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 4 Social Studies

44 curriculum outcomes with explicit teaching progressions

Select a record to inspect its progression

Authoritative K–12 history teaching sequence

Ancient Worlds and Enduring Ideas

How did early societies organize life, power, belief, and exchange?

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 thinkingchronology across long periods · archaeological evidence · comparison · legacy and continuity

prehistory–c. 3500 BCE

Human Origins and Early Communities

AfricaWest and Central AsiaGlobal

What can evidence reveal about life before writing?

Use archaeology and environmental evidence to examine human origins in Africa, migration, adaptation, and the development of farming.

Required anchors: East African evidence, migration routes, independent development of agriculture

c. 3100 BCE–350 CE

Nile Valley Societies

Africa

How did Nile societies interact and change?

Study Egypt alongside Nubia and Kush, emphasizing exchange, conflict, state power, daily life, and African geography.

Required anchors: ancient Egypt, Nubia and Kush, Meroë

c. 3500–330 BCE

Mesopotamia and Persia

West and Central Asia

How did cities, law, writing, and empire reshape society?

Compare Sumerian city-states, Babylonian law in context, and Persian imperial administration.

Required anchors: Sumer, Babylon, Achaemenid Persia

c. 2600 BCE–600 CE

South and East Asian Foundations

South AsiaEast Asia

How did states and ideas develop across Asia?

Examine Indus cities, Maurya and Gupta societies, early Chinese dynasties, and enduring intellectual traditions through a secular historical lens.

Required anchors: Indus Valley, Maurya and Gupta, Shang and Han China

c. 1500 BCE–900 CE

Ancient American Societies

Indigenous Americas

What evidence shows the complexity and diversity of ancient American societies?

Study urbanism, agriculture, governance, science, and trade without defining the Americas by European arrival.

Required anchors: Olmec, Maya, Hopewell or Mississippian foundations

c. 800 BCE–600 CE

Mediterranean and African Connections

AfricaEuropeWest and Central Asia

How did movement and power connect Mediterranean societies?

Compare Greek city-states, Rome, Carthage, and Aksum through government, citizenship, trade, conquest, and exclusion.

Required anchors: Athens and Sparta, Rome, Carthage, Aksum

History · EEP-HIST-4.1

Human Origins and Early Communities

Independently use archaeology and environmental evidence to examine human origins in africa, migration, adaptation, and the development of farming. answer the unit inquiry with accurate contextual knowledge and evidence: what can evidence reveal about life before writing? across representations and contexts.

Component progression

  1. 1I can explain the actual history of human origins and early communities through these bounded curriculum facts: fossil and genetic evidence shows that homo sapiens first evolved in africa and later migrated to other continents over tens of thousands of years. scientists think people began leaving africa in large numbers around 70,000 years ago, slowly reaching asia, europe, australia, and, much later, the americas. people reached the americas by at least 15,000 years ago, likely by a route connected to a land bridge that once joined siberia and alaska. archaeologists study tools, bones, and campsites to learn how early humans lived before writing existed. for most of human history, people survived by gathering wild plants and hunting animals rather than farming. farming developed independently in several different regions of the world, rather than spreading from just one place. in southwest asia, people were among the first to farm wheat and barley and raise sheep and goats. in china, people began farming millet along the yellow river and rice along the yangtze river. in mesoamerica, people domesticated corn, beans, and squash, which later spread across much of the americas. in the andes mountains of south america, people domesticated potatoes and llamas. in parts of africa south of the sahara, people domesticated crops like sorghum, suited to the region's climate. the shift to farming allowed some communities to settle in one place and grow in population, but it also changed how people worked and lived together. because prehistory has no written records, historians rely on archaeology, geology, and genetics as evidence, and they stay careful about what that evidence can and cannot prove. use place (africa, west and central asia, global) and time (prehistory–c. 3500 bce) 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 east african evidence, migration routes, distinguishing stated facts from questions the current packet does not answer.
  3. 3I can use the supplied facts to connect independent development of agriculture 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 evidence reveal about life before writing?.
  5. 5I can construct an evidence-supported explanation of what can evidence reveal about life before writing? and test the reasoning with a new society, source, event, or interpretation.
History · EEP-HIST-4.2

Nile Valley Societies

Independently study egypt alongside nubia and kush, emphasizing exchange, conflict, state power, daily life, and african geography. answer the unit inquiry with accurate contextual knowledge and evidence: how did nile societies interact and change? across representations and contexts.

