Social Studies Standards Revision
Social Studies Standards Revision
NOVEMBER 2021
Committee Members
Kelly Jones-Wagy
Stacy Aldridge
Charles Kastens
Angela Anderson
Steven Kidd
Charlee Archuleta
Ryanne Kleingarn
Rebecca Bates
Alma McKinley
Sierra Bitsie
Cassie Moore
Janessa Boulay
Suzanne Neufeld
Ana Brown
Maria Novilla
Karen Chaney
Michelle Pearson
Mark Cloer
Leigh Quintana
Will Daniel
Jean Ridl
Michelle Dillard
Sabra Sowell-Lovejoy
Prince Dykes
Nathan Thompson
Jarrod Hanson
Hilary Wimmer
2021 Recommended Revisions for
Colorado Academic Standards – Social Studies
1 Recommended revisions are noted in RED font.
2 Personal financial literacy and civics legislative requirements are noted in GREEN font.
3 State Board adopted Holocaust and Genocide standards are noted in PURPLE font.
4
13 Indicators of Progress
14 By the end of the preschool experience (approximately 60 months/5 years old), students may:
15 a. Differentiate between Begin to recognize the past, present, and future.
16 b. Recognize Begin to recall family or personal events that happened in the past (to be
17 developmentally appropriate, this can include immediate past events from that day or week)
18 especially as it pertains to diverse backgrounds and individual family traditions such as race.
19
20
21 c. Begin to understand that how people live and what they do changes over time. previous events
22 can have an impact on our daily, weekly, or monthly lives.
1
1 Examples of Learning/Children May:
2 1. Tell stories of past events.
3 2. Select examples from pictures that illustrate past, present, and future.
4 3. Describe how they have grown.
5 4. Participate in creating a memory book. For example: Class book, family or All About Me, etc. to
6 identify similarities and change over time.
7 5. Track the height of the classroom plant. Progress photos and measurements are recorded on
8 calendar.
9 6. Provide opportunities for children to discuss past and future changes affecting families such
10 as immigration, naturalization, marriage, adopting, and cultural and religious rites of passage.
11
12 7. Use a visual classroom schedule, such as the Schedule Helper, to anticipate a change in schedule.
13 8. Select examples from pictures that illustrate beginning, middle and end from a familiar story or past,
14 present, and future relevant to their lives, i.e. their own family, classroom, etc.
22 Indicators of Progress
23 By the end of the preschool experience (approximately 60 months/5 years old), students may:
24 a. Identify aspects of their immediate environment, such as areas of their preschool classroom, their
25 own room or house, and/or building and roads, buildings, trees, gardens, bodies of water, and land
26 formations.
27 b. Develop an awareness of their own home, classroom, school, neighborhood, and community.
28 c. Develop an awareness of basic, developmentally appropriate spatial concepts such as near and far,
29 community helpers, etc.
2
1 3. Involve preschoolers in discussions about the homes they live in and the different types of homes
2 and buildings in the community. For example: taking neighborhood walks, in real life or via virtual
3 formats, to see each other’s home and community.
4 4. Have children preschoolers interpret use simple maps of the classroom, playground, and
5 neighborhood.
6 5. Provide materials, literature, and activities that explore different types of homes and aspects of the
7 preschooler’s surrounding environment. For example: apartments, single-family homes, motels,
8 modular homes, trees, rivers, mountains, and buildings.
9 6. Display pictures of familiar community buildings and landmarks in block, writing, or other centers.
10 7. Model and provide opportunities for preschoolers to discuss a time when they have moved or
11 someone they know has moved.
30 Indicators of Progress
31 By the end of the preschool experience (approximately 60 months/5 years old), students may:
32 a. Identify choices that individuals can make to get their needs and wants met.
33 b. Explain how individuals earn money and use it to make choices among their various wants.
3
1 3. Create opportunities for a variety of community helpers to visit the classroom in person or virtually.
2 4. Helps preschoolers begin to understand that people can work and volunteer to have their needs and
3 wants met.
17 Indicators of Progress
18 By the end of the preschool experience (approximately 60 months/5 years old), students may:
19 1. Recognize membership in family, neighborhood, school, team, and various other groups and
20 organizations.
21 2. Understand similarities and respect differences among people of different cultures within their
22 classroom and community.
23 3. Identify emotions using age-appropriate vocabulary (happy, sad, etc.) and correlate cause and effect
24 to those emotions.
25 4. Utilize positive social skills to get an adult or peer’s attention, their needs and wants met, empathize
26 with others and begin to solve problems.
27 5. Understand how differences and diversity can make a community stronger.
4
1 5. Provide opportunities for children to engage in community building, through large-group discussions
2 with problem solving, and cooperative activities such as murals and pair-painting.
3 6. Develop individualized, nurturing, and responsive relationships with preschoolers.
4 7. Teach basic emotions directly and indirectly, during both direct teaching and teachable moments
5 throughout the day. For example, daily feelings or emotions, student check-in chart; teachers talking
6 about their own emotions; etc.
7 8. Plan for and implement extending opportunities for free play and child-centered opportunities to
8 help develop basic executive functioning.
9 9. Facilitate opportunities for preschoolers to have peer-to-peer interactions.
31 Indicators of Progress
32 By the end of the preschool experience (approximately 60 months/5 years old), students may:
33 a. Understand how the reasons for rules in the classroom, home, and for laws in the community
34 community keep us safe.
35 b. Show interest in interacting with and developing relationships with others including those who are
36 from diverse backgrounds, different from their own.
37 c. Recognize that everyone has rights and responsibilities within a group including those with diverse
38 backgrounds and varied abilities.
5
1 d. Demonstrate self-regulated behaviors and fairness problem solving skills in resolving conflicts.
2 e. Follow classroom routines, rules, and expectations.
29 Indicators of Progress
30 By the end of the preschool experience (approximately 60 months/5 years old), students may:
31 a. Recognize coins and currency as money.
32 b. Identify how money is used.
33 c. Discuss why we need money.
34 d. Sort coins by physical attributes such as color or size.
6
1 Supportive Teaching Practices/Adults May:
2 1. Provide materials and opportunities for children to dramatize interactions with currency exchange.
3 2. Read stories related to currency.
4 3. Set up dramatic play opportunities that involve the use of pretend money. For example: bank,
5 grocery store, or restaurant.
6 4. Use names of coins and currency when talking about money.
7
1 Kindergarten, Standard 1. History
2 Prepared Graduates:
3 1. Understand the nature of historical knowledge as a process of inquiry that examines and analyzes
4 how history is viewed, constructed, and interpreted. Apply the process of inquiry to examine and
5 analyze how historical knowledge is viewed, constructed, and interpreted.
9 Evidence Outcomes
10 Students Can:
11 a. Ask questions about the past using question starters. For example: What did? Where did? When
12 did? Which did? Who did? Why did? How did? From whose perspective?
13 b. Identify information from primary and/or secondary sources that answers questions about the past
14 and adds to collective memory.
15 c. Use correctly the word “because” in the context of personal experience or stories of the past.
22 Inquiry Questions:
23 1. What is history?
24 2. What do primary sources tell me about the past?
25 3. How are the lives of people from the past similar and different from our lives today?
26 4. What makes something a primary source?
8
1 2. Interpret what is read through illustrations.
2 3. Listen to stories to gain information on a main idea.
3 4. Gather information and present orally.
11 Evidence Outcomes
12 Students Can:
13 a. Explore differences and similarities in the lives of children and families from different time periods
14 by using a variety of sources from long ago and today. For example: Personal artifacts and stories,
15 texts, pictures, and videos from diverse societies.
16 b. Sequence information using words. For example: present, future, days, weeks, months, years, first,
17 next, last, before, and after.
18 c. Explain why knowing the order of events is important. For example: Understanding family histories
19 and milestones.
24 Inquiry Questions:
25 1. Why is it important to know the order of events?
26 2. How is your life and/or family different from other children and families of the past?
27 3. What happened yesterday and today, and what might happen tomorrow?
28 4. How have you grown and changed over time?
9
1 Kindergarten, Standard 2. Geography
2 Prepared Graduates:
3 3. Apply geographic representations and perspectives to analyze human movement, spatial patterns,
4 systems, and the connections and relationships among them.
8 Evidence Outcomes
9 Students Can:
10 a. Distinguish between a map and a globe as ways to show places people live.
11 b. Use geographic tools to describe places. For example: globes, maps, and GPS.
16 Inquiry Questions:
17 1. What information can a map tell me about the places and spaces people live?
18 2. What information can a globe tell me about the places and spaces people live?
10
1 Evidence Outcomes
2 Students Can:
3 a. Compare and contrast how people live in different settings around the world. Identify ways
4 students’ lives are similar and different from those in other communities.
5 b. Give examples of food, clothing, shelter, and how they change in different environments. Give
6 examples of how environment, geographic features, and climate impact lifestyles. For example:
7 food, sports, shelter, transportation, school, etc.
13 Inquiry Questions:
14 1. What would it be like to live in another community (region, city, state, or country)?
15 2. Why do people belong to different groups?
16 3. What makes a place community special to the people who live there and how is it different from
17 what makes my community special?
18 4. How does the environment, geographic features, and climate impact how people live within a
19 community?
11
1 Grade Level Expectation:
2 1. Explain how iIndividuals make choices based on wants.
4 Evidence Outcomes
5 Students Can:
6 a. Identify the costs and benefits of a choice an individual makes when acquiring an item.
7 b. Recognize and engage in ways to use another individual’s items. For example: asking for permission
8 to share and taking turns.
13 Inquiry Questions:
14 1. What are the benefits and costs of ownership? For example: Borrowing a toy from a friend vs.
15 owning one of your own?
16 2. If you want to use someone else’s item, what must you do?
17 3. What happens when someone wants to use something that belongs to you?
18 4. What do we do if there is not enough of something we all want (scarcity)?
19 5. What are things that everyone collectively owns? How can we take care of resources that belong to
20 everyone (e.g., water, air, etc.)?
12
1 Grade Level Expectation:
2 1. Understand that civic participation takes place in multiple groups and in various forms. Identify
3 ways in which civic participation takes place across multiple groups.
4 GLE Code: SS.K.4.1
5 Evidence Outcomes
6 Students Can:
7 a. Differentiate among examples of civic participation. For example: voting, debating, running for
8 office, protesting, and volunteering.
9 b. Explain the qualities of an informed and engaged citizen.
10 c. Practice citizenship skills including courtesy, honesty, equity, and fairness when working with others.
11 d. Listen and consider the ideas of others while verifying the reliability of the author/speaker
12 identifying the likelihood of statements.
13 e. Identify credible sources (teachers, books, etc.) to check for accuracy when gathering information.
20 Inquiry Questions:
21 1. What would it look like to have no rules?
22 2. How can we solve conflict in a fair manner? What do I do when I disagree with someone or
23 something?
24 3. Why do we consider voting fair?
25 4. What qualities make people responsible and engaged citizens?
26 5. How do we use evidence to support your opinion? whether something we heard or saw is likely or
27 unlikely to be true?
28 6. Where can I get factual information when I need to answer questions?
13
1 Kindergarten, Standard 4. Civics
2 Prepared Graduates:
3 7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and
4 the global society.
8 Evidence Outcomes
9 Students Can:
10 a. Explain why rules are needed.
11 b. Create and follow classroom rules.
12 c. Explain how a class rule may promote fairness and resolve conflict and compare against a rule that
13 does not.
14 d. Contribute to making and maintaining class community decisions.
15 e. Explain the difference between democratic decision-making and decisions made by authorities. For
16 example: a parent, teacher, principal, and a police officer.
24 Inquiry Questions:
25 1. What qualities make people responsible and engaged citizens?
26 2. What would it look like to have no rules?
27 3. Why would people want to have friends from different groups? Why is it important to have friends
28 who are different from me? How do I learn about others who are different from me?
29 4. Why is it important to hear what friends from different backgrounds (cultures, races, languages,
30 religions, family composition, etc.) have to say?
31 5. What can you do to be an active and helpful member of your class and school?
32 6. What is the difference between “fair,” “equal,” and “equitable?” For example: Every student needs
33 something different to succeed in our classroom.
14
1 2. Civic-minded individuals understand that individual actions can make the community better. For
2 example: people clean up highways or volunteer in shelters.
13 Evidence Outcomes
14 Students Can:
15 a. Recognize choices people make with their money and explain how financial decisions are made.
16 b. Explain how money gives people the ability to buy goods and services.
17 c. Give examples of the difference between spending income on something you want versus
18 something you need. Identify the difference between a want and a need and how that impacts
19 purchasing decisions when resources are limited. For example: buying a healthy snack vs. a candy
20 bar, new shoes vs. a new toy, or a coat vs. a new game.
29 Inquiry Questions:
30 1. What is money? What is currency? (For example: cash, coins, credit card, debit card)
31 2. What are wants and needs?
32 3. How do people make choices when they want something?
33 4. How do people balance between wants and needs? How do people make choices about what to
34 buy when there isn't enough money to buy everything? For example: Balancing between wants and
35 needs.
36 5. What is the difference between a want and a need? What are things all humans need?
15
1 6. How can money help people to meet their wants and needs?
2 7. Why do we use money?
16
1 First Grade, Standard 1. History
2 Prepared Graduates:
3 1. Understand the nature of historical knowledge as a process of inquiry that examines and analyzes
4 how history is viewed, constructed, and interpreted. Apply the process of inquiry to examine and
5 analyze how historical knowledge is viewed, constructed, and interpreted.
9 Evidence Outcomes
10 Students Can:
11 a. Arrange life events in chronological order.
12 b. Use words related to time, sequence, and change. For example: past, present, future, change, first,
13 next, and last.
14 c. Identify the organizational components of a calendar. For example: year, months, weeks, days, and
15 notable events.
16 d. Determine events from the past, present, and future using the components of a calendar.
17 e. Distinguish between primary and secondary sources.
18 f. Identify information from primary and/or secondary sources that answer questions about patterns
19 and chronological order of events from the past.
26 Inquiry Questions:
27 1. Why is it important to know the order of events?
28 2. How do we organize time?
29 3. What has happened in your life and what does that tell you about yourself?
17
1 Disciplinary, Information, and Media Literacy:
2 1. Apply disciplinary concepts of change and continuity to the study of the past.
3 2. Read and/or listen to historical fiction.
12 Evidence Outcomes
13 Students Can:
14 a. Identify similarities and differences between themselves and others. For example: Race, ethnicity,
15 gender identity, religion, ability, and family makeup.
16 b. Discuss common and unique characteristics of different cultures using multiple sources of
17 information. Discuss and give examples of what makes a culture unique and special.
18 c. Understand that people’s lived experiences impact their perspective on historical events. For
19 example: Multiple perspectives on the First Thanksgiving, Fourth of July, Juneteenth, and Cinco De
20 Mayo.
27 Inquiry Questions:
28 1. What symbols are representative of our multicultural and democratic way of life? How are different
29 cultures represented in our community?
30 2. What is a culture?
31 3. How do I learn about others’ perspectives and share my own?
32 4. How are African American, Latino, Asian American, Indigenous Peoples, LGBTQ, and religious
33 minority cultures different from and similar to one another?
18
1 3. Historical thinkers recognize symbols as cultural artifacts that can be interpreted to make meaning
2 of both the past and present.
3 4. Historical thinkers compare multiple perspectives of people and groups of people in order to draw
4 conclusions about both the past and the present.
15 Evidence Outcomes
16 Students Can:
17 a. Explain that maps and globes are different representations of Earth.
18 b. Describe locations using terms related to direction and distance. For example: Forward and
19 backward, left and right, near and far, is next to, and close.
20 c. Recite and address including city, state, and country, and explain how those labels help find places
21 on a map.
22 d. Distinguish between land and water on a map and globe
23 e. Create simple maps showing both human and natural features.
30 Inquiry Questions:
31 1. How would an individual describe how to get somewhere without an address?
32 2. What if we had no geographic tools?
33 3. How could a flat map truly represent a round globe?
34 4. Why do people not carry globes to help find their way?
35 5. Why is an address necessary?
19
1 Nature and Skills of Geography:
2 1. Spatial thinkers use geographic tools to study and represent places.
3 2. Spatial thinkers use geographic terms, tools, and technology in work and play to describe and find
4 places. For example: pilots use maps to make flight plans, hikers use compasses to determine
5 directions, and vacationers use maps to find unfamiliar places.
6 3. Spatial thinkers memorize addresses to help locate places. For example: knowing an address is
7 necessary for an ambulance to find it or for an individual to receive mail.
19 Evidence Outcomes
20 Students Can:
21 a. Provide examples of how individuals and families interact with their environment.
22 b. Analyze how weather, climate and environmental characteristics influence individuals and the
23 cultural characteristics of a family.
24 c. Compare and contrast at least two different families’ communities with respect to schools,
25 neighborhoods, and culture.
26 d. Describe a family tradition and explain its cultural significance with regard to other groups and the
27 environment.
