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Social Studies - 2020 Colorado Academic Standards
Social Studies - 2020 Colorado Academic Standards
Members
Angela Anderson Lisa Jackson
Social Studies Teacher 7th Grade Social Studies Teacher
Jefferson County Public Schools Delta County School District
NCSS Position Statement, Social Education 80(3), pp 180–182, ©2016 National Council for the Social
Studies
Our contemporary social studies education is comprised of four disciplines: history, geography,
economics and civics. Taken together, these disciplines are essential to understanding the complexity of
the world. They provide the context and understanding of the human experience. They offer the crucial
knowledge needed to create a framework for understanding the systems of society. The social studies
provide cornerstone skills that are vital to opening doors for a more diverse, competitive workforce, and
responsible citizenry. Those skills are critical thinking, self-assessment, reasoning, problem-solving,
collaboration, research, and investigation to make connections in new and innovative ways as students
progress through social studies education. The knowledge and skills provided through social studies are
instrumental to preparing citizens to participate in our democratic society, to understanding the
complexity of the world, and to comprehend the interdependencies that influence the present and
shape the future.
Colorado's social studies standards lay out a blueprint of the essential disciplines necessary to fulfill
Jefferson’s vision. The authors of this document are educators in preschool through twelfth grade,
higher education professors, and community members. The group reviewed and made revisions to the
original set of social studies standards, based on input from multiple resources.
Rigorous and relevant social studies include strategies and activities that engage students with essential
questions and significant ideas as they encourage students to connect their learning to their prior
knowledge and to current issues; to think critically and creatively about what they are learning, and to
apply that learning to authentic situations. In addition, authentic social studies must be meaningful,
integrative, value-based, challenging and active.
Adapted from NCSS Position Statement, Social Education 80(3), pp 180–182, ©2016 National Council for
the Social Studies
1. History
History prepares students to develop critical thinking skills in an effort to explain the human experience
through events of the past. History develops an understanding of perspectives, defines identity and
creates insight into how social, political, and economic factors can change, while building inquiry,
judgment and decision-making skills. History enhances the ability to read varied sources and develop the
skills necessary to analyze, interpret, evaluate, and communicate.
2. Geography
The study of geography creates an informed person with an understanding of spatial perspective and
technologies for spatial analysis; and an awareness of the interdependence of the world regions and
resources, and how places are connected at the local, national, and global scales. Students understand
the complexity and interrelatedness of people, places, and environments. Geography helps students
appreciate the dynamic relationships and complexity of the world.
3. Economics
Economics teaches how society manages its scarce resources, how people make decisions, how people
interact in the domestic and international markets, and how forces and trends affect the economy as a
whole. Personal financial literacy applies the economic way of thinking to help individuals understand
how to manage their own scarce resources using a logical decision-making process of prioritization
based on analysis of the costs and benefits of every choice.
4. Civics
Civics teaches students the complexity of the origins, structure, and functions of governments; the
rights, roles, and responsibilities of citizenship; the importance of law; and the skills necessary to
participate in all levels of government. Civics is a foundational component of the educational experience
and critical to the continued success of our society. A democratic and free society relies on the skills,
knowledge, engagement and virtue of its citizens.
Prepared Graduates:
1. Understand the nature of historical knowledge as a process of inquiry that examines and analyzes how history is viewed, constructed, and
interpreted.
Preschool Learning and Development Expectation:
1. Recognize change and sequence over time.
Prepared Graduates:
3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and
relationships among them.
Preschool Learning and Development Expectation:
1. Develop spatial understanding, perspectives, and connections to the world
Prepared Graduates:
5. Understand the allocation of scarce resources in societies through analysis of individual choice, market interaction, and public policy.
Preschool Learning and Development Expectation:
1. Individuals have many wants and have to make choices.
Prepared Graduates:
6. Apply economic reasoning skills to make informed personal financial decisions (PFL).
Preschool Learning and Development Expectation:
2. Identify money and its purpose (PFL).
Prepared Graduates:
7. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.
Preschool Learning and Development Expectation:
1. Understand one’s relationship to the family and community and respect differences in others.
Prepared Graduates:
8. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.
Preschool Learning and Development Expectation:
2. Rules allow groups to work effectively.
Prepared Graduates:
1. Understand the nature of historical knowledge as a process of inquiry that examines and analyzes how history is viewed, constructed, and
interpreted.
Grade Level Expectation:
1. Ask questions and discuss ideas about the past.
Prepared Graduates:
2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and
societies.
Grade Level Expectation:
2. The sequence of events is important when describing the past.
Prepared Graduates:
3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and
relationships among them.
