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 8 Social Studies

25 curriculum outcomes with explicit teaching progressions

Select a record to inspect its progression

Authoritative K–12 history teaching sequence

United States History: Indigenous Homelands through Reconstruction

How did competing ideas about land, power, freedom, and belonging shape the early United States?

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 thinkingconstitutional reasoning · causation · perspective · primary-source corroboration · evidence-based argument

before 1492–1607

Indigenous North America and Atlantic Contexts

Indigenous AmericasAfricaEurope

What worlds met in North America, and with what consequences?

Begin with diverse Indigenous societies and situate colonization within African, European, and Atlantic histories.

Required anchors: regional Indigenous nations, West African states, European states and religions, Columbian Exchange

1607–1763

Colonization, Labor, and Resistance

United States and CanadaIndigenous AmericasAfricaEurope

How did colonies develop within contested Indigenous lands?

Analyze regional economies, settler-Indigenous relations, racial slavery, resistance, and imperial rivalry.

Required anchors: Chesapeake, New England, Middle Colonies, Spanish borderlands, enslaved communities, Indigenous diplomacy

1763–1789

Revolution and Its Limits

United States and CanadaIndigenous AmericasAfricaEurope

Why did revolution occur, and whose freedom changed?

Evaluate revolutionary causes and experiences across patriot, loyalist, Indigenous, enslaved, free Black, and women's perspectives.

Required anchors: imperial crisis, Declaration of Independence, war, Articles of Confederation

1787–1824

Constitution and the New Republic

United States and Canada

How did the Constitution distribute power and preserve conflicts?

Analyze federalism, rights, political participation, slavery compromises, and early policy disputes.

Required anchors: Constitutional Convention, Federalists and Anti-Federalists, Bill of Rights, Haitian Revolution's U.S. context

1800–1850

Expansion, Removal, and Reform

United States and CanadaIndigenous AmericasLatin America and the Caribbean

How did expansion create opportunity for some and dispossession for others?

Study market change, democracy's expansion and exclusion, Indigenous removal and resistance, war with Mexico, and reform movements.

Required anchors: Indian Removal, Trail of Tears, abolition, women's rights, Mexican-American War

c. 1820–1865

Slavery, Civil War, and Emancipation

United States and CanadaAfrica

Why did slavery lead to disunion and war?

Center slavery while analyzing political conflict, enslaved people's agency, military change, emancipation, and varied wartime experiences.

Required anchors: slave economies, resistance, sectional crisis, Civil War, Emancipation Proclamation, Black military service

1865–1877 and legacy

Reconstruction

United States and Canada

What did freedom require after slavery?

Evaluate constitutional change, Black political participation, education and family reunification, white supremacist violence, federal retreat, and Reconstruction's legacy.

Required anchors: 13th–15th Amendments, Freedmen's Bureau, Black officeholders, terror and resistance

History · EEP-HIST-8.1

Indigenous North America and Atlantic Contexts

Independently begin with diverse indigenous societies and situate colonization within african, european, and atlantic histories. answer the unit inquiry with accurate contextual knowledge and evidence: what worlds met in north america, and with what consequences? across representations and contexts.

Component progression

  1. 1I can explain the actual history of indigenous north america and atlantic contexts through these bounded curriculum facts: before 1492, north america was home to hundreds of distinct indigenous nations with their own languages, governments, and economies. west african states such as mali and songhai were wealthy, organized societies with extensive trade networks before sustained contact with europe. european states in this period were often rivals, competing for trade, territory, and religious influence, including tension between catholic and protestant powers after the reformation. the columbian exchange transferred crops like corn and potatoes to the rest of the world, and horses, disease, and other goods to the americas, transforming societies on all sides. epidemic diseases introduced by europeans killed a large share of the indigenous population of the americas in the decades following 1492, reshaping indigenous societies before large-scale english colonization even began. use place (indigenous americas, africa, europe) and time (before 1492–1607) 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 regional indigenous nations, west african states, distinguishing stated facts from questions the current packet does not answer.
  3. 3I can use the supplied facts to connect european states and religions, columbian exchange 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 worlds met in north america, and with what consequences?.
  5. 5I can construct an evidence-supported explanation of what worlds met in north america, and with what consequences? and test the reasoning with a new society, source, event, or interpretation.
History · EEP-HIST-8.2

Colonization, Labor, and Resistance

Independently analyze regional economies, settler-indigenous relations, racial slavery, resistance, and imperial rivalry. answer the unit inquiry with accurate contextual knowledge and evidence: how did colonies develop within contested indigenous lands? across representations and contexts.