34 Inquiry Questions:
35 1. How are places like communities similar to and different from where you live?
36 2. How do people celebrate traditions?
37 3. How do people use resources in the local community?
20
1 4. How do individuals in the community use the environment?
23 Evidence Outcomes
24 Students Can:
25 a. Identify the goods and/or services that different types of businesses produce in the community.
26 b. Give examples of different types of jobs held by family members and/or individuals in the local
27 community.
28 c. Compare at least two different job choices that individuals have with respect to the benefits and
29 costs of each job.
21
1 Inquiry Questions:
2 1. How are businesses different?
3 2. What are the different types of jobs and their roles in a community?
4 3. Why do people choose different jobs?
17 Evidence Outcomes
18 Students Can:
19 a. Describe the characteristics of responsible leaders and how they communicate with others.
20 b. Identify the attributes of a responsible team member and how they communicate with others.
21 c. Demonstrate the ability to be both a leader and team member.
22 d. Describe qualities of an effective team. For example: Respectful disagreement, advocating
23 for self and others, sharing responsibilities, and including diverse perspectives.
24 e. Listen and consider the ideas of others in order to make decisions as a group.
25 f. Use credible sources (teachers, books, etc.) to check for accuracy when gathering information and
26 making decisions.
22
1 Inquiry Questions:
2 1. How do you know if you are a responsible leader?
3 2. How do you know if you are a responsible team member?
4 3. How do you know when you are working with an effective team?
5 4. How can you show respectful listening and learning from team members?
6 5. Where can we get factual information when we need to answer questions and make decisions for
7 our group/team?
23 Evidence Outcomes
24 Students Can:
25 a. Identify and explain the relevance of notable civic leaders from different community groups
26 including, but not limited to, African American, Latino, Asian American, Indigenous Peoples,
27 LGBTQ, and religious minorities.
28 b. Identify and explain the meaning of various civic symbols important to diverse community groups.
29 For example: the American flag, the National Anthem, Statue of Liberty, Mount Rushmore, Crazy
30 Horse Memorial, Liberty Bell, Emancipation Proclamation, Turtle Island, a yellow sash (i.e., for
31 women’s rights), tribal flags of Native Nations whose ancestral homelands include present-day
32 Colorado, and the Colorado Flag.
33 c. Identify and explain the relevance of significant civic places. For example: the state and national
34 Capitol, the White House, and sites within the local community.
35 d. Explain the significance of major civic holidays. For example: Veterans Day, Martin Luther King Day,
36 Independence Day, Earth Day, Memorial Day, Labor Day, Indigenous Peoples Day, and César Chávez
37 Day.
23
1 Academic Context and Connections
7 Inquiry Questions:
8 1. Why do we have national, community, and local celebrations and holidays?
9 2. Who are notable people in the development of our country and community?
10 3. How are new national symbols, songs, or holidays created?
26 Evidence Outcomes
27 Students Can:
28 a. Discuss ways to earn or receive money.
29 b. Identify types of currency and how currency is used. For example: cash, coins, credit card, debit
30 card.
31 c. Define types of transactions such as deposit, purchase, borrow, donate, and barter.
32 d. Identify coins and find the value of a collection of two coins a variety of coins.
24
1 Academic Context and Connections
10 Inquiry Questions:
11 1. How does an individual earn money?
12 2. What are different methods of payment?
13 3. Are all items purchased with money?
14 4. How do charities, non-profits, and other organizations help a community?
25
1 Second Grade, Standard 1. History
2 Prepared Graduates:
3 1. Understand the nature of historical knowledge as a process of inquiry that examines and analyzes
4 how history is viewed, constructed, and interpreted. Apply the process of inquiry to examine and
5 analyze how historical knowledge is viewed, constructed, and interpreted.
9 Evidence Outcomes
10 Students Can:
11 a. Explain that the nature of history involves stories of the past preserved in various primary and
12 secondary sources. For example: images, oral and written accounts, etc.
13 b. Explain the past through primary and secondary sources. For example: images, and oral or written
14 accounts.
15 c. Organize historical events by creating timelines and explaining the information conveyed by them
16 historical timelines.
17 d. Identify historical primary and secondary sources. For example: maps, photographs, letters, etc.,
18 from the community and/or regional historical artifacts and generate questions about their
19 functions and significance.
20 e. Create timelines to understand the development of important community traditions and events.
28 Inquiry Questions:
29 1. How can two people understand the same event differently?
30 2. Why is it important to use more than one source for information?
31 3. How can putting events in order by time help describe the past?
32 4. What kinds of tools and sources do historical thinkers use to investigate the past?
26
1 Disciplinary, Information, and Media Literacy:
2 1. Apply disciplinary concepts such as perspective to create accounts of the past.
3 2. Listen for the main idea and sequence of events in a social studies text.
4 3. Analyze different texts (including experiments, simulations, video, or multimedia texts) to compare
5 and contrast competing theories, points of view, and arguments in the discipline.
14 Students Can:
15 a. Organize historical events of neighborhoods and/or communities chronologically.
16 b. Compare and contrast neighborhoods and/or communities, both past and present, through studies
17 of their people and events. For example: the National Western Stock Show, state/county fairs, and
18 community events.
19 c. Give examples of people and events that brought important changes to a neighborhood and/or
20 community. For example: African Americans, Latinos, Asian Americans, Indigenous Peoples, LGBTQ,
21 and religious minorities.
22 d. Compare and contrast Describe the changes differences within one neighborhood and/or
23 community over time.
24 e. Analyze the interactions and contributions of various people and cultures that have lived in or
25 migrated to neighborhoods and/or communities. For example: African Americans, Latinos, Asian
26 Americans, Indigenous Peoples, LGBTQ, and religious minorities.
27 f. Give examples of people from different cultures and events that brought important changes to a
28 neighborhood and/or community.
37 Inquiry Questions:
38 1. What are the cultural attributes of a neighborhood or community?
27
1 2. How can understanding the past impact decision-making our understanding of communities today?
2 3. How have people, events, and ideas from the past shaped the identity of communities and
3 neighborhoods today?
22 Evidence Outcomes
23 Students Can:
24 a. Use map keys, legends, symbols, intermediate directions, and a compass rose to locate and describe
25 spaces and places.
26 b. Identify the purpose of the map being presented. For example: A weather map vs. street map.
27 c. Identify and locate various physical features on a map.
28 d. Identify the hemispheres, Equator/Prime Meridian, and poles on a globe.
29 e. Identify and locate cultural, human, political, and natural features using map keys and legends.
28
1 Inquiry Questions:
2 1. How do you define, organize, and think about the space around you?
3 2. What is a human feature versus a physical feature?
4 3. Why do we use geographic tools such as maps, globes, grids, symbols, and keys?
5 4. How would you describe a setting without using geographic words?
6 5. How can using the wrong geographic tool or term cause problems?
27 Evidence Outcomes
28 Students Can:
29 a. Explain how communities manage and use nonrenewable and renewable resources.
30 b. Explain how community is defined by physical boundaries and resources.
31 c. Explain how the environment influences why people settle in certain areas.
32 d. Identify examples of how human activity influences cultural and environmental characteristics of a
33 place over time.
34 e. Identify examples of how culture and lifestyle are impacted by environmental characteristics.
29
1 Academic Context and Connections
9 Inquiry Questions:
10 1. How do available resources and their uses create change in impact a community?
11 2. Are renewable and nonrenewable resources managed well? How do you know? How do we know
12 when we are being good stewards of renewable and non-renewable resources (for example: reduce,
13 reuse, recycle)?
14 3. Why are physical features often used as boundaries?
15 4. What are the various groups in a community and how are they alike and different?
16 5. How do you choose if you should recycle, reduce, reuse, or throw something away?
17 6. How does the environment influence people’s decisions about where they live?
18 7. How do humans change the environment of a place over time?
19 8. How does the environment influence culture and lifestyles of a place?
30
1 4. Synthesize information from multiple sources to demonstrate understanding of a topic.
10 Evidence Outcomes
11 Students Can:
12 a. Explain scarcity of goods and resources.
13 b. Identify and categorize goods and services and recognize provide examples of each.
14 c. Give examples of choices people make when resources are scarce.
15 d. Identify possible solutions when there are limited resources and unlimited wants.
22 Inquiry Questions:
23 1. How does scarcity affect purchasing decisions?
24 2. What goods and services do you use?
25 3. How are resources used in various communities?
26 4. What are some ways to find out about the goods and services used in other communities? What do
27 people and communities do when a resource is scarce?
31
1 Second Grade, Standard 4. Civics
2 Prepared Graduates:
3 6. Express an understanding of how civic participation affects policy by applying the rights and
4 responsibilities of a citizen.
8 Evidence Outcomes
9 Students Can:
10 a. Compare ways that people may effectively express their ideas and viewpoints while being respectful
11 to others.
12 b. Analyze how people in diverse groups diverse community members and groups (including, but not
13 limited to, African Americans, Latinos, Asian Americans, Indigenous Peoples, LGBTQ, and religious
14 minorities) monitor advocate for their interests and responsibly influence decisions in their
15 community.
16 c. Identify whether information presented, or statements made are facts or opinions.
17 d. Describe ways in which you can take an active part in improving your school or community.
18 e. Identify and compare examples of civic responsibilities such as voting, representation, lobbying and
19 organizing, that are important to privileged and marginalized individuals, families, and
20 communities. For example: African Americans, Latinos, Asian Americans, Indigenous Peoples,
21 LGBTQ, and religious minorities families. (For example: voting and representation and lobbying and
22 organizing).
23 f. Describe the characteristics that enable a community member to engage in the community
24 responsibly and effectively.
31 Inquiry Questions:
32 1. What are beliefs that help people live together in communities?
33 2. What civic responsibilities do you think are important?
34 3. How can different cultures and beliefs influence a community?
35 4. What are responsible ways to advocate for ideas in a community?
36 5. How do we make sure that all perspectives are represented?
37 6. What are responsible ways to gather information in order to make informed decisions and advocate
38 for our community?
32
1 7. How do we know when information is factual or someone’s opinion? How does that influence how I
2 use the information?
28 Evidence Outcomes
29 Students Can:
30 a. Analyze ways that diverse individuals, groups, and communities (including those of Indigenous,
31 African, Latino, and Asian descent) work through conflict and promote social change. For example:
32 Civil Rights Movement, Voting Rights Acts, changes to law/practice, etc.)
33 b. Compare examples of power and authority and identify strategies that could be used to address an
34 imbalance. For example: anti-bullying, mediation, equity vs. equality, and deliberation.
35 c. Identify and give examples of appropriate and inappropriate uses of power and/or authority and the
36 consequences for abuse of power.
37 d. Demonstrate skills to understand and resolve conflicts or differences.
33
1 e. Identify strategies to address imbalances of power (anti-bullying, deliberation and mediation, equity
2 vs. equality, etc.)
9 Inquiry Questions:
10 1. What happens when someone uses power unwisely? What can happen when someone has too
11 much power and/or authority and abuses it?
12 2. What are good ways to solve differences?
13 3. How does the balance of power impact social change and participation?
14 4. What are some examples in our nation of conflict as the result of an imbalance of power? For
15 example: conflict over nonrenewable resources, city planning, water rights, segregation, and
16 discrimination, etc.
17 5. What do equality, justice, and responsibility look like in the world? What are some examples in our
18 community of people addressing social inequalities? For example: The Civil Rights Movement and
19 collecting food for the hungry.
34
1 Evidence Outcomes
2 Students Can:
3 a. Assess priorities when making financial decisions.
4 b. Classify goals as short-term or long-term. Classify financial goals. For example: Need vs. want, short-
5 term vs. long-term, etc.)
6 c. Differentiate the monetary value for a variety of goods and services. Recognize that different goods
7 and services have different monetary values.
8 d. Acknowledge that non-monetary value varies financial priorities vary from person to person among
9 people and communities for goods and services. For example: Going to the hairdresser, buying
10 brand name items, etc.
11 e. Predict positive and negative consequences when making financial decisions. For example: If…
12 Then... decision making.
13 f. Use addition and subtraction within 100 to Solve simple financial word problems about making to
14 make financial decisions. For example: a video game costs $20. If I earn $5 per week in allowance, I
15 will need to save for ____ weeks to earn enough money.
24 Inquiry Questions:
25 1. What is a financial goal?
26 2. What strategies can help individuals achieve their financial short-term goals and long-term goals?
27 3. What influences your financial goals and priorities?
28 4. How do individuals make and analyze the positive and negative consequences of financial decisions?
29 5. How can I use my math skills and strategies to help me make financial decisions?
35
1 4. Present arguments or information in a logical sequence with a clear claim, supportive evidence, and
2 effective presence that builds credibility.
36
1 Third Grade, Standard 1. History
2 Prepared Graduates:
3 1. Understand the nature of historical knowledge as a process of inquiry that examines and analyzes
4 how history is viewed, constructed, and interpreted. Apply the process of inquiry to examine and
5 analyze how historical knowledge is viewed, constructed, and interpreted.
9 Evidence Outcomes
10 Students Can:
11 a. Compare primary sources with works of fiction about the same topic.
12 b. Use a variety of primary sources such as artifacts, pictures, oral histories and documents, to help
13 determine factual information about historical events.
14 c. Compare information from multiple sources recounting the same event.
22 Inquiry Questions:
23 1. How do historical fact, opinion and fiction uniquely influence an individual’s understanding of
24 history?
25 2. How do historical thinkers determine the accuracy of history?
26 3. What types of questions do historical thinkers ask about the past?
27 4. Why do historical thinkers use multiple sources in studying history?
37
1 6. Historical thinkers make inferences about the intended audience and purpose of a primary source
2 from information within the source itself.
25 Evidence Outcomes
26 Students Can:
27 a. Compare past and present situations and events.
28 b. Give examples of people, events, and developments that brought important changes to a
29 community or region.
30 c. Describe the history, interaction, and contribution of the various peoples and cultures, including, but
31 not limited to, African Americans, Asian Americans, Indigenous Peoples, Latinos, LGBTQ, and
32 religious minorities, that have lived in or migrated to a community or region and how that migration
33 has influenced change and development.
38
1 Inquiry Questions:
2 1. How have people from different groups and identities lived together and interacted with each
3 other in the past? For example: African Americans, Asian Americans, Indigenous Peoples, Latinos,
4 LGBTQ, and religious minorities.
5 2. What types of questions do people ask to learn about the past?
6 3. How has the region changed and yet remained the same over time?
39
1 Evidence Outcomes
2 Students Can:
3 a. Read and interpret information from geographic tools and formulate geographic questions.
4 b. Locate oceans and continents, major countries, bodies of water, mountains, urban areas, the state
5 of Colorado, and neighboring states on maps.
6 c. Describe the natural and man-made features of a specific area on a map.
7 d. Identify geography-based problems and examine the ways that people have tried to solve them.
12 Inquiry Questions:
13 1. What questions do geographers ask?
14 2. How does the geography of where we live influence how we live?
15 3. How do physical features provide opportunities and challenges to regions?
16 4. How have the cultural experiences of groups in different regions influenced practices regarding the
17 local environment?
40
1 Grade Level Expectation:
2 2. Define the concept of region is developed through an examination of similarities and differences in
3 places and communities.
5 Evidence Outcomes
6 Students Can:
7 a. Observe and describe the physical, cultural, and human-made characteristics of a local region. For
8 example: The Eastern Plains, San Luis Valley, Pikes Peak, Northwest, Front Range, South Central,
9 Southwest, and Western Slope.
10 b. Identify the factors that make a region unique. For example: Cultural diversity, industry and
11 agriculture, and landforms.
12 c. Give examples of places that are similar and different from a local region.
13 d. Characterize regions using different types of features such as physical, political, cultural, urban and
14 rural attributes.
19 Inquiry Questions:
20 1. Are regions in the world more similar or different?
21 2. Why do people describe regions using human or physical characteristics?
22 3. What are the geographic characteristics of a region?
23 4. How do cultures lead to similarities and differences between regions?
41
1 Third Grade, Standard 3. Economics
2 Prepared Graduates:
3 5. Understand the allocation of scarce resources in societies through analysis of individual choice,
4 market interaction, and public policy. Evaluate how scarce resources are allocated in societies
5 through the analysis of individual choice, market interaction, and public policy.
9 Evidence Outcomes
10 Students Can:
11 a. Describe the difference between producers and consumers and explain how they need each other.
12 b. Describe and give examples of forms of exchange. For example: Monetary exchange and barter.
13 c. Describe how the exchange of goods and services between businesses and consumers affects all
14 parties.
15 d. Recognize that different currencies exist and explain the functions of money. For example: Medium
16 of exchange, store of value, and measure of value.
17 e. Cite evidence to show how trade benefits individuals, businesses, and communities and increases
18 interdependency.
26 Inquiry Questions:
27 1. What would happen if there was no such item as money?
28 2. What would happen if consumers did not want what a producer made?