Grade Level Expectation:
1. Recognize that geographic tools represent places and spaces.
Prepared Graduates:
4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.
Grade Level Expectation:
2. People live in different places around the world.
Prepared Graduates:
5. Understand the allocation of scarce resources in societies through analysis of individual choice, market interaction, and public policy.
Grade Level Expectation:
1. Individuals make choices based on wants.
Prepared Graduates:
6. Apply economic reasoning skills to make informed personal financial decisions (PFL).
Grade Level Expectation:
2. Describe choices people make about how to use the money they earn (PFL).
Prepared Graduates:
7. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.
Grade Level Expectation:
1. Understand that civic participation takes place in multiple groups and in various forms.
Prepared Graduates:
8. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.
Grade Level Expectation:
2. Participate in making fair and reasoned decisions using democratic traditions.
Prepared Graduates:
1. Understand the nature of historical knowledge as a process of inquiry that examines and analyzes how history is viewed, constructed, and
interpreted.
Grade Level Expectation:
1. Ask questions and discuss ideas about patterns and chronological order of events from the past.
Prepared Graduates:
2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and
societies.
Grade Level Expectation:
2. The diverse perspectives and traditions of families from many cultures have shaped the United States.
Prepared Graduates:
3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and
relationships among them.
Grade Level Expectation:
1. Locate places and spaces using geographic tools.
Prepared Graduates:
4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.
Grade Level Expectation:
2. Describe the characteristics of a community and how they are influenced by the environment.
Prepared Graduates:
5. Understand the allocation of scarce resources in societies through analysis of individual choice, market interaction, and public policy.
Grade Level Expectation:
1. Individuals work in different types of jobs to earn an income.
Prepared Graduates:
6. Apply economic reasoning skills to make informed personal financial decisions (PFL).
Grade Level Expectation:
2. Plan how to spend, share, and save money (PFL).
Prepared Graduates:
7. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.
Grade Level Expectation:
1. Effective groups have responsible leaders and team members.
Prepared Graduates:
8. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.
Grade Level Expectation:
2. Notable people, places, holidays, and civic symbols.
Prepared Graduates:
1. Understand the nature of historical knowledge as a process of inquiry that examines and analyzes how history is viewed, constructed, and
interpreted.
Grade Level Expectation:
1. Ask questions and discuss ideas taken from primary and secondary sources.
Prepared Graduates:
2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and
societies.
Grade Level Expectation:
2. People of various cultures influence neighborhoods and communities over time.
Prepared Graduates:
3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and
relationships among them.
Grade Level Expectation:
1. Use geographic terms and tools to describe places and spaces.
Prepared Graduates:
4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.
Grade Level Expectation:
2. People in communities manage, modify, and depend on their environment.
Prepared Graduates:
5. Understand the allocation of scarce resources in societies through analysis of individual choice, market interaction, and public policy.
Grade Level Expectation:
1. Resources are scarce, so individuals may not have access to the goods and services they want.
Prepared Graduates:
6. Apply economic reasoning skills to make informed personal financial decisions (PFL).
Grade Level Expectation:
2. Investigate costs and benefits to make informed financial decisions (PFL).
Prepared Graduates:
7. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.
Grade Level Expectation:
1. Advocate for ideas to improve communities.
Prepared Graduates:
8. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.
Grade Level Expectation:
2. Identify and compare multiple ways that people understand and resolve conflicts and differences.
Prepared Graduates:
1. Understand the nature of historical knowledge as a process of inquiry that examines and analyzes how history is viewed, constructed, and
interpreted.
Grade Level Expectation:
1. Compare primary and secondary sources when explaining the past.
Prepared Graduates:
2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and
societies.
Grade Level Expectation:
2. People in the past influence the development and interaction of different communities or regions.
Evidence Outcomes 3. Historical thinkers use context and information from the past to make
connections and inform decisions in the present. For example: the
Students Can:
development and traditions of various groups in a region affect the
a. Compare past and present situations and events.
economic development, tourist industry, and cultural makeup of a
b. Give examples of people, events, and developments that brought important
community.
changes to a community or region.
4. Historical thinkers construct explanations using reasoning, correct
c. Describe the history, interaction, and contribution of the various peoples
sequence, examples, and details with relevant information and data.
and cultures that have lived in or migrated to a community or region and
5. Historical thinkers explain probable causes and effects of events and
how that migration has influenced change and development.
developments.
Academic Context and Connections Disciplinary, Information, and Media Literacy:
Colorado Essential Skills: 1. Compare and contrast the most important points and key details presented
1. Recognize how members of a community rely on each other and interact to in two texts on the same topic.
influence the development of their communities. (Civic/Interpersonal Skills: 2. Introduce a topic or text, state an opinion, and create an organizational
Collaboration/Teamwork) structure that lists reasons.
