District of Columbia K–6 social studies standards

Describe the roles and responsibilities of being a part of a family, classroom and local community.

Identify different kinds of families and caregivers within a community (e.g., single-parent, blended, grandparent-headed, conditionally separated, foster, LGBTQ+, multiracial), and explain the importance of demonstrating respect for all people.

Identify social and cultural factors that shape individual identities, including family, ethnicity, culture, religion, gender, interests and abilities, and explain that a person’s sense of identity can change over time.

Identify individuals (historical or present-day) whose actions made the local or global community more just or fair and explain how their actions helped their community.

Explain why classrooms and schools have rules and describe the consequences of not following them.

Identify an example of a rule that may not be fair for all and explain how it could be changed to make it fair.

Identify which skills lead to respectful and productive conversations.

Use civil discourse skills, such as listening, turn taking, consensus building and voting procedures to take collaborative action in the classroom or school community.

Identify artifacts in the lives of students and their community, and use sequential language (e.g., first, next, then, after) to put artifacts in chronological order.

Identify why artifacts are historically important, and describe how artifacts help us learn about the past.

Compare different kinds of artifacts to determine what they can and cannot tell us about the past and/or present.

Evaluate the utility of an artifact in responding to a question about the past or present.

Evaluate sources of information, and identify how the creator’s job, training and/or experiences affect the reliability of that information.

Identify and describe the historic achievements and contributions of individuals with different abilities.

Explain important contributions individuals with different gender, racial, religious and ethnic identities and ability statuses have made to the community.

Identify a time when someone used power unfairly and describe how individuals have resisted the unfair exercise of power.

Compare how historical people in our families and communities and from different countries lived, learned, worked and relaxed.

Explain that while individuals may be different, everyone should have the same human rights.

Explain the relationship between a map and a globe and explain how they help us to understand our place in the world and community.

Explain the concept of relative location using directional words.

Identify geographic characteristics of the local community (e.g., climate, population, landforms, vegetation, culture, industry), and explain how these characteristics shape our interactions with our environment and communities.

Explain some reasons why people live where they do, including why people live in different parts of Washington, DC, and identify the benefits and challenges of living in different places.

Compare the different jobs individuals around the world perform and the ways in which specific goods and services are produced, both inside and outside of the home.

Identify and explain the difference between what we want versus what we need to survive on a daily basis.

Explain why people try to save money and resources.

Identify a scarce resource in our classroom, community or world, and evaluate how to allocate it to promote fairness.

Identify products that we use in our daily lives, where they come from, and how they connect us to local and global communities.

Explain what constitutes a community and describe characteristics of different local and global communities.

Describe the ways individuals with different backgrounds, including ethnicity, gender, religion, sexual orientation, ability, national origin, economic status and beliefs are all part of the same community.

Explain the ways in which different populations including but not limited to Latinx, Black, Asian, white, immigrant, religious, LGBTQ+ and Indigenous communities, have shaped and defined the community of Washington, DC.

Describe ways in which groups of people in the same community can hold different beliefs and live their daily lives in different ways, while still working together toward shared goals.

Identify and define the rights of learners in the classroom community, and describe how individuals can work together to respect the rights of community members.

Analyze the characteristics of just and effectives rules and laws, and evaluate the rules and processes of the classroom.

Describe how different individuals and groups in a local or global community provide services, uphold rights, and work to promote the common good for all members.

Describe the responsibilities of a leader, and identify characteristics of effective and just leaders.

Identify and describe the roles and responsibilities of current leaders, including the president of the United States and the mayor of Washington, DC.

Identify symbols, songs phrases and national holidays that unify the people of the United States and different communities within the United States.

Identify community leaders from the past (e.g., George Washington, Abraham Lincoln, Susan B. Anthony, Harriet Tubman, Dolores Huerta, Dr. Martin Luther King, Jr., Harvey Milk, Wilma Pearl Mankiller, Lee Yick and Liliʻuokalani), and compare how each person created change.

Describe how voting and elections determine who will be president, vice president, and mayor.

Describe how voting and elections can exemplify democratic principles, including but not limited to equality, freedom, fairness, respect for individual rights, citizen participation, majority rules, and accepting the results of an election.

Identify a source of information about Washington, DC, and explain how the author’s job, training and/ or experiences affect the reliability of information.

Identify issues or needs in the school, local or global community that students care about, and generate possible actions to create positive change.

Analyze different representations of Washington, DC to make a claim about different places in the District.

Identify key political features of each region on a map, to include, local neighborhoods, wards, Washington, DC, the United States and North America.

Compare the features of a city, county, state, country and continent.

Locate and explain physical features on maps.

Describe the absolute and relative locations of Washington, DC area institutions, businesses or landmarks, and describe the physical characteristics of those places.

Construct a simple map of the classroom, school or local community, using cardinal directions, physical features and map symbols.

Describe how and why people have changed the physical landscape of the local community and/or the greater Washington, DC area over time.

