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 12 Social Studies

58 curriculum outcomes with explicit teaching progressions

Select a record to inspect its progression

Authoritative K–12 history teaching sequence

Historical Inquiry and Global Challenges Capstone

How can responsible historical inquiry help us understand and act in the present?

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 thinkingindependent research · historiography · archive and data evaluation · public history · defensible synthesis

multiple periods

How Historical Knowledge Is Built

Global

Why do credible historians sometimes disagree?

Evaluate archives, silences, provenance, corroboration, periodization, quantitative evidence, oral history, archaeology, and revision.

Required anchors: source provenance, archival silence, competing interpretations, ethical citation

student-selected period

Connected Histories Research Seminar

Global

How can one focused question reveal connections across regions?

Design a comparative or connected history inquiry that includes meaningful evidence from more than one region.

Required anchors: migration or diaspora, trade or technology, empire or resistance, environmental exchange

past to present

Memory, Museums, and Reparative Debate

Global

Who controls public memory, and what responsibilities follow?

Analyze monuments, museums, repatriation, commemoration, contested heritage, and repair through affected communities' perspectives.

Required anchors: Benin Bronzes, Indigenous cultural property, memorial comparison, museum label redesign

c. 1800–present

Historical Roots of a Global Challenge

Global

What historical systems produced a current global challenge?

Trace causation across scales and assess continuity, turning points, unequal impact, and proposed responses.

Required anchors: climate change, migration, public health, inequality, conflict

student-selected period

Public History Capstone

Global

How can we communicate a rigorous history responsibly to a public audience?

Produce and defend a sourced exhibit, essay, podcast script, map narrative, or policy history for a real audience.

Required anchors: research question, annotated source set, argument, counterinterpretation, public product

History · EEP-HIST-12.1

How Historical Knowledge Is Built

Independently evaluate archives, silences, provenance, corroboration, periodization, quantitative evidence, oral history, archaeology, and revision. answer the unit inquiry with accurate contextual knowledge and evidence: why do credible historians sometimes disagree? across representations and contexts.

Component progression

  1. 1I can explain the actual history of how historical knowledge is built through these bounded curriculum facts: provenance is the documented history of where a source came from and who has held it, and it affects how much a historian can trust the source. archival silence refers to gaps in the historical record, often because the experiences of less powerful groups were less likely to be written down or preserved. credible historians can disagree because they weigh incomplete evidence differently, ask different questions, or bring different frameworks to the same events. periodization, the way historians divide time into eras, is itself a historical argument, since different divisions emphasize different causes and connections. historical interpretations are regularly revised as new evidence is discovered or as historians reexamine existing evidence with new questions. oral history and archaeology can provide evidence about the past even when written records are missing or incomplete, though each has its own limitations. use place (global) and time (multiple periods) 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 source provenance, archival silence, distinguishing stated facts from questions the current packet does not answer.
  3. 3I can use the supplied facts to connect competing interpretations, ethical citation 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 credible historians sometimes disagree?.
  5. 5I can construct an evidence-supported explanation of why do credible historians sometimes disagree? and test the reasoning with a new society, source, event, or interpretation.
History · EEP-HIST-12.2

Connected Histories Research Seminar

Independently design a comparative or connected history inquiry that includes meaningful evidence from more than one region. answer the unit inquiry with accurate contextual knowledge and evidence: how can one focused question reveal connections across regions? across representations and contexts.

Component progression

  1. 1I can explain the actual history of connected histories research seminar through these bounded curriculum facts: a connected history approach studies how events, people, or ideas in different regions influenced one another, rather than studying each region in isolation. a strong historical research question is specific and answerable with available evidence, rather than being so broad that it cannot be meaningfully investigated. comparative history examines similarities and differences between two or more cases to better understand what caused a particular outcome. studying migration or diaspora across regions can reveal how ideas, goods, and cultural practices moved and changed as people moved. environmental factors, such as climate or disease, have shaped connections and conflicts between distant regions throughout history. a well-supported historical argument draws on evidence from more than one type of source and considers alternative explanations. use place (global) and time (student-selected period) 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 migration or diaspora, trade or technology, distinguishing stated facts from questions the current packet does not answer.
  3. 3I can use the supplied facts to connect empire or resistance, environmental exchange 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 can one focused question reveal connections across regions?.
  5. 5I can construct an evidence-supported explanation of how can one focused question reveal connections across regions? and test the reasoning with a new society, source, event, or interpretation.
History · EEP-HIST-12.3

Memory, Museums, and Reparative Debate

Independently analyze monuments, museums, repatriation, commemoration, contested heritage, and repair through affected communities' perspectives. answer the unit inquiry with accurate contextual knowledge and evidence: who controls public memory, and what responsibilities follow? across representations and contexts.

