D2L Corporation
2018-11-12T20:05:29-05:00
2018-11-12T20:05:29-05:00
D2L Corporation
Colorado Academic Standards: Social Studies
Colorado Academic Standards: 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.
2018-08-26
2020
Colorado Department of Education
H1
Standard
History
H1.PK.1
Grade Level Expectation
Recognize change and sequence over time.
H1.PK.1.a
Evidence Outcome
Differentiate between past, present, and future.
H1.PK.1.b
Evidence Outcome
Recognize family or personal events that happened in the past.
H1.PK.1.c
Evidence Outcome
Understand that how people live and what they do changes over time.
H1.K.1
Grade Level Expectation
Ask questions and discuss ideas about the past.
H1.K.1.a
Evidence Outcome
Ask questions about the past using question starters. For example: What did? Where did? When did? Which did? Who did? Why did? How did?
H1.K.1.b
Evidence Outcome
Identify information from primary and/or secondary sources that answers questions about the past and adds to collective memory.
H1.K.1.c
Evidence Outcome
Use correctly the word "because" in the context of personal experience or stories of the past.
H1.K.2
Grade Level Expectation
The sequence of events is important when describing the past.
H1.K.2.a
Evidence Outcome
Explore differences and similarities in the lives of children and families of long ago and today.
H1.K.2.b
Evidence Outcome
Sequence information using words. For example: present, future, days, weeks, months, years, first, next, last, before, and after.
H1.K.2.c
Evidence Outcome
Explain why knowing the order of events is important.
H1.1.1
Grade Level Expectation
Ask questions and discuss ideas about patterns and chronological order of events from the past.
H1.1.1.a
Evidence Outcome
Arrange life events in chronological order.
H1.1.1.b
Evidence Outcome
Use words related to time, sequence, and change. For example: past, present, future, change, first, next, and last.
H1.1.1.c
Evidence Outcome
Identify the organizational components of a calendar. For example: year, months, weeks, days, and notable events.
H1.1.1.d
Evidence Outcome
Determine events from the past, present, and future using the components of a calendar.
H1.1.1.e
Evidence Outcome
Distinguish between primary and secondary sources.
H1.1.1.f
Evidence Outcome
Identify information from primary and/or secondary sources that answer questions about patterns and chronological order of events from the past.
H1.1.2
Grade Level Expectation
The diverse perspectives and traditions of families from many cultures have shaped the United States.
H1.1.2.a
Evidence Outcome
Identify similarities and differences between themselves and others.
H1.1.2.b
Evidence Outcome
Discuss common and unique characteristics of different cultures using multiple sources of information.
H1.2.1
Grade Level Expectation
Ask questions and discuss ideas taken from primary and secondary sources.
H1.2.1.a
Evidence Outcome
Explain that the nature of history involves stories of the past preserved in various sources.
H1.2.1.b
Evidence Outcome
Explain the past through primary and secondary sources. For example: images, and oral or written accounts.
H1.2.1.c
Evidence Outcome
Explain the information conveyed by historical timelines.
H1.2.1.d
Evidence Outcome
Identify community and regional historical artifacts and generate questions about their functions and significance.
H1.2.1.e
Evidence Outcome
Create timelines to understand the development of important community traditions and events.
H1.2.2
Grade Level Expectation
People of various cultures influence neighborhoods and communities over time.
H1.2.2.a
Evidence Outcome
Organize historical events of neighborhoods and/or communities chronologically.
H1.2.2.b
Evidence Outcome
Compare and contrast neighborhoods and/or communities, both past and present, through their people and events.
H1.2.2.c
Evidence Outcome
Give examples of people and events that brought important changes to a neighborhood and/or community.
H1.2.2.d
Evidence Outcome
Compare and contrast the differences within one neighborhood and/or community.
H1.2.2.e
Evidence Outcome
Analyze the interactions and contributions of various people and cultures that have lived in or migrated to neighborhoods and/or communities.
H1.3.1
Grade Level Expectation
Compare primary and secondary sources when explaining the past.
H1.3.1.a
Evidence Outcome
Compare primary sources with works of fiction about the same topic.
H1.3.1.b
Evidence Outcome
Use a variety of primary sources such as artifacts, pictures, and documents, to help determine factual information about historical events.
H1.3.1.c
Evidence Outcome
Compare information from multiple sources recounting the same event.
H1.3.2
Grade Level Expectation
People in the past influence the development and interaction of different communities or regions.
H1.3.2.a
Evidence Outcome
Compare past and present situations and events.
H1.3.2.b
Evidence Outcome
Give examples of people, events, and developments that brought important changes to a community or region.
H1.3.2.c
Evidence Outcome
Describe the history, interaction, and contribution of the various peoples and cultures that have lived in or migrated to a community or region and how that migration has influenced change and development.
H1.4.1
Grade Level Expectation
Analyze primary and secondary sources from multiple points of view to develop an understanding of the history of Colorado.
H1.4.1.a
Evidence Outcome
Draw inferences about Colorado history from primary sources such as journals, diaries, maps, etc.
H1.4.1.b
Evidence Outcome
Identify cause-and-effect relationships using primary sources to understand the history of Colorado's development.
H1.4.1.c
Evidence Outcome
Explain, through multiple perspectives, the cause-and-effect relationships in the human interactions among people and cultures that have lived in or migrated to Colorado. For example: American Indians, Spanish explorers, trappers/traders, and settlers after westward expansion.
H1.4.1.d
Evidence Outcome
Identify and describe how major political and cultural groups have affected the development of the region.
H1.4.2
Grade Level Expectation
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.
H1.4.2.a
Evidence Outcome
Construct a timeline of the major events in Colorado history.
H1.4.2.b
Evidence Outcome
Explain the relationship between major events in Colorado history and events in United States history during the same era.
H1.4.2.c
Evidence Outcome
Describe both past and present interactions among the people and cultures in Colorado. For example: American Indians, Spanish explorers, trappers/traders, and settlers after westward expansion.
H1.4.2.d
Evidence Outcome
Describe the impact of various technological developments. For example: changes in mining technologies, transportation, early 20th century industrial developments, and mid- to late-20th century nuclear, and computer technologies.
H1.5.1
Grade Level Expectation
Analyze primary and secondary sources from multiple points of view to develop an understanding of early United States history.
H1.5.1.a
Evidence Outcome
Recognize how historical context can affect the perspective of historical sources.
H1.5.1.b
Evidence Outcome
Examine significant historical documents. For example: the Stamp Act, the Declaration of Independence, and the Constitution.
H1.5.1.c
Evidence Outcome
Interpret timelines of eras and themes in North America from European colonization through the establishment of the United States Government.
H1.5.1.d
Evidence Outcome
Analyze cartoons, artifacts, artwork, charts, and graphs related to eras and themes in North America from European colonization through the establishment of the United States Government.
H1.5.2
Grade Level Expectation
The historical eras, individuals, groups, ideas, and themes in North America from European colonization through the establishment of the United States Government.
H1.5.2.a
Evidence Outcome
Identify and explain cultural interactions between the European colonists, American Indians, and enslaved individuals. For example: the Columbian Exchange, and various trade networks.
H1.5.2.b
Evidence Outcome
Identify and describe the significant individuals and groups of American Indians and European colonists before the American Revolution.
H1.5.2.c
Evidence Outcome
Explain the development of political, social and economic institutions in the British American colonies.
H1.5.2.d
Evidence Outcome
Explain important political, social, economic, and military developments leading to and during the American Revolution.
H1.6.1
Grade Level Expectation
Analyze and interpret primary and secondary sources to ask and research historical questions about the Western Hemisphere.
H1.6.1.a
Evidence Outcome
Identify ways different cultures record history in the Western Hemisphere.
