Content Area,Grade,Standard,Prepared Graduate 1,Prepared Graduate 2,Prepared Graduate 3,Prepared Graduate 4,Prepared Graduate 5,Grade Level Expectation,GLE Code,Subheading,Statement
Social Studies,Preschool,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Recognize change and sequence over time.,SS.P.1.1,"By the end of the preschool experience (approximately 60 months/5 years old), students may:","Begin to understand concepts of the past, present, and future."
Social Studies,Preschool,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Recognize change and sequence over time.,SS.P.1.1,"By the end of the preschool experience (approximately 60 months/5 years old), students may:","Begin to recall family traditions or personal events that happened in the past (this can include immediate past events from that day or week, or longer) and the present, especially as it pertains to diverse backgrounds, such as race, and individual family traditions."
Social Studies,Preschool,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Recognize change and sequence over time.,SS.P.1.1,"By the end of the preschool experience (approximately 60 months/5 years old), students may:","Begin to understand that previous, current, and future events can have an impact on our daily, weekly, or monthly lives."
Social Studies,Preschool,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Recognize change and sequence over time.,SS.P.1.1,Supportive Teaching Practices/Adults May:,Ask preschoolers to recall events from earlier in the day or from the day before.
Social Studies,Preschool,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Recognize change and sequence over time.,SS.P.1.1,Supportive Teaching Practices/Adults May:,"Provide scaffolding to assist preschoolers to recall prior learning and events from classroom, school, home, and community events."
Social Studies,Preschool,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Recognize change and sequence over time.,SS.P.1.1,Supportive Teaching Practices/Adults May:,"Ask children to identify future plans for center time, bedtime, playdates, etc."
Social Studies,Preschool,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Recognize change and sequence over time.,SS.P.1.1,Supportive Teaching Practices/Adults May:,Post a visual classroom schedule at eye level.
Social Studies,Preschool,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Recognize change and sequence over time.,SS.P.1.1,Supportive Teaching Practices/Adults May:,Post a photo-based visual timeline of how preschoolers and their classroom and families change over time. For example: updating the classroom All About Me book.
Social Studies,Preschool,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Recognize change and sequence over time.,SS.P.1.1,Supportive Teaching Practices/Adults May:,"Use and model time-based directions. For example: First, then, beginning/middle/end."
Social Studies,Preschool,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Recognize change and sequence over time.,SS.P.1.1,Supportive Teaching Practices/Adults May:,"Use, model, and tell time-based personal stories and have preschoolers share stories."
Social Studies,Preschool,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Recognize change and sequence over time.,SS.P.1.1,Examples of Learning/Children May:,Tell stories of past events.
Social Studies,Preschool,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Recognize change and sequence over time.,SS.P.1.1,Examples of Learning/Children May:,Describe how they have grown.
Social Studies,Preschool,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Recognize change and sequence over time.,SS.P.1.1,Examples of Learning/Children May:,Participate in creating a memory book to identify similarities and change over time.
Social Studies,Preschool,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Recognize change and sequence over time.,SS.P.1.1,Examples of Learning/Children May:,"Discuss possible past, present, and future changes affecting families such as a new sibling, moving, marriage, adoption, etc."
Social Studies,Preschool,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Recognize change and sequence over time.,SS.P.1.1,Examples of Learning/Children May:,"Use a visual classroom schedule, such as the Schedule Helper, to anticipate a change in schedule."
Social Studies,Preschool,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Recognize change and sequence over time.,SS.P.1.1,Examples of Learning/Children May:,"Select examples from pictures that illustrate beginning, middle, and end from a familiar story or past, present, and future relevant to their lives, such as their own family, classroom, etc."
Social Studies,Preschool,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,"1. Develop spatial understanding, perspectives, and connections to the world",SS.P.2.1,"By the end of the preschool experience (approximately 60 months/5 years old), students may:","Identify aspects of their immediate environment, such as areas of their preschool classroom, their own room or house, and/or building and roads, trees, gardens, bodies of water, and land formations."
Social Studies,Preschool,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,"1. Develop spatial understanding, perspectives, and connections to the world",SS.P.2.1,"By the end of the preschool experience (approximately 60 months/5 years old), students may:","Develop an awareness of their own home, classroom, school, neighborhood, and community."
Social Studies,Preschool,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,"1. Develop spatial understanding, perspectives, and connections to the world",SS.P.2.1,"By the end of the preschool experience (approximately 60 months/5 years old), students may:","Develop an awareness of basic, developmentally appropriate spatial concepts such as near and far."
Social Studies,Preschool,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,"1. Develop spatial understanding, perspectives, and connections to the world",SS.P.2.1,Supportive Teaching Practices/Adults May:,"Actively involve preschoolers in exploring their classroom, family, and community. For example: Exploration of the school, neighborhood, and community."
Social Studies,Preschool,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,"1. Develop spatial understanding, perspectives, and connections to the world",SS.P.2.1,Supportive Teaching Practices/Adults May:,"Furnish learning centers with literature, activities, and materials for play, based on preschoolers' experiences with their community. For example: Visit the school office and then create a classroom office."
Social Studies,Preschool,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,"1. Develop spatial understanding, perspectives, and connections to the world",SS.P.2.1,Supportive Teaching Practices/Adults May:,Involve preschoolers in discussions about the homes they live in and the different types of homes and buildings in the community.
Social Studies,Preschool,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,"1. Develop spatial understanding, perspectives, and connections to the world",SS.P.2.1,Supportive Teaching Practices/Adults May:,"Have preschoolers use simple maps of the classroom, playground, and neighborhood."
Social Studies,Preschool,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,"1. Develop spatial understanding, perspectives, and connections to the world",SS.P.2.1,Supportive Teaching Practices/Adults May:,"Provide materials, literature, and activities that explore different types of homes and aspects of the preschooler's surrounding environment. For example: Apartments, single-family homes, motels, modular homes, trees, rivers, mountains, and buildings."
Social Studies,Preschool,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,"1. Develop spatial understanding, perspectives, and connections to the world",SS.P.2.1,Supportive Teaching Practices/Adults May:,"Display pictures of familiar community buildings and landmarks in block, writing, or other centers."
Social Studies,Preschool,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,"1. Develop spatial understanding, perspectives, and connections to the world",SS.P.2.1,Supportive Teaching Practices/Adults May:,Model and provide opportunities for preschoolers to discuss a time when they have moved or someone they know has moved.
Social Studies,Preschool,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,"1. Develop spatial understanding, perspectives, and connections to the world",SS.P.2.1,Examples of Learning/Children May:,"Draw, paint or build with blocks and other materials various environments including their homes and communities."
Social Studies,Preschool,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,"1. Develop spatial understanding, perspectives, and connections to the world",SS.P.2.1,Examples of Learning/Children May:,Take pictures of familiar building locations to place on a map of the school or classroom and then glue the pictures on the map while the adult labels the location.
Social Studies,Preschool,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,"1. Develop spatial understanding, perspectives, and connections to the world",SS.P.2.1,Examples of Learning/Children May:,"Identify and discuss the things they see, such as trees, fountains, streets, etc."
Social Studies,Preschool,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,"1. Develop spatial understanding, perspectives, and connections to the world",SS.P.2.1,Examples of Learning/Children May:,"Interact and construct with miniatures or representations of environmental objects and elements, such as making a road, mountain, and/or bridge, etc."
Social Studies,Preschool,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,"1. Develop spatial understanding, perspectives, and connections to the world",SS.P.2.1,Examples of Learning/Children May:,Make connections about what they are wearing based on the weather or seasons.
Social Studies,Preschool,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,1. Understand that individuals have many wants and must make choices.,SS.P.3.1,"By the end of the preschool experience (approximately 60 months/5 years old), students may:",Identify choices that individuals can make to get their needs and wants met.
Social Studies,Preschool,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,1. Understand that individuals have many wants and must make choices.,SS.P.3.1,"By the end of the preschool experience (approximately 60 months/5 years old), students may:",Explain how individuals earn money and use it to make choices among their various wants.
Social Studies,Preschool,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,1. Understand that individuals have many wants and must make choices.,SS.P.3.1,Supportive Teaching Practices/Adults May:,Provide opportunities for preschoolers to participate in classroom jobs.
Social Studies,Preschool,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,1. Understand that individuals have many wants and must make choices.,SS.P.3.1,Supportive Teaching Practices/Adults May:,Create situations in which preschoolers exchange money in a play situation.
Social Studies,Preschool,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,1. Understand that individuals have many wants and must make choices.,SS.P.3.1,Supportive Teaching Practices/Adults May:,Create opportunities for a variety of community helpers to visit the classroom.
Social Studies,Preschool,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,1. Understand that individuals have many wants and must make choices.,SS.P.3.1,Supportive Teaching Practices/Adults May:,Help preschoolers begin to understand that people can work and volunteer to have their needs and wants met.
Social Studies,Preschool,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,1. Understand that individuals have many wants and must make choices.,SS.P.3.1,Examples of Learning/Children May:,"Engage in dramatic play, playing various job roles, and pretending to perform the work associated with the chosen job."
Social Studies,Preschool,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,1. Understand that individuals have many wants and must make choices.,SS.P.3.1,Examples of Learning/Children May:,Use pretend money while engaging in dramatic play activities.
Social Studies,Preschool,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,1. Understand that individuals have many wants and must make choices.,SS.P.3.1,Examples of Learning/Children May:,Pretend to have jobs and be paid for their work.
Social Studies,Preschool,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,1. Understand that individuals have many wants and must make choices.,SS.P.3.1,Examples of Learning/Children May:,"Exchange money, materials, or a service for goods through play."
Social Studies,Preschool,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Understand one's relationship to the family and community and respect differences in others.,SS.P.4.1,"By the end of the preschool experience (approximately 60 months/5 years old), students may:","Recognize membership in family, neighborhood, school, team, and various other groups and organizations."
Social Studies,Preschool,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Understand one's relationship to the family and community and respect differences in others.,SS.P.4.1,"By the end of the preschool experience (approximately 60 months/5 years old), students may:",Understand similarities and respect differences among people of diverse backgrounds within their classroom and community.
Social Studies,Preschool,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Understand one's relationship to the family and community and respect differences in others.,SS.P.4.1,"By the end of the preschool experience (approximately 60 months/5 years old), students may:",Identify emotions using age-appropriate vocabulary and correlate cause and effect to those emotions.
Social Studies,Preschool,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Understand one's relationship to the family and community and respect differences in others.,SS.P.4.1,"By the end of the preschool experience (approximately 60 months/5 years old), students may:","Utilize positive social skill methods such as communication, trade-offs, common goals, kind actions, etc. to get positive results for obtaining needs and wants from other individuals, classmates, friends, and adults to empathize with others and begin to solve problems."
Social Studies,Preschool,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Understand one's relationship to the family and community and respect differences in others.,SS.P.4.1,"By the end of the preschool experience (approximately 60 months/5 years old), students may:","Understand how similarities and differences can make a family, classroom, and community stronger."
Social Studies,Preschool,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Understand one's relationship to the family and community and respect differences in others.,SS.P.4.1,Supportive Teaching Practices/Adults May:,"Through books, class visitors, field trips, and technology, extend children's knowledge of what people do in the community."
Social Studies,Preschool,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Understand one's relationship to the family and community and respect differences in others.,SS.P.4.1,Supportive Teaching Practices/Adults May:,"Engage in one-on-one and small group conversations about similarities and differences among individuals. For example: Hair, eyes, skin tone, talents, interests, food preferences, use of assistive devices for communication, hearing, ambulation."
Social Studies,Preschool,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Understand one's relationship to the family and community and respect differences in others.,SS.P.4.1,Supportive Teaching Practices/Adults May:,"Provide books, classroom materials, photos, props, music, etc., that support diversity with respect to race, culture, ethnicity, age, ability and non-stereotyping roles."
Social Studies,Preschool,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Understand one's relationship to the family and community and respect differences in others.,SS.P.4.1,Supportive Teaching Practices/Adults May:,"Encourage children to appreciate individual differences by providing diverse materials, literature, and activities. For example: Mirrors and various art supplies, etc."
Social Studies,Preschool,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Understand one's relationship to the family and community and respect differences in others.,SS.P.4.1,Supportive Teaching Practices/Adults May:,"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."
Social Studies,Preschool,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Understand one's relationship to the family and community and respect differences in others.,SS.P.4.1,Supportive Teaching Practices/Adults May:,"Develop individualized, nurturing, and responsive relationships with preschoolers."
Social Studies,Preschool,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Understand one's relationship to the family and community and respect differences in others.,SS.P.4.1,Supportive Teaching Practices/Adults May:,"Teach basic emotions directly and indirectly throughout the day. For example: Daily feelings or emotions, student check-in chart, teachers talking about their own emotions, etc."
Social Studies,Preschool,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Understand one's relationship to the family and community and respect differences in others.,SS.P.4.1,Supportive Teaching Practices/Adults May:,Plan for and implement extended opportunities for free play and child-centered opportunities to help develop basic executive functioning.
Social Studies,Preschool,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Understand one's relationship to the family and community and respect differences in others.,SS.P.4.1,Supportive Teaching Practices/Adults May:,Facilitate opportunities for preschoolers to have peer-to-peer interactions.
Social Studies,Preschool,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Understand one's relationship to the family and community and respect differences in others.,SS.P.4.1,Examples of Learning/Children May:,Ask each other for help when needing support with a task.
Social Studies,Preschool,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Understand one's relationship to the family and community and respect differences in others.,SS.P.4.1,Examples of Learning/Children May:,"Recognize membership in family, neighborhood, school, team, and various other groups and organizations."
Social Studies,Preschool,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Understand one's relationship to the family and community and respect differences in others.,SS.P.4.1,Examples of Learning/Children May:,Identify examples of times when people can play different roles and bring unique talents to a variety of groups.
Social Studies,Preschool,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Understand one's relationship to the family and community and respect differences in others.,SS.P.4.1,Examples of Learning/Children May:,Have assigned jobs and contribute to the upkeep of the learning classroom.
Social Studies,Preschool,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Understand one's relationship to the family and community and respect differences in others.,SS.P.4.1,Examples of Learning/Children May:,Share problems and celebrations during large-group time. They come up with solutions to the problems in the classroom.
Social Studies,Preschool,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Understand one's relationship to the family and community and respect differences in others.,SS.P.4.1,Examples of Learning/Children May:,Use names of adults and peers.
Social Studies,Preschool,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Understand one's relationship to the family and community and respect differences in others.,SS.P.4.1,Examples of Learning/Children May:,Respond and initiate conversations with peers and adults in the classroom.
Social Studies,Preschool,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Understand one's relationship to the family and community and respect differences in others.,SS.P.4.1,Examples of Learning/Children May:,Demonstrate empathy for others.
Social Studies,Preschool,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Understand one's relationship to the family and community and respect differences in others.,SS.P.4.1,Examples of Learning/Children May:,Encourage preschoolers to appreciate individual similarities and differences.
Social Studies,Preschool,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,2. Understand that rules allow groups to work effectively.,SS.P.4.2,"By the end of the preschool experience (approximately 60 months/5 years old), students may:","Understand how rules in the classroom, home, and community keep us safe."
Social Studies,Preschool,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,2. Understand that rules allow groups to work effectively.,SS.P.4.2,"By the end of the preschool experience (approximately 60 months/5 years old), students may:","Show interest in interacting with and developing relationships with others, including those who are African American, Latino, Asian American, Hawaiian/Pacific Islander, Indigenous Peoples, LGBTQ, and religious minorities."
Social Studies,Preschool,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,2. Understand that rules allow groups to work effectively.,SS.P.4.2,"By the end of the preschool experience (approximately 60 months/5 years old), students may:",Recognize that everyone has rights and responsibilities within a group.
Social Studies,Preschool,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,2. Understand that rules allow groups to work effectively.,SS.P.4.2,"By the end of the preschool experience (approximately 60 months/5 years old), students may:",Demonstrate self-regulated behaviors and problem-solving skills when resolving conflicts.
Social Studies,Preschool,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,2. Understand that rules allow groups to work effectively.,SS.P.4.2,"By the end of the preschool experience (approximately 60 months/5 years old), students may:","Follow classroom routines, rules, and expectations."
Social Studies,Preschool,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,2. Understand that rules allow groups to work effectively.,SS.P.4.2,Supportive Teaching Practices/Adults May:,"Engage preschoolers in developing basic, positively stated classroom rules."
Social Studies,Preschool,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,2. Understand that rules allow groups to work effectively.,SS.P.4.2,Supportive Teaching Practices/Adults May:,"Discuss the purpose of rules, such as safety and respect, by modeling rules with preschoolers through reenactment, puppets, etc."
Social Studies,Preschool,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,2. Understand that rules allow groups to work effectively.,SS.P.4.2,Supportive Teaching Practices/Adults May:,Introduce games that have rules.
Social Studies,Preschool,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,2. Understand that rules allow groups to work effectively.,SS.P.4.2,Supportive Teaching Practices/Adults May:,Engage preschoolers in class meetings and decision-making.
Social Studies,Preschool,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,2. Understand that rules allow groups to work effectively.,SS.P.4.2,Supportive Teaching Practices/Adults May:,Give preschoolers classroom responsibilities.
Social Studies,Preschool,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,2. Understand that rules allow groups to work effectively.,SS.P.4.2,Supportive Teaching Practices/Adults May:,"Provide and model situations, examples, and activities that require cooperative play and problem solving."
Social Studies,Preschool,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,2. Understand that rules allow groups to work effectively.,SS.P.4.2,Supportive Teaching Practices/Adults May:,"Model the classroom routines, rules, and expectations."
Social Studies,Preschool,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,2. Understand that rules allow groups to work effectively.,SS.P.4.2,Examples of Learning/Children May:,Participate in the development of classroom rules.
Social Studies,Preschool,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,2. Understand that rules allow groups to work effectively.,SS.P.4.2,Examples of Learning/Children May:,"Follow and describe classroom routines, rules, and expectations."
Social Studies,Preschool,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,2. Understand that rules allow groups to work effectively.,SS.P.4.2,Examples of Learning/Children May:,Work cooperatively with other children to achieve an outcome.
Social Studies,Preschool,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,2. Understand that rules allow groups to work effectively.,SS.P.4.2,Examples of Learning/Children May:,Participate in group decision-making.
Social Studies,Preschool,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Identify money and its purpose.,SS.P.5.1,"By the end of the preschool experience (approximately 60 months/5 years old), students may:",Recognize coins and currency as money.
Social Studies,Preschool,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Identify money and its purpose.,SS.P.5.1,"By the end of the preschool experience (approximately 60 months/5 years old), students may:","Identify how money is obtained (e.g., through work or gifts) and how it is used."
