Social Studies Practices: Vertical Articulation Grades K-12
Gathering, Using, and Interpreting Evidence
K / 1 / 2 / 3 / 4 / 5 / 6 / 7 / 8 / 9-12Ask questions. / Develop questions about his/her family. / Develop questions about the community. / Develop questions about a world community. / Develop questions about New York State, its history, geography, economics, and government. / Develop questions tohelp identify evidenceabout topics related tothe historical eventsoccurring in the WesternHemisphere that can beanswered by gathering,using, and interpretingevidence. / Develop and framequestions about topicsrelated to historicalevents occurring in theEastern Hemisphere thatcan be answered bygathering, using, andinterpreting evidence. / Define and framequestions about theUnited States that can beanswered by gathering,using, and interpretingevidence. / Define and framequestions about theUnited States and answerthem by gathering, using,and interpretingevidence. / Define and frame questions about events and the world in which we live, form hypotheses as potential answers to these questions, use evidence to answer these questions, and consider and analyze counter‐hypotheses.
Recognize forms of evidence used to make meaning in social studies. / Recognize different forms of evidence used to make meaning in social studies (including sources such as art and photographs, artifacts, oral histories, maps, and graphs). / Recognize different forms of evidence used to make meaning in social studies (including primary and secondary sources such as art and photographs, artifacts, oral histories, maps, and graphs). / Recognize and use different forms of evidence to make meaning in social studies (including primary and secondary sources such as art and photographs, artifacts, oral histories, maps, and graphs). / Recognize, use, and analyze different forms of evidence to make meaning in social studies (including primary and secondary sources such as art and photographs, artifacts, oral histories, maps, and graphs). / Recognize andeffectively selectdifferent forms ofevidence used to makemeaning in social studies(including primary andsecondary sources suchas art and photographs,artifacts, oral histories,maps, and graphs). / Identify, effectivelyselect, and analyzedifferent forms of evidence used to makemeaning in social studies(including primary andsecondary sources suchas art and photographs,artifacts, oral histories,maps, and graphs). / Identify, select, andevaluate evidence aboutevents from diversesources (includingwritten documents,works of art,photographs, charts andgraphs, artifacts, oraltraditions, and otherprimary and secondarysources). / Identify, describe, andevaluate evidence aboutevents from diversesources (includingwritten documents,works of art,photographs, charts andgraphs, artifacts, oraltraditions, and otherprimary and secondarysources). / Identify, describe, and evaluate evidence about events from diverse sources (including written documents, works of art, photographs, charts and graphs, artifacts, oral traditions, and other primary and secondary sources).
Identify the author or creator of a book or map. / Identify the creator and/or author of different forms of evidence. / Identify and explain creation and/or authorship, purpose, and format for evidence. / Identify and explain creation and/or authorship, purpose, and format for evidence. Where appropriate, identify point of view. / Identify and explain creation and/or authorship, purpose, and format for evidence. Where appropriate identify point of view and bias. / Identify evidence andexplain content,authorship, purpose, andformat; identify bias;explain the role of biasand potential audiencewith teacher support. / Identify evidence andexplain content,authorship, point ofview, purpose, andformat; identify bias;explain the role of biasand potential audience. / Analyze evidence interms of historicalcontext, content,authorship, point ofview, purpose, andformat; identify bias;explain the role of biasand audience inpresenting arguments or evidence. / Analyze evidence interms of historical and/orsocial context, content,authorship, point ofview, purpose, andformat; identify bias;explain the role of bias,context, and audience inpresenting arguments orevidence. / Analyze evidence in terms of content, authorship, point of view, bias, purpose, format, and audience.
Identify opinions expressed by others. / Identify opinions of others. / Identify arguments of others. / Identify arguments of others. / Identify arguments of others. / Identify arguments ofothers. / Describe arguments ofothers. / Describe and analyzearguments of others withsupports. / Describe and analyzearguments of othersconsidering historicalcontext. / Describe, analyze, and evaluate arguments of others.
Identify inferences. / Identify inferences. / Identify implicit ideas todraw inference withsupport. / Identify implicit ideasand draw inferences withsupport. / Make inferences anddraw general conclusionsfrom evidence. / Make inferences anddraw conclusions fromevidence. / Make inferences and draw conclusions from evidence.