Component progression

  1. 1I can explain the actual history of memory, museums, and reparative debate through these bounded curriculum facts: the benin bronzes are a collection of intricate metal and ivory artworks looted by british forces from the kingdom of benin in 1897, and their return has become a major international repatriation debate. repatriation is the return of cultural or historical objects to the community or nation from which they originated. museums make choices about what objects to display, how to label them, and whose perspective to center, and these choices shape public understanding of history. many indigenous nations have advocated for the return of ancestral remains and sacred objects held by museums and universities, leading to laws such as the u.s. native american graves protection and repatriation act. a monument reflects the values and priorities of the people and period that built it, which is why communities sometimes debate removing, relocating, or recontextualizing older monuments. reparative approaches to public history seek to include perspectives, especially those of harmed communities, that were left out of earlier historical narratives. 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 benin bronzes, indigenous cultural property, distinguishing stated facts from questions the current packet does not answer.
  3. 3I can use the supplied facts to connect memorial comparison, museum label redesign 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 controls public memory, and what responsibilities follow?.
  5. 5I can construct an evidence-supported explanation of who controls public memory, and what responsibilities follow? and test the reasoning with a new society, source, event, or interpretation.
History · EEP-HIST-12.4

Historical Roots of a Global Challenge

Independently trace causation across scales and assess continuity, turning points, unequal impact, and proposed responses. answer the unit inquiry with accurate contextual knowledge and evidence: what historical systems produced a current global challenge? across representations and contexts.

Component progression

  1. 1I can explain the actual history of historical roots of a global challenge through these bounded curriculum facts: rising greenhouse gas emissions since the industrial revolution, especially from burning fossil fuels, are the primary historical driver of modern climate change. global inequality today has roots in historical systems including colonialism, unequal trade relationships, and differences in industrial development timing. patterns of migration today are often connected to historical factors such as colonial-era borders, past conflicts, and long-standing economic relationships between regions. public health challenges, such as the global spread of disease, are shaped by historical patterns of trade, travel, and inequality in access to healthcare. understanding the historical roots of a global challenge does not by itself determine the correct present-day policy response, since responses also depend on current values, resources, and tradeoffs. tracing a global challenge's history typically involves multiple contributing causes operating over different time scales, not a single simple cause. use place (global) 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 climate change, migration, public health, distinguishing stated facts from questions the current packet does not answer.
  3. 3I can use the supplied facts to connect inequality, conflict 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 historical systems produced a current global challenge?.
  5. 5I can construct an evidence-supported explanation of what historical systems produced a current global challenge? and test the reasoning with a new society, source, event, or interpretation.
History · EEP-HIST-12.5

Public History Capstone

Independently produce and defend a sourced exhibit, essay, podcast script, map narrative, or policy history for a real audience. answer the unit inquiry with accurate contextual knowledge and evidence: how can we communicate a rigorous history responsibly to a public audience? across representations and contexts.

Component progression

  1. 1I can explain the actual history of public history capstone through these bounded curriculum facts: public history is the practice of presenting historical research to audiences outside of academic settings, such as through museums, documentaries, or public exhibits. an annotated source set explains where each piece of evidence came from and why it supports part of a historical argument. responsible public history considers a counterinterpretation, an alternative explanation, and explains why the evidence favors one interpretation over another. communicating history responsibly to a general audience means being accurate and clear without oversimplifying complexity or omitting important context. a strong historical argument is built from a clear, specific claim that is directly supported by cited evidence, not just personal opinion. effective public history products, like exhibits or podcasts, are shaped by considering who the intended audience is and what they most need to understand. use place (global) and time (student-selected period) 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 research question, annotated source set, argument, distinguishing stated facts from questions the current packet does not answer.
  3. 3I can use the supplied facts to connect counterinterpretation, public product 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 can we communicate a rigorous history responsibly to a public audience?.
  5. 5I can construct an evidence-supported explanation of how can we communicate a rigorous history responsibly to a public audience? and test the reasoning with a new society, source, event, or interpretation.
Civic Economic Capstone · C3.D2.Civ.2.9-12

