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 5 Social Studies

44 curriculum outcomes with explicit teaching progressions

Select a record to inspect its progression

Authoritative K–12 history teaching sequence

Networks, States, and Cultures, 500–1500

How did people build states and connect regions before the modern era?

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 thinkingregional comparison · networks and diffusion · perspective · continuity and change

c. 500–1600

West African States and Saharan Networks

Africa

How did trade and leadership shape West African states?

Study Ghana, Mali, and Songhai through gold-salt exchange, cities, governance, scholarship, and oral history.

Required anchors: Ghana, Mali and Mansa Musa, Songhai, Timbuktu

c. 500–1600

African Indian Ocean Worlds

AfricaWest and Central AsiaSouth Asia

How did African societies shape Indian Ocean exchange?

Examine the Swahili Coast, Great Zimbabwe, Ethiopia, and connections across the ocean.

Required anchors: Kilwa or another Swahili city, Great Zimbabwe, Ethiopia

c. 600–1500

Islamic Civilizations and Connected Scholarship

West and Central AsiaAfricaSouth AsiaEurope

How did a new religion and expanding states reshape connected regions?

Study the rise of Islam, Umayyad and Abbasid states, diverse Muslim societies, scholarship, trade, and coexistence through secular historical inquiry.

Required anchors: early Islamic community, Umayyad Caliphate, Abbasid Baghdad, al-Andalus or Cairo

c. 500–1600

East Asian States and Exchange

East Asia

How did China, Korea, and Japan influence one another while remaining distinct?

Compare Tang and Song China, Korean kingdoms and Goryeo, Japanese court and warrior governments, and Mongol rule.

Required anchors: Tang and Song China, Silla or Goryeo Korea, Heian and Kamakura Japan, Mongol Empire

c. 500–1600

South and Southeast Asian Crossroads

South AsiaSoutheast Asia

How did trade, states, and religions interact across South and Southeast Asia?

Study regional states and networks without reducing the region to outside influence.

Required anchors: Delhi Sultanate, Chola networks, Khmer Empire, Srivijaya or Majapahit

c. 500–1600

American and Pacific Worlds

Indigenous AmericasPacific and Oceania

How did societies build power and knowledge across varied environments?

Compare cities, states, confederacies, agriculture, trade, and navigation before European domination.

Required anchors: Maya continuity, Mexica/Aztec, Inca, Haudenosaunee, Polynesian wayfinding

History · EEP-HIST-5.1

West African States and Saharan Networks

Independently study ghana, mali, and songhai through gold-salt exchange, cities, governance, scholarship, and oral history. answer the unit inquiry with accurate contextual knowledge and evidence: how did trade and leadership shape west african states? across representations and contexts.

Component progression

  1. 1I can explain the actual history of west african states and saharan networks through these bounded curriculum facts: the empire of ghana grew wealthy by taxing and controlling the trade of gold and salt across the sahara desert. the mali empire, which followed ghana, became one of the wealthiest states in the world under rulers who controlled major gold-producing regions. mansa musa, ruler of mali, became famous for a pilgrimage to mecca during which he distributed so much gold that it affected the value of gold in the regions he passed through. the songhai empire later grew to become the largest of the west african trading empires, controlling much of the saharan trade network. timbuktu was a major center of trade, but also of islamic scholarship, with libraries and a university that attracted scholars from across africa and beyond. griots, trained oral historians, preserved the history of these west african states through memorized stories, songs, and genealogies. use place (africa) and time (c. 500–1600) 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 ghana, mali and mansa musa, distinguishing stated facts from questions the current packet does not answer.
  3. 3I can use the supplied facts to connect songhai, timbuktu 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 trade and leadership shape west african states?.
  5. 5I can construct an evidence-supported explanation of how did trade and leadership shape west african states? and test the reasoning with a new society, source, event, or interpretation.
History · EEP-HIST-5.2

African Indian Ocean Worlds

Independently examine the swahili coast, great zimbabwe, ethiopia, and connections across the ocean. answer the unit inquiry with accurate contextual knowledge and evidence: how did african societies shape indian ocean exchange? across representations and contexts.