Describe how location, weather and physical environment affect the way people live, including the effects on their food, clothing, shelter, transportation and recreation.

Identify a problem caused by humans to the local environment, and propose a solution.

Differentiate between events that happened long ago and events that happened in the not-so-distant past and order the events on a timeline.

Analyze maps and images of the Chesapeake region and Washington, DC from different historical periods to describe the ways the community has changed over time.

Identify significant events in the history of the school community, and explain what makes each event significant.

Analyze texts, family or community stories, and/or historical photographs to compare family, school and/or community life in the past and the present.

Describe why some groups of people were treated unjustly in the past, and identify actions individuals took to promote greater equality and fairness in society.

Compare different accounts of the same historical event in Washington, DC, and propose possible reasons for the differences.

Describe and locate different human, natural or capital resources in Washington, DC, and compare the availability of those resources across the city.

Explain the varied ways that people labor, define the term income, and describe the kinds of work that people do inside and outside of the home.

Describe the goods and services that communities need (e.g., grocery stores, transportation, public safety), and identify how they are provided by local government and private businesses.

Explain how wealth and scarcity affect individual and group power and the ability to make decisions about personal savings and spending.

Analyze the reasons for and consequences of choices individuals make when purchasing goods and services.

Compare different representations of the Washington, DC and Chesapeake region, including maps representing the political geography of Indigenous Nations, to develop claims about the changes to the region over time.

Compare different kinds of maps, with a focus on physical and political maps, and identify key parts of a map (e.g., title, legend or key, scale, compass or cardinal directions).

Create and compare visual representations of communities and school spaces, and evaluate the utility of each representation in understanding community and school spaces.

Identify and locate the seven continents and five oceans using maps, and describe major geographic features around the world.

Identify and explain the different climate patterns in different global regions.

Analyze data, images, maps and texts to compare how different people around the world live today and have lived in the past.

Compare different ways people get food and water today locally, nationally and globally.

Analyze artifacts –– such as photographs, renderings, petroglyphs, cave dwellings, etc. –– and text-based sources to explain how historians learn about the past.

Describe characteristics of “ancient civilizations,” with a focus on using water and land for large-scale farming and explain that governments helped oversee the distribution of resources.

Explain the importance of using water to grow a food source and the importance of developing systems of irrigation in early civilizations, such as Egypt, Kush, Mesopotamia, and Olmec.

Compare examples of how food was grown in ancient civilizations, such as Egypt, Kush, Mesopotamia and Olmec to how food is grown by people around the world today.

Compare the different kinds of jobs or social roles of ancient people in Egypt, Kush, Mesopotamia and Olmec and how they were filled by people of different genders.

Compare cultural elements of early civilizations, such as forms of writing or art in Egypt, Kush, Mesopotamia and Olmec.

Compare scientific, religious, and technological innovations of early civilizations, such as the ziggurats of Mesopotamia, the pyramids of Egypt and Kush, and Olmec architecture.

Compare and describe basic features of government of early civilizations, such as the priesthoods and kings of Mesopotamia, the pharaohs of Egypt, the monarchy of Olmec and the ruling queens of Kush (e.g., identify patrilineal and matrilineal practices; Hatshepsut was a female pharaoh of Egypt).

Locate and identify key geographic characteristics of Central America, South America, Ancient China and Ancient Rome.

Explain the utility of different artifacts –– such as photographs, renderings, petroglyphs, cave dwellings, etc. –– and text-based sources in answering questions about the past.

Compare the crops grown in ancient civilizations across the Americas, Ancient Rome and Ancient China.

Compare the physical structures constructed across the Americas, Ancient Rome and Ancient China, and analyze the purposes of these structures (e.g., temples, pyramids, walls).

Compare the scientific and technological innovations across the Americas, Ancient Rome and Ancient China (e.g., alphabets and language systems, roads, aqueducts).

Describe governing and social structures developed in the Americas, Ancient Rome and Ancient China, including female-led kingdoms and matriarchal societies, and explain how different individuals exercised power in society.

Analyze the daily lives of different individuals in ancient societies including histories of same-sex relationships, and the evolution of gender roles and identities in civilizations.

Analyze primary sources to describe at least two of the significant architectural, cultural, and technological innovations of the empires in Mali, Songhai or Gedi between 1200 and 1600 CE.

Analyze primary sources to describe at least two of the significant architectural, cultural, and technological innovations of the monarchies in England, Spain or France between 1200 and 1600 CE.

Analyze primary sources to describe at least two of the significant architectural, cultural, and technological innovations of the Ottoman, Safavid or Mughal Empires between 1200 and 1600 CE.

Analyze primary sources to describe at least two of the significant architectural, cultural, and technological innovations of the Aztec and Incan Kingdoms between 1200 and 1600 CE.

Compare gender roles and the daily lives of individuals across societies in Africa, Europe, the Americas, and Asia between 1200 and 1600, and explain how women exercised power in different contexts.

Compare the social or political structures of societies in Africa, Europe, the Americas and Asia between 1200 and 1600.