29 3. What would the world look like if there was no transportation that could move goods more than 50
30 miles?
42
1 4. Economic thinkers realize that production, consumption, and the exchange of goods and services
2 are interconnected in the world. For example: Vegetables from California are sold at Colorado
3 markets and an ice storm in Florida affects orange juice supplies for the world.
4 5. Economic thinkers can explain why people voluntarily exchange goods and services when both
5 parties expect to gain as a result of the trade.
6 6. Economic thinkers understand why people specialize and trade, and how that leads to increased
7 economic interdependence in the world economy.
24 Evidence Outcomes
25 Students Can:
26 a. Identify and apply the elements of civil discourse. For example: Listening with respect for
27 understanding, speaking in a respectful manner, and restating an opposing viewpoint or opinion.
28 b. Identify important personal rights in a democratic society and how they relate to others’ rights.
29 c. Give examples of the relationship between rights and responsibilities.
30 d. Restate the view or opinion of others with their reasoning when it is different from one’s own.
43
1 4. State a position and reflect on possible objections to assumptions and implications of the position
2 (Civic/Interpersonal Skills: Character) (Empowered Individual: Self Advocacy and Initiative).
3 Inquiry Questions:
4 1. What are the essential elements of compromise that enable conflict to be transformed into
5 agreement?
6 2. Why is personal advocacy important in a community with diverse views?
7 3. What would a community be like if individuals from various groups did not respect each other’s
8 rights and views?
9 4. Why do some groups, such as African Americans, Asian Americans, Indigenous Peoples, Latinos,
10 LGBTQ, and religious minorities, feel like their voices are not being heard?
44
1 Grade Level Expectation:
2 2. Identify the origins, structures, and functions of local government.
4 Evidence Outcomes
5 Students Can:
6 a. Identify the origins, structures, and functions of local government.
7 b. Identify and explain the services local governments provide and how those services are funded. For
8 example: Voting, lobbying, protesting, organizing, and engaging in discourse with elected officials.
9 c. Identify and explain a variety of roles leaders, citizens, and others play in local government.
10 d. Describe how local government provides opportunities for people to exercise their rights and
11 initiate change.
16 Inquiry Questions:
17 1. How are local governments and citizens interdependent?
18 2. How do individuals get involved in their local government?
19 3. How do local governments and citizens help each other?
20 4. Why do people create governments?
21 5. How do people, places, and events help us understand the ideals of democratic government?
45
1 Third Grade, Standard 5. Personal Financial Literacy
2 Prepared Graduates:
3 8. Apply economic reasoning skills to make informed personal financial decisions.
7 Evidence Outcomes
8 Students Can:
9 a. Give examples of short-term spending and savings goals.
10 b. Identify jobs that children can do to earn money to reach personal financial goals.
11 c. Differentiate the role of income and expenses when creating a budget.
12 d. Create a plan with specific steps to reach a short-term financial goal.
13 e. Model strategies to achieve a personal financial goal using arithmetic operations.
32 Inquiry Questions:
33 1. What would happen if an individual spent all earnings on entertainment?
34 2. Why do individuals give away money?
35 3. Why is personal financial goal setting important?
36 4. How does an individual know when a good short-term goal is well-written?
46
1 Nature and Skills of Economics:
2 1. Financially capable individuals create goals and work toward meeting them.
3 2. Financially capable individuals understand the cost and the accountability associated with
4 borrowing.
5 3. Financially capable individuals understand that personal financial goal setting is a lifelong activity
6 and short-term goal setting is essential to that process. For example: saving for a fish aquarium or
7 skateboard.
8 4. Financially capable individuals understand that an analysis of various options and creating short- and
9 long-term goals for borrowing is a lifelong skill. For example: Adults borrow money to buy a car or
10 go on a vacation.
47
1 Fourth Grade, Standard 1. History
2 Prepared Graduates:
3 1. Understand the nature of historical knowledge as a process of inquiry that examines and analyzes
4 how history is viewed, constructed, and interpreted. Apply the process of inquiry to examine and
5 analyze how historical knowledge is viewed, constructed, and interpreted.
10 Evidence Outcomes
11 Students Can:
12 a. Draw inferences about Colorado history from primary sources such as journals, diaries, maps,
13 treaties, oral histories, etc.
14 b. Identify cause-and-effect relationships using primary sources to understand the history of
15 Colorado’s development.
16 c. Explain, through multiple perspectives, the cause-and-effect relationships in the human interactions
17 among people and cultures that have lived in are indigenous to or migrated to present-day
18 Colorado. For example: American Indians, Spanish explorers, trappers/traders, and European
19 settlers. after westward expansion.
20 d. Identify and describe how major political and cultural groups have affected the development of the
21 region. For example: African American, Latino, Asian American, Indigenous Peoples, LGBTQ, and
22 religious minorities.
23 e. Identify and describe the processes of settler colonialism/Westward Expansion that impacted
24 and altered the political and cultural landscape of the region presently known as Colorado.
33 Inquiry Questions:
34 1. How have past events influenced present-day Colorado and the Rocky Mountain region?
35 2. Why is it important to know the sequence of events and people in Colorado history?
36 3. How can primary sources help us learn about the past or create more questions about our state’s
37 history?
48
1 4. What social and economic decisions caused people to locate African American, Latino, Asian
2 American, Indigenous Peoples, LGBTQ, and religious minorities to be relocated in various regions of
3 Colorado?
4 5. What factors caused the displacement of Indigenous Peoples for Colorado?
5 6. How does one’s perspective influence the words we use when studying events in history? For
6 example: Settler colonialism and Westward Expansion?
49
1 Evidence Outcomes
2 Students Can:
3 a. Construct a timeline of the major events in Colorado history.
4 b. Explain the relationship between major events in Colorado history and events in United States
5 history during the same era. For example: Colorado statehood, Ludlow Massacre, creation of
6 National Park system in Colorado, Great Depression, Dust Bowl, Amaché, Civil Rights protests,
7 Chicano movement, and busing in Denver.
8 c. Describe both past and present interactions among the people and cultures in Colorado. For
9 example: American Indians, African Americans, Latinos, Asian Americans, Indigenous Peoples,
10 LGBTQ, and religious minorities, Spanish explorers, trappers/traders, and European settlers. after
11 westward expansion.
12 d. Describe the impact of various technological developments. For example: Changes in mining
13 technologies, agricultural technology (center pivot irrigation), transportation, early 20th century
14 industrial developments, and mid- to late-20th century nuclear and computer technologies.
20 Inquiry Questions:
21 1. In what ways have geographic, economic, cultural, and technological changes influenced Colorado
22 today?
23 2. Why did people of various cultures cultural groups such as African Americans, Latinos, Asian
24 Americans, Indigenous Peoples, LGBTQ, and religious minorities migrate to and settle in
25 Colorado?
26 3. To what extent has unity, diversity, and discord shaped Colorado?
27 4. How have various individuals, groups, and ideas affected the development of Colorado?
28 5. What happened to early African American communities such as Dearfield, Lincoln Hills, or
29 Five Points in Denver?
50
1 6. Historical thinkers construct explanations using reasoning, correct sequence, examples, and details
2 with relevant information and data.
23 Evidence Outcomes
24 Students Can:
25 a. Answer questions about Colorado regions using maps and other geographic tools.
26 b. Use geographic grids to locate places on and answer questions about maps and images of Colorado.
27 c. Create and investigate geographic questions about Colorado in relation to other places.
28 d. Illustrate, using geographic tools, how places in Colorado have changed and developed over time
29 due to human activity.
30 e. Describe similarities and differences between the physical geography of Colorado and its
31 neighboring states.
51
1 Inquiry Questions:
2 1. Which geographic tools are best to locate information about a place?
3 2. Why did settlements and large cities develop where they did in Colorado?
4 3. How are the regions of Colorado defined by geography?
5 4. How does the physical location of Colorado affect its relationship with other regions of the United
6 States and the world?
52
1 Evidence Outcomes
2 Students Can:
3 a. Describe how the physical environment provides opportunities for and places constraints on human
4 activities.
5 b. Explain how physical environments influenced and limited immigration into the state.
6 c. Analyze how people use geographic factors in creating settlements and have adapted to and
7 modified the local physical environment.
8 d. Describe how places in Colorado are connected by movement of goods, services, and technology.
14 Inquiry Questions:
15 1. What physical characteristics led various cultural groups to select the places they did for settlement
16 in Colorado?
17 2. How did Colorado settlers alter their environment to facilitate communication and transportation?
18 3. How does the physical environment affect human activity?
19 4. How does human activity affect the environment?
53
1 5. Identify disciplinary concepts and ideas associated with a compelling question that are open to
2 different interpretations.
3 6. Explain how supporting questions help answer compelling questions in an inquiry.
4 7. Articulate the most effective options to access information needed for a specific purpose.
5 8. Find information through the use of technologies.
6 9. Communicate information through the use of technologies.
15 Evidence Outcomes
16 Students Can:
17 a. Define positive and negative economic incentives and describe how people typically respond when
18 given positive or negative incentives.
19 b. In a given situation, create a plan of appropriate incentives to achieve a desired result. For example:
20 offering a prize to the person who picks up the most trash on the playground.
21 c. Give examples of the kinds of goods and services produced in Colorado in different historical periods
22 and their connection to economic incentives.
23 d. Explain how productive resources (natural, human, and capital) have influenced the types of goods
24 produced and services provided in Colorado.
25
26 Academic Context and Connections
31 Inquiry Questions:
32 1. Why are different goods and services important at different times in Colorado’s history?
33 2. How have science and technology changed the economy of Colorado?
34 3. How have natural, human, and capital resources had both positive and negative impacts on the
35 development of Colorado?
36 4. How can you explain why people or communities make the decisions that they do?
54
1 Nature and Skills of Economics:
2 1. Economic thinkers study positive incentives and how they influence behavior predictably over time.
3 For example: responsible individuals save for the future and move for better job opportunities.
4 2. Economic thinkers study how negative incentives influence behavior predictably over time. For
5 example: people move or refuse to relocate due to poor climate or resource shortages.
6 3. Economic thinkers investigate alternative ways to use the resources in terms of their advantages
7 and disadvantages.
8 4. Economic thinkers use both positive and negative incentives to affect behavior. For example: the
9 tourism industry uses incentives to attract tourists and government agencies use tickets to
10 discourage speeding and fines for not following regulations.
24 Evidence Outcomes
25 Students Can:
26 a. Give examples of issues faced by the state of Colorado and develop possible solutions.
27 b. Provide supportive arguments for both sides of a current public policy debate involving diverse
28 stakeholders.
29 c. Discuss how various individuals and groups influence the way an issue affecting the state is viewed
30 and resolved, including African Americans, Latinos, Asian Americans, Indigenous Peoples, LGBTQ,
31 and religious minorities. For example: Ralph Carr and Executive Order 9066.
32 d. Identify and use appropriate sources to investigate and analyze issues from multiple
33 perspectives, including from African Americans, Latinos, Asian Americans, Indigenous Peoples,
34 LGBTQ, and religious minorities.
55
1 2. Identify and explain multiple perspectives when exploring issues faced by the state of Colorado
2 (Civic/Interpersonal Skills: Global/Cultural Awareness) (Community Member: Global and Cultural
3 Awareness).
4 3. Participate in social or community activities (Community Member: Civic Engagement).
5 Inquiry Questions:
6 1. How can government answer questions about issues in a state in various ways?
7 2. How do diverse opinions enrich a community, including multiple perspectives such as African
8 American, Asian American, Indigenous People, Latinos, LGBTQ, and religious minorities.
9 3. How does an individual’s experience and background influence perception of an issue?
10 4. Why is it important for those who are most impacted by the issues at hand to have a seat at
11 the table and to have a hand in creating solutions?
12 5. Why is it important to research issues and engage in civil debates?
13 6. How do you make sure that African Americans, Latinos, Asian Americans, Indigenous Peoples,
14 LGBTQ, and religious minorities voices are being heard by local and state governments?
56
1 Fourth Grade, Standard 4. Civics
2 Prepared Graduates:
3 7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and
4 the global society.
8 Evidence Outcomes
9 Students Can:
10 a. Explain the historical foundation and events that led to the Colorado Constitution and the formation
11 of the three branches of Colorado government.
12 b. Identify and explain a variety of roles leaders, citizens, and others play in state government.
13 c. Identify and explain the services the state government provides and how those services are funded.
14 d. Describe how the decisions of the state government affect local governments and interact with the
15 federal government and sovereign indigenous nations.
16 e. Describe how a citizen might engage in state government to demonstrate their rights or initiate
17 change.
22 Inquiry Questions:
23 1. What would state government look like if one of the branches had more power than the others?
24 2. What would Colorado be like without a state government?
25 3. To what extent were various individuals and organizations in the state important in the
26 development of Colorado’s government?
57
1 4. Civic-minded individuals can explain different strategies and approaches that students and others
2 could take in working alone and together to address local, regional, and global problems, and
3 predict possible results of their actions.
20 Evidence Outcomes
21 Students Can:
22 a. Define choice and opportunity cost.
23 b. Determine the relationship between long-term goals and opportunity cost.
24 c. Analyze scenarios of choices including opportunity cost. For example: how to spend allowance
25 money or purchase school supplies.
35 Inquiry Questions:
36 1. What different ways does an individual have to get information when deciding between purchase
37 options?
58
1 2. How do you know when a good decision has been made about a purchase?
2 3. How do you know when a bad decision has been made about a purchase?
3 4. What outside influences (peer pressure) can affect spending decisions?
59
1 Fifth Grade, Standard 1. History
2 Prepared Graduates:
3 1. Understand the nature of historical knowledge as a process of inquiry that examines and analyzes
4 how history is viewed, constructed, and interpreted. Apply the process of inquiry to examine and
5 analyze how historical knowledge is viewed, constructed, and interpreted.
10 Evidence Outcomes
11 Students Can:
12 a. Recognize how historical context can affect the perspective of historical sources.
13 b. Examine significant historical documents. For example: The Proclamation of 1763, treaties with
14 Indigenous Nations such as the Two Row Wampum Treaty, the Stamp Act, the Declaration of
15 Independence, and the Constitution.
16 c. Interpret timelines of eras and themes in North America from early Indigenous Peoples through
17 European colonization the European Age of Exploration/post-Columbian colonization and the
18 establishment of the United States Government.
19 d. Analyze cartoons, artifacts, artwork, charts, and graphs related to eras and themes in early North
20 America from European colonization through the establishment of the United States government.
28 Inquiry Questions:
29 1. How do sources with varied perspectives help us to understand what happened in the past?
30 2. Why is it important to understand the historical context of events?
31 3. How might history be different without the Declaration of Independence?
32 4. Why is it important to understand and empathize with the perspectives of diverse groups? For
33 example: African Americans, Latinos, Asian Americans, Indigenous Peoples, LGBTQ, and religious
34 minorities, etc., involved in early United States history.
60
1 2. Historical thinkers seek people, places, and events that tell the story of history from multiple
2 perspectives.
3 3. Historical thinkers examine data for point of view, historical context, distortion, or propaganda.
4 4. Historical thinkers apply the historical method of inquiry to continuously interpret and refine
5 history. For example, political cartoonists portray multiple perspectives of events, and newspapers
6 may be biased in coverage of events throughout time.
7 5. Historical thinkers generate questions about individuals and groups who have shaped significant
8 historical changes and continuities.
9 6. Historical thinkers explain why individuals and groups during the same historical period differed in
10 their perspectives.
11 7. Historical thinkers explain connections among historical contexts and people’s perspectives at the
12 time.
13 8. Historical thinkers summarize how different kinds of historical sources are used to explain events in
14 the past.
15 9. Historical thinkers gather relevant information from multiple sources while using the origin,
16 structure, and context to guide the selection.
17 10. Historical thinkers use evidence to develop claims in response to compelling questions.
61
1 Evidence Outcomes
2 Students Can:
3 a. Identify and eExplain cultural interactions between the among various groups such as Indigenous
4 Peoples, enslaved individuals (both Indigenous and African), and European colonists. American
5 Indians, and enslaved individuals. For example: The Columbian Exchange, The genocide of
6 Indigenous Peoples, chattel slavery of Africans, the League of the Iroquois, Spanish missions, and
7 various trade networks.
8 b. Identify and describe the significant individuals and groups of American Indians Indigenous Peoples,
9 enslaved individuals (both Indigenous and African), and European colonists through before the
10 American Revolution. For example: Crispus Attucks, Sybil Luddington, Benjamin Banneker, Thomas
11 Jefferson, and Patrick Henry.
12 c. Explain the development of Describe the political, social, and economic institutions in the British
13 American colony’s reasons for the settlement of the European and American colonies and how it
14 affected Indigenous Peoples and Africans who were enslaved.
15 d. Analyze important political, social, economic, and military developments leading to and during the
16 American Revolution.
17 e. Investigate causes and effects of significant events in early United States history. For example:
18 Establishment of Jamestown, George Washington’s Crossing of the Delaware, and the Constitutional
19 Conventions.
26 Inquiry Questions:
27 1. How did historical events and individuals impact diversity in the United States?
