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 3 Social Studies

43 curriculum outcomes with explicit teaching progressions

Select a record to inspect its progression

Authoritative K–12 history teaching sequence

People, Places, and Early America

How did distinct peoples and places shape early North American history?

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 thinkingmaps and timelines · primary and secondary sources · perspective · cause and consequence

before contact to present

Many Indigenous Nations

Indigenous Americas

How were and are Indigenous nations distinct?

Compare particular nations' governments, economies, languages, cultures, and relationships to land while recognizing continued presence.

Required anchors: Northeast nation, Southeast nation, Plains nation

c. 1000–1600

Voyages and Encounters

Indigenous AmericasEuropeAfrica

How did exploration and contact affect different peoples?

Analyze routes, stated goals, knowledge exchange, disease, conflict, and unequal consequences from multiple perspectives.

Required anchors: Indigenous geographic knowledge, European voyages, African Atlantic context

c. 1607–1750

Colonies in Indigenous Homelands

United States and CanadaIndigenous AmericasAfricaEurope

Why were colonies founded, and how did they change existing homelands?

Compare Jamestown and colonial regions through geography, labor, government, Indigenous relations, and purpose.

Required anchors: Jamestown, New England, Middle, and Southern colonies, specific Indigenous-colonial relations

colonial era

Labor, Freedom, and Unfreedom

United States and CanadaAfricaEurope

How did different labor systems shape colonial life?

Distinguish paid labor, indentured servitude, and racial slavery accurately and age-appropriately.

Required anchors: indentured contract, enslaved African experience, resistance and community

multiple periods

Evidence and Historical Claims

Global

How can we support a history claim?

Gather, compare, summarize, and cite maps, artifacts, images, and short accounts.

Required anchors: source comparison, supported inference, evidence-based explanation

History · EEP-HIST-3.1

Many Indigenous Nations

Independently compare particular nations' governments, economies, languages, cultures, and relationships to land while recognizing continued presence. answer the unit inquiry with accurate contextual knowledge and evidence: how were and are indigenous nations distinct? across representations and contexts.

Component progression

  1. 1I can explain the actual history of many indigenous nations through these bounded curriculum facts: before european contact, hundreds of distinct indigenous nations lived across north america, each with its own government, language, and way of life. northeast nations such as the haudenosaunee often lived in longhouses and farmed corn, beans, and squash, crops often called the three sisters. southeast nations such as the cherokee and muscogee built large towns and developed farming, trade, and government systems suited to a warm, fertile region. plains nations such as the lakota relied heavily on bison for food, clothing, and shelter, and their way of life changed after they gained access to horses. indigenous nations have always been distinct from one another, and many continue today as sovereign nations with their own governments and citizens. use place (indigenous americas) and time (before contact 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 northeast nation, southeast nation, distinguishing stated facts from questions the current packet does not answer.
  3. 3I can use the supplied facts to connect plains nation 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 were and are indigenous nations distinct?.
  5. 5I can construct an evidence-supported explanation of how were and are indigenous nations distinct? and test the reasoning with a new society, source, event, or interpretation.
History · EEP-HIST-3.2

Voyages and Encounters

Independently analyze routes, stated goals, knowledge exchange, disease, conflict, and unequal consequences from multiple perspectives. answer the unit inquiry with accurate contextual knowledge and evidence: how did exploration and contact affect different peoples? across representations and contexts.

Component progression

  1. 1I can explain the actual history of voyages and encounters through these bounded curriculum facts: norse voyagers reached parts of north america around the year 1000, centuries before christopher columbus's 1492 voyage. indigenous peoples already had extensive knowledge of the lands, waterways, and resources of the americas long before european ships arrived. european voyages of exploration were often funded by monarchs seeking new trade routes, wealth, and territory. contact between europeans and indigenous peoples led to an exchange of crops, animals, and goods, but also brought diseases that killed enormous numbers of indigenous people who had no immunity to them. early contact along the west african atlantic coast connected african kingdoms to european traders, setting the stage for a trade in enslaved people that would grow over the following centuries. the consequences of these voyages and encounters were very unequal: some peoples gained wealth and power, while many indigenous communities suffered enormous loss of life and land. use place (indigenous americas, europe, africa) and time (c. 1000–1600) 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 indigenous geographic knowledge, european voyages, distinguishing stated facts from questions the current packet does not answer.
  3. 3I can use the supplied facts to connect african atlantic context to the unit's place, period, and inquiry, while avoiding unsupported generalizations.
  4. 4I can identify the creator, date, provenance, purpose, and limits of the supplied source material, then corroborate only claims that the visible source set can support for this inquiry: how did exploration and contact affect different peoples?.
  5. 5I can construct an evidence-supported explanation of how did exploration and contact affect different peoples? and test the reasoning with a new society, source, event, or interpretation.
History · EEP-HIST-3.3