Component progression

  1. 1I can explain the actual history of african indian ocean worlds through these bounded curriculum facts: swahili city-states, such as kilwa, grew wealthy as trading ports along the east african coast, connecting africa with arabia, persia, india, and even china. the swahili language and culture developed from a blend of african bantu roots with arabic and other influences brought by indian ocean trade. great zimbabwe was a large stone-walled city and the center of a powerful state that controlled trade in gold and other goods in southern africa. the kingdom of ethiopia, one of the oldest continuous states in the world, adopted christianity in the fourth century and maintained trade and diplomatic contacts across the region. sailors crossing the indian ocean relied on predictable seasonal winds, called monsoons, to time their voyages between africa, arabia, and asia. use place (africa, west and central asia, south asia) and time (c. 500–1600) 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 kilwa or another swahili city, great zimbabwe, distinguishing stated facts from questions the current packet does not answer.
  3. 3I can use the supplied facts to connect ethiopia 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 african societies shape indian ocean exchange?.
  5. 5I can construct an evidence-supported explanation of how did african societies shape indian ocean exchange? and test the reasoning with a new society, source, event, or interpretation.
History · EEP-HIST-5.3

Islamic Civilizations and Connected Scholarship

Independently study the rise of islam, umayyad and abbasid states, diverse muslim societies, scholarship, trade, and coexistence through secular historical inquiry. answer the unit inquiry with accurate contextual knowledge and evidence: how did a new religion and expanding states reshape connected regions? across representations and contexts.

Component progression

  1. 1I can explain the actual history of islamic civilizations and connected scholarship through these bounded curriculum facts: islam emerged in the seventh century in the arabian peninsula and spread rapidly across west asia, north africa, and parts of europe and south asia. the umayyad caliphate expanded muslim-ruled territory to stretch from spain in the west to central asia in the east. the abbasid caliphate, centered in baghdad, presided over a period of significant achievement in mathematics, medicine, astronomy, and philosophy, preserving and building on greek, persian, and indian knowledge. the city of baghdad's house of wisdom brought together scholars of different faiths who translated and expanded on scientific and philosophical texts. in al-andalus, the muslim-ruled region of the iberian peninsula, muslims, christians, and jews lived under a shared government, with periods of both cooperation and conflict. trade and scholarly networks connected the islamic world from spain to central asia, spreading goods, technologies, and ideas such as paper-making and the concept of zero. use place (west and central asia, africa, south asia, europe) and time (c. 600–1500) 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 early islamic community, umayyad caliphate, distinguishing stated facts from questions the current packet does not answer.
  3. 3I can use the supplied facts to connect abbasid baghdad, al-andalus or cairo 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 a new religion and expanding states reshape connected regions?.
  5. 5I can construct an evidence-supported explanation of how did a new religion and expanding states reshape connected regions? and test the reasoning with a new society, source, event, or interpretation.
History · EEP-HIST-5.4

East Asian States and Exchange

Independently compare tang and song china, korean kingdoms and goryeo, japanese court and warrior governments, and mongol rule. answer the unit inquiry with accurate contextual knowledge and evidence: how did china, korea, and japan influence one another while remaining distinct? across representations and contexts.

Component progression

  1. 1I can explain the actual history of east asian states and exchange through these bounded curriculum facts: the tang dynasty in china oversaw a period of expansion, trade along the silk roads, and cultural achievements in poetry and art. the song dynasty that followed saw major technological advances, including movable-type printing, the widespread use of paper money, and improvements in agriculture. the korean kingdom of goryeo, from which the modern name korea comes, developed its own government, buddhist culture, and advanced printing technology. in japan, the heian period featured a refined imperial court culture, while the later kamakura period saw power shift to military governments led by shoguns and samurai. the mongol empire, founded by genghis khan, became the largest connected land empire in history, eventually including china under the yuan dynasty. mongol rule, despite its violent conquests, also connected trade routes across asia, making travel and exchange between china, central asia, and europe safer for a time. use place (east asia) and time (c. 500–1600) 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 tang and song china, silla or goryeo korea, distinguishing stated facts from questions the current packet does not answer.
  3. 3I can use the supplied facts to connect heian and kamakura japan, mongol empire 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 china, korea, and japan influence one another while remaining distinct?.
  5. 5I can construct an evidence-supported explanation of how did china, korea, and japan influence one another while remaining distinct? and test the reasoning with a new society, source, event, or interpretation.
History · EEP-HIST-5.5

South and Southeast Asian Crossroads

Independently study regional states and networks without reducing the region to outside influence. answer the unit inquiry with accurate contextual knowledge and evidence: how did trade, states, and religions interact across south and southeast asia? across representations and contexts.