3. Provide reasons that support the opinion.
Inquiry Questions: 4. Provide a concluding statement or section.
1. How have different groups of people both lived together and interacted 5. Introduce a topic and group related information together; include
with each other in the past? illustrations when useful to aiding comprehension.
2. What types of questions do people ask to learn about the past? 6. Develop the topic with facts, definitions, and details.
3. How has the region changed and yet remained the same over time? 7. Conduct short research projects that build knowledge about a topic.
Nature and Skills of History: 8. Determine the kinds of sources that will be helpful in answering compelling
1. Historical thinkers ask questions to guide their research into the past. and supporting questions, taking into consideration the different opinions
2. Historical thinkers analyze the interaction, patterns, and contributions of people have about how to answer the questions.
various cultures and groups in the past. 9. Communicate information through the use of technologies.
Prepared Graduates:
3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and
relationships among them.
Grade Level Expectation:
1. Use geographic tools to develop spatial thinking.
Prepared Graduates:
4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.
Grade Level Expectation:
2. The concept of region is developed through an examination of similarities and differences in places and communities.
Prepared Graduates:
5. Understand the allocation of scarce resources in societies through analysis of individual choice, market interaction, and public policy.
Grade Level Expectation:
1. Producers and consumers exchange goods and services in different ways.
Prepared Graduates:
6. Apply economic reasoning skills to make informed personal financial decisions (PFL).
Grade Level Expectation:
2. Create a plan to meet a financial goal (PFL).
Evidence Outcomes 6. Articulate task requirements and identify deadlines when developing a plan
to meet a financial goal. (Professional Skills: Task/Time Management)
Students Can:
a. Give examples of short-term spending and savings goals. Inquiry Questions:
b. Identify jobs that children can do to earn money to reach personal financial 1. What would happen if an individual spent all earnings on entertainment?
goals. 2. Why do individuals give away money?
c. Differentiate the role of income and expenses when creating a budget. 3. Why is personal financial goal setting important?
d. Create a plan with specific steps to reach a short-term financial goal. 4. How does an individual know when a good short-term goal is well-written?
e. Model strategies to achieve a personal financial goal using arithmetic Nature and Skills of Economics:
operations. 1. Financially capable individuals create goals and work toward meeting them.
Academic Context and Connections 2. Financially capable individuals understand the cost and the accountability
associated with borrowing.
Colorado Essential Skills: 3. Financially capable individuals understand that personal financial goal
1. Define the problem (something they want to buy) using a variety of setting is a lifelong activity and short-term goal setting is essential to that
strategies of how to reach their financial goal. (Entrepreneurial Skills: process. For example: saving for a fish aquarium or skateboard.
Critical Thinking/Problem Solving) 4. Financially capable individuals understand that an analysis of various
2. Demonstrate flexibility, imagination, and inventiveness in taking on tasks options and creating short- and long-term goals for borrowing is a lifelong
and activities that will help them reach their financial goal. (Entrepreneurial skill. For example: adults borrow money to buy a car or go on a vacation.
Skills: Risk-Taking)
3. Set goals and develop strategies to remain focused on learning and reaching Disciplinary, Information, and Media Literacy:
their financial goals. (Personal Skills: Perseverance/Resilience) 1. Compare the benefits and costs of individual choices.
4. Recognize how members of a community rely on each other, considering 2. Identify positive and negative incentives that influence the decisions people
personal contributions as applicable, when creating and completing a plan make.
to reach a financial goal. (Civic/Interpersonal Skills: 3. Analyze different texts (including experiments, simulations, video, or
Collaboration/Teamwork) multimedia texts) to compare and contrast competing theories, points of
5. Demonstrate an understanding of cause and effect related to personal view, and arguments in the discipline.
decisions they make regarding reaching a financial goal. (Entrepreneurial
Skills: Inquiry/Analysis)
Prepared Graduates:
7. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.
Grade Level Expectation:
1. Respect the views and rights of others.
Prepared Graduates:
8. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.
Grade Level Expectation:
2. The origins, structures, and functions of local government.
Prepared Graduates:
1. Understand the nature of historical knowledge as a process of inquiry that examines and analyzes how history is viewed, constructed, and
interpreted.
Grade Level Expectation:
1. Analyze primary and secondary sources from multiple points of view to develop an understanding of the history of Colorado.
Prepared Graduates:
2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and
societies.
Grade Level Expectation:
2. The historical eras, individuals, groups, ideas, and themes in Colorado history and their relationship to key events in the United States
within the same historical period.
Prepared Graduates:
3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and
relationships among them.