Create understanding of the past. / Create understanding of the past by using primary and secondary sources. / Create understanding of the past by using primary and secondary sources. / Create understanding of the past by using and analyzing primary and secondary sources. / Create understanding of the past by using and analyzing primary and secondary sources. / Recognize arguments onspecific social studiestopics and identifyevidence supporting theargument. / Recognize arguments onspecific social studiestopics and identifyevidence to support theargument. Examinearguments related to aspecific social studiestopic from multipleperspectives. / Recognize an argumentand identify supportingevidence related to aspecific social studiestopic. Examinearguments related to aspecific social studiestopic from multipleperspectives; recognizethat the perspective ofthe argument’s authorshapes the selection ofevidence used to supportit. / Recognize an argumentand identify evidencethat supports theargument related tospecific social studiestopic. Examinearguments related to aspecific social studiestopic from multipleperspectives; deconstructarguments, recognizingthe perspective of theargument and identifyingevidence used to supportthat perspective. / Deconstruct and construct plausible and persuasive arguments using evidence.
Create meaningful and persuasive understandings of the past by fusing disparate and relevant evidence from primary and secondary sources and drawing connections to the present.
Chronological Reasoning and Causation
K / 1 / 2 / 3 / 4 / 5 / 6 / 7 / 8 / 9-12Retell an important life event in sequential order. / Retell a real-life family event in sequential order. / Retell a community event in sequential order. / Explain how three or more events are related to one another. / Explain how events are related chronologically to one another. / Explain how events arerelated chronologicallyto one another in time. / Identify ways that eventsare relatedchronologically to oneanother in time. / Identify how events arerelated chronologicallyto one another in timeand explain the ways inwhich earlier ideas andevents may influencesubsequent ideas andevents. / Articulate how eventsare relatedchronologically to oneanother in time andexplain the ways inwhich earlier ideas andevents may influencesubsequent ideas andevents. / Articulate how events are related chronologically to one another in time and explain the ways in which earlier ideas and events may influence subsequent ideas and events.
Understand the concept of time measurements including days and weeks. / Understand the concept of time measurements, including days, weeks, months and years. / Understand the concept of time measurements including minutes, hours, days, weeks, months, years. / Employ mathematical skills to measure time in years and centuries. / Employ mathematical skills to measure time in years and centuries. Understand the difference between B.C.E. and C.E. Identify the chronological significance of data presented in time lines with teacher support. / Employ mathematicalskills to measure time inyears and centuries.Understand thedifference betweenB.C.E. and C.E. Identifythe chronologicalsignificance of datapresented in time lines. / Employ mathematicalskills to measure time byyears, decades, centuries,and millennia; tocalculate time from thefixed points of thecalendar system (B.C.E.and C.E.); and tointerpret the datapresented in time lineswith teacher support. / Employ mathematicalskills to measure time byyears, decades, centuries,and millennia; tocalculate time from thefixed points of thecalendar system (B.C.E.and C.E.); and tointerpret the datapresented in time lines. / Employ mathematicalskills to measure time byyears, decades, centuries,and millennia; tocalculate time from thefixed points of thecalendar system (B.C.E.and C.E.); and tointerpret the datapresented in time lines.
Identify causes and effects using an example from his/her family life. / Identify causes and effects using examples from his/her family life. / Identify causes and effects using examples from his/her family life or from the community. / Identify causes and effects using examples from his/her life or from a current event or history. / Identify the relationship between multiple causes and multiple effects using examples from his/her life and from a current event or history. / Identify causes andeffects using examplesfrom current events orgrade-level content andhistorical events. / Identify causes andeffects from currentevents or grade-levelcontent and historicalevents. / Identify causes andeffects using examplesfrom current events,grade-level content, andhistorical events. / Identify causes andeffects using examplesfrom current events,grade-level content, andhistorical events. / Identify causes and effects using examples from different time periods and courses of study across several grade levels.
Identify and classify therelationship betweenmultiple causes andmultiple effects. / Identify and classify therelationship betweenmultiple causes andmultiple effects. / Identify and analyze therelationship betweenmultiple causes andeffects. / Identify, analyze, andevaluate the relationshipbetween multiple causesand effects. / Identify, analyze, and evaluate the relationship between multiple causes and effects.
Distinguish between long-term and immediate causes and effects of an event from his/her life or current events or history. / Distinguish betweenlong-term and immediatecauses and effects of anevent from currentevents or history. / Distinguish betweenlong-term and immediatecauses and effects of anevent from currentevents or history. / Distinguish betweenlong-term and immediatecauses and effects of anevent from currentevents or history. / Distinguish betweenlong-term and immediatecauses and effects of anevent from currentevents or history. / Distinguish between long‐term and immediate causes and multiple effects (time, continuity, and change).
Identify change over time in his/her life. / Identify change over time in his/her family. / Identify changes over time in his/her community. / Recognize continuity and change over periods of time. / Recognize dynamics of historical continuity and change over periods of time. / Recognize the dynamicsof historical continuityand change over periodsof time. Identifyimportant turning pointsin history. / Recognize and analyzethe dynamics ofhistorical continuity andchange over periods oftime. Identify the role ofturning points as animportant dynamic inhistorical change. / Recognize, analyze, andevaluate dynamics ofhistorical continuity andchange over periods oftime. / Recognize, analyze, andevaluate dynamics ofhistorical continuity andchange over periods oftime. / Recognize, analyze, and evaluate dynamics of historical continuity and change over periods of time and investigate factors that caused those changes over time.