28 2. How did important American documents shape American beliefs and values?
29 3. To what extent did individuals and their ideas contribute to the establishment of the United States
30 government?
31 4. Whose voices were left out of the process of establishing the United States government?
32 5. How did European imperialism affect Indigenous populations?
33 6. How did European imperialism affect enslaved African populations?
62
1 4. Historical thinkers generate questions about individuals and groups who have shaped significant
2 historical changes and continuities.
3 5. Historical thinkers explain connections among historical contexts and people’s perspectives at the
4 time.
5 6. Historical thinkers summarize how different kinds of historical sources are used to explain events in
6 the past.
7 7. Historical thinkers use evidence to develop a claim about the past.
8 8. Historical thinkers construct explanations using reasoning, correct sequence, examples, and details
9 with relevant information and data.
31 Evidence Outcomes
32 Students Can:
33 a. Answer questions about regions of the United States using various types of maps.
34 b. Use geographic tools to identify, locate, and describe places and regions in the United States and
35 suggest reasons for their location.
36 c. Describe the influence of accessible resources on the development of local and regional
37 communities throughout the United States.
63
1 Academic Context and Connections
6 Inquiry Questions:
7 1. How can various types of maps and other geographic tools communicate geographic information
8 incorrectly?
9 2. How do you think differently about data when it is displayed spatially?
10 3. How and why do we label places?
11 4. How have places and regions in the United States been influenced by the physical geography of
12 North America over time?
64
1 Evidence Outcomes
2 Students Can:
3 a. Identify variables associated with discovery, exploration, and migration.
4 b. Explain migration, trade, and cultural patterns that result from interactions among people, groups,
5 and cultures.
6 c. Describe and analyze how specific physical and political features influenced historical events,
7 movements, and adaptation to the environment.
8 d. Analyze how cooperation and conflict among people contribute to political, economic, and social
9 divisions in the United States.
10 e. Give examples of the influence of geography on the history of the United States.
19 Inquiry Questions:
20 1. What human and physical characteristics have motivated, prevented, or impeded migration and
21 immigration over time?
22 2. How can migration and immigration be represented geographically?
23 3. How has the movement of people and their belongings affected the environment both positively
24 and negatively?
65
1 Fifth Grade, Standard 3. Economics
2 Prepared Graduates:
3 5. Understand the allocation of scarce resources in societies through analysis of individual choice,
4 market interaction, and public policy. Evaluate how scarce resources are allocated in societies
5 through the analysis of individual choice, market interaction, and public policy.
9 Evidence Outcomes
10 Students Can:
11 a. Identify examples of the productive resources and explain how they are used to produce goods and
12 services. For example: Land, labor, and capital.
13 b. Compare ways in which people and communities exchanged goods and services. For example:
14 Barter and monetary exchange.
15 c. Identify the goods and services that were traded among different cultures and regions.
16 d. Describe how patterns of trade evolved within Early America.
17 e. Explain some of the challenges that American colonists faced that would eventually lead them to the
18 creation of commercial banks.
26 Inquiry Questions:
27 1. How did different cultures or communities in Early America interact with each other?
28 2. Why do people trade?
29 3. Why do most modern societies choose to use money?
30 4. How are financial institutions important to society?
66
1 5. Economic thinkers voluntarily exchange goods and services when both parties expect to gain as a
2 result of the trade.
3 6. Economic thinkers understand that the principles of markets apply to markets for goods and
4 services, labor, credit, and foreign exchange.
5 7. Economic thinkers understand why people specialize and trade, and how that leads to increased
6 economic interdependence in the world economy.
7 8. Economic thinkers gather information from a variety of sources and evaluate the relevance of that
8 information when constructing opinions, explanations, or arguments.
28 Evidence Outcomes
29 Students Can:
30 a. Describe and provide sources and examples of individual rights.
31 b. Give examples of group and individual actions that illustrate civic ideals in the founding of the
32 United States. For example: freedom, rule of law, equality, civility, cooperation, respect,
33 responsibility, and civic participation.
34 c. Explain the reasons for the settlement of the American establishment of the colonies by England
35 and make connections to Spanish colonies and missions, French colonies, and Asian American
36 migrant laborers.
37 d. Define the criteria and process for becoming a citizen.
67
1 Academic Context and Connections
9 Inquiry Questions:
10 1. How might citizens view an issue differently because of their backgrounds? Who is considered a
11 citizen and why?
12 2. How has citizenship been decided over the course of history?
13 3. What is the most important right of a citizen?
14 4. What is the most important responsibility of a citizen?
15 5. How does the government meet its responsibility to citizens?
16 6. Who is the government?
17 7. What historical or current barriers to citizenship have affected African Americans, Latinos, Asian
18 Americans, Indigenous Peoples, LGBTQ, and religious minorities?
68
1 Fifth Grade, Standard 4. Civics
2 Prepared Graduates:
3 7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and
4 the global society.
8 Evidence Outcomes
9 Students Can:
10 a. Explain the historical significance of the events and foundational documents and the events that led
11 to the establishment of the United States government. For example: The Philadelphia Convention,
12 the colonial experience, the Declaration of Independence, the Articles of Confederation, the
13 Declaration of Sentiments, and the Constitution.
14 b. Identify political principles of American democracy and how the Constitution and Bill of Rights
15 reflect and preserve these principles.
16 c. Explain the origins, structures, and functions of the three branches of the United States government
17 and the relationships among them.
18 d. Describe how the Constitution balances the power of national and state governments. decisions of
19 the national government affect local and state government.
25 Inquiry Questions:
26 1. What are democratic ideals and practices and their historic origins?
27 2. Were the founding fathers correct in keeping the Constitution open for flexibility and
28 interpretation? Why?
29 3. How have historical documents defined and distributed power?
69
1 4. Civic-minded individuals understand that in order to act responsibly and effectively, citizens must
2 understand the important institutions of their society and the principles that these institutions are
3 intended to reflect.
4 5. Civic-minded individuals understand that civics teaches the principles—such as adherence to the
5 social contract, consent of the governed, limited government, legitimate authority, federalism, and
6 separation of powers—that are meant to guide official institutions such as legislatures, courts, and
7 government agencies.
22 Evidence Outcomes
23 Students Can:
24 a. Differentiate between saving and investing.
25 b. Establish the function of banking. For example: The Bank of North America.
26 c. Distinguish between different types of financial institutions such as banks and credit unions, and the
27 services provided. For example: checking accounts, savings accounts, investments, and loans.
28 d. Create a way to keep track of money spent and money saved.
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1 3. Ask questions to develop further personal understanding when choosing financial institutions and
2 financial products. (Professional Skills: Self-Advocacy) (Empowered Individual: Self Advocacy and
3 Initiative)
4 Inquiry Questions:
5 1. What risks and benefits are associated with spending versus saving and investing?
6 2. How can a checking account help to decide how to spend and save?
7 3. Why do people use financial institutions rather than self-banking?
8 4. How do people choose a financial institution?
9 5. What are the risks and benefits of different financial institutions?
10 6. How do you evaluate if your personal financial goals align with the goals of different financial
11 institutions?
71
1 Sixth Grade, Standard 1. History
2 Prepared Graduates:
3 1. Understand the nature of historical knowledge as a process of inquiry that examines and analyzes
4 how history is viewed, constructed, and interpreted. Apply the process of inquiry to examine and
5 analyze how historical knowledge is viewed, constructed, and interpreted.
6
7 Grade Level Expectation:
8 1. Analyze and interpret primary and secondary sources to ask and research historical questions about
9 the Western Hemisphere (including North America, South America, Central America, Greenland, and
10 the Islands of the Caribbean).
12 Evidence Outcomes
13 Students Can:
14 a. Identify ways different cultures record history in the Western Hemisphere through oral and written
15 means.
16 b. Analyze multiple primary and secondary sources while formulating historical questions about the
17 Western Hemisphere. For example: Oral histories, art, artifacts, eyewitness accounts, letters, and
18 diaries, real or simulated historical sites, charts, graphs, diagrams, and written texts.
19 c. Gather, organize, synthesize, and critique information to determine if it is sufficient to answer
20 historical questions from multiple perspectives. For example: Indigenous People, Latinos, African
21 Americans, Asian Americans; LGBTQ+ and religious minorities.
35 Inquiry Questions:
36 1. What questions help us understand the change over time across the development of the Western
37 Hemisphere and the interactions of people in the region?
38 2. Why do sources on the same topic vary, and how do we determine which ones will help us
39 effectively interpret the past?
72
1 3. What key primary sources help us to understand the Western Hemisphere?
2 4. How is the bias of the author of a source reflected in the source itself?
3 5. What questions help us understand the interactions of people in the Western Hemisphere and
4 how those interactions changed over significant periods of time?
5 6. How do we include the voices of marginalized groups such as African Americans, Indigenous
6 Peoples, and Latinos in our understanding of history in the Western Hemisphere?
30 Evidence Outcomes
31 Students Can:
32 a. Explain how people, products, cultures, and ideas interact and are interconnected in the Western
33 Hemisphere and how they have impacted modern times. For example: The “Great Dying” of
34 Indigenous Peoples in the Americas and its consequences; anti-colonial and nationalist movements;
35 and rapid deforestation in the Amazon.
36 b. Determine and explain the historical context of key people, events, cause and effect relationships,
37 and ideas over time including the examination of different perspectives from people involved. For
38 example: Aztec, Maya, Inca, Inuit, early Native American cultures of North America, major explorers,
73
1 colonizers of countries in the Western Hemisphere, and the Columbian Exchange. For example:
2 Indigenous contact with European colonizers, pre-colonial experiences of Indigenous Peoples such
3 as the Inuit, Maya, Aztec, Inca, the enslavement of peoples in North and South America and the
4 Caribbean, and the Columbian Exchange.
5 c. Identify examples of the social, political, cultural, and economic development in key areas of the
6 Western Hemisphere. For example: The extension of networks of communication, colonial empires,
7 patterns of migration over time, and international trade.
8 d. Explain the interdependence and uniqueness among Indigenous Peoples in the Western
9 Hemisphere, including their influence on modern society.
25 Inquiry Questions:
26 1. Why have civilizations succeeded and failed? How and why have civilizations experienced continuity
27 and change over time? For example: How do philosophies and ideas from ancient civilizations and
28 Indigenous Peoples continue to inform and affect the present?
29 2. To what extent does globalization and Westernization depend on a society’s resistance to and
30 adaptation to change over time? To what extent does isolation or interaction influence patterns of
31 continuity and change?
32 3. What factors influenced the development of civilizations and nations in the Western Hemisphere?
33 4. How do groups of people become marginalized?
34 5. How have technological developments continued to evolve and affect the present?
74
1 3. Historical thinkers use chronology to organize time.
2 4. Historical thinkers examine and evaluate data for context, purpose, perspective, bias, and
3 corroboration. interpret, and evaluate data for point of view, historical context, or propaganda and
4 use it to inform decisions on the current world today.
5 5. Historical thinkers investigate how philosophies and ideas from ancient civilizations and Indigenous
6 Peoples of the Western Hemisphere the Aztec, Maya, Inca, and others in history continue to inform
7 and affect the present.
8 6. Historical thinkers research how technological developments continue to evolve and affect the
9 present.
25 Evidence Outcomes
26 Students Can:
27 a. Use geographic tools to identify, locate, and describe places and regions in the Western Hemisphere
28 to investigate and solve geographic problems. For example: latitude, longitude, scale on maps,
29 globes, and other resources such as Latitude and longitude, map scale, globes, map
30 types/projections, photographs, GIS, GPS, and satellite imagery.
31 b. Collect, analyze, and synthesize data from geographic tools to compare regions in the Western
32 Hemisphere.
33 c. Examine geographic sources to formulate questions and investigate inquiry questions to understand
34 the past, analyze the present, or plan for the future. responses
35 d. Interpret, apply, and communicate geographic data to justify potential solutions to problems in the
36 Western Hemisphere at the local, state, national, and global levels. Interpret geographic
37 data/evidence to draw conclusions, make predictions, and justify potential solutions to problems at
38 the local, state, national, and global levels.
75
1 Academic Context and Connections
23 Inquiry Questions:
24 1. How can geographic tools be used to solve problems in the future?
25 2. Why does where we live influence how we live?
26 3. How do populations, physical features, resources, distribution of natural resources, and perceptions
27 of places and regions change over time?
28 4. How have geographic factors influenced human settlement, economic activity, and land acquisition?
76
1 3. Manage the flow of information from a wide variety of sources.
2 4. Present arguments or information in a logical sequence with a clear claim, supportive evidence, and
3 effective presence that builds credibility.
4 5. Generate questions to guide research, gather information from print and digital sources, determine
5 biases and credibility of sources, cite sources accurately, and use evidence their research question
6 and reasoning to answer research questions.
7 6. Examine the presentation of facts vs. opinions in a text to evaluate its reliability.
16 Evidence Outcomes
17 Students Can:
18 a. Classify and analyze the types of human and geographic connections between places and regions.
19 b. Identify physical features of the Western Hemisphere and explain their effects on people who reside
20 in the region.
21 c. Analyze positive and negative interactions of human and physical systems in the Western
22 Hemisphere and give examples of how people have adapted to and modified their physical
23 environment.
24 d. Use characteristics to define physical and political regions of the past and present.
35 Inquiry Questions:
36 1. What are different ways to define regions in the Western Hemisphere based on human and physical
37 systems?
77
1 2. How have people interacted with the environment over time in a positive or negative way? What
2 have been the positive and negative consequences of human interactions with the environment?
3 3. How has globalization affected people and places? How has globalization changed the ways societies
4 in the Western Hemisphere interact with people, places, and their environment?
5 4. In what ways are places on Earth interdependent?
6 5. How did the contact between Western and Eastern societies affect and change the environment?
78
1 Evidence Outcomes
2 Students Can:
3 a. Describe how economic systems in the Western Hemisphere (such as traditional, command, market,
4 and mixed) allocate resources. build the current economic systems we use today.
5 b. Use economic reasoning to explain how specialization of production can result in more
6 interdependence. For example: International trade patterns.
7 c. Explain how different societies view and use money and resources.
19 Inquiry Questions:
20 1. How do different economic systems address the distribution of scarce resources and the production
21 of goods and services?
22 2. How are scarce resources distributed in different types of economic systems?
23 3. How do consumers and societies address scarcity and opportunity cost?
24 4. How do consumers and societies use trade networks to acquire resources?
25 5. How do different economies control the means of production and distribution of goods and
26 services?
79
1 8. Economic thinkers apply an understanding of economic concepts to explain historical phenomena in
2 the Western Hemisphere.
17 Evidence Outcomes
18 Students Can:
19 a. Discuss advantages and disadvantages of living in an interconnected world.
20 b. Examine changes and connections in ideas about citizenship in different times and places in the
21 Western Hemisphere including North America, South America, and the islands of the Caribbean. For
22 example: Indigenous Peoples are either denied citizenship or citizenship is not always desired,
23 immigration and quota preferences, and naturalization requirements change over time.
24 c. Describe how groups and individuals influence governments within the Western Hemisphere.
25 d. Explain how political ideas and significant people and groups interact, are interconnected, and
26 influence nations and regions in the Western Hemisphere in the past and today. have interacted,
27 are interconnected, and have influenced nations or groups of nations.
28 e. Analyze political issues from national and global perspectives over time in North America, South
29 America, and the Caribbean.
30 f. Identify historical examples illustrating how people from diverse backgrounds such as African
31 American, Latino, Asian American, Indigenous Peoples, LGBTQ+, and religious minorities in the
32 Western Hemisphere perceived, reacted to, and influenced perceived and reacted to various
33 national and international policies and issues global issues.
80
1 2. Analyze how a specific problem can manifest itself at local, regional, and global levels, and how
2 media can influence beliefs and behaviors (Professional Skills: Information Literacy) (Communicator:
3 Medial Literacy).
4 3. Plan and evaluate complex solutions to global challenges in the Western Hemisphere in the Western
5 Hemisphere, which are appropriate to their contexts, using multiple disciplinary lenses perspectives
6 such as cultural, ethnic, historical, and scientific (Civic/Interpersonal Skills: Global/Cultural
7 Awareness) (Communicator: Interpersonal Communication; Community Member: Global and
8 Cultural Awareness).
9 4. Look for and find value in different perspectives expressed by others in the Western Hemisphere
10 (Personal Skills: Adaptability/Flexibility) (Problem Solver: Adaptability and Flexibility).
11 5. Follow a process identified by others to help generate ideas, negotiate roles and responsibilities, and
12 respect consensus in decision making (Communicator: Interpersonal Communication; Problem-
13 Solver: Collaboration and Teamwork).
14 6. Participate in social or community activities (Community Member: Civic Engagement;
15 Communicator: Interpersonal Communication).
16 Inquiry Questions:
17 1. What does it mean to live in an interconnected world?