C3.D2.Civ.2.9-12

Independently analyze the role of citizens in selecting leaders and participating in political and civic life across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to analyze the role of citizens in selecting leaders and participating in political and civic life; 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 role of citizens in selecting leaders and participating in political and civic life, 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 role of citizens in selecting leaders and participating in political and civic life to a new case.
Civic Economic Capstone · C3.D2.Civ.5.9-12

C3.D2.Civ.5.9-12

Independently evaluate the effectiveness of citizens and institutions in addressing social and political problems across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to evaluate the effectiveness of citizens and institutions in addressing social and political 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 evaluate the effectiveness of citizens and institutions in addressing social and political 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 evaluate the effectiveness of citizens and institutions in addressing social and political problems to a new case.
Civic Economic Capstone · C3.D2.Civ.9.9-12

C3.D2.Civ.9.9-12

Independently use evidence to evaluate public policies and the institutions responsible for them across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to use evidence to evaluate public policies and the institutions responsible for 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 use evidence to evaluate public policies and the institutions responsible for 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 use evidence to evaluate public policies and the institutions responsible for them to a new case.
Civic Economic Capstone · C3.D2.Civ.13.9-12

C3.D2.Civ.13.9-12

Independently evaluate public policies in terms of intended outcomes, unintended consequences, and effects on different groups across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to evaluate public policies in terms of intended outcomes, unintended consequences, and effects on different groups; use chronology, geography, and sources to clarify that content rather than replacing it.
  2. 2I can corroborate sources and use chronology, geography, civics, economics, causation, continuity and change, or comparison to evaluate public policies in terms of intended outcomes, unintended consequences, and effects on different groups, distinguishing evidence from interpretation and myth.
  3. 3I can construct and defend a conclusion that uses inclusive evidence and addresses competing perspectives, then transfer the reasoning needed to evaluate public policies in terms of intended outcomes, unintended consequences, and effects on different groups to a new case.
Civic Economic Capstone · C3.D2.Eco.2.9-12

C3.D2.Eco.2.9-12

Independently use marginal benefits and marginal costs to analyze decisions across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to use marginal benefits and marginal costs to analyze decisions; 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 marginal benefits and marginal costs to analyze decisions, 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 marginal benefits and marginal costs to analyze decisions to a new case.
Civic Economic Capstone · C3.D2.Eco.8.9-12

C3.D2.Eco.8.9-12

Independently analyze how incentives influence choices that may have intended and unintended consequences 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 choices that may have intended and unintended 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 analyze how incentives influence choices that may have intended and unintended 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 analyze how incentives influence choices that may have intended and unintended consequences to a new case.
Civic Economic Capstone · C3.D3.1.9-12

C3.D3.1.9-12

Independently gather relevant information from multiple sources representing a wide range of views while using origin, authority, context, and corroboration to guide selection 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 multiple sources representing a wide range of views while using origin, authority, context, and corroboration to guide selection; 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 multiple sources representing a wide range of views while using origin, authority, context, and corroboration to guide selection, 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 multiple sources representing a wide range of views while using origin, authority, context, and corroboration to guide selection to a new case.
Civic Economic Capstone · C3.D3.3.9-12

C3.D3.3.9-12

Independently identify evidence that supports claims while also identifying evidence that challenges those claims across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to identify evidence that supports claims while also identifying evidence that challenges those claims; 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 evidence that supports claims while also identifying evidence that challenges those claims, 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 evidence that supports claims while also identifying evidence that challenges those claims to a new case.
Civic Economic Capstone · C3.D4.4.9-12

C3.D4.4.9-12

Independently critique arguments for credibility, relevance, use of evidence, and treatment of counterclaims across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to critique arguments for credibility, relevance, use of evidence, and treatment of counterclaims; 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 critique arguments for credibility, relevance, use of evidence, and treatment of counterclaims, 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 critique arguments for credibility, relevance, use of evidence, and treatment of counterclaims to a new case.
Civic Economic Capstone · C3.D4.7.9-12

C3.D4.7.9-12

Independently assess options for individual and collective action by evaluating their likely effectiveness and consequences across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to assess options for individual and collective action by evaluating their likely effectiveness and 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 assess options for individual and collective action by evaluating their likely effectiveness and 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 assess options for individual and collective action by evaluating their likely effectiveness and consequences to a new case.
Civic Economic Capstone · EEP-SS-12-CAP.1