Component progression

  1. 1I can explain the actual history of nile valley societies through these bounded curriculum facts: ancient egypt developed along the nile river, whose yearly floods deposited fertile soil that supported farming in an otherwise dry region. ancient egypt was united under pharaohs, rulers believed to have a special connection to the gods, who oversaw a powerful state. south of egypt, the kingdoms of nubia and kush developed their own cities, pyramids, and trade networks along the nile. egypt and kush had a long relationship that included trade, cultural exchange, and periods of conflict and conquest in both directions. the kushite city of meroë became an important center for ironworking and trade after the kushite capital moved south. ancient egyptians developed a writing system called hieroglyphics and built large monuments, including pyramids, to honor their rulers. use place (africa) and time (c. 3100 bce–350 ce) 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 ancient egypt, nubia and kush, distinguishing stated facts from questions the current packet does not answer.
  3. 3I can use the supplied facts to connect meroë 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 nile societies interact and change?.
  5. 5I can construct an evidence-supported explanation of how did nile societies interact and change? and test the reasoning with a new society, source, event, or interpretation.
History · EEP-HIST-4.3

Mesopotamia and Persia

Independently compare sumerian city-states, babylonian law in context, and persian imperial administration. answer the unit inquiry with accurate contextual knowledge and evidence: how did cities, law, writing, and empire reshape society? across representations and contexts.

Component progression

  1. 1I can explain the actual history of mesopotamia and persia through these bounded curriculum facts: sumer, in the region between the tigris and euphrates rivers, is home to some of the world's earliest cities and one of the earliest writing systems, called cuneiform. sumerian city-states were often independent of one another, each with its own ruler, temple, and government. the babylonian king hammurabi created one of the earliest known written law codes, which listed specific punishments for specific offenses. the achaemenid persian empire, founded by cyrus the great, grew to become one of the largest empires in the ancient world, stretching from egypt to parts of south asia. persian emperors ruled their large empire using appointed governors called satraps and an extensive system of roads to connect distant regions. the persian empire was known for allowing conquered peoples to keep many of their own customs, laws, and religions. use place (west and central asia) and time (c. 3500–330 bce) 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 sumer, babylon, distinguishing stated facts from questions the current packet does not answer.
  3. 3I can use the supplied facts to connect achaemenid persia 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 cities, law, writing, and empire reshape society?.
  5. 5I can construct an evidence-supported explanation of how did cities, law, writing, and empire reshape society? and test the reasoning with a new society, source, event, or interpretation.
History · EEP-HIST-4.4

South and East Asian Foundations

Independently examine indus cities, maurya and gupta societies, early chinese dynasties, and enduring intellectual traditions through a secular historical lens. answer the unit inquiry with accurate contextual knowledge and evidence: how did states and ideas develop across asia? across representations and contexts.

Component progression

  1. 1I can explain the actual history of south and east asian foundations through these bounded curriculum facts: the indus valley civilization built carefully planned cities with grid-patterned streets and advanced drainage systems more than 4,000 years ago. the maurya empire, and later the gupta empire, united large parts of south asia and became centers for advances in mathematics, astronomy, and the arts. the shang dynasty in china developed an early writing system and is known for finely cast bronze objects and inscribed oracle bones used in religious practice. the han dynasty expanded chinese territory, standardized systems like writing and currency, and oversaw the early development of the silk roads trade network. philosophical and religious traditions that developed in this era in south and east asia, including buddhism and confucian thought, continued to shape societies for centuries. these early south and east asian states developed largely independently of societies in the mediterranean and west asia, though trade eventually connected them. use place (south asia, east asia) and time (c. 2600 bce–600 ce) 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 indus valley, maurya and gupta, distinguishing stated facts from questions the current packet does not answer.
  3. 3I can use the supplied facts to connect shang and han china 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 states and ideas develop across asia?.
  5. 5I can construct an evidence-supported explanation of how did states and ideas develop across asia? and test the reasoning with a new society, source, event, or interpretation.
History · EEP-HIST-4.5