18 2. How can you be a productive member of the global community and a contributing citizen of the
19 United States?
20 3. Why are there greater challenges and opportunities when multiple groups interact?
21 4. Why do national and global viewpoints sometimes differ?
22 5. What are some of the barriers that prevent communities such as African American,
23 Latino, Indigenous peoples, Asian American, LGBTQ, and religious minorities from being
24 "contributing" citizens?
25 6. What is the myth of the "model minority" and how is it harmful to minority groups?
81
1 Disciplinary, Information, and Media Literacy:
2 1. Describe how a text presents information. For example: text features, evidence, organization,
3 persuasive techniques, word choice, tone (e.g., sequentially, comparatively, and causally).
4 2. Communicate and present information orally, in writing, and through the development of
5 multimedia presentations, and other forms of technology in an effective manner.
6 3. Evaluate sources of information for context, bias, corroboration, propaganda, and differentiate facts
7 from opinions, including using lateral reading and corroboration to verify factual information
8 4. Evaluate the credibility, authority, relevance, and purpose of online and print sources.
17 Evidence Outcomes
18 Students Can:
19 a. Examine and explain the development of foundational principles and essential structures of
20 government systems in the Western Hemisphere.
21 b. Describe structures and functions of different systems of government in the Western Hemisphere.
22 c. Identify how different systems of government relate to their citizens in the Western Hemisphere
23 and how systems of government create advantages for some of their citizens and disadvantages for
24 others.
25 d. Compare the economic components of the different systems of government in the Western
26 Hemisphere.
27 e. Compare the various governments and citizens’ liberties in the Western Hemisphere.
28 f. Investigate the historical, social, and cultural influences of minorities on civil governments of the
29 U.S. and Colorado, North and South America, and the Caribbean. For example: Indigenous Peoples,
30 African Americans, Latinos, Asian Americans, LGBTQ+, and religious minorities.
82
1 historical, and scientific (Civic/Interpersonal Skills: Global/Cultural Awareness) (Community
2 Member: Civic Engagement; Global and Cultural Awareness).
3 3. Look for and find value in different perspectives expressed by others in the Western Hemisphere
4 (Personal Skills: Adaptability/Flexibility) (Problem Solver: Adaptability and Flexibility).
5 4. Apply ethical perspectives/concepts to an ethical question/situation/scenario (Civic/Interpersonal
6 Skills: Character) (Community Member: Civic Engagement; Communicator: Interpersonal Skills).
7 Inquiry Questions:
8 1. How do you define good government? What is the purpose of government?
9 2. What evidence can you find of effective and ineffective governments in the past and the present?
10 3. What would a government look like if you created it?
11 4. What are the consequences if a government does not provide for the common good?
12 5. How do government systems affect social structure and citizens’ quality of life?
13 6. How do individuals and groups influence government systems to be effective?
83
1 Sixth Grade, Standard 5. Personal Financial Literacy
2 Prepared Graduates:
3 8. Apply economic reasoning skills to make informed personal financial decisions.
7 Evidence Outcomes
8 Students Can:
9 a. Explain the roles of buyers and sellers in product, labor, and financial markets.
10 b. Describe the role of competition and supply and demand in the determination of prices and wages
11 in a market economy.
12 c. Explore how consumer spending decisions and demand impact market economies.
13 d. Analyze how external factors might influence spending decisions for different individuals.
14 e. Understand how basic budgeting, investing, saving, and personal behavior with money affects the
15 economic system as a consumer and/or producer.
26 Inquiry Questions:
27 1. How did different societies in the Western Hemisphere define the roles of buyers and sellers in the
28 various markets?
29 2. What role did the distribution of resources play in personal financial decisions?
30 3. What role has competition and wages played in different cultures?
31 4. Why is it important to analyze the various levels of a culture before understanding how individuals
32 in that culture would make financial decisions?
33 5. How might your personal spending impact market growth or decline?
84
1 2. Financially capable individuals understand that competition and wages are not just American
2 concepts. These concepts have applied to individual financial decisions long before the birth of the
3 nation.
4 3. Financially capable individuals understand that populations within various cultures have made
5 individual financial decisions differently throughout time and location.
85
1 Seventh Grade, Standard 1. History
2 Prepared Graduates:
3 1. Understand the nature of historical knowledge as a process of inquiry that examines and analyzes
4 how history is viewed, constructed, and interpreted. Apply the process of inquiry to examine and
5 analyze how historical knowledge is viewed, constructed, and interpreted.
10 Evidence Outcomes
11 Students Can:
12 a. Analyze primary and secondary sources to explain the interdependence and uniqueness among
13 peoples in the Eastern Hemisphere during significant eras or events; including their influence on
14 modern society. For example: the Silk Road and cultural diffusion and the Chinese inventions of
15 gunpowder and the compass.
16 b. Examine primary and secondary sources from multiple perspectives, including those from
17 marginalized groups, and to identify points of view while formulating historical claims and questions.
18 using art, eyewitness accounts, letters and diaries, artifacts, historical sites, charts, graphs, diagrams,
19 and written texts.
37 Inquiry Questions:
38 1. Why is continued research and inquiry about questioning of historical events beneficial?
39 2. Why do historians often make different interpretations of the same historical events?
86
1 3. How can various primary and secondary perspectives in history be beneficial in understanding past
2 and current issues? How can analyzing historical events from multiple perspectives be beneficial to
3 understanding past and current issues?
4 4. Why is it advantageous to identify historical roots of change? How does studying patterns of
5 continuity and change help us understand people, places, events, and issues today?
6 5. How can an artifact be utilized to interpret history? What can an artifact or primary source
7 document reveal about the past?
33 Evidence Outcomes
34 Students Can:
35 a. Identify and explain the historical context of key people, regions, events, and ideas, including the
36 roots of current issues. For example: Mansa Musa, the conflicts in roots of Abrahamic religions,
37 political revolutions, the Black Death, the rise of European Nationalism, and the rise of Communism.
87
1 b. Investigate and evaluate the social, political, cultural, and technological development of regions in
2 the Eastern Hemisphere. For example: The river valley civilizations, Hammurabi’s Code, Hellenistic
3 period Greek democracy, the Roman Republic, Chinese inventions of gunpowder and the compass,
4 and the printing press.
5 c. Describe the interactions, conflicts, and contributions of various peoples and cultures that have lived
6 in or migrated within/to the Eastern Hemisphere. For example: Conflicts over land and resources
7 between countries, the foundations of world religions, East/West contact, settlement patterns, the
8 Korean War, the war in Vietnam, the Cultural Revolution, and the Khmer Rouge in Cambodia, and
9 the historical roots of current issues, including acts of violence towards groups of people, and the
10 discriminatory policies and events preceding those acts.
11 d. Explain the interdependence and uniqueness among peoples in the Eastern Hemisphere during
12 significant eras or events, including their influence on modern society. For example: African Empires,
13 the Silk Road and cultural diffusion, and the colonization of India and Australia.
26 Inquiry Questions:
27 1. How does the rise or collapse of a government affect surrounding societies over time? How and
28 why have civilizations experienced continuity and change over time, for example: key ideas and new
29 technologies?
30 2. What key ideas from ancient Eastern Hemisphere eras continue to demonstrate importance in
31 modern times? How have ideas fundamentally changed various cultures in the Eastern Hemisphere?
32 3. How has technology shaped the development of civilizations?
33 4. How do groups of people become marginalized?
34 5. To what extent does isolation or interaction influence patterns of continuity and change?
35 6. What factors influenced the development of civilizations and nations in the Eastern Hemisphere?
88
1 Disciplinary, Information, and Media Literacy:
2 1. Utilizing textual evidence, analyze the development and changes of people, events, and ideas.
3 2. Interpret information presented in diverse media and formats (e.g., visually, quantitatively, and
4 orally) and explain how it contributes to a topic, text, or issue under study.
5
6 Seventh Grade, Standard 2. Geography
7 Prepared Graduates:
8 3. Apply geographic representations and perspectives to analyze human movement, spatial patterns,
9 systems, and the connections and relationships among them.
16 Evidence Outcomes
17 Students Can:
18 a. Use maps and geographic tools to find patterns in human systems and/or physical features to
19 investigate and solve geographic problems.
20 b. Collect, classify, and analyze data to make geographic inferences and predictions.
21 c. Apply inquiry and research utilizing geographic tools. For example: GPS and satellite imagery.
22 d. Interpret maps to make inferences and predictions.
23 e. Investigate geographic sources to formulate inquiry questions to understand the past, analyze the
24 present, or plan for the future.
25 f. Assess geographic data to draw conclusions, make predictions, and justify potential solutions to
26 problems in the Eastern Hemisphere at the local, state, national, and global levels using supporting
27 evidence and logical reasoning.
89
1 Inquiry Questions:
2 1. How are different types of maps important in understanding various types of information?
3 2. How could geographic data be used for both positive and negative results?
4 3. What is the importance of using various geographic tools to analyze topics?
5 4. How have migration and settlement patterns been affected by physical geography?
32 Evidence Outcomes
33 Students Can:
34 a. Determine how physical and political features impact cultural diffusion and regional differences. For
35 example: modern environmental issues, cultural patterns, trade barriers, and economic
36 interdependence.
90
1 b. Examine the geographic location and distribution of resources within a region to determine the
2 economic and social impact on its people. For example: Middle Eastern water rights, the acceptance
3 of refugees from other countries, and the Salt Trade.
11 Inquiry Questions:
12 1. How do geographers apply information from a variety of sources?
13 2. How can a location be in different regions at the same time?
14 3. How do regional issues affect larger areas?
15 4. How do geographic characteristics impact regional issues?
16 5. What are different ways to define regions in the Eastern Hemisphere based on human and physical
17 systems as they remain static and change over time?
18 6. How has globalization changed the ways societies in the Eastern Hemisphere interact with people,
19 places, and their environment
91
1 Grade Level Expectation:
2 1. Describe how economic systems in the Eastern Hemisphere developed based on access to
3 resources, societal values, and human experiences in order to address the problem of scarcity.
5 Evidence Outcomes
6 Students Can:
7 a. Describe how different societies developed economic systems. For example: the barter system,
8 traditional, command, market, and mixed. Describe how economic systems in the Eastern
9 Hemisphere (such as traditional, command, market, and mixed) built the current market.
10 b. Evaluate the different economic systems in the Eastern Hemisphere, utilizing economic data. For
11 example: economic growth, per capita income, and standard of living.
12 c. Explain how trade supply and demand affects the production of goods and services in different
13 regions.
14 d. Determine how scarcity affects the economic system.
27 Inquiry Questions:
28 1. How do different types of economic systems address the distribution of scarce resources, and the
29 production of goods and services affect societies?
30 2. How can economic systems be reflected using data?
31 3. How does supply and demand impact the price of goods and services?
32 4. When goods and services are scarce what might happen to price? Why?
33 5. How does scarcity of resources, goods, and services affect local, regional, and global economies?
34 6. How has trade played a role in economic, cultural, and technological change?
92
1 4. Economic thinkers explore how economic development varies and can be compared across
2 countries in the Eastern Hemisphere including levels of education and average income.
3 5. Economic thinkers use data such as scarcity and distribution of resources to make informed
4 decisions and propose solutions to problems related to social issues and governmental problems.
5 6. Economic thinkers apply an understanding of economic concepts to explain historical phenomena in
6 the Eastern Hemisphere.
7 7. Economic thinkers analyze patterns of economic exchange such as interdependence, trade,
8 specialization, supply and demand, resource distribution, and standard of living, in order to
9 understand the past, solve problems in the present, and plan for the future.
25 Evidence Outcomes
26 Students Can:
27 a. Describe civic virtues and principles that guide governments and societies. For example: citizenship,
28 civic participation, and rule of law.
29 b. Analyze the opportunities and limitations of civic participation in societies in the Eastern
30 Hemisphere.
31 c. Give examples illustrating the interactions between nations and their citizens. For example:
32 Apartheid, human rights violations, genocide, the one-child policy of China, Shari’ah law, socialized
33 healthcare and education, government sanctioned economic policies.
34 d. Identify international and regional public problems, research ways in which governments
35 address those problems, and make connections to how the United States government
36 addresses issues to protect the public good. For example: Hunger, disease, poverty, and
37 pollution.
38 e. Compare and contrast examples of governmental application of civic virtues or principles. For
39 example: South Africa's system of Apartheid and other government sponsored systems of
40 domestic human rights violations.
93
1 Academic Context and Connections
17 Inquiry Questions:
18 1. How do international laws, alliances, and organizations help facilitate solutions to global problems,
19 for example encourage encouraging ethical governmental practices?
20 2. How do the aggressive actions of a nation influence other nations and international organizations?
21 3. What factors lead to cooperation, competition, or aggression between societies?
22 4. Why do governments form alliances and join international organizations?
23 5. How can laws, governments, peacekeeping organizations, and citizens work to identify instances
24 of genocide, and work to prevent and eliminate them in the future?
25 6. How do citizens perceive, react to, and shape government policies and civic virtues and principles?
94
1 Disciplinary, Information, and Media Literacy:
2 1. Evaluate sources of information for context, bias, corroboration, propaganda, and distinguish among
3 fact, opinion, and reasoned judgment in a text.
4 2. Summarize the points an author/speaker makes and explain how each claim is supported by reasons
5 and evidence.
6 3. Conduct research by locating, gathering, organizing information and data, and evaluating online and
7 print resources. Evaluate the credibility, authority, relevance, and purpose of online and print
8 sources, including using lateral reading and corroboration to verify factual information.
9 4. Demonstrate positive social and ethical behaviors when using technology and discuss consequences
10 of inappropriate use.
11 5. Synthesize information from multiple credible sources to demonstrate understanding of a topic,
12 including comparing articles, evaluating reliability and intent, evidence, and verifying claims.
13 6. Describe how a text presents information. For example: Text features, evidence, organization,
14 persuasive techniques, word choice, tone.
23 Evidence Outcomes
24 Students Can:
25 a. Explain the origins, functions, and structure of different governments. For example: dictatorship,
26 totalitarianism, authoritarian, monarchy, democracy, democratic-republic, socialism, fascism, and
27 communism.
28 b. Evaluate and analyze how various governments and organizations interact, resolve their differences,
29 and cooperate. For example: The African Union (AU), the Association of Southeast Asian Nations
30 (ASEAN), the United Nations, the World Bank, treaties, and diplomacy.
31 c. Investigate examples of collaboration and interdependence between international organizations
32 and countries. For example: Non-governmental organizations (NGOs), the Red Cross, World Health
33 Organization, and United Nations Educational, Scientific and Cultural Organization (UNESCO).
95
1 2. Follow a process identified by others to help generate ideas, negotiate roles and responsibilities, and
2 respect consensus in decision making (Community Member: Civic Engagement; Problem Solver:
3 Collaboration and Teamwork).
4 3. Analyze how a specific problem can manifest itself at local, regional, and global levels, and how
5 media can influence beliefs and behaviors (Problem Solver: Critical Thinking and Analysis).
6 4. Examine how individuals in the Eastern Hemisphere interpret messages differently, how values and
7 points of view are included or excluded (Communicator: Data Literacy).
8 5. Plan and evaluate complex solutions to challenges in the Eastern Hemisphere using multiple
9 disciplinary lenses such as cultural, ethnic, historical, and scientific (Community Member: Civic
10 Engagement, Global and Cultural Awareness).
11 6. Look for and find value in different perspectives expressed by others (Problem Solver: Adaptability
12 and Flexibility).
13 Inquiry Questions:
14 1. What are fundamental human rights and how are they protected?
15 2. How can governmental policy lead to problems or help solve problems?
16 3. What is the purpose of government? How do the origins, structure, function of a government relate
17 to its people's values and ideals?
18 4. How can governments encourage interaction between societies and international organizations?
19 5. How do nations attempt to address conflict and create cooperation through policies of isolation and
20 interaction?
21 6. What are the responsibilities of national governments to the global community?
96
1 5. Use evaluative techniques such as lateral reading to distinguish between fact, opinion, and reasoned
2 judgement and to determine the credibility of a source.
9 Evidence Outcomes
10 Students Can:
11 a. Define resources from an economic and personal finance perspective.
12 b. Summarize how the distribution of resources impacts consumerism.
13 c. Compare and contrast choices available to consumers within different cultures as they developed
14 in the Eastern Hemisphere throughout history.
22 Inquiry Questions:
23 1. What are the similarities and differences between different markets in the Eastern Hemisphere?
97
1 Disciplinary, Information, and Media Literacy:
2 1. Explain how a question represents key ideas in the field.
3 2. Analyze how and why individuals, events, and ideas develop.
4 3. Explain points of agreement experts have about interpretations and applications of disciplinary
5 concepts and ideas associated with a compelling question.