Grade Level Expectation:
1. Use geographic tools to research and answer questions about Colorado geography.
Prepared Graduates:
4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.
Grade Level Expectation:
2. Connections are developed within and across human and physical systems.
Prepared Graduates:
5. Understand the allocation of scarce resources in societies through analysis of individual choice, market interaction, and public policy.
Grade Level Expectation:
1. People respond to positive and negative incentives.
Prepared Graduates:
6. Apply economic reasoning skills to make informed personal financial decisions (PFL).
Grade Level Expectation:
2. Determine the opportunity cost when making a choice (PFL).
Prepared Graduates:
7. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.
Grade Level Expectation:
1. Identify, investigate, and analyze multiple perspectives on civic issues.
Prepared Graduates:
8. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.
Grade Level Expectation:
2. The origins, structures, and functions of the Colorado government.
Prepared Graduates:
1. Understand the nature of historical knowledge as a process of inquiry that examines and analyzes how history is viewed, constructed, and
interpreted.
Grade Level Expectation:
1. Analyze primary and secondary sources from multiple points of view to develop an understanding of early United States history.
Prepared Graduates:
2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and
societies.
Grade Level Expectation:
2. The historical eras, individuals, groups, ideas, and themes in North America from European colonization through the establishment of the
United States Government.
Prepared Graduates:
3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and
relationships among them.
Grade Level Expectation:
1. Use geographic tools and sources to research and answer questions about United States geography.
Prepared Graduates:
4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.
Grade Level Expectation:
2. Causes and consequences of movement.
Prepared Graduates:
5. Understand the allocation of scarce resources in societies through analysis of individual choice, market interaction, and public policy.
Grade Level Expectation:
1. Trade shaped the development of Early America.
Evidence Outcomes 2. Economic thinkers describe and study the importance of exchange in a
community.
Students Can:
3. Economic thinkers understand the actions of financial institutions in a
a. Identify examples of the productive resources and explain how they are
market economy.
used to produce goods and services. For example: land, labor, and capital.
4. Economic thinkers make decisions about how to use scarce resources to
b. Compare ways in which people and communities exchanged goods and
maximize the well-being of individuals and society.
services. For example: barter and monetary exchange.
5. Economic thinkers voluntarily exchange goods and services when both
c. Identify the goods and services that were traded among different cultures
parties expect to gain as a result of the trade.
and regions.
6. Economic thinkers understand that the principles of markets apply to
d. Describe how patterns of trade evolved within Early America.
markets for goods and services, labor, credit, and foreign exchange.
e. Explain some of the challenges that American colonists faced that would
7. Economic thinkers understand why people specialize and trade, and how
eventually lead them to the creation of commercial banks.
that leads to increased economic interdependence in the world economy.
Academic Context and Connections 8. Economic thinkers gather information from a variety of sources and
evaluate the relevance of that information when constructing opinions,
Colorado Essential Skills: explanation, or arguments.
1. Investigate to form hypotheses, make observations and draw conclusions
about the development of the systems of exchange in the United States. Disciplinary, Information, and Media Literacy:
(Entrepreneurial Skills: Inquiry/Analysis). 1. Determine the kinds of sources that will be helpful in answering compelling
2. Recognize how members of a community rely on each other through trade and supporting questions, taking into consideration the different opinions
and exchange. (Civic/Interpersonal Skills: Collaboration/Teamwork) people have about how to answer the questions.
2. Integrate information from several texts on the same topic in order to write
Inquiry Questions: or speak about the subject knowledgeably.
1. How did different cultures or communities in Early America interact with 3. Draw evidence from literary or informational texts to support analysis,
each other? reflection, and research.
2. Why do people trade? 4. Identify cause and effect, and fact versus opinion.
3. Why do most modern societies choose to use money? 5. Conduct research by locating, gathering, and organizing information using
4. How are financial institutions important to society? online and print resources.
Nature and Skills of Economics: 6. Explain content through the use of maps, graphs, charts, diagrams.
1. Economic thinkers analyze trade and the use of money. 7. Use content specific technology tools to support learning.
Prepared Graduates:
6. Apply economic reasoning skills to make informed personal financial decisions (PFL).
Grade Level Expectation:
2. Examine how individuals use financial institutions to manage personal finances (PFL).
Prepared Graduates:
7. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.
Grade Level Expectation:
1. Construct an understanding of the foundations of citizenship in the United States.
Prepared Graduates:
8. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.
Grade Level Expectation:
2. The origins, structures, and functions of the United States government.
Prepared Graduates:
1. Understand the nature of historical knowledge as a process of inquiry that examines and analyzes how history is viewed, constructed, and
interpreted.