Ancient American Societies

Independently study urbanism, agriculture, governance, science, and trade without defining the americas by european arrival. answer the unit inquiry with accurate contextual knowledge and evidence: what evidence shows the complexity and diversity of ancient american societies? across representations and contexts.

Component progression

  1. 1I can explain the actual history of ancient american societies through these bounded curriculum facts: the olmec civilization, one of the earliest complex societies in the americas, built ceremonial centers and carved enormous stone heads. the maya civilization developed a written language, an accurate calendar system, and advanced knowledge of mathematics and astronomy. maya cities featured large stone pyramids, plazas, and palaces that served religious and political purposes. the hopewell culture, centered in what is now the eastern united states, built large earthen mounds and participated in a trade network that moved goods across much of the continent. later, mississippian societies built large mound cities, including cahokia, one of the largest cities in the americas at its height. these ancient american societies developed complex cities, governments, and trade networks entirely independently of societies in africa, asia, and europe. use place (indigenous americas) and time (c. 1500 bce–900 ce) 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 olmec, maya, distinguishing stated facts from questions the current packet does not answer.
  3. 3I can use the supplied facts to connect hopewell or mississippian foundations 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 evidence shows the complexity and diversity of ancient american societies?.
  5. 5I can construct an evidence-supported explanation of what evidence shows the complexity and diversity of ancient american societies? and test the reasoning with a new society, source, event, or interpretation.
History · EEP-HIST-4.6

Mediterranean and African Connections

Independently compare greek city-states, rome, carthage, and aksum through government, citizenship, trade, conquest, and exclusion. answer the unit inquiry with accurate contextual knowledge and evidence: how did movement and power connect mediterranean societies? across representations and contexts.

Component progression

  1. 1I can explain the actual history of mediterranean and african connections through these bounded curriculum facts: ancient greece was organized into independent city-states, including athens, known for an early form of democracy, and sparta, known for its military-focused society. in athens's democracy, citizenship and the right to vote were limited to free adult men born in the city, excluding women, enslaved people, and foreigners. rome grew from a small city into a republic and then a vast empire that controlled territory across europe, north africa, and west asia. carthage, a powerful trading city in north africa founded by phoenician settlers, fought a series of wars against rome before rome eventually destroyed it. the kingdom of aksum, in what is now ethiopia and eritrea, was a major trading power that minted its own coins and controlled red sea trade routes. trade across the mediterranean sea and along african trade routes connected these societies, spreading goods, ideas, and technologies among them. use place (africa, europe, west and central asia) and time (c. 800 bce–600 ce) 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 athens and sparta, rome, distinguishing stated facts from questions the current packet does not answer.
  3. 3I can use the supplied facts to connect carthage, aksum 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 movement and power connect mediterranean societies?.
  5. 5I can construct an evidence-supported explanation of how did movement and power connect mediterranean societies? and test the reasoning with a new society, source, event, or interpretation.
Geography · EA-SS3-GEO-01

EA-SS3-GEO-01

Independently apply grade 4 evidence and reasoning to use cardinal and intermediate directions, legends, scales, and symbols to locate and describe places across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to apply grade 4 evidence and reasoning to use cardinal and intermediate directions, legends, scales, and symbols to locate and describe 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 apply grade 4 evidence and reasoning to use cardinal and intermediate directions, legends, scales, and symbols to locate and describe 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 apply grade 4 evidence and reasoning to use cardinal and intermediate directions, legends, scales, and symbols to locate and describe places to a new case.
Geography · EA-SS3-GEO-02