Component progression

  1. 1I can explain the actual history of south and southeast asian crossroads through these bounded curriculum facts: the chola empire in southern india built a powerful navy that extended its influence and trade across the indian ocean and into southeast asia. the delhi sultanate, established after invasions from central asia, brought muslim rule to large parts of northern india and introduced new architecture and administrative systems. the khmer empire, centered in what is now cambodia, built the massive temple complex of angkor wat and controlled a large, well-organized state. the kingdom of srivijaya, based on the island of sumatra, controlled key sea trade routes between india and china for several centuries. the later kingdom of majapahit, based in java, became one of the most powerful states in southeast asian history, influencing trade and culture across the region. south and southeast asian states built their own distinct political and religious traditions, blending local practices with ideas from hinduism, buddhism, and later islam that arrived through trade. use place (south asia, southeast asia) and time (c. 500–1600) 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 delhi sultanate, chola networks, distinguishing stated facts from questions the current packet does not answer.
  3. 3I can use the supplied facts to connect khmer empire, srivijaya or majapahit 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 trade, states, and religions interact across south and southeast asia?.
  5. 5I can construct an evidence-supported explanation of how did trade, states, and religions interact across south and southeast asia? and test the reasoning with a new society, source, event, or interpretation.
History · EEP-HIST-5.6

American and Pacific Worlds

Independently compare cities, states, confederacies, agriculture, trade, and navigation before european domination. answer the unit inquiry with accurate contextual knowledge and evidence: how did societies build power and knowledge across varied environments? across representations and contexts.

Component progression

  1. 1I can explain the actual history of american and pacific worlds through these bounded curriculum facts: maya city-states continued and adapted for centuries, with some maya cities still thriving when europeans arrived in the americas. the mexica, often called the aztec, built their capital city tenochtitlan on an island in a lake, developing advanced farming methods and a large tribute-based empire. the inca empire, centered in the andes mountains of south america, built an extensive road system and governed a large territory without a written language, using knotted cords called quipu to record information. the haudenosaunee confederacy united several indigenous nations in the northeast under a shared political system, with a constitution passed down orally for generations. polynesian navigators settled islands across a vast area of the pacific ocean, using knowledge of stars, currents, and wave patterns to sail thousands of miles without modern instruments. these american and pacific societies developed complex political systems, agriculture, and networks of exchange largely independent of contact with europe, asia, or africa. use place (indigenous americas, pacific and oceania) and time (c. 500–1600) 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 maya continuity, mexica/aztec, inca, distinguishing stated facts from questions the current packet does not answer.
  3. 3I can use the supplied facts to connect haudenosaunee, polynesian wayfinding 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 societies build power and knowledge across varied environments?.
  5. 5I can construct an evidence-supported explanation of how did societies build power and knowledge across varied environments? and test the reasoning with a new society, source, event, or interpretation.
Geography · EA-SS3-GEO-01

EA-SS3-GEO-01

Independently apply grade 5 evidence, source analysis, 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 5 evidence, source analysis, 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 5 evidence, source analysis, 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 5 evidence, source analysis, 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 5 evidence, source analysis, 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 5 evidence, source analysis, 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 5 evidence, source analysis, 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 5 evidence, source analysis, 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 5 evidence, source analysis, 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 5 evidence, source analysis, 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 5 evidence, source analysis, 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 5 evidence, source analysis, 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 5 evidence, source analysis, 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 5 evidence, source analysis, 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 5 evidence, source analysis, 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 5 evidence, source analysis, 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 5 evidence, source analysis, 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 5 evidence, source analysis, 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 5 evidence, source analysis, 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 5 evidence, source analysis, 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 5 evidence, source analysis, 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 5 evidence, source analysis, 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 5 evidence, source analysis, 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 5 evidence, source analysis, 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 5 evidence, source analysis, 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 5 evidence, source analysis, 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 5 evidence, source analysis, 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 5 evidence, source analysis, 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 5 evidence, source analysis, 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 5 evidence, source analysis, 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 5 evidence, source analysis, 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 5 evidence, source analysis, 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 5 evidence, source analysis, 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 5 evidence, source analysis, 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 5 evidence, source analysis, 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 5 evidence, source analysis, 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 5 evidence, source analysis, 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 5 evidence, source analysis, 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 5 evidence, source analysis, 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 5 evidence, source analysis, 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 5 evidence, source analysis, 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 5 evidence, source analysis, 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 5 evidence, source analysis, 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 5 evidence, source analysis, 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 5 evidence, source analysis, 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 5 evidence, source analysis, 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 5 evidence, source analysis, 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 5 evidence, source analysis, 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 5 evidence, source analysis, 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 5 evidence, source analysis, 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 5 evidence, source analysis, 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 5 evidence, source analysis, 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 5 evidence, source analysis, 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 5 evidence, source analysis, 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 5 evidence, source analysis, 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 5 evidence, source analysis, 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 5 evidence, source analysis, 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 5 evidence, source analysis, 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 5 evidence, source analysis, 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 5 evidence, source analysis, 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 5 evidence, source analysis, 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 5 evidence, source analysis, 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 5 evidence, source analysis, 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 5 evidence, source analysis, 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 5 evidence, source analysis, 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 5 evidence, source analysis, 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 5 evidence, source analysis, 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 5 evidence, source analysis, 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 5 evidence, source analysis, 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 5 evidence, source analysis, 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 5 evidence, source analysis, 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 5 evidence, source analysis, 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 5 evidence, source analysis, 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 5 evidence, source analysis, 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 5 evidence, source analysis, 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 5 evidence, source analysis, 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 5 evidence, source analysis, 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 5 evidence, source analysis, 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 5 evidence, source analysis, 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 5 evidence, source analysis, 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 5 evidence, source analysis, 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 5 evidence, source analysis, 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 5 evidence, source analysis, 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 5 evidence, source analysis, 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 5 evidence, source analysis, 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 5 evidence, source analysis, 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 5 evidence, source analysis, 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 5 evidence, source analysis, 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 5 evidence, source analysis, 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 5 evidence, source analysis, 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 5 evidence, source analysis, 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 5 evidence, source analysis, 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 5 evidence, source analysis, 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 5 evidence, source analysis, 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 5 evidence, source analysis, 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 5 evidence, source analysis, 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 5 evidence, source analysis, 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 5 evidence, source analysis, 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 5 evidence, source analysis, 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 5 evidence, source analysis, 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 5 evidence, source analysis, 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 5 evidence, source analysis, 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 5 evidence, source analysis, 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 5 evidence, source analysis, 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 5 evidence, source analysis, 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 5 evidence, source analysis, 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 5 evidence, source analysis, 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 5 evidence, source analysis, 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 5 evidence, source analysis, 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 5 evidence, source analysis, 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 5 evidence, source analysis, 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 5 evidence, source analysis, 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 5 evidence, source analysis, 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 5 evidence, source analysis, 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 5 evidence, source analysis, 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 5 evidence, source analysis, 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 5 evidence, source analysis, 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 5 evidence, source analysis, 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 5 evidence, source analysis, 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 5 evidence, source analysis, and reasoning to construct and communicate an age-appropriate claim supported by relevant source evidence and reasoning to a new case.
History · EEP.SS.5.1.1

