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 6 Social Studies

22 curriculum outcomes with explicit teaching progressions

Select a record to inspect its progression

Authoritative K–12 history teaching sequence

Global History: Origins to 1450

How did societies develop, connect, and transform across the ancient and postclassical world?

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 thinkingcontextualization · causation · corroboration · comparison across regions · historical argument

to c. 3500 BCE

Human Origins, Migration, and Agriculture

AfricaGlobal

Why did human communities change over time?

Explain how human origins in Africa, migration and adaptation across varied environments, and the gradual development of agriculture changed human communities.

Required anchors: African origins, global migration, multiple agricultural centers

c. 3500–500 BCE

Early Cities and States

AfricaWest and Central AsiaSouth AsiaEast AsiaIndigenous Americas

Why did complex societies develop differently?

Compare state formation, labor, social hierarchy, writing, and environmental adaptation across regions.

Required anchors: Mesopotamia, Egypt and Kush, Indus Valley, Shang/Zhou China, Olmec

c. 600 BCE–600 CE

Classical States and Political Ideas

AfricaEuropeWest and Central AsiaSouth AsiaEast Asia

How did large states claim and organize power?

Compare citizenship, bureaucracy, law, empire, resistance, and political thought.

Required anchors: Persia, Greek states, Rome and Carthage, Maurya/Gupta, Qin/Han, Aksum

c. 1200 BCE–600 CE

Belief, Ethics, and Society

South AsiaEast AsiaWest and Central AsiaEuropeAfrica

How did belief and ethical traditions respond to human questions and shape institutions?

Study religious and philosophical traditions in secular, contextual, internally diverse ways.

Required anchors: Hindu traditions, Buddhism, Judaism, Confucian and Daoist traditions, Christianity

c. 600–1450

Regional Networks, 600–1450

AfricaEast AsiaSouth AsiaSoutheast AsiaWest and Central AsiaEurope

How did networks move goods, knowledge, disease, and power?

Analyze the Silk Roads, Indian Ocean, trans-Saharan networks, Islamic states, Mongol empires, and regional responses.

Required anchors: Ghana/Mali, Swahili Coast, Tang/Song, Abbasid world, Mongols, Delhi Sultanate, Byzantium and medieval Europe

to c. 1450

American and Pacific Histories to 1450

Indigenous AmericasPacific and Oceania

How did societies develop networks and institutions without Afro-Eurasian contact?

Study American and Pacific histories on their own chronology and evidence.

Required anchors: Maya, Teotihuacan, Mississippian societies, Andean states, Polynesian settlement and navigation

History · EEP-HIST-6.1

Human Origins, Migration, and Agriculture

Independently explain how human origins in africa, migration and adaptation across varied environments, and the gradual development of agriculture changed human communities. answer the unit inquiry with accurate contextual knowledge and evidence: why did human communities change over time? across representations and contexts.

Component progression

  1. 1I can explain the actual history of human origins, migration, and agriculture through these bounded curriculum facts: homo sapiens emerged in africa, and evidence for human origins comes from fossils, archaeology, and genetics. human populations moved over many generations into different regions and adapted their tools, food strategies, and social networks to varied environments. genetic and archaeological evidence indicates modern humans began migrating out of africa in significant numbers roughly 70,000 to 60,000 years ago, eventually reaching asia, europe, australia, and, much later, the americas. humans reached australia by at least 65,000 years ago, which required crossing open water even when sea levels were lower than today. humans reached the americas by at least 15,000 years ago, most likely by a route connected to the bering land bridge that once joined siberia and alaska. for most of human history, communities obtained food by gathering, hunting, fishing, and scavenging rather than farming. within roughly the past 12,000 years, some communities began producing food through cultivation and animal management, while other communities continued successful non-farming lifeways. agriculture developed independently in more than one region rather than spreading from a single universal starting point. in the fertile crescent in southwest asia, communities were among the earliest to cultivate wheat and barley and domesticate sheep and goats. in east asia, communities along the yellow river began cultivating millet, while communities along the yangtze river began cultivating rice. in mesoamerica, communities domesticated maize, beans, and squash, crops that later spread widely across the americas. in the andes region of south america, communities domesticated potatoes and llamas, adapting farming to high-altitude environments. in parts of sub-saharan africa, communities domesticated crops such as sorghum and african rice, suited to local climates. the shift toward agriculture was gradual and uneven; it could support larger settlements while also changing labor, health, property, and social relationships. dates and migration routes are reconstructions from incomplete evidence, so historians distinguish well-supported conclusions from questions that remain uncertain. use place (africa, global) and time (to 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 african origins, global migration, distinguishing stated facts from questions the current packet does not answer.
  3. 3I can use the supplied facts to connect multiple agricultural centers to the unit's place, period, and inquiry, while avoiding unsupported generalizations.
  4. 4I can identify the creator, date, provenance, purpose, and limits of the supplied source material, then corroborate only claims that the visible source set can support for this inquiry: why did human communities change over time?.
  5. 5I can construct an evidence-supported explanation of why did human communities change over time? and test the reasoning with a new society, source, event, or interpretation.
History · EEP-HIST-6.2