H1.6.1.b
Evidence Outcome
Analyze multiple primary and secondary sources while formulating historical questions about the Western Hemisphere. For example: art, artifacts, eyewitness accounts, letters and diaries, artifacts, real or simulated historical sites, charts, graphs, diagrams and written texts.
H1.6.1.c
Evidence Outcome
Gather, organize, synthesize, and critique information to determine if it is sufficient to answer historical questions about the Western Hemisphere.
H1.6.2
Grade Level Expectation
The historical eras, individuals, groups, ideas, and themes within regions of the Western Hemisphere and their relationships with one another.
H1.6.2.a
Evidence Outcome
Explain how people, products, cultures, and ideas interact and are interconnected in the Western Hemisphere and how they have impacted modern times.
H1.6.2.b
Evidence Outcome
Determine and explain the historical context of key people, events, and ideas over time including the examination of different perspectives from people involved. For example: Aztec, Maya, Inca, Inuit, early Native American cultures of North America, major explorers, colonizers of countries in the Western Hemisphere, and the Columbian Exchange.
H1.6.2.c
Evidence Outcome
Identify examples of the social, political, cultural, and economic development in key areas of the Western Hemisphere.
H1.7.1
Grade Level Expectation
Use a variety of primary and secondary sources from multiple perspectives to formulate an appropriate thesis supported by evidence.
H1.7.1.a
Evidence Outcome
Utilize primary and secondary sources to explain the interdependence and uniqueness among peoples in the Eastern Hemisphere during significant eras or events; including their influence on modern society. For example: the Silk Road and cultural diffusion, and the Chinese inventions of gunpowder and compass.
H1.7.1.b
Evidence Outcome
Examine primary and secondary sources to identify points of view while formulating historical claims and questions. For example: art, eyewitness accounts, letters and diaries, artifacts, historical sites, charts, graphs, diagrams, and written texts.
H1.7.2
Grade Level Expectation
The historical context of significant current events, individuals, groups, ideas, and themes within regions of the Eastern Hemisphere and their relationships with one another.
H1.7.2.a
Evidence Outcome
Identify and explain the historical context of key people, regions, events, and ideas; including the roots of current issues. For example: Mansa Musa, the conflicts in the Middle East, the Black Death, and Confucianism.
H1.7.2.b
Evidence Outcome
Investigate and evaluate the social, political, cultural and technological development of regions in the Eastern Hemisphere. For example: the river valley civilizations, Hammurabi's Code, the Hellenistic period, and the printing press.
H1.7.2.c
Evidence Outcome
Describe the interactions and contributions of various peoples and cultures that have lived in or migrated within/to the Eastern Hemisphere. For example: conflicts over land and resources between countries, the foundations of world religions, East/West contact, settlement patterns, and the historical roots of current issues.
H1.8.1
Grade Level Expectation
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.
H1.8.1.a
Evidence Outcome
Use and interpret documents and other relevant primary and secondary sources pertaining to United States history from multiple perspectives.
H1.8.1.b
Evidence Outcome
Analyze evidence from multiple sources including those with conflicting accounts about specific events in United States history.
H1.8.1.c
Evidence Outcome
Critique data for point of view, historical context, distortion, or propaganda and relevance to historical inquiry.
H1.8.1.d
Evidence Outcome
Construct a written historical argument supported by evidence demonstrating the use or understanding of primary and secondary sources.
H1.8.2
Grade Level Expectation
The historical eras, individuals, groups, ideas and themes from the origins of the American Revolution through Reconstruction.
H1.8.2.a
Evidence Outcome
Determine and explain the historical context of key people and events from the origins of the American Revolution through Reconstruction including the examination of different perspectives. For example: grievances from the colonists against Parliament, the Constitutional Convention, causes and effects of the Civil War.
H1.8.2.b
Evidence Outcome
Evaluate continuity and change over the course of United States history by examining various eras and determining major sources of conflict and compromise.
H1.8.2.c
Evidence Outcome
Examine factors that motivated the military and economic expansion from the American Revolution through Reconstruction.
H1.8.2.d
Evidence Outcome
Evaluate the impact of gender, age, ethnicity and class during this time period and the impact of these demographic groups on the events of the time period.
H1.8.2.e
Evidence Outcome
Analyze causes and effects of major conflicts from the origins of the American Revolution through Reconstruction.
H1.8.2.f
Evidence Outcome
Analyze ideas that are critical to the understanding of American history. For example: ideals involved in major events and movements, such as representative democracy, federalism, capitalism, abolition, temperance, nativism, and expansionism.
H1.9-12.1
Grade Level Expectation
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.
H1.9-12.1.a
Evidence Outcome
Formulate compelling and supporting questions after evaluating primary sources for point of view and historical context.
H1.9-12.1.b
Evidence Outcome
Gather and analyze historical information to address questions from a range of primary and secondary sources containing a variety of perspectives.
H1.9-12.1.c
Evidence Outcome
Gather and analyze historical information from a range of qualitative and quantitative sources. For example: demographic, economic, social, and political data.
H1.9-12.1.d
Evidence Outcome
Construct and defend a historical argument that evaluates interpretations by analyzing, critiquing, and synthesizing evidence from the full range of relevant historical sources.
H1.9-12.2
Grade Level Expectation
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.
H1.9-12.2.a
Evidence Outcome
Analyze continuity and change in eras over the course of United States history.
H1.9-12.2.b
Evidence Outcome
Investigate causes and effects of significant events throughout United States history. For example: world and regional conflicts, urbanization and suburbanization, economic cycles, and popular and countercultures.
H1.9-12.2.c
Evidence Outcome
Analyze the complexity of events throughout United States history. For example: the Civil Rights Movement, migration, immigration and displacement, mass media, landmark Supreme Court cases, and the war on terror.
H1.9-12.2.d
Evidence Outcome
Examine and evaluate issues of unity and diversity from Reconstruction to present. For example: the systemic impact of racism and nativism, role of patriotism, expansion of rights, and the role of religion.
H1.9-12.2.e
Evidence Outcome
Investigate the historical development and impact of major scientific and technological innovations in the Industrial Age, the Space Age, and the Digital Age. For example: Ford's assembly line, NASA, personal computing.
H1.9-12.2.f
Evidence Outcome
Evaluate the historical development and impact of political thought, theory and actions. For example: the development of political parties, suffrage, reform, activist groups, and social movements.
H1.9-12.2.g
Evidence Outcome
Analyze the origins of fundamental political debates and how opposing perspectives, compromise, and cooperation have shaped national unity and diversity. For example: suffrage, human and civil rights, and the role of government.
H1.9-12.2.h
Evidence Outcome
Analyze ideas critical to the understanding of American history. For example: populism, progressivism, isolationism, imperialism, anti-communism, environmentalism, liberalism, fundamentalism, and conservatism.
H1.9-12.2.i
Evidence Outcome
Describe and analyze the historical development and impact of the arts and literature on the culture of the United States. For example: the writings of the Muckrakers, political cartoons, the Harlem Renaissance, and protest songs and poems.
H1.9-12.3
Grade Level Expectation
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.
H1.9-12.3.a
Evidence Outcome
Evaluate continuity and change over the course of world history. For example: social and political movements related to nationality, ethnicity, and gender; revolutions; the World Wars, the Holocaust, the Cold War; and independence movements/decolonization.
H1.9-12.3.b
Evidence Outcome
Investigate causes and effects of significant events throughout world history. For example: the Renaissance; the Protestant Reformation; the Industrial Revolution; the French, Russian, and Chinese Revolutions; the World Wars; genocides; and the Arab Spring movement.
H1.9-12.3.c
Evidence Outcome
Analyze the complexity of events throughout world history. For example: religious rifts such as the Protestant Reformation and the Shiite/Sunni split in Islam; independence movements in Africa, the Americas, and Asia; and globalization and the rise of modern terrorist organizations.
