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 7 Social Studies

22 curriculum outcomes with explicit teaching progressions

Select a record to inspect its progression

Authoritative K–12 history teaching sequence

Global History: 1450 to the Present

How did expanding connections create both opportunity and unequal power?

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 thinkingmultiple causation · continuity and change · source perspective · comparison · argument from evidence

c. 1400–1500

Worlds in 1450

Global

What major states and networks existed before sustained Atlantic connection?

Establish a genuinely global baseline before European maritime expansion.

Required anchors: Ming China, Vijayanagara, Ottoman Empire, Mali/Songhai, Kongo, Mexica, Inca, Pacific networks

c. 1450–1750

Oceanic Connections and Conquest

Global

Why did oceanic expansion produce such unequal consequences?

Analyze maritime technology, Indigenous diplomacy and resistance, conquest, disease, ecological exchange, and competing empires.

Required anchors: Indian Ocean continuity, Atlantic voyages, Spanish invasion of Mexica and Inca states, Indigenous resistance

c. 1450–1800

Empires, Enslavement, and Resistance

AfricaIndigenous AmericasLatin America and the CaribbeanWest and Central AsiaSouth AsiaEast Asia

How did states and coerced labor systems expand, and how did people resist?

Compare Ottoman, Safavid, Mughal, Qing, Kongo, Atlantic plantation, and colonial systems without collapsing distinct experiences.

Required anchors: Ottoman and Safavid, Mughal, Qing, Kongo, transatlantic slave trade, maroon communities

c. 1750–1850

Revolutions and New Political Claims

United States and CanadaEuropeLatin America and the CaribbeanAfrica

Who gained freedom in the age of revolutions, and who did not?

Compare revolutionary causes, political claims, violence, and limits.

Required anchors: American Revolution, French Revolution, Haitian Revolution, Latin American independence

c. 1750–1914

Industry, Imperialism, and Global Migration

Global

How did industrial power reorder work, migration, and empire?

Analyze industrialization, capitalism, labor, European and Japanese imperialism, African and Asian resistance, and migration.

Required anchors: Britain and industrialization, India under British rule, Opium Wars, Meiji Japan, Scramble for Africa, Ethiopian resistance, indentured migration

c. 1914–1945

World Wars, Genocide, and Mass Politics

Global

How did total war transform states and civilian life?

Study the world wars globally, including colonial troops, revolutions, genocide, and Asian and African theaters.

Required anchors: World War I, Armenian genocide, Russian Revolution, Holocaust, war in East Asia, colonial soldiers

c. 1945–present

Decolonization and the Contemporary World

Global

How did people challenge empire and shape new nations?

Compare independence, Cold War pressures, civil and human rights, development, migration, and continuing Indigenous sovereignty.

Required anchors: India and Pakistan, Ghana, Algeria, Congo, China, Korea and Vietnam, Caribbean independence, Pacific decolonization

History · EEP-HIST-7.1

Worlds in 1450

Independently establish a genuinely global baseline before european maritime expansion. answer the unit inquiry with accurate contextual knowledge and evidence: what major states and networks existed before sustained atlantic connection? across representations and contexts.

Component progression

  1. 1I can explain the actual history of worlds in 1450 through these bounded curriculum facts: in 1450, ming china was among the most powerful and populous states in the world, with a large bureaucracy and extensive trade. the vijayanagara empire in southern india was a wealthy hindu state known for its trade, temples, and diverse population. the ottoman empire controlled territory across west asia, north africa, and southeastern europe, and would soon capture constantinople in 1453. in west africa, the songhai empire was rising to become the dominant power in the region as the mali empire's influence declined. the kingdom of kongo, in central africa, was an organized state with its own government and trade networks before sustained european contact. in the americas, the mexica (aztec) empire and the inca empire controlled large, powerful states with advanced cities, agriculture, and administration. around 1450, no single region of the world dominated the others — powerful, complex states existed across africa, asia, and the americas. use place (global) and time (c. 1400–1500) 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 ming china, vijayanagara, ottoman empire, mali/songhai, distinguishing stated facts from questions the current packet does not answer.
  3. 3I can use the supplied facts to connect kongo, mexica, inca, pacific networks to the unit's place, period, and inquiry, while avoiding unsupported generalizations.
  4. 4I can identify the creator, date, provenance, purpose, and limits of the supplied source material, then corroborate only claims that the visible source set can support for this inquiry: what major states and networks existed before sustained atlantic connection?.
  5. 5I can construct an evidence-supported explanation of what major states and networks existed before sustained atlantic connection? and test the reasoning with a new society, source, event, or interpretation.
History · EEP-HIST-7.2

