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 9 Social Studies

26 curriculum outcomes with explicit teaching progressions

Select a record to inspect its progression

Authoritative K–12 history teaching sequence

Modern World History: 1750 to the Present

How have industrialization, empire, revolution, and global interdependence shaped the modern 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 thinkingcomplex causation · periodization · quantitative and primary-source evidence · competing interpretations · argument

c. 1750–1850

Revolutions in an Atlantic and Global Age

EuropeUnited States and CanadaLatin America and the CaribbeanAfrica

How did universal claims collide with unequal societies?

Compare political and social revolutions and their global contexts.

Required anchors: American, French, Haitian, Latin American revolutions

c. 1750–1914

Industrialization and Social Transformation

EuropeEast AsiaSouth AsiaUnited States and CanadaGlobal

Why did industrialization begin unevenly, and how did people respond?

Analyze energy, capital, empire, labor, gender, urbanization, environment, and industrialization beyond Britain.

Required anchors: Britain, United States, Meiji Japan, Russian industrialization, colonial deindustrialization in India

c. 1800–1914

Imperialism and Resistance

AfricaEast AsiaSouth AsiaSoutheast AsiaPacific and Oceania

How was imperial rule built, justified, contested, and adapted?

Compare formal empire, economic domination, settler colonialism, local intermediaries, and resistance.

Required anchors: India, China, Southeast Asia, Congo Free State, Ethiopia, southern Africa, Pacific annexation

1914–1945

Global War and Revolution

Global

How did war and revolution reorder states and societies?

Connect world wars, anticolonial politics, economic crisis, fascism, communism, genocide, and civilian mobilization.

Required anchors: World War I beyond Europe, Russian and Chinese revolutions, Great Depression, fascism, Holocaust, Japanese empire

1945–1991

Decolonization and Cold War

AfricaEast AsiaSouth AsiaSoutheast AsiaLatin America and the CaribbeanWest and Central Asia

How did new nations navigate independence and superpower rivalry?

Compare negotiated and violent decolonization, nonalignment, proxy wars, development projects, and popular movements.

Required anchors: South Asian partition, Ghana, Algeria, Congo, Korea, Vietnam, Cuba, Middle East conflicts

1945–present

Rights, Migration, and the Global Present

Global

How have people expanded rights while confronting new inequalities?

Study human-rights frameworks, civil and Indigenous movements, migration, globalization, environmental change, and digital connections.

Required anchors: anti-apartheid, women's movements, Indigenous rights, refugee histories, global supply chains, climate history

History · EEP-HIST-9.1

Revolutions in an Atlantic and Global Age

Independently compare political and social revolutions and their global contexts. answer the unit inquiry with accurate contextual knowledge and evidence: how did universal claims collide with unequal societies? across representations and contexts.

Component progression

  1. 1I can explain the actual history of revolutions in an atlantic and global age through these bounded curriculum facts: enlightenment ideas about natural rights, consent of the governed, and limits on royal power influenced revolutionary movements across the atlantic world. the american revolution established an independent republic, but did not extend citizenship rights to enslaved people, most indigenous people, or women. the french revolution overthrew the monarchy in the name of liberty and equality but was followed by periods of violence, including the reign of terror, and eventually a return to authoritarian rule under napoleon. the haitian revolution, led largely by enslaved people, succeeded in abolishing slavery and creating an independent nation, but haiti faced international isolation and later forced payments to france. latin american independence movements in the early 1800s, led by figures including simón bolívar and josé de san martín, ended spanish colonial rule across most of the region. across these revolutions, claims of universal liberty and equality were applied unevenly, often excluding enslaved people, indigenous people, and women from full citizenship. use place (europe, united states and canada, 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, french, distinguishing stated facts from questions the current packet does not answer.
  3. 3I can use the supplied facts to connect haitian, latin american revolutions 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 universal claims collide with unequal societies?.
  5. 5I can construct an evidence-supported explanation of how did universal claims collide with unequal societies? and test the reasoning with a new society, source, event, or interpretation.
History · EEP-HIST-9.2

Industrialization and Social Transformation

Independently analyze energy, capital, empire, labor, gender, urbanization, environment, and industrialization beyond britain. answer the unit inquiry with accurate contextual knowledge and evidence: why did industrialization begin unevenly, and how did people respond? across representations and contexts.

