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Proposed for SBE Adoption – 2018-08-21 – Page 1

Social Studies Standards Review and Revision Committee


Chairpersons
Chris Elnicki Andy Roob, Ph.D.
Instructional Facilitator with Specialization in Instructional Coach – Social Studies and Science
Social Studies Brighton School District 27j
Cherry Creek School District

Members
Angela Anderson Lisa Jackson
Social Studies Teacher 7th Grade Social Studies Teacher
Jefferson County Public Schools Delta County School District

Charlee Archuleta Marc Johnson


6th Grade Math/Social Studies Teacher Education Program Director
Colorado Springs School District 11 Economic Literacy Colorado

Andrew Bristol Kelly Jones-Wagy


Middle School Coordinator of Curriculum, High School Social Studies Teacher
Instruction, and Assessment Cherry Creek School District
Harrison School District 2
Charles Kastens
Carla Cariño 4th Grade Teacher
High School Social Studies Teacher Cherry Creek School District
Denver Public Schools
Kurt Knierim
William W. Daniel High School Social Studies Teacher
High School Social Studies Teacher Poudre School District
Littleton Public Schools
Tim Kubik, Ph.D.
Kim Davis Principal Consultant
Content Facilitator, Social Studies K-12 Project ARC, LLC
Mesa County Valley School District 51
Jill Martinez
David L. Hazlett Department Head/Social Studies Teacher
Social Studies Teacher/Department Head Del Norte School District
Fountain-Fort Carson High School, Fountain-
Fountain-Fort Carson School District 8 Nicole Morgan
8th Grade Social Studies Teacher
Della Hoffman Cherry Creek School District
6th Grade Newcomer Teacher
Denver Public Schools Jessica L. Pault-Atiase
Assistant City Attorney – Water & Utilities
Sarah Hurd City of Boulder
Social Studies Content Specialist—Secondary
Jefferson County Public Schools Michelle Pearson
Middle School Teacher
Adams 12 Five Star Schools
Jenny Pettit

2020 Colorado Academic Standards Page 2


Social Studies Coordinator Susan Sharkey
St. Vrain Valley School District Director
National Endowment for Financial Education
Rose Rothmier
Retired Teacher James Wilson
High School Social Studies Teacher/Department
Corey Sell, Ph.D. Chair/Instructional Coach
Assistant Professor of Elementary Education & Morgan County School District Re-3
Literacy
Metropolitan State University of Denver Alyssa Wooten
K-12 Program Implementation Manager
Kirk R. Salmela, Ph.D. EverFi
Retired MS/HS Principal, Social Studies
Specialist Peter R. Wright
Social Studies Team Lead and High School
Ryanne Van Sciver Teacher
K-5 Social Studies Coordinator Denver Public Schools
Adams 12 Five Star Schools

2020 Colorado Academic Standards Page 3


State Board of Education and Colorado Department of Education
Colorado State Board of Education CDE Standards and Instructional
Support Office
Angelika Schroeder (D, Chair)
2nd Congressional District Karol Gates
Boulder Director

Joyce Rankin (R, Vice Chair) Carla Aguilar, Ph.D.


3rd Congressional District Music Content Specialist
Carbondale
Ariana Antonio
Steve Durham (R) Standards Project Manager
5th Congressional District
Colorado Springs Joanna Bruno, Ph.D.
Science Content Specialist
Valentina (Val) Flores (D)
1st Congressional District Lourdes (Lulu) Buck
Denver World Languages Content Specialist

Jane Goff (D) Donna Goodwin, Ph.D.


7th Congressional District Visual Arts Content Specialist
Arvada
Stephanie Hartman, Ph.D.
Rebecca McClellan (D) Social Studies Content Specialist
6th Congressional District
Centennial Judi Hofmeister
Dance Content Specialist
Debora Scheffel (R) Drama and Theatre Arts Content Specialist
4th Congressional District
Parker Jamie Hurley, Ph.D.
Comprehensive Health Content Specialist
Colorado Department of Education Physical Education Content Specialist

Katy Anthes, Ph.D. Raymond Johnson


Commissioner of Education Mathematics Content Specialist
Secretary to the Board of Education
Christine Liebe
Melissa Colsman, Ph.D. Computer Science Content Specialist
Associate Commissioner of Education
Student Learning Division Vince Puzick
Reading, Writing, and Communicating Content
Floyd Cobb, Ph.D. Specialist
Executive Director
Teaching and Learning Unit

2020 Colorado Academic Standards Page 4


Purpose of Social Studies
Thomas Jefferson and other founders of the republic emphasized that the vitality of a democracy
depends upon the education and participation of its citizens. The need for an informed citizenry was the
very impetus for the creation of free public education in the United States. If the nation is to develop
fully the readiness of its citizenry to carry forward its democratic traditions, it must support progress
toward attainment of the vision of powerful social studies teaching and learning.

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

2020 Colorado Academic Standards Page 5


Prepared Graduates in Social Studies
1. Understand the nature of historical knowledge as a process of inquiry that examines and analyzes
how history is viewed, constructed, and interpreted.
2. Analyze historical time periods and patterns of continuity and change, through multiple
perspectives, within and among cultures and societies.
3. Apply geographic representations and perspectives to analyze human movement, spatial patterns,
systems, and the connections and relationships among them.
4. Examine the characteristics of places and regions, and the changing nature among geographic and
human interactions.
5. Understand the allocation of scarce resources in societies through analysis of individual choice,
market interaction, and public policy.
6. Apply economic reasoning skills to make informed personal financial decisions (PFL).
7. Express an understanding of how civic participation affects policy by applying the rights and
responsibilities of a citizen.
8. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and
the global society.

2020 Colorado Academic Standards Page 6


Standards in Social Studies
The Colorado Academic Standards in social studies are organized by content area. The four standards of
social studies are:

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.

2020 Colorado Academic Standards Page 7


SOCIAL STUDIES
Preschool, Standard 1. History

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.

Indicators of Progress Examples of High-Quality Teaching and Learning


By the end of the preschool experience (approximately 60 months/5 Experiences
years old), students may: Supportive Teaching Practices/Adults May:
a. Differentiate between past, present, and future. 1. Ask children to recall events from earlier in the day or from the day before.
b. Recognize family or personal events that happened in the past. 2. Provide scaffolding to assist children’s recall of prior learning and events.
c. Understand that how people live and what they do changes over time. 3. Ask children to identify their plan for center time.
4. Provide opportunities for children to plan for upcoming transitions, events,
and activities.
Examples of Learning/Children May:
1. Tell stories of past events.
2. Select examples from pictures that illustrate past, present, and future.
3. Describe how they have grown.
4. Participate in creating a class memory book.
5. Track the height of the classroom plant. Progress photos and
measurements are recorded on calendar.

Preschool, Standard 1. History 2020 Colorado Academic Standards SS.P.1.1


SOCIAL STUDIES
Preschool, Standard 2. Geography

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

Indicators of Progress Examples of High-Quality Teaching and Learning


By the end of the preschool experience (approximately 60 months/5 Experiences
years old), students may: Supportive Teaching Practices/Adults May:
a. Identify aspects of the environment, such as roads, buildings, trees, 1. Involve children in firsthand experiences in their community. For example:
gardens, bodies of water, and land formations. exploration of the school, neighborhood, and city.
b. Develop an awareness of the school, neighborhood, and community. 2. Furnish learning centers with literature, activities, and materials for play
based on children’s experiences with their community. For example: visit
the school office and then create a classroom office.
3. Involve children in discussions about the homes they live in and the
different types of homes and buildings in the community. For example:
taking neighborhood walks.
4. Have children interpret simple maps of the classroom, playground and
neighborhood.
5. Provide materials, literature, and activities that explore different types of
homes and aspects of the children’s surrounding environment. For
example: apartments, single-family homes, motels, modular homes, trees,
rivers, mountains, and buildings.
6. Display pictures of familiar community buildings and landmarks in block,
writing, or other centers.
Examples of Learning/Children May:
1. Build with blocks or draw various environments.
2. Take pictures of familiar building locations to place on a map of the school.
The children glue the pictures on the map while the adult labels the
location.
3. Identify and discuss the things they see, such as trees, fountains, streets,
etc.

Preschool, Standard 2. Geography 2020 Colorado Academic Standards SS.P.2.1


SOCIAL STUDIES
Preschool, Standard 3. Economics

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.

Indicators of Progress Examples of High-Quality Teaching and Learning


By the end of the preschool experience (approximately 60 months/5 Experiences
years old), students may: Supportive Teaching Practices/Adults May:
a. Identify choices that individuals can make. 1. Provide opportunities for children to participate in classroom jobs.
b. Explain how individuals earn money and use it to make choices among their 2. Create situations in which children exchange money in a play situation.
various wants.
Examples of Learning/Children May:
1. Engage in dramatic play, playing various job roles and pretending to
perform the work associated with the chosen job.
2. Use pretend money while engaging in dramatic play activities.
3. Pretend to have jobs and be paid for their work.
4. Exchange money for goods through play.

Preschool, Standard 3. Economics 2020 Colorado Academic Standards SS.P.3.1


SOCIAL STUDIES
Preschool, Standard 3. Economics

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).

Indicators of Progress Examples of High-Quality Teaching and Learning


By the end of the preschool experience (approximately 60 months/5 Experiences
years old), students may: Supportive Teaching Practices/Adults May:
a. Recognize coins and currency as money. 1. Provide materials and opportunities for children to dramatize interactions
b. Identify how money is used. with currency exchange.
c. Discuss why we need money. 2. Read stories related to currency.
d. Sort coins by physical attributes such as color or size. 3. Set up dramatic play opportunities that involve the use of pretend money.
For example: bank, grocery store, or restaurant.
4. Use names of coins and currency when talking about money.
Examples of Learning/Children May:
1. Identify that money is used to buy things.
2. Explain that money can be saved.
3. Use pretend money while engaging in dramatic play activities.
4. Practice exchanging play money for goods.

Preschool, Standard 3. Economics 2020 Colorado Academic Standards SS.P.3.2


SOCIAL STUDIES
Preschool, Standard 4. Civics

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.

Indicators of Progress Examples of High-Quality Teaching and Learning


By the end of the preschool experience (approximately 60 months/5 Experiences
years old), students may: Supportive Teaching Practices/Adults May:
a. Recognize membership in family, neighborhood, school, team, and various 1. Through books, class visitors, and field trips, extend children’s knowledge of
other groups and organizations. what people do in the community.
b. Understand similarities and respect differences among people within their 2. Engage in one-on-one and small group conversations about similarities and
classroom and community. differences among individuals. For example: hair, eyes, skin tone, talents,
interests, and food preferences.
3. Provide books, classroom materials, photos, props, music, etc., that support
diversity with respect to race, culture, ethnicity, age, ability, and non-
stereotyping roles.
4. Encourage children to appreciate individual differences by providing diverse
materials, literature and activities. For example: mirrors, height charts, and
multicultural paints.
5. Provide opportunities for children to engage in community building,
through large-group discussions with problem solving, and cooperative
activities such as murals and pair-painting.
Examples of Learning/Children May:
1. Ask each other for help when needing support with a task.
2. Recognize membership in family, neighborhood, school, team and various
other groups and organizations.
3. Identify examples of times when people can play different roles and bring
unique talents to a variety of groups.
4. Have assigned jobs and contribute to the upkeep of the learning classroom.
5. Share problems and celebrations during large-group time. They come up
with solutions to the problems in the classroom.

Preschool, Standard 4. Civics 2020 Colorado Academic Standards SS.P.4.1


SOCIAL STUDIES
Preschool, Standard 4. Civics

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.

Indicators of Progress Examples of High-Quality Teaching and Learning


By the end of the preschool experience (approximately 60 months/5 Experiences
years old), students may: Supportive Teaching Practices/Adults May:
a. Understand the reasons for rules in the home and classroom and for laws in 1. Discuss rules with children.
the community. 2. Explain the purpose of rules such as safety and respect.
b. Show interest in interacting with and developing relationships with others. 3. Begin to introduce games that have rules.
c. Recognize that everyone has rights and responsibilities within a group. 4. Read both fiction and nonfiction books that support following rules. Create
d. Demonstrate self-regulated behaviors and fairness in resolving conflicts. a class rules chart.
5. Engage children in class meetings and decision-making.
6. Give children classroom jobs and responsibilities.
7. Provide activities that require cooperative play.
Examples of Learning/Children May:
1. Participate in the development of classroom rules.
2. Describe classroom rules.
3. Work cooperatively with other children to achieve an outcome.
4. Participate in group decision-making.
5. Notice the classroom rules and support others in remembering the rules.
6. Allow children to develop a few simple classroom rules.

Preschool, Standard 4. Civics 2020 Colorado Academic Standards SS.P.4.2


SOCIAL STUDIES
Kindergarten, Standard 1. History

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.

Evidence Outcomes Academic Context and Connections


Students Can: Colorado Essential Skills:
a. Ask questions about the past using question starters. For example: What 1. Recognize and describe cause-and-effect relationships about the past.
did? Where did? When did? Which did? Who did? Why did? How did? (Civic/Interpersonal Skills: Character)
b. Identify information from primary and/or secondary sources that answers 2. Demonstrate curiosity about the past. (Entrepreneurial Skills:
questions about the past and adds to collective memory. Creativity/Innovation)
c. Use correctly the word “because” in the context of personal experience or
Inquiry Questions:
stories of the past.
1. What is history?
2. What do primary sources tell me about the past?
3. How are lives of people from the past similar and different from our lives
today?
Nature and Skills of History:
1. Historical thinkers ask and answer questions to guide investigations of
people, places, and events in the past.
2. Historical thinkers ask and answer questions about the past.
3. Historical thinkers determine the kinds of sources that will be helpful in
answering questions about the past.
4. Historical thinkers communicate conclusions using print, oral, and/or digital
technologies to share their ideas about the past with others.
Disciplinary, Information, and Media Literacy:
1. Generate questions and/or answers when presented with historical
sources.
2. Interpret what is read through illustrations.
3. Listen to stories to gain information on a main idea.
4. Gather information and present orally.

Kindergarten, Standard 1. History 2020 Colorado Academic Standards SS.K.1.1


SOCIAL STUDIES
Kindergarten, Standard 1. 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 sequence of events is important when describing the past.

Evidence Outcomes Academic Context and Connections


Students Can: Colorado Essential Skills:
a. Explore differences and similarities in the lives of children and families of 1. Recognize and describe patterns in the sequence of events from the past.
long ago and today. (Entrepreneurial Skills: Inquiry/Analysis)
b. Sequence information using words. For example: present, future, days,
Inquiry Questions:
weeks, months, years, first, next, last, before, and after.
1. Why is it important to know the order of events?
c. Explain why knowing the order of events is important.
2. How is your life and/or family different from other children and families?
3. What happened yesterday and today, and what might happen tomorrow?
4. How have you grown and changed over time?
Nature and Skills of History:
1. Historians arrange events in the order of their occurrence.
2. Historians examine change and/or continuity over a period of time.
Disciplinary, Information, and Media Literacy:
1. Apply disciplinary concepts of change and continuity to the study of the
past.
2. Gather information and present orally.

Kindergarten, Standard 1. History 2020 Colorado Academic Standards SS.K.1.2


SOCIAL STUDIES
Kindergarten, Standard 2. Geography

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.

Evidence Outcomes Academic Context and Connections


Students Can: Colorado Essential Skills:
a. Distinguish between a map and a globe as ways to show places people live. 1. Find information through the use of geographic technologies.
b. Use geographic tools to describe places. For example: globes, maps, and
Inquiry Questions:
GPS.
1. What information can a map tell me about the places and spaces people
live?
2. What information can a globe tell me about the places and spaces people
live?
Nature and Skills of Geography:
1. Spatial thinkers distinguish between a map and globe to show places people
live.
Disciplinary, Information, and Media Literacy:
1. Use developmentally appropriate technology resources to present learning.
2. Identify vocabulary through illustrations.
3. Interpret what is read through illustrations.
4. Generate questions and/or answers when presented with geographic tools.

Kindergarten, Standard 2. Geography 2020 Colorado Academic Standards SS.K.2.1


SOCIAL STUDIES
Kindergarten, Standard 2. Geography

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.

Evidence Outcomes Academic Context and Connections


Students Can: Colorado Essential Skills:
a. Compare and contrast how people live in different settings around the 1. Compare attitudes and beliefs as an individual to others.
world. 2. Recognize and describe cause-and-effect relationships between people and
b. Give examples of food, clothing, shelter, and how they change in different their surroundings.
environments.
Inquiry Questions:
1. What would it be like to live in another city, state, or country?
2. Why do people belong to different groups?
3. What makes a place special to the people who live there?
Nature and Skills of Geography:
1. Geographic thinkers investigate other cultures and how they have been
influenced by the climate, physical geography, and cultures of an area.
2. Geographic thinkers understand that people live in different settings and
interact with their environment based on location. For example: people
living in colder climates wear more clothes, and people in areas where
there are floods live on higher ground or in houses on stilts.
Disciplinary, Information, and Media Literacy:
1. Use developmentally appropriate technology resources to present learning.
2. Identify vocabulary through illustrations.
3. Interpret what is read through illustrations.
4. Pose and respond to questions and contribute to the discussion about a
topic or text in order to advance the dialogue.

Kindergarten, Standard 2. Geography 2020 Colorado Academic Standards SS.K.2.2


SOCIAL STUDIES
Kindergarten, Standard 3. Economics

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.

Evidence Outcomes Academic Context and Connections


Students Can: Colorado Essential Skills:
a. Identify the costs and benefits of a choice an individual makes when 1. Recognize that problems can be identified and possible solutions can be
acquiring an item. created when making choices. (Entrepreneurial Skills: Critical
b. Recognize and engage in ways to use another individual’s items. For Thinking/Problem Solving).
example: asking for permission to share and taking turns.
Inquiry Questions:
1. What are the benefits and costs of ownership?
2. If you want to use someone else’s item what must you do?
3. What happens when someone wants to use something that belongs to you?
4. What do we do if there is not enough of something we all want (scarcity)?
5. What are things that everyone collectively owns?
Nature and Skills of Economics:
1. Economic thinkers study ownership as a key principle of economics.
2. Economic thinkers understand that some items are more desired than
others and are more in demand.
3. Individuals interact with each other and the concept of ownership on a daily
basis. For example, people purchase items for their use, donate items for
others to use, and ask for permission to use someone else’s items.
Disciplinary, Information, and Media Literacy:
1. Apply disciplinary concepts such as decision-making techniques to make a
choice.
2. Show the responsibility for the well-being of oneself.
3. Technology is used to indicate and keep track of ownership. For example:
pets may have microchips implanted and libraries use barcodes to keep
track of their books.

Kindergarten, Standard 3. Economics 2020 Colorado Academic Standards SS.K.3.1


SOCIAL STUDIES
Kindergarten, Standard 3. Economics

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).

Evidence Outcomes Academic Context and Connections


Students Can: Colorado Essential Skills:
a. Recognize choices people make. 1. Make personal financial decisions based on spending options. (Personal
b. Explain how decisions are made. Skills: Initiative/Self Direction)
c. Give examples of the difference between spending income on something 2. Determine how to spend money depending on values and choices.
you want versus something you need. (Personal Skills: Self-Awareness)
3. Demonstrate curiosity, imagination and eagerness to learn more.
(Entrepreneurial Skills: Creativity/Innovation)
Inquiry Questions:
1. What are wants and needs?
2. How do people make choices when they want something?
3. How do people balance between wants and needs?
4. What is the difference between a want and a need?
5. How can money help people to meet their wants and needs?
Nature and Skills of Economics:
1. Financially capable individuals differentiate between wants and needs.
2. Financially capable individuals make choices about purchasing to serve
wants and needs. For example: parents pay bills prior to purchasing movie
tickets or toys.
Disciplinary, Information, and Media Literacy:
1. Compare the benefits and costs of individual choices.
2. Identify positive and negative incentives that influence the decisions that
people make.
3. Explain the role of money in making exchange easier.

Kindergarten, Standard 3. Economics 2020 Colorado Academic Standards SS.K.3.2


SOCIAL STUDIES
Kindergarten, Standard 4. Civics

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.

Evidence Outcomes Academic Context and Connections


Students Can: Colorado Essential Skills:
a. Differentiate among examples of civic participation. For example: voting, 1. Compare one’s attitudes and beliefs about civic participation to others.
debating, running for office, protesting, and volunteering. (Civic/Interpersonal Skills: Global/Cultural Awareness)
b. Explain the qualities of an informed and engaged citizen. 2. Identify and reflect upon personal connections to community systems.
c. Practice citizenship skills including, courtesy, honesty, equity, and fairness (Civic/Interpersonal Skills: Civic Engagement)
when working with others.
Inquiry Questions:
1. What would it look like to have no rules?
2. How can we solve conflict in a fair manner?
3. Why do we consider voting fair?
Nature and Skills of Civics:
1. Civic-minded individuals know the importance of fairness and conflict
resolution.
2. Civic-minded individuals understand that decisions are made cooperatively.
For example: families vote on which movie to see and classes vote on which
project they will do.
Disciplinary, Information, and Media Literacy:
1. With guidance and support from adults, recall information from
experiences or gather information from provided sources to answer a
question.
2. Participate in collaborative discussions by coming to discussions prepared.
3. Follow rules for discussions, set goals, fulfill roles in collaborative groups.

Kindergarten, Standard 4. Civics 2020 Colorado Academic Standards SS.K.4.1


SOCIAL STUDIES
Kindergarten, Standard 4. Civics

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.

Evidence Outcomes Academic Context and Connections


Students Can: Colorado Essential Skills:
a. Explain why rules are needed. 1. Within democratic traditions, articulate personal strengths and challenges
b. Create and follow classroom rules. using information and communication technologies to express themselves.
c. Explain how a class rule may promote fairness and resolve conflict, and (Civic/Interpersonal Skills: Communication).
compare against a rule that does not. 2. Recognize how personal actions have had a positive or negative impact with
d. Contribute to making and maintaining class community decisions. feedback as needed. (Civic/Interpersonal Skills: Collaboration/Teamwork).
e. Explain the difference between democratic decision-making and decisions
Inquiry Questions:
made by authorities. For example: a parent, teacher, principal, and a police
1. What qualities make people responsible and engaged citizens?
officer.
2. Why would people want to have friends from different groups?
3. What can you do to be an active and helpful member of your class and
school?
Nature and Skills of Civics:
1. Civic-minded individuals study citizen participation and structures that bring
security and stability to community life.
2. Civic-minded individuals understand that individual actions can make the
community better. For example: people clean up highways or volunteer in
shelters.
Disciplinary, Information, and Media Literacy:
1. Interpret what is read through illustrations.
2. Listen and participate as a member of the classroom community.
3. Follow rules for discussions, set goals, fulfill roles in collaborative groups.

Kindergarten, Standard 4. Civics 2020 Colorado Academic Standards SS.K.4.2


SOCIAL STUDIES
First Grade, Standard 1. History

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.