Colonies in Indigenous Homelands

Independently compare jamestown and colonial regions through geography, labor, government, indigenous relations, and purpose. answer the unit inquiry with accurate contextual knowledge and evidence: why were colonies founded, and how did they change existing homelands? across representations and contexts.

Component progression

  1. 1I can explain the actual history of colonies in indigenous homelands through these bounded curriculum facts: jamestown, founded in 1607, was the first permanent english colony in north america, established mainly to seek profit for its english investors. new england colonies were often founded by settlers seeking religious freedom for themselves, and their economy relied on fishing, shipping, and small farms. southern colonies, with warmer climates and fertile soil, developed large farms called plantations that grew cash crops like tobacco using enslaved labor. middle colonies, including pennsylvania and new york, had diverse populations and economies built on farming and trade. english colonies were founded on land that was already home to indigenous nations, and relationships between colonists and indigenous peoples included trade, alliance, land disputes, and warfare. as english colonies grew, they took over more indigenous land, often through treaties that colonists later broke, through purchase, or through force. use place (united states and canada, indigenous americas, africa, europe) and time (c. 1607–1750) 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 jamestown, new england, middle, and southern colonies, distinguishing stated facts from questions the current packet does not answer.
  3. 3I can use the supplied facts to connect specific indigenous-colonial relations 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 were colonies founded, and how did they change existing homelands?.
  5. 5I can construct an evidence-supported explanation of why were colonies founded, and how did they change existing homelands? and test the reasoning with a new society, source, event, or interpretation.
History · EEP-HIST-3.4

Labor, Freedom, and Unfreedom

Independently distinguish paid labor, indentured servitude, and racial slavery accurately and age-appropriately. answer the unit inquiry with accurate contextual knowledge and evidence: how did different labor systems shape colonial life? across representations and contexts.

Component progression

  1. 1I can explain the actual history of labor, freedom, and unfreedom through these bounded curriculum facts: some colonial workers were paid for their labor and were free to make their own choices about where to live and work. an indentured servant agreed to work for a set number of years, often to pay for the cost of the journey to the colonies, and became free once that time ended. enslaved africans, by contrast, were forced to work without pay for their entire lives, and this status was passed down to their children. enslaved people resisted their enslavement in many ways, including preserving their languages and traditions, forming communities, and sometimes escaping or rebelling. racial slavery in the colonies became a lifelong, inherited condition based on race, which made it different from indentured servitude. use place (united states and canada, africa, europe) and time (colonial era) 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 indentured contract, enslaved african experience, distinguishing stated facts from questions the current packet does not answer.
  3. 3I can use the supplied facts to connect resistance and 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 did different labor systems shape colonial life?.
  5. 5I can construct an evidence-supported explanation of how did different labor systems shape colonial life? and test the reasoning with a new society, source, event, or interpretation.
History · EEP-HIST-3.5

Evidence and Historical Claims

Independently gather, compare, summarize, and cite maps, artifacts, images, and short accounts. answer the unit inquiry with accurate contextual knowledge and evidence: how can we support a history claim? across representations and contexts.