Oceanic Connections and Conquest

Independently analyze maritime technology, indigenous diplomacy and resistance, conquest, disease, ecological exchange, and competing empires. answer the unit inquiry with accurate contextual knowledge and evidence: why did oceanic expansion produce such unequal consequences? across representations and contexts.

Component progression

  1. 1I can explain the actual history of oceanic connections and conquest through these bounded curriculum facts: european sailors developed new ship designs and navigational tools that allowed longer ocean voyages, including across the atlantic ocean. spanish forces under hernán cortés and francisco pizarro conquered the mexica and inca empires, aided by superior weapons, alliances with rival indigenous groups, and devastating epidemic diseases. diseases brought unintentionally by europeans, such as smallpox, killed enormous numbers of indigenous people across the americas who had no prior immunity to them. indigenous peoples resisted european conquest and colonization in many ways, including armed resistance, diplomacy, and preserving cultural and religious practices. the columbian exchange was the transfer of plants, animals, people, and diseases between the americas, europe, africa, and asia following 1492. indian ocean trade networks continued to operate largely on their own established terms even as european traders began arriving in greater numbers. use place (global) and time (c. 1450–1750) only to clarify the story, not as the lesson's main destination. invite relevant learner questions about the people, changes, causes, evidence, and uncertainty.
  2. 2I can explain what the supplied curriculum establishes about indian ocean continuity, atlantic voyages, distinguishing stated facts from questions the current packet does not answer.
  3. 3I can use the supplied facts to connect spanish invasion of mexica and inca states, indigenous resistance 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 oceanic expansion produce such unequal consequences?.
  5. 5I can construct an evidence-supported explanation of why did oceanic expansion produce such unequal consequences? and test the reasoning with a new society, source, event, or interpretation.
History · EEP-HIST-7.3

Empires, Enslavement, and Resistance

Independently compare ottoman, safavid, mughal, qing, kongo, atlantic plantation, and colonial systems without collapsing distinct experiences. answer the unit inquiry with accurate contextual knowledge and evidence: how did states and coerced labor systems expand, and how did people resist? across representations and contexts.

Component progression

  1. 1I can explain the actual history of empires, enslavement, and resistance through these bounded curriculum facts: the ottoman and safavid empires were rival muslim states that controlled large territories in west asia, differing in religious leadership and governance. the mughal empire united much of south asia and became known for its wealth, architecture including the taj mahal, and administration of a religiously diverse population. the qing dynasty expanded china's territory and population to new heights while governing through a large bureaucracy. european traders and american plantation owners forcibly transported millions of enslaved africans across the atlantic ocean in the transatlantic slave trade to work on plantations. enslaved people resisted their bondage through everyday acts of resistance, work slowdowns, preserving culture and community, and sometimes armed rebellion or escape. maroon communities were made up of formerly enslaved people who escaped and formed independent settlements, sometimes for generations, in remote areas of the americas. the kingdom of kongo engaged in diplomacy and trade with portugal, but the growth of the slave trade eventually destabilized the kingdom and much of the surrounding region. use place (africa, indigenous americas, latin america and the caribbean, west and central asia, south asia, east asia) and time (c. 1450–1800) 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 ottoman and safavid, mughal, qing, distinguishing stated facts from questions the current packet does not answer.
  3. 3I can use the supplied facts to connect kongo, transatlantic slave trade, maroon communities to the unit's place, period, and inquiry, while avoiding unsupported generalizations.
  4. 4I can identify the creator, date, provenance, purpose, and limits of the supplied source material, then corroborate only claims that the visible source set can support for this inquiry: how did states and coerced labor systems expand, and how did people resist?.
  5. 5I can construct an evidence-supported explanation of how did states and coerced labor systems expand, and how did people resist? and test the reasoning with a new society, source, event, or interpretation.
History · EEP-HIST-7.4

Revolutions and New Political Claims

Independently compare revolutionary causes, political claims, violence, and limits. answer the unit inquiry with accurate contextual knowledge and evidence: who gained freedom in the age of revolutions, and who did not? across representations and contexts.