Evidence Outcomes Academic Context and Connections


Students Can: Colorado Essential Skills:
a. Arrange life events in chronological order. 1. Recognize and describe cause-and-effect relationships and patterns from
b. Use words related to time, sequence, and change. For example: past, the past. (Entrepreneurial Skills: Inquiry/Analysis)
present, future, change, first, next, and last. 2. Demonstrate curiosity about patterns from the past. (Entrepreneurial Skills:
c. Identify the organizational components of a calendar. For example: year, Creativity/Innovation)
months, weeks, days, and notable events.
Inquiry Questions:
d. Determine events from the past, present, and future using the components
1. Why is it important to know the order of events?
of a calendar.
2. How do we organize time?
e. Distinguish between primary and secondary sources.
3. What has happened in your life and what does that tell you about yourself?
f. Identify information from primary and/or secondary sources that answer
questions about patterns and chronological order of events from the past. Nature and Skills of History:
1. Historical thinkers examine change and/or continuity over a period of time.
2. Historical thinkers record events in sequential order to increase
understanding, see relationships, understand cause and effect, and
organize information.
3. Cultural groups use similar tools for the organization of sequential
information in order to communicate in a clear manner.
Disciplinary, Information, and Media Literacy:
1. Apply disciplinary concepts of change and continuity to the study of the
past.
2. Read and/or listen to historical fiction.

First Grade, Standard 1. History 2020 Colorado Academic Standards SS.1.1.1


SOCIAL STUDIES
First Grade, Standard 1. 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 diverse perspectives and traditions of families from many cultures have shaped the United States.

Evidence Outcomes Academic Context and Connections


Students Can: Colorado Essential Skills:
a. Identify similarities and differences between themselves and others. 1. Compare one’s attitudes and beliefs to others. (Civic/Interpersonal Skills:
b. Discuss common and unique characteristics of different cultures using Global/Cultural Awareness).
multiple sources of information. 2. Identify and explain several cultural perspectives that constitute our diverse
society. (Civic/Interpersonal Skills: Global/Cultural Awareness)
Inquiry Questions:
1. What symbols are representative of our multicultural and democratic way
of life?
2. What is a culture?
3. How are these cultures different and similar to one another?
Nature and Skills of History:
1. Historical thinkers understand the importance of comparing and contrasting
to identify patterns within and between cultures.
2. Historical thinkers use sources to make interpretations about cultural
groups from the past.
3. Historical thinkers recognize symbols as cultural artifacts that can be
interpreted to make meaning of both the past and present.
4. Historical thinkers compare multiple perspectives of people and groups of
people in order to draw conclusions about both the past and the present.
Disciplinary, Information, and Media Literacy:
1. Apply disciplinary concept of perspective-taking to the study of the past.
2. Identify self-perspective.

First Grade, Standard 1. History 2020 Colorado Academic Standards SS.1.1.2


SOCIAL STUDIES
First Grade, Standard 2. Geography

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.

Evidence Outcomes Inquiry Questions:


Students Can: 1. How would an individual describe how to get somewhere without an
a. Explain that maps and globes are different representations of Earth. address?
b. Describe locations using terms related to direction and distance. For 2. What if we had no geographic tools?
example: forward and backward, left and right, near and far, is next to, and 3. How could a flat map truly represent a round globe?
close. 4. Why do people not carry globes to help find their way?
c. Recite and address including city, state, and country, and explain how those 5. Why is an address necessary?
labels help find places on a map. Nature and Skills of Geography:
d. Distinguish between land and water on a map and globe 1. Spatial thinkers use geographic tools to study and represent places.
e. Create simple maps showing both human and natural features. 2. Spatial thinkers use geographic terms, tools, and technology in work and
Academic Context and Connections play to describe and find places. For example: pilots use maps to make flight
plans, hikers use compasses to determine directions, and vacationers use
Colorado Essential Skills: maps to find unfamiliar places.
1. Identify key attributes of a variety of geographic tools. For example: globes, 3. Spatial thinkers memorize addresses to help locate places. For example:
maps, and GPS. knowing an address is necessary for an ambulance to find it or for an
2. Find information through the use of geographic technologies. individual to receive mail.
Disciplinary, Information, and Media Literacy:
1. Apply disciplinary concept of perspective to identify and reflect upon
personal connections and their place in the world.
2. Integrate multimedia as effective tools for presenting and clarifying
information.

First Grade, Standard 2. Geography 2020 Colorado Academic Standards SS.1.2.1


SOCIAL STUDIES
First Grade, Standard 2. Geography

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.

Evidence Outcomes Inquiry Questions:


Students Can: 1. How are places like communities similar to and different from where you
a. Provide examples of how individuals and families interact with their live?
environment. 2. How do people celebrate traditions?
b. Analyze how weather, climate and environmental characteristics influence 3. How do people use resources in the local community?
individuals and the cultural characteristics of a family. 4. How do individuals in the community use the environment?
c. Compare and contrast at least two different families with respect to Nature and Skills of Geography:
schools, neighborhoods, and culture. 1. Geographic thinkers study resources and their availability and use as a key
d. Describe a family tradition and explain its cultural significance with regard to understanding human interactions with their environment and each
to other groups and the environment. other.
Academic Context and Connections 2. Geographic thinkers study human and environmental interactions and
consequences of those interactions.
Colorado Essential Skills: 3. Geographic thinkers understand that people from various cultures are both
1. Identify and reflect upon personal connections to one or more families similar and different and these differences are reflected in clothing,
within the community. language, and culture, etc.
2. Make observations and draw conclusions about the relationship between 4. Spatial thinkers understand that boundaries and the need for boundaries
groups of people and their surroundings. affect everyday life. For example: boundary lines determine who owns a
piece of property.
Disciplinary, Information, and Media Literacy:
1. Use disciplinary vocabulary in sentences.
2. Identify maps, graphs, charts and diagrams as sources as information.

First Grade, Standard 2. Geography 2020 Colorado Academic Standards SS.1.2.2


SOCIAL STUDIES
First Grade, Standard 3. Economics

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.

Evidence Outcomes Academic Context and Connections


Students Can: Colorado Essential Skills:
a. Identify the goods and/or services that different types of businesses 1. Ask questions to learn more about careers and other life pursuits.
produce in the community. (Professional Skills: Career Awareness)
b. Give examples of different types of jobs held by family members and/or 2. Demonstrate an understanding of cause and effect related to personal
individuals in the local community. decisions such as jobs. (Civic/Interpersonal Skills: Character)
c. Compare at least two different job choices that individuals have with
Inquiry Questions:
respect to the benefits and costs of each job.
1. How are businesses different?
2. What are the different types of jobs and their roles in a community?
3. Why do people choose different jobs?
Nature and Skills of Economics:
1. Economic thinkers investigate the influence of different jobs and businesses
in their community.
Disciplinary, Information, and Media Literacy:
1. Apply disciplinary concepts such as decision-making to determine the
benefits and costs of a particular choice.

First Grade, Standard 3. Economics 2020 Colorado Academic Standards SS.1.3.1


SOCIAL STUDIES
First Grade, Standard 3. Economics

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).

Evidence Outcomes Academic Context and Connections


Students Can: Colorado Essential Skills:
a. Discuss ways to earn or receive money. 1. Consider how to spend, share, and save money knowing funds in any
b. Identify types of currency and how currency is used. scenario are limited. (Entrepreneurial Skills: Critical Thinking/Problem
c. Define types of transactions such as deposit, purchase, borrow, and barter. Solving)
d. Identify coins and find the value of a collection of two coins. 2. Determine different choices they can make with their money and how
those choices may affect others. (Civic/Interpersonal Skills: Character)
3. Demonstrate curiosity, imagination and eagerness to learn more.
(Entrepreneurial Skills: Creativity/Innovation)
Inquiry Questions:
1. How does an individual earn money?
2. Why do people donate to charity?
3. What are different methods of payment?
4. Are all items purchased with money?
Nature and Skills of Economics:
1. Financially capable individuals understand that financial goals can be met
through planning. For example: an individual divides income between
current expenses, saving for the future, and philanthropic donations.
Disciplinary, Information, and Media Literacy:
1. Compare the benefits and costs of individual choices.
2. Identify positive and negative incentives that influence the decisions people
make.
3. Explain the role of money in making exchange easier.

First Grade, Standard 3. Economics 2020 Colorado Academic Standards SS.1.3.2


SOCIAL STUDIES
First Grade, Standard 4. Civics

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.

Evidence Outcomes Academic Context and Connections


Students Can: Colorado Essential Skills:
a. Describe the characteristics of responsible leaders. 1. Recognize personal characteristics, preferences, thoughts, and feelings with
b. Identify the attributes of a responsible team member. regard to leadership. (Personal Skills: Initiative/Self-Direction)
c. Demonstrate the ability to be both a leader and team member. 2. Recognize emotional responses to ideas that differ from one’s own when
working in a group setting. (Personal Skills: Adaptability/Flexibility)
3. Recognize how members of a community rely on each other, considering
personal contributions as applicable. (Civic/Interpersonal Skills:
Collaboration/Teamwork)
Inquiry Questions:
1. How do you know if you are a responsible team member?
2. How do you know if you are a responsible leader?
3. What qualities make a responsible leader and can they change?
4. How do you know when you are working with an effective team?
Nature and Skills of Civics:
1. Civic-minded individuals know how to be a good leader and team member.
2. Civic-minded individuals work together as a team toward a collective goal
that honors the views of its members.
Disciplinary, Information, and Media Literacy:
1. Write informative/explanatory texts in which they name a topic, supply
some facts about the topic, and provide some sense of closure.

First Grade, Standard 4. Civics 2020 Colorado Academic Standards SS.1.4.1


SOCIAL STUDIES
First Grade, Standard 4. Civics

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.

Evidence Outcomes Academic Context and Connections


Students Can: Colorado Essential Skills:
a. Identify and explain the relevance of notable civic leaders from different 1. Compare attitudes and beliefs as an individual to others.
community groups. (Civic/Interpersonal Skills: Global/Cultural Awareness).
b. Identify and explain the meaning of various civic symbols important to 2. Recognize diversity among notable people, places, holidays, and civic
diverse community groups. For example: the American flag, the National symbols that constitute multiple perspectives within society.
Anthem, Statue of Liberty, Mount Rushmore, Crazy Horse Memorial, Liberty (Civic/Interpersonal Skills: Collaboration/Teamwork).
Bell, and a yellow sash (i.e., for women’s rights).
Inquiry Questions:
c. Identify and explain the relevance of significant civic places. For example:
1. Why do we have national, community, and local celebrations and holidays?
the state and national Capitol, the White House, and sites within the local
2. Who are notable people in the development of our country?
community.
3. How are new national symbols, songs, or holidays created?
d. Explain the significance of major civic holidays. For example: Veteran’s Day,
Martin Luther King Day, Independence Day, Earth Day, Memorial Day, Labor Nature and Skills of Civics:
Day, and Cesar Chavez Day. 1. Responsible community members see communities as multidimensional
e. Identify the American flag and the Colorado flag. entities.
2. Symbols, songs, holidays, traditions, places, and people help to provide
identity for the community and nation.
Disciplinary, Information, and Media Literacy:
1. Write opinion pieces in which they introduce the topic they are writing
about, state an opinion, supply a reason for the opinion, and provide some
sense of closure.
2. With guidance and support from adults, focus on a topic, respond to
questions and suggestions from peers, and add details to strengthen writing
as needed.

First Grade, Standard 4. Civics 2020 Colorado Academic Standards SS.1.4.2


SOCIAL STUDIES
Second Grade, Standard 1. History

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.

Evidence Outcomes Inquiry Questions:


Students Can: 1. How can two people understand the same event differently?
a. Explain that the nature of history involves stories of the past preserved in 2. Why is it important to use more than one source for information?
various sources. 3. How can putting events in order by time help describe the past?
b. Explain the past through primary and secondary sources. For example: 4. What kinds of tools and sources do historical thinkers use to investigate the
images, and oral or written accounts. past?
c. Explain the information conveyed by historical timelines. Nature and Skills of History:
d. Identify community and regional historical artifacts and generate questions 1. Historical thinkers gather firsthand accounts of history through a variety of
about their functions and significance. sources, including differing accounts of the same event.
e. Create timelines to understand the development of important community 2. Historical thinkers use primary sources to investigate the past.
traditions and events.
Disciplinary, Information, and Media Literacy:
Academic Context and Connections 1. Apply disciplinary concepts such as perspective to create accounts of the
Colorado Essential Skills: past.
1. Identify key attributes of a variety of information products. For example: 2. Listen for main idea and sequence of events in a social studies text.
books, newspapers, online or print articles, social media. (Professional 3. Analyze different texts (including experiments, simulations, video, or
Skills: Information Literacy) multimedia texts) to compare and contrast competing theories, points of
2. Demonstrate curiosity about events and people from the past using primary view, and arguments in the discipline.
and secondary sources. (Entrepreneurial Skills: Creativity/Innovation)

Second Grade, Standard 1. History 2020 Colorado Academic Standards SS.2.1.1


SOCIAL STUDIES
Second Grade, Standard 1. 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. People of various cultures influence neighborhoods and communities over time.

Evidence Outcomes Inquiry Questions:


Students Can: 1. What are the cultural attributes of a neighborhood or community?
a. Organize historical events of neighborhoods and/or communities 2. How can understanding the past impact decision-making today?
chronologically. 3. How have events and ideas from the past shaped the identity of
b. Compare and contrast neighborhoods and/or communities, both past and communities and neighborhoods today?
present, through their people and events. Nature and Skills of History:
c. Give examples of people and events that brought important changes to a 1. Historical thinkers investigate relationships between the past and present.
neighborhood and/or community. 2. Historical thinkers organize findings in chronological order as one way to
d. Compare and contrast the differences within one neighborhood and/or examine and describe the past.
community. 3. Historical thinkers examine concepts of change, continuity, and causation in
e. Analyze the interactions and contributions of various people and cultures order to explain the past.
that have lived in or migrated to neighborhoods and/or communities.
Disciplinary, Information, and Media Literacy:
Academic Context and Connections 1. Apply disciplinary concepts such as change, continuity, and causation to
Colorado Essential Skills: create accounts of neighborhoods and communities in the past.
1. Recognize and describe cause-and-effect relationships and patterns in 2. Demonstrate positive social behaviors when using technology.
everyday experiences. (Entrepreneurial Skills: Inquiry/Analysis) 3. Begin to identify differing perspectives.
2. Recognize and describe patterns within and between neighborhoods and
communities. (Entrepreneurial Skills: Inquiry/Analysis)
3. Investigate to make observations and draw conclusions about
neighborhoods and communities. (Entrepreneurial Skills/Inquiry/Analysis)

Second Grade, Standard 1. History 2020 Colorado Academic Standards SS.2.1.2


SOCIAL STUDIES
Second Grade, Standard 2. Geography

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.

Evidence Outcomes Nature and Skills of Geography:


Students Can: 1. Spatial thinkers use visual representations of the environment.
a. Use map keys, legends, symbols, intermediate directions, and a compass 2. Spatial thinkers identify data and reference points to understand space and
rose to locate and describe spaces and places. place.
b. Identify and locate various physical features on a map. Disciplinary, Information, and Media Literacy:
c. Identify the hemispheres, equator, and poles on a globe. 1. Construct maps, graphs and other representations of familiar places.
d. Identify and locate cultural, human, political, and natural features using 2. Describe spaces and places and the relationships and interactions that
map keys and legends. shape them using geographic tools. For example: maps, graphs,
Academic Context and Connections photographs, and other representations.
3. Use maps, globes and other geographic models to identify cultural and
Colorado Essential Skills: environmental characteristics of places.
1. Identify key attributes of a variety of geographic tools. For example: globes, 4. Analyze and use information presented visually in a text (for example,
maps, and GPS. graphs, charts, flowcharts, diagrams, models, tables) that support the
2. Find information through the use of geographic technologies. For example: words in a text.
GPS and satellite imagery. 5. Analyze different texts (including experiments, simulations, video, or
Inquiry Questions: multimedia texts) to compare and contrast competing theories, points of
1. How do you define, organize, and think about the space around you? view, and arguments in the discipline.
2. What is a human feature versus a physical feature?
3. Why do we use geographic tools such as maps, globes, grids, symbols, and
keys?
4. How would you describe a setting without using geographic words?
5. How can using the wrong geographic tool or term cause problems?

Second Grade, Standard 2. Geography 2020 Colorado Academic Standards SS.2.2.1


SOCIAL STUDIES
Second Grade, Standard 2. Geography

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.

Evidence Outcomes Academic Context and Connections


Students Can: Colorado Essential Skills:
a. Explain how communities manage and use nonrenewable and renewable 1. Recognize problems within a community related to the environment and
resources. their respective solutions. (Entrepreneurial Skills: Critical Thinking/Problem
b. Explain how community is defined by physical boundaries and resources. Solving).
c. Explain why people settle in certain areas. 2. Make observations and draw conclusions about the relationship between a
d. Identify examples of how human activity influences cultural and community and their environment. (Entrepreneurial Skills:
environmental characteristics of a place over time. Inquiry/Analysis).
Inquiry Questions:
1. How do available resources and their uses create change in a community?
2. Are renewable and nonrenewable resources managed well? How do you
know?
3. Why are physical features often used as boundaries?
4. What are the various groups in a community and how are they alike and
different?
5. How do you choose if you should recycle, reduce, reuse, or throw
something away?

Second Grade, Standard 2. Geography 2020 Colorado Academic Standards SS.2.2.2


Nature and Skills of Geography: Disciplinary, Information, and Media Literacy:
1. Spatial thinkers compare information and data and recognize that 1. Describe how human activities affect the cultural and environmental
environmental factors influence change in communities. characteristics of spaces or places.
2. Geographic thinkers study the uneven distribution and management of 2. Generate questions to guide research, gather information from print and
resources. digital sources, determine biases and credibility of sources, cite sources
3. Geographic thinkers recognize that problems can be identified and possible accurately, and use evidence to answer their research question.
solutions can be created. 3. Demonstrate positive social behaviors when using technology.
4. Geographic thinkers identify and reflect upon personal connections to 4. Synthesize information from multiple sources to demonstrate
community systems. understanding of a topic.
5. Geographic thinkers understand that they must manage resources in the
environment such as conserving water, safeguarding clean air, managing
electricity needs, and reducing the amount of waste.
6. Geographic thinkers, within communities, collaborate to modify, manage,
and depend on the environment. For example: elected officials decide how
to manage resources, and communities may limit hunting, water usage, or
other activities.
7. Geographic technology is used to gather, track, and communicate how
resources might be managed or modified. For example: ski areas track
snowfall rates, analyze data for avalanche danger and even create snow.

Second Grade, Standard 2. Geography 2020 Colorado Academic Standards


SOCIAL STUDIES
Second Grade, Standard 3. Economics

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.

Evidence Outcomes Academic Context and Connections


Students Can: Colorado Essential Skills:
a. Explain scarcity. 1. Demonstrate an understanding of cause and effect related to personal
b. Identify goods and services and recognize examples of each. decisions.(Civic/Interpersonal Skills: Character)
c. Give examples of choices people make when resources are scarce. 2. Recognize problems that arise from scarcity and their respective solutions.
d. Identify possible solutions when there are limited resources and unlimited (Entrepreneurial Skills:Critical Thinking/Problem Solving)
wants.
Inquiry Questions:
1. How does scarcity affect purchasing decisions?
2. What goods and services do you use?
3. How are resources used in various communities?
4. What are some ways to find out about the goods and services used in other
communities?
Nature and Skills of Economics:
1. Economic thinkers analyze choices that individuals make to predict patterns
and determine demand.
2. Economic thinkers analyze how goods and services are produced and
priced.
3. Economic thinkers analyze scarcity of resources and its impact on the cost
of goods and services.
Disciplinary, Information, and Media Literacy:
1. Apply disciplinary concepts such as decision-making, exchange, and markets
to determine the benefits and costs of a particular choice.

Second Grade, Standard 3. Economics 2020 Colorado Academic Standards SS.2.3.1


SOCIAL STUDIES
Second Grade, Standard 3. Economics

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).

Evidence Outcomes Nature and Skills of Economics:


Students Can: 1. Financially capable individuals use good decision-making tools in planning
a. Assess priorities when making financial decisions. their spending and saving.
b. Classify goals as short-term or long-term. 2. Financially capable individuals make financial decisions based on
c. Differentiate the monetary value for a variety of goods and services. responsible evaluation of the consequences.
d. Acknowledge that non-monetary value varies from person to person for 3. Financially capable individuals make purchase decisions based on such
goods and services. things as quality, price, and personal goals. For example, you decide
e. Predict positive and negative consequences when making financial whether to spend money on candy or the movies.
decisions. Disciplinary, Information, and Media Literacy:
f. Use addition and subtraction within 100 to solve word problems about 1. Report on a topic or text, tell a story, or recount an experience with
making financial decisions. appropriate facts and relevant, descriptive details, speaking clearly at an
Academic Context and Connections understandable pace.
2. Compare the benefits and costs of individual choices.
Colorado Essential Skills: 3. Identify positive and negative incentives that influence the decisions people
1. Identify consequences (positive and negative) of a financial decision. make.
(Entrepreneurial Skills: Inquiry/Analysis) 4. Present arguments or information in a logical sequence with a clear claim,
2. Understand how to reduce risk depending on the financial choices they supportive evidence, and effective presence that builds credibility.
make (Entrepreneurial Skills: Risk-Taking)
3. Demonstrate an understanding of cause and effect related to different
financial decisions. (Civic/Interpersonal Skills: Character)
Inquiry Questions:
1. How do individuals make and analyze the consequences of financial
decisions?
2. What strategies can help individuals achieve their short-term goals and
long-term goals?

Second Grade, Standard 3. Economics 2020 Colorado Academic Standards SS.2.3.2


SOCIAL STUDIES
Second Grade, Standard 4. Civics

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.

Evidence Outcomes Nature and Skills of Civics:


Students Can: 1. Civic-minded individuals show responsibility for the well-being of oneself,
a. Compare ways that people may express their ideas and viewpoints in ways family, and school community.
that are effective and respectful to others. 2. Civic-minded individuals listen and participate as a member of a group.
b. Analyze how people in diverse groups monitor and influence decisions in 3. Civic-minded individuals collaborate to responsibly advocate for the ideas
their community. they think will improve society. For example: a group lobbies the city
c. Describe ways in which you can take an active part in improving your school council to create a new park or employ more firefighters.
or community. Disciplinary, Information, and Media Literacy:
d. Identify and compare examples of civic responsibilities that are important 1. Use technology resources for problem solving, communication, and
to privileged and marginalized individuals, families, and communities. For illustration of thoughts and ideas.
example: voting and representation. 2. Compare and contrast the most important points presented by two texts on
e. Describe the characteristics that enable a community member to the same topic.
responsibly and effectively engage in the community. 3. Write opinion pieces in which students introduce the topic or book they are
Academic Context and Connections writing about, state an opinion, supply reasons that support the opinion,
use linking words (e.g., because, and, also) to connect opinion and reasons,
Colorado Essential Skills: and provide a concluding statement or section.
1. Identify and reflect upon personal connections to community systems. 4. Write informative/explanatory texts in which students introduce a topic,
(Civic/Interpersonal Skills: Civic Engagement) use facts and definitions to develop points, and provide a concluding
2. Model positive behaviors for others. (Professional Skills: Leadership) statement or section.
Inquiry Questions: 5. Present arguments or information in a logical sequence with a clear claim,
1. What are beliefs that help people live together in communities? supportive evidence, and effective presence that builds credibility.
2. What civic responsibilities do you think are important?
3. How can different cultures and beliefs influence a community?
4. What are responsible ways to advocate ideas in a community?