Social Studies,Preschool,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Identify money and its purpose.,SS.P.5.1,"By the end of the preschool experience (approximately 60 months/5 years old), students may:",Discuss why we need money.
Social Studies,Preschool,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Identify money and its purpose.,SS.P.5.1,"By the end of the preschool experience (approximately 60 months/5 years old), students may:",Identify different forms of money and their different values.
Social Studies,Preschool,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Identify money and its purpose.,SS.P.5.1,Supportive Teaching Practices/Adults May:,Provide materials and opportunities for preschoolers to dramatize interactions with currency exchange.
Social Studies,Preschool,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Identify money and its purpose.,SS.P.5.1,Supportive Teaching Practices/Adults May:,Read stories related to currency.
Social Studies,Preschool,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Identify money and its purpose.,SS.P.5.1,Supportive Teaching Practices/Adults May:,"Set up dramatic play opportunities that involve the use of pretend money. For example: The bank, grocery store, or restaurant."
Social Studies,Preschool,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Identify money and its purpose.,SS.P.5.1,Supportive Teaching Practices/Adults May:,Use names of coins and currency when talking about money.
Social Studies,Preschool,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Identify money and its purpose.,SS.P.5.1,Examples of Learning/Children May:,Identify that money is used to buy things.
Social Studies,Preschool,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Identify money and its purpose.,SS.P.5.1,Examples of Learning/Children May:,Explain that money can be saved.
Social Studies,Preschool,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Identify money and its purpose.,SS.P.5.1,Examples of Learning/Children May:,Use pretend money while engaging in dramatic play activities.
Social Studies,Preschool,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Identify money and its purpose.,SS.P.5.1,Examples of Learning/Children May:,Practice exchanging play money for goods.
Social Studies,Kindergarten,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Ask questions and discuss ideas about the past.,SS.K.1.1,Students Can:,Ask questions about the past using question starters. For example: What did? Where did? When did? Which did? Who did? Why did? How did? From whose perspective?
Social Studies,Kindergarten,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Ask questions and discuss ideas about the past.,SS.K.1.1,Students Can:,Identify information from primary and/or secondary sources that answer questions about the past and contribute to the collective memory.
Social Studies,Kindergarten,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Ask questions and discuss ideas about the past.,SS.K.1.1,Students Can:,"Provide rationale about something from the past using statements. For example: Because, as a result, I know \_\_\_."
Social Studies,Kindergarten,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Ask questions and discuss ideas about the past.,SS.K.1.1,Colorado Essential Skills:,Recognize and describe cause-and-effect relationships about the past (Civic Engagement).
Social Studies,Kindergarten,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Ask questions and discuss ideas about the past.,SS.K.1.1,Colorado Essential Skills:,Demonstrate curiosity about the past (Creativity and Innovation).
Social Studies,Kindergarten,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Ask questions and discuss ideas about the past.,SS.K.1.1,Inquiry Questions:,What is history?
Social Studies,Kindergarten,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Ask questions and discuss ideas about the past.,SS.K.1.1,Inquiry Questions:,What do primary sources tell me about the past?
Social Studies,Kindergarten,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Ask questions and discuss ideas about the past.,SS.K.1.1,Inquiry Questions:,How are the lives of people from the past both similar and different from our lives today?
Social Studies,Kindergarten,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Ask questions and discuss ideas about the past.,SS.K.1.1,Inquiry Questions:,What makes something a primary source?
Social Studies,Kindergarten,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Ask questions and discuss ideas about the past.,SS.K.1.1,Nature and Skills of History:,"Historical thinkers ask and answer questions to guide investigations of people, places, and events in the past."
Social Studies,Kindergarten,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Ask questions and discuss ideas about the past.,SS.K.1.1,Nature and Skills of History:,Historical thinkers ask and answer questions about the past.
Social Studies,Kindergarten,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Ask questions and discuss ideas about the past.,SS.K.1.1,Nature and Skills of History:,Historical thinkers determine the kinds of sources that will be helpful in answering questions about the past.
Social Studies,Kindergarten,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Ask questions and discuss ideas about the past.,SS.K.1.1,Nature and Skills of History:,"Historical thinkers communicate conclusions using print, oral, and/or digital technologies to share their ideas about the past with others."
Social Studies,Kindergarten,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Ask questions and discuss ideas about the past.,SS.K.1.1,"Disciplinary, Information, and Media Literacy:",Generate questions and/or answers when presented with historical sources.
Social Studies,Kindergarten,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Ask questions and discuss ideas about the past.,SS.K.1.1,"Disciplinary, Information, and Media Literacy:",Interpret what is read through illustrations.
Social Studies,Kindergarten,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Ask questions and discuss ideas about the past.,SS.K.1.1,"Disciplinary, Information, and Media Literacy:",Listen to stories to gain information on a main idea.
Social Studies,Kindergarten,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Ask questions and discuss ideas about the past.,SS.K.1.1,"Disciplinary, Information, and Media Literacy:",Gather information and present orally.
Social Studies,Kindergarten,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,2. Understand that the sequence of events is important when describing the past.,SS.K.1.2,Students Can:,"Explore differences and similarities in the lives of children and families from different time periods by using a variety of sources. For example: Personal artifacts and stories, texts, pictures, and videos from different societies."
Social Studies,Kindergarten,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,2. Understand that the sequence of events is important when describing the past.,SS.K.1.2,Students Can:,"Sequence information using words. For example: Present, future, days, weeks, months, years, first, next, last, before, and after."
Social Studies,Kindergarten,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,2. Understand that the sequence of events is important when describing the past.,SS.K.1.2,Students Can:,Explain why knowing the order of events is important.
Social Studies,Kindergarten,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,2. Understand that the sequence of events is important when describing the past.,SS.K.1.2,Colorado Essential Skills:,Recognize and describe patterns in the sequence of events from the past (Critical Thinking and Analysis).
Social Studies,Kindergarten,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,2. Understand that the sequence of events is important when describing the past.,SS.K.1.2,Inquiry Questions:,Why is it important to know the order of events?
Social Studies,Kindergarten,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,2. Understand that the sequence of events is important when describing the past.,SS.K.1.2,Inquiry Questions:,How is your life and/or family different from other children and families of the past?
Social Studies,Kindergarten,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,2. Understand that the sequence of events is important when describing the past.,SS.K.1.2,Inquiry Questions:,"What happened yesterday and today, and what might happen tomorrow?"
Social Studies,Kindergarten,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,2. Understand that the sequence of events is important when describing the past.,SS.K.1.2,Inquiry Questions:,How have you grown and changed over time?
Social Studies,Kindergarten,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,2. Understand that the sequence of events is important when describing the past.,SS.K.1.2,Nature and Skills of History:,Historians arrange events in the order of their occurrence.
Social Studies,Kindergarten,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,2. Understand that the sequence of events is important when describing the past.,SS.K.1.2,Nature and Skills of History:,Historians examine change and/or continuity over a period of time.
Social Studies,Kindergarten,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,2. Understand that the sequence of events is important when describing the past.,SS.K.1.2,"Disciplinary, Information, and Media Literacy:",Apply disciplinary concepts of change and continuity to the study of the past.
Social Studies,Kindergarten,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,2. Understand that the sequence of events is important when describing the past.,SS.K.1.2,"Disciplinary, Information, and Media Literacy:",Gather information and present orally.
Social Studies,Kindergarten,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Recognize that geographic tools represent places and spaces.,SS.K.2.1,Students Can:,Distinguish between a map and a globe as ways to show places people live.
Social Studies,Kindergarten,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Recognize that geographic tools represent places and spaces.,SS.K.2.1,Students Can:,"Use geographic tools to describe places. For example: Globes, maps, and GPS."
Social Studies,Kindergarten,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Recognize that geographic tools represent places and spaces.,SS.K.2.1,Colorado Essential Skills:,Find information using geographic technologies (Critical Thinking and Analysis).
Social Studies,Kindergarten,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Recognize that geographic tools represent places and spaces.,SS.K.2.1,Inquiry Questions:,What information can a map and/or globe give about the places and spaces people live?
Social Studies,Kindergarten,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Recognize that geographic tools represent places and spaces.,SS.K.2.1,Nature and Skills of Geography:,Geographic thinkers distinguish between a map and globe to show places where people live.
Social Studies,Kindergarten,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Recognize that geographic tools represent places and spaces.,SS.K.2.1,"Disciplinary, Information, and Media Literacy:",Use developmentally appropriate technology resources to present learning.
Social Studies,Kindergarten,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Recognize that geographic tools represent places and spaces.,SS.K.2.1,"Disciplinary, Information, and Media Literacy:",Identify vocabulary through illustrations.
Social Studies,Kindergarten,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Recognize that geographic tools represent places and spaces.,SS.K.2.1,"Disciplinary, Information, and Media Literacy:",Interpret what is read through illustrations.
Social Studies,Kindergarten,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Recognize that geographic tools represent places and spaces.,SS.K.2.1,"Disciplinary, Information, and Media Literacy:","Generate questions and/or answers when presented with geographic tools such as maps, globes, etc."
Social Studies,Kindergarten,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,2. Identify how the environment influences the way people live.,SS.K.2.2,Students Can:,Identify ways students' lives are similar and different from those in other communities.
Social Studies,Kindergarten,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,2. Identify how the environment influences the way people live.,SS.K.2.2,Students Can:,"Identify how the environment, geographic features, and climate impact lifestyles. For example: Food, sports, shelter, transportation, school, etc."
Social Studies,Kindergarten,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,2. Identify how the environment influences the way people live.,SS.K.2.2,Colorado Essential Skills:,Compare attitudes and beliefs as an individual to others (Social Awareness).
Social Studies,Kindergarten,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,2. Identify how the environment influences the way people live.,SS.K.2.2,Colorado Essential Skills:,Recognize and describe cause-and-effect relationships between people and their surroundings (Social Awareness).
Social Studies,Kindergarten,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,2. Identify how the environment influences the way people live.,SS.K.2.2,Inquiry Questions:,"What would it be like to live in another community, region, city, state, or country?"
Social Studies,Kindergarten,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,2. Identify how the environment influences the way people live.,SS.K.2.2,Inquiry Questions:,"What makes a community special to the people who live there, and how is it different from what makes our community special?"
Social Studies,Kindergarten,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,2. Identify how the environment influences the way people live.,SS.K.2.2,Inquiry Questions:,"How do the environment, geographic features, and climate impact how people live within a community?"
Social Studies,Kindergarten,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,2. Identify how the environment influences the way people live.,SS.K.2.2,Nature and Skills of Geography:,"Geographic thinkers investigate other cultures and how they have been influenced by the climate, physical geography, and cultures of an area."
Social Studies,Kindergarten,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,2. Identify how the environment influences the way people live.,SS.K.2.2,Nature and Skills of Geography:,"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."
Social Studies,Kindergarten,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,2. Identify how the environment influences the way people live.,SS.K.2.2,"Disciplinary, Information, and Media Literacy:",Use developmentally appropriate technology resources to present learning.
Social Studies,Kindergarten,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,2. Identify how the environment influences the way people live.,SS.K.2.2,"Disciplinary, Information, and Media Literacy:",Identify vocabulary through illustrations.
Social Studies,Kindergarten,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,2. Identify how the environment influences the way people live.,SS.K.2.2,"Disciplinary, Information, and Media Literacy:",Interpret what is read through illustrations.
Social Studies,Kindergarten,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,2. Identify how the environment influences the way people live.,SS.K.2.2,"Disciplinary, Information, and Media Literacy:",Pose and respond to questions and contribute to the discussion about a topic or text in order to advance the dialogue.
Social Studies,Kindergarten,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,1. Explain how individuals make choices based on needs and wants.,SS.K.3.1,Students Can:,Identify the costs and benefits of a choice an individual makes when acquiring an item.
Social Studies,Kindergarten,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,1. Explain how individuals make choices based on needs and wants.,SS.K.3.1,Students Can:,Recognize and engage in ways to use another individual's items. For example: Asking for permission to share and taking turns.
Social Studies,Kindergarten,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,1. Explain how individuals make choices based on needs and wants.,SS.K.3.1,Colorado Essential Skills:,"Recognize that problems can be identified, and possible solutions can be created when making choices (Critical Thinking and Analysis)."
Social Studies,Kindergarten,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,1. Explain how individuals make choices based on needs and wants.,SS.K.3.1,Inquiry Questions:,What are the costs and benefits of ownership? For example: Borrowing a toy from a friend or owning one of your own?
Social Studies,Kindergarten,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,1. Explain how individuals make choices based on needs and wants.,SS.K.3.1,Inquiry Questions:,What do we do if there is not enough of something we all want (scarcity)?
Social Studies,Kindergarten,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,1. Explain how individuals make choices based on needs and wants.,SS.K.3.1,Inquiry Questions:,"How can we take care of resources that belong to everyone? For example: Water, air, etc."
Social Studies,Kindergarten,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,1. Explain how individuals make choices based on needs and wants.,SS.K.3.1,Nature and Skills of Economics:,Economic thinkers study ownership as a key principle of economics.
Social Studies,Kindergarten,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,1. Explain how individuals make choices based on needs and wants.,SS.K.3.1,Nature and Skills of Economics:,Economic thinkers understand that some items are more desired than others and are more in demand.
Social Studies,Kindergarten,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,1. Explain how individuals make choices based on needs and wants.,SS.K.3.1,Nature and Skills of Economics:,"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."
Social Studies,Kindergarten,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,1. Explain how individuals make choices based on needs and wants.,SS.K.3.1,"Disciplinary, Information, and Media Literacy:",Apply disciplinary concepts such as decision-making techniques to make a choice.
Social Studies,Kindergarten,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,1. Explain how individuals make choices based on needs and wants.,SS.K.3.1,"Disciplinary, Information, and Media Literacy:",Technology is used to indicate and keep track of ownership. For example: Pets may have microchips and libraries use barcodes to keep track of their books.
Social Studies,Kindergarten,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Identify ways in which civic participation takes place across multiple groups.,SS.K.4.1,Students Can:,"Differentiate among examples of civic participation. For example: Describe personal connections to community events, such as voting, debating, running for office, advocating, fundraising, and volunteering."
Social Studies,Kindergarten,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Identify ways in which civic participation takes place across multiple groups.,SS.K.4.1,Students Can:,Explain the qualities of an informed and engaged citizen.
Social Studies,Kindergarten,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Identify ways in which civic participation takes place across multiple groups.,SS.K.4.1,Students Can:,"Practice citizenship skills when working with others including courtesy, honesty, and fairness."
Social Studies,Kindergarten,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Identify ways in which civic participation takes place across multiple groups.,SS.K.4.1,Students Can:,Identify the difference between fact and opinion.
Social Studies,Kindergarten,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Identify ways in which civic participation takes place across multiple groups.,SS.K.4.1,Colorado Essential Skills:,Compare one's attitudes and beliefs about civic participation to others (Civic Engagement).
Social Studies,Kindergarten,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Identify ways in which civic participation takes place across multiple groups.,SS.K.4.1,Colorado Essential Skills:,Identify and reflect upon personal connections to community systems (Civic Engagement).
Social Studies,Kindergarten,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Identify ways in which civic participation takes place across multiple groups.,SS.K.4.1,Inquiry Questions:,What can I do when I disagree with someone or something?
Social Studies,Kindergarten,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Identify ways in which civic participation takes place across multiple groups.,SS.K.4.1,Inquiry Questions:,Why do we vote?
Social Studies,Kindergarten,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Identify ways in which civic participation takes place across multiple groups.,SS.K.4.1,Inquiry Questions:,What qualities make people responsible and engaged citizens?
Social Studies,Kindergarten,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Identify ways in which civic participation takes place across multiple groups.,SS.K.4.1,Inquiry Questions:,Why do we use evidence to support our opinions?
Social Studies,Kindergarten,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Identify ways in which civic participation takes place across multiple groups.,SS.K.4.1,Inquiry Questions:,Where can I get factual information when I need to answer questions?
Social Studies,Kindergarten,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Identify ways in which civic participation takes place across multiple groups.,SS.K.4.1,Nature and Skills of Civics:,Civic-minded individuals know the importance of fairness and conflict resolution.
Social Studies,Kindergarten,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Identify ways in which civic participation takes place across multiple groups.,SS.K.4.1,Nature and Skills of Civics:,"Civic-minded individuals understand that decisions are made cooperatively. For example: Families may vote on which movie to see, and classes may vote on which project they will do."
Social Studies,Kindergarten,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Identify ways in which civic participation takes place across multiple groups.,SS.K.4.1,"Disciplinary, Information, and Media Literacy:","With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question."
Social Studies,Kindergarten,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Identify ways in which civic participation takes place across multiple groups.,SS.K.4.1,"Disciplinary, Information, and Media Literacy:",Participate in collaborative discussions by coming to discussions prepared.
Social Studies,Kindergarten,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Identify ways in which civic participation takes place across multiple groups.,SS.K.4.1,"Disciplinary, Information, and Media Literacy:","Follow rules for discussions, set goals, fulfill roles in collaborative groups."
Social Studies,Kindergarten,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,2. Participate in making logical decisions using democratic principles.,SS.K.4.2,Students Can:,Explain why rules are needed.
Social Studies,Kindergarten,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,2. Participate in making logical decisions using democratic principles.,SS.K.4.2,Students Can:,Create and follow classroom rules.
Social Studies,Kindergarten,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,2. Participate in making logical decisions using democratic principles.,SS.K.4.2,Students Can:,Explain how a class rule may promote fairness and resolve conflict and compare against a rule that may not.
Social Studies,Kindergarten,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,2. Participate in making logical decisions using democratic principles.,SS.K.4.2,Students Can:,Contribute to making and maintaining class community decisions.
Social Studies,Kindergarten,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,2. Participate in making logical decisions using democratic principles.,SS.K.4.2,Students Can:,"Explain the difference between democratic decision-making and decisions made by authorities. For example: A parent, teacher, principal, and a police officer."
Social Studies,Kindergarten,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,2. Participate in making logical decisions using democratic principles.,SS.K.4.2,Colorado Essential Skills:,"Within democratic traditions, articulate personal strengths and challenges using information and communication technologies to express themselves (Self-Awareness)."
Social Studies,Kindergarten,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,2. Participate in making logical decisions using democratic principles.,SS.K.4.2,Colorado Essential Skills:,Recognize how personal actions have had a positive or negative impact with feedback as needed (Self-Awareness).
Social Studies,Kindergarten,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,2. Participate in making logical decisions using democratic principles.,SS.K.4.2,Inquiry Questions:,What would it look like to have no rules in the classroom?
Social Studies,Kindergarten,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,2. Participate in making logical decisions using democratic principles.,SS.K.4.2,Inquiry Questions:,How might personal actions impact outcomes?