Explain how people use water and land today to produce or grow food locally and nationally.

Explain how the climate has changed from long ago to today and explain how the changing climate impacts life on Earth.

Evaluate local and global methods of human-environment interactions (e.g., farming, fishing, mining, irrigation) to identify practices that may be considered sustainable.

Identify a current sustainability challenge, and develop an action plan for increasing sustainability in the community or globally.

Analyze maps, demographic data and images of Washington, DC to answer a specific question about how the Washington region has changed over time.

Use cardinal directions, map scales, legends and titles to locate Washington, DC on a map, and identify significant physical features and natural characteristics of the Washington metropolitan area.

Analyze maps and images of the Washington, DC region from different historical eras to develop claims about how the physical landscape has changed over time.

Describe how different groups have interacted with the environment over time, and compare the ways in which Washingtonians interact with their environment with the ways that individuals in at least two global communities interact with their environment.

Compare the physical, economic and demographic features of the District of Columbia to America’s 50 states and territories, including size and population.

Identify different wards within Washington, DC, and compare their distinct features, including significant roads, businesses, public transportation lines, landmarks, businesses, parks, memorials, public artworks and public buildings.

Analyze how populations in Washington, DC have changed over time, including population increases, immigration and examples of racial and ethnic integration, segregation, and displacement (e.g., in Southwest DC).

Analyze photographs, maps and demographic information from one neighborhood in Washington, DC between the 17th century and the modern era to make a claim about how the community has changed over time.

Explain the impact of at least one significant urban planning decision in the history of Washington, DC on the health and composition of different communities in Washington, DC (e.g., redlining, public transit planning, the construction of highway 295).

Evaluate modern proposals to alter the urban geography of Washington, DC, and take action to support or oppose a change.

Evaluate the utility of different representations of Washington, DC and the Chesapeake region, and use them to answer specific questions about the past.

Create a personal history of Washington, DC using oral histories, written sources and artifacts collected from family or community members.

Identify ancestral lands of the Nacotchtank (or Anacostan), Piscataway and Pamunkey peoples on a map, and describe the political, social and cultural structures of each nation.

Identify the contemporary communities of Piscataway and Pamunkey peoples in the Washington, DC area, and explain their current connections and contributions to the Washington, DC region.

Evaluate the reasons for and impact of early European colonization of the Washington region, including the role of European colonization in the displacement of Indigenous Nations.

Evaluate the limits of European representations of the history of the Piscataway and Pamunkey peoples for understanding the past.

Explain how the economic conditions in the Chesapeake Bay region led to a slave economy and the difference between indentured servitude and enslavement.

Describe the lives, experiences, culture, and communities of free and enslaved Black Americans in the Chesapeake Bay region during the 18th century.

Explain the role of individuals living in the Chesapeake region, including women, Indigenous peoples and Black Washingtonians in the movement for independence from England.

Explain the reasons for and consequence of the selection of Washington, DC as the nation’s capital city.

Explain how the history of slavery impacted different neighborhoods and institutions in Washington, DC, including Georgetown University, the U.S. Capitol building, the White House and the “Yellow House”.

Analyze the lived experiences of different Washingtonians in the 19th century, including efforts to resist enslavement and the growth of a free Black community in the District.

Evaluate the role of Washingtonians and Washington, DC during and directly following the Civil War, including the reasons many formerly enslaved people settled in Washington, DC, the impact of DC Emancipation Day, and the efforts of Black families to reunite following emancipation.

Analyze changes in Washington, DC between the Civil War and the 1950s, including the impact of segregation, “Black Codes,” immigration and industry on the District, using primary sources and demographic data.

Evaluate the cultural and civic impact of significant people and institutions that comprised the Black U Street community in the 1920s and 1930s.

Explain the reasons for the growth of Asian American, Latinx, East African, and Caribbean communities in Washington, DC, and efforts taken by different individuals to claim a voice in the city, such as the organization of the Latino festival or the role of a community organization.

Identify significant political movements that took place in Washington, DC, including the women’s suffrage movement, the 1963 March on Washington for Jobs and Freedom and the Poor People’s March.

Evaluate the impact of significant political movements, including labor movements, the Civil Rights movement, the Disability Rights movement, LGBTQ+ liberation and women’s suffrage on life for District of Columbia residents.

Compare and contrast the lived experiences of diverse individuals who lived in the Washington region during different time periods (e.g., Benjamin Banneker, Anna Julia Cooper, William Costin, Frederick Douglass, Henry Fleet, Opechancanough, Carlos Manuel Rosario).

Explain the reasons for the rise of the Home Rule movement and its impact on the rights and freedoms of District residents.

Evaluate the legacy and contributions of significant historical and contemporary community and elected leaders in Washington, DC including but not limited to Walter Washington, Marion Barry, Sharon Pratt and Muriel Bowser.

Discuss the factors that affect the credibility of websites about contemporary policy and social issues in Washington, DC when provided with details about a source.

Explain the structure of the Washington, DC government, including the role and functions of the DC Council and the mayor.