Second Grade, Standard 4. Civics 2020 Colorado Academic Standards SS.2.4.1


SOCIAL STUDIES
Second Grade, Standard 4. Civics

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.

Evidence Outcomes Academic Context and Connections


Students Can: Colorado Essential Skills:
a. Analyze ways that diverse individuals, groups and communities work 1. Compare attitudes and beliefs as an individual to others.
through conflict and promote equality, justice, and responsibility. (Civic/Interpersonal Skills: Global/Cultural Awareness).
b. Compare examples of power and authority and identify strategies that 2. Appropriately express a range of emotions to communicate personal
could be used to address an imbalance. For example: anti-bullying, ideas/needs. (Personal Skills: Self-Awareness).
mediation, and deliberation.
Inquiry Questions:
c. Identify and give examples of appropriate and inappropriate uses of power
1. What happens when someone uses power unwisely?
and the consequences.
2. What are good ways to solve differences?
d. Demonstrate skills to understand and resolve conflicts or differences.
3. What do equality, justice, and responsibility look like in the world?
Nature and Skills of Civics:
1. Civic-minded individuals examine how culture influences the disposition of
rules, laws, rights, and responsibilities.
2. Civic-minded individuals understand that power and authority shape
individual participation.
Disciplinary, Information, and Media Literacy:
1. Begin to identify differing perspectives.
2. Use technology resources for problem solving, communication, and
illustration of thoughts and ideas.
3. Analyze different texts (including experiments, simulations, video, or
multimedia texts) to compare and contrast competing theories, points of
view, and arguments in the discipline.

Second Grade, Standard 4. Civics 2020 Colorado Academic Standards SS.2.4.2


SOCIAL STUDIES
Third Grade, Standard 1. History

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.

Evidence Outcomes 3. Historical thinkers compare information provided by different historical


sources about the past.
Students Can:
4. Historical thinkers infer the intended audience and purpose of a historical
a. Compare primary sources with works of fiction about the same topic.
source from information within the source itself.
b. Use a variety of primary sources such as artifacts, pictures, and documents,
5. Historical thinkers use information about a historical source, including the
to help determine factual information about historical events.
author, date, place of origin, intended audience, and purpose to judge the
c. Compare information from multiple sources recounting the same event.
extent to which the source is useful.
Academic Context and Connections 6. Historical thinkers make inferences about the intended audience and
purpose of a primary source from information within the source itself.
Colorado Essential Skills:
1. Articulate the most effective kinds of historical sources to access Disciplinary, Information, and Media Literacy:
information needed for understanding historic events. (Professional Skills: 1. Determine the kinds of sources that will be helpful in answering compelling
Information Literacy) and supporting questions, taking into consideration the different opinions
2. Ask questions to develop further understanding of reliability of various people have about how to answer the questions.
kinds of historical sources.(Professional Skills: Self-Advocacy) 2. Gather relevant information from multiple sources while using the origin,
structure, and context to guide the selection.
Inquiry Questions: 3. Use distinctions between fact and opinion to determine the credibility of
1. How do historical fact, opinion and fiction uniquely influence an individual’s multiple sources.
understanding of history? 4. Distinguish their own point of view from that of the author.
2. How do historical thinkers determine the accuracy of history? 5. Compare and contrast the most important points and key details presented
3. What types of questions do historians ask about the past? in two texts on the same topic.
4. Why do historians use multiple sources in studying history? 6. Write opinion pieces on topics or texts, supporting a point of view with
Nature and Skills of History: reasons.
1. Historical thinkers use primary sources to distinguish fact from fiction. 7. Use evidence to develop claims in response to compelling questions.
2. Historical thinkers distinguish fact from fiction when used to make informed 8. Communicate information through the use of technologies.
decisions. For example: consumers must critically analyze advertisements
for facts, and nonfiction writers must verify historical accuracy.

Third Grade, Standard 1. History 2020 Colorado Academic Standards SS.3.1.1


SOCIAL STUDIES
Third Grade, Standard 1. 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. 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.

Third Grade, Standard 1. History 2020 Colorado Academic Standards SS.3.1.2


SOCIAL STUDIES
Third Grade, Standard 2. Geography

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.

Evidence Outcomes Nature and Skills of Geography:


Students Can: 1. Spatial thinkers use and interpret information from geographic tools to
a. Read and interpret information from geographic tools and formulate investigate geographic questions.
geographic questions. 2. Spatial thinkers use geographic tools to answer questions about places and
b. Locate oceans and continents, major countries, bodies of water, mountains, locations such as where to locate a business or park, and how to landscape
urban areas, the state of Colorado, and neighboring states on maps. a yard.
c. Describe the natural and man-made features of a specific area on a map. 3. Spatial thinkers develop the skills to organize and make connections such as
d. Identify geography-based problems and examine the ways that people have reading a map and understanding where you are, where you want to go,
tried to solve them. and how to get to the destination.
4. Geographic thinkers use maps, satellite images, photographs, and other
Academic Context and Connections representations to explain relationships between the locations of places
Colorado Essential Skills: and regions and their environmental characteristics.
1. Articulate the most effective geographic tools to access information needed Disciplinary, Information, and Media Literacy:
for developing spatial thinking. (Professional Skills: Information Literacy). 1. Use information gained from illustrations such as maps and photographs, as
Inquiry Questions: well as the words in a text to demonstrate understanding of the text. For
1. What questions do geographers ask? example: where, when, why, and how key events occur.
2. How does the geography of where we live influence how we live? 2. Determine the kinds of sources that will be helpful in answering compelling
3. How do physical features provide opportunities and challenges to regions? and supporting questions, taking into consideration the different opinions
4. How have the cultural experiences of groups in different regions influenced people have about how to answer the questions.
practices regarding the local environment? 3. Find information through the use of technologies.

Third Grade, Standard 2. Geography 2020 Colorado Academic Standards SS.3.2.1


SOCIAL STUDIES
Third Grade, Standard 2. Geography

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.

Evidence Outcomes Academic Context and Connections


Students Can: Colorado Essential Skills:
a. Observe and describe the physical, cultural, and human-made 1. Investigate a variety of places and communities and draw conclusions about
characteristics of a local region. For example: the Eastern Plains, San Luis regions. (Entrepreneurial Skills: Inquiry/Analysis)
Valley, Pikes Peak, Northwest, Front Range, South Central, Southwest, and
Inquiry Questions:
Western Slope.
1. Are regions in the world more similar or different?
b. Identify the factors that make a region unique. For example: cultural
2. Why do people describe regions using human or physical characteristics?
diversity, industry and agriculture, and landforms.
3. What are geographic characteristics of a region?
c. Give examples of places that are similar and different from a local region.
4. How do cultures lead to similarities and differences between regions?
d. Characterize regions using different types of features such as physical,
political, cultural, urban and rural attributes. Nature and Skills of Geography:
1. Geographic thinkers analyze connections among places.
2. Geographic thinkers compare and contrast characteristics of regions when
making decisions and choices such as where to send children to school,
what part of town to live in, what type of climate suits personal needs, and
what region of a country to visit.
3. Geographic thinkers can explain how natural and human-made catastrophic
events in one place affect people living in other places.
Disciplinary, Information, and Media Literacy:
1. Use information gained from illustrations such as maps and photographs, as
well as the words in a text to demonstrate understanding of the text. For
example: where, when, why, and how key events occur.
2. Compare and contrast the most important points and key details presented
in two texts on the same topic.
3. Identify disciplinary concepts and ideas associated with a compelling
question that are open to different interpretations.
4. Find information through the use of technologies

Third Grade, Standard 2. Geography 2020 Colorado Academic Standards SS.3.2.2


SOCIAL STUDIES
Third Grade, Standard 3. Economics

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.

Evidence Outcomes Nature and Skills of Economics:


Students Can: 1. Economic thinkers analyze trade and the use of money.
a. Describe the difference between producers and consumers and explain how 2. Economic thinkers describe and study the importance of exchange in a
they need each other. community.
b. Describe and give examples of forms of exchange. For example: monetary 3. Economic thinkers understand that goods and services are exchanged in
exchange and barter. multiple ways and are a part of everyday life such as purchasing or trading
c. Describe how the exchange of goods and services between businesses and items.
consumers affects all parties. 4. Economic thinkers realize that production, consumption, and the exchange
d. Recognize that different currencies exist and explain the functions of of goods and services are interconnected in the world. For example:
money. For example: medium of exchange, store of value, and measure of vegetables from California are sold at a Colorado markets and an ice storm
value. in Florida affects orange juice supplies for the world.
e. Cite evidence to show how trade benefits individuals, businesses, and 5. Economic thinkers can explain why people voluntarily exchange goods and
communities and increases interdependency. services when both parties expect to gain as a result of the trade.
6. Economic thinkers understand why people specialize and trade, and how
Academic Context and Connections that leads to increased economic interdependence in the world economy.
Colorado Essential Skills: Disciplinary, Information, and Media Literacy:
1. Recognize how members of a community rely on each other through 1. Describe the relationship between a series of historical events, scientific
exchanging goods and services, considering personal exchange behaviors. ideas or concepts, or steps in technical procedures in a text, using language
(Civic/Interpersonal Skills: Collaboration/Teamwork) that pertains to time, sequence, and cause/effect.
2. Identify and explain the perspectives of all parties participating in an 2. Report on a topic or text, tell a story, or recount an experience with
exchange. (Civic/Interpersonal Skills: Global/Cultural Awareness) appropriate facts and relevant, descriptive details, speaking clearly at an
Inquiry Questions: understandable pace.
1. Why do people exchange goods and services? 3. Begin to identify differing perspectives.
2. What would happen if there was no such item as money? 4. Explain the role of money in making exchange easier.
3. What would happen if consumers did not want what a producer made? 5. Identify examples of the variety of resources that are used to produce
4. What would the world look like if there was no transportation that could goods and services. For example: human capital, physical capital, and
move goods more than 50 miles? natural resources.

Third Grade, Standard 3. Economics 2020 Colorado Academic Standards SS.3.3.1


SOCIAL STUDIES
Third Grade, Standard 3. Economics

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)

Third Grade, Standard 3. Economics 2020 Colorado Academic Standards SS.3.3.2


SOCIAL STUDIES
Third Grade, Standard 4. Civics

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.

Evidence Outcomes Nature and Skills of Civics:


Students Can: 1. Civic-minded individuals take the opportunity to make positive changes in
a. Identify and apply the elements of civil discourse. For example: listening their community.
with respect for understanding and speaking in a respectful manner. 2. Civic-minded individuals recognize the value of respecting the rights and
b. Identify important personal rights in a democratic society and how they views of others.
relate to others’ rights. 3. Civic-minded individuals understand that a respect for the views of others
c. Give examples of the relationship between rights and responsibilities. helps to learn and understand various perspectives, thoughts, and cultures.
d. Restate the view or opinion of others with their reasoning when it is For example: environmentalists, industry, and government work together
different from one’s own. to solve issues around energy and other resources.
4. Civic-minded individuals understand that virtues, such as honesty, mutual
Academic Context and Connections respect, cooperation, and attentiveness to multiple perspectives, should be
Colorado Essential Skills: used when they interact with each other on public matters.
1. Appropriately express one’s own emotions, thoughts, and values and Disciplinary, Information, and Media Literacy:
identify how they influence behavior. (Personal Skills: Self-Awareness) 1. Distinguish their own point of view from that of the author of a text.
2. Regulate reactions to differing perspectives. (Personal Skills: 2. Demonstrate positive social and ethical behaviors when using technology
Adaptability/Flexibility) and discuss consequences of inappropriate use.
3. Identify and explain a different perspective when exploring events or ideas. 3. Use technology resources for problem solving, communication, and
(Civic/Interpersonal Skills: Global/Cultural Awareness) illustration of thoughts and ideas.
4. State a position and reflect on possible objections to assumptions and 4. Provide opportunities to use technology to research multiple views on
implications of the position. (Civic/Interpersonal Skills: Character) issues to better understand the evolution of rights. For example: lawyers
Inquiry Questions: research court findings and individuals engage in civic discourse regarding
1. What are the essential elements of compromise that enable conflict to be issues of the day through the internet.
transformed into agreement? 5. Gather relevant information from multiple sources while using the origin,
2. Why is personal advocacy important in a community with diverse views? structure, and context to guide the selection.
3. What would a community be like if individuals from various groups did not 6. Present a summary of arguments and explanations to others outside the
respect each other’s rights and views? classroom using print and oral technologies.

Third Grade, Standard 4. Civics 2020 Colorado Academic Standards SS.3.4.1


SOCIAL STUDIES
Third Grade, Standard 4. Civics

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.

Evidence Outcomes Nature and Skills of Civics:


Students Can: 1. Civic-minded individuals are involved in their local government.
a. Identify the origins, structures, and functions of local government. 2. Civic-minded individuals know how personal advocacy and involvement can
b. Identify and explain the services local governments provide and how those lead to change in communities.
services are funded. 3. Civic-minded individuals have a knowledge of the origins, structures, and
c. Identify and explain a variety of roles leaders, citizens, and others play in functions of local government which enables participation in the
local government. democratic process. For example: groups and governments work together
d. Describe how local government provides opportunities for people to to create a safe environment in the community.
exercise their rights and initiate change. 4. Civic-minded individuals understand the important institutions of their
society and the principles that these institutions are intended to reflect.
Academic Context and Connections 5. Civic-minded individuals use a range of deliberative and democratic
Colorado Essential Skills: procedures to make decisions about and act on civic problems in their
1. Connect knowledge from personal experiences in schools and communities classrooms and schools.
to civic engagement. (Civic/Interpersonal Skills: Civic Engagement) Disciplinary, Information, and Media Literacy:
Inquiry Questions: 1. Write informative/explanatory texts to examine a topic and convey ideas
1. How are local governments and citizens interdependent? and information clearly.
2. How do individuals get involved in their local government? 2. Gather relevant information from multiple sources while using the origin,
3. How do local governments and citizens help each other? structure, and context to guide the selection.
4. Why do people create governments? 3. Identify main idea and sequence of events in a social studies context.
5. How do people, places, and events help us understand the ideals of 4. Present information orally and in writing.
democratic government?

Third Grade, Standard 4. Civics 2020 Colorado Academic Standards SS.3.4.2


SOCIAL STUDIES
Fourth Grade, Standard 1. History

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.

Evidence Outcomes Academic Context and Connections


Students Can: Colorado Essential Skills:
a. Draw inferences about Colorado history from primary sources such as 1. Identify and explain the perspectives of the various groups important in
journals, diaries, maps, etc. Colorado history when exploring the development of the state.
b. Identify cause-and-effect relationships using primary sources to understand (Civic/Interpersonal Skills: Global/Cultural Awareness)
the history of Colorado’s development. 2. Recognize and describe cause-and-effect relationships in the history of
c. Explain, through multiple perspectives, the cause-and-effect relationships in Colorado. (Entrepreneurial Skills: Inquiry/Analysis)
the human interactions among people and cultures that have lived in or
Inquiry Questions:
migrated to Colorado. For example: American Indians, Spanish explorers,
1. How have past events influenced present-day Colorado and the Rocky
trappers/traders, and settlers after westward expansion.
Mountain region?
d. Identify and describe how major political and cultural groups have affected
2. Why is it important to know the sequence of events and people in Colorado
the development of the region.
history?
3. How can primary sources help us learn about the past or create more
questions about our state’s history?
4. What social and economic decisions caused people to locate in various
regions of Colorado?

Fourth Grade, Standard 1. History 2020 Colorado Academic Standards SS.4.1.1


Nature and Skills of History: Disciplinary, Information, and Media Literacy:
1. Historical thinkers seek accounts of history from multiple perspectives and 1. Compare and contrast a firsthand and secondhand account of the same
from multiple sources. event or topic; describe the differences in focus and the information
2. Historical thinkers analyze patterns and themes throughout time. provided.
3. Historical thinkers use primary sources as references for research. 2. Write informative/explanatory texts to examine a topic and convey ideas
4. Historical thinkers recognize important events in Colorado and can put and information clearly.
them in chronological order to understand cause and effect such as 3. Develop the topic with facts, definitions, concrete details, quotations, or
migration west and clashes with Native Americans; discovery of gold and other information and examples related to the topic.
the Gold Rush; the growth of cities and towns and the development of law; 4. Use precise language and domain-specific vocabulary to inform about or
the development of the state Constitution; and prohibition of slavery. explain the topic.
5. Historical thinkers can explain why individuals and groups during the same 5. Draw evidence from literary or informational texts to support analysis,
historical period differed in their perspectives. reflection, and research.
6. Determine the kinds of sources that will be helpful in answering compelling
and supporting questions, taking into consideration the different opinions
people have about how to answer the questions.
7. Begin to discuss historical perspectives.
8. Communicate information through the use of technologies.
9. Articulate the most effective options to access information needed for a
specific purpose.
10. Find information through the use of technologies.

Fourth Grade, Standard 1. History 2020 Colorado Academic Standards


SOCIAL STUDIES
Fourth Grade, Standard 1. 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 Colorado history and their relationship to key events in the United States
within the same historical period.

Evidence Outcomes Academic Context and Connections


Students Can: Colorado Essential Skills:
a. Construct a timeline of the major events in Colorado history. 1. Recognize and describe cause-and-effect relationships within Colorado
b. Explain the relationship between major events in Colorado history and history and draw conclusions about how various events and people affected
events in United States history during the same era. the development of the state. (Entrepreneurial Skills: Inquiry/Analysis)
c. Describe both past and present interactions among the people and cultures
Inquiry Questions:
in Colorado. For example: American Indians, Spanish explorers,
1. In what ways have geographic, economic, cultural, and technological
trappers/traders, and settlers after westward expansion.
changes influenced Colorado today?
d. Describe the impact of various technological developments. For example:
2. Why did people of various cultures migrate to and settle in Colorado?
changes in mining technologies, transportation, early 20th century industrial
3. To what extent have unity and diversity shaped Colorado?
developments, and mid- to late-20th century nuclear, and computer
4. How have various individuals, groups, and ideas affected the development
technologies.
of Colorado?

Fourth Grade, Standard 1. History 2020 Colorado Academic Standards SS.4.1.2


Disciplinary, Information, and Media Literacy:
Nature and Skills of History:
1. Introduce a topic or text clearly, state an opinion, and create an
1. Historical thinkers analyze patterns and themes across time periods.
organizational structure in which related ideas are grouped to support the
2. Historical thinkers use context and information from the past to make
writer’s purpose.
connections and inform current decisions. For example: Colorado has had a
2. Write informative/explanatory texts to examine a topic and convey ideas
history of boom and bust cycles that have influenced the decisions of city
and information clearly.
and state planners.
3. Use precise language and domain-specific vocabulary to inform about or
3. Historical thinkers realize that technological developments continue to
explain the topic.
evolve and affect the present. For example: environmental issues have had
4. Conduct short research projects that build knowledge through investigation
an impact on Colorado from the Gold Rush to modern pollution.
of different aspects of a topic.
4. Historical thinkers compare life in specific historical time periods to life
5. Draw evidence from literary or informational texts to support analysis,
today.
reflection, and research.
5. Historical thinkers generate questions about individuals and groups who
6. Determine the kinds of sources that will be helpful in answering compelling
have shaped significant historical changes and continuities.
and supporting questions, taking into consideration the different opinions
6. Historical thinkers construct explanations using reasoning, correct
people have about how to answer the questions.
sequence, examples, and details with relevant information and data.
7. Articulate the most effective options to access information needed for a
specific purpose.
8. Find information through the use of technologies.

Fourth Grade, Standard 1. History 2020 Colorado Academic Standards


SOCIAL STUDIES
Fourth Grade, Standard 2. Geography

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.

Evidence Outcomes Academic Context and Connections


Students Can: Colorado Essential Skills:
a. Answer questions about Colorado regions using maps and other geographic 1. Articulate the most effective tools to access information about the
tools. geography of Colorado. (Professional Skills: Information Literacy)
b. Use geographic grids to locate places on and answer questions about maps 2. Ask questions to develop further understanding about the geography and
and images of Colorado. development of Colorado. (Professional Skills: Self-Advocacy)
c. Create and investigate geographic questions about Colorado in relation to
Inquiry Questions:
other places.
1. Which geographic tools are best to locate information about a place?
d. Illustrate, using geographic tools, how places in Colorado have changed and
2. Why did settlements and large cities develop where they did in Colorado?
developed over time due to human activity.
3. How are the regions of Colorado defined by geography?
e. Describe similarities and differences between the physical geography of
4. How does the physical location of Colorado affect its relationship with other
Colorado and its neighboring states.
regions of the United States and the world?

Fourth Grade, Standard 2. Geography 2020 Colorado Academic Standards SS.4.2.1


Disciplinary, Information, and Media Literacy:
Nature and Skills of Geography:
1. Integrate information from two texts on the same topic in order to write or
1. Spatial thinkers gather appropriate tools to formulate and answer questions
speak about the subject knowledgeably.
related to space and place.
2. Introduce a topic or text clearly, state an opinion, and create an
2. Spatial thinkers use tools to compare and contrast geographic locations.
organizational structure in which related ideas are grouped to support the
3. Spatial thinkers use geographic tools to answer questions about the state
writer’s purpose.
and region to make informed choices. For example: a family reads a
3. Develop the topic with facts, definitions, concrete details, quotations, or
weather map and researches road conditions to inform their decision to go
other information and examples related to the topic.
to the mountains in the winter.
4. Provide a concluding statement or section related to the information or
4. Spatial thinkers use geographic tools to collect and analyze data regarding
explanation presented.
an area where people live.
5. Identify disciplinary concepts and ideas associated with a compelling
5. Geographic thinkers identify evidence that draws information from multiple
question that are open to different interpretations.
sources in response to compelling questions.
6. Access relevant information needed for a specific purpose.
6. Geographic thinkers use evidence to develop claims in response to
7. Find and communicate information through the use of technologies.
compelling questions.

Fourth Grade, Standard 2. Geography 2020 Colorado Academic Standards


SOCIAL STUDIES
Fourth Grade, Standard 2. 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.