H1.9-12.3.d
Evidence Outcome
Examine and evaluate issues of unity and diversity throughout world history. For example: migration and immigration, nationalist movements, revolutions, colonialism, world conferences/international agreements, human rights issues, and the resulting changes in political geography.
H1.9-12.3.e
Evidence Outcome
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.
H1.9-12.3.f
Evidence Outcome
Investigate the historical development and impact of major scientific and technological innovations in the Industrial Age, the Space Age, and the Digital Age. For example: the British factory system, Sputnik, and the miniaturization of technology.
H1.9-12.3.g
Evidence Outcome
Describe and analyze the historical development and impact of the arts and literature on the cultures of the world. For example: the Renaissance, Modernism, propaganda, and the use of art and literature as forms of resistance.
G2
Standard
Geography
G2.PK.1
Grade Level Expectation
Develop spatial understanding, perspectives, and connections to the world
G2.PK.1.a
Evidence Outcome
Identify aspects of the environment, such as roads, buildings, trees, gardens, bodies of water, and land formations.
G2.PK.1.b
Evidence Outcome
Develop an awareness of the school, neighborhood, and community.
G2.K.1
Grade Level Expectation
Recognize that geographic tools represent places and spaces.
G2.K.1.a
Evidence Outcome
Distinguish between a map and a globe as ways to show places people live.
G2.K.1.b
Evidence Outcome
Use geographic tools to describe places. For example: globes, maps, and GPS.
G2.K.2
Grade Level Expectation
People live in different places around the world.
G2.K.2.a
Evidence Outcome
Compare and contrast how people live in different settings around the world.
G2.K.2.b
Evidence Outcome
Give examples of food, clothing, shelter, and how they change in different environments.
G2.1.1
Grade Level Expectation
Locate places and spaces using geographic tools.
G2.1.1.a
Evidence Outcome
Explain that maps and globes are different representations of Earth.
G2.1.1.b
Evidence Outcome
Describe locations using terms related to direction and distance. For example: forward and backward, left and right, near and far, is next to, and close.
G2.1.1.c
Evidence Outcome
Recite and address including city, state, and country, and explain how those labels help find places on a map.
G2.1.1.d
Evidence Outcome
Distinguish between land and water on a map and globe
G2.1.1.e
Evidence Outcome
Create simple maps showing both human and natural features.
G2.1.2
Grade Level Expectation
Describe the characteristics of a community and how they are influenced by the environment.
G2.1.2.a
Evidence Outcome
Provide examples of how individuals and families interact with their environment.
G2.1.2.b
Evidence Outcome
Analyze how weather, climate and environmental characteristics influence individuals and the cultural characteristics of a family.
G2.1.2.c
Evidence Outcome
Compare and contrast at least two different families with respect to schools, neighborhoods, and culture.
G2.1.2.d
Evidence Outcome
Describe a family tradition and explain its cultural significance with regard to other groups and the environment.
G2.2.1
Grade Level Expectation
Use geographic terms and tools to describe places and spaces.
G2.2.1.a
Evidence Outcome
Use map keys, legends, symbols, intermediate directions, and a compass rose to locate and describe spaces and places.
G2.2.1.b
Evidence Outcome
Identify and locate various physical features on a map.
G2.2.1.c
Evidence Outcome
Identify the hemispheres, equator, and poles on a globe.
G2.2.1.d
Evidence Outcome
Identify and locate cultural, human, political, and natural features using map keys and legends.
G2.2.2
Grade Level Expectation
People in communities manage, modify, and depend on their environment.
G2.2.2.a
Evidence Outcome
Explain how communities manage and use nonrenewable and renewable resources.
G2.2.2.b
Evidence Outcome
Explain how community is defined by physical boundaries and resources.
G2.2.2.c
Evidence Outcome
Explain why people settle in certain areas.
G2.2.2.d
Evidence Outcome
Identify examples of how human activity influences cultural and environmental characteristics of a place over time.
G2.3.1
Grade Level Expectation
Use geographic tools to develop spatial thinking.
G2.3.1.a
Evidence Outcome
Read and interpret information from geographic tools and formulate geographic questions.
G2.3.1.b
Evidence Outcome
Locate oceans and continents, major countries, bodies of water, mountains, urban areas, the state of Colorado, and neighboring states on maps.
G2.3.1.c
Evidence Outcome
Describe the natural and man-made features of a specific area on a map.
G2.3.1.d
Evidence Outcome
Identify geography-based problems and examine the ways that people have tried to solve them.
G2.3.2
Grade Level Expectation
The concept of region is developed through an examination of similarities and differences in places and communities.
G2.3.2.a
Evidence Outcome
Observe and describe the physical, cultural, and human-made characteristics of a local region. For example: the Eastern Plains, San Luis Valley, Pikes Peak, Northwest, Front Range, South Central, Southwest, and Western Slope.
G2.3.2.b
Evidence Outcome
Identify the factors that make a region unique. For example: cultural diversity, industry and agriculture, and landforms.
G2.3.2.c
Evidence Outcome
Give examples of places that are similar and different from a local region.
G2.3.2.d
Evidence Outcome
Characterize regions using different types of features such as physical, political, cultural, urban and rural attributes.
G2.4.1
Grade Level Expectation
Use geographic tools to research and answer questions about Colorado geography.
G2.4.1.a
Evidence Outcome
Answer questions about Colorado regions using maps and other geographic tools.
G2.4.1.b
Evidence Outcome
Use geographic grids to locate places on and answer questions about maps and images of Colorado.
G2.4.1.c
Evidence Outcome
Create and investigate geographic questions about Colorado in relation to other places.
G2.4.1.d
Evidence Outcome
Illustrate, using geographic tools, how places in Colorado have changed and developed over time due to human activity.
G2.4.1.e
Evidence Outcome
Describe similarities and differences between the physical geography of Colorado and its neighboring states.
G2.4.2
Grade Level Expectation
Connections are developed within and across human and physical systems.
G2.4.2.a
Evidence Outcome
Describe how the physical environment provides opportunities for and places constraints on human activities.
G2.4.2.b
Evidence Outcome
Explain how physical environments influenced and limited immigration into the state.
G2.4.2.c
Evidence Outcome
Analyze how people use geographic factors in creating settlements and have adapted to and modified the local physical environment.
G2.4.2.d
Evidence Outcome
Describe how places in Colorado are connected by movement of goods, services, and technology.
G2.5.1
Grade Level Expectation
Use geographic tools and sources to research and answer questions about United States geography.
G2.5.1.a
Evidence Outcome
Answer questions about regions of the United States using various types of maps.
G2.5.1.b
Evidence Outcome
Use geographic tools to identify, locate, and describe places and regions in the United States and suggest reasons for their location.
G2.5.1.c
Evidence Outcome
Describe the influence of accessible resources on the development of local and regional communities throughout the United States.
G2.5.2
Grade Level Expectation
Causes and consequences of movement.
G2.5.2.a
Evidence Outcome
Identify variables associated with discovery, exploration, and migration.
G2.5.2.b
Evidence Outcome
Explain migration, trade, and cultural patterns that result from interactions among people, groups, and cultures.
G2.5.2.c
Evidence Outcome
Describe and analyze how specific physical and political features influenced historical events, movements, and adaptation to the environment.
G2.5.2.d
Evidence Outcome
Analyze how cooperation and conflict among people contribute to political, economic, and social divisions in the United States.
G2.5.2.e
Evidence Outcome
Give examples of the influence of geography on the history of the United States.
G2.6.1
Grade Level Expectation
Use geographic tools and resources to research and make geographic inferences and predictions about the Western Hemisphere.