Grade Level Expectation:
1. Analyze and interpret primary and secondary sources to ask and research historical questions about the Western Hemisphere.
Prepared Graduates:
2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and
societies.
Grade Level Expectation:
2. The historical eras, individuals, groups, ideas, and themes within regions of the Western Hemisphere and their relationships with one
another.
Prepared Graduates:
3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and
relationships among them.
Grade Level Expectation:
1. Use geographic tools and resources to research and make geographic inferences and predictions about the Western Hemisphere.
Prepared Graduates:
4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.
Grade Level Expectation:
2. Regional differences and perspectives in the Western Hemisphere impact human and environmental interactions.
Prepared Graduates:
5. Understand the allocation of scarce resources in societies through analysis of individual choice, market interaction, and public policy.
Grade Level Expectation:
1. Investigate how societies create different economic systems in the Western Hemisphere.
Prepared Graduates:
6. Apply economic reasoning skills to make informed personal financial decisions (PFL).
Grade Level Expectation:
2. Investigate the role of consumers within the Western Hemisphere (PFL).
Prepared Graduates:
7. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.
Grade Level Expectation:
1. Analyze the relationships of different nations in the Western Hemisphere.
Prepared Graduates:
8. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.
Grade Level Expectation:
2. Systems of government in the Western Hemisphere.
Prepared Graduates:
1. Understand the nature of historical knowledge as a process of inquiry that examines and analyzes how history is viewed, constructed, and
interpreted.
Grade Level Expectation:
1. Use a variety of primary and secondary sources from multiple perspectives to formulate an appropriate thesis supported by evidence.
Prepared Graduates:
2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and
societies.
Grade Level Expectation:
2. The historical context of significant current events, individuals, groups, ideas, and themes within regions of the Eastern Hemisphere and
their relationships with one another.
Prepared Graduates:
3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and
relationships among them.
Grade Level Expectation:
1. Use geographic tools and resources to research topics in the Eastern Hemisphere to make geographic inferences and predictions.
Prepared Graduates:
4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.
Grade Level Expectation:
2. Regional differences and perspectives in the Eastern Hemisphere impact human and environmental interactions.
Prepared Graduates:
5. Understand the allocation of scarce resources in societies through analysis of individual choice, market interaction, and public policy.
Grade Level Expectation:
1. Describe how economic systems in the Eastern Hemisphere address the problem of scarcity.
Prepared Graduates:
6. Apply economic reasoning skills to make informed personal financial decisions (PFL).
Grade Level Expectation:
2. Investigate the role of consumers within the Eastern Hemisphere (PFL).
Prepared Graduates:
7. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.
Grade Level Expectation:
1. Analyze the civic similarities and differences within governmental systems in the Eastern Hemisphere.
Prepared Graduates:
8. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.
Grade Level Expectation:
2. Nations in various regions of the Eastern Hemisphere interact with international organizations, govern, organize, and impact their
societies in different ways.
Prepared Graduates:
1. Understand the nature of historical knowledge as a process of inquiry that examines and analyzes how history is viewed, constructed, and
interpreted.
Grade Level Expectation:
1. Investigate and evaluate primary and secondary sources about United States history from the American Revolution through
Reconstruction to formulate and defend a point of view with textual evidence.
Prepared Graduates:
2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and
societies.
Grade Level Expectation:
2. The historical eras, individuals, groups, ideas and themes from the origins of the American Revolution through Reconstruction.
Prepared Graduates:
3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and
relationships among them.
Grade Level Expectation:
1. Use geographic tools to research and analyze patterns in human and physical systems in the United States.
Prepared Graduates:
4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.
Grade Level Expectation:
2. Competition for control of space and resources in early American History.
Prepared Graduates:
4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.
Grade Level Expectation:
1. Economic freedom, including free trade was important for economic growth in early American History.
Evidence Outcomes 3. What are the benefits and challenges of trade at the international, national,
state, local, and individual levels?
Students Can:
4. How does where and how you purchase products affect the social,
a. Give examples of international and regional differences in resources,
economic, and environmental conditions?
productivity, and costs that provide a basis for trade.
5. What impact upon productivity results from taxation?
b. Describe the factors that lead to a nation or a region having a comparative
6. What concerns do citizens have with taxation?
and absolute advantage in trade.
c. Explain effects of domestic policies on international trade. Nature and Skills of Economics:
d. Explain why nations sometimes restrict trade by using quotas, tariffs, and 1. Economic thinkers choose wisely to get the most from limited resources.
nontariff barriers. They understand that trade and collaboration within a market economy is
important to business and individual success.