Evidence Outcomes Academic Context and Connections


Students Can: Colorado Essential Skills:
a. Describe how the physical environment provides opportunities for and 1. Define the problems faced by people in Colorado because of the physical
places constraints on human activities. environment they encountered. (Entrepreneurial Skills: Critical
b. Explain how physical environments influenced and limited immigration into Thinking/Problem Solving).
the state.
Inquiry Questions:
c. Analyze how people use geographic factors in creating settlements and
1. What physical characteristics led various cultural groups to select the places
have adapted to and modified the local physical environment.
they did for settlement in Colorado?
d. Describe how places in Colorado are connected by movement of goods,
2. How did Colorado settlers alter their environment to facilitate
services, and technology.
communication and transportation?
3. How does the physical environment affect human activity?
4. How does human activity affect the environment?

Fourth Grade, Standard 2. Geography 2020 Colorado Academic Standards SS.4.2.2


Disciplinary, Information, and Media Literacy:
Nature and Skills of Geography:
1. Compare and contrast a firsthand and secondhand account of the same
1. Spatial thinkers use maps, satellite images, photographs, and other
event or topic; describe the differences in focus and the information
representations to explain relationships between the locations of places
provided.
and regions and their environmental characteristics.
2. Integrate information from two texts on the same topic in order to write or
2. Geographic thinkers evaluate how physical features affect the development
speak about the subject knowledgeably.
of a sense of place.
3. Write informative/explanatory texts to examine a topic and convey ideas
3. Geographic thinkers consider geographic factors when making settlement
and information clearly.
decisions. For example: Colorado Springs has a dry climate that is favorable
4. Introduce a topic clearly and group-related information in paragraphs and
for computer companies, and ski resorts developed in the Rocky Mountains.
sections; include formatting (e.g., headings), illustrations, and multimedia
4. Geographic thinkers can describe how environmental and cultural
when useful to aiding comprehension.
characteristics influence population distribution in specific places or regions
5. Identify disciplinary concepts and ideas associated with a compelling
in Colorado.
question that are open to different interpretations.
5. Geographic thinkers explain how cultural and environmental characteristics
6. Explain how supporting questions help answer compelling questions in an
affect the distribution and movement of people, goods, and ideas.
inquiry.
6. Geographic thinkers explain how human settlements and movements relate
7. Articulate the most effective options to access information needed for a
to the locations and use of various natural resources.
specific purpose.
8. Find information through the use of technologies.
9. Communicate information through the use of technologies.

Fourth Grade, Standard 2. Geography 2020 Colorado Academic Standards


SOCIAL STUDIES
Fourth Grade, Standard 3. Economics

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.

Evidence Outcomes Nature and Skills of Economics:


Students Can: 1. Economic thinkers study positive incentives and how they influence
a. Define positive and negative economic incentives and describe how people behavior predictably over time. For example: responsible individuals save
typically respond when given positive or negative incentives. for the future and move for better job opportunities.
b. In a given situation, create a plan of appropriate incentives to achieve a 2. Economic thinkers study how negative incentives influence behavior
desired result. For example: offering a prize to the person who picks up the predictably over time. For example: people move or refuse to relocate due
most trash on the playground. to poor climate or resource shortages.
c. Give examples of the kinds of goods and services produced in Colorado in 3. Economic thinkers investigate alternative ways to use the resources in
different historical periods and their connection to economic incentives. terms of their advantages and disadvantages.
d. Explain how productive resources (natural, human, and capital) have 4. Economic thinkers use both positive and negative incentives to affect
influenced the types of goods produced and services provided in Colorado. behavior. For example: the tourism industry uses incentives to attract
tourists and government agencies use tickets to discourage speeding and
Academic Context and Connections fines for not following regulations.
Colorado Essential Skills: Disciplinary, Information, and Media Literacy:
1. Set goals and develop strategies which take into account positive and 1. Draw evidence from literary or informational texts to support analysis,
negative incentives in order to remain focused on learning goals. (Personal reflection, and research.
Skills: Perseverance/Resilience) 2. Identify disciplinary concepts and ideas associated with a compelling
Inquiry Questions: question that are open to different interpretations.
1. Why are different goods and services important at different times in 3. Identify main idea, sequence of events, and cause and effect in a social
Colorado’s history? studies context.
2. How have science and technology changed the economy of Colorado? 4. Present information orally and in writing.
3. How have natural, human, and capital resources had both positive and
negative impacts on the development of Colorado?
4. How can you explain why people or communities make the decisions that
they do?

Fourth Grade, Standard 3. Economics 2020 Colorado Academic Standards SS.4.3.1


SOCIAL STUDIES
Fourth Grade, Standard 3. Economics

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).

Evidence Outcomes Nature and Skills of Economics:


Students Can: 1. Economic thinkers analyze opportunity costs associated with making
a. Define choice and opportunity cost. decisions.
b. Determine the relationship between long-term goals and opportunity cost. 2. Economic thinkers analyze data to forecast possible outcomes.
c. Analyze scenarios of choices including opportunity cost. For example: how 3. Economic thinkers understand that the relationship between choice and
to spend allowance money or purchase school supplies. opportunity cost leads to good decision-making. For example: a business
may have an opportunity to purchase inexpensive land, but the cost may be
Academic Context and Connections in the travel time.
Colorado Essential Skills: 4. Economic thinkers compare the benefits and costs of individual choices.
1. Make connections between information gathered and personal experiences 5. Economic thinkers identify positive and negative incentives that influence
to apply and/or test solutions when making a purchase. (Entrepreneurial the decisions people make.
Skills: Critical Thinking/Problem Solving) Disciplinary, Information, and Media Literacy:
2. Regulate one’s emotions, thoughts, and behaviors in different situations 1. Integrate information from two texts on the same topic in order to write or
when making a purchase. (Personal Skills: Personal Responsibility) speak about the subject knowledgeably.
3. Ask questions to develop further personal understanding of how to make 2. Use precise language and domain-specific vocabulary to inform about or
informed purchases. (Professional Skills: Self-Advocacy) explain the topic.
Inquiry Questions:
1. What different ways does an individual have to get information when
deciding between purchase options?
2. How do you know when a good decision has been made about a purchase?
3. How do you know when a bad decision has been made about a purchase?

Fourth Grade, Standard 3. Economics 2020 Colorado Academic Standards SS.4.3.2


SOCIAL STUDIES
Fourth Grade, Standard 4. Civics

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.

Evidence Outcomes Academic Context and Connections


Students Can: Colorado Essential Skills:
a. Give examples of issues faced by the state of Colorado and develop possible 1. Regulate reactions to differing perspectives. (Personal Skills:
solutions. Adaptability/Flexibility)
b. Provide supportive arguments for both sides of a current public policy 2. Identify and explain multiple perspectives when exploring issues faced by
debate. the state of Colorado. (Civic/Interpersonal Skills: Global/Cultural
c. Discuss how various individuals and groups influence the way an issue Awareness)
affecting the state is viewed and resolved. 3. Participate in social or community activities.
d. Identify and use appropriate sources to investigate and analyze multiple
Inquiry Questions:
perspectives of issues.
1. How can government answer questions about issues in a state in various
ways?
2. How do diverse opinions enrich a community?
3. How does an individual’s experience and background influence perception
of an issue?
4. Why is it important to research issues and engage in civil debates?

Fourth Grade, Standard 4. Civics 2020 Colorado Academic Standards SS.4.4.1


Disciplinary, Information, and Media Literacy:
Nature and Skills of Civics:
1. Draw evidence from literary or informational texts to support analysis,
1. Civic-minded individuals understand that virtues, such as honesty, mutual
reflection, and research.
respect, cooperation, and attentiveness to multiple perspectives, should be
2. Integrate information from two texts on the same topic in order to write or
used when they interact with each other on public matters.
speak about the subject knowledgeably.
2. Civic-minded individuals recognize opportunities to study the effectiveness
3. Identify disciplinary concepts and ideas associated with a compelling
of various ways to influence state public policy.
question that are open to different interpretations.
3. Civic-minded individuals understand the relationships between state
4. Determine the kinds of sources that will be helpful in answering compelling
government and citizens.
and supporting questions, taking into consideration the different opinions
4. Civic-minded individuals study the art of debate, critical reasoning, and
people have about how to answer the questions.
active listening to foster informed choices. For example: school boards
5. Gather relevant information from multiple sources while using the origin,
review the pros and cons of an issue such as dress code and then make a
structure, and context to guide the selection.
policy decision.
6. Present information orally and in writing.
5. Civic-minded individuals identify the beliefs, experiences, perspectives, and
7. Use technology to efficiently and effectively access information.
values that underlie their own and others’ points of view about civic issues.
6. Civic-minded individuals critique arguments and provide explanations.

Fourth Grade, Standard 4. Civics 2020 Colorado Academic Standards


SOCIAL STUDIES
Fourth Grade, Standard 4. Civics

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.

Evidence Outcomes Nature and Skills of Civics:


Students Can: 1. Civic-minded individuals understand the importance of the processes and
a. Explain the historical foundation and events that led to the Colorado rules by which groups of people make decisions, govern themselves, and
Constitution and the formation of the three branches of Colorado address public problems.
government. 2. Civic-minded individuals know the origins, structure, and functions of
b. Identify and explain a variety of roles leaders, citizens, and others play in Colorado’s government and how it provides for participation, influence and
state government. benefits. For example, individuals can vote on ballot issues that affect taxes.
c. Identify and explain the services state government provides and how those 3. Civic-minded individuals investigate resources and ask for government
services are funded. support and services. For example: someone wanting to open a restaurant
d. Describe how the decisions of the state government affect local can visit the Department of Health website to get information.
government and interact with federal law. 4. Civic-minded individuals can explain different strategies and approaches
e. Describe how a citizen might engage in state government to demonstrate that students and others could take in working alone and together to
their rights or initiate change. address local, regional, and global problems, and predict possible results of
their actions.
Academic Context and Connections
Disciplinary, Information, and Media Literacy:
Colorado Essential Skills: 1. Write informative/explanatory texts to examine a topic and convey ideas
1. Recognize how members of a community rely on each other to make and information clearly.
decisions and enact change. (Civic/Interpersonal Skills: 2. Report on a topic or text, tell a story, or recount an experience in an
Collaboration/Teamwork) organized manner, using appropriate facts and relevant, descriptive details
Inquiry Questions: to support main ideas or themes; speak clearly at an understandable pace.
1. What would state government look like if one of the branches had more 3. Present information orally and in writing.
power than the others? 4. Use technology to efficiently and effectively access information.
2. What would Colorado be like without a state government? 5. Demonstrate an understanding of chronology.
3. To what extent were various individuals and organizations in the state
important in the development of Colorado’s government?

Fourth Grade, Standard 4. Civics 2020 Colorado Academic Standards SS.4.4.2


SOCIAL STUDIES
Fifth Grade, Standard 1. History

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.

Evidence Outcomes Academic Context and Connections


Students Can: Colorado Essential Skills:
a. Recognize how historical context can affect the perspective of historical 1. Make observations and draw conclusions from a variety of sources when
sources. studying American history. (Entrepreneurial Skills: Inquiry/Analysis)
b. Examine significant historical documents. For example: the Stamp Act, the 2. Identify and explain multiple perspectives when exploring events, ideas,
Declaration of Independence, and the Constitution. issues in United States history. (Civic/Interpersonal Skills: Global/Cultural
c. Interpret timelines of eras and themes in North America from European Awareness).
colonization through the establishment of the United States Government.
Inquiry Questions:
d. Analyze cartoons, artifacts, artwork, charts, and graphs related to eras and
1. How do sources with varied perspectives help us to understand what
themes in North America from European colonization through the
happened in the past?
establishment of the United States Government.
2. Why is important to understand the historical context of events?
3. How might history be different without the Declaration of Independence?

Fifth Grade, Standard 1. History 2020 Colorado Academic Standards SS.5.1.1


Nature and Skills of History: Disciplinary, Information, and Media Literacy:
1. Historical thinkers analyze and interpret primary and secondary sources to 1. Analyze multiple accounts of the same event or topic, noting important
make inferences about various time periods and show cause-and-effect similarities and differences in the point of view they represent.
relationships. 2. Integrate information from several texts on the same topic in order to write
2. Historical thinkers seek people, places, and events that tell the story of or speak about the subject knowledgeably.
history from multiple perspectives. 3. Provide logically ordered reasons that are supported by facts and details.
3. Historical thinkers examine data for point of view, historical context, 4. Write informative/explanatory texts to examine a topic and convey ideas
distortion, or propaganda. and information clearly.
4. Historical thinkers apply the historical method of inquiry to continuously 5. Draw evidence from literary or informational texts to support analysis,
interpret and refine history. For example, political cartoonists portray reflection, and research.
multiple perspectives of events, and newspapers may be biased in coverage 6. Articulate the most effective options to access information needed for a
of events throughout time. specific purpose.
5. Historical thinkers generate questions about individuals and groups who 7. Communicate information through the use of technologies.
have shaped significant historical changes and continuities.
6. Historical thinkers explain why individuals and groups during the same
historical period differed in their perspectives.
7. Historical thinkers explain connections among historical contexts and
people’s perspectives at the time.
8. Historical thinkers summarize how different kinds of historical sources are
used to explain events in the past.
9. Historical thinkers gather relevant information from multiple sources while
using the origin, structure, and context to guide the selection.
10. Historical thinkers use evidence to develop claims in response to compelling
questions.

Fifth Grade, Standard 1. History 2020 Colorado Academic Standards


SOCIAL STUDIES
Fifth Grade, Standard 1. 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.

Evidence Outcomes Academic Context and Connections


Students Can: Colorado Essential Skills:
a. Identify and explain cultural interactions between the European colonists, 1. Identify and explain multiple perspectives when exploring events, ideas,
American Indians, and enslaved individuals. For example: the Columbian issues in United States history. (Civic/Interpersonal Skills: Global/Cultural
Exchange, and various trade networks. Awareness).
b. Identify and describe the significant individuals and groups of American
Inquiry Questions:
Indians and European colonists before the American Revolution.
1. How did historical events and individuals contribute to diversity in the
c. Explain the development of political, social and economic institutions in the
United States?
British American colonies.
2. How did important American documents shape American beliefs and
d. Explain important political, social, economic, and military developments
values?
leading to and during the American Revolution.
3. To what extent did individuals and their ideas contribute to the
establishment of the United States government?

Fifth Grade, Standard 1. History 2020 Colorado Academic Standards SS.5.1.2


Nature and Skills of History: Disciplinary, Information, and Media Literacy:
1. Historical thinkers use chronology to organize and study cause-and-effect 1. Integrate information from several texts on the same topic in order to write
relationships across time. or speak about the subject knowledgeably.
2. Historical thinkers study people, places, and events to tell the story of 2. Write informative/explanatory texts to examine a topic and convey ideas
history from multiple perspectives. and information clearly.
3. Historical thinkers examine the context and information from the past to 3. Introduce a topic clearly, provide a general observation and focus, and
make connections and inform decisions in the present. For example: the group related information logically; include formatting (e.g., headings),
concept of liberty continues to be defended by lawyers and citizens; and illustrations, and multimedia when useful to aiding comprehension.
the rights and responsibilities of citizens continue to evolve through the 4. Use precise language and domain-specific vocabulary to inform about or
work of policy makers, legislators, judges, lawyers, and individuals. explain the topic.
4. Historical thinkers generate questions about individuals and groups who 5. Conduct short research projects that use several sources to build
have shaped significant historical changes and continuities. knowledge through investigation of different aspects of a topic.
5. Historical thinkers explain connections among historical contexts and 6. Report on a topic or text or present an opinion, sequencing ideas logically
people’s perspectives at the time. and using appropriate facts and relevant, descriptive details to support
6. Historical thinkers summarize how different kinds of historical sources are main ideas or themes; speak clearly at an understandable pace.
used to explain events in the past. 7. Communicate information through the use of technologies.
7. Historical thinkers use evidence to develop a claim about the past.
8. Historical thinkers construct explanations using reasoning, correct
sequence, examples, and details with relevant information and data.

Fifth Grade, Standard 1. History 2020 Colorado Academic Standards


SOCIAL STUDIES
Fifth Grade, Standard 2. Geography

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.

Evidence Outcomes Inquiry Questions:


Students Can: 1. How can various types of maps and other geographic tools communicate
a. Answer questions about regions of the United States using various types of geographic information incorrectly?
maps. 2. How do you think differently about data when it is displayed spatially?
b. Use geographic tools to identify, locate, and describe places and regions in 3. How and why do we label places?
the United States and suggest reasons for their location. 4. How have places and regions in the United States been influenced by the
c. Describe the influence of accessible resources on the development of local physical geography of North America over time?
and regional communities throughout the United States. Nature and Skills of Geography:
Academic Context and Connections 1. Spatial thinkers use geographic tools to evaluate data in order to answer
geographic questions.
Colorado Essential Skills: 2. Spatial thinkers locate places and identify resources, physical features,
1. Investigate geographic resources to form hypotheses, make observations, regions, and populations using geographic tools.
and draw conclusions about communities in the United States. 3. Spatial thinkers use geographic technologies to enhance the ability to locate
(Entrepreneurial Skills: Inquiry/Analysis) and analyze maps to answer questions. For example: historians use maps to
help re-create settings of historical events, and individuals use maps to
learn about different geographic areas.
Disciplinary, Information, and Media Literacy:
1. Analyze multiple accounts of the same event or topic, noting important
similarities and differences in the point of view they represent.
2. Use precise language and domain-specific vocabulary to inform about or
explain the topic.
3. Conduct short research projects that use several sources to build
knowledge through investigation of different aspects of a topic.
4. Report on a topic or text or present an opinion, sequencing ideas logically
and using appropriate facts and relevant, descriptive details to support
main ideas or themes; speak clearly at an understandable pace.

Fifth Grade, Standard 2. Geography 2020 Colorado Academic Standards SS.5.2.1


SOCIAL STUDIES
Fifth Grade, Standard 2. 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.

Evidence Outcomes Inquiry Questions:


Students Can: 1. What human and physical characteristics have motivated, prevented, or
a. Identify variables associated with discovery, exploration, and migration. impeded migration and immigration over time?
b. Explain migration, trade, and cultural patterns that result from interactions 2. How can migration and immigration be represented geographically?
among people, groups, and cultures. 3. How has the movement of people and their belongings affected the
c. Describe and analyze how specific physical and political features influenced environment both positively and negatively?
historical events, movements, and adaptation to the environment. Nature and Skills of Geography:
d. Analyze how cooperation and conflict among people contribute to political, 1. Geographic thinkers study patterns of human movement.
economic, and social divisions in the United States. 2. Geographic thinkers understand how technology has influenced movement
e. Give examples of the influence of geography on the history of the United to, colonization of, and the settlement of North America.
States. 3. Geographic thinkers examine how the migration of individuals affects
Academic Context and Connections society including economic and environmental impacts.

Colorado Essential Skills: Disciplinary, Information, and Media Literacy:


1. Consider purpose, formality of context and audience, and distinct cultural 1. Draw evidence from geographic tools or informational texts to support
norms when planning the content, mode, delivery, and expression of analysis, reflection, and research.
analysis of historical events and movements. (Civic/Interpersonal Skills: 2. Determine the kinds of sources that will be helpful in answering compelling
Communication) and supporting questions, taking into consideration the different opinions
2. Identify and explain multiple perspectives when exploring ideas about people have about how to answer the questions.
conflict in the United States. (Civic/Interpersonal Skills: Global/Cultural
Awareness)

Fifth Grade, Standard 2. Geography 2020 Colorado Academic Standards SS.5.2.2


SOCIAL STUDIES
Fifth Grade, Standard 3. Economics

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.

Fifth Grade, Standard 3. Economics 2020 Colorado Academic Standards SS.5.3.1


SOCIAL STUDIES
Fifth Grade, Standard 3. Economics

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).

Evidence Outcomes Inquiry Questions:


Students Can: 1. What risks and benefits are associated with spending versus saving and
a. Differentiate between saving and investing. investing?
b. Establish the function of banking. 2. How can a checking account help to decide how to spend and save?
c. Distinguish between different types of financial institutions such as banks 3. Why do people use financial institutions rather than self-banking?
and credit unions, and the services provided. For example: checking 4. How do people choose a financial institution?
accounts, savings accounts, investments, and loans. Nature and Skills of Economics:
d. Create a way to keep track of money spent and money saved. 1. Financially capable individuals research, analyze, and make choices
Academic Context and Connections regarding their needs when using financial institutions.
2. Financially capable individuals identify positive and negative incentives that
Colorado Essential Skills: influence the decisions people make.
1. Make connections between information gathered and personal experiences 3. Financially capable individuals use technology to track and graph the
to apply and/or test solutions when choosing a financial institution or interest accrued on “virtual” investments, checking and savings accounts,
financial product. (Entrepreneurial Skills: Critical Thinking/Problem Solving) investments, and loans.
2. Express one’s own emotions, thoughts, and values and identify how they
influence behavior when making decisions regarding choosing a financial Disciplinary, Information, and Media Literacy:
institution or financial product. (Personal Skills: Self-Awareness) 1. Write informative/explanatory texts to examine a topic and convey ideas
3. Ask questions to develop further personal understanding when choosing and information clearly.
financial institutions and financial products. (Professional Skills: Self- 2. Conduct short research projects that use several sources to build
Advocacy) knowledge through investigation of different aspects of a topic.

Fifth Grade, Standard 3. Economics 2020 Colorado Academic Standards SS.5.3.2


SOCIAL STUDIES
Fifth Grade, Standard 4. Civics

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.

Evidence Outcomes Nature and Skills of Civics:


Students Can: 1. Civic-minded individuals understand that civic virtues such as civility,
a. Describe and provide sources and examples of individual rights. cooperation, respect, and responsible participation are foundational
b. Give examples of group and individual actions that illustrate civic ideals in components of our society.
the founding of the United States. For example: freedom, rule of law, 2. Civic-minded individuals understand the significance of peaceful assembly
equality, civility, cooperation, respect, responsibility, and civic participation. by groups and respectful behavior during a performance or speech.
c. Explain the reasons for the settlement of the American colonies. 3. Civic-minded individuals understand that the foundations of citizenship in
d. Define the criteria and process for becoming a citizen. the United States ensure that citizens’ rights are being protected. For
example: the rule of law applies to everyone in society and all individuals
Academic Context and Connections and groups are treated with respect.
Colorado Essential Skills: 4. Civic-minded individuals analyze critical historical documents to investigate
1. Recognize how members of a community rely on each other through a the development of the national government.
variety of ways when creating rules and norms. (Civic/Interpersonal Skills: 5. Civic-minded individuals understand the responsibilities of the national
Collaboration/Teamwork) government to its citizens.
2. Connect knowledge of the foundations of citizenship in the United States to 6. Civic-minded individuals understand that in order to act responsibly and
personal ideas/understandings. (Civic/Interpersonal Skills: Civic effectively, citizens must understand the important institutions of their
Engagement) society and the principles that these institutions are intended to reflect.
7. Civic-minded individuals gather information from a variety of sources and
Inquiry Questions: evaluate the relevance of that information when constructing opinions,
1. How might citizens view an issue differently because of their backgrounds? explanation, or arguments.
2. What is the most important right of a citizen?
3. What is the most important responsibility of a citizen? Disciplinary, Information, and Media Literacy:
4. How does government meet its responsibility to citizens? 1. Integrate information from several texts on the same topic in order to write
5. Who is government? or speak about the subject knowledgeably.
2. Conduct research by locating, gathering, and organizing information using
online and print resources.