Component progression

  1. 1I can explain the actual history of evidence and historical claims through these bounded curriculum facts: a historical claim is a statement about the past that should be supported by evidence, not just repeated because it sounds true. comparing more than one source about the same event can help confirm a claim or reveal disagreements that need more investigation. an inference is a reasonable conclusion based on evidence, but it should be clearly separated from something a source states directly. citing a source means telling where information came from, so someone else can check it. a well-supported historical explanation uses specific evidence from sources rather than only a general impression or guess. 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 comparison, supported inference, distinguishing stated facts from questions the current packet does not answer.
  3. 3I can use the supplied facts to connect evidence-based explanation 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 support a history claim?.
  5. 5I can construct an evidence-supported explanation of how can we support a history claim? and test the reasoning with a new society, source, event, or interpretation.
Geography · EA-SS3-GEO-01

Use directions and map features

use cardinal and intermediate directions, legends, scales, and symbols to locate and describe places

Component progression

  1. 1I can identify, describe, and distinguish the prerequisite concepts for Use directions and map features: maps, directions, scale.
  2. 2I can recognize examples and nonexamples, interpret a representation, and model the reasoning required to use cardinal and intermediate directions, legends, scales, and symbols to locate and describe places.
  3. 3I can apply each part in a guided task, explain the evidence used, and correct a representative misconception before independent transfer.
Geography · EA-SS3-GEO-02

Compare maps and globes

compare what maps and globes represent and select the useful tool for a geographic question

Component progression

  1. 1I can identify, describe, and distinguish the prerequisite concepts for Compare maps and globes: maps, globes, representation.
  2. 2I can recognize examples and nonexamples, interpret a representation, and model the reasoning required to compare what maps and globes represent and select the useful tool for a geographic question.
  3. 3I can apply each part in a guided task, explain the evidence used, and correct a representative misconception before independent transfer.
Geography · EA-SS3-GEO-03

Use global reference lines

locate and explain the North Pole, South Pole, equator, prime meridian, hemispheres, and regions on maps and globes

Component progression

  1. 1I can identify, describe, and distinguish the prerequisite concepts for Use global reference lines: equator, prime-meridian, hemispheres.
  2. 2I can recognize examples and nonexamples, interpret a representation, and model the reasoning required to locate and explain the North Pole, South Pole, equator, prime meridian, hemispheres, and regions on maps and globes.
  3. 3I can apply each part in a guided task, explain the evidence used, and correct a representative misconception before independent transfer.
Geography · EA-SS3-GEO-04

Interpret latitude longitude and time zones

use introductory latitude and longitude information to locate places and explain why locations experience different time zones

Component progression

  1. 1I can identify, describe, and distinguish the prerequisite concepts for Interpret latitude longitude and time zones: latitude, longitude, time-zones.
  2. 2I can recognize examples and nonexamples, interpret a representation, and model the reasoning required to use introductory latitude and longitude information to locate places and explain why locations experience different time zones.
  3. 3I can apply each part in a guided task, explain the evidence used, and correct a representative misconception before independent transfer.
Geography · EA-SS3-GEO-05

Classify physical land and water features

locate, classify, and compare basins, bays, canals, canyons, deltas, deserts, gulfs, islands, isthmuses, mountains, oceans, peninsulas, plains, plateaus, rivers, seas, straits, streams, and valleys

Component progression

  1. 1I can identify, describe, and distinguish the prerequisite concepts for Classify physical land and water features: landforms, water-features, classification.
  2. 2I can recognize examples and nonexamples, interpret a representation, and model the reasoning required to locate, classify, and compare basins, bays, canals, canyons, deltas, deserts, gulfs, islands, isthmuses, mountains, oceans, peninsulas, plains, plateaus, rivers, seas, straits, streams, and valleys.
  3. 3I can apply each part in a guided task, explain the evidence used, and correct a representative misconception before independent transfer.
Geography · EA-SS3-GEO-06

Interpret political and physical maps

compare physical features with political boundaries, cities, highways, railroads, and roads and explain what each map reveals

Component progression

  1. 1I can identify, describe, and distinguish the prerequisite concepts for Interpret political and physical maps: physical-maps, political-maps, boundaries.
  2. 2I can recognize examples and nonexamples, interpret a representation, and model the reasoning required to compare physical features with political boundaries, cities, highways, railroads, and roads and explain what each map reveals.
  3. 3I can apply each part in a guided task, explain the evidence used, and correct a representative misconception before independent transfer.
Geography · EA-SS3-GEO-07

Interpret thematic maps and data

interpret and compare population, resource, and climate maps with graphs and charts to explain a geographic pattern