Identify key leaders and representatives of Washingtonians in the District and national government, and explain the roles and responsibilities of each including but not limited to the mayor and the Congressional representative.

Identify multiple ways people in the Washington community can influence their local government.

Analyze the District’s relationship to the national government as a federal district, including how a lack of statehood impacts the local rights and privileges of District residents.

Evaluate the legacy of immigration in the District and explain the contributions of different Washingtonians to the cultural landscape of

Analyze how groups maintain their cultural heritage and how this heritage is manifested in the symbols, traditions and culture of Washington, DC.

Analyze the impact of significant local organizations and businesses on the history of Washington, DC.

Explain the history and legacy of cultural expressions that are unique to Washingtonians (e.g., go-go, Smithsonian Institution museums, embassies).

Analyze the history and legacy of major monuments and historical sites in and around Washington, DC.

Evaluate different perspectives on the challenges facing current residents, and develop a plan for action to address one of those challenges.

Evaluate the strengths and weaknesses of different kinds of evidence (e.g., archeological evidence, artifacts, oral history, secondary sources) to understand events and life in the past.

Analyze how physical geography (e.g., natural resources, waterways, landforms) influences the choices people make and how people impact the natural environment.

Explain which natural resources were available in North America before 1100 CE, and use maps to explain how the availability of natural resources has changed over time.

Compare different theories about how and when people began to migrate around the globe and populate the Americas (e.g., land-bridge theory, the Founding of the United States the Founding of the United States Beringia, Yana Rhinoceros Horn Site and evidence of mammoth hunting, coastal-route theory, Clovis sites).

Compare the development of agricultural practices of Indigenous peoples across the Americas, including the Hohokam cultivation of corn, beans, squash and cotton.

Explain the development of various economies and systems of trade of Indigenous peoples across the Americas using historical evidence (e.g., Inca Ceque system, the use of cacao as currency, the trade of turquoise and minerals in Chaco).

Analyze the development of physical documentation in the early Americas, such as the writing and iconographic systems of Indigenous peoples across the Americas to make claims about historic societies (e.g., Cave of the Painted Rock in current-day Brazil, the writing system developed by the Maya, glyphs of the Grand Canyon).

Identify the geographic locations of major civilizations in the Americas in the 12th, 13th and 14th centuries, and analyze the changes to the political geography of the Americas during this time.

Analyze the political structure, technological achievements, religious beliefs and legacy of the Mississippian, Hohokam or Haudenosaunee societies.

Compare the political structures, technological achievements, religious beliefs and social structures of the Aztec and Inca empires.

Compare Indigenous practices of land cultivation across the Americas in the 12th and 13th centuries, including environmentally sustainable practices (e.g., the use of controlled fires, the building and development of roads). the Founding of the United States

Analyze reasons for and consequences of the formation of the Haudenosaunee Confederacy.

Evaluate the governing model created by the Haudenosaunee Confederacy and the ways women and men exercised political power.

Explain the diverse legacy of Indigenous Nations on the political geography of America today, including areas where Indigenous Nations retain sovereignty.

Evaluate the purposes and ideologies of early European colonization using primary sources (e.g., Vikings, Christopher Columbus, Hernán Cortés).

Compare the legacy of Christopher Columbus to primary source descriptions of his actions in the Americas, with specific attention to the treatment and enslavement of Carib and Taíno peoples.

Evaluate the limitations of using European source material and terminology to understand the history of Indigenous Peoples (e.g., use of the word “savage,” ideas that perpetuate a false hierarchy for human beings, limitations of European understandings of Indigenous cultures, limitations of European understanding of Two-Spirit identities).

Assess the immediate and enduring impact of the arrival of European nations in the Americas through the perspective of Indigenous Nations, the Founding of the United States the Founding of the United States including the legacy of settler colonialism.

Describe examples of Indigenous Nations’ resistance to European colonization, subjugation, capture and enslavement.

Evaluate the global impact of European colonization in regard to cultural and social shifts (e.g., exchange of foods, diseases, enslaved humans, etc., often coined the “Columbian Exchange”).

Compare and contrast maps of Indigenous Nations’ land at the start of each century from 1500 to the present with a special focus on areas east of the Mississippi River.

Evaluate primary sources to make claims about the experiences, motivations, and legacies of different Europeans who traveled across the Atlantic between 1607 and 1700.

Explain the reasons for the start of the slave trade in Africa and compare how different African societies resisted or responded to the slave trade (e.g., the resistance of Queen Nzinga Mbande).

Explain the reasons for enslavement and describe the experiences of individuals who were kidnapped and brought to the Americas from Africa as enslaved people using primary sources.

Explain the status, treatment and experiences of European indentured servants.

Analyze the impact of Spanish settlement on the Southern and Western United States, with a particular focus on Indigenous Nations and the ways in which they resisted Spanish settlement.

Explain the reasons for the establishment of Jamestown in 1607, and analyze the experiences of early life in the colony from the perspectives of Indigenous Nations and Europeans.