G2.6.1.a
Evidence Outcome
Use geographic tools to identify, locate and describe places and regions in the Western Hemisphere, to solve problems. For example: latitude, longitude, scale on maps, globes, and other resources such as GPS and satellite imagery.
G2.6.1.b
Evidence Outcome
Collect, analyze, and synthesize data from geographic tools to compare regions in the Western Hemisphere.
G2.6.1.c
Evidence Outcome
Examine geographic sources to formulate questions and investigate responses.
G2.6.1.d
Evidence Outcome
Interpret, apply, and communicate geographic data to justify potential solutions to problems in the Western Hemisphere at the local, state, national, and global levels.
G2.6.2
Grade Level Expectation
Regional differences and perspectives in the Western Hemisphere impact human and environmental interactions.
G2.6.2.a
Evidence Outcome
Classify and analyze the types of human and geographic connections between places.
G2.6.2.b
Evidence Outcome
Identify physical features of the Western Hemisphere and explain their effects on people who reside in the region.
G2.6.2.c
Evidence Outcome
Analyze positive and negative interactions of human and physical systems in the Western Hemisphere and give examples of how people have adapted to their physical environment.
G2.7.1
Grade Level Expectation
Use geographic tools and resources to research topics in the Eastern Hemisphere to make geographic inferences and predictions.
G2.7.1.a
Evidence Outcome
Use maps and geographic tools to find patterns in human systems and/or physical features.
G2.7.1.b
Evidence Outcome
Collect, classify, and analyze data to make geographic inferences and predictions.
G2.7.1.c
Evidence Outcome
Apply inquiry and research utilizing geographic tools. For example: GPS and satellite imagery.
G2.7.1.d
Evidence Outcome
Interpret maps to make inferences and predictions.
G2.7.2
Grade Level Expectation
Regional differences and perspectives in the Eastern Hemisphere impact human and environmental interactions.
G2.7.2.a
Evidence Outcome
Determine how physical and political features impact cultural diffusion and regional differences. For example: modern environmental issues, cultural patterns, trade barriers, and economic interdependence.
G2.7.2.b
Evidence Outcome
Examine the geographic location and distribution of resources within a region to determine the economic and social impact on its people. For example: Middle Eastern water rights, the acceptance of refugees from other countries, and the Salt Trade.
G2.8.1
Grade Level Expectation
Use geographic tools to research and analyze patterns in human and physical systems in the United States.
G2.8.1.a
Evidence Outcome
Interpret maps and other geographic tools as a primary source to analyze a historic issue.
G2.8.1.b
Evidence Outcome
Describe the nature and spatial distribution of cultural patterns.
G2.8.1.c
Evidence Outcome
Recognize the patterns and networks of economic interdependence.
G2.8.1.d
Evidence Outcome
Explain the establishment of human settlements in relationship to physical attributes and important regional connections.
G2.8.1.e
Evidence Outcome
Calculate and analyze population trends.
G2.8.2
Grade Level Expectation
Competition for control of space and resources in early American History.
G2.8.2.a
Evidence Outcome
Analyze how economic, political, cultural, and social processes interact to shape patterns of human population, interdependence, cooperation and conflict.
G2.8.2.b
Evidence Outcome
Compare how differing geographic perspectives apply to a historic issue.
G2.8.2.c
Evidence Outcome
Interpret from a geographic perspective the expansion of the United States by addressing issues of land, security, access, and sovereignty.
G2.9-12.1
Grade Level Expectation
Use geographic tools and resources to analyze Earth's human systems and physical features to investigate and address geographic issues.
G2.9-12.1.a
Evidence Outcome
Analyze variations in spatial patterns of cultural and environmental characteristics at multiple scales while gathering geographic data from a variety of sources. For example: maps, GIS, graphs, charts.
G2.9-12.1.b
Evidence Outcome
Create and interpret maps to display and explain the spatial patterns of cultural and environmental characteristics using geospatial and related technologies.
G2.9-12.1.c
Evidence Outcome
Evaluate relationships between the locations of places and regions and their political, cultural, and economic relationships using maps, satellite images, photographs, and other representations.
G2.9-12.2
Grade Level Expectation
Geographic variables influence interactions of people, places, and environments.
G2.9-12.2.a
Evidence Outcome
Identify, evaluate, and communicate strategies to respond to constraints placed on human systems by the physical environment.
G2.9-12.2.b
Evidence Outcome
Analyze interpret, and predict the influences of migration and the distribution of human population based on reciprocal patterns. For example: historical events, the spatial diffusion of ideas, technologies, and cultural practices.
G2.9-12.2.c
Evidence Outcome
Analyze patterns of distribution and arrangements of settlements and the processes of the diffusion of human activities. For example: urban/rural, regional, and transportation patterns.
G2.9-12.2.d
Evidence Outcome
Explain how altering the environment has brought prosperity to some places and created environmental dilemmas for others.
G2.9-12.2.e
Evidence Outcome
Research and interpret multiple viewpoints on issues that shape policies and programs for resource use and sustainability. For example: immigration, resource distribution, and universal human rights.
G2.9-12.2.f
Evidence Outcome
Evaluate the influence of long-term climate variability on human migration and settlement patterns, resource use, and land uses at local-to-global scales.
G2.9-12.3
Grade Level Expectation
The interconnected nature of the world, its people and places.
G2.9-12.3.a
Evidence Outcome
Explain how the uneven distribution of resources in the world can lead to conflict, competition, or cooperation among nations, regions, and cultural groups.
G2.9-12.3.b
Evidence Outcome
Explain that the world's population is increasingly connected to and dependent upon other people for both human and natural resources.
G2.9-12.3.c
Evidence Outcome
Explain how migration of people and movement of goods and ideas can enrich cultures, but also create tensions.
G2.9-12.3.d
Evidence Outcome
Analyze how cooperation and conflict influence the division and control of Earth. For example: international agreements, political patterns, and national boundaries.
G2.9-12.3.e
Evidence Outcome
Make predictions and draw conclusions about the global impact of cultural diffusion/assimilation. For example: human rights, language, religion, and ethnicity.
E3
Standard
Economics
E3.PK.1
Grade Level Expectation
Individuals have many wants and have to make choices.
E3.PK.1.a
Evidence Outcome
Identify choices that individuals can make.
E3.PK.1.b
Evidence Outcome
Explain how individuals earn money and use it to make choices among their various wants.
E3.PK.2
Evidence Outcome
Identify money and its purpose (PFL).
E3.PK.2.a
Evidence Outcome
Recognize coins and currency as money.
E3.PK.2.b
Evidence Outcome
Identify how money is used.
E3.PK.2.c
Evidence Outcome
Discuss why we need money.
E3.PK.2.d
Evidence Outcome
Sort coins by physical attributes such as color or size.
E3.K.1
Grade Level Expectation
Individuals make choices based on wants.
E3.K.1.a
Evidence Outcome
Identify the costs and benefits of a choice an individual makes when acquiring an item.
E3.K.1.b
Evidence Outcome
Recognize and engage in ways to use another individual's items. For example: asking for permission to share and taking turns.
E3.K.2
Evidence Outcome
Describe choices people make about how to use the money they earn (PFL).
E3.K.2.a
Evidence Outcome
Recognize choices people make.
E3.K.2.b
Evidence Outcome
Explain how decisions are made.
E3.K.2.c
Evidence Outcome
Give examples of the difference between spending income on something you want versus something you need.
E3.1.1
Grade Level Expectation
Individuals work in different types of jobs to earn an income.
E3.1.1.a
Evidence Outcome
Identify the goods and/or services that different types of businesses produce in the community.
E3.1.1.b
Evidence Outcome
Give examples of different types of jobs held by family members and/or individuals in the local community.
E3.1.1.c
Evidence Outcome
Compare at least two different job choices that individuals have with respect to the benefits and costs of each job.