Identify events of the past, present, and future in his/her life. / Identify events of the past, present, and future in his/her family life. / Identify events of the past, present, and future in his/her community life. / Recognize periods of time such as decades and centuries. / Use periods of time such as decades and centuries to put events into chronological order. / Use periods of time suchas decades and centuriesto organize a historicalnarrative; comparehistories in differentplaces in the WesternHemisphere utilizingtime lines. / Compare histories indifferent places in theEastern Hemisphereutilizing time lines.Identify ways thatchanging periodizationaffects the historicalnarrative. / Recognize that changingthe periodization affectsthe historical narrative. / Recognize that changingthe periodization affectsthe historical narrative. / Recognize that choice of specific periodizations favors or advantages one narrative, region, or group over another narrative, region, or group.
Identify routines and common occurrences in his/her life. / Recognize and identify patterns of continuity in his/her family. / Recognize and identify patterns of continuity and change in communities. / Recognize and identify patterns of continuity and change in world communities. / Recognize and identify patterns of continuity and change in New York. / Recognize and identifypatterns of continuityand change in history. / Identify the relationshipsof patterns of continuityand change to largerhistorical processes andthemes. / Identify patterns ofcontinuity and change asthey relate to largerhistorical process andthemes. / Relate patterns ofcontinuity and change tolarger historicalprocesses and themes. / Relate patterns of continuity and change to larger historical processes and themes.
Understand the role ofperiodization as apractice in history andsocial studies. / Understand thathistorians useperiodization to categorize events.Describe general modelsof periodization inhistory. / Identify models ofhistorical periodizationthat historians use tocategorize events. / Identify and describemodels of historicalperiodization thathistorians use tocategorize events. / Describe, analyze, evaluate, and construct models of historical periodization that historians use to categorize events.
Comparison and Contextualization
K / 1 / 2 / 3 / 4 / 5 / 6 / 7 / 8 / 9-12Identifysimilarities anddifferencesbetween homeand school. / Identifysimilarities anddifferencesbetweenneighborhoods. / Identifysimilarities anddifferencesbetweencommunities. / Identify a worldregion bydescribing acharacteristic thatplaces within ithave in common. / Identify a regionin New York Stateby describing acharacteristic thatplaces within ithave in common,and then compareit to other regions. / Identify a region in theWestern Hemisphere bydescribing acharacteristic that placeswithin it have incommon, and thencompare it to otherregions.Understand how regionscan be defined as sharingcommon characteristicsin contrast with otherregions. / Identify a region in theEastern Hemisphere bydescribing acharacteristic that placeswithin it have incommon, and thencompare it to otherregions. / Identify a region ofcolonial North Americaor the early United Statesby describing multiplecharacteristics commonto places within it, andthen identify othersimilar regions (inside oroutside the continentalUnited States) withsimilar characteristics. / Identify a region of theUnited States bydescribing multiplecharacteristics commonto places within it, andthen identify othersimilar regions inside theUnited States. / Identify similarities and differences among geographic regions across historical time periods, and relate differences in geography to different historical events and outcomes.
Identifysimilarities and/ordifferencesbetween him/herand others. / Identifysimilarities and/ordifferencesbetween him/herand others withdetail. / Identifysimilarities and/ordifferencesbetween his/hercommunity andothercommunities. / Identify multipleperspectives by comparing and contrastingpeople’s point ofview in differingworldcommunities. / Identify multipleperspectives froma historical event. / Categorize divergentperspectives of anindividual historicalevent. / Categorize and evaluatedivergent perspectives ofan individual historicalevent. / Identify and categorizemultiple perspectives ona given historicalexperience. / Identify and comparemultiple perspectives ona given historicalexperience. / Identify, compare, and evaluate multiple perspectives on a given historical experience.
Describe an eventin his/her life. / Describe an eventin his/her family. / Describe an eventin his/hercommunity. / Describe ahistorical event ina worldcommunity. / Describe andcompare NewYork Statehistorical events. / Describe and compareevents in the history ofthe Western Hemispherein societies in similarchronological contextsand in variousgeographical contexts. / Describe and comparemultiple events in thehistory of the EasternHemisphere in societiesin similar chronologicalcontexts and in variousgeographical contexts. / Describe, compare, andevaluate multiplehistorical developmentsin the United States invarious chronologicaland geographicalcontexts. / Describe, compare, andevaluate multiplehistorical developmentsin societies, and acrossand between societies, invarious chronologicaland geographicalcontexts. / Describe, compare, and evaluate multiple historical developments (within societies; across and between societies; in various chronological and geographical contexts).