Civic and Economic Capstone 1

Independently compare constitutional systems and evaluate how institutions distribute and constrain power across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to compare constitutional systems and evaluate how institutions distribute and constrain power; 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 constitutional systems and evaluate how institutions distribute and constrain power, 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 constitutional systems and evaluate how institutions distribute and constrain power to a new case.
Civic Economic Capstone · EEP-SS-12-CAP.2

Civic and Economic Capstone 2

Independently analyze civil rights, civil liberties, equal protection, due process, and contemporary rights conflicts across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to analyze civil rights, civil liberties, equal protection, due process, and contemporary rights conflicts; 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, civil liberties, equal protection, due process, and contemporary rights conflicts, 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, civil liberties, equal protection, due process, and contemporary rights conflicts to a new case.
Civic Economic Capstone · EEP-SS-12-CAP.3

Civic and Economic Capstone 3

Independently evaluate elections, representation, political participation, campaign systems, and voting access across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to evaluate elections, representation, political participation, campaign systems, and voting access; 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 elections, representation, political participation, campaign systems, and voting access, 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 elections, representation, political participation, campaign systems, and voting access to a new case.
Civic Economic Capstone · EEP-SS-12-CAP.4

Civic and Economic Capstone 4

Independently analyze public policy with credible evidence, stakeholder perspectives, tradeoffs, and unintended consequences across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to analyze public policy with credible evidence, stakeholder perspectives, tradeoffs, and unintended 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 analyze public policy with credible evidence, stakeholder perspectives, tradeoffs, and unintended 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 analyze public policy with credible evidence, stakeholder perspectives, tradeoffs, and unintended consequences to a new case.
Civic Economic Capstone · EEP-SS-12-CAP.5

Civic and Economic Capstone 5

Independently verify claims across news, public records, research, algorithms, and social media across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to verify claims across news, public records, research, algorithms, and social media; 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 verify claims across news, public records, research, algorithms, and social media, 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 verify claims across news, public records, research, algorithms, and social media to a new case.
Civic Economic Capstone · EEP-SS-12-CAP.6

Civic and Economic Capstone 6

Independently compare market, mixed, and command institutions while analyzing public goods and externalities across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to compare market, mixed, and command institutions while analyzing public goods and externalities; 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 market, mixed, and command institutions while analyzing public goods and externalities, 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 market, mixed, and command institutions while analyzing public goods and externalities to a new case.
Civic Economic Capstone · EEP-SS-12-CAP.7

Civic and Economic Capstone 7

Independently analyze labor markets, wages, productivity, inflation, unemployment, unions, and inequality across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to analyze labor markets, wages, productivity, inflation, unemployment, unions, and inequality; 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 markets, wages, productivity, inflation, unemployment, unions, and inequality, 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 markets, wages, productivity, inflation, unemployment, unions, and inequality to a new case.
Civic Economic Capstone · EEP-SS-12-CAP.8

Civic and Economic Capstone 8

Independently evaluate taxes, budgets, monetary policy, fiscal policy, credit, debt, saving, investing, and consumer risk across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to evaluate taxes, budgets, monetary policy, fiscal policy, credit, debt, saving, investing, and consumer risk; 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 taxes, budgets, monetary policy, fiscal policy, credit, debt, saving, investing, and consumer risk, 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 taxes, budgets, monetary policy, fiscal policy, credit, debt, saving, investing, and consumer risk to a new case.
Civic Economic Capstone · EEP-SS-12-CAP.9

Civic and Economic Capstone 9

Independently conduct ethical historical and civic research using primary sources, corroboration, context, and transparent citation across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to conduct ethical historical and civic research using primary sources, corroboration, context, and transparent citation; 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 conduct ethical historical and civic research using primary sources, corroboration, context, and transparent citation, 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 conduct ethical historical and civic research using primary sources, corroboration, context, and transparent citation to a new case.
Civic Economic Capstone · EEP-SS-12-CAP.10

Civic and Economic Capstone 10

Independently design, implement, and evaluate a nonpartisan informed-action capstone addressing a community question across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to design, implement, and evaluate a nonpartisan informed-action capstone addressing a community 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 design, implement, and evaluate a nonpartisan informed-action capstone addressing a community 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 design, implement, and evaluate a nonpartisan informed-action capstone addressing a community question to a new case.
Advanced World History Modern · AP.HISTORY.AP.WORLD.MODERN.1

Advanced World History: Modern: 1

Independently analyze developments and processes across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to analyze developments and processes; 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 developments and processes, 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 developments and processes to a new case.
Advanced World History Modern · AP.HISTORY.AP.WORLD.MODERN.2