E3.1.2
Grade Level Expectation
Plan how to spend, share, and save money (PFL).
E3.1.2.a
Evidence Outcome
Discuss ways to earn or receive money.
E3.1.2.b
Evidence Outcome
Identify types of currency and how currency is used.
E3.1.2.c
Evidence Outcome
Define types of transactions such as deposit, purchase, borrow, and barter.
E3.1.2.d
Evidence Outcome
Identify coins and find the value of a collection of two coins.
E3.2.1
Grade Level Expectation
Resources are scarce, so individuals may not have access to the goods and services they want.
E3.2.1.a
Evidence Outcome
Explain scarcity.
E3.2.1.b
Evidence Outcome
Identify goods and services and recognize examples of each.
E3.2.1.c
Evidence Outcome
Give examples of choices people make when resources are scarce.
E3.2.1.d
Evidence Outcome
Identify possible solutions when there are limited resources and unlimited wants.
E3.2.2
Grade Level Expectation
Investigate costs and benefits to make informed financial decisions (PFL).
E3.2.2.a
Evidence Outcome
Assess priorities when making financial decisions.
E3.2.2.b
Evidence Outcome
Classify goals as short-term or long-term.
E3.2.2.c
Evidence Outcome
Differentiate the monetary value for a variety of goods and services.
E3.2.2.d
Evidence Outcome
Acknowledge that non-monetary value varies from person to person for goods and services.
E3.2.2.e
Evidence Outcome
Predict positive and negative consequences when making financial decisions.
E3.2.2.f
Evidence Outcome
Use addition and subtraction within 100 to solve word problems about making financial decisions.
E3.3.1
Grade Level Expectation
Producers and consumers exchange goods and services in different ways.
E3.3.1.a
Evidence Outcome
Describe the difference between producers and consumers and explain how they need each other.
E3.3.1.b
Evidence Outcome
Describe and give examples of forms of exchange. For example: monetary exchange and barter.
E3.3.1.c
Evidence Outcome
Describe how the exchange of goods and services between businesses and consumers affects all parties.
E3.3.1.d
Evidence Outcome
Recognize that different currencies exist and explain the functions of money. For example: medium of exchange, store of value, and measure of value.
E3.3.1.e
Evidence Outcome
Cite evidence to show how trade benefits individuals, businesses, and communities and increases interdependency.
E3.3.2
Grade Level Expectation
Create a plan to meet a financial goal (PFL).
E3.3.2.a
Evidence Outcome
Give examples of short-term spending and savings goals.
E3.3.2.b
Evidence Outcome
Identify jobs that children can do to earn money to reach personal financial goals.
E3.3.2.c
Evidence Outcome
Differentiate the role of income and expenses when creating a budget.
E3.3.2.d
Evidence Outcome
Create a plan with specific steps to reach a short-term financial goal.
E3.3.2.e
Evidence Outcome
Model strategies to achieve a personal financial goal using arithmetic operations.
E3.4.1
Grade Level Expectation
People respond to positive and negative incentives.
E3.4.1.a
Evidence Outcome
Define positive and negative economic incentives and describe how people typically respond when given positive or negative incentives.
E3.4.1.b
Evidence Outcome
In a given situation, create a plan of appropriate incentives to achieve a desired result. For example: offering a prize to the person who picks up the most trash on the playground.
E3.4.1.c
Evidence Outcome
Give examples of the kinds of goods and services produced in Colorado in different historical periods and their connection to economic incentives.
E3.4.1.d
Evidence Outcome
Explain how productive resources (natural, human, and capital) have influenced the types of goods produced and services provided in Colorado.
E3.4.2
Grade Level Expectation
Determine the opportunity cost when making a choice (PFL).
E3.4.2.a
Evidence Outcome
Define choice and opportunity cost.
E3.4.2.b
Evidence Outcome
Determine the relationship between long-term goals and opportunity cost.
E3.4.2.c
Evidence Outcome
Analyze scenarios of choices including opportunity cost. For example: how to spend allowance money or purchase school supplies.
E3.5.1
Grade Level Expectation
Trade shaped the development of Early America.
E3.5.1.a
Evidence Outcome
Identify examples of the productive resources and explain how they are used to produce goods and services. For example: land, labor, and capital.
E3.5.1.b
Evidence Outcome
Compare ways in which people and communities exchanged goods and services. For example: barter and monetary exchange.
E3.5.1.c
Evidence Outcome
Identify the goods and services that were traded among different cultures and regions.
E3.5.1.d
Evidence Outcome
Describe how patterns of trade evolved within Early America.
E3.5.1.e
Evidence Outcome
Explain some of the challenges that American colonists faced that would eventually lead them to the creation of commercial banks.
E3.5.2
Grade Level Expectation
Examine how individuals use financial institutions to manage personal finances (PFL).
E3.5.2.a
Evidence Outcome
Differentiate between saving and investing.
E3.5.2.b
Evidence Outcome
Establish the function of banking.
E3.5.2.c
Evidence Outcome
Distinguish between different types of financial institutions such as banks and credit unions, and the services provided. For example: checking accounts, savings accounts, investments, and loans.
E3.5.2.d
Evidence Outcome
Create a way to keep track of money spent and money saved.
E3.6.1
Grade Level Expectation
Investigate how societies create different economic systems in the Western Hemisphere.
E3.6.1.a
Evidence Outcome
Describe how economic systems in the Western Hemisphere (such as traditional, command, market, and mixed) allocate resources.
E3.6.1.b
Evidence Outcome
Use economic reasoning to explain how specialization of production can result in more interdependence. For example: international trade patterns.
E3.6.2
Grade Level Expectation
Investigate the role of consumers within the Western Hemisphere (PFL).
E3.6.2.a
Evidence Outcome
Explain the roles of buyers and sellers in product, labor, and financial markets.
E3.6.2.b
Evidence Outcome
Describe the role of competition in the determination of prices and wages in a market economy.
E3.6.2.c
Evidence Outcome
Explore how consumer spending decisions and demand impact market economies.
E3.6.2.d
Evidence Outcome
Analyze how external factors might influence spending decisions for different individuals.
E3.7.1
Grade Level Expectation
Describe how economic systems in the Eastern Hemisphere address the problem of scarcity.
E3.7.1.a
Evidence Outcome
Describe how different societies developed economic systems. For example: the barter system, traditional, command, market, and mixed.
E3.7.1.b
Evidence Outcome
Evaluate the different economic systems in the Eastern Hemisphere, utilizing economic data. For example: economic growth, per capita income, and standard of living.
E3.7.1.c
Evidence Outcome
Explain how trade affects the production of goods and services in different regions.
E3.7.2
Grade Level Expectation
Investigate the role of consumers within the Eastern Hemisphere (PFL).
E3.7.2.a
Evidence Outcome
Define resources from an economic and personal finance perspective.
E3.7.2.b
Evidence Outcome
Summarize how the distribution of resources impacts consumerism.
E3.7.2.c
Evidence Outcome
Compare and contrast choices available to consumers within different cultures as they developed in the Eastern Hemisphere throughout history.
E3.8.1
Grade Level Expectation
Economic freedom, including free trade was important for economic growth in early American History.
E3.8.1.a
Evidence Outcome
Give examples of international and regional differences in resources, productivity, and costs that provide a basis for trade.
E3.8.1.b
Evidence Outcome
Describe the factors that lead to a nation or a region having a comparative and absolute advantage in trade.
E3.8.1.c
Evidence Outcome
Explain effects of domestic policies on international trade.
E3.8.1.d
Evidence Outcome
Explain why nations sometimes restrict trade by using quotas, tariffs, and nontariff barriers.
E3.8.2
Grade Level Expectation
Examine the role of consumer decisions and taxes within the market economies of early American History (PFL).