Explain the reasons for establishing Plymouth and the Massachusetts Bay Colony, analyze the different experiences of early life in the colony from the perspectives of Indigenous Nations and Europeans, and explain the significance of the Mayflower Compact.

Evaluate the significance of 1619, when enslaved Africans were forcibly brought to the shores of Virginia by Europeans.

Identify and compare key geographical, cultural, religious, and economic characteristics of the Thirteen Colonies.

Analyze the experience and treatment of enslaved people in different parts of the Colonies, including experiences in Northern and Southern colonies.

Analyze the language used in primary and/or secondary sources to describe the “Triangular Slave Trade,” or the “Trade of Enslaved People” to explain the history and historiography of slavery.

Analyze the diverse histories of people who were kidnapped from Western Africa (enslaved people were not a monolith but a diverse group of people who spoke numerous languages and retained various belief systems).

Evaluate the cultural and technological contributions of people of African descent –– both enslaved and free –– across the colonies to American history and society. the Founding of the United States

Evaluate laws and policies across the colonies –– including the right to vote and slave codes –– to evaluate the extent to which different individual populations have had access to freedom and power.

Compare the daily lives of different groups of people within colonial society, including women during the 1600s.

Explain the significant events that created tension and contributed to calls from Colonial Americans to take action against Britain (e.g., the Great Awakening, the Sugar Act, the Stamp Act, the Townshend Acts, the Tea Act, the Intolerable Acts.).

Explain acts of resistance taken by some colonists and the British response to these actions (e.g., boycotts, the Boston Massacre, the Boston Tea Party, the Intolerable Acts).

Analyze the different perspectives and reactions of people across the Colonies to British actions and revolution (e.g., “Patriots,” “Loyalists,” people from different racial, ethnic, and socioeconomic statuses and different Indigenous Nations). the Founding of the United States the Founding of the United States

Analyze the impact of key battles and historical figures of the American Revolution and the Independence movement, including George Washington, Benjamin Franklin, Thomas Jefferson, James Armistead Lafayette, the First Rhode Island Regiment and the Minutemen.

Evaluate the legacy of the European American men who became the founders of a new nation, including the contradiction that many of them were champions of independence and freedom, as well as active enslavers.

Evaluate the ideals of the Declaration of Independence, and assess the opportunities and contradictions of the document.

Analyze the reasons for the creation of the Constitution.

Evaluate the Constitutional debates about the size and role of a federal government and the compromises that delegates reached in framing the Constitution (e.g., the Three-Fifths Compromise, the Connecticut Compromise).

Analyze the US Constitution, naming the three branches of government (legislative, executive and judicial), and discuss the concept of checks and balances.

Explain the role of Congress, including the role of the House of Representatives and the Senate, and its power to make laws.

Explain the role of the president and the executive branch of government and the president’s power to carry out laws.

Explain the role of the courts and the judicial branch of government and their power to evaluate laws.

Compare the structure of the United States’ government with the forms of governments in at least two other countries.

Explain the protections that the Bill of Rights provides to individuals and the importance of these 10 amendments to the ratification of the US Constitution.

Analyze the political motivations that led to Washington, DC being established as the capital of the United States.

Discuss and form arguments about the factors that affect the credibility of websites about the history or application of the US Constitution when provided with details about a source.

Analyze the reasons for and impact of the expansion of individual rights in the United States over time, including the right to vote.

Evaluate the creation of the United States and the ways it may serve as an example (both for its strengths and limitations) to other democracies around the world.

Analyze how maps of the United States and surrounding territories created by different peoples between 1776 and the present day convey different ideas about the history of the United States, Indigenous Nations, Mexico, Canada and surrounding territories.

Compare multiple accounts of one significant event in American history, and analyze the reasons for differences in each account.

Compare multiple accounts of one significant event in American history, and make a claim about which account is more useful in understanding the past.

Compare multiple primary source accounts of a significant policy in American history, and make a claim about why different individuals were differently impacted by that policy decision.

Compare different ways individuals and communities have used artistic expressions and acts of joy to resist oppression in American history.

Describe lateral reading, and discuss the credibility of the source of websites about an event in American history using lateral sources provided by the teacher.

Evaluate historical perspectives about US imperial expansion, including Manifest Destiny and American exceptionalism, from multiple perspectives, including Indigenous Nations and peoples in the Pacific, Caribbean, Asia and Americas.

Compare and contrast maps of Indigenous Nations and land at the start of each century from 1700 to the present, with a special focus on areas west of the Mississippi River.

Use primary sources and Indigenous histories to explain the causes and consequences of significant events in the territorial conquest of sovereign Indigenous Nations territories between 1781 and 1877 including but not limited to the Louisiana Purchase and the Trail of Tears.

Using primary sources, evaluate the legacy of American settlers, including the treatment of Indigenous Nations during the Lewis and Clark expedition and resistance to settler colonialism.

Analyze the experiences and legacies of Black Americans in the Northwest Territory.