98
1 Eighth Grade, Standard 1. History
2 Prepared Graduates:
3 1. Understand the nature of historical knowledge as a process of inquiry that examines and analyzes
4 how history is viewed, constructed, and interpreted. Apply the process of inquiry to examine and
5 analyze how historical knowledge is viewed, constructed, and interpreted.
11 Evidence Outcomes
12 Students Can:
13 a. Use and interpret documents and other relevant primary and secondary sources pertaining to
14 United States history from multiple perspectives. For example: African Americans, Asian
15 Americans, Latinos, Indigenous Peoples, and religious minorities’ perspectives.
16 b. Analyze evidence from multiple sources including those with conflicting accounts about specific
17 events in both Colorado and United States history. For example: Indigenous Peoples’ and African
18 American perspectives on Western colonization and enslavement, Asian American and Latinos’
19 perspectives on immigration, the Indian Removal Act, the Buffalo Soldiers, and the Sand Creek
20 Massacre.
21 c. Critique data for point of view, historical context, distortion, or propaganda and relevance to
22 historical inquiry.
23 d. Construct a written historical argument supported by relevant evidence and logical reasoning
24 demonstrating the use or understanding of primary and secondary sources.
37 Inquiry Questions:
38 1. How has the Declaration of Independence influenced other nations?
39 2. Which primary documents have had the greatest impact on the people of the United States?
99
1 3. Should and can historians be completely impartial when writing about history?
2 4. To what degree is there consistency among historical narratives written by historians about early
3 U.S. history?
100
1 GLE Code: SS.8.1.2
2 Evidence Outcomes
3 Students Can:
4 a. Determine and explain the historical context of key people and events from the origins of the
5 American Revolution through Reconstruction including the examination of different perspectives.
6 For example: grievances from the colonists against the British Parliament, the Constitutional
7 Convention, abolitionists, causes and effects of the Civil War, and grievances from Indigenous
8 Peoples and African Americans.
9 b. Evaluate continuity and change over the course of United States history by examining various eras
10 and determining major sources of conflict and compromise both across the nation and in Colorado.
11 c. Examine factors that motivated the military and economic expansion from the American Revolution
12 through Reconstruction.
13 d. Evaluate the impact of gender, age, race, ethnicity, religion, and class during this time period and
14 the impact of these demographic groups on the events of the time period.
15 e. Analyze causes and effects the cause and effect relationships of major conflicts from the origins of
16 the American Revolution through Reconstruction.
17 f. Analyze ideas that are critical to the understanding of early United States American history. For
18 example: Ideals involved in major events and movements such as slavery, settler colonialism,
19 commodification of labor, the changing definition of liberty and citizenship, enslavement,
20 mercantilism, representative democracy, federalism, capitalism, temperance, nativism of the
21 Antebellum period, and expansionism.
35 Inquiry Questions:
36 1. How have the basic values and principles of American democracy changed over time and in what
37 ways have they been preserved?
38 2. To what extent are the ideas of the American Revolution and the United States Constitution still
39 affecting the world today?
40 3. What would the United States be like if the British had won the American Revolution?
41 4. To what extent was the Civil War an extension of the American Revolution?
101
1 5. How was North American colonial settlement perceived by settlers, governments, enslaved
2 individuals, and Indigenous Peoples, and how did this affect cultural change, oppression, and
3 survival throughout the continent?
4 6. What role did economics play in the establishments and perpetuation of the enslavement of peoples
5 from the 17th century onward?
6 7. Who did the Declaration of Independence apply to?
7 8. How did America define itself as a “new” nation in the early 19th century?
8 9. How did different groups of people participate in, respond to, and resist Westward Expansion?
9 10. What would the United States look like if the institution of slavery had never been an integral part of
10 the North American economy?
11 11. What role did women, African Americans, Asian Americans, and Indigenous Peoples play in the Civil
12 War?
13 12. To what extent did the13th Amendment truly end slavery?
14 13. Which primary documents have had the greatest impact on the people of the United States
15 including but not limited to those from Indigenous Peoples, African Americans, Latinos, and Asian
16 Americans?
102
1 Eighth Grade, Standard 2. Geography
2 Prepared Graduates:
3 3. Apply geographic representations and perspectives to analyze human movement, spatial patterns,
4 systems, and the connections and relationships among them.
9 Evidence Outcomes
10 Students Can:
11 a. Interpret primary and secondary geographic sources like maps and other geographic tools as a
12 primary source to analyze a historic issue.
13 b. Describe Assess the nature and spatial distribution of cultural patterns.
14 c. Recognize Apply recognition of the patterns and networks of economic interdependence to
15 interpretations of the past.
16 d. Explain Compare the establishment of human settlements in relationship to physical attributes and
17 recognize important regional connections to key early U.S. historical events.
18 e. Calculate and analyze population trends in relation to historical phenomena.
34 Inquiry Questions:
35 1. How have human settlement including migration influenced and been influenced by changes in
36 physical systems and culture? settlement and migration patterns influenced and changed culture
37 and environmental systems?
38 2. How can geographic tools help explore patterns of continuity and change in human and physical
39 systems?
103
1 3. How have people and the environment interacted to produce change over time?
2 4. How is human activity limited by the environment?
3 5. How has the environment influenced human activity?
4 6. How have humans adapted to and changed the physical environment?
29 Evidence Outcomes
30 Students Can:
31 a. Analyze how economic, political, ethnic, cultural, and social processes interact to shape patterns of
32 human population, interdependence, cooperation, and conflict.
33 b. Compare how differing geographic perspectives apply to a historic issue.
34 c. Interpret from a geographic perspective the expansion of the United States by addressing issues of
35 land, security, access, and sovereignty.
104
1 Academic Context and Connections
15 Inquiry Questions:
16 1. How will the location of resources lead to cooperation or conflict in the future?
17 2. How has conflict over space land and resources influenced human migration of various ethnic and
18 cultural groups and affected the cultures and ethnic groups of across Colorado and North America?
19 3. How have differing perspectives regarding resource and land use, occupancy, and ownership led to
20 cooperative policies or conflict?
21 4. How would human settlement patterns be different if people did not trade resources with others?
105
1 Grade Level Expectation:
2 1. Investigate how economic freedom, including free trade, was important for economic growth in
3 early American History.
5 Evidence Outcomes
6 Students Can:
7 a. Give examples of regional, national, and international and regional differences in resources,
8 productivity, and costs that provide a basis for trade.
9 b. Describe the factors that lead to a region or nation or a region having a comparative and absolute
10 advantage in trade.
11 c. Explain the effects of domestic policies on international trade.
12 d. Explain why nations sometimes restrict trade by using quotas, tariffs, and nontariff barriers.
25 Inquiry Questions:
26 1. How do societies benefit from trade and exchange?
27 2. Why is it important for nations to control trade and exchange?
28 3. What are the benefits and challenges of trade at the international, national, state, local, and
29 individual individual, local, state, national, and international levels?
30 4. How does where and how you purchase products affect cultural, social, economic, and
31 environmental conditions?
32 5. What impact upon productivity results from taxation?
33 6. What concerns do citizens have with taxation?
106
1 4. Economic thinkers analyze the components of economic growth in market economies because
2 economic theories can be used to predict consequences.
3 5. Economic thinkers understand that economic actions have both direct and indirect effects on
4 ethnic, religious, and cultural groups who may not have a voice in decision-making.
19 Evidence Outcomes
20 Students Can:
21 a. Describe instances in which major political, social, economic, or cultural changes occurred, and the
22 reasons for the changes, and how they impacted women, Indigenous Peoples, African Americans,
23 Latinos, Asian Americans, and people living in annexed territories.
24 b. Provide a written analysis Analyze the changing definition of citizenship while and giving examples
25 of the expansion or restriction of rights. For example: Who is considered a citizen, how they
26 gained acceptance, and their rights and responsibilities.
27 c. Describe examples of citizens and groups who have influenced change in United States government
28 and politics. For example: Women, American Indians, African Americans, and people in the
29 unsettled territories.
30 d. Evaluate the result of various strategies for political change over time.
31 e. Analyze primary sources supporting democratic freedoms and the founding of our government and
32 explain how they provide for both continuity and change. For example: The Declaration of
33 Independence, Constitution, and Bill of Rights. and explain how they provide for both continuity and
34 change.
35 f. Examine ways members of society may effectively voice opinions, monitor government, and bring
36 about change nationally which may also have impact locally and globally. on a local, state, and
37 national level which could have global implications.
107
1 Academic Context and Connections
9 Inquiry Questions:
10 1. What is a patriot?
11 2. What are the duties roles and responsibilities for citizens?
12 3. What are the various roles of government?
13 4. How have various people from different eras in our nation's history promoted change in the face of
14 opposition and what democratic principles were advanced?
15 5. How have the meanings of American ideals remained the same and changed over time?
16 6. What is a nationalist?
17 7. How has the development of the American government had an impact on the rights of
18 underrepresented, vulnerable, and targeted groups of people?
19 8. How has civic participation for underrepresented, vulnerable, and targeted groups changed over
20 time?
108
1 Eighth Grade, Standard 4. Civics
2 Prepared Graduates:
3 7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and
4 the global society.
8 Evidence Outcomes
9 Students Can:
10 a. Discern various types of law.
11 b. Evaluate the strengths of rule of law.
12 c. Describe and engage in various means of conflict management.
13 d. Explain the role and importance of the Constitution.
14 e. Apply knowledge about the three branches of government and how they interact with one another
15 to historical and contemporary problems.
16 f. Comprehend Evaluate the historical significance of the Declaration of Independence.
17 g. Discuss the tensions between individual rights, state law, tribal law, and national law.
18 h. Explain how the state and federal courts’ power of judicial review is reflected in the United States’
19 form of constitutional government.
20 i. Use a variety of resources to identify and evaluate issues that involve civic responsibility, individual
21 rights, and the common good.
30 Inquiry Questions:
31 1. What is the “common good”?
32 2. What are key court cases and historical events in the development of the United States?
33 3. How have landmark Supreme Court cases impacted society?
34 4. What are examples of successful and unsuccessful conflict resolution in United States history and
35 why?
36 5. How has the United States balanced individual rights and law?
37 6. Which is more effective, the rule of law or the rule of man? Why?
38 7. What is the role of truth versus beliefs?
109
1 Nature and Skills of Civics:
2 1. Civic minded individuals read diverse sources to create understanding, critically analyze issues, and
3 place them in historical context.
4 2. Civic minded individuals understand and discuss the dynamic nature of national government and the
5 individual’s role in the process.
18 Evidence Outcomes
19 Students Can:
20 a. Calculate how the value of money has changed over time impacting earning, spending, borrowing,
21 and investing. For example: Inflation and recession.
22 b. Explain factors that have impacted borrowing and investing over time. For example: Currency
23 stability, war, stocks, and banking practices.
24 c. Provide a written analysis Analyze the changes in the development of human capital over time. For
25 example: Gaining knowledge and skill through education, apprenticeship, entrepreneurship, and
26 work experience.
27 d. Analyze the impact of taxes on the people of the United States over time.
34 Inquiry Questions:
35 1. What role did taxes play in the birth of our nation?
36 2. What would countries look like without taxes?
110
1 3. How has the value of money changed over time and what is the impact on consumerism?
2 4. How did inventions impact personal financial options?
111
1 High School, Standard 1. History
2 Prepared Graduates:
3 1. Understand the nature of historical knowledge as a process of inquiry that examines and analyzes
4 how history is viewed, constructed, and interpreted. Apply the process of inquiry to examine and
5 analyze how historical knowledge is viewed, constructed, and interpreted.
11 Evidence Outcomes
12 Students Can:
13 a. Formulate compelling and supporting questions after evaluating primary sources for point of view
14 and historical context.
15 b. Gather and analyze historical information to address questions from a range of primary and
16 secondary sources containing a variety of perspectives, including perspectives of historically
17 underrepresented groups.
18 c. Gather and analyze historical information from a range of qualitative and quantitative sources. For
19 example: Demographic, economic, social, and political data.
20 d. Construct and defend a historical argument that evaluates interpretations by analyzing, critiquing,
21 and synthesizing evidence from the full range of relevant historical sources.
31 Inquiry Questions:
32 1. How does the point of view of a historian affect how history is interpreted?
33 2. Do historians come to agreement on the historical significance of events? If so, how?
34 3. What if the history of a war was told by someone other than the winners?
35 4. Why are historical questions important?
36 5. How do historical thinkers use primary and secondary sources to formulate historical arguments?
37 6. How might historical inquiry be used to make decisions on contemporary issues? For example, how
38 do economic and social policies affect immigrants’ lives both in the past and today?
112
1 Nature and Skills of History:
2 1. Historical thinkers use questions generated about multiple historical sources to pursue further
3 inquiry and investigate additional sources.
4 2. Historical thinkers evaluate historical sources for audience, purpose, point of view, context, and
5 authenticity.
6 3. Historical thinkers use primary and secondary sources to evaluate and develop hypotheses and
7 diverse interpretations of historical events and figures and patterns and trends.
8 4. Historical thinkers evaluate the credibility of a source by examining how experts value the source.
9 5. Historical thinkers use information and context to interpret, evaluate, and inform decisions or
10 policies regarding such issues which societies find contentious or worthy of debate and discussion.
11 6. Historical thinkers consider what perspectives or information has been left out of an argument and
12 why that might be important to know.
113
1 Grade Level Expectation:
2 2. Analyze and evaluate key concepts of continuity and change, cause and effect, complexity, unity and
3 diversity, and significant ideas in the United States from Reconstruction to the present.
5 Evidence Outcomes
6 Students Can:
7 a. Analyze continuity and change in eras over the course of United States history. For example:
8 Expansion and limitations of rights for historically underrepresented groups, conflict between liberty
9 and security, shifts in internationalist and isolationist policies, debates over the role of government,
10 and impact of expansionist policies.
11 b. Investigate causes and effects of significant events throughout United States history. For example:
12 World and regional conflicts (e.g., Spanish American War, the continued colonization of Indigenous
13 lands, and the Tulsa Massacre), urbanization and suburbanization (e.g., Great Migration, and
14 Levittown), as well as economic cycles, and popular and countercultures.
15 c. Provide a written analysis of Analyze the complexity of events throughout United States history. For
16 example: The Civil Rights Movement (e.g., Double V Campaign, Freedom Summer, and the Voting
17 Rights Act of 1964); migration, immigration and displacement (e.g., Anti-Asian immigration
18 legislation, Japanese American incarceration, and debates over tribal sovereignty); landmark court
19 cases (e.g., Keyes vs. School District #1, Denver, Loving v. Virginia, and Obergefell v. Hodges); the
20 war on drugs, the war on terror (e.g., 9/11, Afghanistan and Iraq wars, and anti-Middle Eastern
21 discrimination), and effects of mass media.
22 d. Examine and evaluate issues of unity and diversity from Reconstruction to present. For example: The
23 systemic impact of racism and nativism (e.g., Jim Crow, Ida B. Wells and the anti-lynching campaign,
24 affirmative action, mass incarceration), the definition and role of patriotism, expansions and
25 limitations of rights, and the role of religion.
26 e. Investigate the historical development and impact of major scientific and technological innovations
27 in the Industrial Age, the Space Age, and the Digital Age. For example: Scientific innovations by Lewis
28 Latimer, Charles R. Drew, and Katherine Johnson, creation of mass production/assembly line
29 process, creation of the atomic bomb, NASA, and personal computing.
30 f. Evaluate the historical development and impact of political thought, theory, and actions. For
31 example: Institutional racism, legislated racism, the development of political parties, women’s
32 suffrage, reform, Counterintelligence Programs (COINTELPRO), activist groups, and social socio-
33 cultural movements.
34 g. Analyze the origins of fundamental political debates and how opposing perspectives, compromise,
35 and cooperation have shaped national unity and diversity. For example: The rights of African
36 Americans, Latinos, Asian Americans, Indigenous Peoples, LGBTQ individuals, women, and religious
37 minorities, Booker T Washington vs. W.E.B. Du Bois, the role of organizations (e.g., NAACP, AIM, and
38 UFW), and the role of government.
39 h. Analyze ideas critical to the understanding of American history. For example: Populism,
40 progressivism, isolationism, imperialism, racism, extremism, nationalism, patriotism, anti-
41 communism, environmentalism, liberalism, fundamentalism, and conservatism.
42 i. Describe and analyze the historical development and impact of the arts and literature on the culture
43 of the United States. For example: The writings of the Muckrakers, political cartoons, the Harlem
44 Renaissance, the Lost Generation, Jazz, Rock and Roll, protest songs, poems, and literature.
114
1 j. Examine how the United States was involved in and responded to international events over the
2 course of history. For example: The World Wars, Berlin Airlift, Korean War, Vietnam War, the South
3 African Apartheid, and the genocide in Bosnia.
13 Inquiry Questions:
14 1. How does society decide what is important in United States history?
15 2. What ideas have united and divided the American people over time?
16 3. How does diversity affect the concept of change over time? Is change over time a matter of
17 perspective? How does the consideration of multiple perspectives enable us to better understand
18 change over time?