Academic Context and Connections 2. Economic thinkers understand that economic actions have indirect as well
Colorado Essential Skills: as direct effects and it is important to analyze positive and negative impacts
1. Make predictions and design data/information collection and analysis of trade agreements as critical to a nation’s success.
strategies concerning economic policy through evaluation of historical 3. Economic thinkers understand that technological advances aid businesses in
events. (Entrepreneurial Skills: Inquiry/Analysis) operating efficiently.
2. Apply knowledge and skills as an economist and citizen to implement 4. Economic thinkers analyze the components of economic growth in market
sophisticated, appropriate, and workable solutions to address complex economies because economic theories can be used to predict
global problems using interdisciplinary perspectives independently or with consequences.
others in order to inform public policy. (Civic/Interpersonal Skills: Disciplinary, Information, and Media Literacy:
Global/Cultural Awareness). 1. Gather information by taking notes, making outlines, and creating graphic
3. Educate and inspire others using sound economic understandings to organizers.
evaluate economic policy and inform economic decisions based upon 2. Read texts by using reading strategies (i.e., prior knowledge, key vocabulary
consideration of past experiences. (Professional Skills: Leadership) words, context clues, main ideas, supporting details, and text features:
Inquiry Questions: pictures, maps, text boxes).
1. How do societies benefit from trade and exchange? 3. Formulate appropriate research questions.
2. Why is it important for nations to control trade and exchange? 4. Draw evidence from informational texts to support analysis reflections, and
research.
Prepared Graduates:
6. Apply economic reasoning skills to make informed personal financial decisions (PFL).
Grade Level Expectation:
2. Examine the role of consumer decisions and taxes within the market economies of early American History (PFL).
Prepared Graduates:
7. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.
Grade Level Expectation:
1. Construct an understanding of the changing definition of citizenship and the expansion of rights of citizens in the United States.
Prepared Graduates:
8. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.
Grade Level Expectation:
2. The purpose and place of rule of law in a constitutional system.
Prepared Graduates:
1. Understand the nature of historical knowledge as a process of inquiry that examines and analyzes how history is viewed, constructed, and
interpreted.
Grade Level Expectation:
1. Use the historical method of inquiry to formulate compelling questions, evaluate primary and secondary sources, analyze and interpret
data, and argue for an interpretation defended by textual evidence.
Prepared Graduates:
2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and
societies.
Grade Level Expectation:
2. Key concepts of continuity and change, cause and effect, complexity, unity and diversity, and significant ideas in the United States from
Reconstruction to the present.
Evidence Outcomes h. Analyze ideas critical to the understanding of American history. For
example: populism, progressivism, isolationism, imperialism, anti-
Students Can:
communism, environmentalism, liberalism, fundamentalism, and
a. Analyze continuity and change in eras over the course of United States
conservatism.
history.
i. Describe and analyze the historical development and impact of the arts and
b. Investigate causes and effects of significant events throughout United
literature on the culture of the United States. For example: the writings of
States history. For example: world and regional conflicts, urbanization and
the Muckrakers, political cartoons, the Harlem Renaissance, and protest
suburbanization, economic cycles, and popular and countercultures.
songs and poems.
c. Analyze the complexity of events throughout United States history. For
example: the Civil Rights Movement, migration, immigration and Academic Context and Connections
displacement, mass media, landmark Supreme Court cases, and the war on
Colorado Essential Skills:
terror.
1. Make predictions and design data/information collection and analysis
d. Examine and evaluate issues of unity and diversity from Reconstruction to
strategies to test historical hypotheses. (Entrepreneurial Skills:
present. For example: the systemic impact of racism and nativism, role of
Inquiry/Analysis)
patriotism, expansion of rights, and the role of religion.
2. Apply knowledge and skills to implement sophisticated, appropriate, and
e. Investigate the historical development and impact of major scientific and
workable solutions to address complex national problems using
technological innovations in the Industrial Age, the Space Age, and the
interdisciplinary perspectives independently or with others.
Digital Age. For example: Ford’s assembly line, NASA, personal computing.
(Civics/Interpersonal Skills: Global/Cultural Awareness)
f. Evaluate the historical development and impact of political thought, theory
and actions. For example: the development of political parties, suffrage, Inquiry Questions:
reform, activist groups, and social movements. 1. How does society decide what is important in United States history?
g. Analyze the origins of fundamental political debates and how opposing 2. What ideas have united the American people over time?
perspectives, compromise, and cooperation have shaped national unity and 3. How does diversity affect the concept of change over time? Is change over
diversity. For example: suffrage, human and civil rights, and the role of time a matter of perspective?
government. 4. What if the belief “all men are created equal” had not been written in the
United States Declaration of Independence?