E3.8.2.a
Evidence Outcome
Calculate how the value of money has changed over time impacting earning, spending, borrowing, and investing. For example: inflation and recession.
E3.8.2.b
Evidence Outcome
Explain factors that have impacted borrowing and investing over time. For example: currency stability, war, and banking practices.
E3.8.2.c
Evidence Outcome
Analyze the changes in the development of human capital over time. For example: gaining knowledge and skill through education, apprenticeship, and work experience.
E3.8.2.d
Evidence Outcome
Analyze the impact of taxes on the people of the United States over time.
E3.9-12.1
Grade Level Expectation
Productive resources (natural, human, capital) are scarce; therefore, choices are made about how individuals, businesses, governments, and nonprofits allocate these resources.
E3.9-12.1.a
Evidence Outcome
Explain the economic way of thinking: the condition of scarcity requires choice and choice has a cost (opportunity cost).
E3.9-12.1.b
Evidence Outcome
Analyze how positive and negative incentives influence the choices made by individuals, households, businesses, government and nonprofits.
E3.9-12.1.c
Evidence Outcome
Explain how effective decision-making requires comparing the additional (marginal) costs of alternatives with the additional (marginal) benefits.
E3.9-12.2
Grade Level Expectation
Economic systems, market structures, competition, and government policies affect market outcomes.
E3.9-12.2.a
Evidence Outcome
Compare and contrast economic systems in terms of their ability to achieve economic goals. For example: command, socialism, communism, and market capitalism.
E3.9-12.2.b
Evidence Outcome
Use supply and demand analysis to explain how competitive markets efficiently allocate scarce resources.
E3.9-12.2.c
Evidence Outcome
Scrutinize what happens in markets when governments impose price controls (price ceiling and price floors).
E3.9-12.2.d
Evidence Outcome
Compare and contrast the market outcomes created by various market structures that are not purely competitive: monopolistic competition, oligopoly, and monopoly.
E3.9-12.2.e
Evidence Outcome
Explore the role of government in addressing market failures. For example: monopoly power/antitrust legislation, public goods, negative/positive externalities, the environment, property rights, regulation, and income distribution.
E3.9-12.2.f
Evidence Outcome
Compare and contrast different types of taxing. For example: progressive, regressive, proportional, and marginal versus average tax rates.
E3.9-12.3
Grade Level Expectation
The business cycle affects the macroeconomy, and government policies can be used in an attempt to stabilize the economy.
E3.9-12.3.a
Evidence Outcome
Describe how Gross Domestic Product (GDP) provides a measure of the aggregate output of the economy.
E3.9-12.3.b
Evidence Outcome
Explain how inflation and unemployment vary with the business cycle.
E3.9-12.3.c
Evidence Outcome
Describe how fiscal policy (tax and government spending, which is controlled by Congress and the President) can be used to stabilize the economy.
E3.9-12.3.d
Evidence Outcome
Describe how monetary policy can be used by the Federal Reserve to stabilize the economy.
E3.9-12.3.e
Evidence Outcome
Examine the sources of economic growth and the importance of improvements in productivity (output per hour of work).
E3.9-12.4
Grade Level Expectation
Globalization and international trade affect the allocation of goods, services, and resources.
E3.9-12.4.a
Evidence Outcome
Analyze the role of comparative advantage in international trade of goods and services.
E3.9-12.4.b
Evidence Outcome
Describe worldwide import/export patterns.
E3.9-12.4.c
Evidence Outcome
Recognize how exchange rates affect economic activity.
E3.9-12.4.d
Evidence Outcome
Explain how trade policies affect international trade and domestic markets. For example: free trade, tariffs, quotas, and subsidies.
E3.9-12.4.e
Evidence Outcome
Explore the effects of current globalization trends and policies. For example: economic growth, labor markets, the rights of citizens, and the environment in different nations.
E3.9-12.5
Grade Level Expectation
Determine factors that impact an individual's earning capability (PFL).
E3.9-12.5.a
Evidence Outcome
Predict the potential impact of education and skill development choices on future earning capability and financial well-being.
E3.9-12.5.b
Evidence Outcome
Analyze the impact of economic conditions and cost of living factors on income and purchasing power.
E3.9-12.5.c
Evidence Outcome
Calculate a sustainable household income based on financial obligations for different lifestyle scenarios.
E3.9-12.5.d
Evidence Outcome
Analyze the monetary and non-monetary value of employee benefits in addition to pay. For example: employer-matched retirement fund contributions, paid time off, insurance, professional development, personal sense of accomplishment, sense of community.
E3.9-12.5.e
Evidence Outcome
Describe factors that impact take-home pay and personal income tax liability.
E3.9-12.5.f
Evidence Outcome
Develop income earning potential with intentional choices. For example: post-secondary education and professional development.
E3.9-12.6
Grade Level Expectation
Establish personal investment objectives (PFL).
E3.9-12.6.a
Evidence Outcome
Select financial investments that align with financial goals, risk tolerance, and personal values at different life stages.
E3.9-12.6.b
Evidence Outcome
Explore long-range comprehensive financial planning strategies. For example: diversification, automation, and monitoring.
E3.9-12.6.c
Evidence Outcome
Determine how financial investments impact income tax obligations.
E3.9-12.6.d
Evidence Outcome
Analyze how financial markets react to changes in market conditions, monetary policy, fiscal policy, and information. For example: the business cycle.
E3.9-12.6.e
Evidence Outcome
Explain the role of government related to investing regulation, and consumer protection.
E3.9-12.7
Grade Level Expectation
Apply consumer skills to spending, saving, and borrowing decisions (PFL).
E3.9-12.7.a
Evidence Outcome
Analyze how inflation and cost of living impact consumer purchasing and saving power.
E3.9-12.7.b
Evidence Outcome
Summarize factors to consider when selecting borrowing options, including costs, relevance, payoffs and tradeoffs. For example: comparing student loan options, auto loan options, and payday lending options.
E3.9-12.7.c
Evidence Outcome
Analyze consumer and financial information for relevance, credibility, and accuracy.
E3.9-12.7.d
Evidence Outcome
Investigate consumer responsibilities, rights, and protections when entering into contracts and engaging in commerce. For example: discrimination laws, credit reporting laws, loan contracts, and online purchases.
E3.9-12.7.e
Evidence Outcome
Explain how an individual's credit history can affect borrowing power.
E3.9-12.7.f
Evidence Outcome
Design a spending plan/budget that covers financial obligations and integrates saving for future goals.
E3.9-12.8
Grade Level Expectation
Choose risk management strategies for protection from the financial risk of lost income, lost or damaged property, health issues, or identity fraud (PFL).
E3.9-12.8.a
Evidence Outcome
Evaluate strategies for consumers to avoid financial risk, reduce risk, accept risk, or transfer risk to others through insurance.
E3.9-12.8.b
Evidence Outcome
Explain the purpose of insurance and how insurance works. For example property insurance, health insurance, and disability insurance.
E3.9-12.8.c
Evidence Outcome
Analyze the cost of insurance as a method to offset the financial risk of a situation.
E3.9-12.8.d
Evidence Outcome
Examine types of individual and external factors that impact insurance costs for individuals. For example, insured profile, number and size of claims, frequency and costs of natural disasters.
E3.9-12.8.e
Evidence Outcome
Outline steps to monitor and safeguard personal financial data and resolve identity theft or fraud issues.
E3.9-12.8.f
Evidence Outcome
Explain the role of government related to insurance regulation, fraud protection, and disaster response.
C4
Standard
Civics
C4.PK.1
Grade Level Expectation
Understand one's relationship to the family and community and respect differences in others.
C4.PK.1.a
Evidence Outcome
Recognize membership in family, neighborhood, school, team, and various other groups and organizations.
