Nationally aligned
Designed for curriculum coordinators, school leaders, and classroom educators. The program maps learning activities to NCSS themes and CCSS literacy standards. It is designed for use in schools across the United States; districts can use this crosswalk to confirm local and state alignment.
The program draws from the ten NCSS themes, with emphasis on Time, Continuity, and Change; People, Places, and Environments; Individual Development and Identity; Institutions; Global Connections; and Civic Ideals and Practices.
NCSS framework source →Grades 3–5 use grade-specific Reading Informational Text, Writing, and Speaking and Listening standards. Grades 6–12 use the History/Social Studies literacy strands, including RH.6-8, RH.9-10, and RH.11-12.
Important: “Nationally aligned” does not mean nationally certified, accredited, or automatically adopted by every district.
Grade 3
NCSS themes: II. Time, Continuity, and Change, III. People, Places, and Environments, IV. Individual Development and Identity, X. Civic Ideals and Practices
| Standard | Program activity | Student task | Evidence of learning |
|---|---|---|---|
| CCSS RI.3.1 | Use the launch narrative and a short source to ask and answer evidence-based questions. | Answer who, what, where, when, why, and how questions with cited details. | Completed evidence chart and teacher observation. |
| CCSS RI.3.2 | Identify the central idea of a short informational text about December 7, 1941. | State the main idea and select supporting details. | Main idea response. |
| CCSS RI.3.3 | Sequence events using the classroom timeline. | Place key events in chronological order and describe cause and effect. | Completed timeline. |
| CCSS RI.3.7 | Read maps and photographs with the text. | Use visual and written evidence to explain where events occurred. | Map annotation. |
| CCSS SL.3.1 / W.3.2 | Participate in guided discussion and write an explanatory remembrance response. | Listen, respond, and explain one example of courage. | Discussion rubric and short writing. |
Grade 4
NCSS themes: II. Time, Continuity, and Change, III. People, Places, and Environments, IV. Individual Development and Identity, X. Civic Ideals and Practices
| Standard | Program activity | Student task | Evidence of learning |
|---|---|---|---|
| CCSS RI.4.1 | Read a short primary or secondary source connected to the experience. | Refer to details and examples when explaining the source. | Evidence notes. |
| CCSS RI.4.2 | Determine the main idea and summarize the source. | Write a concise, objective summary. | Summary response. |
| CCSS RI.4.3 | Explain what happened and why using the program timeline. | Connect events using chronology and cause and effect. | Timeline explanation. |
| CCSS RI.4.6 | Compare a firsthand and secondhand account. | Identify differences in focus and information. | Comparison organizer. |
| CCSS RI.4.7 / SL.4.1 | Interpret maps, photographs, and the immersive account. | Explain how visual information adds understanding and discuss findings. | Map response and discussion rubric. |
Grade 5
NCSS themes: II. Time, Continuity, and Change, III. People, Places, and Environments, V. Individuals, Groups, and Institutions, X. Civic Ideals and Practices
| Standard | Program activity | Student task | Evidence of learning |
|---|---|---|---|
| CCSS RI.5.1 | Use sources to answer an inquiry question. | Quote accurately and draw a supported inference. | Evidence-based response. |
| CCSS RI.5.2 | Identify two main ideas across a source set. | Summarize how key details support each idea. | Two-idea summary. |
| CCSS RI.5.3 | Study interactions among individuals, events, and decisions. | Explain relationships using specific information. | Cause and consequence organizer. |
| CCSS RI.5.6 | Compare multiple accounts of December 7, 1941. | Note similarities and differences in point of view. | Account comparison. |