Social Studies,Kindergarten,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,2. Participate in making logical decisions using democratic principles.,SS.K.4.2,Inquiry Questions:,In what ways is it enriching to have friends who are different from me? How do I learn about others who are different from me?
Social Studies,Kindergarten,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,2. Participate in making logical decisions using democratic principles.,SS.K.4.2,Inquiry Questions:,"Why is it important to hear what friends from different backgrounds (cultures, races, languages, religions, family composition, etc.) have to say?"
Social Studies,Kindergarten,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,2. Participate in making logical decisions using democratic principles.,SS.K.4.2,Inquiry Questions:,What can you do to be an active and helpful member of your class and school?
Social Studies,Kindergarten,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,2. Participate in making logical decisions using democratic principles.,SS.K.4.2,Inquiry Questions:,Why is it important for all students to be treated fairly?
Social Studies,Kindergarten,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,2. Participate in making logical decisions using democratic principles.,SS.K.4.2,Nature and Skills of Civics:,Civic-minded individuals study citizen participation and structures that bring security and stability to community life.
Social Studies,Kindergarten,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,2. Participate in making logical decisions using democratic principles.,SS.K.4.2,Nature and Skills of Civics:,Civic-minded individuals understand that individual actions can make the community better. For example: People clean up highways or volunteer in shelters.
Social Studies,Kindergarten,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,2. Participate in making logical decisions using democratic principles.,SS.K.4.2,"Disciplinary, Information, and Media Literacy:",Interpret what is read through illustrations.
Social Studies,Kindergarten,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,2. Participate in making logical decisions using democratic principles.,SS.K.4.2,"Disciplinary, Information, and Media Literacy:",Listen and participate as a member of the classroom community.
Social Studies,Kindergarten,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,2. Participate in making logical decisions using democratic principles.,SS.K.4.2,"Disciplinary, Information, and Media Literacy:","Follow rules for discussions, set goals, and fulfill roles in collaborative groups."
Social Studies,Kindergarten,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Describe choices people make about how to use the money they earn.,SS.K.5.1,Students Can:,Recognize choices people make with their money and explain how financial decisions are made.
Social Studies,Kindergarten,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Describe choices people make about how to use the money they earn.,SS.K.5.1,Students Can:,Explain how money gives people the ability to buy goods and services.
Social Studies,Kindergarten,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Describe choices people make about how to use the money they earn.,SS.K.5.1,Students Can:,"Identify the difference between a want and a need and how that impacts purchasing decisions when resources are limited. For example: Buying a healthy snack vs. a candy bar, new shoes vs. a new toy, or a coat vs. a new game."
Social Studies,Kindergarten,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Describe choices people make about how to use the money they earn.,SS.K.5.1,Colorado Essential Skills:,Make personal financial decisions based on spending options (Self-Advocacy and Initiative).
Social Studies,Kindergarten,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Describe choices people make about how to use the money they earn.,SS.K.5.1,Colorado Essential Skills:,Determine how to spend money depending on values and choices (Self-Advocacy and Initiative).
Social Studies,Kindergarten,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Describe choices people make about how to use the money they earn.,SS.K.5.1,Colorado Essential Skills:,"Demonstrate curiosity, imagination, and eagerness to learn more (Creativity and Innovation)."
Social Studies,Kindergarten,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Describe choices people make about how to use the money they earn.,SS.K.5.1,Inquiry Questions:,"What is money? What is currency? For example: Cash, coins, credit card, debit card."
Social Studies,Kindergarten,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Describe choices people make about how to use the money they earn.,SS.K.5.1,Inquiry Questions:,How do people make choices when they want something?
Social Studies,Kindergarten,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Describe choices people make about how to use the money they earn.,SS.K.5.1,Inquiry Questions:,How do people make choices about what to buy when there isn't enough money to buy everything? For example: Balancing between wants and needs.
Social Studies,Kindergarten,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Describe choices people make about how to use the money they earn.,SS.K.5.1,Inquiry Questions:,What is the difference between a want and a need?
Social Studies,Kindergarten,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Describe choices people make about how to use the money they earn.,SS.K.5.1,Inquiry Questions:,What are things all humans need?
Social Studies,Kindergarten,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Describe choices people make about how to use the money they earn.,SS.K.5.1,Inquiry Questions:,How can money help people to meet their wants and needs?
Social Studies,Kindergarten,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Describe choices people make about how to use the money they earn.,SS.K.5.1,Inquiry Questions:,Why do we use money?
Social Studies,Kindergarten,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Describe choices people make about how to use the money they earn.,SS.K.5.1,Nature and Skills of Economics (PFL):,Financially capable individuals differentiate between wants and needs.
Social Studies,Kindergarten,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Describe choices people make about how to use the money they earn.,SS.K.5.1,Nature and Skills of Economics (PFL):,Financially capable individuals make choices about purchasing to serve wants and needs. For example: Parents pay bills prior to purchasing movie tickets or toys.
Social Studies,Kindergarten,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Describe choices people make about how to use the money they earn.,SS.K.5.1,"Disciplinary, Information, and Media Literacy:",Compare the benefits and costs of individual choices.
Social Studies,Kindergarten,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Describe choices people make about how to use the money they earn.,SS.K.5.1,"Disciplinary, Information, and Media Literacy:",Identify positive and negative incentives that influence the decisions that people make.
Social Studies,Kindergarten,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Describe choices people make about how to use the money they earn.,SS.K.5.1,"Disciplinary, Information, and Media Literacy:",Explain the role of money in making exchange easier.
Social Studies,First Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Ask questions and discuss ideas about patterns and chronological order of events from the past.,SS.1.1.1,Students Can:,Arrange life events in chronological order.
Social Studies,First Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Ask questions and discuss ideas about patterns and chronological order of events from the past.,SS.1.1.1,Students Can:,"Use words related to time, sequence, and change. For example: Past, present, future, change, first, next, and last."
Social Studies,First Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Ask questions and discuss ideas about patterns and chronological order of events from the past.,SS.1.1.1,Students Can:,"Identify the organizational components of a calendar. For example: Year, months, weeks, days, and notable events."
Social Studies,First Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Ask questions and discuss ideas about patterns and chronological order of events from the past.,SS.1.1.1,Students Can:,"Determine events from the past, present, and future, using the components of a calendar."
Social Studies,First Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Ask questions and discuss ideas about patterns and chronological order of events from the past.,SS.1.1.1,Students Can:,Distinguish between primary and secondary sources.
Social Studies,First Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Ask questions and discuss ideas about patterns and chronological order of events from the past.,SS.1.1.1,Students Can:,Identify information from primary and/or secondary sources that answer questions about patterns and chronological order of events from the past.
Social Studies,First Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Ask questions and discuss ideas about patterns and chronological order of events from the past.,SS.1.1.1,Colorado Essential Skills:,Recognize and describe cause-and-effect relationships and patterns from the past (Critical Thinking and Analysis).
Social Studies,First Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Ask questions and discuss ideas about patterns and chronological order of events from the past.,SS.1.1.1,Colorado Essential Skills:,Demonstrate curiosity about patterns from the past (Creativity and Innovation).
Social Studies,First Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Ask questions and discuss ideas about patterns and chronological order of events from the past.,SS.1.1.1,Inquiry Questions:,Why is it important to know the order of events?
Social Studies,First Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Ask questions and discuss ideas about patterns and chronological order of events from the past.,SS.1.1.1,Inquiry Questions:,How do we organize time?
Social Studies,First Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Ask questions and discuss ideas about patterns and chronological order of events from the past.,SS.1.1.1,Inquiry Questions:,What has happened in your life and what does that tell you about yourself?
Social Studies,First Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Ask questions and discuss ideas about patterns and chronological order of events from the past.,SS.1.1.1,Nature and Skills of History:,Historical thinkers examine change and/or continuity over a period of time.
Social Studies,First Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Ask questions and discuss ideas about patterns and chronological order of events from the past.,SS.1.1.1,Nature and Skills of History:,"Historical thinkers record events in sequential order to increase understanding, see relationships, understand cause and effect, and organize information."
Social Studies,First Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Ask questions and discuss ideas about patterns and chronological order of events from the past.,SS.1.1.1,"Disciplinary, Information, and Media Literacy:",Apply disciplinary concepts of change and continuity to the study of the past.
Social Studies,First Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Ask questions and discuss ideas about patterns and chronological order of events from the past.,SS.1.1.1,"Disciplinary, Information, and Media Literacy:",Read and/or listen to historical fiction.
Social Studies,First Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,2. Explain how the diverse perspectives and traditions of families from many cultures have shaped the United States.,SS.1.1.2,Students Can:,"Identify the unique characteristics of oneself as well as the similarities and differences between themselves and others. For example: Eye color, ability, individuality, family composition, etc."
Social Studies,First Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,2. Explain how the diverse perspectives and traditions of families from many cultures have shaped the United States.,SS.1.1.2,Students Can:,"Discuss common and unique characteristics of different cultures, including African American, Latino, Asian American, Hawaiian/Pacific Islanders, Indigenous Peoples, LGBTQ, and religious minorities, using multiple sources of information."
Social Studies,First Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,2. Explain how the diverse perspectives and traditions of families from many cultures have shaped the United States.,SS.1.1.2,Students Can:,Understand that the United States is made up of the diverse perspectives and traditions of many cultures. For example: The diversity of foods available in the local community.
Social Studies,First Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,2. Explain how the diverse perspectives and traditions of families from many cultures have shaped the United States.,SS.1.1.2,Colorado Essential Skills:,Compare one's attitudes and beliefs to others (Global and Cultural Awareness).
Social Studies,First Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,2. Explain how the diverse perspectives and traditions of families from many cultures have shaped the United States.,SS.1.1.2,Colorado Essential Skills:,Identify and explain several cultural perspectives that constitute our diverse society (Global and Cultural Awareness).
Social Studies,First Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,2. Explain how the diverse perspectives and traditions of families from many cultures have shaped the United States.,SS.1.1.2,Inquiry Questions:,How are different cultures represented in our community?
Social Studies,First Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,2. Explain how the diverse perspectives and traditions of families from many cultures have shaped the United States.,SS.1.1.2,Inquiry Questions:,What is culture?
Social Studies,First Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,2. Explain how the diverse perspectives and traditions of families from many cultures have shaped the United States.,SS.1.1.2,Inquiry Questions:,How do I learn about others' perspectives and share my own?
Social Studies,First Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,2. Explain how the diverse perspectives and traditions of families from many cultures have shaped the United States.,SS.1.1.2,Inquiry Questions:,How are cultures different from and similar to one another?
Social Studies,First Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,2. Explain how the diverse perspectives and traditions of families from many cultures have shaped the United States.,SS.1.1.2,Nature and Skills of History:,Historical thinkers understand the importance of comparing and contrasting to identify patterns within and between cultures.
Social Studies,First Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,2. Explain how the diverse perspectives and traditions of families from many cultures have shaped the United States.,SS.1.1.2,Nature and Skills of History:,Historical thinkers use sources to make interpretations about cultural groups from the past.
Social Studies,First Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,2. Explain how the diverse perspectives and traditions of families from many cultures have shaped the United States.,SS.1.1.2,Nature and Skills of History:,Historical thinkers recognize symbols as cultural artifacts that can be interpreted to make meaning of both the past and present.
Social Studies,First Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,2. Explain how the diverse perspectives and traditions of families from many cultures have shaped the United States.,SS.1.1.2,Nature and Skills of History:,Historical thinkers compare multiple perspectives of people and groups of people in order to draw conclusions about both the past and the present.
Social Studies,First Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,2. Explain how the diverse perspectives and traditions of families from many cultures have shaped the United States.,SS.1.1.2,"Disciplinary, Information, and Media Literacy:",Apply the disciplinary concept of perspective-taking to the study of the past.
Social Studies,First Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,2. Explain how the diverse perspectives and traditions of families from many cultures have shaped the United States.,SS.1.1.2,"Disciplinary, Information, and Media Literacy:",Identify self-perspective.
Social Studies,First Grade,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic terms and tools to describe places and spaces.,SS.1.2.1,Students Can:,Explain that maps and globes are different representations of Earth.
Social Studies,First Grade,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic terms and tools to describe places and spaces.,SS.1.2.1,Students Can:,"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."
Social Studies,First Grade,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic terms and tools to describe places and spaces.,SS.1.2.1,Students Can:,"Recite an address including city, state, and country, and explain how those labels help find places on a map."
Social Studies,First Grade,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic terms and tools to describe places and spaces.,SS.1.2.1,Students Can:,Distinguish between land and water on a map and globe.
Social Studies,First Grade,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic terms and tools to describe places and spaces.,SS.1.2.1,Students Can:,Create simple maps showing both human and natural features.
Social Studies,First Grade,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic terms and tools to describe places and spaces.,SS.1.2.1,Colorado Essential Skills:,"Identify key attributes of a variety of geographic tools. For example: Globes, maps, and GPS (Data Literacy)."
Social Studies,First Grade,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic terms and tools to describe places and spaces.,SS.1.2.1,Colorado Essential Skills:,Find information using geographic technologies (Critical Thinking and Analysis).
Social Studies,First Grade,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic terms and tools to describe places and spaces.,SS.1.2.1,Inquiry Questions:,How would an individual describe how to get somewhere without an address?
Social Studies,First Grade,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic terms and tools to describe places and spaces.,SS.1.2.1,Inquiry Questions:,What if we didn't know how to use geographic tools?
Social Studies,First Grade,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic terms and tools to describe places and spaces.,SS.1.2.1,Inquiry Questions:,Why can't a round globe be represented accurately on a flat map?
Social Studies,First Grade,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic terms and tools to describe places and spaces.,SS.1.2.1,Inquiry Questions:,Why don't people carry globes to help find their way?
Social Studies,First Grade,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic terms and tools to describe places and spaces.,SS.1.2.1,Inquiry Questions:,Why is an address necessary?
Social Studies,First Grade,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic terms and tools to describe places and spaces.,SS.1.2.1,Nature and Skills of Geography:,Geographic thinkers use geographic tools to study and represent places.
Social Studies,First Grade,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic terms and tools to describe places and spaces.,SS.1.2.1,Nature and Skills of Geography:,"Geographic thinkers use geographic terms, tools, and technology in work and play to describe and find places. For example: Pilots use maps to make flight plans, hikers use compasses to determine directions, and vacationers use maps to find unfamiliar places."
Social Studies,First Grade,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic terms and tools to describe places and spaces.,SS.1.2.1,Nature and Skills of Geography:,Geographic thinkers use addresses to help locate places. For example: Knowing an address is necessary for an ambulance to find a location or for an individual to receive mail.
Social Studies,First Grade,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic terms and tools to describe places and spaces.,SS.1.2.1,"Disciplinary, Information, and Media Literacy:",Apply the disciplinary concept of geographic perspective to identify and reflect upon their place in the world.
Social Studies,First Grade,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic terms and tools to describe places and spaces.,SS.1.2.1,"Disciplinary, Information, and Media Literacy:",Integrate multimedia as effective tools for presenting and clarifying information.
Social Studies,First Grade,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,2. Describe the characteristics of a community and how they are influenced by the environment.,SS.1.2.2,Students Can:,Provide examples of how individuals and families interact with their environment.
Social Studies,First Grade,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,2. Describe the characteristics of a community and how they are influenced by the environment.,SS.1.2.2,Students Can:,"Analyze how weather, climate and environmental characteristics influence individuals and the cultural characteristics of a family."
Social Studies,First Grade,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,2. Describe the characteristics of a community and how they are influenced by the environment.,SS.1.2.2,Students Can:,"Compare and contrast at least two different communities with respect to schools, neighborhoods, and culture."
Social Studies,First Grade,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,2. Describe the characteristics of a community and how they are influenced by the environment.,SS.1.2.2,Colorado Essential Skills:,Identify and reflect upon personal connections to one or more families within the community (Social Awareness).
Social Studies,First Grade,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,2. Describe the characteristics of a community and how they are influenced by the environment.,SS.1.2.2,Colorado Essential Skills:,Make observations and draw conclusions about the relationship between groups of people and their surroundings (Social Awareness).
Social Studies,First Grade,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,2. Describe the characteristics of a community and how they are influenced by the environment.,SS.1.2.2,Inquiry Questions:,How are other communities both similar to and different from your community?
Social Studies,First Grade,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,2. Describe the characteristics of a community and how they are influenced by the environment.,SS.1.2.2,Inquiry Questions:,Why do people celebrate traditions?
Social Studies,First Grade,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,2. Describe the characteristics of a community and how they are influenced by the environment.,SS.1.2.2,Inquiry Questions:,How do people use resources in the local community?
Social Studies,First Grade,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,2. Describe the characteristics of a community and how they are influenced by the environment.,SS.1.2.2,Inquiry Questions:,How do individuals in the community use the environment?
Social Studies,First Grade,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,2. Describe the characteristics of a community and how they are influenced by the environment.,SS.1.2.2,Nature and Skills of Geography:,Geographic thinkers study resources and their availability and use them as a key to understand human interactions with their environment and each other.
Social Studies,First Grade,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,2. Describe the characteristics of a community and how they are influenced by the environment.,SS.1.2.2,Nature and Skills of Geography:,Geographic thinkers study human and environmental interactions and the consequences of those interactions.
Social Studies,First Grade,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,2. Describe the characteristics of a community and how they are influenced by the environment.,SS.1.2.2,Nature and Skills of Geography:,"Geographic thinkers understand that people from various cultures are both similar and different and that these differences may be reflected in clothing, language, and culture, etc."
Social Studies,First Grade,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,2. Describe the characteristics of a community and how they are influenced by the environment.,SS.1.2.2,Nature and Skills of Geography:,Geographic thinkers understand that boundaries and the need for boundaries affect everyday life. For example: Boundary lines determine who owns a piece of property.
Social Studies,First Grade,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,2. Describe the characteristics of a community and how they are influenced by the environment.,SS.1.2.2,"Disciplinary, Information, and Media Literacy:",Use disciplinary vocabulary in sentences.
Social Studies,First Grade,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,2. Describe the characteristics of a community and how they are influenced by the environment.,SS.1.2.2,"Disciplinary, Information, and Media Literacy:","Identify maps, graphs, charts, and diagrams as sources of information."
Social Studies,First Grade,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,1. Understand that individuals work in different types of jobs to earn an income.,SS.1.3.1,Students Can:,Identify the goods and/or services that different types of businesses produce in the local community.
Social Studies,First Grade,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,1. Understand that individuals work in different types of jobs to earn an income.,SS.1.3.1,Students Can:,Give examples of different types of jobs held by family members and/or individuals in the local community.