Component progression

  1. 1I can explain the actual history of industrialization and social transformation through these bounded curriculum facts: industrialization began in britain in the late 1700s, driven by access to coal, capital, overseas markets, and new machinery such as the steam engine. factory work drew large numbers of people, including women and children, from farms into rapidly growing industrial cities, often under harsh working conditions. the united states industrialized rapidly in the 1800s, building railroads and factories that transformed its economy and led to significant urban growth. japan's meiji government promoted rapid state-led industrialization after 1868, building factories, railroads, and a modern military to strengthen the nation. russia industrialized later and more unevenly than western europe, with the government playing a large role in funding railroads and heavy industry. under british colonial rule, india's traditional textile industry declined as british policies favored manufactured goods imported from britain, an example of colonial deindustrialization. use place (europe, east asia, south asia, united states and canada, 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, united states, meiji japan, distinguishing stated facts from questions the current packet does not answer.
  3. 3I can use the supplied facts to connect russian industrialization, colonial deindustrialization in india 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 industrialization begin unevenly, and how did people respond?.
  5. 5I can construct an evidence-supported explanation of why did industrialization begin unevenly, and how did people respond? and test the reasoning with a new society, source, event, or interpretation.
History · EEP-HIST-9.3

Imperialism and Resistance

Independently compare formal empire, economic domination, settler colonialism, local intermediaries, and resistance. answer the unit inquiry with accurate contextual knowledge and evidence: how was imperial rule built, justified, contested, and adapted? across representations and contexts.

Component progression

  1. 1I can explain the actual history of imperialism and resistance through these bounded curriculum facts: britain governed india directly after 1858 through a colonial administration that extracted resources and reshaped the economy to benefit britain. european and japanese imperial powers forced unequal trade agreements on china, weakening the qing dynasty's control over its own economy and ports. king leopold ii of belgium ran the congo free state as his personal property, forcing congolese people to harvest rubber under brutal conditions that killed millions. ethiopia defeated an italian invasion at the battle of adwa in 1896, successfully preserving its independence while most of the rest of africa was colonized by european powers. imperial powers often justified colonization using claims of racial or cultural superiority, even as colonized peoples organized resistance movements, some through direct rebellion and others through political organizing. the united states and european powers annexed or established control over various pacific islands, including the annexation of hawaii in 1898, disrupting existing indigenous governments. use place (africa, east asia, south asia, southeast asia, pacific and oceania) and time (c. 1800–1914) 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 india, china, southeast asia, congo free state, distinguishing stated facts from questions the current packet does not answer.
  3. 3I can use the supplied facts to connect ethiopia, southern africa, pacific annexation 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 was imperial rule built, justified, contested, and adapted?.
  5. 5I can construct an evidence-supported explanation of how was imperial rule built, justified, contested, and adapted? and test the reasoning with a new society, source, event, or interpretation.
History · EEP-HIST-9.4

Global War and Revolution

Independently connect world wars, anticolonial politics, economic crisis, fascism, communism, genocide, and civilian mobilization. answer the unit inquiry with accurate contextual knowledge and evidence: how did war and revolution reorder states and societies? across representations and contexts.

Component progression

  1. 1I can explain the actual history of global war and revolution through these bounded curriculum facts: world war i (1914–1918) drew soldiers and resources from european colonies in africa and asia, and its end reshaped borders across europe and west asia. the russian revolution of 1917 ended centuries of imperial rule and eventually established a communist government under the bolshevik party. the chinese revolution of 1911 ended imperial rule in china, but the following decades saw continued conflict between different political factions, including nationalists and communists. the great depression of the 1930s caused mass unemployment and economic hardship worldwide, contributing to political instability in many countries. fascist governments rose to power in italy and germany in the 1920s and 1930s, promoting extreme nationalism, dictatorship, and, in germany's case, violent racist ideology. during world war ii, nazi germany carried out the holocaust, systematically murdering six million jews and millions of other victims, while japan's empire expanded violently across east and southeast asia. use place (global) and time (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 beyond europe, russian and chinese revolutions, great depression, distinguishing stated facts from questions the current packet does not answer.
  3. 3I can use the supplied facts to connect fascism, holocaust, japanese empire to the unit's place, period, and inquiry, while avoiding unsupported generalizations.
  4. 4I can identify the creator, date, provenance, purpose, and limits of the supplied source material, then corroborate only claims that the visible source set can support for this inquiry: how did war and revolution reorder states and societies?.
  5. 5I can construct an evidence-supported explanation of how did war and revolution reorder states and societies? and test the reasoning with a new society, source, event, or interpretation.
History · EEP-HIST-9.5