Component progression

  1. 1I can explain the actual history of colonization, labor, and resistance through these bounded curriculum facts: the chesapeake colonies of virginia and maryland developed economies centered on tobacco, grown on large farms increasingly worked by enslaved africans. new england colonies developed economies based on fishing, shipbuilding, and small farms, with towns often organized around shared religious communities. spanish colonization in areas like florida and the southwest established missions and settlements that involved forced labor and conversion of indigenous peoples, alongside ongoing indigenous resistance. indigenous nations used diplomacy, trade, and warfare to try to manage relationships with competing english, french, and spanish colonial powers. enslaved africans and their descendants formed communities that preserved cultural practices, languages, and kinship networks despite the brutal conditions of slavery. colonial economies and imperial rivalries between england, france, and spain led to repeated wars in north america during this period. use place (united states and canada, indigenous americas, africa, europe) and time (1607–1763) 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 chesapeake, new england, middle colonies, distinguishing stated facts from questions the current packet does not answer.
  3. 3I can use the supplied facts to connect spanish borderlands, enslaved communities, indigenous diplomacy 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 colonies develop within contested indigenous lands?.
  5. 5I can construct an evidence-supported explanation of how did colonies develop within contested indigenous lands? and test the reasoning with a new society, source, event, or interpretation.
History · EEP-HIST-8.3

Revolution and Its Limits

Independently evaluate revolutionary causes and experiences across patriot, loyalist, indigenous, enslaved, free black, and women's perspectives. answer the unit inquiry with accurate contextual knowledge and evidence: why did revolution occur, and whose freedom changed? across representations and contexts.

Component progression

  1. 1I can explain the actual history of revolution and its limits through these bounded curriculum facts: tensions grew between britain and its american colonies after 1763 over issues including taxation without representation and colonial self-government. the declaration of independence, adopted in 1776, stated that all men are created equal, even though the new nation continued to enslave people and deny rights to women and most indigenous people. the revolutionary war divided colonists into patriots who supported independence and loyalists who remained loyal to britain, while many indigenous nations allied with whichever side seemed most likely to protect their land. thousands of enslaved people sought freedom by escaping to british lines, which offered freedom to those who left rebel enslavers, while others fought for the patriot cause hoping it would lead to their own freedom. the articles of confederation, the nation's first constitution, created a weak central government that struggled to manage the new nation's debts and disputes among the states. use place (united states and canada, indigenous americas, africa, europe) and time (1763–1789) 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 imperial crisis, declaration of independence, distinguishing stated facts from questions the current packet does not answer.
  3. 3I can use the supplied facts to connect war, articles of confederation 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 revolution occur, and whose freedom changed?.
  5. 5I can construct an evidence-supported explanation of why did revolution occur, and whose freedom changed? and test the reasoning with a new society, source, event, or interpretation.
History · EEP-HIST-8.4

Constitution and the New Republic

Independently analyze federalism, rights, political participation, slavery compromises, and early policy disputes. answer the unit inquiry with accurate contextual knowledge and evidence: how did the constitution distribute power and preserve conflicts? across representations and contexts.

