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 2 Social Studies

30 curriculum outcomes with explicit teaching progressions

Select a record to inspect its progression

Authoritative K–12 history teaching sequence

People Build and Connect Communities

How do geography, exchange, and decisions shape communities?

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 thinkingsource types · cause and effect · comparison · claim with evidence

multiple periods

Learning From Sources

Global

What can a source tell us, and what can it not tell us?

Distinguish primary and secondary sources and make bounded inferences.

Required anchors: artifact, photograph, map, short written account

ancient to present

Markets and Meeting Places

AfricaWest and Central AsiaSouth AsiaEast Asia

How does exchange connect people?

Compare goods, ideas, languages, and technologies moving through markets and routes.

Required anchors: West African market, Silk Roads stop, Indian Ocean port

multiple periods

Leaders, Rules, and Community Choices

Indigenous AmericasAfricaEast AsiaUnited States and Canada

How have communities made decisions?

Compare councils, rulers, assemblies, and shared rules without presenting one form as universal.

Required anchors: Haudenosaunee council, Asante leadership, local town or city government

past to present

Migration and New Communities

Global

How can migration change both people and places?

Examine reasons for movement, cultural continuity, adaptation, and unequal choices.

Required anchors: immigration, Great Migration introduced, diaspora community

past to present

Remembering Fairly

Global

Whose stories are included in public memory?

Evaluate an age-appropriate monument, holiday, museum label, or community story using more than one perspective.

Required anchors: memorial, commemoration, museum object

History · EEP-HIST-2.1

Learning From Sources

Independently distinguish primary and secondary sources and make bounded inferences. answer the unit inquiry with accurate contextual knowledge and evidence: what can a source tell us, and what can it not tell us? across representations and contexts.

Component progression

  1. 1I can explain the actual history of learning from sources through these bounded curriculum facts: a primary source is something made during the time being studied, such as a photograph, letter, or object; a secondary source is made later by someone describing that time. an artifact is an object made or used by people in the past, and it can show how people lived, worked, or what they valued. a single source usually cannot answer every question — historians often need to compare more than one source to learn more. a photograph can show what a place or person looked like, but it usually cannot tell us what someone was thinking or feeling. a map made in the past can show how people at that time understood the world, including mistakes or gaps in their knowledge. 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 artifact, photograph, distinguishing stated facts from questions the current packet does not answer.
  3. 3I can use the supplied facts to connect map, short written account to the unit's place, period, and inquiry, while avoiding unsupported generalizations.
  4. 4I can identify the creator, date, provenance, purpose, and limits of the supplied source material, then corroborate only claims that the visible source set can support for this inquiry: what can a source tell us, and what can it not tell us?.
  5. 5I can construct an evidence-supported explanation of what can a source tell us, and what can it not tell us? and test the reasoning with a new society, source, event, or interpretation.
History · EEP-HIST-2.2

Markets and Meeting Places

Independently compare goods, ideas, languages, and technologies moving through markets and routes. answer the unit inquiry with accurate contextual knowledge and evidence: how does exchange connect people? across representations and contexts.

Component progression

  1. 1I can explain the actual history of markets and meeting places through these bounded curriculum facts: west african markets, such as those in the trading city of timbuktu, connected traders carrying gold, salt, and other goods across long distances. the silk roads were a network of land and sea routes connecting asia, africa, and europe, along which traders carried silk, spices, and other goods. indian ocean ports connected east africa, the arabian peninsula, south asia, and southeast asia through trade winds that sailors used to time their voyages. along trade routes, people exchanged not only goods but also ideas, religions, languages, and technologies. a meeting place for trade often became a place where many different languages were spoken and different customs mixed together. use place (africa, west and central asia, south asia, east asia) and time (ancient to present) only to clarify the story, not as the lesson's main destination. invite relevant learner questions about the people, changes, causes, evidence, and uncertainty.
  2. 2I can explain what the supplied curriculum establishes about west african market, silk roads stop, distinguishing stated facts from questions the current packet does not answer.
  3. 3I can use the supplied facts to connect indian ocean port 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 does exchange connect people?.
  5. 5I can construct an evidence-supported explanation of how does exchange connect people? and test the reasoning with a new society, source, event, or interpretation.
History · EEP-HIST-2.3

Leaders, Rules, and Community Choices

Independently compare councils, rulers, assemblies, and shared rules without presenting one form as universal. answer the unit inquiry with accurate contextual knowledge and evidence: how have communities made decisions? across representations and contexts.