EA-SS3-GEO-02

Independently apply grade 4 evidence and reasoning to compare what maps and globes represent and select the useful tool for a geographic question across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to apply grade 4 evidence and reasoning to compare what maps and globes represent and select the useful tool for a geographic 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 apply grade 4 evidence and reasoning to compare what maps and globes represent and select the useful tool for a geographic 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 apply grade 4 evidence and reasoning to compare what maps and globes represent and select the useful tool for a geographic question to a new case.
Geography · EA-SS3-GEO-03

EA-SS3-GEO-03

Independently apply grade 4 evidence and reasoning to locate and explain the north pole, south pole, equator, prime meridian, hemispheres, and regions on maps and globes across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to apply grade 4 evidence and reasoning to locate and explain the north pole, south pole, equator, prime meridian, hemispheres, and regions on maps and globes; 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 grade 4 evidence and reasoning to locate and explain the north pole, south pole, equator, prime meridian, hemispheres, and regions on maps and globes, 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 grade 4 evidence and reasoning to locate and explain the north pole, south pole, equator, prime meridian, hemispheres, and regions on maps and globes to a new case.
Geography · EA-SS3-GEO-04

EA-SS3-GEO-04

Independently apply grade 4 evidence and reasoning to use introductory latitude and longitude information to locate places and explain why locations experience different time zones across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to apply grade 4 evidence and reasoning to use introductory latitude and longitude information to locate places and explain why locations experience different time zones; 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 grade 4 evidence and reasoning to use introductory latitude and longitude information to locate places and explain why locations experience different time zones, 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 grade 4 evidence and reasoning to use introductory latitude and longitude information to locate places and explain why locations experience different time zones to a new case.
Geography · EA-SS3-GEO-05

EA-SS3-GEO-05

Independently apply grade 4 evidence and reasoning 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 across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to apply grade 4 evidence and reasoning 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; 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 grade 4 evidence and reasoning 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, 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 grade 4 evidence and reasoning 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 to a new case.
Geography · EA-SS3-GEO-06

EA-SS3-GEO-06

Independently apply grade 4 evidence and reasoning to compare physical features with political boundaries, cities, highways, railroads, and roads and explain what each map reveals across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to apply grade 4 evidence and reasoning to compare physical features with political boundaries, cities, highways, railroads, and roads and explain what each map reveals; 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 grade 4 evidence and reasoning to compare physical features with political boundaries, cities, highways, railroads, and roads and explain what each map reveals, 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 grade 4 evidence and reasoning to compare physical features with political boundaries, cities, highways, railroads, and roads and explain what each map reveals to a new case.
Geography · EA-SS3-GEO-07

EA-SS3-GEO-07

Independently apply grade 4 evidence and reasoning to interpret and compare population, resource, and climate maps with graphs and charts to explain a geographic pattern across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to apply grade 4 evidence and reasoning to interpret and compare population, resource, and climate maps with graphs and charts to explain a geographic pattern; 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 grade 4 evidence and reasoning to interpret and compare population, resource, and climate maps with graphs and charts to explain a geographic pattern, 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 grade 4 evidence and reasoning to interpret and compare population, resource, and climate maps with graphs and charts to explain a geographic pattern to a new case.
Geography · EA-SS3-GEO-08

EA-SS3-GEO-08

Independently apply grade 4 evidence and reasoning to locate and compare continents, oceans, major countries, and major world physical features identified in provided maps and sources across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to apply grade 4 evidence and reasoning to locate and compare continents, oceans, major countries, and major world physical features identified in provided maps and 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 apply grade 4 evidence and reasoning to locate and compare continents, oceans, major countries, and major world physical features identified in provided maps and 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 apply grade 4 evidence and reasoning to locate and compare continents, oceans, major countries, and major world physical features identified in provided maps and sources to a new case.
Geography · EA-SS3-GEO-09