Component progression

  1. 1I can explain the actual history of revolutions and new political claims through these bounded curriculum facts: the american revolution (1775–1783) resulted in independence from britain and a new government, but did not extend full political rights to enslaved people, women, or most indigenous peoples. the french revolution (1789) overthrew the french monarchy in the name of liberty, equality, and citizenship, but was followed by periods of violence and renewed authoritarian rule. the haitian revolution (1791–1804) was led by enslaved and formerly enslaved people and resulted in the only successful large-scale slave rebellion in history, creating the independent nation of haiti. inspired partly by these revolutions, movements for independence swept much of latin america in the early 1800s, led by figures such as simón bolívar. even after these revolutions, many of the new nations continued to restrict full citizenship and rights based on race, gender, or property ownership. revolutionary ideas about liberty and rights spread across the atlantic world, but their promises were realized very unevenly for different groups of people. use place (united states and canada, europe, latin america and the caribbean, africa) and time (c. 1750–1850) 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 american revolution, french revolution, distinguishing stated facts from questions the current packet does not answer.
  3. 3I can use the supplied facts to connect haitian revolution, latin american independence 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: who gained freedom in the age of revolutions, and who did not?.
  5. 5I can construct an evidence-supported explanation of who gained freedom in the age of revolutions, and who did not? and test the reasoning with a new society, source, event, or interpretation.
History · EEP-HIST-7.5

Industry, Imperialism, and Global Migration

Independently analyze industrialization, capitalism, labor, european and japanese imperialism, african and asian resistance, and migration. answer the unit inquiry with accurate contextual knowledge and evidence: how did industrial power reorder work, migration, and empire? across representations and contexts.

Component progression

  1. 1I can explain the actual history of industry, imperialism, and global migration through these bounded curriculum facts: the industrial revolution began in britain in the late 1700s, introducing new machines and factories that transformed how goods were produced. britain colonized india and reshaped its economy to benefit british industry, often at significant cost to local industries and farmers. the opium wars between britain and qing china resulted in china being forced to open its ports to foreign trade on unequal terms. japan's meiji government, after 1868, rapidly industrialized and modernized its military and institutions to avoid the fate of other colonized asian nations. during the scramble for africa, european powers divided almost the entire african continent into colonies in the late 1800s, often with little regard for existing political and ethnic boundaries. ethiopia successfully resisted italian colonization at the battle of adwa in 1896, remaining one of the few african nations to avoid european colonial rule at the time. millions of workers, including many from india and china, migrated or were recruited under indentured labor contracts to work on plantations and projects around the world. use place (global) and time (c. 1750–1914) 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 britain and industrialization, india under british rule, opium wars, meiji japan, distinguishing stated facts from questions the current packet does not answer.
  3. 3I can use the supplied facts to connect scramble for africa, ethiopian resistance, indentured migration 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 industrial power reorder work, migration, and empire?.
  5. 5I can construct an evidence-supported explanation of how did industrial power reorder work, migration, and empire? and test the reasoning with a new society, source, event, or interpretation.
History · EEP-HIST-7.6

World Wars, Genocide, and Mass Politics

Independently study the world wars globally, including colonial troops, revolutions, genocide, and asian and african theaters. answer the unit inquiry with accurate contextual knowledge and evidence: how did total war transform states and civilian life? across representations and contexts.

Component progression

  1. 1I can explain the actual history of world wars, genocide, and mass politics through these bounded curriculum facts: world war i (1914–1918) involved troops and resources from european colonies across africa and asia, not only from european nations themselves. during world war i, the ottoman government carried out the armenian genocide, in which an estimated 1 to 1.5 million armenians were killed. the russian revolution of 1917 overthrew the russian monarchy and eventually brought a communist government to power under the bolshevik party. during world war ii, nazi germany carried out the holocaust, systematically murdering six million jews and millions of other victims, including roma people, disabled people, and political prisoners. world war ii included major fighting in east asia and the pacific, including japan's invasion of china and later war with the united states and other allied powers. colonial soldiers from africa, south asia, and other regions fought and died in both world wars for empires that did not grant them equal citizenship. use place (global) and time (c. 1914–1945) 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 world war i, armenian genocide, russian revolution, distinguishing stated facts from questions the current packet does not answer.
  3. 3I can use the supplied facts to connect holocaust, war in east asia, colonial soldiers 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 total war transform states and civilian life?.
  5. 5I can construct an evidence-supported explanation of how did total war transform states and civilian life? and test the reasoning with a new society, source, event, or interpretation.
History · EEP-HIST-7.7