Prepared Graduates:
2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and
societies.
Grade Level Expectation:
3. Key concepts of continuity and change, cause and effect, complexity, unity and diversity, and significant ideas throughout the world from
the Renaissance to the present.
Evidence Outcomes Digital Age. For example: the British factory system, Sputnik, and the
miniaturization of technology.
Students Can:
g. Describe and analyze the historical development and impact of the arts and
a. Evaluate continuity and change over the course of world history. For
literature on the cultures of the world. For example: the Renaissance,
example: social and political movements related to nationality, ethnicity,
Modernism, propaganda, and the use of art and literature as forms of
and gender; revolutions; the World Wars, the Holocaust, the Cold War; and
resistance.
independence movements/decolonization.
b. Investigate causes and effects of significant events throughout world Academic Context and Connections
history. For example: the Renaissance; the Protestant Reformation; the
Colorado Essential Skills:
Industrial Revolution; the French, Russian, and Chinese Revolutions; the
1. Make predictions and design data/information collection and analysis
World Wars; genocides; and the Arab Spring movement.
strategies to test historical hypotheses. (Entrepreneurial Skills:
c. Analyze the complexity of events throughout world history. For example:
Inquiry/Analysis)
religious rifts such as the Protestant Reformation and the Shiite/Sunni split
2. Apply knowledge and skills to implement sophisticated, appropriate, and
in Islam; independence movements in Africa, the Americas, and Asia; and
workable solutions to address complex global problems using
globalization and the rise of modern terrorist organizations.
interdisciplinary perspectives independently or with others. (Civic
d. Examine and evaluate issues of unity and diversity throughout world
Interpersonal: Global/Cultural Awareness)
history. For example: migration and immigration, nationalist movements,
revolutions, colonialism, world conferences/international agreements,
human rights issues, and the resulting changes in political geography.
e. Discuss the historical development and contemporary impact of
philosophical movements and major world religions. For example: the
Enlightenment, the development and expansion of Buddhism, Christianity,
Hinduism, Islam, Judaism, Sikhism, and Taoism.
f. Investigate the historical development and impact of major scientific and
technological innovations in the Industrial Age, the Space Age, and the
Prepared Graduates:
3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and
relationships among them.
Grade Level Expectation:
1. Use geographic tools and resources to analyze Earth’s human systems and physical features to investigate and address geographic issues.
Prepared Graduates:
4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.
Grade Level Expectation:
2. Geographic variables influence interactions of people, places, and environments.
Prepared Graduates:
4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.
Grade Level Expectation:
3. The interconnected nature of the world, its people and places.
Prepared Graduates:
5. Understand the allocation of scarce resources in societies through analysis of individual choice, market interaction, and public policy.
Grade Level Expectation:
1. Productive resources (natural, human, capital) are scarce; therefore, choices are made about how individuals, businesses, governments,
and nonprofits allocate these resources.
Evidence Outcomes 5. How are incentives influenced by values? For example: ethics, religious
beliefs, cultural values.
Students Can:
a. Explain the economic way of thinking: the condition of scarcity requires Nature and Skills of Economics:
choice and choice has a cost (opportunity cost). 1. Economic thinkers realize that, due to scarcity, we must make choices
b. Analyze how positive and negative incentives influence the choices made by which involve the prioritization of alternatives.
individuals, households, businesses, government and nonprofits. 2. Economic thinkers assume that every choice, whether by governments,
c. Explain how effective decision-making requires comparing the additional businesses, nonprofits or individuals, has an opportunity cost.
(marginal) costs of alternatives with the additional (marginal) benefits. 3. Economic thinkers understand that, using the economic way of thinking,
individuals analyze how the benefit of using productive resources for a
Academic Context and Connections particular purpose compares with the opportunity cost of this resource use.
Colorado Essential Skills: 4. Economic thinkers apply the economic way of thinking we assume that
1. Apply knowledge and skills to analyze how individuals, businesses, people make particular choices because they are responding to the
governments, and nonprofits deal with the challenges of scarcity. underlying incentives.
(Civic/Interpersonal Skills: Global/Cultural Awareness) 5. Economic thinkers realize that the proper analysis to use in decision-making
2. Identify the incentives that influence individuals, businesses, government, is the marginal benefit and the marginal cost.
and nonprofits and draw conclusions based on cost-benefit analysis. Disciplinary, Information, and Media Literacy:
(Entrepreneurial Skills: Inquiry/Analysis) 1. Read for a specific purpose (i.e., detect cause-and- effect relationships,
Inquiry Questions: compare and contrast information, identify fact vs. opinion, and author
1. How does the condition of scarcity affect our decision-making, whether bias).
individually or collectively? 2. Process or synthesize information through writing using note taking,
2. How might policy makers incentivize responsible personal financial behavior graphic organizers, summaries, proper sequencing of events, and/or
among its citizens? formatting thesis statements that examine why as well as how.