| CCSS RI.5.7 / RI.5.9 / W.5.2 | Combine print, map, photograph, and immersive evidence. | Write or present an informed explanation using several sources. | Cited explanatory product. |
Grade 6
NCSS themes: II. Time, Continuity, and Change, III. People, Places, and Environments, IV. Individual Development and Identity, V. Individuals, Groups, and Institutions, X. Civic Ideals and Practices
| Standard | Program activity | Student task | Evidence of learning |
|---|---|---|---|
| CCSS RH.6-8.1 | Analyze a short primary source and companion secondary text. | Cite specific evidence in answers and discussion. | Evidence log. |
| CCSS RH.6-8.2 | Determine central ideas and create an objective summary. | Separate source information from prior knowledge and opinion. | Source summary. |
| CCSS RH.6-8.4 | Use the program vocabulary set. | Determine meanings of domain-specific words in context. | Vocabulary application. |
| CCSS RH.6-8.7 | Integrate the map, timeline, photographs, and immersive account. | Explain how visual evidence changes or deepens understanding. | Multimedia evidence chart. |
| CCSS RH.6-8.8 / SL.6.1 | Distinguish fact, opinion, and reasoned judgment. | Discuss claims and support conclusions with evidence. | Discussion and claim analysis. |
Grade 7
NCSS themes: II. Time, Continuity, and Change, III. People, Places, and Environments, V. Individuals, Groups, and Institutions, VI. Power, Authority, and Governance, X. Civic Ideals and Practices
| Standard | Program activity | Student task | Evidence of learning |
|---|---|---|---|
| CCSS RH.6-8.1 | Investigate a focused historical question with primary and secondary sources. | Cite evidence for each conclusion. | Inquiry evidence tracker. |
| CCSS RH.6-8.2 | Trace central ideas across the lesson source set. | Write an accurate summary without adding opinion. | Objective summary. |
| CCSS RH.6-8.6 | Analyze point of view and purpose. | Identify details included, emphasized, or omitted. | Point-of-view analysis. |
| CCSS RH.6-8.7 | Synthesize map, timeline, video, and text. | Use multiple formats to explain the sequence and human impact. | Integrated source response. |
| CCSS RH.6-8.9 / WHST.6-8.9 | Compare a primary and secondary source. | Write a claim about how the sources relate and support it with evidence. | Short evidence-based writing. |
Grade 8
NCSS themes: II. Time, Continuity, and Change, III. People, Places, and Environments, V. Individuals, Groups, and Institutions, VI. Power, Authority, and Governance, X. Civic Ideals and Practices
| Standard | Program activity | Student task | Evidence of learning |
|---|---|---|---|
| CCSS RH.6-8.1 | Evaluate evidence from a multi-source Pearl Harbor set. | Cite the strongest details supporting an interpretation. | Evidence ranking. |
| CCSS RH.6-8.2 | Determine central ideas and relationships among them. | Produce a concise synthesis. | Synthesis paragraph. |
| CCSS RH.6-8.6 | Analyze author perspective and purpose. | Explain how perspective shapes presentation. | Perspective response. |
| CCSS RH.6-8.8 | Distinguish fact, opinion, and reasoned judgment. | Evaluate whether a claim is adequately supported. | Claim evaluation. |
| CCSS RH.6-8.9 / WHST.6-8.1 | Analyze relationships between primary and secondary sources. | Write an argument using accurate evidence and reasoning. | Argument paragraph or presentation. |
Grade 9
NCSS themes: II. Time, Continuity, and Change, III. People, Places, and Environments, V. Individuals, Groups, and Institutions, VI. Power, Authority, and Governance, IX. Global Connections, X. Civic Ideals and Practices
| Standard | Program activity | Student task | Evidence of learning |
|---|---|---|---|
| CCSS RH.9-10.1 | Analyze primary and secondary evidence, attending to origin and date. | Cite precise evidence and evaluate its relevance. | Sourced evidence log. |
| CCSS RH.9-10.2 | Trace development of central ideas. | Write an accurate summary showing how ideas develop. | Analytical summary. |