Early Cities and States

Independently compare state formation, labor, social hierarchy, writing, and environmental adaptation across regions. answer the unit inquiry with accurate contextual knowledge and evidence: why did complex societies develop differently? across representations and contexts.

Component progression

  1. 1I can explain the actual history of early cities and states through these bounded curriculum facts: early complex societies formed independently in several river valleys and regions, including mesopotamia, egypt, the indus valley, china, and mesoamerica. these early states developed writing systems, organized labor for large projects like irrigation and monuments, and social hierarchies with rulers, priests, workers, and sometimes enslaved people. mesopotamian city-states developed cuneiform writing and some of the earliest law codes to organize increasingly large, complex populations. ancient egypt and kush developed centralized states led by rulers seen as divinely connected, supported by the predictable flooding of the nile river. the indus valley civilization built well-planned cities but left writing that has not yet been fully deciphered, so much about its government remains uncertain. the shang and zhou dynasties in china developed early writing, bronze technology, and ideas about rulers governing with a heavenly mandate. the olmec, in mesoamerica, are considered one of the earliest complex societies in the americas, building ceremonial centers and influencing later mesoamerican cultures. use place (africa, west and central asia, south asia, east asia, indigenous americas) and time (c. 3500–500 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 mesopotamia, egypt and kush, indus valley, distinguishing stated facts from questions the current packet does not answer.
  3. 3I can use the supplied facts to connect shang/zhou china, olmec to the unit's place, period, and inquiry, while avoiding unsupported generalizations.
  4. 4I can identify the creator, date, provenance, purpose, and limits of the supplied source material, then corroborate only claims that the visible source set can support for this inquiry: why did complex societies develop differently?.
  5. 5I can construct an evidence-supported explanation of why did complex societies develop differently? and test the reasoning with a new society, source, event, or interpretation.
History · EEP-HIST-6.3

Classical States and Political Ideas

Independently compare citizenship, bureaucracy, law, empire, resistance, and political thought. answer the unit inquiry with accurate contextual knowledge and evidence: how did large states claim and organize power? across representations and contexts.

Component progression

  1. 1I can explain the actual history of classical states and political ideas through these bounded curriculum facts: the achaemenid persian empire governed a vast, diverse territory through appointed governors and allowed conquered peoples to retain many local customs. ancient greek city-states developed different political systems, including athenian democracy, in which free adult male citizens could vote, while sparta emphasized military rule. rome grew from a republic governed by elected officials and a senate into an empire ruled by emperors, controlling territory across europe, north africa, and west asia. the qin dynasty unified china under a strict, centralized legal system, and the following han dynasty developed a large bureaucracy staffed partly through merit-based examinations. the maurya and later gupta empires united large parts of south asia, with the mauryan emperor ashoka notably promoting buddhist principles of nonviolence after a violent conquest. the kingdom of aksum, in the horn of africa, developed its own writing system, minted coins, and became a major trading and political power. use place (africa, europe, west and central asia, south asia, east asia) and time (c. 600 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 persia, greek states, rome and carthage, distinguishing stated facts from questions the current packet does not answer.
  3. 3I can use the supplied facts to connect maurya/gupta, qin/han, 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 large states claim and organize power?.
  5. 5I can construct an evidence-supported explanation of how did large states claim and organize power? and test the reasoning with a new society, source, event, or interpretation.
History · EEP-HIST-6.4

Belief, Ethics, and Society

Independently study religious and philosophical traditions in secular, contextual, internally diverse ways. answer the unit inquiry with accurate contextual knowledge and evidence: how did belief and ethical traditions respond to human questions and shape institutions? across representations and contexts.