Component progression

  1. 1I can identify, describe, and distinguish the prerequisite concepts for Interpret thematic maps and data: thematic-maps, population, resources.
  2. 2I can recognize examples and nonexamples, interpret a representation, and model the reasoning required to interpret and compare population, resource, and climate maps with graphs and charts to explain a geographic pattern.
  3. 3I can apply each part in a guided task, explain the evidence used, and correct a representative misconception before independent transfer.
Geography · EA-SS3-GEO-08

Locate world regions and places

locate and compare continents, oceans, major countries, and major world physical features identified in provided maps and sources

Component progression

  1. 1I can identify, describe, and distinguish the prerequisite concepts for Locate world regions and places: continents, oceans, countries.
  2. 2I can recognize examples and nonexamples, interpret a representation, and model the reasoning required to locate and compare continents, oceans, major countries, and major world physical features identified in provided maps and sources.
  3. 3I can apply each part in a guided task, explain the evidence used, and correct a representative misconception before independent transfer.
Geography · EA-SS3-GEO-09

Locate United States places

locate the fifty states, major United States cities, and major United States physical features and describe their relative locations

Component progression

  1. 1I can identify, describe, and distinguish the prerequisite concepts for Locate United States places: fifty-states, cities, us-geography.
  2. 2I can recognize examples and nonexamples, interpret a representation, and model the reasoning required to locate the fifty states, major United States cities, and major United States physical features and describe their relative locations.
  3. 3I can apply each part in a guided task, explain the evidence used, and correct a representative misconception before independent transfer.
Geography · EA-SS3-GEO-10

Explain responses to geographic challenges

explain how bridges, canals, dams, irrigation, freshwater systems, landfills, and tunnels respond to geographic needs and create tradeoffs

Component progression

  1. 1I can identify, describe, and distinguish the prerequisite concepts for Explain responses to geographic challenges: human-environment-interaction, engineering, tradeoffs.
  2. 2I can recognize examples and nonexamples, interpret a representation, and model the reasoning required to explain how bridges, canals, dams, irrigation, freshwater systems, landfills, and tunnels respond to geographic needs and create tradeoffs.
  3. 3I can apply each part in a guided task, explain the evidence used, and correct a representative misconception before independent transfer.
Geography · EA-SS3-GEO-11

Analyze people and environments

analyze how environment influences housing, industry, transportation, and communication and how people change environments

Component progression

  1. 1I can identify, describe, and distinguish the prerequisite concepts for Analyze people and environments: housing, industry, transportation.
  2. 2I can recognize examples and nonexamples, interpret a representation, and model the reasoning required to analyze how environment influences housing, industry, transportation, and communication and how people change environments.
  3. 3I can apply each part in a guided task, explain the evidence used, and correct a representative misconception before independent transfer.
Economics · EA-SS3-ECO-01

Explain scarcity and choices

explain how limited resources require individuals and communities to choose how to meet needs and wants

Component progression

  1. 1I can identify, describe, and distinguish the prerequisite concepts for Explain scarcity and choices: scarcity, resources, needs.
  2. 2I can recognize examples and nonexamples, interpret a representation, and model the reasoning required to explain how limited resources require individuals and communities to choose how to meet needs and wants.
  3. 3I can apply each part in a guided task, explain the evidence used, and correct a representative misconception before independent transfer.
Economics · EA-SS3-ECO-02

Distinguish goods and services

classify goods and services and explain how producers and consumers depend on one another

Component progression

  1. 1I can identify, describe, and distinguish the prerequisite concepts for Distinguish goods and services: goods, services, producers.
  2. 2I can recognize examples and nonexamples, interpret a representation, and model the reasoning required to classify goods and services and explain how producers and consumers depend on one another.
  3. 3I can apply each part in a guided task, explain the evidence used, and correct a representative misconception before independent transfer.
Economics · EA-SS3-ECO-03

Analyze supply demand and prices

use age-appropriate situations and data to explain how changes in supply and demand can affect prices