| CCSS RH.9-10.3 | Analyze a sequence of events. | Distinguish causation from chronology. | Causation analysis. |
| CCSS RH.9-10.6 | Compare authors’ points of view. | Analyze which details each account includes and emphasizes. | Comparative source analysis. |
| CCSS RH.9-10.7 / WHST.9-10.9 | Integrate maps, data, visuals, and text. | Use evidence from multiple formats in an explanatory or argumentative product. | Cited written product. |
Grade 10
NCSS themes: II. Time, Continuity, and Change, III. People, Places, and Environments, V. Individuals, Groups, and Institutions, VI. Power, Authority, and Governance, IX. Global Connections, X. Civic Ideals and Practices
| Standard | Program activity | Student task | Evidence of learning |
|---|---|---|---|
| CCSS RH.9-10.1 | Conduct an evidence-centered historical inquiry. | Evaluate source origin, context, and relevance. | Source evaluation matrix. |
| CCSS RH.9-10.2 | Analyze central ideas across multiple sources. | Synthesize relationships among events and ideas. | Synthesis response. |
| CCSS RH.9-10.6 | Compare treatments of the same topic. | Explain differences in emphasis and interpretation. | Comparative essay section. |
| CCSS RH.9-10.8 | Assess reasoning and evidence supporting a claim. | Determine whether conclusions are warranted. | Reasoning evaluation. |
| CCSS RH.9-10.9 / WHST.9-10.1 | Compare primary and secondary treatments. | Develop a defensible argument using relevant and sufficient evidence. | Historical argument. |
Grade 11
NCSS themes: II. Time, Continuity, and Change, III. People, Places, and Environments, V. Individuals, Groups, and Institutions, VI. Power, Authority, and Governance, VIII. Science, Technology, and Society, IX. Global Connections, X. Civic Ideals and Practices
| Standard | Program activity | Student task | Evidence of learning |
|---|---|---|---|
| CCSS RH.11-12.1 | Analyze a complex primary and secondary source set. | Connect precise details to an interpretation of the whole. | Advanced evidence annotations. |
| CCSS RH.11-12.2 | Determine central ideas and relationships. | Write a summary that clarifies how details and ideas connect. | Analytical précis. |
| CCSS RH.11-12.3 | Evaluate competing explanations for actions and events. | Identify the explanation best supported by evidence and note uncertainty. | Explanatory evaluation. |
| CCSS RH.11-12.6 | Evaluate differing points of view and historical interpretation. | Assess claims, reasoning, and rhetorical choices. | Historiography comparison. |
| CCSS RH.11-12.7 / WHST.11-12.9 | Integrate and evaluate diverse media and sources. | Produce a research-based analysis or civic reflection. | Cited research product. |
Grade 12
NCSS themes: II. Time, Continuity, and Change, III. People, Places, and Environments, V. Individuals, Groups, and Institutions, VI. Power, Authority, and Governance, VIII. Science, Technology, and Society, IX. Global Connections, X. Civic Ideals and Practices
| Standard | Program activity | Student task | Evidence of learning |
|---|---|---|---|
| CCSS RH.11-12.1 | Build a sustained interpretation from primary and secondary evidence. | Cite evidence while accounting for context and limitations. | Source-based thesis and annotations. |
| CCSS RH.11-12.2 | Analyze relationships among key ideas. | Synthesize a source set into a coherent historical explanation. | Synthesis essay. |
| CCSS RH.11-12.3 | Evaluate explanations and areas of uncertainty. | Compare causal interpretations and justify the strongest one. | Causal analysis. |
| CCSS RH.11-12.6 / SL.11-12.1 | Evaluate perspectives and participate in civil, evidence-driven discussion. | Synthesize multiple viewpoints and respond thoughtfully. | Seminar rubric. |
| CCSS RH.11-12.8 / RH.11-12.9 / WHST.11-12.1 | Evaluate claims and compare foundational historical sources. | Develop a precise argument that addresses alternate interpretations. | Capstone argument or presentation. |