EA-SS3-GEO-09

Independently apply grade 4 evidence and reasoning to locate the fifty states, major united states cities, and major united states physical features and describe their relative locations across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to apply grade 4 evidence and reasoning to locate the fifty states, major united states cities, and major united states physical features and describe their relative locations; 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 grade 4 evidence and reasoning to locate the fifty states, major united states cities, and major united states physical features and describe their relative locations, 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 grade 4 evidence and reasoning to locate the fifty states, major united states cities, and major united states physical features and describe their relative locations to a new case.
Geography · EA-SS3-GEO-10

EA-SS3-GEO-10

Independently apply grade 4 evidence and reasoning to explain how bridges, canals, dams, irrigation, freshwater systems, landfills, and tunnels respond to geographic needs and create tradeoffs across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to apply grade 4 evidence and reasoning to explain how bridges, canals, dams, irrigation, freshwater systems, landfills, and tunnels respond to geographic needs and create tradeoffs; 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 grade 4 evidence and reasoning to explain how bridges, canals, dams, irrigation, freshwater systems, landfills, and tunnels respond to geographic needs and create tradeoffs, 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 grade 4 evidence and reasoning to explain how bridges, canals, dams, irrigation, freshwater systems, landfills, and tunnels respond to geographic needs and create tradeoffs to a new case.
Geography · EA-SS3-GEO-11

EA-SS3-GEO-11

Independently apply grade 4 evidence and reasoning to analyze how environment influences housing, industry, transportation, and communication and how people change environments across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to apply grade 4 evidence and reasoning to analyze how environment influences housing, industry, transportation, and communication and how people change environments; 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 grade 4 evidence and reasoning to analyze how environment influences housing, industry, transportation, and communication and how people change environments, 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 grade 4 evidence and reasoning to analyze how environment influences housing, industry, transportation, and communication and how people change environments to a new case.
Economics · EA-SS3-ECO-01

EA-SS3-ECO-01

Independently apply grade 4 evidence and reasoning to explain how limited resources require individuals and communities to choose how to meet needs and wants across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to apply grade 4 evidence and reasoning to explain how limited resources require individuals and communities to choose how to meet needs and wants; 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 grade 4 evidence and reasoning to explain how limited resources require individuals and communities to choose how to meet needs and wants, 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 grade 4 evidence and reasoning to explain how limited resources require individuals and communities to choose how to meet needs and wants to a new case.
Economics · EA-SS3-ECO-02

EA-SS3-ECO-02

Independently apply grade 4 evidence and reasoning to classify goods and services and explain how producers and consumers depend on one another across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to apply grade 4 evidence and reasoning to classify goods and services and explain how producers and consumers depend on one another; 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 grade 4 evidence and reasoning to classify goods and services and explain how producers and consumers depend on one another, 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 grade 4 evidence and reasoning to classify goods and services and explain how producers and consumers depend on one another to a new case.
Economics · EA-SS3-ECO-03

EA-SS3-ECO-03

Independently apply grade 4 evidence and reasoning to use age-appropriate situations and data to explain how changes in supply and demand can affect prices across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to apply grade 4 evidence and reasoning to use age-appropriate situations and data to explain how changes in supply and demand can affect prices; 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 grade 4 evidence and reasoning to use age-appropriate situations and data to explain how changes in supply and demand can affect prices, 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 grade 4 evidence and reasoning to use age-appropriate situations and data to explain how changes in supply and demand can affect prices to a new case.
Economics · EA-SS3-ECO-04

EA-SS3-ECO-04

Independently apply grade 4 evidence and reasoning to explain how local and regional communities exchange goods and services and use resources to meet needs and wants across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to apply grade 4 evidence and reasoning to explain how local and regional communities exchange goods and services and use resources to meet needs and wants; 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 grade 4 evidence and reasoning to explain how local and regional communities exchange goods and services and use resources to meet needs and wants, 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 grade 4 evidence and reasoning to explain how local and regional communities exchange goods and services and use resources to meet needs and wants to a new case.
History · EA-SS3-HIST-01