Fifth Grade, Standard 4. Civics 2020 Colorado Academic Standards SS.5.4.1


SOCIAL STUDIES
Fifth Grade, Standard 4. Civics

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.

Evidence Outcomes Nature and Skills of Civics:


Students Can: 1. Civic-minded individuals understand the concept of individual rights as a
a. Explain the historical foundation and the events that led to the cornerstone to American democracy.
establishment of the United States government. For example: the colonial 2. Civic-minded individuals understand the relationships between individual
experience, the Declaration of Independence, the Articles of Confederation, rights and personal responsibility.
and the Constitution. 3. Civic-minded individuals know that the origins, structure, and function of
b. Identify political principles of American democracy and how the the United States government are studied to create an informed, civically
Constitution and Bill of Rights reflect and preserve these principles. literate, and responsible society. For example: fundamental principles and
c. Explain the origins, structures, and functions of the three branches of the liberties are still evolving as judges interpret the Constitution, and
United States government and the relationships among them. legislators make laws and local city councils and boards create regulations.
d. Describe how the decisions of the national government affect local and 4. Civic-minded individuals understand that in order to act responsibly and
state government. effectively, citizens must understand the important institutions of their
society and the principles that these institutions are intended to reflect.
Academic Context and Connections 5. Civic-minded individuals understand that civics teaches the principles—such
Colorado Essential Skills: as adherence to the social contract, consent of the governed, limited
1. Identify and explain multiple perspectives when exploring the events government, legitimate authority, federalism, and separation of powers—
leading to the creation of the United States government and the principles that are meant to guide official institutions such as legislatures, courts, and
of American democracy. (Civic/Interpersonal Skills: Global/Cultural government agencies.
Awareness) Disciplinary, Information, and Media Literacy:
Inquiry Questions: 1. Integrate information from several texts on the same topic in order to write
1. What are democratic ideals and practices and their historic origins? or speak about the subject knowledgeably.
2. Were the founding fathers correct in keeping the Constitution open for 2. Write informative/explanatory texts to examine a topic and convey ideas
flexibility and interpretation? Why? and information clearly.
3. How have historical documents defined and distributed power? 3. Determine the kinds of sources that will be helpful in answering compelling
and supporting questions, taking into consideration the different opinions
people have about how to answer the questions.
4. Identify and discuss primary and secondary sources.

Fifth Grade, Standard 4. Civics 2020 Colorado Academic Standards SS.5.4.2


SOCIAL STUDIES
Sixth Grade, Standard 1. History

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.

Evidence Outcomes Inquiry Questions:


Students Can: 1. What questions help us understand the development of the Western
a. Identify ways different cultures record history in the Western Hemisphere. Hemisphere and the interactions of people in the region?
b. Analyze multiple primary and secondary sources while formulating 2. Why do sources on the same topic vary, and how do we determine which
historical questions about the Western Hemisphere. For example: art, ones will help us effectively interpret the past?
artifacts, eyewitness accounts, letters and diaries, artifacts, real or 3. What key primary sources help us to understand the Western Hemisphere?
simulated historical sites, charts, graphs, diagrams and written texts. 4. How is the bias of the author of a source reflected in the source itself?
c. Gather, organize, synthesize, and critique information to determine if it is Nature and Skills of History:
sufficient to answer historical questions about the Western Hemisphere. 1. Historical thinkers evaluate historical sources for purpose, audience, point
Academic Context and Connections of view, context, reliability, and authenticity.
2. Historical thinkers use primary and secondary sources to develop and
Colorado Essential Skills: evaluate hypotheses and interpretations of historical events and figures
1. Make connections between information gathered and personal experiences that are supported by evidence.
to research historical questions. (Strategic Learning: Critical Thinking and 3. Historical thinkers identify points of view, seek multiple sources, and
Problem Solving) develop and defend a thesis with evidence.
2. Engage in novel approaches, moves, directions, ideas, and/or perspectives 4. Historical thinkers use technology to explore and evaluate for accuracy of
while using inquiry and primary sources. (Entrepreneurial Skills: information.
Creativity/Innovation) 5. Historical thinkers use context and content from the past is used to make
3. Examine various resources, to look for and find value in different connections to the present.
perspectives expressed by others. (Personal Skills: Adaptability/Flexibility)
4. Utilize primary and secondary sources to examine how individuals interpret Disciplinary, Information, and Media Literacy:
messages differently, how values and points of view are included or 1. Cite specific textual evidence to support analysis of primary and secondary
excluded, and how media can influence beliefs and behaviors. (Professional sources
Skills: Information Literacy) 2. Conduct research by locating, gathering, organizing information and data,
and evaluating online and print resources.
3. Evaluate information critically and competently.

Sixth Grade, Standard 1. History 2020 Colorado Academic Standards SS.6.1.1


SOCIAL STUDIES
Sixth Grade, Standard 1. 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 within regions of the Western Hemisphere and their relationships with one
another.

Evidence Outcomes Academic Context and Connections


Students Can: Colorado Essential Skills:
a. Explain how people, products, cultures, and ideas interact and are 1. Make connections between information gathered and personal experiences
interconnected in the Western Hemisphere and how they have impacted to research historical questions. (Entrepreneurial Skills: Critical
modern times. Thinking/Problem Solving)
b. Determine and explain the historical context of key people, events, and 2. Engage in novel approaches, moves, directions, ideas, and/or perspectives
ideas over time including the examination of different perspectives from while using inquiry and primary sources. (Entrepreneurial Skills:
people involved. For example: Aztec, Maya, Inca, Inuit, early Native Creativity/Innovation)
American cultures of North America, major explorers, colonizers of 3. Plan and evaluate complex solutions to global challenges within the
countries in the Western Hemisphere, and the Columbian Exchange. Western Hemisphere using multiple disciplinary perspectives such as
c. Identify examples of the social, political, cultural, and economic cultural, historical, and scientific. (Civic Interpersonal Skills: Global/Cultural
development in key areas of the Western Hemisphere. Awareness)
4. Examine various resources, to look for and find value in different
perspectives expressed by others. (Personal Skills: Adaptability/Flexibility)
Inquiry Questions:
1. Why have civilizations succeeded and failed?
2. To what extent does globalization depend on a society’s resistance to and
adaptation to change over time?
3. What factors influenced the development of civilizations and nations in the
Western Hemisphere?

Sixth Grade, Standard 1. History 2020 Colorado Academic Standards SS.6.1.2


Nature and Skills of History: Disciplinary, Information, and Media Literacy:
1. Historical thinkers analyze patterns and themes across time. 1. Determine an author’s point of view or purpose in a text and explain how it
2. Historical thinkers study the people, places, ideas, and events in the is conveyed in the text.
Western Hemisphere to construct the story of history from multiple 2. Identify propaganda, censorship, and bias in the media.
perspectives. 3. Demonstrate positive social and ethical behaviors when using technology
3. Historical thinkers use chronology to organize time. and discuss consequences of inappropriate use.
4. Historical thinkers examine, interpret, and evaluate data for point of view, 4. Cite textual evidence from content-specific texts to demonstrate
historical context, or propaganda and use it to inform decisions on the understanding and support an analysis of the text, conduct an experiment,
current world today. or perform a task.
5. Historical thinkers investigate how philosophies and ideas from the Aztec,
Maya, Inca, and others in history continue to inform and affect the present.
6. Historical thinkers research how technological developments continue to
evolve and affect the present.

Sixth Grade, Standard 1. History 2020 Colorado Academic Standards


SOCIAL STUDIES
Sixth Grade, Standard 2. Geography

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.

Evidence Outcomes Academic Context and Connections


Students Can: Colorado Essential Skills:
a. Use geographic tools to identify, locate and describe places and regions in 1. Apply knowledge to set goals, make informed decisions and transfer to new
the Western Hemisphere, to solve problems. For example: latitude, contexts. (Personal Skills: Initiative/Self-Direction)
longitude, scale on maps, globes, and other resources such as GPS and 2. Engage in novel approaches, directions, ideas, and/or perspectives while
satellite imagery. using inquiry and primary sources. (Entrepreneurial Skills:
b. Collect, analyze, and synthesize data from geographic tools to compare Creativity/Innovation)
regions in the Western Hemisphere. 3. Plan and evaluate complex solutions to global challenges, within the
c. Examine geographic sources to formulate questions and investigate Western Hemisphere, which are appropriate to their contexts using
responses. multiple disciplinary perspectives, such as cultural, historical, and scientific.
d. Interpret, apply, and communicate geographic data to justify potential (Civic Interpersonal Skills: Global/Cultural Awareness)
solutions to problems in the Western Hemisphere at the local, state, 4. Using geographic tools and resources, demonstrate task management
national, and global levels. attributes associated with producing high quality products including the
abilities to: (a) Work positively and ethically; (b) Manage time and projects
effectively; (c) Multi-task, and; (d) Clearly communicate with others.
(Professional Skills: Task/Time Management).
Inquiry Questions:
1. How can geographic tools be used to solve problems in the future?
2. Why does where we live influence how we live?
3. How do populations, physical features, resources, and perceptions of places
and regions change over time
4. How have geographic factors influenced human settlement, economic
activity, and land acquisition?

Sixth Grade, Standard 2. Geography 2020 Colorado Academic Standards SS.6.2.1


Disciplinary, Information, and Media Literacy:
Nature and Skills of Geography:
1. Integrate visual information such as charts, graphs, photographs, videos, or
1. Spatial thinkers use geographic tools to develop spatial thinking and
maps, with other information in print and digital texts.
awareness skills.
2. Explain and justify decisions and shared content through the use of online
2. Spatial thinkers use geographic tools to help to solve problems in daily life.
maps, graphs, charts, data and diagrams.
For example: a car GPS is used to find a location, maps are used by tourists,
3. Manage the flow of information from a wide variety of sources.
and directions are found on the internet.
4. Present arguments or information in a logical sequence with a clear claim,
3. Geographic thinkers evaluate patterns that connect people in the Western
supportive evidence, and effective presence that builds credibility.
Hemisphere to the rest of the world.
5. Generate questions to guide research, gather information from print and
4. Geographic thinkers explore how technology is used by individuals and
digital sources, determine biases and credibility of sources, cite sources
businesses to answer geographic problems such as the spread of disease,
accurately, and use evidence to answer their research question
migration patterns, and distribution and loss of resources like water
supplies.

Sixth Grade, Standard 2. Geography 2020 Colorado Academic Standards


SOCIAL STUDIES
Sixth Grade, Standard 2. Geography

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.

Evidence Outcomes Nature and Skills of Geography:


Students Can: 1. Geographic thinkers examine places and regions and the connections
a. Classify and analyze the types of human and geographic connections among them.
between places. 2. Geographic thinkers study how human and physical systems vary and
b. Identify physical features of the Western Hemisphere and explain their interact to make better choices, decisions, and predictions. For example:
effects on people who reside in the region. resource distribution or trade is based on geographic features and
c. Analyze positive and negative interactions of human and physical systems in environmental changes which affect business decisions.
the Western Hemisphere and give examples of how people have adapted to 3. Geographic thinkers analyze data regarding physical and human systems to
their physical environment. make informed choices regarding production, trade, and resource
acquisition.
Academic Context and Connections 4. Geographic thinkers use geographic information about human and physical
Colorado Essential Skills: systems to make decisions such as establishing trade routes, locating cities,
1. Look for and find value in different perspectives expressed by others in the trade centers and capitals, and establishing outposts and security systems
Western Hemisphere. (Personal Skills: Adaptability/Flexibility) like forts and walls.
2. Plan and evaluate complex solutions to global challenges within the Disciplinary, Information, and Media Literacy:
Western Hemisphere which are appropriate to their contexts using multiple 1. Analyze in detail how a key individual, event, or idea is introduced,
disciplinary perspectives such as cultural, historical, and scientific. (Civic illustrated, and elaborated in a text.
Interpersonal Skills: Global/Cultural Awareness) 2. Demonstrate positive social and ethical behaviors when using technology
3. Apply knowledge to set goals, make informed decisions and transfer to new and discuss consequences of inappropriate use.
contexts. (Personal Skills: Initiative/Self-Direction) 3. Use information accurately and creatively for the issue or problem at hand.
Inquiry Questions: 4. Analyze different texts (including experiments, simulations, video, or
1. What are different ways to define the Western Hemisphere based on multimedia texts) to compare and contrast competing theories, points of
human and physical systems? view, and arguments in the discipline.
2. How have people interacted with the environment over time in a positive or
negative way?
3. How has globalization affected people and places?
4. In what ways are places on Earth interdependent?

Sixth Grade, Standard 2. Geography 2020 Colorado Academic Standards SS.6.2.2


SOCIAL STUDIES
Sixth Grade, Standard 3. Economics

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.

Evidence Outcomes Nature and Skills of Economics:


Students Can: 1. Economic thinkers study how and why individuals make decisions about
a. Describe how economic systems in the Western Hemisphere (such as purchases and in different locations.
traditional, command, market, and mixed) allocate resources. 2. Economic thinkers study the effects of different types of economies on
b. Use economic reasoning to explain how specialization of production can global interdependence.
result in more interdependence. For example: international trade patterns. 3. Economic thinkers explore how economic development varies and can be
compared across countries in the Western Hemisphere including levels of
Academic Context and Connections education and average income.
Colorado Essential Skills: 4. Economic thinkers investigate how governments and the private sector
1. Plan and evaluate complex solutions to global economic system challenges cooperate to distribute goods and services, specialize, and are
that are appropriate to their contexts using multiple disciplinary interdependent in the global economy.
perspectives such as cultural, historical, and scientific. (Civic/Interpersonal 5. Economic thinkers explain how career opportunities are influenced by the
Skills: Global/Cultural Awareness) type of economic system.
2. Look for and find value in different economic perspectives expressed by Disciplinary, Information, and Media Literacy:
others in the Western Hemisphere. (Personal Skills: Adaptability/Flexibility) 1. Support claim(s) with clear reasons and relevant evidence, using credible
3. Make connections between information gathered and personal experiences sources and demonstrating an understanding of the topic or text.
to research economic questions. (Entrepreneurial Skills: Critical 2. Read to identify cause-and-effect relationships, compare and contrast
Thinking/Problem Solving) information, fact vs. opinion, and author bias.
Inquiry Questions: 3. Use content-specific technology tools to support learning and research.
1. How do different systems address the production of goods?
2. How are scarce resources distributed in different types of economic
systems?
3. How do different economies control the means of production and
distribution of goods and services?

Sixth Grade, Standard 3. Economics 2020 Colorado Academic Standards SS.6.3.1


SOCIAL STUDIES
Sixth Grade, Standard 3. Economics

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).

Evidence Outcomes Inquiry Questions:


Students Can: 1. How did different societies in the Western Hemisphere define the roles of
a. Explain the roles of buyers and sellers in product, labor, and financial buyers and sellers in the various markets?
markets. 2. What role did the distribution of resources play in personal financial
b. Describe the role of competition in the determination of prices and wages decisions?
in a market economy. 3. What role has competition and wages played in different cultures?
c. Explore how consumer spending decisions and demand impact market 4. Why is it important to analyze the various levels of a culture before
economies. understanding how individuals in that culture would make financial
d. Analyze how external factors might influence spending decisions for decisions?
different individuals. Nature and Skills of Economics:
Academic Context and Connections 1. Financially capable individuals determine how history, location, and the
distribution of resources have impacted financial decisions.
Colorado Essential Skills: 2. Financially capable individuals understand that competition and wages are
1. Demonstrate an understanding of cause and effect related to personal not just American concepts. These concepts have applied to individual
financial decisions. (Civic/Interpersonal Skills: Character) financial decisions long before the birth of the nation.
2. Identify and explain multiple perspectives (cultural and global) when 3. Financially capable individuals understand that populations within various
exploring economic events, ideas, and issues within the Western cultures have made individual financial decisions differently throughout
Hemisphere. (Civic/Interpersonal Skills: Global/Cultural Awareness) time and location.
3. Assess personal strengths and limitations with a well-grounded sense of
confidence, optimism, and a growth mindset. (Personal Skills: Self- Disciplinary, Information, and Media Literacy:
Awareness). 1. Analyze how and why individuals, events, and ideas develop.
2. Explain how a question represents key ideas in the field.
3. Explain points of agreement experts have about interpretations and
applications of disciplinary concepts and ideas associated with a compelling
question
4. Integrate multimedia as effective tools for presenting and clarifying
information.

Sixth Grade, Standard 3. Economics 2020 Colorado Academic Standards SS.6.3.2


SOCIAL STUDIES
Sixth Grade, Standard 4. Civics

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.

Evidence Outcomes Inquiry Questions:


Students Can: 1. What does it mean to live in an interconnected world?
a. Discuss advantages and disadvantages of living in an interconnected world. 2. How can you be a productive member of the global community and a
b. Examine changes and connections in ideas about citizenship in different contributing citizen of the United States?
times and places in the Western Hemisphere. 3. Why are there greater challenges and opportunities when multiple groups
c. Describe how groups and individuals influence governments within the interact?
Western Hemisphere. 4. Why do national and global viewpoints sometimes differ?
d. Explain how political ideas and significant people have interacted, are Nature and Skills of Civics:
interconnected, and have influenced nations. 1. Civic-minded individuals discuss and analyze how various government
e. Analyze political issues from national and global perspectives over time. decisions impact people, places, and history.
f. Identify historical examples illustrating how people from diverse 2. Civic-minded individuals analyze how the actions of individuals and groups
backgrounds in the Western Hemisphere perceived and reacted to various can have a local, national, and international impact.
global issues. 3. Civic-minded individuals analyze the relationship between rights and
Academic Context and Connections responsibility in national and global contexts.
4. Civic-minded individuals explain how nations are interconnected and affect
Colorado Essential Skills: each other on a daily basis. For example: businesses are affected by the
1. Examine how individuals in the Western Hemisphere interpret messages laws, regulations, nations; and markets are damaged by drought,
differently, how values and points of view are included or excluded, and earthquakes and other natural disasters throughout the world.
how media can influence beliefs and behaviors.(Professional Skills: 5. Civic-minded individuals demonstrate how technology provides daily
Information Literacy) information regarding the interaction between the United States
2. Plan and evaluate complex solutions to global challenges, in the Western government and other nations.
Hemisphere, which are appropriate to their contexts, using multiple
disciplinary perspectives such as cultural, historical, and scientific. Disciplinary, Information, and Media Literacy:
(Civic/Interpersonal Skills: Global/Cultural Awareness). 1. Describe how a text presents information (e.g., sequentially, comparatively,
3. Look for and find value in different perspectives expressed by others in the and causally).
Western Hemisphere. (Personal Skills: Adaptability/Flexibility). 2. Communicate and present information orally, in writing, and through the
development of multimedia presentations, and other forms of technology
in an effective manner.

Sixth Grade, Standard 4. Civics 2020 Colorado Academic Standards SS.6.4.1


SOCIAL STUDIES
Sixth Grade, Standard 4. Civics

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.

Evidence Outcomes Inquiry Questions:


Students Can: 1. How do you define good government?
a. Describe different systems of government in the Western Hemisphere. 2. What evidence can you find of effective and ineffective governments in the
b. Identify how different systems of government relate to their citizens in the past and the present?
Western Hemisphere. 3. What would a government look like if you created it?
c. Compare the economic components of the different systems of government 4. What are the consequences if a government does not provide for the
in the Western Hemisphere. common good?
d. Compare the various governments and citizens’ liberties in the Western Nature and Skills of Civics:
Hemisphere. 1. Civic-minded individuals discuss and evaluate how personal and national
Academic Context and Connections actions have global consequences.
2. Civic-minded individuals identify ways in which lives are enriched and
Colorado Essential Skills: challenged because of the interconnected nature of a global society.
1. Examine how individuals interpret messages differently, how values and 3. Civic-minded individuals demonstrate how different forms of government
points of view are included or excluded, and how media can influence affect daily life. For example: employees work in international corporations
beliefs and behaviors. (Professional Skills: Information Literacy) and tourists visit countries with different laws, rules, and regulations.
2. Plan and evaluate complex solutions to global challenges, in the Western 4. Civic-minded individuals share how civic education is essential for
Hemisphere, which are appropriate to their contexts, using multiple understanding the implications of events around the world.
disciplinary perspectives such as cultural, historical, and scientific.
(Civic/Interpersonal Skills: Global/Cultural Awareness) Disciplinary, Information, and Media Literacy:
3. Look for and find value in different perspectives expressed by others in the 1. Identify key steps in a text’s description of a process related to
Western Hemisphere. (Personal Skills: Adaptability/Flexibility) history/social studies.
4. Apply ethical perspectives/concepts to an ethical 2. Evaluate the accuracy, relevance, appropriateness, and bias of online and
question/situation/scenario. (Civic/Interpersonal Skills: Character) print sources.
3. Synthesize information from multiple sources to demonstrate
understanding of a topic.

Sixth Grade, Standard 4. Civics 2020 Colorado Academic Standards SS.6.4.2


SOCIAL STUDIES
Seventh Grade, Standard 1. History

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.

Evidence Outcomes Inquiry Questions:


Students Can: 1. Why is continued questioning of historical events beneficial?
a. Utilize primary and secondary sources to explain the interdependence and 2. How can various primary and secondary perspectives in history be
uniqueness among peoples in the Eastern Hemisphere during significant beneficial in understanding past and current issues?
eras or events; including their influence on modern society. For example: 3. Why is it advantageous to identify historical roots of change?
the Silk Road and cultural diffusion, and the Chinese inventions of 4. How can an artifact be utilized to interpret history?
gunpowder and compass. Nature and Skills of History:
b. Examine primary and secondary sources to identify points of view while 1. Historical thinkers construct history through the gathering and analysis of
formulating historical claims and questions. For example: art, eyewitness historical sources.
accounts, letters and diaries, artifacts, historical sites, charts, graphs, 2. Historical thinkers construct the story of the past by interpreting events
diagrams, and written texts. from multiple points of view and various perspectives.
Academic Context and Connections 3. Historical thinkers defend a supported position with appropriate resources.

Colorado Essential Skills: Disciplinary, Information, and Media Literacy:


1. Make connections between information gathered and personal experiences 1. Determine the main idea(s) or relevant information of a primary or
to generate a thesis. (Entrepreneurial Skills: Critical Thinking/Problem secondary source.
Solving) 2. Analyze multiple points of view to establish a comparative approach to
2. Engage in novel approaches, ideas, and/or perspectives while using inquiry interpretation.
and primary and secondary sources. (Entrepreneurial Skills: 3. Utilize valid reasoning to develop a supported position on a historic matter.
Creativity/Innovation) 4. Cite specific textual evidence to support analysis of primary and secondary
3. Look for different historical perspectives expressed in primary and sources.
secondary sources.(Personal Skills: Adaptability/Flexibility) 5. Evaluate the reliability, accuracy, relevance, and bias of online and print
sources.