Component progression

  1. 1I can explain the actual history of belief, ethics, and society through these bounded curriculum facts: hindu traditions in south asia developed over many centuries from diverse regional beliefs and practices rather than from a single founder or single text. buddhism began in south asia with the teachings of siddhartha gautama and later spread across much of asia, developing distinct regional forms. judaism developed in west asia around a covenant relationship with god and a shared body of law and teaching recorded in the hebrew bible. confucian teachings, developed in china, emphasized social harmony, respect for family and elders, and ethical government; daoist traditions emphasized living in harmony with a natural order called the dao. christianity began among jewish communities in the roman province of judea in the first century and later spread across the roman empire and beyond. each of these traditions contains diverse and sometimes disagreeing branches or schools of thought, rather than being one single, unchanging set of beliefs. use place (south asia, east asia, west and central asia, europe, africa) and time (c. 1200 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 hindu traditions, buddhism, judaism, distinguishing stated facts from questions the current packet does not answer.
  3. 3I can use the supplied facts to connect confucian and daoist traditions, christianity 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 belief and ethical traditions respond to human questions and shape institutions?.
  5. 5I can construct an evidence-supported explanation of how did belief and ethical traditions respond to human questions and shape institutions? and test the reasoning with a new society, source, event, or interpretation.
History · EEP-HIST-6.5

Regional Networks, 600–1450

Independently analyze the silk roads, indian ocean, trans-saharan networks, islamic states, mongol empires, and regional responses. answer the unit inquiry with accurate contextual knowledge and evidence: how did networks move goods, knowledge, disease, and power? across representations and contexts.

Component progression

  1. 1I can explain the actual history of regional networks, 600–1450 through these bounded curriculum facts: the silk roads connected china, central asia, south asia, west asia, and europe, carrying goods like silk and spices as well as ideas, religions, and technologies. trans-saharan trade routes connected west african states such as ghana and mali to north africa, exchanging gold and enslaved people for salt and other goods. indian ocean trade connected east africa's swahili coast, arabia, south asia, and southeast asia through networks that relied on seasonal monsoon winds. the abbasid caliphate served as a hub connecting trade and scholarship between the mediterranean world, africa, and asia. the mongol conquests, though violent, connected trade routes across eurasia under mongol control, a period sometimes called the pax mongolica, or mongol peace. the byzantine empire, the eastern continuation of the roman empire centered on constantinople, preserved roman and greek traditions and connected european, west asian, and mediterranean trade. long-distance networks also spread diseases, such as the black death, which traveled along trade routes and killed a large share of the population in affected regions. use place (africa, east asia, south asia, southeast asia, west and central asia, europe) and time (c. 600–1450) 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, swahili coast, tang/song, abbasid world, distinguishing stated facts from questions the current packet does not answer.
  3. 3I can use the supplied facts to connect mongols, delhi sultanate, byzantium and medieval europe 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 networks move goods, knowledge, disease, and power?.
  5. 5I can construct an evidence-supported explanation of how did networks move goods, knowledge, disease, and power? and test the reasoning with a new society, source, event, or interpretation.
History · EEP-HIST-6.6

American and Pacific Histories to 1450

Independently study american and pacific histories on their own chronology and evidence. answer the unit inquiry with accurate contextual knowledge and evidence: how did societies develop networks and institutions without afro-eurasian contact? across representations and contexts.

Component progression

  1. 1I can explain the actual history of american and pacific histories to 1450 through these bounded curriculum facts: maya city-states in mesoamerica developed writing, an accurate calendar, and advanced mathematics, including an early concept of zero. teotihuacan, in central mexico, was one of the largest cities in the world during its height, with massive pyramids and a planned street grid, though the identity of its ruling group remains debated among historians. mississippian societies in north america built large earthen mound cities, including cahokia, which supported thousands of residents and a wide trade network. andean states, including societies that came before the inca, developed advanced agriculture on mountain terraces and governed without a written language. polynesian voyagers settled islands across the vast pacific ocean using detailed navigational knowledge of stars, ocean swells, and bird patterns. these american and pacific societies developed complex cities, agriculture, and trade networks entirely independently of contact with africa, asia, or europe. use place (indigenous americas, pacific and oceania) and time (to c. 1450) 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, teotihuacan, mississippian societies, distinguishing stated facts from questions the current packet does not answer.
  3. 3I can use the supplied facts to connect andean states, polynesian settlement and navigation 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 develop networks and institutions without afro-eurasian contact?.
  5. 5I can construct an evidence-supported explanation of how did societies develop networks and institutions without afro-eurasian contact? and test the reasoning with a new society, source, event, or interpretation.
Inquiry · C3.D1.1.6-8

C3.D1.1.6-8

Independently develop compelling questions about societies and historical change across representations and contexts.