Social Studies,First Grade,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,1. Understand that individuals work in different types of jobs to earn an income.,SS.1.3.1,Students Can:,Compare at least two different job choices that individuals have with respect to the benefits and costs of each job.
Social Studies,First Grade,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,1. Understand that individuals work in different types of jobs to earn an income.,SS.1.3.1,Colorado Essential Skills:,Ask questions to learn more about careers and other life pursuits (Career Awareness).
Social Studies,First Grade,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,1. Understand that individuals work in different types of jobs to earn an income.,SS.1.3.1,Colorado Essential Skills:,Demonstrate an understanding of cause and effect related to personal decisions such as jobs (Self-Awareness).
Social Studies,First Grade,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,1. Understand that individuals work in different types of jobs to earn an income.,SS.1.3.1,Inquiry Questions:,How are businesses different?
Social Studies,First Grade,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,1. Understand that individuals work in different types of jobs to earn an income.,SS.1.3.1,Inquiry Questions:,What are the different types of jobs and their roles in a community?
Social Studies,First Grade,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,1. Understand that individuals work in different types of jobs to earn an income.,SS.1.3.1,Inquiry Questions:,Why do people choose different jobs?
Social Studies,First Grade,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,1. Understand that individuals work in different types of jobs to earn an income.,SS.1.3.1,Nature and Skills of Economics:,Economic thinkers investigate the influence of different jobs and businesses in their community.
Social Studies,First Grade,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,1. Understand that individuals work in different types of jobs to earn an income.,SS.1.3.1,"Disciplinary, Information, and Media Literacy:","Apply disciplinary concepts, such as decision-making, to determine the benefits and costs of a particular choice."
Social Studies,First Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Summarize how effective groups have responsible leaders and team members.,SS.1.4.1,Students Can:,Describe the characteristics of responsible leaders and how they communicate with others.
Social Studies,First Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Summarize how effective groups have responsible leaders and team members.,SS.1.4.1,Students Can:,Identify the attributes of a responsible team member and how they communicate with others.
Social Studies,First Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Summarize how effective groups have responsible leaders and team members.,SS.1.4.1,Students Can:,Demonstrate the ability to be both a leader and team member.
Social Studies,First Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Summarize how effective groups have responsible leaders and team members.,SS.1.4.1,Students Can:,"Describe the qualities of an effective team. For example: Respectful disagreement, advocating for self and others, sharing responsibilities, and including others' perspectives."
Social Studies,First Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Summarize how effective groups have responsible leaders and team members.,SS.1.4.1,Students Can:,Listen and consider the ideas of others in order to make decisions as a group.
Social Studies,First Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Summarize how effective groups have responsible leaders and team members.,SS.1.4.1,Colorado Essential Skills:,"Recognize personal characteristics, preferences, thoughts, and feelings regarding leadership (Self-Awareness)."
Social Studies,First Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Summarize how effective groups have responsible leaders and team members.,SS.1.4.1,Colorado Essential Skills:,Recognize emotional responses to ideas that differ from one's own when working in a group setting (Adaptability and Flexibility).
Social Studies,First Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Summarize how effective groups have responsible leaders and team members.,SS.1.4.1,Colorado Essential Skills:,"Recognize how members of a community rely on each other, considering personal contributions as applicable (Collaboration and Teamwork)."
Social Studies,First Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Summarize how effective groups have responsible leaders and team members.,SS.1.4.1,Inquiry Questions:,How do you know if you are a responsible leader?
Social Studies,First Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Summarize how effective groups have responsible leaders and team members.,SS.1.4.1,Inquiry Questions:,How do you know if you are a responsible team member?
Social Studies,First Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Summarize how effective groups have responsible leaders and team members.,SS.1.4.1,Inquiry Questions:,How do you know when you are working with an effective team?
Social Studies,First Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Summarize how effective groups have responsible leaders and team members.,SS.1.4.1,Inquiry Questions:,How can you show respectful listening and learning from team members?
Social Studies,First Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Summarize how effective groups have responsible leaders and team members.,SS.1.4.1,Inquiry Questions:,Where can we get factual information when we need to answer questions and make decisions for our group/team?
Social Studies,First Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Summarize how effective groups have responsible leaders and team members.,SS.1.4.1,Nature and Skills of Civics:,Civic-minded individuals know how to be a good leader and team member.
Social Studies,First Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Summarize how effective groups have responsible leaders and team members.,SS.1.4.1,Nature and Skills of Civics:,Civic-minded individuals work together as a team toward a collective goal that honors the views of its members.
Social Studies,First Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Summarize how effective groups have responsible leaders and team members.,SS.1.4.1,"Disciplinary, Information, and Media Literacy:","Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure."
Social Studies,First Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Summarize how effective groups have responsible leaders and team members.,SS.1.4.1,"Disciplinary, Information, and Media Literacy:",Use credible sources to check for accuracy when gathering information and making decisions.
Social Studies,First Grade,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,"2. Identify and explain how the significance of notable people, places, holidays, and civic symbols reflect the origins and values of the government and its citizens.",SS.1.4.2,Students Can:,"Identify and explain the relevance of notable civic leaders from different community groups, including African American, Latino, Asian American, Hawaiian/Pacific Islander, Indigenous Peoples, LGBTQ, and religious minorities."
Social Studies,First Grade,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,"2. Identify and explain how the significance of notable people, places, holidays, and civic symbols reflect the origins and values of the government and its citizens.",SS.1.4.2,Students Can:,"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, Emancipation Proclamation, a yellow sash (i.e., for women's rights), tribal flags of Native Nations whose ancestral homelands include present-day Colorado, LGBTQ Pride Flag, and the Colorado Flag."
Social Studies,First Grade,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,"2. Identify and explain how the significance of notable people, places, holidays, and civic symbols reflect the origins and values of the government and its citizens.",SS.1.4.2,Students Can:,"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."
Social Studies,First Grade,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,"2. Identify and explain how the significance of notable people, places, holidays, and civic symbols reflect the origins and values of the government and its citizens.",SS.1.4.2,Students Can:,"Explain the significance of major civic holidays. For example: Veterans Day, Martin Luther King Day, Independence Day, Presidents' Day, Memorial Day, Juneteenth, Labor Day, Indigenous Peoples Day, and César Chávez Day."
Social Studies,First Grade,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,"2. Identify and explain how the significance of notable people, places, holidays, and civic symbols reflect the origins and values of the government and its citizens.",SS.1.4.2,Colorado Essential Skills:,Compare attitudes and beliefs as an individual to others (Civic Engagement).
Social Studies,First Grade,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,"2. Identify and explain how the significance of notable people, places, holidays, and civic symbols reflect the origins and values of the government and its citizens.",SS.1.4.2,Colorado Essential Skills:,"Recognize diversity among notable people, places, holidays, and civic symbols that constitute multiple perspectives within society (Global and Cultural Awareness)."
Social Studies,First Grade,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,"2. Identify and explain how the significance of notable people, places, holidays, and civic symbols reflect the origins and values of the government and its citizens.",SS.1.4.2,Inquiry Questions:,"Why do we have national, community, and local celebrations and holidays?"
Social Studies,First Grade,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,"2. Identify and explain how the significance of notable people, places, holidays, and civic symbols reflect the origins and values of the government and its citizens.",SS.1.4.2,Inquiry Questions:,Who are notable people in the development of our country and community?
Social Studies,First Grade,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,"2. Identify and explain how the significance of notable people, places, holidays, and civic symbols reflect the origins and values of the government and its citizens.",SS.1.4.2,Inquiry Questions:,"How are new national symbols, songs, or holidays created?"
Social Studies,First Grade,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,"2. Identify and explain how the significance of notable people, places, holidays, and civic symbols reflect the origins and values of the government and its citizens.",SS.1.4.2,Nature and Skills of Civics:,Responsible community members see communities as multidimensional entities.
Social Studies,First Grade,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,"2. Identify and explain how the significance of notable people, places, holidays, and civic symbols reflect the origins and values of the government and its citizens.",SS.1.4.2,Nature and Skills of Civics:,"Symbols, songs, holidays, traditions, places, and people help to provide identity for the community and nation."
Social Studies,First Grade,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,"2. Identify and explain how the significance of notable people, places, holidays, and civic symbols reflect the origins and values of the government and its citizens.",SS.1.4.2,"Disciplinary, Information, and Media Literacy:","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."
Social Studies,First Grade,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,"2. Identify and explain how the significance of notable people, places, holidays, and civic symbols reflect the origins and values of the government and its citizens.",SS.1.4.2,"Disciplinary, Information, and Media Literacy:","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."
Social Studies,First Grade,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,"1. Plan how to spend, share, and save money.",SS.1.5.1,Students Can:,Discuss ways to earn or receive money.
Social Studies,First Grade,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,"1. Plan how to spend, share, and save money.",SS.1.5.1,Students Can:,"Identify types of currency and how currency is used. For example: Cash, coins, credit card, and debit card."
Social Studies,First Grade,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,"1. Plan how to spend, share, and save money.",SS.1.5.1,Students Can:,"Define types of transactions such as deposit, purchase, borrow, donate, and barter."
Social Studies,First Grade,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,"1. Plan how to spend, share, and save money.",SS.1.5.1,Students Can:,Find the value of a collection of a variety of coins.
Social Studies,First Grade,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,"1. Plan how to spend, share, and save money.",SS.1.5.1,Colorado Essential Skills:,"Consider how to earn, spend, share, and save money knowing funds in any scenario are limited (Critical Thinking and Analysis)."
Social Studies,First Grade,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,"1. Plan how to spend, share, and save money.",SS.1.5.1,Colorado Essential Skills:,Determine different choices they can make with their money and how those choices may affect others (Critical Thinking and Analysis).
Social Studies,First Grade,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,"1. Plan how to spend, share, and save money.",SS.1.5.1,Colorado Essential Skills:,"Demonstrate curiosity, imagination, and eagerness to learn more (Creativity/Innovation)."
Social Studies,First Grade,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,"1. Plan how to spend, share, and save money.",SS.1.5.1,Inquiry Questions:,How does an individual earn money?
Social Studies,First Grade,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,"1. Plan how to spend, share, and save money.",SS.1.5.1,Inquiry Questions:,What are different methods of payment?
Social Studies,First Grade,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,"1. Plan how to spend, share, and save money.",SS.1.5.1,Inquiry Questions:,Are all items purchased with money?
Social Studies,First Grade,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,"1. Plan how to spend, share, and save money.",SS.1.5.1,Inquiry Questions:,"How do charities, non-profits, and other organizations help a community?"
Social Studies,First Grade,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,"1. Plan how to spend, share, and save money.",SS.1.5.1,Nature and Skills of Economics (PFL):,"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."
Social Studies,First Grade,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,"1. Plan how to spend, share, and save money.",SS.1.5.1,"Disciplinary, Information, and Media Literacy:",Compare the benefits and costs of individual choices.
Social Studies,First Grade,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,"1. Plan how to spend, share, and save money.",SS.1.5.1,"Disciplinary, Information, and Media Literacy:",Identify positive and negative incentives that influence the decisions people make.
Social Studies,First Grade,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,"1. Plan how to spend, share, and save money.",SS.1.5.1,"Disciplinary, Information, and Media Literacy:",Explain the role of money in making exchange easier.
Social Studies,Second Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Ask questions and discuss ideas taken from primary and secondary sources.,SS.2.1.1,Students Can:,"Explain that the nature of history involves stories of the past preserved in various primary and secondary sources. For example: Images, oral and written accounts, etc."
Social Studies,Second Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Ask questions and discuss ideas taken from primary and secondary sources.,SS.2.1.1,Students Can:,Organize historical events by creating timelines and explaining the information conveyed by them.
Social Studies,Second Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Ask questions and discuss ideas taken from primary and secondary sources.,SS.2.1.1,Students Can:,"Identify local historical primary and secondary sources from multiple diverse perspectives and generate questions about their functions, significance, and perspective. For example: Maps, photographs, letters, etc."
Social Studies,Second Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Ask questions and discuss ideas taken from primary and secondary sources.,SS.2.1.1,Colorado Essential Skills:,"Identify key attributes of a variety of information products. For example: Books, newspapers, online or print articles, etc. (Media Literacy)."
Social Studies,Second Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Ask questions and discuss ideas taken from primary and secondary sources.,SS.2.1.1,Colorado Essential Skills:,Demonstrate curiosity about events and people from the past using primary and secondary sources (Media Literacy).
Social Studies,Second Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Ask questions and discuss ideas taken from primary and secondary sources.,SS.2.1.1,Inquiry Questions:,How can two people understand the same event differently?
Social Studies,Second Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Ask questions and discuss ideas taken from primary and secondary sources.,SS.2.1.1,Inquiry Questions:,Why is it important to use more than one source for information?
Social Studies,Second Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Ask questions and discuss ideas taken from primary and secondary sources.,SS.2.1.1,Inquiry Questions:,How can putting events in order by time help describe the past?
Social Studies,Second Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Ask questions and discuss ideas taken from primary and secondary sources.,SS.2.1.1,Inquiry Questions:,What kinds of tools and sources do historical thinkers use to investigate the past?
Social Studies,Second Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Ask questions and discuss ideas taken from primary and secondary sources.,SS.2.1.1,Nature and Skills of History:,"Historical thinkers gather firsthand accounts of history through a variety of sources, including differing accounts of the same event."
Social Studies,Second Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Ask questions and discuss ideas taken from primary and secondary sources.,SS.2.1.1,Nature and Skills of History:,Historical thinkers use primary sources to investigate the past.
Social Studies,Second Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Ask questions and discuss ideas taken from primary and secondary sources.,SS.2.1.1,"Disciplinary, Information, and Media Literacy:",Apply disciplinary concepts such as perspective to create accounts of the past.
Social Studies,Second Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Ask questions and discuss ideas taken from primary and secondary sources.,SS.2.1.1,"Disciplinary, Information, and Media Literacy:",Listen for main idea and sequence of events in a social studies text.
Social Studies,Second Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Ask questions and discuss ideas taken from primary and secondary sources.,SS.2.1.1,"Disciplinary, Information, and Media Literacy:","Analyze different texts (including experiments, simulations, video, or multimedia texts) to compare and contrast competing theories, points of view, and arguments in the discipline."
Social Studies,Second Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,2. Describe how people of various cultures influence neighborhoods and communities over time.,SS.2.1.2,Students Can:,"Compare and contrast neighborhoods and/or communities, both past and present, through studies of their people and events. For example: The National Western Stock Show, state/county fairs, and community events."
Social Studies,Second Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,2. Describe how people of various cultures influence neighborhoods and communities over time.,SS.2.1.2,Students Can:,Describe the changes within one neighborhood and/or community over time.
Social Studies,Second Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,2. Describe how people of various cultures influence neighborhoods and communities over time.,SS.2.1.2,Students Can:,"Analyze the interactions and contributions of various people and cultures that have lived in or migrated to neighborhoods and/or communities, including African Americans, Latinos, Asian Americans, Hawaiian/Pacific Islander, Indigenous Peoples, LGBTQ, and religious minorities."
Social Studies,Second Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,2. Describe how people of various cultures influence neighborhoods and communities over time.,SS.2.1.2,Colorado Essential Skills:,Recognize and describe cause-and-effect relationships and patterns in everyday experiences (Critical Thinking and Analysis).
Social Studies,Second Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,2. Describe how people of various cultures influence neighborhoods and communities over time.,SS.2.1.2,Colorado Essential Skills:,Recognize and describe patterns within and between neighborhoods and communities (Critical Thinking and Analysis).
Social Studies,Second Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,2. Describe how people of various cultures influence neighborhoods and communities over time.,SS.2.1.2,Colorado Essential Skills:,Investigate to make observations and draw conclusions about neighborhoods and communities (Critical Thinking and Analysis).
Social Studies,Second Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,2. Describe how people of various cultures influence neighborhoods and communities over time.,SS.2.1.2,Inquiry Questions:,What are the cultural attributes of a neighborhood or community?
Social Studies,Second Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,2. Describe how people of various cultures influence neighborhoods and communities over time.,SS.2.1.2,Inquiry Questions:,How can understanding the past impact our understanding of communities today?
Social Studies,Second Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,2. Describe how people of various cultures influence neighborhoods and communities over time.,SS.2.1.2,Inquiry Questions:,"How have people, events, and ideas from the past shaped the identity of communities and neighborhoods today?"
Social Studies,Second Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,2. Describe how people of various cultures influence neighborhoods and communities over time.,SS.2.1.2,Nature and Skills of History:,Historical thinkers investigate relationships between the past and present.
Social Studies,Second Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,2. Describe how people of various cultures influence neighborhoods and communities over time.,SS.2.1.2,Nature and Skills of History:,Historical thinkers organize findings in chronological order as one way to examine and describe the past.
Social Studies,Second Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,2. Describe how people of various cultures influence neighborhoods and communities over time.,SS.2.1.2,Nature and Skills of History:,"Historical thinkers examine concepts of change, continuity, and causation in order to explain the past."
Social Studies,Second Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,2. Describe how people of various cultures influence neighborhoods and communities over time.,SS.2.1.2,"Disciplinary, Information, and Media Literacy:","Apply disciplinary concepts such as change, continuity, and causation to create accounts of neighborhoods and communities in the past."
Social Studies,Second Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,2. Describe how people of various cultures influence neighborhoods and communities over time.,SS.2.1.2,"Disciplinary, Information, and Media Literacy:",Demonstrate positive social behaviors when using technology.
Social Studies,Second Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,2. Describe how people of various cultures influence neighborhoods and communities over time.,SS.2.1.2,"Disciplinary, Information, and Media Literacy:",Begin to identify differing perspectives.
Social Studies,Second Grade,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic terms and tools to locate and describe spatial patterns and places.,SS.2.2.1,Students Can:,"Use map keys, legends, symbols, intermediate directions, and a compass rose to locate and describe spaces and places."
Social Studies,Second Grade,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic terms and tools to locate and describe spatial patterns and places.,SS.2.2.1,Students Can:,Identify the purpose of the map being presented. For example: A weather map vs. street map.
Social Studies,Second Grade,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic terms and tools to locate and describe spatial patterns and places.,SS.2.2.1,Students Can:,"Identify the hemispheres, Equator/Prime Meridian, and the North/South poles."
Social Studies,Second Grade,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic terms and tools to locate and describe spatial patterns and places.,SS.2.2.1,Students Can:,"Identify and locate cultural, human, political, and natural features using map keys and legends."
Social Studies,Second Grade,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic terms and tools to locate and describe spatial patterns and places.,SS.2.2.1,Colorado Essential Skills:,"Identify key attributes of a variety of geographic tools. For example: Globes, maps, and a compass rose (Data Literacy)."
Social Studies,Second Grade,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic terms and tools to locate and describe spatial patterns and places.,SS.2.2.1,Colorado Essential Skills:,Find information using geographic technologies. For example: GPS and satellite imagery (Critical Thinking and Analysis).