Describe the causes of the Texas Independence movement and Mexican-American War from the perspective of Tejanos, enslaved Texans, Mexicans, American settlers and Indigenous Nations, with a focus on the impact of these events on individual lived experiences.

Explain Indigenous resistance to territorial invasion, cultural and religious assimilation, and attack, including efforts to maintain sovereignty and independence (e.g., Geronimo, the Battle of Little Bighorn, Ghost Dance movement).

Evaluate the environmental impact that settler colonialism had on the Great Plains region, West Coast, Northwest, and Southwest between the 19th and 20th centuries.

Analyze the lived experiences of different immigrant communities between 1850 and 1900 (e.g., religious minority, Irish, German, Mexican, Italian, British, Southeast Asian, Chinese, and Japanese communities).

Describe the motivations and lived experiences of people who migrated to the West in the 19th century, including Asian and African Americans.

Compare the different artistic, cultural, political, and spiritual traditions of current-day Indigenous peoples and how those practices and ways of life persevered and still thrive today, including Two-Spirit identities.

Explain the importance of language when discussing challenging topics (e.g., “enslaved person” rather than “slave”).

Explain that white enslavers adopted and spread false beliefs about racial inferiority, and evaluate the impact of that ideology today.

Describe how enslaved Africans in early America used religion, writing, speeches, rebellion, sabotage and maroon communities as resistance against the institution of chattel slavery.

Evaluate how enslaved Africans practiced religion covertly through singing spirituals in thefields, gathering in hush harbors on Sundays for ring shouts, and fusions of Protestant Christianity and African-based spiritualities like Vodoun and hoodoo.

Compare and evaluate the strategies of abolitionists Venture Smith, Nat Turner, and Olaudah Equiano.

Compare and contrast how the system of slavery operated in the North and the South.

Discuss how the experience of enslaved people differed based on geographic location and labor performed.

Explain how some contemporary music forms including but not limited to gospel, blues, and rock and roll, trace their roots to enslaved people.

Describe how the Underground Railroad developed in the United States, including the work of activists from the District of Columbia in assisting enslaved peoplefleeing to the North.

Explain how territorial expansion and key events between the Constitutional Convention and the attack on Fort Sumter ultimately led to the Civil War.

Explain that arguments about slavery, especially the expansion of the slave system into new territories, caused secession and the Civil War.

Analyze the impact of abolitionists on the fight for freedom, including reformers Frederick Douglass, William Lloyd Garrison, Harriet Beecher Stowe, Harriet Tubman, Sojourner Truth, Martin Delany and John Brown.

Analyze how economic pressures related to the slave economy determined whether states remained with the Union or joined the Confederacy.

Identify at least two major Civil War battles and their effects on the outcome of the war.

Evaluate why many Black soldiers fought for the Union Army, but Indigenous soldiers fought for both the Confederacy and the Union.

Evaluate the impact and legacy of the Gettysburg Address and the Emancipation Proclamation.

Evaluate the political and social impact of the end of the Civil War and the assassination of Abraham Lincoln on different individuals in America, including the experiences of emancipation.

Use primary and secondary sources to analyze emancipation in Texas and subsequent efforts to memorialize emancipation.

Evaluate the impact of the 13th, 14th and 15th Amendments on the lived experiences of formerly enslaved persons in the South, including the promise and shortcomings of each amendment.

Analyze the early political successes of the Reconstruction era, including the election of approximately 2,000 Black Americans to local, state and national office.

Explain the grassroots efforts by Black Americans to gain access to the American economy, political institutions, and social equality.

Analyze the lived experiences of Black citizens after the Civil War and how laws passed after the end of slavery, such as the “Black Codes,” impacted Black Americans’ ability to work, vote and move in public spaces.

Explain how white supremacist groups founded in the aftermath of emancipation, such as the Ku Klux Klan, enacted terror against Black people and also Jewish, Catholic, Latinx and Asian American communities.

Evaluate the reasons for and impact of the Great Migration.

Analyze the rise in Black art, music, literature, businesses and queer culture in the Black Renaissance period including but not limited to Harlem and DC (e.g., Black Broadway).

Explain the causes of World War II and the rise of fascism in Italy and Germany, and explain how bias and prejudice led to the scapegoating of marginalized groups in Europe, including Jewish, Romani, Slavic, disabled, Jehovah’s Witness and LGBTQ+ communities.

Describe the causes and consequences of major events of World War II, including Pearl Harbor, D-Day and the decision to drop atomic bombs on Japan.

Analyze changes at home as the US mobilized for and entered World War II, including social, economic, and political wartime opportunities for women and communities of color (e.g., women of color as riveters and war material assembly workers, Japanese American interpreters, Navajo coders, Tuskegee Airmen).

Using primary sources from the perspective of American citizens of Japanese descent, analyze the struggles and resistance of those who were incarcerated during World War II.

Compare the different experiences of servicemembers when they returned to the United States after the war, including white, Black, Latinx, Indigenous, LGBTQ+ and Asian American servicemen.