Seventh Grade, Standard 1. History 2020 Colorado Academic Standards SS.7.1.1


SOCIAL STUDIES
Seventh Grade, Standard 1. 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 context of significant current events, individuals, groups, ideas, and themes within regions of the Eastern Hemisphere and
their relationships with one another.

Evidence Outcomes Inquiry Questions:


Students Can: 1. How does the rise or collapse of a government affect surrounding societies
a. Identify and explain the historical context of key people, regions, events, over time?
and ideas; including the roots of current issues. For example: Mansa Musa, 2. How have ideas fundamentally changed various cultures in the Eastern
the conflicts in the Middle East, the Black Death, and Confucianism. Hemisphere?
b. Investigate and evaluate the social, political, cultural and technological 3. How has technology shaped the development of civilizations?
development of regions in the Eastern Hemisphere. For example: the river 4. What key ideas from ancient Eastern Hemisphere eras continue to
valley civilizations, Hammurabi’s Code, the Hellenistic period, and the demonstrate importance in modern times?
printing press. Nature and Skills of History:
c. Describe the interactions and contributions of various peoples and cultures 1. Historical thinkers analyze patterns and themes throughout time to
that have lived in or migrated within/to the Eastern Hemisphere. For understand current events.
example: conflicts over land and resources between countries, the 2. Historical thinkers construct history using a variety of sources.
foundations of world religions, East/West contact, settlement patterns, and 3. Historical thinkers consider multiple points of view to interpret history and
the historical roots of current issues. outcomes.
Academic Context and Connections 4. Historical thinkers use chronology to organize time.
5. Historical thinkers examine data for contextual meaning and various
Colorado Essential Skills: interpretations.
1. Examine how individuals interpret messages differently, how values and
points of view are included or excluded, and how media can influence Disciplinary, Information, and Media Literacy:
beliefs and behaviors. (Professional Skills: Information Literacy) 1. Utilizing textual evidence, analyze the development and changes of people,
events and ideas.
2. Interpret information presented in diverse media and formats (e.g., visually,
quantitatively, and orally) and explain how it contributes to a topic, text, or
issue under study.

Seventh Grade, Standard 1. History 2020 Colorado Academic Standards SS.7.1.2


SOCIAL STUDIES
Seventh Grade, Standard 2. Geography

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.

Evidence Outcomes Inquiry Questions:


Students Can: 1. How are different types of maps important in understanding various types
a. Use maps and geographic tools to find patterns in human systems and/or of information?
physical features. 2. How could geographic data be used for both positive and negative results?
b. Collect, classify, and analyze data to make geographic inferences and 3. What is the importance of using various geographic tools to analyze topics?
predictions. Nature and Skills of Geography:
c. Apply inquiry and research utilizing geographic tools. For example: GPS and 1. Spatial thinkers use geographic tools to discover and investigate geographic
satellite imagery. patterns.
d. Interpret maps to make inferences and predictions. 2. Spatial thinkers use knowledge about the environment to study its
Academic Context and Connections influence on individuals and groups.

Colorado Essential Skills: Disciplinary, Information, and Media Literacy:


1. Test hypotheses/prototype with planned process for getting feedback. 1. Gather relevant information from multiple print and digital sources, using
(Entrepreneurial Skills: Inquiry/Analysis). search terms effectively; assess the credibility and accuracy of each source.
2. Evaluate information through the use of spatial technologies. (Professional 2. Draw evidence from informational texts to support analysis reflection, and
Skills: Use Information/Communication Technologies). research.
3. Conduct short research projects to answer a question (including a self-
generated question), drawing on several sources and generating additional
related, focused questions that allow for multiple avenues of exploration.
4. Conduct an inquiry-based research project that applies critical-thinking skills
(analysis, synthesis, evaluation, organization) to information and knowledge
in order to construct new understandings, draw conclusions, and create
new knowledge.

Seventh Grade, Standard 2. Geography 2020 Colorado Academic Standards SS.7.2.1


SOCIAL STUDIES
Seventh Grade, Standard 2. Geography

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.

Evidence Outcomes Academic Context and Connections


Students Can: Colorado Essential Skills:
a. Determine how physical and political features impact cultural diffusion and 1. Look for and find value in different perspectives expressed by others.
regional differences. For example: modern environmental issues, cultural (Personal Skills: Adaptability/Flexibility)
patterns, trade barriers, and economic interdependence. 2. Plan and evaluate complex solutions to global challenges using multiple
b. Examine the geographic location and distribution of resources within a disciplinary perspectives such as cultural, historical, and scientific.
region to determine the economic and social impact on its people. For (Civic/Interpersonal Skills: Global/Cultural Awareness)
example: Middle Eastern water rights, the acceptance of refugees from
Inquiry Questions:
other countries, and the Salt Trade.
1. How do geographers apply information from a variety of sources?
2. How can a location be in different regions at the same time?
3. How do regional issues affect larger areas?
4. How do geographic characteristics impact regional issues?
Nature and Skills of Geography:
1. Geographic thinkers study cultural groups in order to explain how they view
a region and evaluate the use of resources in a region to predict and
propose future uses.
2. Geographic thinkers study the various definitions of regions.
Disciplinary, Information, and Media Literacy:
1. Analyze informational text(s) to better understand and evaluate the
author’s perspective and purpose.
2. Evaluate the reasons and evidence that authors use to support their
arguments and specific claims in informational text(s).
3. Distinguish among fact, opinion, and reasoned judgment in a text.
4. Identify propaganda, censorship, and bias in texts and other forms of
media.

Seventh Grade, Standard 2. Geography 2020 Colorado Academic Standards SS.7.2.2


SOCIAL STUDIES
Seventh Grade, Standard 3. Economics

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.

Evidence Outcomes Academic Context and Connections


Students Can: Colorado Essential Skills:
a. Describe how different societies developed economic systems. For 1. Innovate from failure, connect learning across domains, and recognize new
example: the barter system, traditional, command, market, and mixed. opportunities. (Entrepreneurial Skills: Risk-Taking)
b. Evaluate the different economic systems in the Eastern Hemisphere,
Inquiry Questions:
utilizing economic data. For example: economic growth, per capita income,
1. How do different types of economic systems affect societies?
and standard of living.
2. How can economic systems be reflected using data?
c. Explain how trade affects the production of goods and services in different
3. When goods and services are scarce what might happen to price? Why?
regions.
Nature and Skills of Economics:
1. Economic thinkers study the relationship between local consumers and
global producers.
2. Economic thinkers investigate and inform government actions to reduce or
solve social issues.
3. Economic thinkers compare different economics systems to determine their
impact on producers and consumers.
Disciplinary, Information, and Media Literacy:
1. Integrate quantitative or technical information expressed in words in a text
with a version of that information expressed visually (e.g., in a flowchart,
diagram, model, graph, or table).
2. Read, view, and listen for information presented in any format (e.g., textual,
visual, media, digital) in order to make inferences and gather meaning.
3. Explain how a question represents key ideas of a discipline.

Seventh Grade, Standard 3. Economics 2020 Colorado Academic Standards SS.7.3.1


SOCIAL STUDIES
Seventh Grade, Standard 3. Economics

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).

Evidence Outcomes Nature and Skills of Economics:


Students Can: 1. Financially capable individuals understand that financial decisions have
a. Define resources from an economic and personal finance perspective. been impacted by the history, location, and distribution of resources of a
b. Summarize how the distribution of resources impacts consumerism. place.
c. Compare and contrast choices available to consumers within different 2. Financially capable individuals study various factors that influence
cultures as they developed in the Eastern Hemisphere throughout history. production such as resources, supply and demand, and price, which affect
individual consumer choices over time.
Academic Context and Connections 3. Financially capable individuals understand that the distribution of resources
Colorado Essential Skills: influences cultural growth and development over time and have impacted
1. Demonstrate an understanding of cause and effect related to personal many of the different early civilizations around the world.
decisions. (Civic/Interpersonal Skills: Character) 4. Financially capable individuals understand that competition and wages are
2. Identify and explain multiple perspectives (cultural and global) when not just American concepts. These concepts have applied to individual
exploring events, ideas, issues. (Civic/Interpersonal Skills: Global/Cultural financial decisions long before the birth of the nation.
Awareness) 5. Financially capable individuals understand that populations within various
cultures have made individual financial decisions differently throughout
Inquiry Questions: time and location.
1. What are the similarities and differences between different markets in the
Eastern Hemisphere? Disciplinary, Information, and Media Literacy:
1. Explain how a question represents key ideas in the field.
2. Analyze how and why individuals, events, and ideas develop.
3. Explain points of agreement experts have about interpretations and
applications of disciplinary concepts and ideas associated with a compelling
question.

Seventh Grade, Standard 3. Economics 2020 Colorado Academic Standards SS.7.3.2


SOCIAL STUDIES
Seventh Grade, Standard 4. Civics

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.

Evidence Outcomes Inquiry Questions:


Students Can: 1. How do international laws and organizations help encourage ethical
a. Describe civic virtues and principles that guide governments and societies. governmental practices?
For example: citizenship, civic participation, and rule of law. 2. How do the aggressive actions of a nation influence other nations and
b. Analyze the opportunities and limitations of civic participation in societies in international organizations?
the Eastern Hemisphere. 3. What factors lead to cooperation, competition, or aggression between
c. Give examples illustrating the interactions between nations and their societies?
citizens. For example: Apartheid, human rights violations, and one-child 4. Why do governments form alliances and join international organizations?
policy of China) Nature and Skills of Civics:
d. Identify public problems and research ways in which governments address 1. Civic-minded individuals know the components of various systems of
those problems. For example: hunger, disease, poverty, and pollution. government.
Academic Context and Connections 2. Civic-minded individuals develop criteria to apply standards of ethics and
quality in evaluating the effectiveness of government.
Colorado Essential Skills: 3. Civic-minded individuals understand the connections and complexities of
1. Follow a process identified by others to help generate ideas, negotiate roles interactions among nations.
and responsibilities, and respect consensus in decision making.
(Civic/Interpersonal Skills: Collaboration/Teamwork) Disciplinary, Information, and Media Literacy:
2. Participate in social or community activities. (Civic/Interpersonal Skills: Civic 1. Distinguish among fact, opinion, and reasoned judgment in a text.
Engagement) 2. Summarize the points an author/speaker makes and explain how each claim
is supported by reasons and evidence.
3. Conduct research by locating, gathering, organizing information and data,
and evaluating online and print resources.
4. Demonstrate positive social and ethical behaviors when using technology
and discuss consequences of inappropriate use.

Seventh Grade, Standard 4. Civics 2020 Colorado Academic Standards SS.7.4.1


SOCIAL STUDIES
Seventh Grade, Standard 4. Civics

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.

Evidence Outcomes Academic Context and Connections


Students Can: Colorado Essential Skills:
a. Explain the origins, functions, and structure of different governments. For 1. Apply ethical perspectives/concepts to an ethical
example: dictatorship, totalitarianism, democracy, socialism, and question/situation/scenario. (Civic/Interpersonal Skills: Character)
communism.
Inquiry Questions:
b. Evaluate and analyze how various governments and organizations interact,
1. What are fundamental human rights?
resolve their differences, and cooperate. For example: the African Union
2. How can governmental policy lead to problems or help solve problems?
(AU), treaties, and diplomacy.
3. What is the purpose of government?
c. Investigate examples of collaboration and interdependence between
4. How can governments encourage interaction between societies and
international organizations and countries. For example: the Red Cross,
international organizations?
World Health Organization, and United Nations Educational, Scientific and
Cultural Organization (UNESCO). Nature and Skills of Civics:
1. Civic-minded individuals can interact, resolve their differences, and
cooperate.
2. Civic-minded individuals understand that governments have different
functions.
Disciplinary, Information, and Media Literacy:
1. Use technology for problem solving, self-directed learning, and extended
learning activities.
2. Use knowledge and research skills to engage in conversation and debate
around issues of common concern.
3. Present claims and findings, emphasizing main points in a focused manner
with relevant descriptions, facts, details, and examples.

Seventh Grade, Standard 4. Civics 2020 Colorado Academic Standards SS.7.4.2


SOCIAL STUDIES
Eighth Grade, Standard 1. History

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.

Evidence Outcomes Academic Context and Connections


Students Can: Colorado Essential Skills:
a. Use and interpret documents and other relevant primary and secondary 1. Interpret information as historians and draw conclusions based on the best
sources pertaining to United States history from multiple perspectives. analysis using primary and secondary sources. (Entrepreneurial Skills:
b. Analyze evidence from multiple sources including those with conflicting Critical Thinking/Problem Solving)
accounts about specific events in United States history. 2. Synthesize ideas as historians in original and surprising ways examining
c. Critique data for point of view, historical context, distortion, or propaganda multiple perspectives from the American Revolution through
and relevance to historical inquiry. Reconstruction. (Entrepreneurial Skills: Creativity/Innovation)
d. Construct a written historical argument supported by evidence 3. Make predictions as historians and design data/information collection to
demonstrating the use or understanding of primary and secondary sources. analyze conflicting perspectives. (Entrepreneurial Skills: Inquiry/Analysis)
Inquiry Questions:
1. How has the Declaration of Independence influenced other nations?
2. Which primary documents have had the greatest impact on the people of
the United States?
3. Should and can historians be completely impartial when writing about
history?

Eighth Grade, Standard 1. History 2020 Colorado Academic Standards SS.8.1.1


Nature and Skills of History: Disciplinary, Information, and Media Literacy:
1. Historical thinkers interpret history through the use of primary and 1. Seek information from varied sources and perspectives to develop informed
secondary sources to cite specific evidence to support analysis. opinions and creative solutions.
2. Historical thinkers use primary and secondary sources to evaluate and 2. Answer a historical question through the interpretation of primary sources.
create hypotheses of historical events and include supporting evidence to 3. Develop a clear sense of historical time, past, present and future in order to
defend their claim. identify the sequence in which events occurred.
3. Historical thinkers analyze modern and historical maps, through geographic 4. Conduct research by locating, gathering and organizing information to
tools, to explain how historical events are shaped by geography. present orally and in writing by using appropriate technology resources to
4. Historical thinkers use technology to produce and present primary and support learning.
secondary sources clearly and efficiently.
5. Historical thinkers use the context and content from the past to make
connections to the present. For example: connecting the Civil War to
current social and political issues, and the boom and bust cycle of
economics with the Gold Rush and railroads.
6. Historical thinkers use the historical method of inquiry to interpret and
refine history and serves as a model for inquiry. For example, historians and
communities preserve historical documents, artifacts, and buildings.

Eighth Grade, Standard 1. History 2020 Colorado Academic Standards


SOCIAL STUDIES
Eighth Grade, Standard 1. 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 from the origins of the American Revolution through Reconstruction.

Evidence Outcomes Academic Context and Connections


Students Can: Colorado Essential Skills:
a. Determine and explain the historical context of key people and events from 1. Interpret information as historians and draw conclusions based on multiple
the origins of the American Revolution through Reconstruction including perspectives about the United States. (Entrepreneurial Skills: Critical
the examination of different perspectives. For example: grievances from the Thinking/Problem Solving)
colonists against Parliament, the Constitutional Convention, causes and 2. Synthesize ideas as historians in original and surprising ways about
effects of the Civil War. historical eras, individuals, groups, ideas and themes. (Entrepreneurial
b. Evaluate continuity and change over the course of United States history by Skills: Creativity/Innovation)
examining various eras and determining major sources of conflict and 3. Make predictions as historians and design data/information collection and
compromise. analysis strategies to recognize continuity and change through time.
c. Examine factors that motivated the military and economic expansion from (Entrepreneurial Skills: Inquiry/Analysis)
the American Revolution through Reconstruction.
Inquiry Questions:
d. Evaluate the impact of gender, age, ethnicity and class during this time
1. How have the basic values and principles of American democracy changed
period and the impact of these demographic groups on the events of the
over time and in what ways have they been preserved?
time period.
2. To what extent are the ideas of the American Revolution and the United
e. Analyze causes and effects of major conflicts from the origins of the
States Constitution still affecting the world today?
American Revolution through Reconstruction.
3. What would the United States be like if the British had won the American
f. Analyze ideas that are critical to the understanding of American history. For
Revolution?
example: ideals involved in major events and movements, such as
4. To what extent was the Civil War an extension of the American Revolution?
representative democracy, federalism, capitalism, abolition, temperance,
nativism, and expansionism.

Eighth Grade, Standard 1. History 2020 Colorado Academic Standards SS.8.1.2


Nature and Skills of History: Disciplinary, Information, and Media Literacy:
1. Historical thinkers interpret history through the use of primary and 1. Seek information from varied sources and perspectives to develop informed
secondary sources to cite specific evidence to support analysis. opinions and creative solutions.
2. Historical thinkers use primary and secondary sources to evaluate and 2. Answer a historical question through the interpretation of primary sources.
create hypotheses of historical events and include supporting evidence to 3. Develop a clear sense of historical time, past, present and future in order to
defend their claim. identify the sequence in which events occurred.
3. Historical thinkers analyze modern and historical maps, through geographic 4. Conduct research by locating, gathering and organizing information to
tools, to explain how historical events are shaped by geography. present orally and in writing by using appropriate technology resources to
4. Historical thinkers use technology to produce and present primary and support learning.
secondary sources clearly and efficiently.
5. Historical thinkers use the context and content from the past to make
connections to the present.
6. Historical thinkers use the historical method of inquiry to interpret and
refine history and serves as a model for inquiry. For example: historians and
communities preserve historical documents, artifacts, and buildings.

Eighth Grade, Standard 1. History 2020 Colorado Academic Standards


SOCIAL STUDIES
Eighth Grade, Standard 2. Geography

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.

Evidence Outcomes Inquiry Questions:


Students Can: 1. How has human settlement including migration influenced and been
a. Interpret maps and other geographic tools as a primary source to analyze a influenced by changes in physical systems and culture?
historic issue. 2. How can geographic tools help explore patterns in human and physical
b. Describe the nature and spatial distribution of cultural patterns. systems?
c. Recognize the patterns and networks of economic interdependence. 3. How have people and the environment interacted to produce changes over
d. Explain the establishment of human settlements in relationship to physical time?
attributes and important regional connections. 4. How is human activity limited by the environment?
e. Calculate and analyze population trends. 5. How has the environment influenced human activity?

Academic Context and Connections Nature and Skills of Geography:


1. Spatial thinkers use habits of mind which include recognition of concepts of
Colorado Essential Skills: space, interpretation, and analysis of spatial representations.
1. Interpret information and draw conclusions using demographic information 2. Spatial thinkers apply spatial reasoning to understand historical events and
based on the best analysis to understand patterns of change in human and recognize.
physical systems. (Entrepreneurial Skills: Critical Thinking/Problem Solving) 3. Spatial thinkers use cognitive skills fundamental to spatial thinking by
2. Synthesize ideas in original and surprising ways to demonstrate combining spatial visualization, spatial orientation, and spatial relation
understanding of demographic patterns of movement and their impact including recognition of spatial distributions and patterns to connect
upon the physical systems of the United States. (Entrepreneurial Skills: locations and associate and correlate spatially distributed phenomena.
Creativity/Innovation) 4. Geographic thinkers respond to historical and spatial literature to
3. Organize geographic information through the use of technologies to understand issues from a spatial perspective.
develop greater understanding of a historical event or action. (Professional
Skills: Use Information and Communication Technologies). Disciplinary, Information, and Media Literacy:
4. As a geographer, demonstrate ways to adapt and reach workable solutions 1. Integrate visual information (e.g., in charts, graphs, photographs, videos, or
as a geographer when considering the use of limited resources and their maps) with other information in print and digital texts.
impact upon political and historical events. (Personal Skills: 2. Apply reading and writing strategies to construct and express knowledge.
Adaptability/Flexibility).

Eighth Grade, Standard 2. Geography 2020 Colorado Academic Standards SS.8.2.1


SOCIAL STUDIES
Eighth Grade, Standard 2. Geography

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.

Evidence Outcomes Inquiry Questions:


Students Can: 1. How will the location of resources lead to cooperation or conflict in the
a. Analyze how economic, political, cultural, and social processes interact to future?
shape patterns of human population, interdependence, cooperation and 2. How has conflict over space and resources influenced human migration?
conflict. 3. How have differing perspectives regarding resource and land use,
b. Compare how differing geographic perspectives apply to a historic issue. occupancy, and ownership led to cooperative policies or conflict?
c. Interpret from a geographic perspective the expansion of the United States 4. How would human settlement patterns be different if people did not trade
by addressing issues of land, security, access, and sovereignty. resources with others?

Academic Context and Connections Nature and Skills of Geography:


1. Geographic thinkers evaluate the allocation of resources and the use of
Colorado Essential Skills: space to understand relationships.
1. Interpret information and draw conclusions as geographers based on the 2. Geographic thinkers recognize that different perspectives affect
best analysis to recognize and understand the processes that interact in cooperation and conflict over space and resources.
shaping human population patterns and historical events. (Entrepreneurial
Skills: Critical Thinking/Problem Solving). Disciplinary, Information, and Media Literacy:
2. Synthesize ideas in original and surprising ways while comparing differing 1. Cite specific textual evidence to support analysis of primary and secondary
geographic perspectives. (Entrepreneurial Skills: Creativity/Innovation) sources.
3. Act on creative ideas to make a tangible and useful contribution to analyze 2. Distinguish among fact, opinion, and reasoned judgment in a text.
and explain interdependence, cooperation and conflict over space and 3. Read to identify cause-and-effect relationships, compare and contrast
resources in Early American History. (Entrepreneurial Skills: Risk Taking) information, fact vs. opinion, and author bias.
4. Demonstrate ways to adapt and reach workable solutions in understanding 4. Evaluate the accuracy, relevance, appropriateness, and bias of online and
differing perspectives over use of resources and space. (Personal Skills: print sources.
Adaptability/Flexibility) 5. Identify propaganda, censorship, and bias in the media.

Eighth Grade, Standard 2. Geography 2020 Colorado Academic Standards SS.8.2.2


SOCIAL STUDIES
Eighth Grade, Standard 3. Economics

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.

Eighth Grade, Standard 3. Economics 2020 Colorado Academic Standards SS.8.3.1


SOCIAL STUDIES
Eighth Grade, Standard 3. Economics

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).