Advanced World History: Modern: 2

Independently source and contextualize evidence across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to source and contextualize evidence; 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 source and contextualize evidence, 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 source and contextualize evidence to a new case.
Advanced World History Modern · AP.HISTORY.AP.WORLD.MODERN.3

Advanced World History: Modern: 3

Independently evaluate claims and evidence in sources across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to evaluate claims and evidence in 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 evaluate claims and evidence in 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 evaluate claims and evidence in sources to a new case.
Advanced World History Modern · AP.HISTORY.AP.WORLD.MODERN.4

Advanced World History: Modern: 4

Independently compare historical developments across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to compare historical developments; 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 historical developments, 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 historical developments to a new case.
Advanced World History Modern · AP.HISTORY.AP.WORLD.MODERN.5

Advanced World History: Modern: 5

Independently analyze causation across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to analyze causation; 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 causation, 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 causation to a new case.
Advanced World History Modern · AP.HISTORY.AP.WORLD.MODERN.6

Advanced World History: Modern: 6

Independently analyze continuity and change across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to analyze continuity and change; 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 continuity and change, 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 continuity and change to a new case.
Advanced World History Modern · AP.HISTORY.AP.WORLD.MODERN.7

Advanced World History: Modern: 7

Independently develop evidence-based historical arguments across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to develop evidence-based historical arguments; 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 develop evidence-based historical arguments, 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 develop evidence-based historical arguments to a new case.
Advanced Us History · AP.HISTORY.AP.US.1

Advanced United States History: 1

Independently analyze indigenous societies and colonial encounters without origin myths across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to analyze indigenous societies and colonial encounters without origin myths; 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 indigenous societies and colonial encounters without origin myths, 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 indigenous societies and colonial encounters without origin myths to a new case.
Advanced Us History · AP.HISTORY.AP.US.2

Advanced United States History: 2

Independently analyze revolution, constitutional formation, and contested citizenship across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to analyze revolution, constitutional formation, and contested citizenship; 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 revolution, constitutional formation, and contested citizenship, 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 revolution, constitutional formation, and contested citizenship to a new case.
Advanced Us History · AP.HISTORY.AP.US.3

Advanced United States History: 3

Independently analyze expansion, slavery, civil war, and reconstruction across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to analyze expansion, slavery, civil war, and reconstruction; 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 expansion, slavery, civil war, and reconstruction, 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 expansion, slavery, civil war, and reconstruction to a new case.
Advanced Us History · AP.HISTORY.AP.US.4

Advanced United States History: 4

Independently analyze industrialization, migration, labor, and inequality across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to analyze industrialization, migration, labor, and inequality; 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 industrialization, migration, labor, and inequality, 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 industrialization, migration, labor, and inequality to a new case.
Advanced Us History · AP.HISTORY.AP.US.5

Advanced United States History: 5

Independently analyze u.s. power, reform, and global conflict across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to analyze u.s. power, reform, and global conflict; 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. power, reform, and global conflict, 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. power, reform, and global conflict to a new case.
Advanced Us History · AP.HISTORY.AP.US.6

Advanced United States History: 6

Independently analyze rights movements and contemporary change across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to analyze rights movements and contemporary change; 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 rights movements and contemporary change, 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 rights movements and contemporary change to a new case.
Advanced Us History · AP.HISTORY.AP.US.7

Advanced United States History: 7

Independently construct document-based historical arguments across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to construct document-based historical arguments; 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 document-based historical arguments, 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 document-based historical arguments to a new case.
Advanced Government Politics · AP.HISTORY.AP.GOVERNMENT.1

Advanced U.S. Government and Politics: 1

Independently analyze constitutional foundations across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to analyze constitutional foundations; 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 foundations, 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 foundations to a new case.
Advanced Government Politics · AP.HISTORY.AP.GOVERNMENT.2

Advanced U.S. Government and Politics: 2

Independently analyze interactions among branches across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to analyze interactions among branches; 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 interactions among branches, 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 interactions among branches to a new case.
Advanced Government Politics · AP.HISTORY.AP.GOVERNMENT.3

Advanced U.S. Government and Politics: 3

Independently analyze civil liberties and civil rights across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to analyze civil liberties and civil rights; 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 and civil rights, 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 and civil rights to a new case.
Advanced Government Politics · AP.HISTORY.AP.GOVERNMENT.4