Component progression

  1. 1I can explain the actual history of leaders, rules, and community choices through these bounded curriculum facts: the haudenosaunee confederacy made decisions through a council where representatives from each of its nations discussed issues and worked toward agreement. the asante state, in what is now ghana, was led by a king along with a council of chiefs who advised on decisions. some communities have made decisions through a single ruler, while others have used a council or assembly where multiple people share power. a local town or city government today often makes decisions through elected leaders and public meetings where residents can share their views. different communities throughout history have created different rules for who gets to make decisions and how those decisions are made. use place (indigenous americas, africa, east asia, united states and canada) 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 haudenosaunee council, asante leadership, distinguishing stated facts from questions the current packet does not answer.
  3. 3I can use the supplied facts to connect local town or city 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 communities made decisions?.
  5. 5I can construct an evidence-supported explanation of how have communities made decisions? and test the reasoning with a new society, source, event, or interpretation.
History · EEP-HIST-2.4

Migration and New Communities

Independently examine reasons for movement, cultural continuity, adaptation, and unequal choices. answer the unit inquiry with accurate contextual knowledge and evidence: how can migration change both people and places? across representations and contexts.

Component progression

  1. 1I can explain the actual history of migration and new communities through these bounded curriculum facts: immigration is the movement of people from one country to live in another country. the great migration was a period when millions of black americans moved from the rural south to cities in the north, midwest, and west of the united states in search of jobs and to escape violence and unfair laws. a diaspora community is a group of people living outside their original homeland who often keep shared traditions, language, or connections to that homeland. when people migrate, they often adapt to a new place while also keeping parts of their culture, creating new blended communities. not everyone who migrates has the same amount of choice — some people migrate seeking opportunity, while others are forced to leave because of war, disaster, or unfair treatment. 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 immigration, great migration introduced, distinguishing stated facts from questions the current packet does not answer.
  3. 3I can use the supplied facts to connect diaspora community 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 migration change both people and places?.
  5. 5I can construct an evidence-supported explanation of how can migration change both people and places? and test the reasoning with a new society, source, event, or interpretation.
History · EEP-HIST-2.5

Remembering Fairly

Independently evaluate an age-appropriate monument, holiday, museum label, or community story using more than one perspective. answer the unit inquiry with accurate contextual knowledge and evidence: whose stories are included in public memory? across representations and contexts.

Component progression

  1. 1I can explain the actual history of remembering fairly through these bounded curriculum facts: a memorial or monument is something built to help people remember a person or event, and it reflects choices about what its builders wanted remembered. a holiday can be a way a community publicly remembers and celebrates an event or person from its history. a museum label is written by someone, and different people might choose to describe the same object or event differently. public memory does not always include everyone's story equally; some perspectives have historically been left out or added later. looking at more than one perspective about the same monument or event can give a fuller, fairer picture of what happened. 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 memorial, commemoration, distinguishing stated facts from questions the current packet does not answer.
  3. 3I can use the supplied facts to connect museum object 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: whose stories are included in public memory?.
  5. 5I can construct an evidence-supported explanation of whose stories are included in public memory? and test the reasoning with a new society, source, event, or interpretation.
Inquiry · D1.1.K-2

D1.1.K-2

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

Component progression

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

D1.2.K-2

Independently identify disciplinary ideas connected to a compelling question across representations and contexts.

Component progression

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

D2.Civ.1.K-2

Independently describe roles and responsibilities of people in authority across representations and contexts.

Component progression

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

D2.Civ.2.K-2

Independently explain how rules establish responsibilities and protect people across representations and contexts.

Component progression

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

D2.Civ.6.K-2

Independently describe how communities work together to accomplish common tasks across representations and contexts.

Component progression

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

D2.Eco.1.K-2

Independently explain how scarcity requires people to make choices across representations and contexts.

Component progression

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

D2.Eco.2.K-2

Independently identify positive and negative incentives that influence choices across representations and contexts.

Component progression

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

D2.Eco.4.K-2

Independently describe costs and benefits of an individual decision across representations and contexts.

Component progression

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

D2.Geo.1.K-2

Independently construct maps, graphs, and other representations of familiar places across representations and contexts.

Component progression

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

D2.Geo.2.K-2

Independently use maps and other representations to describe places and relationships across representations and contexts.

Component progression

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

D2.Geo.4.K-2

Independently explain how weather, climate, and environmental features affect people across representations and contexts.