EA-SS3-HIST-01

Independently apply grade 4 evidence and reasoning 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 across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to apply grade 4 evidence and reasoning 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; 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 grade 4 evidence and reasoning 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, 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 grade 4 evidence and reasoning 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 to a new case.
History · EA-SS3-HIST-02

EA-SS3-HIST-02

Independently apply grade 4 evidence and reasoning to examine evidence about cooperation, trade, alliances, treaties, cultural exchange, and conflict among indigenous nations across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to apply grade 4 evidence and reasoning to examine evidence about cooperation, trade, alliances, treaties, cultural exchange, and conflict among indigenous nations; 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 grade 4 evidence and reasoning to examine evidence about cooperation, trade, alliances, treaties, cultural exchange, and conflict among indigenous nations, 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 grade 4 evidence and reasoning to examine evidence about cooperation, trade, alliances, treaties, cultural exchange, and conflict among indigenous nations to a new case.
History · EA-SS3-HIST-03

EA-SS3-HIST-03

Independently apply grade 4 evidence and reasoning to compare routes, stated goals, geographic knowledge, and consequences of nationally relevant european voyages using indigenous and european perspectives across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to apply grade 4 evidence and reasoning to compare routes, stated goals, geographic knowledge, and consequences of nationally relevant european voyages using indigenous and european perspectives; 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 grade 4 evidence and reasoning to compare routes, stated goals, geographic knowledge, and consequences of nationally relevant european voyages using indigenous and european perspectives, 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 grade 4 evidence and reasoning to compare routes, stated goals, geographic knowledge, and consequences of nationally relevant european voyages using indigenous and european perspectives to a new case.
History · EA-SS3-HIST-04

EA-SS3-HIST-04

Independently apply grade 4 evidence and reasoning to explain how european contact affected indigenous peoples through disease, population loss, conflict, territorial dispossession, trade changes, colonization, and cultural exchange across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to apply grade 4 evidence and reasoning to explain how european contact affected indigenous peoples through disease, population loss, conflict, territorial dispossession, trade changes, colonization, and cultural exchange; 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 grade 4 evidence and reasoning to explain how european contact affected indigenous peoples through disease, population loss, conflict, territorial dispossession, trade changes, colonization, and cultural exchange, 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 grade 4 evidence and reasoning to explain how european contact affected indigenous peoples through disease, population loss, conflict, territorial dispossession, trade changes, colonization, and cultural exchange to a new case.
History · EA-SS3-HIST-05

EA-SS3-HIST-05

Independently apply grade 4 evidence and reasoning to explain how geography, relationships with indigenous nations, labor, trade, and government shaped jamestown and its historical significance across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to apply grade 4 evidence and reasoning to explain how geography, relationships with indigenous nations, labor, trade, and government shaped jamestown and its historical significance; 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 grade 4 evidence and reasoning to explain how geography, relationships with indigenous nations, labor, trade, and government shaped jamestown and its historical significance, 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 grade 4 evidence and reasoning to explain how geography, relationships with indigenous nations, labor, trade, and government shaped jamestown and its historical significance to a new case.
History · EA-SS3-HIST-06

EA-SS3-HIST-06

Independently apply grade 4 evidence and reasoning to compare how geography influenced economies and daily life in the new england, middle, and southern colonies across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to apply grade 4 evidence and reasoning to compare how geography influenced economies and daily life in the new england, middle, and southern colonies; 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 grade 4 evidence and reasoning to compare how geography influenced economies and daily life in the new england, middle, and southern colonies, 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 grade 4 evidence and reasoning to compare how geography influenced economies and daily life in the new england, middle, and southern colonies to a new case.
History · EA-SS3-HIST-07