Component progression

  1. 1I can identify, describe, and distinguish the prerequisite concepts for Analyze supply demand and prices: supply, demand, prices.
  2. 2I can recognize examples and nonexamples, interpret a representation, and model the reasoning required to use age-appropriate situations and data to explain how changes in supply and demand can affect prices.
  3. 3I can apply each part in a guided task, explain the evidence used, and correct a representative misconception before independent transfer.
Economics · EA-SS3-ECO-04

Explain exchange between communities

explain how local and regional communities exchange goods and services and use resources to meet needs and wants

Component progression

  1. 1I can identify, describe, and distinguish the prerequisite concepts for Explain exchange between communities: exchange, trade, community.
  2. 2I can recognize examples and nonexamples, interpret a representation, and model the reasoning required to explain how local and regional communities exchange goods and services and use resources to meet needs and wants.
  3. 3I can apply each part in a guided task, explain the evidence used, and correct a representative misconception before independent transfer.
History · EA-SS3-HIST-01

Compare distinct Indigenous nations

compare locations, governments, languages, economies, cultures, housing, clothing, and relationships to land of specific Indigenous nations in the Northeast, Southeast, and Plains, recognizing that these nations remain distinct peoples today

Component progression

  1. 1I can identify, describe, and distinguish the prerequisite concepts for Compare distinct Indigenous nations: Indigenous-nations, culture, adaptation.
  2. 2I can recognize examples and nonexamples, interpret a representation, and model the reasoning required to compare locations, governments, languages, economies, cultures, housing, clothing, and relationships to land of specific Indigenous nations in the Northeast, Southeast, and Plains, recognizing that these nations remain distinct peoples today.
  3. 3I can apply each part in a guided task, explain the evidence used, and correct a representative misconception before independent transfer.
History · EA-SS3-HIST-02

Examine Indigenous relationships

examine evidence about cooperation, trade, alliances, treaties, cultural exchange, and conflict among Indigenous nations

Component progression

  1. 1I can identify, describe, and distinguish the prerequisite concepts for Examine Indigenous relationships: Indigenous-nations, trade, alliances.
  2. 2I can recognize examples and nonexamples, interpret a representation, and model the reasoning required to examine evidence about cooperation, trade, alliances, treaties, cultural exchange, and conflict among Indigenous nations.
  3. 3I can apply each part in a guided task, explain the evidence used, and correct a representative misconception before independent transfer.
History · EA-SS3-HIST-03

Analyze exploration from multiple perspectives

compare routes, stated goals, geographic knowledge, and consequences of nationally relevant European voyages using Indigenous and European perspectives

Component progression

  1. 1I can identify, describe, and distinguish the prerequisite concepts for Analyze exploration from multiple perspectives: exploration, routes, perspective.
  2. 2I can recognize examples and nonexamples, interpret a representation, and model the reasoning required to compare routes, stated goals, geographic knowledge, and consequences of nationally relevant European voyages using Indigenous and European perspectives.
  3. 3I can apply each part in a guided task, explain the evidence used, and correct a representative misconception before independent transfer.
History · EA-SS3-HIST-04

Explain consequences of cultural contact

explain how European contact affected Indigenous peoples through disease, population loss, conflict, territorial dispossession, trade changes, colonization, and cultural exchange

Component progression

  1. 1I can identify, describe, and distinguish the prerequisite concepts for Explain consequences of cultural contact: contact, disease, dispossession.
  2. 2I can recognize examples and nonexamples, interpret a representation, and model the reasoning required to explain how European contact affected Indigenous peoples through disease, population loss, conflict, territorial dispossession, trade changes, colonization, and cultural exchange.
  3. 3I can apply each part in a guided task, explain the evidence used, and correct a representative misconception before independent transfer.
History · EA-SS3-HIST-05

Explain Jamestown significance

explain how geography, relationships with Indigenous nations, labor, trade, and government shaped Jamestown and its historical significance

Component progression

  1. 1I can identify, describe, and distinguish the prerequisite concepts for Explain Jamestown significance: Jamestown, settlement, geography.
  2. 2I can recognize examples and nonexamples, interpret a representation, and model the reasoning required to explain how geography, relationships with Indigenous nations, labor, trade, and government shaped Jamestown and its historical significance.
  3. 3I can apply each part in a guided task, explain the evidence used, and correct a representative misconception before independent transfer.
History · EA-SS3-HIST-06