Analyze the work of activists, including but not limited to Ida B. Wells, W.E.B. Du Bois, and A. Philip Randolph, and grassroots acts of resistance following the end of slavery through the 20th century to determine when the Civil Rights Movement began.

Evaluate the impact of Tape v. Hurley, Plessy v. Ferguson, Piper v. Big Pine School, Mendez v. Westminster and Brown v. Board of Education on school segregation and the movement for equality. th

Evaluate different strategies for resistance to Jim Crow laws in the South in the 20 century, such as boycotts, legal battles and direct action organized by grassroots groups such as the Student Nonviolent Coordinating Committee (SNCC), the Southern Christian Leadership Conference (SCLC) and the Congress for Racial Equality (CORE).

Evaluate the reasons for and resistance to segregation in the North and West, including the impact of redlining and uprisings.

Evaluate the impact of key moments and figures in the fight for Black equality and voting rights including but not limited to the Montgomery Bus Boycott, Freedom Rides, sit-in protests, the Little Rock Nine and the March on Washington.

Compare the efforts and impact of diverse groups and organizations inspired by the African American Civil Rights movement to address inequalities in American society including but not limited to the gay rights movement, the Stonewall Uprising, the American Indian Movement (AIM), the United Farm Workers, the Women’s Liberation Movement, the Asian American Movement, the Disability Rights Movement, the Chicano Movement and Latinx resistance.

Evaluate the impact and influence of historical movements for justice and equality on modern social movements and organizations.

Analyze methods of impacting political change, and develop a plan for taking action to address an issue of local, national, or global concern.

Analyze the impact of the perspective of common map projections on understanding world geography, and explain how maps can convey a point of view.

Analyze how the environment and physical geography shape human behaviors and identities.

Evaluate the ways in which continents are divided, and develop a claim about the strengths and limitations of the current approach.

Describe the purpose, creation, evolution and role of international borders, and evaluate the impact of the creation of a specific border.

Explain how terms and language used to describe different regions and nations can influence our understanding of those places and the people who live there.

Evaluate the strengths and limitations of different geographic tools, data sets and primary sources for understanding the lived experiences of individuals in different parts of the world.

Analyze different geographic representations of Africa created by different groups of people over time to support claims about African history and geography.

Analyze maps of Africa that represent a variety of environmental (e.g., landforms, bodies of water, natural resources) and cultural characteristics (e.g., languages, religions) to assess geographic patterns on the continent.

Use physical, cultural and economic maps to draw regions on the African continent, and compare these regions to existing economic communities.

Evaluate the reasons for patterns of conflict and cooperation between at least two countries or regions of Africa including the impact of colonialism.

Evaluate the impact of climate change on people in at least one region, country, or city within Africa.

Explain how population distribution, natural resources and the history of at least one country or region within Africa have impacted land use over time.

Analyze geographic data to explain the reasons for the voluntary and forced migration of people within, from, and/or to at least one country, region or city within Africa over time.

Analyze the reasons for and development of the African diaspora.

Analyze cultural, political and economic forces that impact urbanization in at least one city in Africa, and evaluate the impact of these forces on the structure of that city.

Analyze at least one cultural element of a country located in Africa (e.g., art, literature, music, dance, cuisine, philosophy, religious or political thought), including its local significance and influence on other societies.

Identify ways that global climate policy could impact equitable access to economic, social and public health opportunities for at least one group of people in Africa.

Identify a Sustainable Development Goal (SDG), and assess options for individual and/or collective action to address the causes and impacts of a challenge facing a region, city or country in Africa.

Analyze different geographic representations of Asia created by different groups of people over time to support claims about Asian history and geography.

Analyze maps of Asia that represent a variety of environmental (e.g., landforms, bodies of water, natural resources) and cultural (e.g., languages, religions) characteristics to assess geographic patterns on the continent.

Use physical, cultural, and economic maps to draw regions on the Asian continent, and compare these to the existing regional economic communities.

Evaluate the reasons for patterns of conflict and cooperation among at least two countries or regions within Asia.

Assess the ways in which changes in land use over time have impacted the economy, ecology, population, exposure to disease or climate change in one region, country or city within Asia.

Assess how the environmental characteristics of Asia influenced the economic development of at least one region or country within Asia and the region’s or country’s role in global trade patterns over time.

Analyze cultural, political, and economic forces that affect urbanization in at least one city in Asia, and evaluate the impact of these forces on the structure of that city.

Analyze the impact of climate change on at least one region, country or city in Asia.

Evaluate the reasons for and the impact of the migration of people within, from and/or to one region or country within Asia over time.

Explain how changes in transportation and communication technology have influenced the connections between people and affected the spread of at least one idea or cultural practice within Asia and between Asia and other regions.

Analyze at least one cultural element of a country located in Asia (e.g., art, literature, music, dance, cuisine, philosophy, religious or political thought), including its local significance and influence on other societies.