Evidence Outcomes Inquiry Questions:


Students Can: 1. What role did taxes play in the birth of our nation?
a. Calculate how the value of money has changed over time impacting 2. What would countries look like without taxes?
earning, spending, borrowing, and investing. For example: inflation and 3. How has the value of money changed over time and what is the impact on
recession. consumerism?
b. Explain factors that have impacted borrowing and investing over time. For 4. How did inventions impact personal financial options?
example: currency stability, war, and banking practices. Nature and Skills of Economics:
c. Analyze the changes in the development of human capital over time. For 1. Financially capable individuals apply the economic way of thinking which
example: gaining knowledge and skill through education, apprenticeship, assumes that people make particular choices because they are responding
and work experience. to the underlying incentives.
d. Analyze the impact of taxes on the people of the United States over time. 2. Financially capable individuals study factors that lead to increased
Academic Context and Connections economic interdependence, increased productivity, and improved standard
of living for the individuals in a society.
Colorado Essential Skills: 3. Financially capable individuals understand that there is an economic role for
1. Investigate to form hypotheses, make observations and draw conclusions. government in a market economy whenever the benefits of a government
(Entrepreneurial Skills: Inquiry/Analysis) policy outweigh its costs.
2. Interpret information and draw conclusions based on the best analysis.
(Entrepreneurial Skills: Critical Thinking/Problem Solving) Disciplinary, Information, and Media Literacy:
1. Analyze how and why individuals, events, and ideas develop and interact
over the course of the text.
2. Explain how a question represents key ideas in the field.
3. Explain points of agreement experts have about interpretations and
applications of disciplinary concepts and ideas associated with a compelling
question.
4. Analyze and use information presented visually in a text (for example,
graphs, charts, flowcharts, diagrams, models, tables) that support the
words in a text.

Eighth Grade, Standard 3. Economics 2020 Colorado Academic Standards SS.8.3.2


SOCIAL STUDIES
Eighth Grade, Standard 4. Civics

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.

Evidence Outcomes Academic Context and Connections


Students Can: Colorado Essential Skills:
a. Describe instances in which major political, social, economic, or cultural 1. Make connections as citizens between information gathered and personal
changes occurred and the reasons for the changes. experiences to apply and/or test solutions to analyze citizenship and
b. Analyze the changing definition of citizenship and give examples of the examine the individual role in government. (Entrepreneurial Skills:
expansion of rights. Inquiry/Analysis)
c. Describe examples of citizens and groups who have influenced change in 2. Apply knowledge as citizens to set goals, make informed, decisions and
United States government and politics. For example: Women, American transfer to new contexts about the roles and responsibilities of individual
Indians, African Americans, and people in the unsettled territories. citizens. (Personal Skills: Initiative/Self-Direction)
d. Evaluate the result of various strategies for political change over time.
Inquiry Questions:
e. Analyze primary sources supporting democratic freedoms and the founding
1. What is a patriot?
of our government. For example: the Declaration of Independence,
2. What are the duties and responsibilities for citizens?
Constitution, and Bill of Rights; and explain how they provide for both
3. What are the various roles of government?
continuity and change.
4. How have various people from different eras in our nation’s history
f. Examine ways members of society may effectively voice opinions, monitor
promoted change in the face of opposition and what democratic principles
government, and bring about change nationally.
were advanced?
5. How have the meanings of American ideals remained the same and
changed over time?

Eighth Grade, Standard 4. Civics 2020 Colorado Academic Standards SS.8.4.1


Disciplinary, Information, and Media Literacy:
Nature and Skills of Civics:
1. Use content-specific technology tools to support learning and research.
1. Civic-minded individuals distinguish the powers and responsibilities of
2. Use effective decision-making and problem-solving skills in public and
citizens, political parties, interest groups, and the media in a variety of
private life.
government and non-governmental contexts.
3. Accept responsibility for the well-being of oneself, family, and the
2. Civic-minded individuals explain specific roles played by citizens. For
community.
example: voters, jurors, taxpayers, members of the armed forces,
4. Conduct research by locating, gathering, organizing information and data,
petitioners, protesters, and office-holders.
and evaluating online and print resources.
3. Civic-minded individuals examine the origins, purposes, and impact of
5. Demonstrate positive social and ethical behaviors when using technology
constitutions, laws, treaties and international agreements.
and discuss consequences of inappropriate use.
4. Civic-minded individuals explain the powers and limits of the three
branches of government, public officials, and bureaucracies at different
levels in the United States and in other countries.

Eighth Grade, Standard 4. Civics 2020 Colorado Academic Standards


SOCIAL STUDIES
Eighth Grade, Standard 4. Civics

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.

Evidence Outcomes Inquiry Questions:


Students Can: 1. What is the “common good”?
a. Discern various types of law. 2. What are key court cases and historical events in the development of the
b. Evaluate the strengths of rule of law. United States?
c. Describe and engage in various means of conflict management. 3. How have landmark Supreme Court cases impacted society?
d. Explain the role and importance of the Constitution. 4. What are examples of successful and unsuccessful conflict resolution in
e. Discuss the tensions between individual rights, state law, and national law. United States history and why?
f. Explain how the state and federal courts’ power of judicial review is 5. How has the United States balanced individual rights and law?
reflected in the United States’ form of constitutional government. 6. Which is more effective, the rule of law or the rule of man? Why?
g. Use a variety of resources to identify and evaluate issues that involve civic Nature and Skills of Civics:
responsibility, individual rights, and the common good. 1. Civic minded individuals read diverse sources to create understanding,
Academic Context and Connections critically analyze issues, and place them in historical context.
2. Civic minded individuals understand and discuss the dynamic nature of
Colorado Essential Skills: national government and the individual’s role in the process.
1. Make connections as citizens between information gathered and personal
experiences to apply and/or test solutions to analyze the structures and Disciplinary, Information, and Media Literacy:
functions of government. (Entrepreneurial Skills: Critical Thinking/Problem 1. Use content specific technology tools to support learning and research.
Solving) 2. Use effective decision-making and problem-solving skills in public and
2. Connect knowledge as citizens from personal ideas/understandings to civic private life.
engagement about the origins, structures and functions of governments. 3. Accept responsibility for the well-being of oneself, family, and the
(Civic/Interpersonal Skills: Civic Engagement). community.
4. Apply social studies content and skills to real life situations.

Eighth Grade, Standard 4. Civics 2020 Colorado Academic Standards SS.8.4.2


SOCIAL STUDIES
High School, Standard 1. History

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.

Evidence Outcomes Academic Context and Connections


Students Can: Colorado Essential Skills:
a. Formulate compelling and supporting questions after evaluating primary 1. Articulate thoughts and ideas effectively using oral, written, and nonverbal
sources for point of view and historical context. communication skills in a variety of forms and contexts, including
b. Gather and analyze historical information to address questions from a multilingual. (Civic/Interpersonal Skills: Communication)
range of primary and secondary sources containing a variety of 2. Interpret, analyze, and draw conclusions using historical sources.
perspectives. (Entrepreneurial Skills: Critical Thinking/Problem Solving)
c. Gather and analyze historical information from a range of qualitative and 3. Synthesize ideas in original and innovative ways. (Entrepreneurial Skills:
quantitative sources. For example: demographic, economic, social, and Creativity/Innovation)
political data.
Inquiry Questions:
d. Construct and defend a historical argument that evaluates interpretations
1. How does the point of view of a historian affect how history is interpreted?
by analyzing, critiquing, and synthesizing evidence from the full range of
2. Do historians come to agreement on the historical significance of events? If
relevant historical sources.
so, how?
3. What if the history of a war was told by someone other than the winners?
4. Why are historical questions important?
5. How do historical thinkers use primary and secondary sources to formulate
historical arguments?
6. How might historical inquiry be used to make decisions on contemporary
issues?

High School, Standard 1. History 2020 Colorado Academic Standards SS.HS.1.1


Nature and Skills of History: Disciplinary, Information, and Media Literacy:
1. Historical thinkers use questions generated about multiple historical 1. Cite specific textual evidence to support analysis of primary and secondary
sources to pursue further inquiry and investigate additional sources. sources, connecting insights gained from specific details to an
2. Historical thinkers evaluate historical sources for audience, purpose, point understanding of a text as a whole.
of view, context, and authenticity. 2. Evaluate various explanations for actions or events and determine which
3. Historical thinkers use primary and secondary sources to evaluate and explanation best accords with textual evidence, acknowledging where the
develop hypotheses and diverse interpretations of historical events and text leaves matters uncertain.
figures and patterns and trends. 3. Analyze in detail how a complex primary and/or secondary source is
4. Historical thinkers evaluate the credibility of a source by examining how structured, including how key sentences, paragraphs, and larger portions of
experts value the source. the text contribute to the whole.
5. Historical thinkers use information and context to interpret, evaluate, and 4. Evaluate historians’ differing points of view on the same historical event or
inform decisions or policies regarding such issues which societies find issue by assessing the authors’ claims, reasoning, and evidence.
contentious or worthy of debate and discussion. 5. Conduct short as well as more sustained research projects to answer a
question (including a self-generated question) or solve a problem; narrow
or broaden the inquiry when appropriate; synthesize multiple sources on
the subject, demonstrating understanding of the subject under
investigation.
6. Individually and with others, students construct compelling questions, and
explain points of agreement and disagreement about interpretations and
applications of disciplinary concepts and ideas associated with a compelling
question.
7. Explain how compelling questions contribute to an inquiry and how,
through engaging source work, new compelling and supporting questions
emerge.
8. Interpret, analyze, and detect bias in historical sources.
9. Write content-specific arguments in which they state a claim, provide
evidence from texts and sources to support the claim, and organize the
evidence in well-reasoned, meaningful ways.
10. Integrate multimedia as effective tools for presenting and clarifying
information.

High School, Standard 1. History 2020 Colorado Academic Standards


SOCIAL STUDIES
High School, Standard 1. 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. 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?

High School, Standard 1. History 2020 Colorado Academic Standards SS.HS.1.2


Nature and Skills of History:
Disciplinary, Information, and Media Literacy:
1. Historical thinkers understand that the ability to negotiate the complex
1. Determine the meaning of words and phrases as they are used in a text,
relationships among change, diversity, and unity throughout United States
including vocabulary describing political, social, or economic aspects of
history, is an essential attribute for success in a more interconnected world.
history/social science.
2. Historical thinkers understand that the ability to negotiate the complex
2. Compare the point of view of two or more authors for how they treat the
interrelationship among political, social, and cultural institutions
same or similar topics, including which details they include and emphasize
throughout United States history, is essential to participation in the
in their respective accounts.
economic life of a free society and our civic institutions.
3. Write informative/explanatory texts, including the narration of historical
3. Historical thinkers analyze historical, contemporary, and emerging means of
events, scientific procedures/experiments, or technical processes.
changing societies, promoting the common good, and protecting rights.
4. Write routinely over extended time frames (time for reflection and revision)
4. Historical thinkers analyze how historical events and spatial diffusion of
and shorter time frames (a single sitting or a day or two) for a range of
ideas, technology, and cultural practices have influenced migration patterns
discipline-specific tasks, purposes, and audiences.
and the distribution of human population.
5. Evaluate how historical events and developments were shaped by unique
circumstances of time and place as well as broader historical contexts.
6. Use questions generated about individuals and groups to assess how the
significance of their actions changes over time and is shaped by the
historical context.
7. Collaborate with peers, experts, and others using contemporary media to
contribute to a content related knowledge base to compile, synthesize,
produce, and disseminate information.

High School, Standard 1. History 2020 Colorado Academic Standards


SOCIAL STUDIES
High School, Standard 1. 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:
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

High School, Standard 1. History 2020 Colorado Academic Standards SS.HS.1.3


Disciplinary, Information, and Media Literacy:
Inquiry Questions:
1. Determine the meaning of words and phrases as they are used in a text,
1. How have different cultures influenced world history?
including vocabulary describing political, social, or economic aspects of
2. How do historians work from/with cultural assumptions to decide what is
history/social science.
important in world history?
2. Compare the point of view of two or more authors for how they treat the
3. What ideas transcend cultural, political, economic, and social differences in
same or similar topics, including which details they include and emphasize
world history?
in their respective accounts.
4. How does cultural, political, economic and social diversity affect
3. Write informative/explanatory texts, including the narration of historical
perceptions of change over time?
events, scientific procedures/experiments, or technical processes.
5. How are human rights respected and defended in a world of different
4. Write routinely over extended time frames (time for reflection and revision)
nations and cultures?
and shorter time frames (a single sitting or a day or two) for a range of
Nature and Skills of History: discipline-specific tasks, purposes, and audiences.
1. Historical thinkers understand that the ability to negotiate the complex 5. Evaluate how historical events and developments were shaped by unique
relationships among change, diversity, and unity throughout world history circumstances of time and place as well as broader historical contexts.
is an essential attribute for success in a more interconnected world. 6. Use questions generated about individuals and groups to assess how the
2. Historical thinkers understand that the ability to analyze the significance of significance of their actions changes over time and is shaped by the
interactions among eras, ideas, individuals, and groups is an essential skill in historical context.
an increasingly globalizing world. 7. Collaborate with peers, experts, and others using contemporary media to
3. Historical thinkers analyze historical, contemporary, and emerging means of contribute to a content related knowledge base to compile, synthesize,
changing societies, promoting the common good, and protecting rights. produce, and disseminate information.
4. Historical thinkers analyze how historical events and spatial diffusion of
ideas, technology, and cultural practices have influenced migration patterns
and the distribution of human population.

High School, Standard 1. History 2020 Colorado Academic Standards


SOCIAL STUDIES
High School, Standard 2. Geography

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.

Evidence Outcomes Inquiry Questions:


Students Can: 1. What is the significance of spatial orientation, place, and location?
a. Analyze variations in spatial patterns of cultural and environmental 2. How have the tools of a geographer changed over time?
characteristics at multiple scales while gathering geographic data from a 3. What can various types of data tell us about a place?
variety of sources. For example: maps, GIS, graphs, charts. 4. How can you support an argument with geographic evidence?
b. Create and interpret maps to display and explain the spatial patterns of 5. Why is “where” important?
cultural and environmental characteristics using geospatial and related Nature and Skills of Geography:
technologies. 1. Geographic reasoning brings societies and nature under the lens of spatial
c. Evaluate relationships between the locations of places and regions and analysis, and aids in personal and societal decision making and problem
their political, cultural, and economic relationships using maps, satellite solving.
images, photographs, and other representations. 2. Spatial thinkers gather, display, and analyze geographic information using
Academic Context and Connections geographic tools.
3. Spatial thinkers use absolute and relative location, mental maps, and spatial
Colorado Essential Skills: orientation in studying geographic questions.
1. Interpret geographic information and draw conclusions based on the geo- 4. Spatial thinkers predict how human activities will help shape Earth’s surface
spatial reasoning.(Entrepreneurial Skills: Critical Thinking/Problem Solving) and ways that people might cooperate and compete for use of Earth’s
2. Apply results of analysis to make a tangible and useful contribution to the resources.
community. (Entrepreneurial Skills: Risk-Taking)
Disciplinary, Information, and Media Literacy:
1. Integrate and evaluate content presented in diverse media and formats.
2. Determine what text states; make inferences; cite specific textual evidence.
3. Formulate appropriate research questions.
4. Conduct research by gathering, organizing, and evaluating the credibility
and bias of information from a variety of online, print, and non-print
sources.

High School, Standard 2. Geography 2020 Colorado Academic Standards SS.HS.2.1


SOCIAL STUDIES
High School, Standard 2. Geography

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.

Evidence Outcomes Academic Context and Connections


Students Can: Colorado Essential Skills:
a. Identify, evaluate, and communicate strategies to respond to constraints 1. Apply geographic knowledge and skills to implement sophisticated,
placed on human systems by the physical environment. appropriate, and workable ideas to address complex geographic
b. Analyze interpret, and predict the influences of migration and the interactions using interdisciplinary perspectives independently or with
distribution of human population based on reciprocal patterns. For others. (Civic/Interpersonal Skills: Global/Cultural Awareness)
example: historical events, the spatial diffusion of ideas, technologies, and 2. Interpret geographic variables and draw conclusions based on geo-spatial
cultural practices. analysis. (Entrepreneurial Skills: Critical Thinking/Problem Solving)
c. Analyze patterns of distribution and arrangements of settlements and the 3. Design data/information collection and analysis strategies to facilitate
processes of the diffusion of human activities. For example: urban/rural, geographic inquiry. (Entrepreneurial Skills: Inquiry/Analysis)
regional, and transportation patterns.
Inquiry Questions:
d. Explain how altering the environment has brought prosperity to some
1. How might the physical geography of Earth change in the future?
places and created environmental dilemmas for others.
2. How might people and societies respond to changes in the physical
e. Research and interpret multiple viewpoints on issues that shape policies
environment?
and programs for resource use and sustainability. For example:
3. What are the maximum limits of human activity the environment can
immigration, resource distribution, and universal human rights.
withstand without deterioration?
f. Evaluate the influence of long-term climate variability on human migration
4. Why might people choose to move or stay in the original location?
and settlement patterns, resource use, and land uses at local-to-global
scales.

High School, Standard 2. Geography 2020 Colorado Academic Standards SS.HS.2.2


Nature and Skills of Geography: Disciplinary, Information, and Media Literacy:
1. Spatial thinkers study how the physical environment is modified by human 1. Integrate and evaluate content presented in diverse media and formats.
activities, including how human societies value and use natural resources. 2. Determine what text states; make inferences; cite specific textual evidence.
2. Spatial thinkers evaluate major areas of environmental and societal 3. Read for specific purpose. For example: detect cause-and-effect
interaction. relationships, compare and contrast information, identify fact vs. opinion,
3. Geographic thinkers understand that individual actions affect the local and author bias.
environment and global community such as the impact of recycling and 4. Process and effectively communicate and present information orally, in
consumption of resources. writing, and through development of websites, multimedia presentations,
4. Geographic thinkers understand how technology can support invention and and other forms of technology.
influence how humans modify the environment in both positive and
negative ways. For example, the renovation of existing buildings to “green”
technologies, the prevention and prediction of natural hazards and
disasters, and the use of satellite imagery to track water availability in the
Middle East.

High School, Standard 2. Geography 2020 Colorado Academic Standards


SOCIAL STUDIES
High School, Standard 2. Geography

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.

Evidence Outcomes Academic Context and Connections


Students Can: Colorado Essential Skills:
a. Explain how the uneven distribution of resources in the world can lead to 1. Apply knowledge and skills to implement sophisticated, appropriate, and
conflict, competition, or cooperation among nations, regions, and cultural workable solutions to address complex global problems using
groups. interdisciplinary perspectives independently or with others.
b. Explain that the world’s population is increasingly connected to and (Civic/Interpersonal Skills: Global/Cultural Awareness)
dependent upon other people for both human and natural resources. 2. Apply a fundamental understanding of the ethical/legal issues in the
c. Explain how migration of people and movement of goods and ideas can interconnected nature of the world for effective civic participation.
enrich cultures, but also create tensions. (Civic/Interpersonal Skills: Civic Engagement & Character)
d. Analyze how cooperation and conflict influence the division and control of 3. Interpret geographic information and draw conclusions based on geo-
Earth. For example: international agreements, political patterns, and spatial analysis. (Entrepreneurial Skills: Critical Thinking/Problem Solving)
national boundaries.
Inquiry Questions:
e. Make predictions and draw conclusions about the global impact of cultural
1. How does globalization influence the interactions of people on Earth?
diffusion/assimilation. For example: human rights, language, religion, and
2. How do cooperation and conflict influence the division and control of the
ethnicity.
social, economic, and political spaces on Earth?
3. What does it mean to support human rights?
4. What predictions can be made about human migration patterns?
5. How do technologies result in social change? For example: social
networking and the speed of modern “movements”?
6. What is your role in the world?

High School, Standard 2. Geography 2020 Colorado Academic Standards SS.HS.2.3


Nature and Skills of Geography: Disciplinary, Information, and Media Literacy:
1. Spatial thinkers evaluate global systems such as culture, diffusion, 1. Integrate and evaluate content presented in diverse media and formats.
interdependence, migration, population pyramids, regional alliances, 2. Determine what text states; make inferences; cite specific textual evidence.
development of competition and trade, and the impact of population 3. Evaluate the hypotheses, data, analysis, and conclusions in a science or
changes on society. technical text, verifying the data when possible and corroborating or
2. Spatial thinkers study the interconnection between physical processes and challenging conclusions with other sources of information.
human activities that help shape the Earth’s surface. 4. Synthesize information from a range of sources such as texts, experiments,
3. Spatial thinkers analyze how people’s lives and identities are rooted in time and simulations into a coherent understanding of a process, phenomenon,
and place. or concept, resolving conflicting information when possible.
4. Spatial thinkers understand that the world is geographically interconnected,
affecting daily life in such ways as the spread of disease, global impact of
modern technology, and the impact of cultural diffusion.
5. Geographic thinkers understand that the responsible use of technology
creates new life choices, new interconnections between people, new
opportunities, and unintended consequences.

High School, Standard 2. Geography 2020 Colorado Academic Standards


SOCIAL STUDIES
High School, Standard 3. Economics

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.

High School, Standard 3. Economics 2020 Colorado Academic Standards SS.HS.3.1


SOCIAL STUDIES
High School, Standard 3. Economics

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.

Evidence Outcomes Academic Context and Connections


Students Can: Colorado Essential Skills:
a. Compare and contrast economic systems in terms of their ability to achieve 1. Manipulate and interpret the tools of supply and demand. (Entrepreneurial
economic goals. For example: command, socialism, communism, and Skills: Inquiry/Analysis)
market capitalism. 2. Demonstrate ways different economic systems can answer the basic
b. Use supply and demand analysis to explain how competitive markets economic questions of what, how, and for whom to produce goods and
efficiently allocate scarce resources. services. (Personal Skills: Adaptability/Flexibility)
c. Scrutinize what happens in markets when governments impose price 3. Interpret information and draw conclusions about markets based on the
controls (price ceiling and price floors). supply and demand analysis. (Entrepreneurial Skills: Critical
d. Compare and contrast the market outcomes created by various market Thinking/Problem Solving)
structures that are not purely competitive: monopolistic competition,
Inquiry Questions:
oligopoly, and monopoly.
1. How do various economic systems make decisions regarding the production
e. Explore the role of government in addressing market failures. For example:
and distribution of goods and services?
monopoly power/antitrust legislation, public goods, negative/positive
2. What functions do prices serve in a market economy?
externalities, the environment, property rights, regulation, and income
3. What are some costs and benefits of embracing a system of supply and
distribution.
demand as a basic allocation mechanism for society?
f. Compare and contrast different types of taxing. For example: progressive,
4. How does competition affect the choices consumers have in an economy?
regressive, proportional, and marginal versus average tax rates.
5. What criteria might you use in creating a tax system?
6. What are the pros and cons of various tax systems?

High School, Standard 3. Economics 2020 Colorado Academic Standards SS.HS.3.2


Nature and Skills of Economics: Disciplinary, Information, and Media Literacy:
1. Economic thinkers compare economic systems by analyzing how each 1. Integrate and evaluate multiple sources of information presented in diverse
addresses the broad economic goals of the society. formats and media (e.g., visually, quantitatively, as well as in words) in
2. Economic thinkers use supply and demand analysis to understand how order to address a question or solve a problem.
resources are allocated and prices are determined. 2. Process and effectively communicate and present information orally, in
3. Economic thinkers analyze the effects of government interference in the writing, and through development of websites, multimedia presentations
market through application of the demand and supply model. and other forms of technology.
4. Economic thinkers analyze the impact that “imperfectly competitive”
markets have on consumers.
5. Economic thinkers investigate the underlying cause of market failures and
how to best use government policy to correct the failures.
6. Economic thinkers recognize the importance of evaluating tax structures by
examining how taxes paid change with the tax base.
7. Economic thinkers understand that the average tax rate captures the
burden of a tax, but that behavior is more likely to be impacted by changes
in the marginal tax rate.