Component progression

  1. 1I can teach the people, institutions, events, chronology, geography, and central change needed to develop compelling questions about societies and historical change, using inquiry, questions, historical thinking as disciplinary ideas rather than lesson labels.
  2. 2I can analyze and corroborate identified maps, timelines, data, primary sources, or secondary accounts to develop compelling questions about societies and historical change, distinguishing source evidence from interpretation and unsupported claims.
  3. 3I can construct and defend an evidence-supported conclusion that addresses cause, context, perspective, comparison, or continuity and change as relevant to develop compelling questions about societies and historical change, then transfer the reasoning to a new documented case.
Inquiry · C3.D1.5.6-8

C3.D1.5.6-8

Independently determine helpful disciplinary concepts and ideas for an inquiry across representations and contexts.

Component progression

  1. 1I can teach the people, institutions, events, chronology, geography, and central change needed to determine helpful disciplinary concepts and ideas for an inquiry, using inquiry, disciplines, planning as disciplinary ideas rather than lesson labels.
  2. 2I can analyze and corroborate identified maps, timelines, data, primary sources, or secondary accounts to determine helpful disciplinary concepts and ideas for an inquiry, distinguishing source evidence from interpretation and unsupported claims.
  3. 3I can construct and defend an evidence-supported conclusion that addresses cause, context, perspective, comparison, or continuity and change as relevant to determine helpful disciplinary concepts and ideas for an inquiry, then transfer the reasoning to a new documented case.
History · C3.D2.His.1.6-8

C3.D2.His.1.6-8

Independently analyze connections among events and developments in broader historical contexts across representations and contexts.

Component progression

  1. 1I can teach the people, institutions, events, chronology, geography, and central change needed to analyze connections among events and developments in broader historical contexts, using context, causation, chronology as disciplinary ideas rather than lesson labels.
  2. 2I can analyze and corroborate identified maps, timelines, data, primary sources, or secondary accounts to analyze connections among events and developments in broader historical contexts, distinguishing source evidence from interpretation and unsupported claims.
  3. 3I can construct and defend an evidence-supported conclusion that addresses cause, context, perspective, comparison, or continuity and change as relevant to analyze connections among events and developments in broader historical contexts, then transfer the reasoning to a new documented case.
History · C3.D2.His.4.6-8

C3.D2.His.4.6-8

Independently analyze multiple factors influencing people's perspectives in the past across representations and contexts.

Component progression

  1. 1I can teach the people, institutions, events, chronology, geography, and central change needed to analyze multiple factors influencing people's perspectives in the past, using perspective, context, evidence as disciplinary ideas rather than lesson labels.
  2. 2I can analyze and corroborate identified maps, timelines, data, primary sources, or secondary accounts to analyze multiple factors influencing people's perspectives in the past, distinguishing source evidence from interpretation and unsupported claims.
  3. 3I can construct and defend an evidence-supported conclusion that addresses cause, context, perspective, comparison, or continuity and change as relevant to analyze multiple factors influencing people's perspectives in the past, then transfer the reasoning to a new documented case.
History · C3.D2.His.14.6-8

C3.D2.His.14.6-8

Independently explain multiple causes and effects of events and developments across representations and contexts.

Component progression

  1. 1I can teach the people, institutions, events, chronology, geography, and central change needed to explain multiple causes and effects of events and developments, using causation, effects, complexity as disciplinary ideas rather than lesson labels.
  2. 2I can analyze and corroborate identified maps, timelines, data, primary sources, or secondary accounts to explain multiple causes and effects of events and developments, distinguishing source evidence from interpretation and unsupported claims.
  3. 3I can construct and defend an evidence-supported conclusion that addresses cause, context, perspective, comparison, or continuity and change as relevant to explain multiple causes and effects of events and developments, then transfer the reasoning to a new documented case.
Geography · C3.D2.Geo.2.6-8

C3.D2.Geo.2.6-8

Independently use maps and geospatial representations to explain relationships among people and environments across representations and contexts.

