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| 5952958101 | Time period 1 | Technological and Environmental Transformations 8000-600 BCE | 0 | |
| 5952960571 | Time Period 2 | Organization and Reorganization of Human Societies 600 BCE - 600 CE | 1 | |
| 5952965082 | Time Period 3 | Regional and Interregional Interactions 600-1450 | 2 | |
| 5952974334 | Time Period 4 | Global Interactions 1450-1750 | 3 | |
| 5952982638 | Time Period 5 | Industrialization and Global Integration 1750-1900 | 4 | |
| 5952988626 | Time Period 6 | Accelerating Global Change and Realignments 1900-Present | 5 | |
| 5952994592 | Theme 1 | Interaction Between Humans and the Enviroment | 6 | |
| 5952998463 | Theme 2 | Development and Interaction of Cultures | 7 | |
| 5953001353 | Theme 3 | State Building, Expansion, and Conflict | 8 | |
| 5953005414 | Theme 4 | Creation, Expansion, and Interaction of Economic Systems | 9 | |
| 5953008654 | Theme 5 | Development and Transformation of Social Structures | 10 | |
| 5953268225 | Analyzing Evidence: Content and Sourcing | A1 - Explain the relevance of the author's POV, purpose, audience, format, and historical context to understand the significance of a primary source **SOAP: Speaker, Occasion, Audience, Purpose. A2 - Evaluate the usefulness, reliability, or limitations or a primary source. | 11 | |
| 5953578151 | Interpretation | B1 - Analyze a historian's argument, explain how the argument has been supported through the analysis of relevant historical evidence, and evaluate the argument's effectiveness. B2 - Analyze diverse historical interpretations. | 12 | |
| 5999905184 | Comparison | C1 - Compare diverse perspectives represented in primary and secondary sources in order to draw conclusions about one or more historical events. C2 - Compare different historical individuals, events, developments, or processes, analyzing both similarities and differences in order to draw historically valid conclusions. ** Comparisons can be made across different time periods, geographic locations, etc. | 13 | |
| 5999927740 | Contextualization | C3 - Situate historical events, developments, or processes within the broader regional, national, or global context in which they occurred in order to draw conclusions about their relative significance. | 14 | |
| 5999939032 | Synthesis | C4 - Make connections between a given historical issue and related developments in a different historical context, geographical area, period, or era, including the present. C5 - Make connections between different courses themes and approaches to history (such as political, economic, social, cultural, or intellectual) for a given historical issue. C6 - Use insights from a different discipline (such as economics, government and politics, art history, anthropology) to better understand a given historical issue. | 15 | |
| 6000013303 | Causation | D1 - Explain long or short term causes and effects of a historical event, development or process. D2 - Evaluate the relative significance of different causes/effects on historical events or processes, distinguishing between causation or correlation and showing an awareness of historical contingency. | 16 | |
| 6000049193 | Patterns of Continuity and Change Over Time (CCOT) | D3 - Identify patterns of continuity and change over time and explain the significance of such patterns. D4 - Explain how patterns of continuity and change over time relate to larger historical processes or themes. | 17 | |
| 6000069895 | Periodization | D5 - Explain ways historical events and processes can be organized into discrete, different, and definable historical periods. D6 - Evaluate whether a particular event or date could or could not be a turning point between different, definable historical periods, when considered in terms of particular historical evidence. D7 - Analyze different and/or competing models of periodization | 18 | |
| 6000228901 | Argumentation | E1 - Articulate a defensible claim about the past in the form of a clear and compelling thesis that evaluates the relative importance of multiple factors and recognizes disparate, diverse, and contradictory evidence or perspectives. E2 - Develop and support a historical argument, including in a written essay, through a close analysis of relevant and diverse historical evidence, framing the argument and evidence around the application of specific historical thinking skill. E3 - Evaluate evidence to explain its relevance to a claim or thesis, providing clear and consistent links between the evidence and the argument. E4 - Relate diverse historical evidence in a cohesive way to illustrate contradiction, corroboration, qualification, and other type of historical relationships in developing an argument. | 19 |