EEP.SS.5.1.1

Independently analyze primary and secondary sources from multiple perspectives to understand early united states history 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 early united states history; 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 early united states history, 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 early united states history to a new case.
History · EEP.SS.5.1.2

EEP.SS.5.1.2

Independently examine north american history from early indigenous peoples through european exploration, post-columbian colonization, and the establishment of the united states government across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to examine north american history from early indigenous peoples through european exploration, post-columbian colonization, and the establishment of the united states 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 examine north american history from early indigenous peoples through european exploration, post-columbian colonization, and the establishment of the united states 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 examine north american history from early indigenous peoples through european exploration, post-columbian colonization, and the establishment of the united states government to a new case.
Geography · EEP.SS.5.2.1

EEP.SS.5.2.1

Independently use geographic tools and sources to research united states geography across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to use geographic tools and sources to research united states geography; 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 and sources to research united states geography, 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 and sources to research united states geography to a new case.
Geography · EEP.SS.5.2.2

EEP.SS.5.2.2

Independently examine causes and consequences of human movement across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to examine causes and consequences of human movement; 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 causes and consequences of human movement, 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 causes and consequences of human movement to a new case.
Economics · EEP.SS.5.3.1

EEP.SS.5.3.1

Independently explain how trade patterns shaped early america across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to explain how trade patterns shaped early america; 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 trade patterns shaped early america, 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 trade patterns shaped early america to a new case.
Civics · EEP.SS.5.4.1

EEP.SS.5.4.1

Independently explain the foundations, rights, and responsibilities of united states citizenship across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to explain the foundations, rights, and responsibilities of united states citizenship; use chronology, geography, and sources to clarify that content rather than replacing it.
  2. 2I can corroborate sources and use chronology, geography, civics, economics, causation, continuity and change, or comparison to explain the foundations, rights, and responsibilities of united states citizenship, distinguishing evidence from interpretation and myth.
  3. 3I can construct and defend a conclusion that uses inclusive evidence and addresses competing perspectives, then transfer the reasoning needed to explain the foundations, rights, and responsibilities of united states citizenship to a new case.
Civics · EEP.SS.5.4.2

EEP.SS.5.4.2

Independently investigate the origins, structures, and functions of the united states government across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to investigate the origins, structures, and functions of the united states 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 investigate the origins, structures, and functions of the united states 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 investigate the origins, structures, and functions of the united states government to a new case.
Personal Finance · EEP.SS.5.5.1

EEP.SS.5.5.1

Independently explain how people use financial institutions to manage personal finances across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to explain how people use financial institutions to manage personal finances; 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 use financial institutions to manage personal finances, 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 use financial institutions to manage personal finances to a new case.
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