C4.PK.1.b
Evidence Outcome
Understand similarities and respect differences among people within their classroom and community.
C4.PK.2
Grade Level Expectation
Rules allow groups to work effectively.
C4.PK.2.a
Evidence Outcome
Understand the reasons for rules in the home and classroom and for laws in the community.
C4.PK.2.b
Evidence Outcome
Show interest in interacting with and developing relationships with others.
C4.PK.2.c
Evidence Outcome
Recognize that everyone has rights and responsibilities within a group.
C4.PK.2.d
Evidence Outcome
Demonstrate self-regulated behaviors and fairness in resolving conflicts.
C4.K.1
Grade Level Expectation
Understand that civic participation takes place in multiple groups and in various forms
C4.K.1.a
Evidence Outcome
Differentiate among examples of civic participation. For example: voting, debating, running for office, protesting, and volunteering.
C4.K.1.b
Evidence Outcome
Explain the qualities of an informed and engaged citizen.
C4.K.1.c
Evidence Outcome
Practice citizenship skills including, courtesy, honesty, equity, and fairness when working with others.
C4.K.2
Grade Level Expectation
Participate in making fair and reasoned decisions using democratic traditions.
C4.K.2.a
Evidence Outcome
Explain why rules are needed.
C4.K.2.b
Evidence Outcome
Create and follow classroom rules.
C4.K.2.c
Evidence Outcome
Explain how a class rule may promote fairness and resolve conflict, and compare against a rule that does not.
C4.K.2.d
Evidence Outcome
Contribute to making and maintaining class community decisions.
C4.K.2.e
Evidence Outcome
Explain the difference between democratic decision-making and decisions made by authorities. For example: a parent, teacher, principal, and a police officer.
C4.1.1
Grade Level Expectation
Effective groups have responsible leaders and team members.
C4.1.1.a
Evidence Outcome
Describe the characteristics of responsible leaders.
C4.1.1.b
Evidence Outcome
Identify the attributes of a responsible team member.
C4.1.1.c
Evidence Outcome
Demonstrate the ability to be both a leader and team member.
C4.1.2
Grade Level Expectation
Notable people, places, holidays, and civic symbols
C4.1.2.a
Evidence Outcome
Identify and explain the relevance of notable civic leaders from different community groups.
C4.1.2.b
Evidence Outcome
Identify and explain the meaning of various civic symbols important to diverse community groups. For example: the American flag, the National Anthem, Statue of Liberty, Mount Rushmore, Crazy Horse Memorial, Liberty Bell, and a yellow sash (i.e., for women's rights).
C4.1.2.c
Evidence Outcome
Identify and explain the relevance of significant civic places. For example: the state and national Capitol, the White House, and sites within the local community.
C4.1.2.d
Evidence Outcome
Explain the significance of major civic holidays. For example: Veteran's Day, Martin Luther King Day, Independence Day, Earth Day, Memorial Day, Labor Day, and Cesar Chavez Day.
C4.1.2.e
Evidence Outcome
Identify the American flag and the Colorado flag.
C4.2.1
Grade Level Expectation
Advocate for ideas to improve communities.
C4.2.1.a
Evidence Outcome
Compare ways that people may express their ideas and viewpoints in ways that are effective and respectful to others.
C4.2.1.b
Evidence Outcome
Analyze how people in diverse groups monitor and influence decisions in their community.
C4.2.1.c
Evidence Outcome
Describe ways in which you can take an active part in improving your school or community.
C4.2.1.d
Evidence Outcome
Identify and compare examples of civic responsibilities that are important to privileged and marginalized individuals, families, and communities. For example: voting and representation.
C4.2.1.e
Evidence Outcome
Describe the characteristics that enable a community member to responsibly and effectively engage in the community.
C4.2.2
Grade Level Expectation
Identify and compare multiple ways that people understand and resolve conflicts and differences.
C4.2.2.a
Evidence Outcome
Analyze ways that diverse individuals, groups and communities work through conflict and promote equality, justice, and responsibility.
C4.2.2.b
Evidence Outcome
Compare examples of power and authority and identify strategies that could be used to address an imbalance. For example: anti-bullying, mediation, and deliberation.
C4.2.2.c
Evidence Outcome
Identify and give examples of appropriate and inappropriate uses of power and the consequences.
C4.2.2.d
Evidence Outcome
Demonstrate skills to understand and resolve conflicts or differences.
C4.3.1
Grade Level Expectation
Respect the views and rights of others.
C4.3.1.a
Evidence Outcome
Identify and apply the elements of civil discourse. For example: listening with respect for understanding and speaking in a respectful manner.
C4.3.1.b
Evidence Outcome
Identify important personal rights in a democratic society and how they relate to others' rights.
C4.3.1.c
Evidence Outcome
Give examples of the relationship between rights and responsibilities.
C4.3.1.d
Evidence Outcome
Restate the view or opinion of others with their reasoning when it is different from one's own.
C4.3.2
Grade Level Expectation
The origins, structures, and functions of local government.
C4.3.2.a
Evidence Outcome
Identify the origins, structures, and functions of local government.
C4.3.2.b
Evidence Outcome
Identify and explain the services local governments provide and how those services are funded.
C4.3.2.c
Evidence Outcome
Identify and explain a variety of roles leaders, citizens, and others play in local government.
C4.3.2.d
Evidence Outcome
Describe how local government provides opportunities for people to exercise their rights and initiate change.
C4.4.1
Grade Level Expectation
Identify, investigate, and analyze multiple perspectives on civic issues.
C4.4.1.a
Evidence Outcome
Give examples of issues faced by the state of Colorado and develop possible solutions.
C4.4.1.b
Evidence Outcome
Provide supportive arguments for both sides of a current public policy debate.
C4.4.1.c
Evidence Outcome
Discuss how various individuals and groups influence the way an issue affecting the state is viewed and resolved.
C4.4.1.d
Evidence Outcome
Identify and use appropriate sources to investigate and analyze multiple perspectives of issues.
C4.4.2
Grade Level Expectation
The origins, structures, and functions of the Colorado government.
C4.4.2.a
Evidence Outcome
Explain the historical foundation and events that led to the Colorado Constitution and the formation of the three branches of Colorado government.
C4.4.2.b
Evidence Outcome
Identify and explain a variety of roles leaders, citizens, and others play in state government.
C4.4.2.c
Evidence Outcome
Identify and explain the services state government provides and how those services are funded.
C4.4.2.d
Evidence Outcome
Describe how the decisions of the state government affect local government and interact with federal law.
C4.4.2.e
Evidence Outcome
Describe how a citizen might engage in state government to demonstrate their rights or initiate change.
C4.5.1
Grade Level Expectation
Construct an understanding of the foundations of citizenship in the United States.
C4.5.1.a
Evidence Outcome
Describe and provide sources and examples of individual rights.
C4.5.1.b
Evidence Outcome
Give examples of group and individual actions that illustrate civic ideals in the founding of the United States. For example: freedom, rule of law, equality, civility, cooperation, respect, responsibility, and civic participation.
C4.5.1.c
Evidence Outcome
Explain the reasons for the settlement of the American colonies.
C4.5.1.d
Evidence Outcome
Define the criteria and process for becoming a citizen.
C4.5.2
Grade Level Expectation
The origins, structures, and functions of the United States government.
C4.5.2.a
Evidence Outcome
Explain the historical foundation and the events that led to the establishment of the United States government. For example: the colonial experience, the Declaration of Independence, the Articles of Confederation, and the Constitution.
C4.5.2.b
Evidence Outcome
Identify political principles of American democracy and how the Constitution and Bill of Rights reflect and preserve these principles.
C4.5.2.c
Evidence Outcome
Explain the origins, structures, and functions of the three branches of the United States government and the relationships among them.