Social Studies,Second Grade,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic terms and tools to locate and describe spatial patterns and places.,SS.2.2.1,Inquiry Questions:,"How do you define, organize, and think about the space around you?"
Social Studies,Second Grade,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic terms and tools to locate and describe spatial patterns and places.,SS.2.2.1,Inquiry Questions:,What is a human feature and a physical feature?
Social Studies,Second Grade,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic terms and tools to locate and describe spatial patterns and places.,SS.2.2.1,Inquiry Questions:,"Why do we use geographic tools such as maps, globes, grids, symbols, and keys?"
Social Studies,Second Grade,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic terms and tools to locate and describe spatial patterns and places.,SS.2.2.1,Inquiry Questions:,How would you describe a location without using geographic words?
Social Studies,Second Grade,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic terms and tools to locate and describe spatial patterns and places.,SS.2.2.1,Inquiry Questions:,How can using the wrong geographic tool or term cause problems?
Social Studies,Second Grade,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic terms and tools to locate and describe spatial patterns and places.,SS.2.2.1,Nature and Skills of Geography:,Geographic thinkers use visual representations of the environment.
Social Studies,Second Grade,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic terms and tools to locate and describe spatial patterns and places.,SS.2.2.1,Nature and Skills of Geography:,Geographic thinkers identify data and reference points to understand space and place.
Social Studies,Second Grade,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic terms and tools to locate and describe spatial patterns and places.,SS.2.2.1,"Disciplinary, Information, and Media Literacy:","Construct maps, graphs, and other representations of familiar places."
Social Studies,Second Grade,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic terms and tools to locate and describe spatial patterns and places.,SS.2.2.1,"Disciplinary, Information, and Media Literacy:","Describe spaces and places and the relationships and interactions that shape them using geographic tools. For example: Maps, graphs, photographs, and other representations."
Social Studies,Second Grade,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic terms and tools to locate and describe spatial patterns and places.,SS.2.2.1,"Disciplinary, Information, and Media Literacy:","Use maps, globes, and other geographic models to identify cultural and environmental characteristics of places."
Social Studies,Second Grade,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic terms and tools to locate and describe spatial patterns and places.,SS.2.2.1,"Disciplinary, Information, and Media Literacy:","Analyze and use information presented visually in a text that supports the words in a text. For example: Graphs, charts, flowcharts, diagrams, models, and tables."
Social Studies,Second Grade,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic terms and tools to locate and describe spatial patterns and places.,SS.2.2.1,"Disciplinary, Information, and Media Literacy:","Analyze different texts (including experiments, simulations, video, or multimedia texts) to compare competing theories, points of view, and arguments in the discipline."
Social Studies,Second Grade,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,"2. Explain how people in communities manage, modify, and depend on their environment.",SS.2.2.2,Students Can:,Explain how communities manage and use nonrenewable and renewable resources.
Social Studies,Second Grade,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,"2. Explain how people in communities manage, modify, and depend on their environment.",SS.2.2.2,Students Can:,Explain how the environment influences why people settle in certain areas.
Social Studies,Second Grade,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,"2. Explain how people in communities manage, modify, and depend on their environment.",SS.2.2.2,Students Can:,Identify examples of how human activity influences environmental characteristics of a place over time.
Social Studies,Second Grade,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,"2. Explain how people in communities manage, modify, and depend on their environment.",SS.2.2.2,Students Can:,Identify examples of how culture and lifestyle are impacted by environmental characteristics.
Social Studies,Second Grade,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,"2. Explain how people in communities manage, modify, and depend on their environment.",SS.2.2.2,Colorado Essential Skills:,Recognize problems within a community related to the environment and their respective solutions (Critical Thinking and Analysis).
Social Studies,Second Grade,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,"2. Explain how people in communities manage, modify, and depend on their environment.",SS.2.2.2,Colorado Essential Skills:,Make observations and draw conclusions about the relationship between a community and their environment (Critical Thinking and Analysis).
Social Studies,Second Grade,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,"2. Explain how people in communities manage, modify, and depend on their environment.",SS.2.2.2,Inquiry Questions:,How do available resources and their uses impact a community?
Social Studies,Second Grade,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,"2. Explain how people in communities manage, modify, and depend on their environment.",SS.2.2.2,Inquiry Questions:,"How do we know when we are being good stewards of renewable and non-renewable resources? For example: Reduce, reuse, and recycle."
Social Studies,Second Grade,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,"2. Explain how people in communities manage, modify, and depend on their environment.",SS.2.2.2,Inquiry Questions:,How does the environment influence people's decisions about where they live?
Social Studies,Second Grade,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,"2. Explain how people in communities manage, modify, and depend on their environment.",SS.2.2.2,Inquiry Questions:,How do humans change the environment of a place over time?
Social Studies,Second Grade,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,"2. Explain how people in communities manage, modify, and depend on their environment.",SS.2.2.2,Inquiry Questions:,How does the environment influence the culture and lifestyles of a place?
Social Studies,Second Grade,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,"2. Explain how people in communities manage, modify, and depend on their environment.",SS.2.2.2,Nature and Skills of Geography:,Geographic thinkers compare information and data and recognize that environmental factors influence change in communities.
Social Studies,Second Grade,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,"2. Explain how people in communities manage, modify, and depend on their environment.",SS.2.2.2,Nature and Skills of Geography:,Geographic thinkers study the uneven distribution and management of resources.
Social Studies,Second Grade,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,"2. Explain how people in communities manage, modify, and depend on their environment.",SS.2.2.2,Nature and Skills of Geography:,"Geographic thinkers recognize that problems can be identified, and possible solutions can be created."
Social Studies,Second Grade,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,"2. Explain how people in communities manage, modify, and depend on their environment.",SS.2.2.2,Nature and Skills of Geography:,Geographic thinkers identify and reflect upon personal connections to community systems.
Social Studies,Second Grade,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,"2. Explain how people in communities manage, modify, and depend on their environment.",SS.2.2.2,Nature and Skills of Geography:,"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."
Social Studies,Second Grade,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,"2. Explain how people in communities manage, modify, and depend on their environment.",SS.2.2.2,Nature and Skills of Geography:,"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."
Social Studies,Second Grade,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,"2. Explain how people in communities manage, modify, and depend on their environment.",SS.2.2.2,Nature and Skills of Geography:,"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."
Social Studies,Second Grade,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,"2. Explain how people in communities manage, modify, and depend on their environment.",SS.2.2.2,"Disciplinary, Information, and Media Literacy:",Describe how human activities affect the cultural and environmental characteristics of spaces or places.
Social Studies,Second Grade,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,"2. Explain how people in communities manage, modify, and depend on their environment.",SS.2.2.2,"Disciplinary, Information, and Media Literacy:","Generate questions to guide research, gather information from print and digital sources, determine biases and credibility of sources, cite sources accurately, and use evidence to answer their research question."
Social Studies,Second Grade,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,"2. Explain how people in communities manage, modify, and depend on their environment.",SS.2.2.2,"Disciplinary, Information, and Media Literacy:",Demonstrate positive social behaviors when using technology.
Social Studies,Second Grade,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,"2. Explain how people in communities manage, modify, and depend on their environment.",SS.2.2.2,"Disciplinary, Information, and Media Literacy:",Synthesize information from multiple sources to demonstrate understanding of a topic.
Social Studies,Second Grade,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,1. Explain how scarcity of resources means individuals may not have access to the goods and services they want or need.,SS.2.3.1,Students Can:,Explain scarcity of goods and resources.
Social Studies,Second Grade,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,1. Explain how scarcity of resources means individuals may not have access to the goods and services they want or need.,SS.2.3.1,Students Can:,Identify and categorize goods and services and provide examples of each.
Social Studies,Second Grade,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,1. Explain how scarcity of resources means individuals may not have access to the goods and services they want or need.,SS.2.3.1,Students Can:,Give examples of choices people make when resources are scarce.
Social Studies,Second Grade,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,1. Explain how scarcity of resources means individuals may not have access to the goods and services they want or need.,SS.2.3.1,Students Can:,Identify possible solutions when there are limited resources and unlimited wants.
Social Studies,Second Grade,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,1. Explain how scarcity of resources means individuals may not have access to the goods and services they want or need.,SS.2.3.1,Colorado Essential Skills:,Demonstrate an understanding of cause and effect related to personal decisions (Critical Thinking and Analysis).
Social Studies,Second Grade,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,1. Explain how scarcity of resources means individuals may not have access to the goods and services they want or need.,SS.2.3.1,Colorado Essential Skills:,Recognize problems that arise from scarcity and their respective solutions (Critical Thinking and Analysis).
Social Studies,Second Grade,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,1. Explain how scarcity of resources means individuals may not have access to the goods and services they want or need.,SS.2.3.1,Inquiry Questions:,How does scarcity affect purchasing decisions?
Social Studies,Second Grade,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,1. Explain how scarcity of resources means individuals may not have access to the goods and services they want or need.,SS.2.3.1,Inquiry Questions:,What goods and services do you use?
Social Studies,Second Grade,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,1. Explain how scarcity of resources means individuals may not have access to the goods and services they want or need.,SS.2.3.1,Inquiry Questions:,How are resources used in various communities?
Social Studies,Second Grade,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,1. Explain how scarcity of resources means individuals may not have access to the goods and services they want or need.,SS.2.3.1,Inquiry Questions:,What do people and communities do when a resource is scarce?
Social Studies,Second Grade,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,1. Explain how scarcity of resources means individuals may not have access to the goods and services they want or need.,SS.2.3.1,Nature and Skills of Economics:,Economic thinkers analyze choices that individuals make to predict patterns and determine demand.
Social Studies,Second Grade,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,1. Explain how scarcity of resources means individuals may not have access to the goods and services they want or need.,SS.2.3.1,Nature and Skills of Economics:,Economic thinkers analyze how goods and services are produced and priced.
Social Studies,Second Grade,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,1. Explain how scarcity of resources means individuals may not have access to the goods and services they want or need.,SS.2.3.1,Nature and Skills of Economics:,Economic thinkers analyze scarcity of resources and its impact on the cost of goods and services.
Social Studies,Second Grade,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,1. Explain how scarcity of resources means individuals may not have access to the goods and services they want or need.,SS.2.3.1,"Disciplinary, Information, and Media Literacy:","Apply disciplinary concepts such as decision-making, exchange, and markets to determine the benefits and costs of a particular choice."
Social Studies,Second Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Investigate ways in which ideas and actions can improve communities.,SS.2.4.1,Students Can:,Compare ways that people may effectively express their ideas and viewpoints while being respectful to others.
Social Studies,Second Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Investigate ways in which ideas and actions can improve communities.,SS.2.4.1,Students Can:,"Analyze how community members, including African American, Latino, Asian American, Hawaiian/Pacific Islander, Indigenous Peoples, LGBTQ, and religious minorities advocate for their interests and responsibly influence decisions in their community."
Social Studies,Second Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Investigate ways in which ideas and actions can improve communities.,SS.2.4.1,Students Can:,Describe ways in which you can take an active part in improving your school or community.
Social Studies,Second Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Investigate ways in which ideas and actions can improve communities.,SS.2.4.1,Students Can:,"Identify and compare examples of civic responsibilities, such as volunteering in the community, that are important to privileged and marginalized individuals, families, and communities."
Social Studies,Second Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Investigate ways in which ideas and actions can improve communities.,SS.2.4.1,Students Can:,Describe the characteristics that enable a community member to engage in the community responsibly and effectively.
Social Studies,Second Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Investigate ways in which ideas and actions can improve communities.,SS.2.4.1,Colorado Essential Skills:,Identify and reflect upon personal connections to community systems (Civic Engagement).
Social Studies,Second Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Investigate ways in which ideas and actions can improve communities.,SS.2.4.1,Colorado Essential Skills:,Model positive behaviors for others (Civic Engagement).
Social Studies,Second Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Investigate ways in which ideas and actions can improve communities.,SS.2.4.1,Inquiry Questions:,What are beliefs that help people live together in communities?
Social Studies,Second Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Investigate ways in which ideas and actions can improve communities.,SS.2.4.1,Inquiry Questions:,What civic responsibilities do you think are important?
Social Studies,Second Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Investigate ways in which ideas and actions can improve communities.,SS.2.4.1,Inquiry Questions:,How can different cultures and beliefs influence a community?
Social Studies,Second Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Investigate ways in which ideas and actions can improve communities.,SS.2.4.1,Inquiry Questions:,What are responsible ways to advocate for ideas in a community?
Social Studies,Second Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Investigate ways in which ideas and actions can improve communities.,SS.2.4.1,Inquiry Questions:,How do we make sure that all perspectives are represented?
Social Studies,Second Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Investigate ways in which ideas and actions can improve communities.,SS.2.4.1,Inquiry Questions:,What are responsible ways to gather information in order to make informed decisions and advocate for the community?
Social Studies,Second Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Investigate ways in which ideas and actions can improve communities.,SS.2.4.1,Inquiry Questions:,How do we know when information is factual or someone's opinion? How does that influence how I use the information?
Social Studies,Second Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Investigate ways in which ideas and actions can improve communities.,SS.2.4.1,Nature and Skills of Civics:,Civic-minded individuals listen and participate responsibly as a member of a group.
Social Studies,Second Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Investigate ways in which ideas and actions can improve communities.,SS.2.4.1,Nature and Skills of Civics:,Civic-minded individuals collaborate to responsibly advocate for the ideas they think will improve society. For example: A group lobbies the city council to create a new park or employ more firefighters.
Social Studies,Second Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Investigate ways in which ideas and actions can improve communities.,SS.2.4.1,"Disciplinary, Information, and Media Literacy:","Use technology resources for problem solving, communication, and illustration of thoughts and ideas."
Social Studies,Second Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Investigate ways in which ideas and actions can improve communities.,SS.2.4.1,"Disciplinary, Information, and Media Literacy:",Compare and contrast the most important points presented by two texts on the same topic.
Social Studies,Second Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Investigate ways in which ideas and actions can improve communities.,SS.2.4.1,"Disciplinary, Information, and Media Literacy:","Write opinion pieces in which students introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section."
Social Studies,Second Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Investigate ways in which ideas and actions can improve communities.,SS.2.4.1,"Disciplinary, Information, and Media Literacy:","Write informative/explanatory texts in which students introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section."
Social Studies,Second Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Investigate ways in which ideas and actions can improve communities.,SS.2.4.1,"Disciplinary, Information, and Media Literacy:","Present arguments or information in a logical sequence with a clear claim, supportive evidence, and effective presence that builds credibility."
Social Studies,Second Grade,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,2. Explain the roles and characteristics of people who govern different communities.,SS.2.4.2,Students Can:,"Identify the role(s)of government. For example: Establish order, provide security, and accomplish common goals."
Social Studies,Second Grade,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,2. Explain the roles and characteristics of people who govern different communities.,SS.2.4.2,Students Can:,"Identify the roles and characteristics of various leaders at the local, state, and national levels. For example: The President of the United States, the Governor of Colorado, and the city mayor."
Social Studies,Second Grade,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,2. Explain the roles and characteristics of people who govern different communities.,SS.2.4.2,Students Can:,Identify qualities of positive leadership and how leaders contribute to a group or community.
Social Studies,Second Grade,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,2. Explain the roles and characteristics of people who govern different communities.,SS.2.4.2,Students Can:,"Identify services provided by the local or state government. For example: police and fire protection, maintenance of roads, and snow removal."
Social Studies,Second Grade,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,2. Explain the roles and characteristics of people who govern different communities.,SS.2.4.2,Colorado Essential Skills:,Compare attitudes and beliefs as an individual to others (Social Awareness).
Social Studies,Second Grade,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,2. Explain the roles and characteristics of people who govern different communities.,SS.2.4.2,Colorado Essential Skills:,Appropriately express a range of emotions to communicate personal ideas/needs (Self-Management).
Social Studies,Second Grade,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,2. Explain the roles and characteristics of people who govern different communities.,SS.2.4.2,Inquiry Questions:,What can happen when someone has too much power and/or authority and abuses it?
Social Studies,Second Grade,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,2. Explain the roles and characteristics of people who govern different communities.,SS.2.4.2,Inquiry Questions:,What are ways leaders collaborate to solve differences?
Social Studies,Second Grade,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,2. Explain the roles and characteristics of people who govern different communities.,SS.2.4.2,Inquiry Questions:,What are the characteristics of positive leaders?
Social Studies,Second Grade,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,2. Explain the roles and characteristics of people who govern different communities.,SS.2.4.2,Inquiry Questions:,Who are positive leaders in the group or community?
Social Studies,Second Grade,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,2. Explain the roles and characteristics of people who govern different communities.,SS.2.4.2,Inquiry Questions:,What are some examples in the community of people helping others? For example: Collecting food for the hungry.
Social Studies,Second Grade,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,2. Explain the roles and characteristics of people who govern different communities.,SS.2.4.2,Nature and Skills of Civics:,"Civic-minded individuals examine how culture influences the disposition of rules, laws, rights, and responsibilities."
Social Studies,Second Grade,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,2. Explain the roles and characteristics of people who govern different communities.,SS.2.4.2,Nature and Skills of Civics:,"Civic-minded individuals can identify the President of the United States, the Governor of Colorado, and other elected officials."
Social Studies,Second Grade,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,2. Explain the roles and characteristics of people who govern different communities.,SS.2.4.2,Nature and Skills of Civics:,Civic-minded individuals can discuss the responsibilities of the governor and other elected officials to make and enforce laws.
Social Studies,Second Grade,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,2. Explain the roles and characteristics of people who govern different communities.,SS.2.4.2,"Disciplinary, Information, and Media Literacy:",Begin to identify differing perspectives.
Social Studies,Second Grade,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,2. Explain the roles and characteristics of people who govern different communities.,SS.2.4.2,"Disciplinary, Information, and Media Literacy:","Use technology resources for problem solving, communication, and illustration of thoughts and ideas."
Social Studies,Second Grade,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,2. Explain the roles and characteristics of people who govern different communities.,SS.2.4.2,"Disciplinary, Information, and Media Literacy:","Analyze different texts (including experiments, simulations, video, or multimedia texts) to compare and contrast competing theories, points of view, and arguments in the discipline."
Social Studies,Second Grade,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Investigate costs and benefits to make informed financial decisions.,SS.2.5.1,Students Can:,Assess priorities when making financial decisions.
Social Studies,Second Grade,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Investigate costs and benefits to make informed financial decisions.,SS.2.5.1,Students Can:,"Classify financial goals. For example: A need or want, or short-term or long-term goals."
Social Studies,Second Grade,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Investigate costs and benefits to make informed financial decisions.,SS.2.5.1,Students Can:,Recognize that different goods and services have different monetary values.