High School, Standard 3. Economics 2020 Colorado Academic Standards


SOCIAL STUDIES
High School, Standard 3. Economics

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.

Evidence Outcomes Inquiry Questions:


Students Can: 1. In what ways is the US standard of living different from past generations?
a. Describe how Gross Domestic Product (GDP) provides a measure of the 2. What considerations should be taken into account when deciding to reduce
aggregate output of the economy. the rate of inflation in an economy?
b. Explain how inflation and unemployment vary with the business cycle. 3. How might economics and politics intermingle when policymakers attempt
c. Describe how fiscal policy (tax and government spending, which is to stabilize an economy?
controlled by Congress and the President) can be used to stabilize the 4. How desirable are economic growth and improvements in productivity for a
economy. society?
d. Describe how monetary policy can be used by the Federal Reserve to Nature and Skills of Economics:
stabilize the economy. 1. Economic thinkers recognize the value and the limitations of GDP as a
e. Examine the sources of economic growth and the importance of measure of economic well-being.
improvements in productivity (output per hour of work). 2. Economic thinkers understand how inflation and unemployment are
Academic Context and Connections calculated and used, and recognize the potential imperfections of these
measures.
Colorado Essential Skills: 3. Economic thinkers study when and how to apply fiscal and/or monetary
1. Make predictions about the future course of the economy by interpreting policy to stabilize the macroeconomy.
economic data. (Entrepreneurial Skills: Inquiry/Analysis, Critical 4. Economic thinkers gather and analyze data to explore trends and
Thinking/Problem Solving) predictions of the macroeconomy.
2. Design economic interventions to address economic challenges. (Personal 5. Economic thinkers study the relationship between fiscal and monetary
Skills: Adaptability/Flexibility) policies and the impact on the economy.
6. Economic thinkers track productivity trends to better understand the
underlying path of economic growth.
Disciplinary, Information, and Media Literacy:
1. Process or synthesize information through writing using note taking,
graphic organizers, summaries, proper sequencing of events, and/or
formulating thesis statements that examine why as well as how.
2. Develop questions and plan inquiries.

High School, Standard 3. Economics 2020 Colorado Academic Standards SS.HS.3.3


SOCIAL STUDIES
High School, Standard 3. Economics

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.

Evidence Outcomes Nature and Skills of Economics:


Students Can: 1. Economic thinkers recognize the importance of the theory of comparative
a. Analyze the role of comparative advantage in international trade of goods advantage in determining the pattern of trade between countries.
and services. 2. Economic thinkers use the tool of demand and supply to better understand
b. Describe worldwide import/export patterns. movements in exchange rates.
c. Recognize how exchange rates affect economic activity. 3. Economic thinkers recognize that fiscal and monetary policies affect people
d. Explain how trade policies affect international trade and domestic markets. through various channels to include the impact on financial markets, the
For example: free trade, tariffs, quotas, and subsidies. impact on exchange rates and the cost of travel, and the effect of interest
e. Explore the effects of current globalization trends and policies. For rates on the cost of borrowing money.
example: economic growth, labor markets, the rights of citizens, and the 4. Economic thinkers study why tariffs, quotas and other trade policies are
environment in different nations. enacted by examining the winners and losers from such protectionism.
5. Economic thinkers use an economic way of thinking to study factors that
Academic Context and Connections lead to increased economic interdependence, increased productivity, and
Colorado Essential Skills: an improved standard of living for individuals in a society.
1. Apply knowledge and skills to analyze trade policy and its global Disciplinary, Information, and Media Literacy:
complexities. (Civic/Interpersonal Skills: Global/Cultural Awareness) 1. Create, interpret, analyze and detect bias in maps, graphs, charts, diagrams.
2. Make predictions about the effects of different trade policies. 2. Process or synthesize information through writing using note taking,
(Entrepreneurial Skills: Inquiry/Analysis) graphic organizers, summaries, proper sequencing of events, and/or
Inquiry Questions: formulating thesis statements that examine why as well as how.
1. Why do people trade? 3. Formulate appropriate research questions.
2. How important is international trade to the economies of various countries 4. Conduct research by gathering, organizing, and evaluating the credibility
around the world? and bias of information from a variety of online, print, and non-print
3. What are some costs and benefits of globalization and international trade sources.
for various parties?
4. What opportunities might attract entrepreneurs into the international trade
arena?
5. How defensible are the criticisms of free trade?

High School, Standard 3. Economics 2020 Colorado Academic Standards SS.HS.3.4


SOCIAL STUDIES
High School, Standard 3. Economics

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).

Evidence Outcomes Academic Context and Connections


Students Can: Colorado Essential Skills:
a. Predict the potential impact of education and skill development choices on 1. Make predictions and design data/information collection and analysis
future earning capability and financial well-being. strategies. (Entrepreneurial Skills: Inquiry/Analysis).
b. Analyze the impact of economic conditions and cost of living factors on 2. Set personal goals and take responsibility for those goals through reflection
income and purchasing power. upon prior outcomes. (Professional Skills: Task/Time Management).
c. Calculate a sustainable household income based on financial obligations for 3. Demonstrate knowledge, understanding, and personal awareness of how
different lifestyle scenarios. their dreams and interests translate into career fulfillment and career
d. Analyze the monetary and non-monetary value of employee benefits in pathways available in local, regional, national and global arenas.
addition to pay. For example: employer-matched retirement fund (Professional Skills: Career Awareness).
contributions, paid time off, insurance, professional development, personal
Inquiry Questions:
sense of accomplishment, sense of community.
1. What is the role of education and earning capability in building financial
e. Describe factors that impact take-home pay and personal income tax
security?
liability.
2. What potential barriers might impede an individual’s work routine, hinder
f. Develop income earning potential with intentional choices. For example:
the ability to get a job, or prevent career advancement, and how can an
post-secondary education and professional development.
individual overcome the barriers?
3. How much money is enough for financial security? How much money is
enough for retirement?
4. What is the return on investment of post-secondary educational
opportunities?
5. How do employment decisions and career planning fit into an individual’s
comprehensive financial plan?
6. What resources are available to individuals seeking help with career,
employment and training?

High School, Standard 3. Economics 2020 Colorado Academic Standards SS.HS.3.5


Nature and Skills of Economics:
Disciplinary, Information, and Media Literacy:
1. Financially capable individuals consider the value of professional
1. Analyze how incentives influence choices that may result in policies with a
development, income earning potential, value of workplace benefits, and
range of costs and benefits for different groups.
labor market trends as part of a lifetime comprehensive financial plan.
2. Describe the consequences of competition in specific markets.
2. Financially capable individuals plan for income tax liability.
3. Use economic indicators to analyze the current and future state of the
3. Financially capable individuals consider opportunity costs when making
economy.
decisions about professional development and career changes.
4. Explain how current globalization trends and policies affect economic
4. Financially capable individuals analyze economic cycles and make
growth, labor markets, rights of citizens, the environment, and resource
predictions regarding economic trends.
and income distribution in different nations.
5. Financially capable individuals calculate the sustainable household income
given specific market conditions and lifestyle circumstances which provides
consumers with income earning goals when deciding employment, career
path, and professional development.

High School, Standard 3. Economics 2020 Colorado Academic Standards


SOCIAL STUDIES
High School, Standard 3. Economics

Prepared Graduates:
6. Apply economic reasoning skills to make informed personal financial decisions (PFL).
Grade Level Expectation:
6. Establish personal investment objectives (PFL).

Evidence Outcomes Nature and Skills of Economics:


Students Can: 1. Financially capable individuals consider the value that investing plays as
a. Select financial investments that align with financial goals, risk tolerance, part of a lifetime comprehensive financial plan.
and personal values at different life stages. 2. Financially capable individuals carefully consider the amount of financial
b. Explore long-range comprehensive financial planning strategies. For risk that they can tolerate based on life stage, and they plan for changes in
example: diversification, automation, and monitoring. the economic cycles.
c. Determine how financial investments impact income tax obligations. 3. Financially capable individuals create plans based on sound economic
d. Analyze how financial markets react to changes in market conditions, principles to maximize their standard of living over time.
monetary policy, fiscal policy, and information. For example: the business 4. Financially capable individuals analyze market conditions and make
cycle. predictions regarding economic trends.
e. Explain the role of government related to investing regulation, and 5. Financially capable individuals know how to perform time value of money
consumer protection. calculations allowing investigation of rate of return, future value of
investments, and present value of long-term financial goals.
Academic Context and Connections 6. Financially capable individuals understand the relationship between
Colorado Essential Skills: variables in a function which allows people to use functions to model
1. Make predictions and design data/information collection and analysis relationships in the real world such as the impact of compound interest.
strategies. (Entrepreneurial Skills: Inquiry/Analysis) Disciplinary, Information, and Media Literacy:
2. Set personal goals and take responsibility for those goals through reflection 1. Gather relevant information from multiple print and digital sources, assess
upon prior outcomes. (Professional Skills: Task/Time Management) the credibility and accuracy of the sources.
Inquiry Questions: 2. Use economic indicators to analyze the current and future state of the
1. How does a consumer choose between investment options? economy.
2. How might changes in the economic cycle and market conditions affect
future earnings on an individual’s investments?
3. What are some ways that individuals might rate the security, accuracy, and
relevancy of financial information?
4. How does investing fit into an individual’s comprehensive financial plan?

High School, Standard 3. Economics 2020 Colorado Academic Standards SS.HS.3.6


SOCIAL STUDIES
High School, Standard 3. Economics

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).

Evidence Outcomes Inquiry Questions:


Students Can: 1. How does a consumer determine the accuracy and relevancy of consumer
a. Analyze how inflation and cost of living impact consumer purchasing and information?
saving power. 2. How might changes in the economic cycle and market conditions affect a
b. Summarize factors to consider when selecting borrowing options, including household spending plan?
costs, relevance, payoffs and tradeoffs. For example: comparing student 3. How might changes in lifestyle, income, or life circumstances affect a
loan options, auto loan options, and payday lending options. household spending plan?
c. Analyze consumer and financial information for relevance, credibility, and 4. When might it make sense to take on debt? When does it not make sense?
accuracy. 5. How much will today’s purchase cost tomorrow?
d. Investigate consumer responsibilities, rights, and protections when entering 6. What resources are available to individuals seeking help with financial
into contracts and engaging in commerce. For example: discrimination laws, hardships?
credit reporting laws, loan contracts, and online purchases. Nature and Skills of Economics:
e. Explain how an individual’s credit history can affect borrowing power. 1. Financially capable individuals demonstrate effective decision-making by
f. Design a spending plan/budget that covers financial obligations and comparing the additional costs of alternatives with the additional benefits.
integrates saving for future goals. 2. Financially capable individuals plan and monitor spending and saving to
Academic Context and Connections fulfill financial obligations and achieve goals as part of a comprehensive
financial plan.
Colorado Essential Skills: 3. Financially capable individuals know their rights and obligations when using
1. Make predictions and design data/information collection and analysis credit.
strategies. (Entrepreneurial Skills: Inquiry/Analysis) 4. Financially capable individuals understand that there is an economic role for
2. Take responsibility for spending decisions and borrowing decisions. government in a market economy whenever the benefits of a government
(Personal Skills: Initiative/Self-Direction). policy outweigh its costs.
3. Set personal goals and take responsibility for those goals through reflection
upon prior outcomes. (Professional Skills: Task/Time Management). Disciplinary, Information, and Media Literacy:
1. Gather relevant information from multiple print and digital sources, and
assess the credibility and accuracy of the sources.
2. Describe the consequences of competition in specific markets.

High School, Standard 3. Economics 2020 Colorado Academic Standards SS.HS.3.7


SOCIAL STUDIES
High School, Standard 3. Economics

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?

High School, Standard 3. Economics 2020 Colorado Academic Standards SS.HS.3.8


SOCIAL STUDIES
High School, Standard 4. Civics

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.

Evidence Outcomes Academic Context and Connections


Students Can: Colorado Essential Skills:
a. Engage in civil discourse, including discussing current issues, advocating for 1. Participate in civil society at any of the levels of government, local, state,
individual or group rights, civic duty, and civic participation. tribal, national, or international. (Civic Interpersonal Skills: Civic
b. Evaluate how individuals and groups can effectively use the structure and Engagement).
functions of various levels of government to shape policy. 2. Use interpersonal skills to learn and work with individuals and groups from
c. Explain the roles and influence of individuals, groups, and the press as diverse backgrounds in order to understand or impact a policy. (Civic
checks on governmental practices. For example: direct contact with elected Interpersonal Skills: Collaboration/Teamwork).
officials, participation in civic organizations, use of social media, and 3. Analyze both how and why media messages are constructed, and for what
attendance at local governance meetings. purposes in order to support a stance or opinion on an issue. (Professional
d. Identify which level of government is appropriate for various policies and Skills: Information Literacy)
demonstrate an ability to appropriately engage individually and/or in
Inquiry Questions:
groups with that level of government.
1. What is the meaning of civic participation in a democratic republic?
2. How can citizens act individually and collectively as a “check” on
government?
3. What strategies can citizens use most effectively to influence public policy?
4. How do people remain civil and engage in discourse when there is
dissonance?
5. Why should you participate in government?
6. What kinds of participation would be most effective on the policy issues
you care about the most?
7. In what ways can you actively engage in American democracy and impact its
system of government?

High School, Standard 4. Civics 2020 Colorado Academic Standards SS.HS.4.1


Nature and Skills of Civics: Disciplinary, Information, and Media Literacy:
1. Civic-minded individuals research civic issues and act appropriately using a 1. Decision-making involves researching an issue, listening to multiple
variety of sources from multiple perspectives and communicating views in a perspectives, and weighing potential consequences of alternative actions.
respectful manner. For example: citizens study the issues before voting.
2. Civic-minded individuals write letters to stakeholders using logical 2. Participation in a local, state, tribal, or national issue involves research,
reasoning with relevant, accurate data and evidence to influence policy. planning, and implementing appropriate civic engagement.
3. Civic-minded individuals can verbally express their position on issues 3. Social media can be a tool for researching civic issues, advocating for ideas,
involving their community and/or nation in meaningful and thoughtful and expressing views to elected officials.
ways. For example: citizens speak at a school board meeting or running for 4. Conduct research by gathering, organizing, and evaluating the credibility
office. and bias of information from a variety of online, print, and non-print
4. Civic-minded individuals can listen to multiple perspectives in a respectful sources.
manner, as part of civil discourse. 5. Seek information from varied sources and perspectives to develop informed
5. Civic-minded individuals can work effectively individually, and in groups, to opinions and creative solutions.
influence public policy and the actions of government. 6. Demonstrate the ability to locate, evaluate, and apply sources in order to
formulate descriptive evidence, including but not limited to the use of social
media as a form of communication.
7. Demonstrate ability to use 21st century media as a tool for civic
participation.
8. Critically analyze messages in the media to detect propaganda, censorship,
and bias.
9. Demonstrate appropriate behaviors when using technology and discuss
consequences of inappropriate use.

High School, Standard 4. Civics 2020 Colorado Academic Standards


SOCIAL STUDIES
High School, Standard 4. Civics

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.

Evidence Outcomes Academic Context and Connections


Students Can: Colorado Essential Skills:
a. Describe the origins, foundations, purposes, and limitations of government 1. Articulate thoughts and ideas effectively using oral, written and nonverbal
and include the contribution of key philosophers, American historical communication skills regarding the role and responsibilities of different
figures and documents. levels and types government. (Civic/Interpersonal Skills: Communication)
b. Identify the structure, function, and roles of current members of American 2. Interpret information and draw conclusions about the origins of the
government and their relationship to democratic values. structures of America’s governmental institutions. (Entrepreneurial Skills:
c. Analyze and explain the importance of the principles of democracy and the Critical Thinking/Problem Solving)
inherent competition among values. For example: freedom and security, 3. Apply knowledge of government to develop appropriate and workable
individual rights and common good, general welfare, and rights and solutions that address complex local, state, national and global problems
responsibilities. using interdisciplinary perspectives. (Civic/Interpersonal Skills:
d. Analyze the role of the founding documents of the United States and the Global/Cultural Awareness)
evolution of their interpretation through governmental action and court
Inquiry Questions:
cases. For example: the Declaration of Independence, the Constitution, the
1. What are the most important democratic ideals and practices?
Federalist Papers, and the Bill of Rights.
2. What are the various levels and roles of the U.S. system of government?
e. Understand the role of the American judicial system and evaluate the
3. What would society look like if several landmark court cases had been
effectiveness of the justice system in protecting life, liberty, and property
decided differently?
for all persons in the United States.
4. How does government best protect individual rights and the rights of
f. Analyze how current global issues impact American foreign policy. For
minorities, yet have majority rule?
example: the Universal Declaration of Human Rights, immigration, or
5. In what ways can you actively engage in American democracy and impact its
foreign trade agreements.
system of government?
g. Compare and contrast how other systems of government function. For
6. What would United States government look like with no checks and
example: authoritarian regimes and parliamentary systems.
balances or another mix of those limitations?
7. How has American federalism evolved and changed over time?
8. How has the concept of American Democracy developed throughout
history?
9. How have domestic and foreign policy impacted American Democracy?

High School, Standard 4. Civics 2020 Colorado Academic Standards SS.HS.4.2


10. Why should U.S. citizens be informed of issues related to foreign Disciplinary, Information, and Media Literacy:
governments? 1. Ask meaningful questions to analyze and evaluate information and ideas.
11. Who are the elected officials who impact your life and how? 2. Determine central ideas in a text to provide an accurate summary and
12. What are a U.S. citizen’s rights and responsibilities? connect the relationship between key details and ideas.
3. Cite specific textual evidence to support the analysis of primary and
Nature and Skills of Civics:
secondary sources to gain insight into the text as a whole.
1. Civic-minded individuals know the facts and subject matter of the United
4. Integrate multiple perspectives to gain a coherent understanding of the
States Citizenship test, the test that all foreign nationals must pass before
whole.
becoming a U.S. citizen.
5. Seek information from varied sources and perspectives to develop informed
2. Civic-minded individuals understand the concept of “rule of law” and its
opinions and creative solutions.
role in policies and practices of the government.
6. Use media literacy skills to locate multiple valid sources of information
3. Civic-minded individuals know the political theories that contributed to the
regarding the foundations, structures, and functions of government.
foundation and development of the structures of government and their
7. Write content-specific arguments in which they state a claim, provide
meaning today.
evidence from texts and sources to support the claim, and organize the
4. Civic-minded individuals understand how the U.S. system of government
evidence in well-reasoned, meaningful ways.
functions at the local, state, tribal, and federal level in respect to separation
8. Synthesize information from multiple sources to demonstrate
of powers and checks and balances and their impact on policy.
understanding of a topic.
5. Civic-minded individuals understand the effectiveness of government
9. Delineate a speaker’s argument, identify specific claims, and distinguish if
institutions and the limits on government in addressing social and political
claims are supported by reasons and evidence.
problems.
6. Civic-minded individuals gather and analyze data from multiple sources to
look for patterns and create hypotheses regarding national and foreign
policy.

High School, Standard 4. Civics 2020 Colorado Academic Standards


SOCIAL STUDIES
High School, Standard 4. Civics

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.

Evidence Outcomes Academic Context and Connections


Students Can: Colorado Essential Skills:
a. Assess how members of a civil society can impact public policy on local, 1. Analyze both how and why media messages are constructed, and for what
state, tribal, national, or international issues. For example: voting, purpose. (Professional Skills: Information Literacy)
participation in primaries and general elections, and contact with elected 2. Participate effectively in civic life through the use of linkage institutions. For
officials. example: media, political parties, campaigns, interest groups.
b. Examine and evaluate the effectiveness of political parties, interest groups, (Civic/Interpersonal Skills: Civic Engagement).
suffrage, and social movements as a way for people to participate and 3. Apply a fundamental understanding of the ethical/legal issues in many
influence government. contexts including the access and use of information. For example:
c. Analyze the impact of federal policies on campaigns and elections, and why campaign finance laws, and Freedom of Information Act.
these policies are debated by multiple parties on the political spectrum. For (Civic/Interpersonal Skills: Character)
example: PACs, campaign finance, state and federal voting laws and
Inquiry Questions:
regulations, and the Federal Election Commission.
1. What are the different ways citizens can impact public policy as individuals
d. Analyze how court decisions, legislative debates, and various groups have
or through groups?
helped to preserve, develop, interpret, and limit the individual rights and
2. How have voting rights evolved over time?
ideals of the American system of government.
3. What current issues surround voting rights?
e. Examine how people in other systems of government can participate to
4. What are interest groups and how do they influence policy?
influence policy.
5. How have federal elections changed over time and how do the political
parties view these changes?
6. How have political parties responded to societal changes over time?
7. How has the participation of different demographic groups changed over
time in the U.S. and how has this influenced American politics and the
system of government?

High School, Standard 4. Civics 2020 Colorado Academic Standards SS.HS.4.3


Nature and Skills of Civics: Disciplinary, Information, and Media Literacy:
1. Civic-minded individuals use appropriate deliberative processes in multiple 1. Understand strategies that are used by political and civic entities to impact
settings, such as caucuses, civic organizations, or advocating for change at public opinion. For example: interest groups, lobbying, political party
the local, state, tribal, national or international levels. platforms, social media networks, etc.
2. Civic-minded individuals analyze the impact and the appropriate roles of 2. Identify how political issues are covered by the media, and how the media
personal interests and perspectives on the application of civic virtues, can influence public policy.
democratic principles, constitutional rights, and human rights. 3. Identify ways in which 21st century media can be evaluated for authenticity,
3. Civic-minded individuals evaluate citizens’ and institutions’ effectiveness in validity, and reliability.
addressing social and political problems at the local, state, tribal, national, 4. Evaluate the use of social media and crowdsourcing in political movements
and/or international levels. and campaigns.
4. Civic-minded individuals evaluate social and political systems in different 5. Analyze content-specific texts to distinguish the factual evidence offered,
contexts, times, and places, that promote civic virtues and enact democratic reasoned judgments made and conclusions drawn, and speculative ideas
principles. offered in the text.
5. Civic-minded individuals analyze how people can use civic organizations, 6. Synthesize information from multiple sources to demonstrate
and social networks, including media to challenge local, state, tribal, understanding of a topic.
national, and international laws that address a variety of public issues. 7. Present arguments or information in a logical sequence with a clear claim,
6. Civic-minded individuals analyze historical, contemporary, and emerging supportive evidence, and effective presence that builds credibility.
means of changing societies, promoting the common good, and protecting
rights.
7. Civic-minded individuals evaluate multiple procedures for making and
influencing governmental decisions at the local, state, tribal, national, and
international levels in terms of the civic purposes achieved.
8. Civic-minded individuals can work effectively, both individually and in
groups, to influence public policy and the actions of government.

High School, Standard 4. Civics 2020 Colorado Academic Standards

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