EA-SS3-HIST-07

Independently apply grade 4 evidence and reasoning to compare economic, political, and religious reasons particular english colonies were founded without treating all colonies as alike across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to apply grade 4 evidence and reasoning to compare economic, political, and religious reasons particular english colonies were founded without treating all colonies as alike; 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 grade 4 evidence and reasoning to compare economic, political, and religious reasons particular english colonies were founded without treating all colonies as alike, 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 grade 4 evidence and reasoning to compare economic, political, and religious reasons particular english colonies were founded without treating all colonies as alike to a new case.
History · EA-SS3-HIST-08

EA-SS3-HIST-08

Independently apply grade 4 evidence and reasoning to distinguish indentured servitude from slavery and explain accurately that enslaved people were denied freedom and forced to work across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to apply grade 4 evidence and reasoning to distinguish indentured servitude from slavery and explain accurately that enslaved people were denied freedom and forced to work; 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 grade 4 evidence and reasoning to distinguish indentured servitude from slavery and explain accurately that enslaved people were denied freedom and forced to work, 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 grade 4 evidence and reasoning to distinguish indentured servitude from slavery and explain accurately that enslaved people were denied freedom and forced to work to a new case.
Civics · EA-SS3-CIV-01

EA-SS3-CIV-01

Independently apply grade 4 evidence and reasoning to compare representative assemblies and town meetings and explain how participation differed across colonies and groups across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to apply grade 4 evidence and reasoning to compare representative assemblies and town meetings and explain how participation differed across colonies and 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 apply grade 4 evidence and reasoning to compare representative assemblies and town meetings and explain how participation differed across colonies and 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 apply grade 4 evidence and reasoning to compare representative assemblies and town meetings and explain how participation differed across colonies and groups to a new case.
History · EA-SS3-HIST-09

EA-SS3-HIST-09

Independently apply grade 4 evidence and reasoning to use evidence to examine trade, treaties, military alliances, cultural exchange, cooperation, and conflict between particular colonies and indigenous nations across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to apply grade 4 evidence and reasoning to use evidence to examine trade, treaties, military alliances, cultural exchange, cooperation, and conflict between particular colonies and indigenous nations; 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 grade 4 evidence and reasoning to use evidence to examine trade, treaties, military alliances, cultural exchange, cooperation, and conflict between particular colonies and indigenous nations, 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 grade 4 evidence and reasoning to use evidence to examine trade, treaties, military alliances, cultural exchange, cooperation, and conflict between particular colonies and indigenous nations to a new case.
Inquiry · EA-SS3-INQ-01

EA-SS3-INQ-01

Independently apply grade 4 evidence and reasoning to gather relevant information from primary and secondary sources including print, maps, timelines, charts, artwork, artifacts, media, and technology across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to apply grade 4 evidence and reasoning to gather relevant information from primary and secondary sources including print, maps, timelines, charts, artwork, artifacts, media, and technology; 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 grade 4 evidence and reasoning to gather relevant information from primary and secondary sources including print, maps, timelines, charts, artwork, artifacts, media, and technology, 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 grade 4 evidence and reasoning to gather relevant information from primary and secondary sources including print, maps, timelines, charts, artwork, artifacts, media, and technology to a new case.
Inquiry · EA-SS3-INQ-02

EA-SS3-INQ-02

Independently apply grade 4 evidence and reasoning to summarize significant ideas and draw supported inferences and conclusions from sources across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to apply grade 4 evidence and reasoning to summarize significant ideas and draw supported inferences and conclusions from 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 apply grade 4 evidence and reasoning to summarize significant ideas and draw supported inferences and conclusions from 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 apply grade 4 evidence and reasoning to summarize significant ideas and draw supported inferences and conclusions from sources to a new case.
Inquiry · EA-SS3-INQ-03