3. How might policy makers incentivize potential entrepreneurs to address 3. Create, interpret, and analyze graphs, charts, and diagrams.
issues of scarcity through innovation and creativity? 4. Process and effectively communicate and present information orally, in
4. How is marginal thinking used to make decisions? writing, and through development of websites, multimedia presentations
and other forms of technology.
Prepared Graduates:
5. Understand the allocation of scarce resources in societies through analysis of individual choice, market interaction, and public policy.
Grade Level Expectation:
2. Economic systems, market structures, competition, and government policies affect market outcomes.
Prepared Graduates:
5. Understand the allocation of scarce resources in societies through analysis of individual choice, market interaction, and public policy.
Grade Level Expectation:
3. The business cycle affects the macroeconomy, and government policies can be used in an attempt to stabilize the economy.
Prepared Graduates:
5. Understand the allocation of scarce resources in societies through analysis of individual choice, market interaction, and public policy.
Grade Level Expectation:
4. Globalization and international trade affect the allocation of goods, services, and resources.
Prepared Graduates:
6. Apply economic reasoning skills to make informed personal financial decisions (PFL).
Grade Level Expectation:
5. Determine factors that impact an individual’s earning capability (PFL).
Prepared Graduates:
6. Apply economic reasoning skills to make informed personal financial decisions (PFL).
Grade Level Expectation:
6. Establish personal investment objectives (PFL).
Prepared Graduates:
6. Apply economic reasoning skills to make informed personal financial decisions (PFL).
Grade Level Expectation:
7. Apply consumer skills to spending, saving, and borrowing decisions (PFL).
Prepared Graduates:
6. Apply economic reasoning skills to make informed personal financial decisions (PFL).
Grade Level Expectation:
8. Choose risk management strategies for protection from the financial risk of lost income, lost or damaged property, health issues, or
identity fraud (PFL).
Evidence Outcomes 2. What should a consumer consider when choosing insurance for particular
situations?
Students Can:
3. How will your insurance needs change during your lifetime?
a. Evaluate strategies for consumers to avoid financial risk, reduce risk, accept
4. How does probability relate to obtaining insurance and the cost of
risk, or transfer risk to others through insurance.
insurance?
b. Explain the purpose of insurance and how insurance works. For example
5. How can consumers decrease insurance costs?
property insurance, health insurance, and disability insurance.
6. How does insurance fit into an individual’s comprehensive financial plan?
c. Analyze the cost of insurance as a method to offset the financial risk of a
situation. Nature and Skills of Economics:
d. Examine types of individual and external factors that impact insurance costs 1. Financially capable individuals mitigate the financial risks associated with
for individuals. For example, insured profile, number and size of claims, everyday life through planning for the unexpected, saving for emergencies,
frequency and costs of natural disasters. and acquiring insurance.
e. Outline steps to monitor and safeguard personal financial data and resolve 2. Financially capable individuals consider insurance as a part of a lifetime
identity theft or fraud issues. comprehensive financial plan.
f. Explain the role of government related to insurance regulation, fraud 3. Financially capable individuals demonstrate effective financial decision-
protection, and disaster response. making by comparing the additional costs of alternatives with the additional
benefits.
Academic Context and Connections 4. Financially capable individuals understand that probability allows informed
Colorado Essential Skills: decision-making, such as whether the cost of insurance is less than the
1. Interpret information and draw conclusions based on the best analysis. expected cost of illness, when the deductible on car insurance is optimal, or
(Entrepreneurial Skills: Critical Thinking/Problem Solving) whether an extended warranty justifies the cost.
2. Develop, plan, and organize self-behavior. (Personal Skills: Personal Disciplinary, Information, and Media Literacy:
Responsibility) 1. Read and comprehend complex informational texts (e.g., insurance
Inquiry Questions: policies).
1. How are individuals, groups of consumers, and markets impacted by 2. Analyze how incentives influence choices that may result in policies with a
unexpected financial obligations due to property loss or damage, loss of range of costs and benefits for different groups.
income, health care issues, and fraud?
Prepared Graduates:
7. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.
Grade Level Expectation:
1. Research and formulate positions on local, state, and national issues or policies to participate in a civil society.
Prepared Graduates:
8. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.
Grade Level Expectation:
2. Purposes, roles and limitations of the structures and functions of government.
Prepared Graduates:
7. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.
Grade Level Expectation:
3. Evaluate the impact of the political institutions that link the people to the government.