Decolonization and the Contemporary World

Independently compare independence, cold war pressures, civil and human rights, development, migration, and continuing indigenous sovereignty. answer the unit inquiry with accurate contextual knowledge and evidence: how did people challenge empire and shape new nations? across representations and contexts.

Component progression

  1. 1I can explain the actual history of decolonization and the contemporary world through these bounded curriculum facts: india gained independence from britain in 1947, and the partition that created india and pakistan led to mass migration and violence between religious communities. ghana became the first sub-saharan african colony to gain independence in 1957, inspiring independence movements across the continent. algeria won independence from france in 1962 after a long, violent war, while other african nations gained independence through more negotiated processes. the cold war rivalry between the united states and the soviet union shaped many newly independent nations' politics, sometimes through direct military conflict such as in korea and vietnam. many caribbean nations gained independence from european colonial powers in the mid-to-late twentieth century, developing their own governments while remaining economically connected to former colonizers. decolonization did not end all inequality or conflict — many newly independent nations faced economic challenges, political instability, or continued foreign interference after independence. use place (global) and time (c. 1945–present) only to clarify the story, not as the lesson's main destination. invite relevant learner questions about the people, changes, causes, evidence, and uncertainty.
  2. 2I can explain what the supplied curriculum establishes about india and pakistan, ghana, algeria, congo, distinguishing stated facts from questions the current packet does not answer.
  3. 3I can use the supplied facts to connect china, korea and vietnam, caribbean independence, pacific decolonization 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 people challenge empire and shape new nations?.
  5. 5I can construct an evidence-supported explanation of how did people challenge empire and shape new nations? and test the reasoning with a new society, source, event, or interpretation.
Inquiry · C3.D1.2.6-8

C3.D1.2.6-8

Independently explain how questions reflect enduring issues in societies across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to explain how questions reflect enduring issues in societies; 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 questions reflect enduring issues in societies, 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 questions reflect enduring issues in societies to a new case.
History · C3.D2.His.2.6-8

C3.D2.His.2.6-8

Independently classify series of historical events and developments as examples of change or continuity across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to classify series of historical events and developments as examples of change or continuity; 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 classify series of historical events and developments as examples of change or continuity, 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 classify series of historical events and developments as examples of change or continuity to a new case.
History · C3.D2.His.5.6-8

C3.D2.His.5.6-8

Independently explain how and why perspectives of people have changed over time across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to explain how and why perspectives of people have changed over time; use chronology, geography, and sources to clarify that content rather than replacing it.
  2. 2I can corroborate sources and use chronology, geography, civics, economics, causation, continuity and change, or comparison to explain how and why perspectives of people have changed over time, distinguishing evidence from interpretation and myth.
  3. 3I can construct and defend a conclusion that uses inclusive evidence and addresses competing perspectives, then transfer the reasoning needed to explain how and why perspectives of people have changed over time to a new case.
History · C3.D2.His.15.6-8

C3.D2.His.15.6-8

Independently evaluate the relative influence of causes of events and developments across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to evaluate the relative influence of causes of events and developments; 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 evaluate the relative influence of causes of events and developments, 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 evaluate the relative influence of causes of events and developments to a new case.
Geography · C3.D2.Geo.5.6-8

C3.D2.Geo.5.6-8

Independently analyze how environmental and cultural characteristics influence population distribution across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to analyze how environmental and cultural characteristics influence population distribution; 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 how environmental and cultural characteristics influence population distribution, 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 how environmental and cultural characteristics influence population distribution to a new case.
Geography · C3.D2.Geo.7.6-8

C3.D2.Geo.7.6-8

Independently explain how changes in transportation and communication influence spatial connections across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to explain how changes in transportation and communication influence spatial connections; 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 changes in transportation and communication influence spatial connections, 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 changes in transportation and communication influence spatial connections to a new case.
Civics · C3.D2.Civ.8.6-8