EA-SS3-INQ-03

Independently apply grade 4 evidence and reasoning to compare multiple sources and explain meaningful differences between accounts of the same topic or event across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to apply grade 4 evidence and reasoning to compare multiple sources and explain meaningful differences between accounts of the same topic or event; 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 grade 4 evidence and reasoning to compare multiple sources and explain meaningful differences between accounts of the same topic or event, 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 grade 4 evidence and reasoning to compare multiple sources and explain meaningful differences between accounts of the same topic or event to a new case.
Inquiry · EA-SS3-INQ-04

EA-SS3-INQ-04

Independently apply grade 4 evidence and reasoning to develop focused questions for further investigation based on what sources reveal and leave uncertain across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to apply grade 4 evidence and reasoning to develop focused questions for further investigation based on what sources reveal and leave uncertain; 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 grade 4 evidence and reasoning to develop focused questions for further investigation based on what sources reveal and leave uncertain, 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 grade 4 evidence and reasoning to develop focused questions for further investigation based on what sources reveal and leave uncertain to a new case.
Inquiry · EA-SS3-INQ-05

EA-SS3-INQ-05

Independently apply grade 4 evidence and reasoning to construct and communicate an age-appropriate claim supported by relevant source evidence and reasoning across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to apply grade 4 evidence and reasoning to construct and communicate an age-appropriate claim supported by relevant source evidence and 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 grade 4 evidence and reasoning to construct and communicate an age-appropriate claim supported by relevant source evidence and 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 grade 4 evidence and reasoning to construct and communicate an age-appropriate claim supported by relevant source evidence and reasoning to a new case.
History · EEP.SS.4.HIS.1

EEP.SS.4.HIS.1

Independently analyze primary and secondary sources from multiple perspectives to understand the history of the learner's state and region across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to analyze primary and secondary sources from multiple perspectives to understand the history of the learner's state and region; 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 primary and secondary sources from multiple perspectives to understand the history of the learner's state and region, 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 primary and secondary sources from multiple perspectives to understand the history of the learner's state and region to a new case.
History · EEP.SS.4.HIS.2

EEP.SS.4.HIS.2

Independently examine the indigenous peoples and tribal nations of the learner's region before, during, and after colonization, including their continuing presence and sovereignty across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to examine the indigenous peoples and tribal nations of the learner's region before, during, and after colonization, including their continuing presence and sovereignty; 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 examine the indigenous peoples and tribal nations of the learner's region before, during, and after colonization, including their continuing presence and sovereignty, 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 examine the indigenous peoples and tribal nations of the learner's region before, during, and after colonization, including their continuing presence and sovereignty to a new case.
Geography · EEP.SS.4.GEO.1

EEP.SS.4.GEO.1

Independently use geographic tools to research the learner's state and region 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 research the learner's state and region; 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 research the learner's state and region, 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 research the learner's state and region to a new case.
Geography · EEP.SS.4.2.2

EEP.SS.4.2.2

Independently examine relationships between physical environments and human activity across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to examine relationships between physical environments and human activity; 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 examine relationships between physical environments and human activity, 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 examine relationships between physical environments and human activity to a new case.
Economics · EEP.SS.4.3.1

EEP.SS.4.3.1

Independently explain how people respond to positive and negative incentives across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to explain how people respond to positive and negative incentives; 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 respond to positive and negative incentives, 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 respond to positive and negative incentives to a new case.
Civics · EEP.SS.4.4.1

EEP.SS.4.4.1

Independently investigate multiple perspectives on civic issues across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to investigate multiple perspectives on civic issues; 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 multiple perspectives on civic issues, 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 multiple perspectives on civic issues to a new case.
Civics · EEP.SS.4.CIV.2

EEP.SS.4.CIV.2

Independently describe the origins, structures, and functions of the learner's state, tribal, and local governments 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 the learner's state, tribal, and local governments; 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 the learner's state, tribal, and local governments, 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 the learner's state, tribal, and local governments to a new case.
Personal Finance · EEP.SS.4.5.1

EEP.SS.4.5.1

Independently determine opportunity cost when making a choice across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to determine opportunity cost when making a 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 determine opportunity cost when making a 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 determine opportunity cost when making a choice to a new case.
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