Component progression

  1. 1I can teach the people, institutions, events, chronology, geography, and central change needed to use maps and geospatial representations to explain relationships among people and environments, using maps, human environment interaction, spatial thinking as disciplinary ideas rather than lesson labels.
  2. 2I can analyze and corroborate identified maps, timelines, data, primary sources, or secondary accounts to use maps and geospatial representations to explain relationships among people and environments, distinguishing source evidence from interpretation and unsupported claims.
  3. 3I can construct and defend an evidence-supported conclusion that addresses cause, context, perspective, comparison, or continuity and change as relevant to use maps and geospatial representations to explain relationships among people and environments, then transfer the reasoning to a new documented case.
Geography · C3.D2.Geo.4.6-8

C3.D2.Geo.4.6-8

Independently explain how cultural patterns and economic decisions influence environments across representations and contexts.

Component progression

  1. 1I can teach the people, institutions, events, chronology, geography, and central change needed to explain how cultural patterns and economic decisions influence environments, using culture, economics, environment as disciplinary ideas rather than lesson labels.
  2. 2I can analyze and corroborate identified maps, timelines, data, primary sources, or secondary accounts to explain how cultural patterns and economic decisions influence environments, distinguishing source evidence from interpretation and unsupported claims.
  3. 3I can construct and defend an evidence-supported conclusion that addresses cause, context, perspective, comparison, or continuity and change as relevant to explain how cultural patterns and economic decisions influence environments, then transfer the reasoning to a new documented case.
Civics · C3.D2.Civ.1.6-8

C3.D2.Civ.1.6-8

Independently distinguish powers and responsibilities of citizens, governments, and civic institutions across representations and contexts.

Component progression

  1. 1I can teach the people, institutions, events, chronology, geography, and central change needed to distinguish powers and responsibilities of citizens, governments, and civic institutions, using civics, institutions, responsibility as disciplinary ideas rather than lesson labels.
  2. 2I can analyze and corroborate identified maps, timelines, data, primary sources, or secondary accounts to distinguish powers and responsibilities of citizens, governments, and civic institutions, distinguishing source evidence from interpretation and unsupported claims.
  3. 3I can construct and defend an evidence-supported conclusion that addresses cause, context, perspective, comparison, or continuity and change as relevant to distinguish powers and responsibilities of citizens, governments, and civic institutions, then transfer the reasoning to a new documented case.
Economics · C3.D2.Eco.1.6-8

C3.D2.Eco.1.6-8

Independently explain how economic decisions involve incentives and consequences across representations and contexts.

Component progression

  1. 1I can teach the people, institutions, events, chronology, geography, and central change needed to explain how economic decisions involve incentives and consequences, using economics, incentives, consequences as disciplinary ideas rather than lesson labels.
  2. 2I can analyze and corroborate identified maps, timelines, data, primary sources, or secondary accounts to explain how economic decisions involve incentives and consequences, distinguishing source evidence from interpretation and unsupported claims.
  3. 3I can construct and defend an evidence-supported conclusion that addresses cause, context, perspective, comparison, or continuity and change as relevant to explain how economic decisions involve incentives and consequences, then transfer the reasoning to a new documented case.
Sources Evidence · C3.D3.1.6-8

C3.D3.1.6-8

Independently gather relevant information from multiple sources and evaluate credibility across representations and contexts.

Component progression

  1. 1I can teach the people, institutions, events, chronology, geography, and central change needed to gather relevant information from multiple sources and evaluate credibility, using sources, credibility, evidence as disciplinary ideas rather than lesson labels.
  2. 2I can analyze and corroborate identified maps, timelines, data, primary sources, or secondary accounts to gather relevant information from multiple sources and evaluate credibility, distinguishing source evidence from interpretation and unsupported claims.
  3. 3I can construct and defend an evidence-supported conclusion that addresses cause, context, perspective, comparison, or continuity and change as relevant to gather relevant information from multiple sources and evaluate credibility, then transfer the reasoning to a new documented case.
Communication · C3.D4.1.6-8

C3.D4.1.6-8

Independently construct arguments using claims and evidence from multiple sources across representations and contexts.

Component progression

  1. 1I can teach the people, institutions, events, chronology, geography, and central change needed to construct arguments using claims and evidence from multiple sources, using argument, claims, evidence as disciplinary ideas rather than lesson labels.
  2. 2I can analyze and corroborate identified maps, timelines, data, primary sources, or secondary accounts to construct arguments using claims and evidence from multiple sources, distinguishing source evidence from interpretation and unsupported claims.
  3. 3I can construct and defend an evidence-supported conclusion that addresses cause, context, perspective, comparison, or continuity and change as relevant to construct arguments using claims and evidence from multiple sources, then transfer the reasoning to a new documented case.
Civic Action · C3.D4.6.6-8

C3.D4.6.6-8

Independently draw on disciplinary knowledge to take informed action across representations and contexts.