Component progression

  1. 1I can explain the actual history of constitution and the new republic through these bounded curriculum facts: the constitutional convention of 1787 created a new framework of government with separated powers among legislative, executive, and judicial branches. the constitution included compromises over slavery, including counting enslaved people as three-fifths of a person for purposes of representation, without using the word slavery directly. federalists supported ratifying the stronger constitution, while anti-federalists worried it gave the federal government too much power and lacked protections for individual rights. the bill of rights, the constitution's first ten amendments, was added in 1791 to protect specific individual freedoms such as speech, religion, and due process. the haitian revolution's success in creating an independent black-led nation alarmed many enslavers in the united states and influenced debates about slavery. use place (united states and canada) and time (1787–1824) 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 constitutional convention, federalists and anti-federalists, distinguishing stated facts from questions the current packet does not answer.
  3. 3I can use the supplied facts to connect bill of rights, haitian revolution's u.s. context to the unit's place, period, and inquiry, while avoiding unsupported generalizations.
  4. 4I can identify the creator, date, provenance, purpose, and limits of the supplied source material, then corroborate only claims that the visible source set can support for this inquiry: how did the constitution distribute power and preserve conflicts?.
  5. 5I can construct an evidence-supported explanation of how did the constitution distribute power and preserve conflicts? and test the reasoning with a new society, source, event, or interpretation.
History · EEP-HIST-8.5

Expansion, Removal, and Reform

Independently study market change, democracy's expansion and exclusion, indigenous removal and resistance, war with mexico, and reform movements. answer the unit inquiry with accurate contextual knowledge and evidence: how did expansion create opportunity for some and dispossession for others? across representations and contexts.

Component progression

  1. 1I can explain the actual history of expansion, removal, and reform through these bounded curriculum facts: the indian removal act of 1830 authorized the forced removal of indigenous nations from the southeastern united states to land west of the mississippi river. the trail of tears refers to the forced relocation of the cherokee and other nations, during which thousands of people died from exposure, disease, and starvation. during this period, voting rights expanded for white men regardless of property ownership, while remaining denied to women, most black americans, and indigenous people. the abolitionist movement grew during this period, with both black and white activists organizing to end slavery through writing, speaking, and the underground railroad. the early women's rights movement, including the 1848 seneca falls convention, began organizing for greater legal and political rights for women. the mexican-american war (1846–1848) resulted in the united states gaining a large amount of territory from mexico, including present-day california and the southwest. use place (united states and canada, indigenous americas, latin america and the caribbean) and time (1800–1850) 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 indian removal, trail of tears, abolition, distinguishing stated facts from questions the current packet does not answer.
  3. 3I can use the supplied facts to connect women's rights, mexican-american war 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 expansion create opportunity for some and dispossession for others?.
  5. 5I can construct an evidence-supported explanation of how did expansion create opportunity for some and dispossession for others? and test the reasoning with a new society, source, event, or interpretation.
History · EEP-HIST-8.6

Slavery, Civil War, and Emancipation

Independently center slavery while analyzing political conflict, enslaved people's agency, military change, emancipation, and varied wartime experiences. answer the unit inquiry with accurate contextual knowledge and evidence: why did slavery lead to disunion and war? across representations and contexts.

Component progression

  1. 1I can explain the actual history of slavery, civil war, and emancipation through these bounded curriculum facts: by the mid-1800s, the southern economy depended heavily on enslaved labor to grow cash crops like cotton, which was sold to textile mills in the north and in britain. enslaved people resisted slavery in many ways, including work slowdowns, preserving family and community ties, escape, and organized rebellions. political conflict over whether new states and territories would allow slavery grew increasingly intense in the decades before the civil war. the civil war (1861–1865) began after eleven southern states seceded from the union, primarily to protect the institution of slavery. the emancipation proclamation, issued by president lincoln in 1863, declared enslaved people in confederate states to be free and allowed black men to formally join the union army. nearly 200,000 black soldiers, many of them formerly enslaved, served in the union army and navy during the civil war. use place (united states and canada, africa) and time (c. 1820–1865) 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 slave economies, resistance, sectional crisis, distinguishing stated facts from questions the current packet does not answer.
  3. 3I can use the supplied facts to connect civil war, emancipation proclamation, black military service 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 slavery lead to disunion and war?.
  5. 5I can construct an evidence-supported explanation of why did slavery lead to disunion and war? and test the reasoning with a new society, source, event, or interpretation.
History · EEP-HIST-8.7

Reconstruction

Independently evaluate constitutional change, black political participation, education and family reunification, white supremacist violence, federal retreat, and reconstruction's legacy. answer the unit inquiry with accurate contextual knowledge and evidence: what did freedom require after slavery? across representations and contexts.