Decolonization and Cold War

Independently compare negotiated and violent decolonization, nonalignment, proxy wars, development projects, and popular movements. answer the unit inquiry with accurate contextual knowledge and evidence: how did new nations navigate independence and superpower rivalry? across representations and contexts.

Component progression

  1. 1I can explain the actual history of decolonization and cold war through these bounded curriculum facts: india and pakistan gained independence from britain in 1947, but the partition of the subcontinent along religious lines led to mass violence and the displacement of millions of people. ghana became the first sub-saharan african nation to gain independence from colonial rule in 1957, and many other african nations followed over the next decade. the cold war rivalry between the united states and soviet union led both powers to support opposing sides in conflicts in korea, vietnam, and elsewhere, without direct war between the two superpowers themselves. the korean war (1950–1953) ended in an armistice that left korea divided into north and south, a division that continues today. the vietnam war involved a long conflict between a communist-led north vietnam and a u.s.-backed south vietnam, ending with vietnam's reunification under communist rule in 1975. many newly independent nations sought to remain nonaligned with either the united states or the soviet union, forming the non-aligned movement to pursue independent foreign policies. use place (africa, east asia, south asia, southeast asia, latin america and the caribbean, west and central asia) and time (1945–1991) 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 south asian partition, ghana, algeria, congo, distinguishing stated facts from questions the current packet does not answer.
  3. 3I can use the supplied facts to connect korea, vietnam, cuba, middle east conflicts 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 new nations navigate independence and superpower rivalry?.
  5. 5I can construct an evidence-supported explanation of how did new nations navigate independence and superpower rivalry? and test the reasoning with a new society, source, event, or interpretation.
History · EEP-HIST-9.6

Rights, Migration, and the Global Present

Independently study human-rights frameworks, civil and indigenous movements, migration, globalization, environmental change, and digital connections. answer the unit inquiry with accurate contextual knowledge and evidence: how have people expanded rights while confronting new inequalities? across representations and contexts.

Component progression

  1. 1I can explain the actual history of rights, migration, and the global present through these bounded curriculum facts: the united nations adopted the universal declaration of human rights in 1948, establishing a shared international statement of basic rights, though enforcement has remained uneven. south africa's system of legal racial segregation, called apartheid, was dismantled in the early 1990s after decades of internal resistance and international pressure, leading to nelson mandela's election as president in 1994. women's rights movements around the world have worked to expand legal, political, and economic rights, achieving different levels of progress in different countries. indigenous rights movements have pushed for recognition of land rights, self-governance, and cultural preservation in many countries, including through international frameworks like the un declaration on the rights of indigenous peoples. wars, persecution, and disasters have driven large numbers of refugees to seek safety in other countries, creating ongoing debates about international responsibility. global supply chains now connect production and consumption across many countries, while also raising concerns about labor conditions and environmental impact. use place (global) and time (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 anti-apartheid, women's movements, indigenous rights, distinguishing stated facts from questions the current packet does not answer.
  3. 3I can use the supplied facts to connect refugee histories, global supply chains, climate history 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 have people expanded rights while confronting new inequalities?.
  5. 5I can construct an evidence-supported explanation of how have people expanded rights while confronting new inequalities? and test the reasoning with a new society, source, event, or interpretation.
Inquiry · C3.D1.1.9-12

C3.D1.1.9-12

Independently explain how compelling questions reflect enduring issues and concerns in the social sciences across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to explain how compelling questions reflect enduring issues and concerns in the social sciences; 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 compelling questions reflect enduring issues and concerns in the social sciences, 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 compelling questions reflect enduring issues and concerns in the social sciences to a new case.
Inquiry · C3.D2.His.1.9-12