Component progression

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

D2.His.1.K-2

Independently create a chronological sequence of events across representations and contexts.

Component progression

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

D2.His.2.K-2

Independently compare life in the past with life today across representations and contexts.

Component progression

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

D2.His.4.K-2

Independently compare perspectives of people in the past across representations and contexts.

Component progression

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

D3.1.K-2

Independently gather relevant information from one or two sources across representations and contexts.

Component progression

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

D4.1.K-2

Independently construct an argument with reasons across representations and contexts.

Component progression

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

D4.6.K-2

Independently identify a local problem and ways people might address it across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to identify a local problem and ways people might address it; use chronology, geography, and sources to clarify that content rather than replacing it.
  2. 2I can corroborate sources and use chronology, geography, civics, economics, causation, continuity and change, or comparison to identify a local problem and ways people might address it, distinguishing evidence from interpretation and myth.
  3. 3I can construct and defend a conclusion that uses inclusive evidence and addresses competing perspectives, then transfer the reasoning needed to identify a local problem and ways people might address it to a new case.
History · EEP.SS.2.1.1

EEP.SS.2.1.1

Independently ask questions and discuss ideas drawn from primary and secondary sources across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to ask questions and discuss ideas drawn from primary and secondary 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 ask questions and discuss ideas drawn from primary and secondary 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 ask questions and discuss ideas drawn from primary and secondary sources to a new case.
History · EEP.SS.2.1.2

EEP.SS.2.1.2

Independently describe how people from varied cultures influence communities over time across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to describe how people from varied cultures influence communities over time; use chronology, geography, and sources to clarify that content rather than replacing it.
  2. 2I can corroborate sources and use chronology, geography, civics, economics, causation, continuity and change, or comparison to describe how people from varied cultures influence communities over time, distinguishing evidence from interpretation and myth.
  3. 3I can construct and defend a conclusion that uses inclusive evidence and addresses competing perspectives, then transfer the reasoning needed to describe how people from varied cultures influence communities over time to a new case.
Geography · EEP.SS.2.2.1

EEP.SS.2.2.1

Independently use geographic terms and tools to locate and describe spatial patterns and places across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to use geographic terms and tools to locate and describe spatial patterns and places; use chronology, geography, and sources to clarify that content rather than replacing it.
  2. 2I can corroborate sources and use chronology, geography, civics, economics, causation, continuity and change, or comparison to use geographic terms and tools to locate and describe spatial patterns and places, distinguishing evidence from interpretation and myth.
  3. 3I can construct and defend a conclusion that uses inclusive evidence and addresses competing perspectives, then transfer the reasoning needed to use geographic terms and tools to locate and describe spatial patterns and places to a new case.
Geography · EEP.SS.2.2.2

EEP.SS.2.2.2

Independently explain how communities manage, modify, and depend on their environment across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to explain how communities manage, modify, and depend on their environment; 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 communities manage, modify, and depend on their environment, 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 communities manage, modify, and depend on their environment to a new case.
Economics · EEP.SS.2.3.1

EEP.SS.2.3.1

Independently explain how scarcity can limit access to wanted or needed goods and services across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to explain how scarcity can limit access to wanted or needed goods and services; use chronology, geography, and sources to clarify that content rather than replacing it.
  2. 2I can corroborate sources and use chronology, geography, civics, economics, causation, continuity and change, or comparison to explain how scarcity can limit access to wanted or needed goods and services, distinguishing evidence from interpretation and myth.
  3. 3I can construct and defend a conclusion that uses inclusive evidence and addresses competing perspectives, then transfer the reasoning needed to explain how scarcity can limit access to wanted or needed goods and services to a new case.
Civics · EEP.SS.2.4.1

EEP.SS.2.4.1

Independently investigate how ideas and actions can improve communities across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to investigate how ideas and actions can improve communities; 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 investigate how ideas and actions can improve communities, 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 investigate how ideas and actions can improve communities to a new case.
Civics · EEP.SS.2.4.2

EEP.SS.2.4.2

Independently explain the roles and characteristics of people who govern communities across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to explain the roles and characteristics of people who govern communities; 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 the roles and characteristics of people who govern communities, 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 the roles and characteristics of people who govern communities to a new case.
Personal Finance · EEP.SS.2.5.1

EEP.SS.2.5.1

Independently compare costs and benefits to make informed financial decisions across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to compare costs and benefits to make informed financial 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 compare costs and benefits to make informed financial 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 compare costs and benefits to make informed financial decisions to a new case.
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