C4.5.2.d
Evidence Outcome
Describe how the decisions of the national government affect local and state government.
C4.6.1
Grade Level Expectation
Analyze the relationships of different nations in the Western Hemisphere.
C4.6.1.a
Evidence Outcome
Discuss advantages and disadvantages of living in an interconnected world.
C4.6.1.b
Evidence Outcome
Examine changes and connections in ideas about citizenship in different times and places in the Western Hemisphere.
C4.6.1.c
Evidence Outcome
Describe how groups and individuals influence governments within the Western Hemisphere.
C4.6.1.d
Evidence Outcome
Explain how political ideas and significant people have interacted, are interconnected, and have influenced nations.
C4.6.1.e
Evidence Outcome
Analyze political issues from national and global perspectives over time.
C4.6.1.f
Evidence Outcome
Identify historical examples illustrating how people from diverse backgrounds in the Western Hemisphere perceived and reacted to various global issues.
C4.6.2
Grade Level Expectation
Systems of government in the Western Hemisphere.
C4.6.2.a
Evidence Outcome
Describe different systems of government in the Western Hemisphere.
C4.6.2.b
Evidence Outcome
Identify how different systems of government relate to their citizens in the Western Hemisphere.
C4.6.2.c
Evidence Outcome
Compare the economic components of the different systems of government in the Western Hemisphere.
C4.6.2.d
Evidence Outcome
Compare the various governments and citizens' liberties in the Western Hemisphere.
C4.7.1
Grade Level Expectation
Analyze the civic similarities and differences within governmental systems in the Eastern Hemisphere.
C4.7.1.a
Evidence Outcome
Describe civic virtues and principles that guide governments and societies. For example: citizenship, civic participation, and rule of law.
C4.7.1.b
Evidence Outcome
Analyze the opportunities and limitations of civic participation in societies in the Eastern Hemisphere.
C4.7.1.c
Evidence Outcome
Give examples illustrating the interactions between nations and their citizens. For example: Apartheid, human rights violations, and one-child policy of China)
C4.7.1.d
Evidence Outcome
Identify public problems and research ways in which governments address those problems. For example: hunger, disease, poverty, and pollution.
C4.7.2
Grade Level Expectation
Nations in various regions of the Eastern Hemisphere interact with international organizations, govern, organize, and impact their societies in different ways.
C4.7.2.a
Evidence Outcome
Explain the origins, functions, and structure of different governments. For example: dictatorship, totalitarianism, democracy, socialism, and communism.
C4.7.2.b
Evidence Outcome
Evaluate and analyze how various governments and organizations interact, resolve their differences, and cooperate. For example: the African Union (AU), treaties, and diplomacy.
C4.7.2.c
Evidence Outcome
Investigate examples of collaboration and interdependence between international organizations and countries. For example: the Red Cross, World Health Organization, and United Nations Educational, Scientific and Cultural Organization (UNESCO).
C4.8.1
Grade Level Expectation
Construct an understanding of the changing definition of citizenship and the expansion of rights of citizens in the United States.
C4.8.1.a
Evidence Outcome
Describe instances in which major political, social, economic, or cultural changes occurred and the reasons for the changes.
C4.8.1.b
Evidence Outcome
Analyze the changing definition of citizenship and give examples of the expansion of rights.
C4.8.1.c
Evidence Outcome
Describe examples of citizens and groups who have influenced change in United States government and politics. For example: Women, American Indians, African Americans, and people in the unsettled territories.
C4.8.1.d
Evidence Outcome
Evaluate the result of various strategies for political change over time.
C4.8.1.e
Evidence Outcome
Analyze primary sources supporting democratic freedoms and the founding of our government. For example: the Declaration of Independence, Constitution, and Bill of Rights; and explain how they provide for both continuity and change.
C4.8.1.f
Evidence Outcome
Examine ways members of society may effectively voice opinions, monitor government, and bring about change nationally.
C4.8.2
Grade Level Expectation
The purpose and place of rule of law in a constitutional system.
C4.8.2.a
Evidence Outcome
Discern various types of law.
C4.8.2.b
Evidence Outcome
Evaluate the strengths of rule of law.
C4.8.2.c
Evidence Outcome
Describe and engage in various means of conflict management.
C4.8.2.d
Evidence Outcome
Explain the role and importance of the Constitution.
C4.8.2.e
Evidence Outcome
Discuss the tensions between individual rights, state law, and national law.
C4.8.2.f
Evidence Outcome
Explain how the state and federal courts' power of judicial review is reflected in the United States' form of constitutional government.
C4.8.2.g
Evidence Outcome
Use a variety of resources to identify and evaluate issues that involve civic responsibility, individual rights, and the common good.
C4.9-12.1
Grade Level Expectation
Research and formulate positions on local, state, and national issues or policies to participate in a civil society.
C4.9-12.1.a
Evidence Outcome
Engage in civil discourse, including discussing current issues, advocating for individual or group rights, civic duty, and civic participation.
C4.9-12.1.b
Evidence Outcome
Evaluate how individuals and groups can effectively use the structure and functions of various levels of government to shape policy.
C4.9-12.1.c
Evidence Outcome
Explain the roles and influence of individuals, groups, and the press as checks on governmental practices. For example: direct contact with elected officials, participation in civic organizations, use of social media, and attendance at local governance meetings.
C4.9-12.1.d
Evidence Outcome
Identify which level of government is appropriate for various policies and demonstrate an ability to appropriately engage individually and/or in groups with that level of government.
C4.9-12.2
Grade Level Expectation
Purposes, roles and limitations of the structures and functions of government.
C4.9-12.2.a
Evidence Outcome
Describe the origins, foundations, purposes, and limitations of government and include the contribution of key philosophers, American historical figures and documents.
C4.9-12.2.b
Evidence Outcome
Identify the structure, function, and roles of current members of American government and their relationship to democratic values.
C4.9-12.2.c
Evidence Outcome
Analyze and explain the importance of the principles of democracy and the inherent competition among values. For example: freedom and security, individual rights and common good, general welfare, and rights and responsibilities.
C4.9-12.2.d
Evidence Outcome
Analyze the role of the founding documents of the United States and the evolution of their interpretation through governmental action and court cases. For example: the Declaration of Independence, the Constitution, the Federalist Papers, and the Bill of Rights.
C4.9-12.2.e
Evidence Outcome
Understand the role of the American judicial system and evaluate the effectiveness of the justice system in protecting life, liberty, and property for all persons in the United States.
C4.9-12.2.f
Evidence Outcome
Analyze how current global issues impact American foreign policy. For example: the Universal Declaration of Human Rights, immigration, or foreign trade agreements.
C4.9-12.2.g
Evidence Outcome
Compare and contrast how other systems of government function. For example: authoritarian regimes and parliamentary systems.
C4.9-12.3
Grade Level Expectation
Evaluate the impact of the political institutions that link the people to the government.
C4.9-12.3.a
Evidence Outcome
Assess how members of a civil society can impact public policy on local, state, tribal, national, or international issues. For example: voting, participation in primaries and general elections, and contact with elected officials.
C4.9-12.3.b
Evidence Outcome
Examine and evaluate the effectiveness of political parties, interest groups, suffrage, and social movements as a way for people to participate and influence government.
C4.9-12.3.c
Evidence Outcome
Analyze the impact of federal policies on campaigns and elections, and why these policies are debated by multiple parties on the political spectrum. For example: PACs, campaign finance, state and federal voting laws and regulations, and the Federal Election Commission.
C4.9-12.3.d
Evidence Outcome
Analyze how court decisions, legislative debates, and various groups have helped to preserve, develop, interpret, and limit the individual rights and ideals of the American system of government.
C4.9-12.3.e
Evidence Outcome
Examine how people in other systems of government can participate to influence policy.