Component progression

  1. 1I can explain the actual history of reconstruction through these bounded curriculum facts: the 13th amendment (1865) abolished slavery, the 14th amendment (1868) granted citizenship and equal protection under the law, and the 15th amendment (1870) prohibited denying the vote based on race. the freedmen's bureau helped formerly enslaved people find work, negotiate labor contracts, reunite with family members, and access education during reconstruction. during reconstruction, formerly enslaved men voted and were elected to political office in southern states for the first time in american history. white supremacist violence, including attacks by groups such as the ku klux klan, was used to intimidate black voters and officeholders and undermine reconstruction governments. reconstruction formally ended in 1877 when federal troops were withdrawn from the south, after which many southern states passed laws that stripped black citizens of rights gained during reconstruction. use place (united states and canada) and time (1865–1877 and legacy) 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 13th–15th amendments, freedmen's bureau, distinguishing stated facts from questions the current packet does not answer.
  3. 3I can use the supplied facts to connect black officeholders, terror and 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: what did freedom require after slavery?.
  5. 5I can construct an evidence-supported explanation of what did freedom require after slavery? and test the reasoning with a new society, source, event, or interpretation.
Inquiry History Civics · C3.D1.3.6-8

C3.D1.3.6-8

Independently explain how supporting questions help answer compelling questions in a social-studies inquiry across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to explain how supporting questions help answer compelling questions in a social-studies inquiry; 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 supporting questions help answer compelling questions in a social-studies inquiry, 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 supporting questions help answer compelling questions in a social-studies inquiry to a new case.
Inquiry History Civics · C3.D2.His.3.6-8

C3.D2.His.3.6-8

Independently use questions about individuals and groups to analyze why they shaped history as they did across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to use questions about individuals and groups to analyze why they shaped history as they did; 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 questions about individuals and groups to analyze why they shaped history as they did, 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 questions about individuals and groups to analyze why they shaped history as they did to a new case.
Inquiry History Civics · C3.D2.His.6.6-8

C3.D2.His.6.6-8

Independently analyze how people's perspectives were shaped by the historical circumstances in which they lived across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to analyze how people's perspectives were shaped by the historical circumstances in which they lived; 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 people's perspectives were shaped by the historical circumstances in which they lived, 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 people's perspectives were shaped by the historical circumstances in which they lived to a new case.
Inquiry History Civics · C3.D2.His.16.6-8

C3.D2.His.16.6-8

Independently organize applicable evidence into a coherent argument about the past across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to organize applicable evidence into a coherent argument about the past; use chronology, geography, and sources to clarify that content rather than replacing it.
  2. 2I can corroborate sources and use chronology, geography, civics, economics, causation, continuity and change, or comparison to organize applicable evidence into a coherent argument about the past, distinguishing evidence from interpretation and myth.
  3. 3I can construct and defend a conclusion that uses inclusive evidence and addresses competing perspectives, then transfer the reasoning needed to organize applicable evidence into a coherent argument about the past to a new case.
Inquiry History Civics · C3.D2.Geo.8.6-8

C3.D2.Geo.8.6-8

Independently analyze how relationships among people, places, and environments change over time and space across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to analyze how relationships among people, places, and environments change over time and space; 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 relationships among people, places, and environments change over time and space, 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 relationships among people, places, and environments change over time and space to a new case.
Inquiry History Civics · C3.D2.Civ.4.6-8

C3.D2.Civ.4.6-8

Independently explain powers and limits of citizens, those in authority, and governmental institutions across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to explain powers and limits of citizens, those in authority, and governmental institutions; 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 powers and limits of citizens, those in authority, and governmental institutions, 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 powers and limits of citizens, those in authority, and governmental institutions to a new case.
Inquiry History Civics · C3.D2.Eco.6.6-8

C3.D2.Eco.6.6-8

Independently explain how changes in supply and demand affect prices and quantities in markets 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 supply and demand affect prices and quantities in markets; 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 supply and demand affect prices and quantities in markets, 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 supply and demand affect prices and quantities in markets to a new case.
Inquiry History Civics · C3.D3.3.6-8