C3.D2.His.1.9-12

Independently evaluate how historical events and developments were shaped by unique circumstances of time and place and by broader historical contexts across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to evaluate how historical events and developments were shaped by unique circumstances of time and place and by broader historical contexts; 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 historical events and developments were shaped by unique circumstances of time and place and by broader historical contexts, 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 historical events and developments were shaped by unique circumstances of time and place and by broader historical contexts to a new case.
Inquiry · C3.D2.His.6.9-12

C3.D2.His.6.9-12

Independently analyze how historical contexts shaped and continue to shape people's perspectives across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to analyze how historical contexts shaped and continue to shape people's perspectives; use chronology, geography, and sources to clarify that content rather than replacing it.
  2. 2I can corroborate sources and use chronology, geography, civics, economics, causation, continuity and change, or comparison to analyze how historical contexts shaped and continue to shape people's perspectives, distinguishing evidence from interpretation and myth.
  3. 3I can construct and defend a conclusion that uses inclusive evidence and addresses competing perspectives, then transfer the reasoning needed to analyze how historical contexts shaped and continue to shape people's perspectives to a new case.
Inquiry · C3.D2.His.7.9-12

C3.D2.His.7.9-12

Independently explain how the perspectives of people in the present shape interpretations of the past across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to explain how the perspectives of people in the present shape interpretations of 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 explain how the perspectives of people in the present shape interpretations of 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 explain how the perspectives of people in the present shape interpretations of the past to a new case.
Inquiry · C3.D2.His.14.9-12

C3.D2.His.14.9-12

Independently analyze multiple and complex causes and effects of events in the past across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to analyze multiple and complex causes and effects of events in 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 analyze multiple and complex causes and effects of events in 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 analyze multiple and complex causes and effects of events in the past to a new case.
Inquiry · C3.D2.Geo.5.9-12

C3.D2.Geo.5.9-12

Independently evaluate how political and economic decisions have influenced cultural and environmental characteristics of places and regions across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to evaluate how political and economic decisions have influenced cultural and environmental characteristics of places and regions; 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 political and economic decisions have influenced cultural and environmental characteristics of places and regions, 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 political and economic decisions have influenced cultural and environmental characteristics of places and regions to a new case.
Inquiry · C3.D2.Civ.10.9-12

C3.D2.Civ.10.9-12

Independently analyze the impact and appropriate roles of personal interests and perspectives on civic participation across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to analyze the impact and appropriate roles of personal interests and perspectives on civic participation; 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 impact and appropriate roles of personal interests and perspectives on civic participation, 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 impact and appropriate roles of personal interests and perspectives on civic participation to a new case.
Inquiry · C3.D2.Eco.8.9-12

C3.D2.Eco.8.9-12

Independently analyze how incentives influence choices that may have intended and unintended consequences across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to analyze how incentives influence choices that may have intended and unintended consequences; 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 incentives influence choices that may have intended and unintended consequences, 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 incentives influence choices that may have intended and unintended consequences to a new case.
Inquiry · C3.D3.1.9-12

C3.D3.1.9-12

Independently gather relevant information from multiple sources representing a wide range of views while using origin, authority, context, and corroboration to guide selection across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to gather relevant information from multiple sources representing a wide range of views while using origin, authority, context, and corroboration to guide selection; 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 gather relevant information from multiple sources representing a wide range of views while using origin, authority, context, and corroboration to guide selection, 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 gather relevant information from multiple sources representing a wide range of views while using origin, authority, context, and corroboration to guide selection to a new case.
Inquiry · C3.D4.1.9-12

C3.D4.1.9-12

Independently construct arguments using precise claims, evidence from multiple sources, and acknowledgment of counterclaims and evidentiary weaknesses across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to construct arguments using precise claims, evidence from multiple sources, and acknowledgment of counterclaims and evidentiary weaknesses; 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 arguments using precise claims, evidence from multiple sources, and acknowledgment of counterclaims and evidentiary weaknesses, 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 arguments using precise claims, evidence from multiple sources, and acknowledgment of counterclaims and evidentiary weaknesses to a new case.
Modern World History · EEP-SS-9-MWH.1