Social Studies,Second Grade,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Investigate costs and benefits to make informed financial decisions.,SS.2.5.1,Students Can:,"Acknowledge that financial priorities vary among people and communities for goods and services. For example: Going to the hairdresser, buying brand name items."
Social Studies,Second Grade,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Investigate costs and benefits to make informed financial decisions.,SS.2.5.1,Students Can:,Predict positive and negative consequences when making financial decisions. For example: If… Then... decision making.
Social Studies,Second Grade,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Investigate costs and benefits to make informed financial decisions.,SS.2.5.1,Students Can:,"Solve simple financial word problems to aid in making financial decisions. For example: A video game costs $20.  If I earn $5 per week in allowance, I will need to save for \_\_\_\_ weeks to earn enough money."
Social Studies,Second Grade,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Investigate costs and benefits to make informed financial decisions.,SS.2.5.1,Colorado Essential Skills:,Identify consequences (positive and negative) of a financial decision (Critical Thinking and Analysis).
Social Studies,Second Grade,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Investigate costs and benefits to make informed financial decisions.,SS.2.5.1,Colorado Essential Skills:,Understand how to reduce risk depending on the financial choices they make (Critical Thinking and Analysis).
Social Studies,Second Grade,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Investigate costs and benefits to make informed financial decisions.,SS.2.5.1,Colorado Essential Skills:,Demonstrate an understanding of cause and effect related to different financial decisions (Critical Thinking and Analysis).
Social Studies,Second Grade,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Investigate costs and benefits to make informed financial decisions.,SS.2.5.1,Inquiry Questions:,What is a financial goal?
Social Studies,Second Grade,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Investigate costs and benefits to make informed financial decisions.,SS.2.5.1,Inquiry Questions:,What strategies can help individuals achieve their financial goals?
Social Studies,Second Grade,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Investigate costs and benefits to make informed financial decisions.,SS.2.5.1,Inquiry Questions:,What influences your financial goals and priorities?
Social Studies,Second Grade,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Investigate costs and benefits to make informed financial decisions.,SS.2.5.1,Inquiry Questions:,How do individuals analyze the positive and negative consequences of financial decisions?
Social Studies,Second Grade,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Investigate costs and benefits to make informed financial decisions.,SS.2.5.1,Inquiry Questions:,How can I use my math skills and strategies to help me make financial decisions?
Social Studies,Second Grade,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Investigate costs and benefits to make informed financial decisions.,SS.2.5.1,Nature and Skills of Economics (PFL):,Financially capable individuals use good decision-making tools in planning their spending and saving.
Social Studies,Second Grade,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Investigate costs and benefits to make informed financial decisions.,SS.2.5.1,Nature and Skills of Economics (PFL):,Financially capable individuals make financial decisions based on responsible evaluation of the consequences.
Social Studies,Second Grade,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Investigate costs and benefits to make informed financial decisions.,SS.2.5.1,Nature and Skills of Economics (PFL):,"Financially capable individuals make purchase decisions based on such things as quality, price, and personal goals. For example: You decide whether to spend money on candy or the movies."
Social Studies,Second Grade,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Investigate costs and benefits to make informed financial decisions.,SS.2.5.1,"Disciplinary, Information, and Media Literacy:","Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace."
Social Studies,Second Grade,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Investigate costs and benefits to make informed financial decisions.,SS.2.5.1,"Disciplinary, Information, and Media Literacy:",Compare the benefits and costs of individual choices.
Social Studies,Second Grade,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Investigate costs and benefits to make informed financial decisions.,SS.2.5.1,"Disciplinary, Information, and Media Literacy:",Identify positive and negative incentives that influence the decisions people make.
Social Studies,Second Grade,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Investigate costs and benefits to make informed financial decisions.,SS.2.5.1,"Disciplinary, Information, and Media Literacy:","Present arguments or information in a logical sequence with a clear claim, supportive evidence, and effective presence that builds credibility."
Social Studies,Third Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Compare primary and secondary sources when explaining the past.,SS.3.1.1,Students Can:,Compare primary sources with works of fiction about the same topic.
Social Studies,Third Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Compare primary and secondary sources when explaining the past.,SS.3.1.1,Students Can:,"Use a variety of primary sources such as artifacts, pictures, oral histories, and documents, to help determine factual information about historical events."
Social Studies,Third Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Compare primary and secondary sources when explaining the past.,SS.3.1.1,Students Can:,Compare information from multiple sources recounting the same event.
Social Studies,Third Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Compare primary and secondary sources when explaining the past.,SS.3.1.1,Colorado Essential Skills:,Articulate the most effective kinds of historical sources to access information needed for understanding historic events (Media Literacy).
Social Studies,Third Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Compare primary and secondary sources when explaining the past.,SS.3.1.1,Colorado Essential Skills:,Ask questions to develop further understanding of reliability of various kinds of historical sources (Critical Thinking and Analysis).
Social Studies,Third Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Compare primary and secondary sources when explaining the past.,SS.3.1.1,Inquiry Questions:,"How do historical fact, opinion and fiction uniquely influence an individual's understanding of history?"
Social Studies,Third Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Compare primary and secondary sources when explaining the past.,SS.3.1.1,Inquiry Questions:,How do historical thinkers determine the accuracy of history?
Social Studies,Third Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Compare primary and secondary sources when explaining the past.,SS.3.1.1,Inquiry Questions:,What types of questions do historical thinkers ask about the past?
Social Studies,Third Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Compare primary and secondary sources when explaining the past.,SS.3.1.1,Inquiry Questions:,Why do historical thinkers use multiple sources in studying history?
Social Studies,Third Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Compare primary and secondary sources when explaining the past.,SS.3.1.1,Nature and Skills of History:,Historical thinkers use primary sources to distinguish fact from fiction.
Social Studies,Third Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Compare primary and secondary sources when explaining the past.,SS.3.1.1,Nature and Skills of History:,"Historical thinkers distinguish fact from fiction when used to make informed decisions. For example: Consumers must critically analyze advertisements for facts, and nonfiction writers must verify historical accuracy."
Social Studies,Third Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Compare primary and secondary sources when explaining the past.,SS.3.1.1,Nature and Skills of History:,Historical thinkers compare information provided by different historical sources about the past.
Social Studies,Third Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Compare primary and secondary sources when explaining the past.,SS.3.1.1,Nature and Skills of History:,Historical thinkers infer the intended audience and purpose of a historical source from information within the source itself.
Social Studies,Third Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Compare primary and secondary sources when explaining the past.,SS.3.1.1,Nature and Skills of History:,"Historical thinkers use information about a historical source, including the author, date, place of origin, intended audience, and purpose to judge the extent to which the source is useful."
Social Studies,Third Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Compare primary and secondary sources when explaining the past.,SS.3.1.1,Nature and Skills of History:,Historical thinkers make inferences about the intended audience and purpose of a primary source from information within the source itself.
Social Studies,Third Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Compare primary and secondary sources when explaining the past.,SS.3.1.1,"Disciplinary, Information, and Media Literacy:","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."
Social Studies,Third Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Compare primary and secondary sources when explaining the past.,SS.3.1.1,"Disciplinary, Information, and Media Literacy:","Gather relevant information from multiple sources while using the origin, structure, and context to guide the selection."
Social Studies,Third Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Compare primary and secondary sources when explaining the past.,SS.3.1.1,"Disciplinary, Information, and Media Literacy:",Use distinctions between fact and opinion to determine the credibility of multiple sources.
Social Studies,Third Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Compare primary and secondary sources when explaining the past.,SS.3.1.1,"Disciplinary, Information, and Media Literacy:",Distinguish their own point of view from that of the author.
Social Studies,Third Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Compare primary and secondary sources when explaining the past.,SS.3.1.1,"Disciplinary, Information, and Media Literacy:",Compare and contrast the most important points and key details presented in two texts on the same topic.
Social Studies,Third Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Compare primary and secondary sources when explaining the past.,SS.3.1.1,"Disciplinary, Information, and Media Literacy:","Write opinion pieces on topics or texts, supporting a point of view with reasons."
Social Studies,Third Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Compare primary and secondary sources when explaining the past.,SS.3.1.1,"Disciplinary, Information, and Media Literacy:",Use evidence to develop claims in response to compelling questions.
Social Studies,Third Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Compare primary and secondary sources when explaining the past.,SS.3.1.1,"Disciplinary, Information, and Media Literacy:",Communicate information through the use of technologies.
Social Studies,Third Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,2. Identify how people in the past influence the development and interaction of different communities or regions.,SS.3.1.2,Students Can:,Compare past and present situations and events.
Social Studies,Third Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,2. Identify how people in the past influence the development and interaction of different communities or regions.,SS.3.1.2,Students Can:,"Give examples of people, events, and developments that brought important changes to a community or region."
Social Studies,Third Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,2. Identify how people in the past influence the development and interaction of different communities or regions.,SS.3.1.2,Students Can:,"Describe the history, interaction, and contribution of various peoples and cultures, including African American, Latino, Asian American, Hawaiian/Pacific Islander, Indigenous Peoples, LGBTQ, and religious minorities that have lived in or migrated to a community or region and how that migration has influenced change and development."
Social Studies,Third Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,2. Identify how people in the past influence the development and interaction of different communities or regions.,SS.3.1.2,Colorado Essential Skills:,Recognize how members of a community rely on each other and interact to influence the development of their communities (Civic Engagement).
Social Studies,Third Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,2. Identify how people in the past influence the development and interaction of different communities or regions.,SS.3.1.2,Inquiry Questions:,"How have people from the past from diverse groups, identities, and cultures lived together and interacted with each other?"
Social Studies,Third Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,2. Identify how people in the past influence the development and interaction of different communities or regions.,SS.3.1.2,Inquiry Questions:,What types of questions do people ask to learn about the past?
Social Studies,Third Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,2. Identify how people in the past influence the development and interaction of different communities or regions.,SS.3.1.2,Inquiry Questions:,How has a region changed and yet remained the same over time?
Social Studies,Third Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,2. Identify how people in the past influence the development and interaction of different communities or regions.,SS.3.1.2,Nature and Skills of History:,Historical thinkers ask questions to guide their research into the past.
Social Studies,Third Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,2. Identify how people in the past influence the development and interaction of different communities or regions.,SS.3.1.2,Nature and Skills of History:,"Historical thinkers analyze the interaction, patterns, and contributions of various cultures and groups in the past."
Social Studies,Third Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,2. Identify how people in the past influence the development and interaction of different communities or regions.,SS.3.1.2,Nature and Skills of History:,"Historical thinkers use context and information from the past to make connections and inform decisions in the present. For example: The development and traditions of various groups in a region affect the economic development, tourist industry, and cultural makeup of a community."
Social Studies,Third Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,2. Identify how people in the past influence the development and interaction of different communities or regions.,SS.3.1.2,Nature and Skills of History:,"Historical thinkers construct explanations using reasoning, correct sequence, examples, and details with relevant information and data."
Social Studies,Third Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,2. Identify how people in the past influence the development and interaction of different communities or regions.,SS.3.1.2,Nature and Skills of History:,Historical thinkers explain probable causes and effects of events.
Social Studies,Third Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,2. Identify how people in the past influence the development and interaction of different communities or regions.,SS.3.1.2,"Disciplinary, Information, and Media Literacy:",Compare and contrast the most important points and key details presented in two texts on the same topic.
Social Studies,Third Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,2. Identify how people in the past influence the development and interaction of different communities or regions.,SS.3.1.2,"Disciplinary, Information, and Media Literacy:","Introduce a topic or text, state an opinion, and create an organizational structure that lists reasons."
Social Studies,Third Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,2. Identify how people in the past influence the development and interaction of different communities or regions.,SS.3.1.2,"Disciplinary, Information, and Media Literacy:",Provide reasons that support an opinion.
Social Studies,Third Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,2. Identify how people in the past influence the development and interaction of different communities or regions.,SS.3.1.2,"Disciplinary, Information, and Media Literacy:",Provide a concluding statement or section.
Social Studies,Third Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,2. Identify how people in the past influence the development and interaction of different communities or regions.,SS.3.1.2,"Disciplinary, Information, and Media Literacy:",Introduce a topic and group related information together; include illustrations when useful to aid comprehension.
Social Studies,Third Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,2. Identify how people in the past influence the development and interaction of different communities or regions.,SS.3.1.2,"Disciplinary, Information, and Media Literacy:","Develop a topic with facts, definitions, and details."
Social Studies,Third Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,2. Identify how people in the past influence the development and interaction of different communities or regions.,SS.3.1.2,"Disciplinary, Information, and Media Literacy:",Conduct short research projects that build knowledge about a topic.
Social Studies,Third Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,2. Identify how people in the past influence the development and interaction of different communities or regions.,SS.3.1.2,"Disciplinary, Information, and Media Literacy:","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."
Social Studies,Third Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,2. Identify how people in the past influence the development and interaction of different communities or regions.,SS.3.1.2,"Disciplinary, Information, and Media Literacy:",Communicate information through the use of technologies.
Social Studies,Third Grade,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic tools to develop spatial thinking skills.,SS.3.2.1,Students Can:,Read and interpret information from geographic tools and formulate geographic questions.
Social Studies,Third Grade,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic tools to develop spatial thinking skills.,SS.3.2.1,Students Can:,"Locate oceans and continents, major countries, bodies of water, mountains, urban areas, the state of Colorado, and neighboring states on maps."
Social Studies,Third Grade,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic tools to develop spatial thinking skills.,SS.3.2.1,Students Can:,Describe the natural and man-made features of a specific area on a map.
Social Studies,Third Grade,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic tools to develop spatial thinking skills.,SS.3.2.1,Students Can:,Identify geography-based problems and examine the ways that people have tried to solve them.
Social Studies,Third Grade,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic tools to develop spatial thinking skills.,SS.3.2.1,Colorado Essential Skills:,Articulate the most effective geographic tools to access information needed for developing spatial thinking (Critical Thinking and Analysis).
Social Studies,Third Grade,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic tools to develop spatial thinking skills.,SS.3.2.1,Inquiry Questions:,What questions do geographers ask?
Social Studies,Third Grade,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic tools to develop spatial thinking skills.,SS.3.2.1,Inquiry Questions:,How does the geography of where we live influence how we live?
Social Studies,Third Grade,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic tools to develop spatial thinking skills.,SS.3.2.1,Inquiry Questions:,How do physical features provide opportunities and challenges to regions?
Social Studies,Third Grade,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic tools to develop spatial thinking skills.,SS.3.2.1,Nature and Skills of Geography:,Geographic thinkers use and interpret information from geographic tools to investigate geographic questions.
Social Studies,Third Grade,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic tools to develop spatial thinking skills.,SS.3.2.1,Nature and Skills of Geography:,Geographic thinkers use geographic tools to answer questions about places and locations such as where to locate a business or park and how to landscape a yard.
Social Studies,Third Grade,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic tools to develop spatial thinking skills.,SS.3.2.1,Nature and Skills of Geography:,"Geographic thinkers develop the skills to organize and make connections such as reading a map and understanding where you are, where you want to go, and how to get to the destination."
Social Studies,Third Grade,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic tools to develop spatial thinking skills.,SS.3.2.1,Nature and Skills of Geography:,"Geographic thinkers use maps, satellite images, photographs, and other representations to explain relationships between the locations of places and regions and their environmental characteristics."
Social Studies,Third Grade,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic tools to develop spatial thinking skills.,SS.3.2.1,"Disciplinary, Information, and Media Literacy:","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."
Social Studies,Third Grade,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic tools to develop spatial thinking skills.,SS.3.2.1,"Disciplinary, Information, and Media Literacy:","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."
Social Studies,Third Grade,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic tools to develop spatial thinking skills.,SS.3.2.1,"Disciplinary, Information, and Media Literacy:",Find information using technology.
Social Studies,Third Grade,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,2. Define the concept of region through an examination of similarities and differences in places and communities.,SS.3.2.2,Students Can:,"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."
Social Studies,Third Grade,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,2. Define the concept of region through an examination of similarities and differences in places and communities.,SS.3.2.2,Students Can:,"Identify the factors that make a region unique. For example: Cultural diversity, industry and agriculture, and landforms."
Social Studies,Third Grade,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,2. Define the concept of region through an examination of similarities and differences in places and communities.,SS.3.2.2,Students Can:,Give examples of places that are similar and different from a local region.
Social Studies,Third Grade,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,2. Define the concept of region through an examination of similarities and differences in places and communities.,SS.3.2.2,Students Can:,"Characterize regions using different types of features such as physical, political, cultural, urban, and rural attributes."
Social Studies,Third Grade,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,2. Define the concept of region through an examination of similarities and differences in places and communities.,SS.3.2.2,Colorado Essential Skills:,Investigate a variety of places and communities and draw conclusions about regions (Critical Thinking and Analysis).
Social Studies,Third Grade,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,2. Define the concept of region through an examination of similarities and differences in places and communities.,SS.3.2.2,Inquiry Questions:,Are regions in the world more similar or different?
Social Studies,Third Grade,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,2. Define the concept of region through an examination of similarities and differences in places and communities.,SS.3.2.2,Inquiry Questions:,Why do people describe regions using human or physical characteristics?
Social Studies,Third Grade,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,2. Define the concept of region through an examination of similarities and differences in places and communities.,SS.3.2.2,Inquiry Questions:,What are the geographic characteristics of a region?
Social Studies,Third Grade,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,2. Define the concept of region through an examination of similarities and differences in places and communities.,SS.3.2.2,Inquiry Questions:,How do cultures lead to similarities and differences between regions?
Social Studies,Third Grade,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,2. Define the concept of region through an examination of similarities and differences in places and communities.,SS.3.2.2,Nature and Skills of Geography:,Geographic thinkers analyze connections among places.
Social Studies,Third Grade,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,2. Define the concept of region through an examination of similarities and differences in places and communities.,SS.3.2.2,Nature and Skills of Geography:,"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."
Social Studies,Third Grade,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,2. Define the concept of region through an examination of similarities and differences in places and communities.,SS.3.2.2,Nature and Skills of Geography:,Geographic thinkers can explain how natural and human-made catastrophic events in one place affect people living in other places.
Social Studies,Third Grade,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,2. Define the concept of region through an examination of similarities and differences in places and communities.,SS.3.2.2,"Disciplinary, Information, and Media Literacy:","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."
Social Studies,Third Grade,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,2. Define the concept of region through an examination of similarities and differences in places and communities.,SS.3.2.2,"Disciplinary, Information, and Media Literacy:",Compare and contrast the most important points and key details presented in two texts on the same topic.
Social Studies,Third Grade,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,2. Define the concept of region through an examination of similarities and differences in places and communities.,SS.3.2.2,"Disciplinary, Information, and Media Literacy:",Identify disciplinary concepts and ideas associated with a compelling question that are open to different interpretations.