C3.D3.3.6-8

Independently identify evidence that supports claims while noting evidence that draws those claims into question across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to identify evidence that supports claims while noting evidence that draws those claims into 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 identify evidence that supports claims while noting evidence that draws those claims into 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 identify evidence that supports claims while noting evidence that draws those claims into question to a new case.
Inquiry History Civics · C3.D4.3.6-8

C3.D4.3.6-8

Independently present arguments and explanations that use relevant evidence and acknowledge their strengths and limitations across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to present arguments and explanations that use relevant evidence and acknowledge their strengths and limitations; 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 present arguments and explanations that use relevant evidence and acknowledge their strengths and limitations, 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 present arguments and explanations that use relevant evidence and acknowledge their strengths and limitations to a new case.
United States History · EEP-SS-8-USH.1

U.S. History 1

Independently analyze indigenous nations and societies before and during european colonization across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to analyze indigenous nations and societies before and during european colonization; 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 indigenous nations and societies before and during european colonization, 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 indigenous nations and societies before and during european colonization to a new case.
United States History · EEP-SS-8-USH.2

U.S. History 2

Independently analyze european colonization, settler expansion, and indigenous resistance across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to analyze european colonization, settler expansion, and indigenous resistance; 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 european colonization, settler expansion, and indigenous resistance, 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 european colonization, settler expansion, and indigenous resistance to a new case.
United States History · EEP-SS-8-USH.3

U.S. History 3

Independently analyze atlantic slavery, african diasporas, resistance, and abolition across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to analyze atlantic slavery, african diasporas, resistance, and abolition; 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 atlantic slavery, african diasporas, resistance, and abolition, 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 atlantic slavery, african diasporas, resistance, and abolition to a new case.
United States History · EEP-SS-8-USH.4

U.S. History 4

Independently analyze the american revolution through multiple perspectives and its unresolved contradictions across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to analyze the american revolution through multiple perspectives and its unresolved contradictions; 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 the american revolution through multiple perspectives and its unresolved contradictions, 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 the american revolution through multiple perspectives and its unresolved contradictions to a new case.
United States History · EEP-SS-8-USH.5

U.S. History 5

Independently analyze constitutional formation, federalism, rights, exclusions, and civic debate across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to analyze constitutional formation, federalism, rights, exclusions, and civic debate; 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 constitutional formation, federalism, rights, exclusions, and civic debate, 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 constitutional formation, federalism, rights, exclusions, and civic debate to a new case.
United States History · EEP-SS-8-USH.6

U.S. History 6

Independently analyze territorial expansion, forced removal, war, migration, and environmental change across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to analyze territorial expansion, forced removal, war, migration, and environmental change; 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 territorial expansion, forced removal, war, migration, and environmental change, 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 territorial expansion, forced removal, war, migration, and environmental change to a new case.
United States History · EEP-SS-8-USH.7

U.S. History 7

Independently analyze industrialization, immigration, labor, and changing economies across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to analyze industrialization, immigration, labor, and changing economies; 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 industrialization, immigration, labor, and changing economies, 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 industrialization, immigration, labor, and changing economies to a new case.
United States History · EEP-SS-8-USH.8

U.S. History 8

Independently analyze sectional conflict, slavery, the civil war, emancipation, and black military and civic action across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to analyze sectional conflict, slavery, the civil war, emancipation, and black military and civic action; 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 sectional conflict, slavery, the civil war, emancipation, and black military and civic action, 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 sectional conflict, slavery, the civil war, emancipation, and black military and civic action to a new case.
United States History · EEP-SS-8-USH.9

U.S. History 9

Independently analyze reconstruction, constitutional amendments, democratic expansion, and organized backlash across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to analyze reconstruction, constitutional amendments, democratic expansion, and organized backlash; 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 reconstruction, constitutional amendments, democratic expansion, and organized backlash, 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 reconstruction, constitutional amendments, democratic expansion, and organized backlash to a new case.
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