Modern World History 1

Independently analyze enlightenment, revolution, constitutionalism, and the limits of proclaimed universal rights across regions and perspectives across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to analyze enlightenment, revolution, constitutionalism, and the limits of proclaimed universal rights across regions and perspectives; use chronology, geography, and sources to clarify that content rather than replacing it.
  2. 2I can corroborate sources and use chronology, geography, civics, economics, causation, continuity and change, or comparison to analyze enlightenment, revolution, constitutionalism, and the limits of proclaimed universal rights across regions and perspectives, distinguishing evidence from interpretation and myth.
  3. 3I can construct and defend a conclusion that uses inclusive evidence and addresses competing perspectives, then transfer the reasoning needed to analyze enlightenment, revolution, constitutionalism, and the limits of proclaimed universal rights across regions and perspectives to a new case.
Modern World History · EEP-SS-9-MWH.2

Modern World History 2

Independently analyze industrialization, capitalism, labor, urbanization, and environmental change across regions and perspectives across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to analyze industrialization, capitalism, labor, urbanization, and environmental change across regions and perspectives; use chronology, geography, and sources to clarify that content rather than replacing it.
  2. 2I can corroborate sources and use chronology, geography, civics, economics, causation, continuity and change, or comparison to analyze industrialization, capitalism, labor, urbanization, and environmental change across regions and perspectives, distinguishing evidence from interpretation and myth.
  3. 3I can construct and defend a conclusion that uses inclusive evidence and addresses competing perspectives, then transfer the reasoning needed to analyze industrialization, capitalism, labor, urbanization, and environmental change across regions and perspectives to a new case.
Modern World History · EEP-SS-9-MWH.3

Modern World History 3

Independently analyze imperialism, colonial rule, indigenous resistance, and decolonization across regions and perspectives across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to analyze imperialism, colonial rule, indigenous resistance, and decolonization across regions and perspectives; use chronology, geography, and sources to clarify that content rather than replacing it.
  2. 2I can corroborate sources and use chronology, geography, civics, economics, causation, continuity and change, or comparison to analyze imperialism, colonial rule, indigenous resistance, and decolonization across regions and perspectives, distinguishing evidence from interpretation and myth.
  3. 3I can construct and defend a conclusion that uses inclusive evidence and addresses competing perspectives, then transfer the reasoning needed to analyze imperialism, colonial rule, indigenous resistance, and decolonization across regions and perspectives to a new case.
Modern World History · EEP-SS-9-MWH.4

Modern World History 4

Independently analyze atlantic slavery's legacies, abolition, emancipation, and racialized systems across regions and perspectives across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to analyze atlantic slavery's legacies, abolition, emancipation, and racialized systems across regions and perspectives; use chronology, geography, and sources to clarify that content rather than replacing it.
  2. 2I can corroborate sources and use chronology, geography, civics, economics, causation, continuity and change, or comparison to analyze atlantic slavery's legacies, abolition, emancipation, and racialized systems across regions and perspectives, distinguishing evidence from interpretation and myth.
  3. 3I can construct and defend a conclusion that uses inclusive evidence and addresses competing perspectives, then transfer the reasoning needed to analyze atlantic slavery's legacies, abolition, emancipation, and racialized systems across regions and perspectives to a new case.
Modern World History · EEP-SS-9-MWH.5

Modern World History 5

Independently analyze nationalism, migration, diaspora, and changing borders across regions and perspectives across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to analyze nationalism, migration, diaspora, and changing borders across regions and perspectives; use chronology, geography, and sources to clarify that content rather than replacing it.
  2. 2I can corroborate sources and use chronology, geography, civics, economics, causation, continuity and change, or comparison to analyze nationalism, migration, diaspora, and changing borders across regions and perspectives, distinguishing evidence from interpretation and myth.
  3. 3I can construct and defend a conclusion that uses inclusive evidence and addresses competing perspectives, then transfer the reasoning needed to analyze nationalism, migration, diaspora, and changing borders across regions and perspectives to a new case.
Modern World History · EEP-SS-9-MWH.6