Social Studies,Third Grade,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,2. Define the concept of region through an examination of similarities and differences in places and communities.,SS.3.2.2,"Disciplinary, Information, and Media Literacy:",Find information using technology.
Social Studies,Third Grade,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,1. Explain how producers and consumers exchange goods and services in different ways.,SS.3.3.1,Students Can:,Describe the difference between producers and consumers and explain how they need each other.
Social Studies,Third Grade,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,1. Explain how producers and consumers exchange goods and services in different ways.,SS.3.3.1,Students Can:,Describe and give examples of forms of exchange. For example: Monetary exchange and barter.
Social Studies,Third Grade,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,1. Explain how producers and consumers exchange goods and services in different ways.,SS.3.3.1,Students Can:,Describe how the exchange of goods and services between businesses and consumers affects all parties.
Social Studies,Third Grade,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,1. Explain how producers and consumers exchange goods and services in different ways.,SS.3.3.1,Students Can:,"Recognize that different currencies exist and explain the functions of money. For example: Medium of exchange, store of value, and measure of value."
Social Studies,Third Grade,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,1. Explain how producers and consumers exchange goods and services in different ways.,SS.3.3.1,Students Can:,"Cite evidence to show how trade benefits individuals, businesses, and communities, and increases interdependency."
Social Studies,Third Grade,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,1. Explain how producers and consumers exchange goods and services in different ways.,SS.3.3.1,Colorado Essential Skills:,"Recognize how members of a community rely on each other through exchanging goods and services, considering personal exchange behaviors (Civic Engagement)."
Social Studies,Third Grade,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,1. Explain how producers and consumers exchange goods and services in different ways.,SS.3.3.1,Colorado Essential Skills:,Identify and explain the perspectives of all parties participating in an exchange (Global and Cultural Awareness).
Social Studies,Third Grade,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,1. Explain how producers and consumers exchange goods and services in different ways.,SS.3.3.1,Inquiry Questions:,What would happen if consumers did not want what a producer made?
Social Studies,Third Grade,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,1. Explain how producers and consumers exchange goods and services in different ways.,SS.3.3.1,Inquiry Questions:,What would the world look like if there was no transportation that could move goods more than 50 miles?
Social Studies,Third Grade,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,1. Explain how producers and consumers exchange goods and services in different ways.,SS.3.3.1,Nature and Skills of Economics:,Economic thinkers analyze trade and the use of money.
Social Studies,Third Grade,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,1. Explain how producers and consumers exchange goods and services in different ways.,SS.3.3.1,Nature and Skills of Economics:,Economic thinkers describe and study the importance of exchange in a community.
Social Studies,Third Grade,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,1. Explain how producers and consumers exchange goods and services in different ways.,SS.3.3.1,Nature and Skills of Economics:,Economic thinkers understand that goods and services are exchanged in multiple ways and are a part of everyday life such as purchasing or trading items.
Social Studies,Third Grade,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,1. Explain how producers and consumers exchange goods and services in different ways.,SS.3.3.1,Nature and Skills of Economics:,"Economic thinkers realize that production, consumption, and the exchange of goods and services are interconnected in the world. For example: Vegetables from California are sold at Colorado markets, and an ice storm in Florida affects orange juice supplies for the world."
Social Studies,Third Grade,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,1. Explain how producers and consumers exchange goods and services in different ways.,SS.3.3.1,Nature and Skills of Economics:,Economic thinkers can explain why people voluntarily exchange goods and services when both parties expect to gain as a result of the trade.
Social Studies,Third Grade,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,1. Explain how producers and consumers exchange goods and services in different ways.,SS.3.3.1,Nature and Skills of Economics:,"Economic thinkers understand why people specialize and trade, and how that leads to increased economic interdependence in the world economy."
Social Studies,Third Grade,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,1. Explain how producers and consumers exchange goods and services in different ways.,SS.3.3.1,"Disciplinary, Information, and Media Literacy:","Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect."
Social Studies,Third Grade,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,1. Explain how producers and consumers exchange goods and services in different ways.,SS.3.3.1,"Disciplinary, Information, and Media Literacy:","Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace."
Social Studies,Third Grade,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,1. Explain how producers and consumers exchange goods and services in different ways.,SS.3.3.1,"Disciplinary, Information, and Media Literacy:",Begin to identify differing perspectives.
Social Studies,Third Grade,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,1. Explain how producers and consumers exchange goods and services in different ways.,SS.3.3.1,"Disciplinary, Information, and Media Literacy:",Explain the role of money in making exchange easier.
Social Studies,Third Grade,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,1. Explain how producers and consumers exchange goods and services in different ways.,SS.3.3.1,"Disciplinary, Information, and Media Literacy:","Identify examples of the variety of resources that are used to produce goods and services. For example: Human capital, physical capital, and natural resources."
Social Studies,Third Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Respect the views and rights of others.,SS.3.4.1,Students Can:,"Identify and apply the elements of civil discourse. For example: Listening with respect, speaking in a respectful manner, and restating an opposing viewpoint or opinion."
Social Studies,Third Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Respect the views and rights of others.,SS.3.4.1,Students Can:,Identify important personal rights in a democratic society and how they relate to others' rights.
Social Studies,Third Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Respect the views and rights of others.,SS.3.4.1,Students Can:,Give examples of the relationship between rights and responsibilities.
Social Studies,Third Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Respect the views and rights of others.,SS.3.4.1,Students Can:,Restate the view or opinion of others with their reasoning when it is different from one's own.
Social Studies,Third Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Respect the views and rights of others.,SS.3.4.1,Colorado Essential Skills:,"Appropriately express one's own emotions, thoughts, and values and identify how they influence behavior (Self-Awareness)."
Social Studies,Third Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Respect the views and rights of others.,SS.3.4.1,Colorado Essential Skills:,Regulate reactions to differing perspectives (Adaptability and Flexibility).
Social Studies,Third Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Respect the views and rights of others.,SS.3.4.1,Colorado Essential Skills:,Identify and explain a different perspective when exploring events or ideas (Global and Cultural Awareness).
Social Studies,Third Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Respect the views and rights of others.,SS.3.4.1,Colorado Essential Skills:,State a position and reflect on possible objections to assumptions and implications of the position (Self-Advocacy and Initiative).
Social Studies,Third Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Respect the views and rights of others.,SS.3.4.1,Inquiry Questions:,What are the essential elements of compromise that enable conflict to be transformed into agreement?
Social Studies,Third Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Respect the views and rights of others.,SS.3.4.1,Inquiry Questions:,Why is personal advocacy important in a community with diverse views?
Social Studies,Third Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Respect the views and rights of others.,SS.3.4.1,Inquiry Questions:,What would a community be like if individuals from various groups did not respect each other's rights and views?
Social Studies,Third Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Respect the views and rights of others.,SS.3.4.1,Inquiry Questions:,"How can community members ensure that all voices and opinions, including those from African American, Latino, Asian American, Hawaiian/Pacific Islander, Indigenous Peoples, LGBTQ, and religious minorities groups, are heard?"
Social Studies,Third Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Respect the views and rights of others.,SS.3.4.1,Nature and Skills of Civics:,Civic-minded individuals take the opportunity to make positive changes in their community.
Social Studies,Third Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Respect the views and rights of others.,SS.3.4.1,Nature and Skills of Civics:,Civic-minded individuals recognize the value of respecting the rights and views of others.
Social Studies,Third Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Respect the views and rights of others.,SS.3.4.1,Nature and Skills of Civics:,"Civic-minded individuals understand that a respect for the views of others helps to learn and understand various perspectives, thoughts, and cultures. For example: Environmentalists, industry, and government work together to solve issues around energy and other resources."
Social Studies,Third Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Respect the views and rights of others.,SS.3.4.1,Nature and Skills of Civics:,"Civic-minded individuals understand that virtues, such as honesty, mutual respect, cooperation, and attentiveness to multiple perspectives, should be used when they interact with each other on public matters."
Social Studies,Third Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Respect the views and rights of others.,SS.3.4.1,"Disciplinary, Information, and Media Literacy:",Distinguish their own point of view from that of the author of a text.
Social Studies,Third Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Respect the views and rights of others.,SS.3.4.1,"Disciplinary, Information, and Media Literacy:",Demonstrate positive social and ethical behaviors when using technology and discuss consequences of inappropriate use.
Social Studies,Third Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Respect the views and rights of others.,SS.3.4.1,"Disciplinary, Information, and Media Literacy:","Use technology resources for problem solving, communication, and illustration of thoughts and ideas."
Social Studies,Third Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Respect the views and rights of others.,SS.3.4.1,"Disciplinary, Information, and Media Literacy:",Provide opportunities to use technology to research multiple views on issues to better understand the evolution of rights. For example: Lawyers research court findings and individuals engage in civic discourse regarding issues of the day through the internet.
Social Studies,Third Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Respect the views and rights of others.,SS.3.4.1,"Disciplinary, Information, and Media Literacy:","Gather relevant information from multiple sources while using the origin, structure, and context to guide the selection."
Social Studies,Third Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Respect the views and rights of others.,SS.3.4.1,"Disciplinary, Information, and Media Literacy:",Present a summary of arguments and explanations to others outside the classroom using print and oral technologies.
Social Studies,Third Grade,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,"2. Describe the origins, structures, and functions of local government.",SS.3.4.2,Students Can:,Explain the origins and structures of local government.
Social Studies,Third Grade,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,"2. Describe the origins, structures, and functions of local government.",SS.3.4.2,Students Can:,Explain the services local governments provide and how those services are funded.
Social Studies,Third Grade,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,"2. Describe the origins, structures, and functions of local government.",SS.3.4.2,Students Can:,"Identify and explain a variety of roles leaders, citizens, and others play in local government."
Social Studies,Third Grade,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,"2. Describe the origins, structures, and functions of local government.",SS.3.4.2,Students Can:,Describe how local government provides opportunities for people to exercise their rights and initiate change.
Social Studies,Third Grade,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,"2. Describe the origins, structures, and functions of local government.",SS.3.4.2,Students Can:,Discuss the role of elections in choosing specific candidates to represent the public interest in local government.
Social Studies,Third Grade,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,"2. Describe the origins, structures, and functions of local government.",SS.3.4.2,Colorado Essential Skills:,Connect knowledge from personal experiences in schools and communities to civic engagement (Civic Engagement).
Social Studies,Third Grade,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,"2. Describe the origins, structures, and functions of local government.",SS.3.4.2,Inquiry Questions:,How are local governments and citizens interdependent?
Social Studies,Third Grade,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,"2. Describe the origins, structures, and functions of local government.",SS.3.4.2,Inquiry Questions:,How do individuals get involved in their local government?
Social Studies,Third Grade,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,"2. Describe the origins, structures, and functions of local government.",SS.3.4.2,Inquiry Questions:,How do local governments and citizens help each other?
Social Studies,Third Grade,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,"2. Describe the origins, structures, and functions of local government.",SS.3.4.2,Inquiry Questions:,Why do people create governments?
Social Studies,Third Grade,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,"2. Describe the origins, structures, and functions of local government.",SS.3.4.2,Inquiry Questions:,"How do people, places, and events help us understand the ideals of democratic government?"
Social Studies,Third Grade,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,"2. Describe the origins, structures, and functions of local government.",SS.3.4.2,Inquiry Questions:,Why is it important to vote?
Social Studies,Third Grade,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,"2. Describe the origins, structures, and functions of local government.",SS.3.4.2,Nature and Skills of Civics:,Civic-minded individuals are involved in their local government.
Social Studies,Third Grade,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,"2. Describe the origins, structures, and functions of local government.",SS.3.4.2,Nature and Skills of Civics:,Civic-minded individuals know how personal advocacy and involvement can lead to change in communities.
Social Studies,Third Grade,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,"2. Describe the origins, structures, and functions of local government.",SS.3.4.2,Nature and Skills of Civics:,"Civic-minded individuals have a knowledge of the origins, structures, and functions of local government which enables participation in the democratic process. For example: Groups and governments work together to create a safe environment in the community."
Social Studies,Third Grade,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,"2. Describe the origins, structures, and functions of local government.",SS.3.4.2,Nature and Skills of Civics:,Civic-minded individuals understand the important institutions of their society and the principles that these institutions are intended to reflect.
Social Studies,Third Grade,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,"2. Describe the origins, structures, and functions of local government.",SS.3.4.2,Nature and Skills of Civics:,Civic-minded individuals use a range of deliberative and democratic procedures to make decisions about and act on civic problems in their classrooms and schools.
Social Studies,Third Grade,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,"2. Describe the origins, structures, and functions of local government.",SS.3.4.2,"Disciplinary, Information, and Media Literacy:",Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
Social Studies,Third Grade,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,"2. Describe the origins, structures, and functions of local government.",SS.3.4.2,"Disciplinary, Information, and Media Literacy:","Gather relevant information from multiple sources while using the origin, structure, and context to guide the selection."
Social Studies,Third Grade,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,"2. Describe the origins, structures, and functions of local government.",SS.3.4.2,"Disciplinary, Information, and Media Literacy:",Identify the main idea and sequence of events in a social studies context.
Social Studies,Third Grade,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,"2. Describe the origins, structures, and functions of local government.",SS.3.4.2,"Disciplinary, Information, and Media Literacy:",Present information orally and in writing.
Social Studies,Third Grade,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Create a plan to meet a financial goal.,SS.3.5.1,Students Can:,Give examples of short-term spending and savings goals.
Social Studies,Third Grade,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Create a plan to meet a financial goal.,SS.3.5.1,Students Can:,Identify activities that individuals can do to earn money to reach personal financial goals.
Social Studies,Third Grade,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Create a plan to meet a financial goal.,SS.3.5.1,Students Can:,Differentiate the role of income and expenses when creating a budget.
Social Studies,Third Grade,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Create a plan to meet a financial goal.,SS.3.5.1,Students Can:,Create a plan with specific steps to reach a short-term financial goal.
Social Studies,Third Grade,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Create a plan to meet a financial goal.,SS.3.5.1,Students Can:,Model strategies to achieve a personal financial goal using arithmetic operations.
Social Studies,Third Grade,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Create a plan to meet a financial goal.,SS.3.5.1,Colorado Essential Skills:,"Use a variety of strategies to achieve a financial goal, such as buying a new toy (Critical Thinking and Analysis)."
Social Studies,Third Grade,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Create a plan to meet a financial goal.,SS.3.5.1,Colorado Essential Skills:,"Demonstrate flexibility, imagination, and inventiveness in taking on tasks and activities that will help reach a financial goal (Creativity and Innovation)."
Social Studies,Third Grade,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Create a plan to meet a financial goal.,SS.3.5.1,Colorado Essential Skills:,Set goals and develop strategies to remain focused on learning and reaching financial goals (Perseverance and Resilience).
Social Studies,Third Grade,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Create a plan to meet a financial goal.,SS.3.5.1,Colorado Essential Skills:,"Recognize how members of a community rely on each other, considering personal contributions as applicable, when creating and completing a plan to reach a financial goal (Collaboration and Teamwork)."
Social Studies,Third Grade,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Create a plan to meet a financial goal.,SS.3.5.1,Colorado Essential Skills:,Demonstrate an understanding of cause and effect related to personal decisions they make regarding reaching a financial goal (Critical Thinking and Analysis).
Social Studies,Third Grade,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Create a plan to meet a financial goal.,SS.3.5.1,Colorado Essential Skills:,Articulate task requirements and identify deadlines when developing a plan to meet a financial goal (Self-Management).
Social Studies,Third Grade,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Create a plan to meet a financial goal.,SS.3.5.1,Inquiry Questions:,What would happen if an individual spent all earnings on entertainment?
Social Studies,Third Grade,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Create a plan to meet a financial goal.,SS.3.5.1,Inquiry Questions:,Why do individuals give away money?
Social Studies,Third Grade,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Create a plan to meet a financial goal.,SS.3.5.1,Inquiry Questions:,Why is personal financial goal setting important?
Social Studies,Third Grade,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Create a plan to meet a financial goal.,SS.3.5.1,Inquiry Questions:,How does an individual know when a good short-term goal is well-written?
Social Studies,Third Grade,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Create a plan to meet a financial goal.,SS.3.5.1,Nature and Skills of Economics (PFL):,Financially capable individuals create goals and work toward meeting them.
Social Studies,Third Grade,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Create a plan to meet a financial goal.,SS.3.5.1,Nature and Skills of Economics (PFL):,Financially capable individuals understand the cost and the accountability associated with borrowing.
Social Studies,Third Grade,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Create a plan to meet a financial goal.,SS.3.5.1,Nature and Skills of Economics (PFL):,Financially capable individuals understand that personal financial goal setting is a lifelong activity and short-term goal setting is essential to that process. For example: Saving for a fish aquarium or skateboard.
Social Studies,Third Grade,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Create a plan to meet a financial goal.,SS.3.5.1,Nature and Skills of Economics (PFL):,Financially capable individuals understand that an analysis of various options for borrowing and creating short- and long-term goals is a lifelong skill.
Social Studies,Third Grade,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Create a plan to meet a financial goal.,SS.3.5.1,"Disciplinary, Information, and Media Literacy:",Compare the benefits and costs of individual choices.
Social Studies,Third Grade,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Create a plan to meet a financial goal.,SS.3.5.1,"Disciplinary, Information, and Media Literacy:",Identify positive and negative incentives that influence the decisions people make.
Social Studies,Third Grade,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Create a plan to meet a financial goal.,SS.3.5.1,"Disciplinary, Information, and Media Literacy:","Analyze different texts (including experiments, simulations, video, or multimedia texts) to compare competing theories, points of view, and arguments in the discipline."
Social Studies,Fourth Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Analyze primary and secondary sources from multiple points of view to develop an understanding of the history of Colorado.,SS.4.1.1,Students Can:,"Draw inferences about Colorado history from primary sources such as journals, diaries, maps, treaties, oral histories, etc."
Social Studies,Fourth Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Analyze primary and secondary sources from multiple points of view to develop an understanding of the history of Colorado.,SS.4.1.1,Students Can:,Identify cause-and-effect relationships using primary sources to understand the history of Colorado's development.
Social Studies,Fourth Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Analyze primary and secondary sources from multiple points of view to develop an understanding of the history of Colorado.,SS.4.1.1,Students Can:,"Explain, through multiple perspectives, the human interactions among people and cultures that are indigenous to or migrated to present-day Colorado. Including but not limited to: historic tribes of Colorado, the Ute Mountain Ute, Southern Ute, Spanish explorers, trappers, and traders."
Social Studies,Fourth Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Analyze primary and secondary sources from multiple points of view to develop an understanding of the history of Colorado.,SS.4.1.1,Students Can:,"Identify and describe how political and cultural groups have affected the development of the region. Including but not limited to: African American, Latino, Asian American, Indigenous Peoples, religious groups, and European settlers."