Component progression

  1. 1I can teach the people, institutions, events, chronology, geography, and central change needed to draw on disciplinary knowledge to take informed action, using civic action, deliberation, evidence as disciplinary ideas rather than lesson labels.
  2. 2I can analyze and corroborate identified maps, timelines, data, primary sources, or secondary accounts to draw on disciplinary knowledge to take informed action, distinguishing source evidence from interpretation and unsupported claims.
  3. 3I can construct and defend an evidence-supported conclusion that addresses cause, context, perspective, comparison, or continuity and change as relevant to draw on disciplinary knowledge to take informed action, then transfer the reasoning to a new documented case.
World History · EEP-SS-6-WH.1

EEP-SS-6-WH.1

Independently study early human communities using archaeology, environmental evidence, and multiple interpretations across representations and contexts.

Component progression

  1. 1I can teach the people, institutions, events, chronology, geography, and central change needed to study early human communities using archaeology, environmental evidence, and multiple interpretations, using early humans, archaeology, evidence as disciplinary ideas rather than lesson labels.
  2. 2I can analyze and corroborate identified maps, timelines, data, primary sources, or secondary accounts to study early human communities using archaeology, environmental evidence, and multiple interpretations, distinguishing source evidence from interpretation and unsupported claims.
  3. 3I can construct and defend an evidence-supported conclusion that addresses cause, context, perspective, comparison, or continuity and change as relevant to study early human communities using archaeology, environmental evidence, and multiple interpretations, then transfer the reasoning to a new documented case.
World History · EEP-SS-6-WH.2

EEP-SS-6-WH.2

Independently compare early complex societies across africa, asia, europe, and the americas without treating one region as the default across representations and contexts.

Component progression

  1. 1I can teach the people, institutions, events, chronology, geography, and central change needed to compare early complex societies across africa, asia, europe, and the americas without treating one region as the default, using complex societies, comparison, global history as disciplinary ideas rather than lesson labels.
  2. 2I can analyze and corroborate identified maps, timelines, data, primary sources, or secondary accounts to compare early complex societies across africa, asia, europe, and the americas without treating one region as the default, distinguishing source evidence from interpretation and unsupported claims.
  3. 3I can construct and defend an evidence-supported conclusion that addresses cause, context, perspective, comparison, or continuity and change as relevant to compare early complex societies across africa, asia, europe, and the americas without treating one region as the default, then transfer the reasoning to a new documented case.
World History · EEP-SS-6-WH.3

EEP-SS-6-WH.3

Independently examine indigenous knowledge, governance, trade, and continuity in the societies studied across representations and contexts.

Component progression

  1. 1I can teach the people, institutions, events, chronology, geography, and central change needed to examine indigenous knowledge, governance, trade, and continuity in the societies studied, using indigenous peoples, continuity, governance as disciplinary ideas rather than lesson labels.
  2. 2I can analyze and corroborate identified maps, timelines, data, primary sources, or secondary accounts to examine indigenous knowledge, governance, trade, and continuity in the societies studied, distinguishing source evidence from interpretation and unsupported claims.
  3. 3I can construct and defend an evidence-supported conclusion that addresses cause, context, perspective, comparison, or continuity and change as relevant to examine indigenous knowledge, governance, trade, and continuity in the societies studied, then transfer the reasoning to a new documented case.
World History · EEP-SS-6-WH.4

EEP-SS-6-WH.4

Independently evaluate how migration, exchange, conflict, technology, and environments shaped societies across representations and contexts.

Component progression

  1. 1I can teach the people, institutions, events, chronology, geography, and central change needed to evaluate how migration, exchange, conflict, technology, and environments shaped societies, using migration, exchange, environment as disciplinary ideas rather than lesson labels.
  2. 2I can analyze and corroborate identified maps, timelines, data, primary sources, or secondary accounts to evaluate how migration, exchange, conflict, technology, and environments shaped societies, distinguishing source evidence from interpretation and unsupported claims.
  3. 3I can construct and defend an evidence-supported conclusion that addresses cause, context, perspective, comparison, or continuity and change as relevant to evaluate how migration, exchange, conflict, technology, and environments shaped societies, then transfer the reasoning to a new documented case.
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