Modern World History 6

Independently analyze world war i, revolution, mass politics, and competing ideologies across regions and perspectives across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to analyze world war i, revolution, mass politics, and competing ideologies across regions and perspectives; use chronology, geography, and sources to clarify that content rather than replacing it.
  2. 2I can corroborate sources and use chronology, geography, civics, economics, causation, continuity and change, or comparison to analyze world war i, revolution, mass politics, and competing ideologies across regions and perspectives, distinguishing evidence from interpretation and myth.
  3. 3I can construct and defend a conclusion that uses inclusive evidence and addresses competing perspectives, then transfer the reasoning needed to analyze world war i, revolution, mass politics, and competing ideologies across regions and perspectives to a new case.
Modern World History · EEP-SS-9-MWH.7

Modern World History 7

Independently analyze fascism, world war ii, genocide, resistance, and civilian experience across regions and perspectives across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to analyze fascism, world war ii, genocide, resistance, and civilian experience across regions and perspectives; use chronology, geography, and sources to clarify that content rather than replacing it.
  2. 2I can corroborate sources and use chronology, geography, civics, economics, causation, continuity and change, or comparison to analyze fascism, world war ii, genocide, resistance, and civilian experience across regions and perspectives, distinguishing evidence from interpretation and myth.
  3. 3I can construct and defend a conclusion that uses inclusive evidence and addresses competing perspectives, then transfer the reasoning needed to analyze fascism, world war ii, genocide, resistance, and civilian experience across regions and perspectives to a new case.
Modern World History · EEP-SS-9-MWH.8

Modern World History 8

Independently analyze cold war power, proxy conflicts, nonalignment, and anticolonial movements across regions and perspectives across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to analyze cold war power, proxy conflicts, nonalignment, and anticolonial movements across regions and perspectives; use chronology, geography, and sources to clarify that content rather than replacing it.
  2. 2I can corroborate sources and use chronology, geography, civics, economics, causation, continuity and change, or comparison to analyze cold war power, proxy conflicts, nonalignment, and anticolonial movements across regions and perspectives, distinguishing evidence from interpretation and myth.
  3. 3I can construct and defend a conclusion that uses inclusive evidence and addresses competing perspectives, then transfer the reasoning needed to analyze cold war power, proxy conflicts, nonalignment, and anticolonial movements across regions and perspectives to a new case.
Modern World History · EEP-SS-9-MWH.9

Modern World History 9

Independently analyze human rights movements, feminism, labor, civil rights, and indigenous sovereignty across regions and perspectives across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to analyze human rights movements, feminism, labor, civil rights, and indigenous sovereignty across regions and perspectives; use chronology, geography, and sources to clarify that content rather than replacing it.
  2. 2I can corroborate sources and use chronology, geography, civics, economics, causation, continuity and change, or comparison to analyze human rights movements, feminism, labor, civil rights, and indigenous sovereignty across regions and perspectives, distinguishing evidence from interpretation and myth.
  3. 3I can construct and defend a conclusion that uses inclusive evidence and addresses competing perspectives, then transfer the reasoning needed to analyze human rights movements, feminism, labor, civil rights, and indigenous sovereignty across regions and perspectives to a new case.
Modern World History · EEP-SS-9-MWH.10

Modern World History 10

Independently analyze globalization, climate change, technology, inequality, conflict, and international cooperation across regions and perspectives across representations and contexts.

Component progression

  1. 1I can teach the people, events, institutions, ideas, changes, causes, and consequences needed to analyze globalization, climate change, technology, inequality, conflict, and international cooperation across regions and perspectives; use chronology, geography, and sources to clarify that content rather than replacing it.
  2. 2I can corroborate sources and use chronology, geography, civics, economics, causation, continuity and change, or comparison to analyze globalization, climate change, technology, inequality, conflict, and international cooperation across regions and perspectives, distinguishing evidence from interpretation and myth.
  3. 3I can construct and defend a conclusion that uses inclusive evidence and addresses competing perspectives, then transfer the reasoning needed to analyze globalization, climate change, technology, inequality, conflict, and international cooperation across regions and perspectives to a new case.
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