19 4. How have efforts to expand rights overcome barriers in order to form a more perfect country?
20 5. How has the United States’ responses to human rights abuses affected American
21 nationalism, exceptionalism, and xenophobia?
115
1 5. Evaluate how historical events and developments were shaped by unique circumstances of time and
2 place as well as broader historical contexts.
3 6. Use questions generated about individuals and groups to assess how the significance of their actions
4 changes over time and is shaped by the historical context.
5 7. Collaborate with peers, experts, and others using contemporary media to contribute to a content
6 related knowledge base (such as a website, Wiki, or YouTube channel) to compile, synthesize,
7 produce, and disseminate information.
8 8. Inviting and respecting diverse points of view.
17 Evidence Outcomes
18 Students Can:
19 a. Evaluate continuity and change over the course of world history. For example: Social and political
20 movements related to nationality, ethnicity, and gender; revolutions; the World Wars, the
21 Holocaust, the Cold War; and independence movements/decolonization, and 20th and 21st century
22 genocides such as the Armenian Genocide (ethno-religious, national); the Holocaust conducted by
23 the National Socialist German Workers Party and its collaborators (ethno-religious, political, racial,
24 national, economic), Cambodian Genocide (political, economic); the Union of Soviet Socialist
25 Republics murder of Ukrainian nationals (political, ethnic, national, economic), genocides conducted
26 by the Communist Party of China (CPC) against its political opponents during the Totalization Period,
27 Collectivization, the Great Leap Forward, the Cultural Revolution, and Mao’s Famine (political,
28 national), and the current genocide of the Uyghurs (ethno-religious, political).
29 b. Investigate causes and effects of significant events throughout world history. For example: The
30 Renaissance; the Protestant Reformation; the Industrial Revolution; the French, Russian, and
31 Chinese Revolutions; the World Wars; genocides such as Rwanda (ethnic, political) and Darfur
32 (ethno-religious, political, economic); and the Arab Spring movement.
33 c. Analyze the complexity of events throughout world history. For example: Religious rifts such as the
34 Protestant Reformation and the Shiite/Sunni split in Islam; independence movements in Africa, the
35 Americas, and Asia; globalization, as well as the rise of nationalism, and domestic and international
36 terrorism.
37 d. Examine and evaluate issues of unity and diversity throughout world history. For example: Migration
38 and immigration (e.g., rapid global population growth), anti-colonial and nationalist movements,
39 revolutions, colonialism, world conferences/international agreements, human rights issues, and the
40 resulting changes in political geography.
116
1 e. Discuss the historical development and contemporary impact of philosophical movements and
2 major world religions belief systems. For example: The Enlightenment, the development and
3 expansion of Buddhism, Christianity, Hinduism, Islam, Judaism, Sikhism, and Taoism.
4 f. Investigate the historical development and impact of major scientific and technological innovations.
5 in the Industrial Age, the Space Age, and the Digital Age. For example: The Industrial Age (e.g., the
6 British factory system), The Space Age (e.g., Sputnik and Laika), and the miniaturization of
7 technology scientific advancements (e.g., Marie Curie and radioactivity, lithium-ion batteries, and
8 genome sequencing).
9 g. Describe and analyze the historical development and impact of the arts and literature on the
10 cultures of the world. For example: The Renaissance, Modernism (e.g., Diego Rivera and Ernest
11 Mancoba), propaganda, and the use of art and literature as forms of resistance.
21 Inquiry Questions:
22 1. How have different cultures influenced world history?
23 2. How do historians work from/with cultural assumptions to decide what is important in world
24 history?
25 3. What ideas transcend cultural, political, economic, and social differences in world history?
26 4. How does cultural, political, economic, and social diversity affect perceptions of change over time?
27 5. How are human rights respected and defended violated and prosecuted in a world of different
28 nations and cultures?
29 6. What role has censorship and media control played in modern genocides?
30 7. How did Indigenous Peoples respond to and experience colonization?
117
1 Disciplinary, Information, and Media Literacy:
2 1. Determine the meaning of words and phrases as they are used in a text, including vocabulary
3 describing political, social, or economic aspects of history/social science.
4 2. Compare the point of view of two or more authors for how they treat the same or similar topics,
5 including which details they include and emphasize in their respective accounts.
6 3. Write informative/explanatory texts, including the narration of historical events, scientific
7 procedures/experiments, or technical processes.
8 4. Write routinely over extended time frames (time for reflection and revision) and shorter time
9 frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and
10 audiences.
11 5. Evaluate how historical events and developments were shaped by unique circumstances of time and
12 place as well as broader historical contexts.
13 6. Use questions generated about individuals and groups to assess how the significance of their actions
14 changes over time and is shaped by the historical context.
15 7. Collaborate with peers, experts, and others using contemporary media to contribute to a content
16 related knowledge base (such as a website, Wiki, or YouTube channel) to compile, synthesize,
17 produce, and disseminate information.
18 8. Inviting and respecting diverse points of view.
27 Evidence Outcomes
28 Students Can:
29 a. Analyze variations in spatial patterns of cultural and environmental characteristics at multiple scales
30 while gathering geographic data from a variety of valid sources. For example: Maps, Geographic
31 Information Systems (GIS), graphs, charts.
32 b. Create and interpret maps to display and explain the spatial patterns of cultural and environmental
33 characteristics using geospatial and related technologies.
34 c. Evaluate relationships between the locations of places and regions and their political, cultural, and
35 economic relationships using maps, satellite images, photographs, and other representations.
118
1 Academic Context and Connections
7 Inquiry Questions:
8 1. What is the significance of spatial orientation, place, and location?
9 2. How have the tools of a geographer changed over time?
10 3. What can various types of data tell us about a place?
11 4. How can you support an argument with geographic evidence?
12 5. Why is “where” important?
119
1 Evidence Outcomes
2 Students Can:
3 a. Identify, evaluate, and communicate strategies to respond to constraints placed on human systems
4 by the physical environment.
5 b. Analyze, interpret, and predict the influences of migration and the distribution of human
6 populations based on reciprocal patterns. For example: historical events, the spatial diffusion of
7 ideas, technologies, and cultural practices.
8 c. Analyze Access patterns of distribution and arrangements of settlements and the processes of the
9 diffusion of human activities. For example: urban/rural, regional, and transportation patterns.
10 d. Explain how altering the environment has brought prosperity to some places and created
11 environmental dilemmas for others.
12 e. Research and interpret multiple viewpoints from diverse groups including but not limited to African
13 Americans, Latinos, Asian Americans, Indigenous Peoples, LGBTQ, and religious minorities, on issues
14 that shape policies and programs for resource use and sustainability. For example: immigration,
15 resource distribution, and universal human rights.
16 f. Evaluate the influence of long-term climate variability on human migration and settlement patterns,
17 resource use, and land uses at local-to-global scales.
30 Inquiry Questions:
31 1. How might the physical geography of Earth change in the future?
32 2. How might people and societies respond to changes in the physical environment?
33 3. What are the maximum limits of human activity the environment can withstand without
34 deterioration?
35 4. Why might people choose to move or stay in the original location?
120
1 4. Geographic thinkers understand how technology can support invention and influence how humans
2 modify the environment in both positive and negative ways. For example: The renovation of
3 existing buildings to “green” technologies, the prevention and prediction of natural hazards and
4 disasters, and the use of satellite imagery to track water availability in the Middle East.
19 Evidence Outcomes
20 Students Can:
21 a. Explain how the uneven distribution of resources in the world can lead to conflict, competition, or
22 cooperation among nations, regions, and cultural groups.
23 b. Explain that the world’s population is increasingly connected to and dependent upon other people
24 for both human and natural resources.
25 c. Explain how migration of people and movement of goods and ideas can contribute to and enrich
26 cultures, but also create tensions.
27 d. Analyze how culture, cooperation and conflict influence the division and control of Earth. For
28 example: Imperialism, genocide, international agreements, political patterns, and national
29 boundaries.
30 e. Make predictions and draw conclusions about the global impact of cultural
31 diffusion/assimilation. For example: Human rights, language, religion, and ethnicity.
32 f. Examine geographic concepts through the lens of multiple perspectives from different regions of the
33 world and with consideration for indigenous, dominant, and marginalized populations. For example:
34 Indigenous Peoples in Colorado, Christians in the Middle East, the Uighurs in China, and tribal groups
35 in Afghanistan.
121
1 Academic Context and Connections
16 Inquiry Questions:
17 1. How does globalization influence the interactions of people on Earth?
18 2. How do cooperation and conflict influence the division and control of the social, economic, and
19 political spaces on Earth?
20 3. What does it mean to support human rights?
21 4. What predictions can be made about human migration patterns?
22 5. How do technologies result in social change? For example: social networking and the speed of
23 modern “movements”?
24 6. What is your role in the world?
122
1 4. Synthesize information from a range of sources such as texts, experiments, and simulations into a
2 coherent understanding of a process, phenomenon, or concept, resolving conflicting information,
3 when possible, by analyzing the reliability of information, claims, and sources presented in the
4 various forms of media.
123
1 High School, Standard 3. Economics
2 Prepared Graduates:
3 5. Understand the allocation of scarce resources in societies through analysis of individual choice,
4 market interaction, and public policy. Evaluate how scarce resources are allocated in societies
5 through the analysis of individual choice, market interaction, and public policy.
11 Evidence Outcomes
12 Students Can:
13 a. Explain the economic way of thinking: the condition of scarcity requires choice and choice has a cost
14 (opportunity cost).
15 b. Analyze how positive and negative incentives influence the choices made by individuals, households,
16 businesses, government, and nonprofits.
17 c. Explain how effective decision-making requires comparing the additional (marginal) costs of
18 alternatives with the additional (marginal) benefits.
28 Inquiry Questions:
29 1. How does the condition of scarcity affect our decision-making, whether individually or collectively?
30 2. How might policy makers incentivize responsible personal financial behavior among its citizens?
31 3. How might policy makers incentivize potential entrepreneurs to address issues of scarcity through
32 innovation and creativity?
33 4. How is marginal thinking used to make decisions?
34 5. How are incentives influenced by values? For example: ethics, religious beliefs, cultural values.
124
1 2. Economic thinkers assume that every choice, whether by governments, businesses, nonprofits or
2 individuals, has an opportunity cost.
3 3. Economic thinkers understand that, using the economic way of thinking, individuals analyze how the
4 benefit of using productive resources for a particular purpose compares with the opportunity cost of
5 this resource use.
6 4. Economic thinkers apply the economic way of thinking we and assume that people make particular
7 choices because they are responding to the underlying incentives.
8 5. Economic thinkers realize that the proper analysis to use in decision-making is the marginal benefit
9 and the marginal cost.
27 Evidence Outcomes
28 Students Can:
29 a. Compare and contrast economic systems in terms of their ability to achieve or impede and/or fail to
30 achieve economic goals. For example: Command, socialism, communism, and market capitalism.
31 b. Use supply and demand analysis to explain how competitive markets efficiently allocate scarce
32 resources.
33 c. Scrutinize what happens in markets when governments impose price controls (price ceiling and
34 price floors). Explore how modern economies represent a spectrum of economic philosophies in
35 their efforts to achieve economic goals.
36 d. Compare and contrast the market outcomes created by various market structures that are not
37 purely competitive: monopolistic competition, oligopoly, and monopoly.
125
1 e. Explore the role of government in addressing market failures. For example: Monopoly
2 power/antitrust legislation, public goods, negative/positive externalities, the environment, property
3 rights, regulation, access to essential goods and services, and income distribution,
4 f. Compare and contrast different types of taxing. For example: Progressive, regressive, proportional,
5 and marginal versus average tax rates.
6 g. Explore the role of government in dealing with economic crises. For example: Rationing,
7 scapegoating, including the incremental dehumanization of minority groups, and mitigating conflict
8 over resources.
20 Inquiry Questions:
21 1. How do various economic systems make decisions regarding the production and distribution of
22 goods and services?
23 2. What functions do prices serve in a market economy?
24 3. What are some costs and benefits of embracing a system of supply and demand as a basic allocation
25 mechanism for society?
26 4. How does competition affect the choices consumers have in an economy?
27 5. What criteria might you use in creating a tax system?
28 6. What are the pros and cons of various tax systems?
126
1 Disciplinary, Information, and Media Literacy:
2 1. Integrate and evaluate multiple sources of information presented in diverse formats and media
3 (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.
4 2. Process and effectively communicate and present information orally, in writing, and through
5 development of websites, multimedia presentations and other forms of technology.
15 Evidence Outcomes
16 Students Can:
17 a. Describe how Gross Domestic Product (GDP) provides a measure of the aggregate output of the
18 economy. Describe how economic indicators provide a perspective of the health of the economy
19 and vary with the business cycle. For example: Gross Domestic Product, inflation, and
20 unemployment.
21 b. Explain how inflation and unemployment vary with the business cycle. Describe how fiscal and
22 monetary policy are used to stabilize the economy.
23 c. Describe how fiscal policy (tax and government spending, which is controlled by Congress and the
24 President) can be used to stabilize the economy. Explore potential lasting consequences of fiscal
25 and monetary policies.
26 d. Describe how monetary policy can be used by the Federal Reserve to stabilize the economy. Explore
27 how all policies have costs and benefits that impact participants of an economic system in different
28 ways.
29 e. Examine the sources of economic growth and the importance of improvements in productivity
30 (output per hour of work).
127
1 4. Identify potential bias in sources of economic data (Communicator: Media Literacy/Data Literacy).
2 Inquiry Questions:
3 1. In what ways is the U.S. standard of living different from past generations?
4 2. What considerations should be taken into account when deciding to reduce the rate of inflation in
5 an economy?
6 3. How might economics and politics intermingle when policymakers attempt to stabilize an economy?
7 4. How desirable are economic growth and improvements in productivity for a society?
34 Evidence Outcomes
35 Students Can:
36 a. Analyze the role of comparative advantage in international trade of goods and services.
37 b. Describe worldwide import/export patterns.
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1 c. Recognize how exchange rates affect economic activity.
2 d. Explain how trade policies affect international trade and domestic markets. For example: free trade,
3 tariffs, quotas, and subsidies, and currency policies.
4 e. Explore the effects of current globalization trends and policies. For example: economic growth, labor
5 markets, the rights of citizens, and the environment in different nations.
12 Inquiry Questions:
13 1. Why do people trade?
14 2. How important is international trade to the economies of various countries around the world?
15 3. What are some costs and benefits of globalization and international trade for various parties?
16 4. What opportunities might attract entrepreneurs into the international trade arena?
17 5. How defensible are the criticisms of free trade?
18 6. What role does economics play in genocide?
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1 High School, Standard 4. Civics
2 Prepared Graduates:
3 7. Express an understanding of how civic participation affects policy by applying the rights and
4 responsibilities of a citizen.
9 Evidence Outcomes
10 Students Can:
11 a. Engage in civil discourse, including discussing current issues, advocating for individual or group
12 rights, civic duty, and civic participation. Research and discuss current issues to participate in civil
13 discourse.
14 b. Evaluate how individuals and groups can effectively use the structure and functions of various levels
15 of government to shape policy. Describe a variety of methods that individuals and groups may use
16 to shape policy at various levels of government.
17 c. Explain the roles and influence of individuals, groups, and the press as checks on governmental
18 practices. For example: direct contact with elected officials, participation in civic organizations, use
19 of social media, and attendance at local governance meetings.
20 d. Identify which level of government is appropriate for various policies and demonstrate an ability to
21 appropriately engage individually and/or in groups with that level of government. Evaluate
22 traditional, non-traditional, and social media, both historic and modern, for reliability, credibility,
23 and how they may influence government policy and public opinion.
24 e. Engage in advocacy at the appropriate level of government for both individual and group rights. For
25 example: African American, Latino, Asian American, Indigenous Peoples, LGBTQ, and religious
26 minorities.
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1 4. Collaborate with individuals and groups from diverse backgrounds and/or cultures to address
2 national and global issues, and to develop complex, and workable solutions (Community Member:
3 Global and Cultural Awareness).
4 Inquiry Questions:
5 1. What is the meaning of are possible forms of civic participation in a democratic republic?
6 2. How can citizens people act individually and collectively as a “check” on the government?
7 3. What strategies can citizens people use most effectively to influence public policy? For example:
8 Running for public office, lobbying, civil disobedience, and protests.
9 4. How do people remain civil and engage in discourse when there is dissonance?
10 5. Why should you participate in government?
11 6. What kinds of participation would be most effective on the policy issues you care about the most?
12 7. Under what circumstances, if any, is it necessary to organize and act outside of established
13 methods of civic participation?
14 8. In what ways can you actively engage in American democracy and impact its system of government?
15 9. What barriers exist to civic participation? Who is most impacted by these barriers? What is the best
16 way to challenge these barriers?
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1 6. Demonstrate the ability to locate, evaluate, and apply reliable evidence. sources in order to
2 formulate descriptive evidence, including but not limited to the use of social media as a form of
3 communication.