Compare the thirteen colonies

compare how geography influenced economies and daily life in the New England, Middle, and Southern colonies

Component progression

  1. 1I can identify, describe, and distinguish the prerequisite concepts for Compare the thirteen colonies: thirteen-colonies, colonial-regions, geography.
  2. 2I can recognize examples and nonexamples, interpret a representation, and model the reasoning required to compare how geography influenced economies and daily life in the New England, Middle, and Southern colonies.
  3. 3I can apply each part in a guided task, explain the evidence used, and correct a representative misconception before independent transfer.
History · EA-SS3-HIST-07

Explain why colonies were founded

compare economic, political, and religious reasons particular English colonies were founded without treating all colonies as alike

Component progression

  1. 1I can identify, describe, and distinguish the prerequisite concepts for Explain why colonies were founded: colonies, economics, politics.
  2. 2I can recognize examples and nonexamples, interpret a representation, and model the reasoning required to compare economic, political, and religious reasons particular English colonies were founded without treating all colonies as alike.
  3. 3I can apply each part in a guided task, explain the evidence used, and correct a representative misconception before independent transfer.
History · EA-SS3-HIST-08

Compare colonial labor systems

distinguish indentured servitude from slavery and explain accurately that enslaved people were denied freedom and forced to work

Component progression

  1. 1I can identify, describe, and distinguish the prerequisite concepts for Compare colonial labor systems: indentured-servitude, slavery, labor.
  2. 2I can recognize examples and nonexamples, interpret a representation, and model the reasoning required to distinguish indentured servitude from slavery and explain accurately that enslaved people were denied freedom and forced to work.
  3. 3I can apply each part in a guided task, explain the evidence used, and correct a representative misconception before independent transfer.
Civics · EA-SS3-CIV-01

Compare early democratic practices

compare representative assemblies and town meetings and explain how participation differed across colonies and groups

Component progression

  1. 1I can identify, describe, and distinguish the prerequisite concepts for Compare early democratic practices: representative-assemblies, town-meetings, participation.
  2. 2I can recognize examples and nonexamples, interpret a representation, and model the reasoning required to compare representative assemblies and town meetings and explain how participation differed across colonies and groups.
  3. 3I can apply each part in a guided task, explain the evidence used, and correct a representative misconception before independent transfer.
History · EA-SS3-HIST-09

Examine colonial and Indigenous relations

use evidence to examine trade, treaties, military alliances, cultural exchange, cooperation, and conflict between particular colonies and Indigenous nations

Component progression

  1. 1I can identify, describe, and distinguish the prerequisite concepts for Examine colonial and Indigenous relations: colonists, Indigenous-nations, treaties.
  2. 2I can recognize examples and nonexamples, interpret a representation, and model the reasoning required to use evidence to examine trade, treaties, military alliances, cultural exchange, cooperation, and conflict between particular colonies and Indigenous nations.
  3. 3I can apply each part in a guided task, explain the evidence used, and correct a representative misconception before independent transfer.
Inquiry · EA-SS3-INQ-01

Gather information from varied sources

gather relevant information from primary and secondary sources including print, maps, timelines, charts, artwork, artifacts, media, and technology

Component progression

  1. 1I can identify, describe, and distinguish the prerequisite concepts for Gather information from varied sources: primary-sources, secondary-sources, research.
  2. 2I can recognize examples and nonexamples, interpret a representation, and model the reasoning required to gather relevant information from primary and secondary sources including print, maps, timelines, charts, artwork, artifacts, media, and technology.
  3. 3I can apply each part in a guided task, explain the evidence used, and correct a representative misconception before independent transfer.
Inquiry · EA-SS3-INQ-02

Summarize and infer from evidence

summarize significant ideas and draw supported inferences and conclusions from sources

Component progression

  1. 1I can identify, describe, and distinguish the prerequisite concepts for Summarize and infer from evidence: summary, inference, conclusion.
  2. 2I can recognize examples and nonexamples, interpret a representation, and model the reasoning required to summarize significant ideas and draw supported inferences and conclusions from sources.
  3. 3I can apply each part in a guided task, explain the evidence used, and correct a representative misconception before independent transfer.
Inquiry · EA-SS3-INQ-03