Understand theconcepts ofgeography,economics, andhistory that applyto his/her family. / Recognize therelationshipamonggeography,economics, andhistory in his/hercommunity. / Recognize therelationshipamong geography,economics, andhistory in worldcommunities. / Recognize therelationshipamong geography,economics, andhistory in socialstudies. / Identify how therelationship amonggeography, economics,and history helps todefine a context forevents in the study of theWestern Hemisphere. / Identify how therelationship amonggeography, economics,and history helps todefine a context forevents in the study of theEastern Hemisphere. / Identify how therelationship amonggeography, economics,and history helps todefine a context forevents in the study ofUnited States. / Describe the relationshipbetween geography,economics, and historyas a context for eventsand movements in theUnited States. / Recognize the relationship between geography, economics, and history as a context for events and movements and as a matrix of time and place.
Describe ahistoricaldevelopment in his/hercommunity withspecific detailsincluding timeand place. / Describe ahistoricaldevelopment in aworld communitywith specificdetails includingtime and place. / Describe historicaldevelopments inNew York Statewith specificdetail includingtime and place. / Describe historicaldevelopments in thehistory of the WesternHemisphere with specificreferences tocircumstances of timeand place and toconnections to broaderregional or globalprocesses with teachersupport. / Describe historicaldevelopments in thehistory of the EasternHemisphere with specificreferences tocircumstances of timeand place and toconnections to broaderregional or globalprocesses. / Connect historicaldevelopments to specificcircumstances of timeand place and to broaderregional, national, orglobal processes. / Connect historicaldevelopments to specificcircumstances of timeand place and to broaderregional, national, orglobal processes. / Connect historical developments to specific circumstances of time and place and to broader regional, national, or global processes and draw connections to the present (where appropriate).
Understand the role thatperiodization and regionplay in developing thecomparison of historicalcivilizations. Identifygeneral characteristicsthat can be employed toconduct comparativeanalysis of case studiesin the EasternHemisphere in the samehistorical period withteacher support. / Understand the role thatperiodization and regionplay in developingcomparisons. Identifygeneral characteristicsthat can be employed toconduct comparativeanalysis of case studiesin the early history of theUnited States. / Analyze case studies inUnited States history in acomparative frameworkattending to the role ofchronology andsequence, as well ascategories of comparisonor socio-politicalcomponents. / Identify and compare similarities and differences among historical developments over time and in different geographical and cultural contexts.
Geographic Reasoning
K / 1 / 2 / 3 / 4 / 5 / 6 / 7 / 8 / 9-12Ask geographicquestions aboutwhere places arelocated and whythey are locatedthere usinglocation termsand geographicrepresentationssuch as maps,photographs,satellite images,and models. / Ask geographicquestions aboutwhere places arelocated and whythey are locatedthere usinglocation termsand geographicrepresentationssuch as maps,photographs,satellite images,and models.Describe whereplaces are inrelation to eachother. / Ask geographicquestions aboutwhere places arelocated and whythey are locatedthere usinglocation termsand geographicrepresentationssuch as maps,photographs,satellite images,and models.Describe whereplaces are inrelation to eachother and describeconnectionsamong places. / Ask geographicquestions aboutwhere places arelocated and whythey are locatedthere usinglocation terms andgeographicrepresentationssuch as maps,photographs,satellite images,and models.Describe whereplaces are inrelation to eachother and describeconnectionsamong places. / Use location termsand geographicrepresentations,such as maps,photographs,satellite images,and models, todescribe whereplaces are inrelation to eachother, to describeconnectionsamong places, andto evaluate thebenefits ofparticular placesfor purposefulactivities. / Use location terms andgeographicrepresentations such asmaps, photographs,satellite images, andmodels to describe whereplaces in the WesternHemisphere are inrelation to each other, todescribe connectionsamong places, and toevaluate the benefits ofparticular places forpurposeful activities. / Use location terms andgeographicrepresentations such asmaps, photographs,satellite images, andmodels to describe whereplaces in the EasternHemisphere are inrelation to each other, todescribe connectionsamong places, and toevaluate the benefits ofparticular places forpurposeful activities. / Use location terms andgeographicrepresentations such asmaps, photographs,satellite images, andmodels to describe whereplaces in early UnitedStates history were inrelation to each other, todescribe connectionsamong places, and toevaluate effectively thebenefits of particularplaces for purposefulactivities. / Use location terms andgeographicrepresentations such asmaps, photographs,satellite images, andmodels to describe whereplaces are in relation toeach other, to describeconnections amongplaces, and to evaluatethe benefits of particularplaces for purposefulactivities. / Ask geographic questions about where places are located, why their location is important, and how their locations are related to the location of other places and people.