4 7. Demonstrate the ability to responsibly use 21st century media a variety of media sources as a tool
5 for civic participation. For example: Social media, print media, broadcast media.
6 8. Critically analyze messages in the media to detect propaganda, censorship, and bias.
7 9. Demonstrate appropriate responsible behaviors when using technology and discuss consequences
8 of inappropriate use.
16 Evidence Outcomes
17 Students Can:
18 a. Describe the origins, foundations, purposes, and limitations of government and include the
19 contribution of key philosophers, and American historical figures. and documents.
20 b. Identify the structure, function, and roles of current members of local, state, and national American
21 governments. For example: City councils, the Colorado General Assembly, and the U.S. Congress.
22 and their relationship to democratic values.
23 c. Analyze the processes for amending the Constitutions of Colorado and the United States and what
24 significant changes have occurred to those documents including the United States and the Colorado
25 Bills of Rights.
26 d. Analyze and explain the importance of the principles of a democracy and explain the inherent
27 competition among balancing of democratic values therein. For example: Freedom and security,
28 individual rights and common good, general welfare, and rights and responsibilities.
29 e. Analyze the role and development of the founding documents of Colorado and the United States.
30 and the evolution of their interpretation through governmental action and court cases. For example:
31 The Declaration of Independence, the Constitutions of the United States and Colorado, the
32 Federalist Papers, and the Bill of Rights.
33 f. Understand the role structure of the American judicial system, and evaluate the effectiveness of the
34 justice system in protecting life, liberty, and property for all persons in the United States. the
35 process of judicial appointments, and key Court decisions in both Colorado and the United States
36 that affect the system of checks and balances and interaction of local, state, tribal, and federal
37 systems. For example: Significant Colorado Court decisions (e.g., Francisco Maestas et al. vs. George
38 H. Shone (1914), U.S. Term Limits, Inc. v. Thornton (1995), Romer v. Evans (1996)), et al., Landmark
39 U.S. Supreme Court Cases (e.g., Korematsu v. United States (1944), Tinker v. Des Moines
40 Independent Community School District (1969).
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1 g. Analyze how current global issues impact American foreign policy. For example: The Universal
2 Declaration of Human Rights, immigration, or foreign trade agreements.
3 h. Compare and contrast how other systems of government function outside the United States. For
4 example: Authoritarian regimes, parliamentary and other systems.
5 i. Describe the relationship of tribal governments with state and federal governments. For example:
6 The Ute Mountain Ute and Southern Ute tribal governments and the state of Colorado.
7 j. Evaluate the role of the judicial system in protecting life, liberty, and property for all persons in the
8 United States.
24 Inquiry Questions:
25 1. What are the most important democratic ideals and practices?
26 2. What are the various levels and roles of the U.S. system of government?
27 3. What would society look like if several landmark court cases had been decided differently?
28 4. How does the government best protect individual rights and the rights of minorities, yet have
29 majority rule? How do the U.S. and Colorado governments best protect individual rights, and the
30 rights of underrepresented groups, for example, African Americans, Latinos, Indigenous peoples,
31 Asian Americans, LGBTQ, and religious minorities?
32 5. In what ways can you actively engage in American democracy and impact its system of government?
33 6. What would the United States government look like with no checks and balances or another mix of
34 those limitations?
35 7. How has American federalism evolved and changed over time?
36 8. How has the concept of American Democracy developed throughout history?
37 9. How have domestic and foreign policy impacted American Democracy?
38 10. Why should U.S. citizens people in the U.S. be informed of issues related to foreign governments?
39 11. Who are the elected officials who impact your life and how?
40 12. What are U.S. citizens the rights and responsibilities of people in the United States?
41 13. What are the structures in the United States government that inhibit democratic decision making?
42 14. What is the impact of lifetime judicial appointments?
43 15. How does the Electoral College impact people of color, of different socioeconomic levels, and
44 those who live in urban vs. rural areas?
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1 16. How did the Three-Fifths Clause impact the development of American democracy?
2 17. How does current education policy impact marginalized communities in creating inequalities for all
3 persons in the United States?
4 18. How has the U.S. government responded to genocides, beginning with the Armenian Genocide in
5 the early 20th century?
6 19. Why has the U.S. government’s response to genocide and other acts of widespread violence varied
7 so widely?
8 20. What is the role of failed states and authoritarian regimes in genocide and other acts of widespread
9 violence?
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1 High School, Standard 4. Civics
2 Prepared Graduates:
3 7. Express an understanding of how civic participation affects policy by applying the rights and
4 responsibilities of a citizen.
9 Evidence Outcomes
10 Students Can:
11 a. Assess how members of a civil society can impact public policy on local, state, national, or
12 international issues by exercising their civic rights and responsibilities. For example: voting,
13 Participation in primaries and general elections, and contact with elected officials, petitions,
14 protesting, attending public forums, etc.
15 b. Examine and evaluate the effectiveness of political parties, interest groups, suffrage, and social
16 movements as a way opportunities for people to participate in and influence government.
17 c. Analyze the impact of state and federal policies on campaigns and elections. and why these policies
18 are debated by multiple parties on the political spectrum. For example: PACs, campaign finance,
19 gerrymandering/redistricting, state and federal voting laws and regulations, and the Federal Election
20 Commission.
21 d. Analyze how individual rights have been affected over time by court decisions, legislative debates at
22 various levels of government, and or the advocacy of individuals and groups. have helped to
23 preserve, develop, interpret, and limit the individual rights and ideals of the American system of
24 government.
25 e. Examine how people in other systems of government exercise their civic rights and responsibilities.
26 can participate to influence policy.
27 f. Examine the advantages and disadvantages of a two-party system vs. a multiparty system within a
28 democratic government.
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1 4. Access, and evaluate information through digital platforms and networks (Communicator: Digital
2 Literacy).
3 Inquiry Questions:
4 1. What are the different ways citizens people can impact public policy as individuals or through
5 groups?
6 2. How have voting rights evolved over time?
7 3. What current issues surround voting rights at the local, state, and national level?
8 4. What are interest groups and how do they influence policy?
9 5. How have federal elections changed over time and how do the political parties view these changes?
10 6. How have political parties responded to societal changes over time?
11 7. How has the participation of different demographic groups changed over time in the U.S. and how
12 has this influenced American politics and the system of government?
13 8. How do primaries/caucuses impact political parties in the United States?
14 9. How does the winner-take-all system help to maintain a two-party system?
15 10. What role does gerrymandering play in the political process?
16 11. In what ways can you actively engage in American democracy and impact its system of government?
17 12. What role have court decisions played in determining the political process in the United States? For
18 example: voting rights, campaign finance, gerrymandering, etc.
19 13. How have the courts interpreted and modified civil rights and civil liberties over time?
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1 Disciplinary, Information, and Media Literacy:
2 1. Understand Identify the strategies that are used by political and civic entities to impact public
3 opinion. For example: interest groups, lobbying, political party platforms, social media networks,
4 etc.
5 2. Identify how political issues are covered by the media, and how the media can influence public
6 policy.
7 3. Identify ways in which 21st century various types of media can be evaluated for authenticity,
8 validity, and reliability.
9 4. Evaluate the use of social media and crowdsourcing in political movements and campaigns.
10 5. Analyze content-specific texts to distinguish the factual evidence offered, reasoned judgments
11 made, and conclusions drawn, and speculative ideas offered in the text.
12 6. Synthesize information from multiple reliable sources to demonstrate understanding of a topic.
13 7. Present arguments or information in a logical sequence with a clear claim, supportive evidence, and
14 effective presence that builds credibility.
15
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1 High School, Standard 5. Personal Financial Literacy
2 Prepared Graduates:
3 8. Apply economic reasoning skills to make informed personal financial decisions.
9 Evidence Outcomes
10 Students Can:
11 a. Predict the potential impact of education and skill development choices on future earnings
12 capability and financial well-being.
13 b. Analyze the impact of economic conditions and cost of living factors on income and purchasing
14 power.
15 c. Calculate sustainable household income based on financial obligations for different lifestyle
16 scenarios.
17 d. Analyze the monetary and non-monetary value of employee benefits in addition to pay. For
18 example: employer-matched retirement fund.
19 e. Describe factors that impact take-home pay and personal income tax liability.
20 f. Develop income earning potential with intentional choices. For example: post-secondary education
21 and professional development.
22
23 a. Recognize the alternatives, consequences, and responsibilities associated with personal financial
24 decisions.
25 b. Use reliable information resources when making financial decisions.
26 c. Develop personal financial goals based on personal wants and needs.
27 d. Formulate strategies to protect personal and financial information.
28 e. Develop a system for keeping and using financial records.
29 f. Compare financial institutions and products.
30
31 Academic Context and Connections
37 Inquiry Questions:
38 1. How does a consumer determine the accuracy and relevancy of consumer information?
39 2. How can a consumer locate and identify reliable sources of financial information?
40 3. What are some steps that can be taken to protect personal and financial information?
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1 4. What are some things that should be considered when entering into a contract for financial
2 services?
3 5. What are different methods of financial record keeping?
4 6. How can an individual create a financial plan aligned with their personal values and goals?
30 Evidence Outcomes
31 Students Can:
32 a. Select financial investments that align with financial goals, risk tolerance, and personal values at
33 different life stages.
34 b. Explore long-range comprehensive financial planning strategies. For example: diversification,
35 automation, and monitoring.
36 c. Determine how financial investments impact income tax obligations.
37 d. Analyze how financial markets react to changes in market conditions, monetary policy, fiscal policy,
38 and information. For example: the business cycle.
39 e. Explain the role of government related to investing regulation, and consumer protection.
40 f. Develop income-earning potential with intentional choices.
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1 g. Compare different sources of personal income and compensation.
2 h. Analyze the impact of economic conditions and cost of living factors on income and purchasing
3 power.
4 i. Predict the potential impact of education and skill development choices on future earning capability
5 and financial well-being career earnings (including starting salary by field and level of degree or
6 credential).
7 j. Investigate the total cost, affordability, and payments options associated with postsecondary
8 options, degrees, and credentials (including personal savings, scholarships, grants, employer tuition
9 programs, work study, and public and private loans).
10 k. Review the purpose and the process of accessing state and federal financial aid. For example:
11 Colorado Application for State Financial Aid (CASFA), the Free Application for Federal Student Aid
12 (FAFSA) application for financial aid.
13 l. Analyze student loan repayment options, terms, requirements, and state and federal repayment
14 programs and their impact on a student’s financial future.
15 m. Analyze the monetary and non-monetary value of employee benefits in addition to pay. For
16 example: employer-matched retirement fund contributions, paid time off, insurance, professional
17 development, personal sense of accomplishment, sense of community.
18 n. Calculate a Simulate sustainable household income based on financial obligations for different
19 lifestyle scenarios budget based on your educational choices.
29 Inquiry Questions:
30 1. What is the role of education and earning capability in building financial security?
31 2. What potential barriers might impede an individual’s work routine, hinder the ability to get a job, or
32 prevent career advancement, and how can an individual overcome the barriers?
33 3. How much money is enough for financial security? How much money is enough for retirement?
34 4. What is the return on investment of post-secondary educational opportunities?
35 5. How do employment decisions and career planning fit into an individual’s comprehensive financial
36 plan?
37 6. What resources are available to individuals seeking help with career, employment, and training?
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1 4. Financially capable individuals analyze economic cycles and make predictions regarding economic
2 trends.
3 5. Financially capable individuals calculate the sustainable household income given specific market
4 conditions and lifestyle circumstances which provides consumers with income earning goals when
5 deciding employment, career path, and professional development.
20 Evidence Outcomes
21 Students Can:
22 a. Analyze how inflation and cost of living impact consumer purchasing and saving power.
23 b. Summarize factors to consider when selecting borrowing options, including costs, relevance,
24 payoffs, and tradeoffs. For example: Comparing student loan options, auto loan options, home, and
25 payday lending options loans.
26 c. Analyze consumer and financial information for relevance, credibility, and accuracy.
27 d. Investigate consumer responsibilities, rights, and protections when entering into contracts and
28 engaging in commerce. For example: discrimination laws, credit reporting laws, loan contracts, and
29 online purchases.
30 e. Explain how an individual’s credit history can affect borrowing power.
31 f. Design a spending plan/budget that covers household budget (using gross and net income) that
32 covers addresses financial obligations and integrates saving for future goals and retirement based
33 on your values and goals.
34 g. Describe how to use and manage different types of accounts and payment methods.
35 h. Analyze types of debt and strategies to responsibly limit and manage personal debt (including home
36 loans, student loans, credit cards, and other consumer debt).
37 i. Compare the advantages and disadvantages of various types of credit.
38 j. Summarize the advantages and disadvantages of leasing versus purchasing automobiles, homes, and
39 other large purchases.
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1 Academic Context and Connections
9 Inquiry Questions:
10 1. How does a consumer determine the accuracy and relevancy of consumer information?
11 2. How might changes in the economic cycle and market conditions affect a household spending plan?
12 3. How might changes in lifestyle, income, or life circumstances affect a household spending financial
13 plan?
14 4. When might it make sense to take on debt? When does it not make sense?
15 5. How much will today’s purchase cost tomorrow?
16 6. What resources are available to individuals seeking help with financial hardships?
17 7. How does taking on debt impact your financial future?
18 8. What types of decisions can you make in order to avoid debt?
19 9. How can you increase your credit score without taking on debt?
20 10. What steps can individuals take to increase their savings rate and decrease spending?
142
1 Grade Level Expectation:
2 4. Establish personal investment objectives. Investing: Explore a diversified investment strategy that is
3 compatible with personal financial goals.
5 Evidence Outcomes
6 Students Can:
7 a. Select financial investments that align with financial goals, risk tolerance, and personal and
8 retirement options for different life stages.
9 b. Explore long-range comprehensive financial planning strategies. For example: diversification,
10 automation, and monitoring.
11 c. Determine how financial investments impact income tax obligations.
12 d. Analyze how financial markets react to changes in market conditions, monetary policy, fiscal policy,
13 and information. For example: the business cycle.
14 e. Explain the role of government related to investing regulation, and consumer protection.
15 f. Evaluate different investments. For example: Stocks, bonds, digital assets, physical assets, etc.
16 g. Investigate how investing over time helps meet financial goals and build wealth.
17 h. Investigate methods for saving for short-term, mid-term, and long-term financial goals and
18 retirement. For example: Long-term investments, tax-deferred accounts, pensions, and government
19 retirement benefits.
20 i. Determine how financial investments impact tax obligations.
21 j. Investigate how to buy and sell various assets and investments.
28 Inquiry Questions:
29 1. How does a consumer choose between investment options?
30 2. How might changes in the economic cycle and market conditions affect future earnings on an
31 individual’s investments?
32 3. What are some ways that individuals might rate the security, accuracy, and relevancy of financial
33 information?
34 4. How does investing fit into an individual’s comprehensive financial plan?
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1 4. Financially capable individuals analyze market conditions and make predictions regarding economic
2 trends.
3 5. Financially capable individuals know how to perform time value of money calculations allowing
4 investigation of rate of return, future value of investments, and present value of long-term financial
5 goals.
6 6. Financially capable individuals understand the relationship between variables in a function which
7 allows people to use functions to model relationships in the real world such as the impact of
8 compound interest.
23 Evidence Outcomes
24 Students Can:
25 a. Evaluate strategies for consumers to avoid financial risk, reduce risk, accept risk, or transfer risk to
26 others through insurance.
27 b. Explain the purpose of insurance and how insurance works.
28 c. Analyze the cost of insurance as a method to offset the financial risk of a situation.
29 d. Examine types of individual and external factors that impact insurance costs for individuals. For
30 example, insured profile, number and size of claims, frequency, and costs of natural disasters.
31 e. Outline steps to monitor and safeguard personal financial data and avoid and/or resolve identity
32 theft or fraud issues.
33 f. Explain the role of government related to insurance regulation, fraud protection, and disaster
34 response.
35 g. Explain the types and purpose of insurance products. For example: Automotive, identity theft,
36 health, disability, long-term care, life insurance, renter’s insurance, and property insurance.
37 h. Analyze consumer and financial information for relevance, credibility, and accuracy.
38 i. Investigate consumer responsibilities, rights, and protections when entering into contracts and
39 engaging in commerce. For example: Discrimination laws, credit reporting laws, loan contracts, and
40 online purchases.
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1 Academic Context and Connections
7 Inquiry Questions:
8 1. How are individuals, groups of consumers, and markets impacted by unexpected financial
9 obligations due to property loss or damage, loss of income, health care issues, and fraud?
10 2. What should a consumer consider when choosing insurance for particular situations?
11 3. How will your insurance needs change during your lifetime?
12 4. How does probability relate to obtaining insurance and the cost of insurance?
13 5. How can consumers decrease insurance costs?
14 6. How does insurance fit into an individual’s comprehensive financial plan?
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