Compare accounts and sources

compare multiple sources and explain meaningful differences between accounts of the same topic or event

Component progression

  1. 1I can identify, describe, and distinguish the prerequisite concepts for Compare accounts and sources: source-comparison, accounts, perspective.
  2. 2I can recognize examples and nonexamples, interpret a representation, and model the reasoning required to compare multiple sources and explain meaningful differences between accounts of the same topic or event.
  3. 3I can apply each part in a guided task, explain the evidence used, and correct a representative misconception before independent transfer.
Inquiry · EA-SS3-INQ-04

Frame investigation questions

develop focused questions for further investigation based on what sources reveal and leave uncertain

Component progression

  1. 1I can identify, describe, and distinguish the prerequisite concepts for Frame investigation questions: questions, inquiry, research.
  2. 2I can recognize examples and nonexamples, interpret a representation, and model the reasoning required to develop focused questions for further investigation based on what sources reveal and leave uncertain.
  3. 3I can apply each part in a guided task, explain the evidence used, and correct a representative misconception before independent transfer.
Inquiry · EA-SS3-INQ-05

Communicate an evidence-supported argument

construct and communicate an age-appropriate claim supported by relevant source evidence and reasoning

Component progression

  1. 1I can identify, describe, and distinguish the prerequisite concepts for Communicate an evidence-supported argument: argument, claim, evidence.
  2. 2I can recognize examples and nonexamples, interpret a representation, and model the reasoning required to construct and communicate an age-appropriate claim supported by relevant source evidence and reasoning.
  3. 3I can apply each part in a guided task, explain the evidence used, and correct a representative misconception before independent transfer.
History · EEP.SS.3.1.1

EEP.SS.3.1.1

Independently compare primary and secondary sources when explaining the past across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to compare primary and secondary sources when explaining 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 primary and secondary sources when explaining 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 primary and secondary sources when explaining the past to a new case.
History · EEP.SS.3.1.2

EEP.SS.3.1.2

Independently explain how people in the past influenced communities and regions across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to explain how people in the past influenced communities and regions; use chronology, geography, and sources to clarify that content rather than replacing it.
  2. 2I can corroborate sources and use chronology, geography, civics, economics, causation, continuity and change, or comparison to explain how people in the past influenced communities and regions, distinguishing evidence from interpretation and myth.
  3. 3I can construct and defend a conclusion that uses inclusive evidence and addresses competing perspectives, then transfer the reasoning needed to explain how people in the past influenced communities and regions to a new case.
Geography · EEP.SS.3.2.1

EEP.SS.3.2.1

Independently use geographic tools to develop spatial reasoning across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to use geographic tools to develop spatial 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 use geographic tools to develop spatial 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 use geographic tools to develop spatial reasoning to a new case.
Geography · EEP.SS.3.2.2

EEP.SS.3.2.2

Independently define regions by comparing similarities and differences among places and communities across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to define regions by comparing similarities and differences among places and 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 define regions by comparing similarities and differences among places and 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 define regions by comparing similarities and differences among places and communities to a new case.
Economics · EEP.SS.3.3.1

EEP.SS.3.3.1

Independently explain ways producers and consumers exchange 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 ways producers and consumers exchange 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 ways producers and consumers exchange 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 ways producers and consumers exchange goods and services to a new case.
Civics · EEP.SS.3.4.1

EEP.SS.3.4.1

Independently respect and reason about the views and rights of others across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to respect and reason about the views and rights of others; 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 respect and reason about the views and rights of others, 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 respect and reason about the views and rights of others to a new case.
Civics · EEP.SS.3.4.2

EEP.SS.3.4.2

Independently describe the origins, structures, and functions of local government across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to describe the origins, structures, and functions of local government; 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 the origins, structures, and functions of local government, 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 the origins, structures, and functions of local government to a new case.
Personal Finance · EEP.SS.3.5.1

EEP.SS.3.5.1

Independently create a plan for meeting a financial goal across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to create a plan for meeting a financial goal; 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 plan for meeting a financial goal, 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 plan for meeting a financial goal to a new case.
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