Advanced U.S. Government and Politics: 4

Independently analyze political ideologies and beliefs across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to analyze political ideologies and beliefs; 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 political ideologies and beliefs, 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 political ideologies and beliefs to a new case.
Advanced Government Politics · AP.HISTORY.AP.GOVERNMENT.5

Advanced U.S. Government and Politics: 5

Independently analyze participation, elections, parties, and media across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to analyze participation, elections, parties, and media; 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 participation, elections, parties, and media, 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 participation, elections, parties, and media to a new case.
Advanced Government Politics · AP.HISTORY.AP.GOVERNMENT.6

Advanced U.S. Government and Politics: 6

Independently evaluate policy claims using nonpartisan evidence across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to evaluate policy claims using nonpartisan evidence; 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 policy claims using nonpartisan evidence, 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 policy claims using nonpartisan evidence to a new case.
Advanced Economics · AP.HISTORY.AP.ECONOMICS.1

Advanced Economics: 1

Independently analyze scarcity and economic choice across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to analyze scarcity and economic choice; 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 scarcity and economic choice, 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 scarcity and economic choice to a new case.
Advanced Economics · AP.HISTORY.AP.ECONOMICS.2

Advanced Economics: 2

Independently model supply, demand, and market outcomes across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to model supply, demand, and market outcomes; 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 model supply, demand, and market outcomes, 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 model supply, demand, and market outcomes to a new case.
Advanced Economics · AP.HISTORY.AP.ECONOMICS.3

Advanced Economics: 3

Independently analyze firms and market structures across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to analyze firms and market structures; 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 firms and market structures, 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 firms and market structures to a new case.
Advanced Economics · AP.HISTORY.AP.ECONOMICS.4

Advanced Economics: 4

Independently evaluate market failure and public policy across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to evaluate market failure and public 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 market failure and public 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 market failure and public policy to a new case.
Advanced Economics · AP.HISTORY.AP.ECONOMICS.5

Advanced Economics: 5

Independently measure macroeconomic performance across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to measure macroeconomic performance; 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 measure macroeconomic performance, 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 measure macroeconomic performance to a new case.
Advanced Economics · AP.HISTORY.AP.ECONOMICS.6

Advanced Economics: 6

Independently analyze fiscal and monetary policy across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to analyze fiscal and monetary 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 analyze fiscal and monetary 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 analyze fiscal and monetary policy to a new case.
Advanced Economics · AP.HISTORY.AP.ECONOMICS.7

Advanced Economics: 7

Independently analyze international trade and finance across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to analyze international trade and finance; 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 international trade and finance, 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 international trade and finance to a new case.
Advanced Historical Research · EEP-ADV.HISTORY.RESEARCH.SEMINAR.1

Advanced History and Civic Research: 1

Independently develop a contestable historical question across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to develop a contestable historical 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 develop a contestable historical 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 develop a contestable historical question to a new case.
Advanced Historical Research · EEP-ADV.HISTORY.RESEARCH.SEMINAR.2

Advanced History and Civic Research: 2

Independently build an inclusive primary-source archive across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to build an inclusive primary-source archive; 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 build an inclusive primary-source archive, 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 build an inclusive primary-source archive to a new case.
Advanced Historical Research · EEP-ADV.HISTORY.RESEARCH.SEMINAR.3

Advanced History and Civic Research: 3

Independently corroborate 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 corroborate 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 corroborate 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 corroborate sources and competing interpretations to a new case.
Advanced Historical Research · EEP-ADV.HISTORY.RESEARCH.SEMINAR.4

Advanced History and Civic Research: 4

Independently apply comparison, causation, and continuity reasoning across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to apply comparison, causation, and continuity reasoning; 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 comparison, causation, and continuity reasoning, 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 comparison, causation, and continuity reasoning to a new case.
Advanced Historical Research · EEP-ADV.HISTORY.RESEARCH.SEMINAR.5

Advanced History and Civic Research: 5

Independently explain uncertainty, silence, and limits in the record across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to explain uncertainty, silence, and limits in the record; 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 uncertainty, silence, and limits in the record, 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 uncertainty, silence, and limits in the record to a new case.
Advanced Historical Research · EEP-ADV.HISTORY.RESEARCH.SEMINAR.6

Advanced History and Civic Research: 6

Independently publish and defend an original historical argument across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to publish and defend an original historical argument; 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 publish and defend an original historical argument, 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 publish and defend an original historical argument to a new case.
Request Academy Access