Identify Sustainable Development Goal (SDG), and assess options for individual and/or collective action to address the causes and impacts of a challenge facing a region, city or country in Asia.

Analyze different geographic representations of South America and the Caribbean created by different groups of people over time to support claims about South American and Caribbean history and geography.

Analyze maps of South America and the Caribbean that represent a variety of environmental (e.g., landforms, bodies of water, natural resources) and cultural (e.g., languages, religions) characteristics to assess geographic patterns on the continent.

Use physical, cultural and economic maps to draw regions in South America and the Caribbean, and compare these to the existing region’s economic communities.

Evaluate the reasons for patterns of conflict and cooperation among at least two countries or regions within South America and the Caribbean.

Assess the ways in which changes in land use over time have impacted the economy, ecology, population, exposure to disease or climate change in one region, country or city within South American and the Caribbean.

Evaluate the influences of long-term, human-induced climate change on patterns of conflict, cooperation and migration on one region, country or city within South America and the Caribbean.

Analyze the reasons for and consequences of the migration of people within, from and/or to one region or country in South America and the Caribbean over time, and assess the impact of migration on the region.

Analyze cultural, political, and economic forces that affect urbanization in at least one city in South America and the Caribbean, and evaluate the impact of these forces on the structure of that city.

Analyze at least one cultural element of a country located in South America and the Caribbean (e.g., art, literature, music, dance, cuisine, philosophy, religious or political thought), including its local significance and influence on other societies.

Identify a Sustainable Development Goal (SDG) and assess options for individual and/or collective action to address the causes and impacts of challenges facing a region, city or country in South America or the Caribbean.

Analyze different geographic representations of Europe created by different groups of people over time to support claims about European history and geography.

Analyze maps of Europe that represent a variety of environmental (e.g., landforms, bodies of water, natural resources) and cultural (e.g., languages, borders, religions) characteristics to assess geographic patterns on the continent.

Use physical, cultural and economic maps to draw regions in Europe, and compare these to the existing region’s economic communities.

Assess the ways in which changes in land use over time have impacted the economy, ecology, population, exposure to disease or climate change in one region, country or city within Europe.

Analyze the reasons for and the consequences of the migration of people within, from and/or to one region or country within Europe over time, and assess the impact of migration on the region.

Analyze cultural, political and economic forces that impact urbanization in at least one city in Europe, and evaluate the impact of these forces on the structure of that city.

Analyze at least one cultural element of a country located in Europe (e.g., art, literature, music, dance, cuisine, philosophy, religious or political thought), including its local significance and influence on other societies.

Identify a Sustainable Development Goal (SDG), and assess options for individual and/or collective action to address the causes and impacts of challenges facing a region, city or country in Europe.

Analyze different geographic representations of North America created by different groups of people over time to support claims about North American history and geography.

Analyze maps of North America that represent a variety of environmental (e.g., landforms, bodies of water, natural resources) and cultural characteristics (e.g., languages, religions) to assess geographic patterns on the continent.

Assess the ways in which changes in land use over time have impacted the economy, ecology, population, exposure to disease or climate change in one region, country or city within North America.

Analyze the reasons for and consequences of migration of people within, from, and/or to one region or country within North America over time, and assess the impact of migration on the region.

Analyze cultural, political and economic forces that impact urbanization in at least one city in North America, and evaluate the impact of these forces on the structure of that city.

Explain how changes in transportation and communication technology influence the connections between people and affect the spread of ideas/ or cultural practices within North America and between North America and other regions.

Analyze different geographic representations of Oceania created by different groups of people over time to support claims about the history and geography of Oceania.

Analyze maps of Oceania that represent a variety of environmental (e.g., landforms, bodies of water, natural resources) and cultural characteristics (e.g., languages, religions) to assess geographic patterns that make up the continent.

Use physical, cultural and economic maps to draw regions on Oceania, and compare these to the existing region’s economic communities.

Analyze the impact of climate change on at least one region, country or city within Oceania.

Analyze the reasons for and consequences of the migration of people within, from and/or to at least one region or country within Oceania over time, with specific attention to the role of climate change on migration from Oceania.

Explain how changes in transportation and communication technology influence the connections between people and affect the spread of an idea or cultural practice within Oceania and between Oceania and other regions.

Identify a Sustainable Development Goal (SDG), and assess options for individual and/or collective action to address the causes and impacts of challenges facing a region, city or country in Oceania.

Analyze the various causes of globalization, including advancements in communication and technology.

Evaluate the positive and negative effects of globalization and the differing impact of globalization on at least three regions of the world.

Identify and explain the human causes and impacts of climate change, including on species extinction, and compare the responses of at least three individuals, groups or governments around the world.

Evaluate the credibility of online sources and claims about climate change using strategies like lateral reading.

Use geographic data to compare citizens access to power and political decision making.

Use maps to analyze global trade markets and to evaluate the spatiality of global supply chains.

Analyze the characteristics and causes of at least one contemporary issue facing the global community, compare proposals for addressing the issue, and propose a course of action for making change.