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 labor, wages, unions, unemployment, inflation, productivity, and economic inequality through nonpartisan evidence and informed deliberation, 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 labor, wages, unions, unemployment, inflation, productivity, and economic inequality through nonpartisan evidence and informed deliberation to a new case.
Civics Economics · EEP-SS-11-CE.9

Civics and Economics 9

Independently analyze taxes, public budgets, monetary and fiscal policy, credit, debt, saving, investing, and consumer protection through nonpartisan evidence and informed deliberation across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to analyze taxes, public budgets, monetary and fiscal policy, credit, debt, saving, investing, and consumer protection through nonpartisan evidence and informed deliberation; 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 taxes, public budgets, monetary and fiscal policy, credit, debt, saving, investing, and consumer protection through nonpartisan evidence and informed deliberation, 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 taxes, public budgets, monetary and fiscal policy, credit, debt, saving, investing, and consumer protection through nonpartisan evidence and informed deliberation to a new case.
Civics Economics · EEP-SS-11-CE.10

Civics and Economics 10

Independently analyze deliberation, coalition building, community research, and constitutional informed action through nonpartisan evidence and informed deliberation across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to analyze deliberation, coalition building, community research, and constitutional informed action through nonpartisan evidence and informed deliberation; 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 deliberation, coalition building, community research, and constitutional informed action through nonpartisan evidence and informed deliberation, 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 deliberation, coalition building, community research, and constitutional informed action through nonpartisan evidence and informed deliberation to a new case.
Geography · C3.D2.Geo.11.9-12

C3.D2.Geo.11.9-12

Independently evaluate the impact of economic activities and political decisions on spatial patterns within and among urban, suburban, and rural regions across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to evaluate the impact of economic activities and political decisions on spatial patterns within and among urban, suburban, and rural regions; 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 evaluate the impact of economic activities and political decisions on spatial patterns within and among urban, suburban, and rural regions, 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 evaluate the impact of economic activities and political decisions on spatial patterns within and among urban, suburban, and rural regions to a new case.
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