C3.D2.Civ.8.6-8

Independently analyze ideas and principles in foundational civic documents from varied societies across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to analyze ideas and principles in foundational civic documents from varied societies; 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 ideas and principles in foundational civic documents from varied societies, 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 ideas and principles in foundational civic documents from varied societies to a new case.
Economics · C3.D2.Eco.3.6-8

C3.D2.Eco.3.6-8

Independently explain barriers to trade and how institutions influence exchange across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to explain barriers to trade and how institutions influence 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 explain barriers to trade and how institutions influence 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 explain barriers to trade and how institutions influence exchange to a new case.
Sources Evidence · C3.D3.2.6-8

C3.D3.2.6-8

Independently evaluate source credibility by origin, authority, structure, context, and corroboration across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to evaluate source credibility by origin, authority, structure, context, and corroboration; 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 evaluate source credibility by origin, authority, structure, context, and corroboration, 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 evaluate source credibility by origin, authority, structure, context, and corroboration to a new case.
Communication · C3.D4.2.6-8

C3.D4.2.6-8

Independently construct explanations using reasoning, correct sequence, examples, and details across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to construct explanations using reasoning, correct sequence, examples, and details; use chronology, geography, and sources to clarify that content rather than replacing it.
  2. 2I can corroborate sources and use chronology, geography, civics, economics, causation, continuity and change, or comparison to construct explanations using reasoning, correct sequence, examples, and details, distinguishing evidence from interpretation and myth.
  3. 3I can construct and defend a conclusion that uses inclusive evidence and addresses competing perspectives, then transfer the reasoning needed to construct explanations using reasoning, correct sequence, examples, and details to a new case.
World History · EEP-SS-7-WH.1

EEP-SS-7-WH.1

Independently compare societies across africa, asia, europe, oceania, and the americas from approximately 500 to 1750 across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to compare societies across africa, asia, europe, oceania, and the americas from approximately 500 to 1750; use chronology, geography, and sources to clarify that content rather than replacing it.
  2. 2I can corroborate sources and use chronology, geography, civics, economics, causation, continuity and change, or comparison to compare societies across africa, asia, europe, oceania, and the americas from approximately 500 to 1750, distinguishing evidence from interpretation and myth.
  3. 3I can construct and defend a conclusion that uses inclusive evidence and addresses competing perspectives, then transfer the reasoning needed to compare societies across africa, asia, europe, oceania, and the americas from approximately 500 to 1750 to a new case.
World History · EEP-SS-7-WH.2

EEP-SS-7-WH.2

Independently examine indigenous sovereignty, knowledge, exchange, and continuity before and during expanding empires across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to examine indigenous sovereignty, knowledge, exchange, and continuity before and during expanding empires; 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 indigenous sovereignty, knowledge, exchange, and continuity before and during expanding empires, 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 indigenous sovereignty, knowledge, exchange, and continuity before and during expanding empires to a new case.
World History · EEP-SS-7-WH.3

EEP-SS-7-WH.3

Independently analyze trade networks, migration, technologies, and cultural exchange without treating europe as the sole center across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to analyze trade networks, migration, technologies, and cultural exchange without treating europe as the sole center; 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 trade networks, migration, technologies, and cultural exchange without treating europe as the sole center, 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 trade networks, migration, technologies, and cultural exchange without treating europe as the sole center to a new case.
World History · EEP-SS-7-WH.4

EEP-SS-7-WH.4

Independently investigate empire, enslavement, resistance, colonization, and their unequal human consequences through multiple sources across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to investigate empire, enslavement, resistance, colonization, and their unequal human consequences through multiple 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 investigate empire, enslavement, resistance, colonization, and their unequal human consequences through multiple 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 investigate empire, enslavement, resistance, colonization, and their unequal human consequences through multiple sources to a new case.
World History · EEP-SS-7-WH.5

EEP-SS-7-WH.5

Independently evaluate how belief systems shaped societies while studying religion through a secular historical lens across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to evaluate how belief systems shaped societies while studying religion through a secular historical lens; 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 evaluate how belief systems shaped societies while studying religion through a secular historical lens, 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 evaluate how belief systems shaped societies while studying religion through a secular historical lens to a new case.
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