Social Studies,Fourth Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Analyze primary and secondary sources from multiple points of view to develop an understanding of the history of Colorado.,SS.4.1.1,Students Can:,Discuss the multiple perspectives of settler colonialism/Westward Expansion and the impact on the political and cultural landscape of the region presently known as Colorado.
Social Studies,Fourth Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Analyze primary and secondary sources from multiple points of view to develop an understanding of the history of Colorado.,SS.4.1.1,Colorado Essential Skills:,"Identify and explain the perspectives of the various groups important in Colorado history when exploring the development of the state. For example: African American, Latino, Asian American, Indigenous Peoples, LGBTQ, religious groups, working class, and labor unions (Global and Cultural Awareness)."
Social Studies,Fourth Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Analyze primary and secondary sources from multiple points of view to develop an understanding of the history of Colorado.,SS.4.1.1,Colorado Essential Skills:,Recognize and describe cause-and-effect relationships in the history of Colorado (Critical Thinking and Analysis).
Social Studies,Fourth Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Analyze primary and secondary sources from multiple points of view to develop an understanding of the history of Colorado.,SS.4.1.1,Inquiry Questions:,How have past events influenced present-day Colorado and the Rocky Mountain region?
Social Studies,Fourth Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Analyze primary and secondary sources from multiple points of view to develop an understanding of the history of Colorado.,SS.4.1.1,Inquiry Questions:,Why is it important to know the sequence of events and people in Colorado history?
Social Studies,Fourth Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Analyze primary and secondary sources from multiple points of view to develop an understanding of the history of Colorado.,SS.4.1.1,Inquiry Questions:,How can primary sources help us learn about the past or create more questions about our state's history?
Social Studies,Fourth Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Analyze primary and secondary sources from multiple points of view to develop an understanding of the history of Colorado.,SS.4.1.1,Inquiry Questions:,What social and economic decisions caused people to locate or relocate in various regions of Colorado?
Social Studies,Fourth Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Analyze primary and secondary sources from multiple points of view to develop an understanding of the history of Colorado.,SS.4.1.1,Inquiry Questions:,What factors caused the displacement of Indigenous Peoples in the region now known as Colorado?
Social Studies,Fourth Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Analyze primary and secondary sources from multiple points of view to develop an understanding of the history of Colorado.,SS.4.1.1,Inquiry Questions:,How does one's perspective influence the words we use when studying events in history? For example: Settler colonialism and Westward Expansion?
Social Studies,Fourth Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Analyze primary and secondary sources from multiple points of view to develop an understanding of the history of Colorado.,SS.4.1.1,Nature and Skills of History:,Historical thinkers seek accounts of history from multiple perspectives and from multiple sources.
Social Studies,Fourth Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Analyze primary and secondary sources from multiple points of view to develop an understanding of the history of Colorado.,SS.4.1.1,Nature and Skills of History:,Historical thinkers analyze patterns and themes throughout time.
Social Studies,Fourth Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Analyze primary and secondary sources from multiple points of view to develop an understanding of the history of Colorado.,SS.4.1.1,Nature and Skills of History:,Historical thinkers use primary sources as references for research.
Social Studies,Fourth Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Analyze primary and secondary sources from multiple points of view to develop an understanding of the history of Colorado.,SS.4.1.1,Nature and Skills of History:,Historical thinkers recognize important events in Colorado and can put them in chronological order to understand cause and effect such as the interactions of Indigenous Peoples defending their homelands/way of life from settler colonialism/Westward Expansion; discovery of gold and the Gold Rush; the growth of cities and towns and the development of law; the development of the state Constitution; and prohibition of slavery.
Social Studies,Fourth Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Analyze primary and secondary sources from multiple points of view to develop an understanding of the history of Colorado.,SS.4.1.1,Nature and Skills of History:,Historical thinkers can explain why individuals and groups during the same historical period differed in their perspectives.
Social Studies,Fourth Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Analyze primary and secondary sources from multiple points of view to develop an understanding of the history of Colorado.,SS.4.1.1,"Disciplinary, Information, and Media Literacy:",Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.
Social Studies,Fourth Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Analyze primary and secondary sources from multiple points of view to develop an understanding of the history of Colorado.,SS.4.1.1,"Disciplinary, Information, and Media Literacy:",Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
Social Studies,Fourth Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Analyze primary and secondary sources from multiple points of view to develop an understanding of the history of Colorado.,SS.4.1.1,"Disciplinary, Information, and Media Literacy:","Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic."
Social Studies,Fourth Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Analyze primary and secondary sources from multiple points of view to develop an understanding of the history of Colorado.,SS.4.1.1,"Disciplinary, Information, and Media Literacy:",Use precise language and domain-specific vocabulary to inform about or explain the topic.
Social Studies,Fourth Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Analyze primary and secondary sources from multiple points of view to develop an understanding of the history of Colorado.,SS.4.1.1,"Disciplinary, Information, and Media Literacy:","Draw evidence from literary or informational texts to support analysis, reflection, and research."
Social Studies,Fourth Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Analyze primary and secondary sources from multiple points of view to develop an understanding of the history of Colorado.,SS.4.1.1,"Disciplinary, Information, and Media Literacy:","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."
Social Studies,Fourth Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Analyze primary and secondary sources from multiple points of view to develop an understanding of the history of Colorado.,SS.4.1.1,"Disciplinary, Information, and Media Literacy:",Begin to discuss historical perspectives.
Social Studies,Fourth Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Analyze primary and secondary sources from multiple points of view to develop an understanding of the history of Colorado.,SS.4.1.1,"Disciplinary, Information, and Media Literacy:",Communicate information through the use of technologies.
Social Studies,Fourth Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Analyze primary and secondary sources from multiple points of view to develop an understanding of the history of Colorado.,SS.4.1.1,"Disciplinary, Information, and Media Literacy:",Articulate the most effective options to access information needed for a specific purpose.
Social Studies,Fourth Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Analyze primary and secondary sources from multiple points of view to develop an understanding of the history of Colorado.,SS.4.1.1,"Disciplinary, Information, and Media Literacy:",Find information using technology.
Social Studies,Fourth Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"2. Describe 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.",SS.4.1.2,Students Can:,Construct a timeline of the major events in Colorado history.
Social Studies,Fourth Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"2. Describe 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.",SS.4.1.2,Students Can:,"Explain the relationship between major events in Colorado history and events in United States history during the same era. Including but not limited to: Colorado statehood, the Ludlow and Sand Creek Massacres, creation of national parks in Colorado, the Great Depression, the Dust Bowl, Amaché, Chicano movement, and busing in Denver."
Social Studies,Fourth Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"2. Describe 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.",SS.4.1.2,Students Can:,"Describe both past and present interactions among the people and cultures in Colorado. For example: African Americans, Latinos, Asian Americans, Indigenous Peoples, LGBTQ, and religious groups."
Social Studies,Fourth Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"2. Describe 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.",SS.4.1.2,Students Can:,"Describe the impact of various technological developments. For example: Changes in mining technologies, agricultural technology (center pivot irrigation), transportation, early 20th century industrial developments, and 20th century nuclear and computer technologies."
Social Studies,Fourth Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"2. Describe 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.",SS.4.1.2,Colorado Essential Skills:,Recognize and describe cause-and-effect relationships within Colorado history and draw conclusions about how various events and people affected the development of the state (Critical Thinking and Analysis).
Social Studies,Fourth Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"2. Describe 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.",SS.4.1.2,Inquiry Questions:,"In what ways have geographic, economic, cultural, and technological changes influenced Colorado today?"
Social Studies,Fourth Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"2. Describe 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.",SS.4.1.2,Inquiry Questions:,"Why did people of various cultural groups such as African Americans, Latinos, Asian Americans, Indigenous Peoples, and religious minorities migrate to and settle in Colorado?"
Social Studies,Fourth Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"2. Describe 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.",SS.4.1.2,Inquiry Questions:,"To what extent has unity, diversity, and discord shaped Colorado?"
Social Studies,Fourth Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"2. Describe 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.",SS.4.1.2,Inquiry Questions:,"How have various individuals, groups, and ideas affected the development of Colorado?"
Social Studies,Fourth Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"2. Describe 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.",SS.4.1.2,Inquiry Questions:,"What happened to early African American communities such as Dearfield, Lincoln Hills, or Five Points in Denver?"
Social Studies,Fourth Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"2. Describe 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.",SS.4.1.2,Nature and Skills of History:,Historical thinkers analyze patterns and themes across time periods.
Social Studies,Fourth Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"2. Describe 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.",SS.4.1.2,Nature and Skills of History:,Historical thinkers use context and information from the past to make connections and inform current decisions. For example: Colorado has had a history of boom-and-bust cycles that have influenced the decisions of city and state planners.
Social Studies,Fourth Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"2. Describe 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.",SS.4.1.2,Nature and Skills of History:,Historical thinkers realize that technological developments continue to evolve and affect the present. For example: Environmental issues have had an impact on Colorado from the Gold Rush to modern pollution.
Social Studies,Fourth Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"2. Describe 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.",SS.4.1.2,Nature and Skills of History:,Historical thinkers compare life in specific historical time periods to life today.
Social Studies,Fourth Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"2. Describe 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.",SS.4.1.2,Nature and Skills of History:,Historical thinkers generate questions about individuals and groups who have shaped significant historical changes and continuities.
Social Studies,Fourth Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"2. Describe 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.",SS.4.1.2,Nature and Skills of History:,"Historical thinkers construct explanations using reasoning, correct sequence, examples, and details with relevant information and data."
Social Studies,Fourth Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"2. Describe 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.",SS.4.1.2,"Disciplinary, Information, and Media Literacy:","Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer's purpose."
Social Studies,Fourth Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"2. Describe 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.",SS.4.1.2,"Disciplinary, Information, and Media Literacy:",Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
Social Studies,Fourth Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"2. Describe 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.",SS.4.1.2,"Disciplinary, Information, and Media Literacy:",Use precise language and domain-specific vocabulary to inform about or explain the topic.
Social Studies,Fourth Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"2. Describe 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.",SS.4.1.2,"Disciplinary, Information, and Media Literacy:",Conduct short research projects that build knowledge through investigation of different aspects of a topic.
Social Studies,Fourth Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"2. Describe 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.",SS.4.1.2,"Disciplinary, Information, and Media Literacy:","Draw evidence from literary or informational texts to support analysis, reflection, and research."
Social Studies,Fourth Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"2. Describe 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.",SS.4.1.2,"Disciplinary, Information, and Media Literacy:","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."
Social Studies,Fourth Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"2. Describe 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.",SS.4.1.2,"Disciplinary, Information, and Media Literacy:",Articulate the most effective options to access information needed for a specific purpose.
Social Studies,Fourth Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"2. Describe 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.",SS.4.1.2,"Disciplinary, Information, and Media Literacy:",Find information using technology.
Social Studies,Fourth Grade,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic tools to research and answer questions about Colorado geography.,SS.4.2.1,Students Can:,Answer questions about Colorado regions using maps and other geographic tools.
Social Studies,Fourth Grade,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic tools to research and answer questions about Colorado geography.,SS.4.2.1,Students Can:,"Use geographic grids, including latitude and longitude, to locate places and answer questions about maps and images of Colorado."
Social Studies,Fourth Grade,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic tools to research and answer questions about Colorado geography.,SS.4.2.1,Students Can:,Create and investigate geographic questions about Colorado in relation to other places.
Social Studies,Fourth Grade,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic tools to research and answer questions about Colorado geography.,SS.4.2.1,Students Can:,"Illustrate, using geographic tools, how places in Colorado have changed and developed over time due to human activity."
Social Studies,Fourth Grade,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic tools to research and answer questions about Colorado geography.,SS.4.2.1,Students Can:,Describe similarities and differences between the physical geography of Colorado and its neighboring states.
Social Studies,Fourth Grade,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic tools to research and answer questions about Colorado geography.,SS.4.2.1,Colorado Essential Skills:,Articulate the most effective tools to access information about the geography of Colorado (Media Literacy).
Social Studies,Fourth Grade,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic tools to research and answer questions about Colorado geography.,SS.4.2.1,Colorado Essential Skills:,Ask questions to develop further understanding about the geography and development of Colorado (Critical Thinking and Analysis).
Social Studies,Fourth Grade,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic tools to research and answer questions about Colorado geography.,SS.4.2.1,Inquiry Questions:,Which geographic tools are best to locate information about a place?
Social Studies,Fourth Grade,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic tools to research and answer questions about Colorado geography.,SS.4.2.1,Inquiry Questions:,Why did settlements and large cities develop where they did in Colorado?
Social Studies,Fourth Grade,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic tools to research and answer questions about Colorado geography.,SS.4.2.1,Inquiry Questions:,How are the regions of Colorado defined by geography?
Social Studies,Fourth Grade,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic tools to research and answer questions about Colorado geography.,SS.4.2.1,Inquiry Questions:,How does the physical location of Colorado affect its relationship with other regions of the United States and the world?
Social Studies,Fourth Grade,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic tools to research and answer questions about Colorado geography.,SS.4.2.1,Nature and Skills of Geography:,Geographic thinkers gather appropriate tools to formulate and answer questions related to space and place.
Social Studies,Fourth Grade,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic tools to research and answer questions about Colorado geography.,SS.4.2.1,Nature and Skills of Geography:,Geographic thinkers use tools to compare and contrast geographic locations.
Social Studies,Fourth Grade,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic tools to research and answer questions about Colorado geography.,SS.4.2.1,Nature and Skills of Geography:,Geographic thinkers use geographic tools to answer questions about the state and region to make informed choices. For example: A family reads a weather map to research road conditions to inform their decision to go to the mountains in the winter.
Social Studies,Fourth Grade,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic tools to research and answer questions about Colorado geography.,SS.4.2.1,Nature and Skills of Geography:,Geographic thinkers use geographic tools to collect and analyze data regarding an area where people live.
Social Studies,Fourth Grade,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic tools to research and answer questions about Colorado geography.,SS.4.2.1,Nature and Skills of Geography:,Geographic thinkers identify evidence that draws information from multiple sources in response to compelling questions.
Social Studies,Fourth Grade,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic tools to research and answer questions about Colorado geography.,SS.4.2.1,Nature and Skills of Geography:,Geographic thinkers use evidence to develop claims in response to compelling questions.
Social Studies,Fourth Grade,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic tools to research and answer questions about Colorado geography.,SS.4.2.1,"Disciplinary, Information, and Media Literacy:",Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
Social Studies,Fourth Grade,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic tools to research and answer questions about Colorado geography.,SS.4.2.1,"Disciplinary, Information, and Media Literacy:","Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer's purpose."
Social Studies,Fourth Grade,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic tools to research and answer questions about Colorado geography.,SS.4.2.1,"Disciplinary, Information, and Media Literacy:","Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic."
Social Studies,Fourth Grade,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic tools to research and answer questions about Colorado geography.,SS.4.2.1,"Disciplinary, Information, and Media Literacy:",Provide a concluding statement or section related to the information or explanation presented.
Social Studies,Fourth Grade,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic tools to research and answer questions about Colorado geography.,SS.4.2.1,"Disciplinary, Information, and Media Literacy:",Identify disciplinary concepts and ideas associated with a compelling question that are open to different interpretations.
Social Studies,Fourth Grade,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic tools to research and answer questions about Colorado geography.,SS.4.2.1,"Disciplinary, Information, and Media Literacy:",Access relevant information needed for a specific purpose.
Social Studies,Fourth Grade,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic tools to research and answer questions about Colorado geography.,SS.4.2.1,"Disciplinary, Information, and Media Literacy:",Find and communicate information using technology.
Social Studies,Fourth Grade,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,2. Examine the relationship between the physical environment and its effect on human activity.,SS.4.2.2,Students Can:,Describe how the physical environment provides opportunities for and places constraints on human activities.
Social Studies,Fourth Grade,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,2. Examine the relationship between the physical environment and its effect on human activity.,SS.4.2.2,Students Can:,Explain how physical environments influence immigration into the state.
Social Studies,Fourth Grade,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,2. Examine the relationship between the physical environment and its effect on human activity.,SS.4.2.2,Students Can:,Analyze how people use geographic factors in creating settlements and have adapted to and modified the local physical environment.
Social Studies,Fourth Grade,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,2. Examine the relationship between the physical environment and its effect on human activity.,SS.4.2.2,Students Can:,"Describe how places in Colorado are connected by movement of goods, services, and technology."
Social Studies,Fourth Grade,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,2. Examine the relationship between the physical environment and its effect on human activity.,SS.4.2.2,Colorado Essential Skills:,Define the problems faced by people in Colorado because of the physical environment they encountered (Critical Thinking and Analysis).
Social Studies,Fourth Grade,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,2. Examine the relationship between the physical environment and its effect on human activity.,SS.4.2.2,Inquiry Questions:,What physical characteristics led various cultural groups to select the places they did for settlement in Colorado?
Social Studies,Fourth Grade,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,2. Examine the relationship between the physical environment and its effect on human activity.,SS.4.2.2,Inquiry Questions:,How did Colorado settlers alter their environment to facilitate communication and transportation?
Social Studies,Fourth Grade,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,2. Examine the relationship between the physical environment and its effect on human activity.,SS.4.2.2,Inquiry Questions:,How does the physical environment affect human activity?
Social Studies,Fourth Grade,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,2. Examine the relationship between the physical environment and its effect on human activity.,SS.4.2.2,Inquiry Questions:,How does human activity affect the environment?
Social Studies,Fourth Grade,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,2. Examine the relationship between the physical environment and its effect on human activity.,SS.4.2.2,Nature and Skills of Geography:,"Geographic thinkers use maps, satellite images, photographs, and other representations to explain relationships between the locations of places and regions and their environmental characteristics."
Social Studies,Fourth Grade,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,2. Examine the relationship between the physical environment and its effect on human activity.,SS.4.2.2,Nature and Skills of Geography:,Geographic thinkers evaluate how physical features affect the development of a sense of place.
Social Studies,Fourth Grade,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,2. Examine the relationship between the physical environment and its effect on human activity.,SS.4.2.2,Nature and Skills of Geography:,"Geographic thinkers consider geographic factors when making settlement decisions. For example: Colorado Springs has a dry climate that is favorable for computer companies, and ski resorts developed in the Rocky Mountains."
Social Studies,Fourth Grade,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,2. Examine the relationship between the physical environment and its effect on human activity.,SS.4.2.2,Nature and Skills of Geography:,Geographic thinkers can describe how environmental and cultural characteristics influence population distribution in specific places or regions in Colorado.
Social Studies,Fourth Grade,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,2. Examine the relationship between the physical environment and its effect on human activity.,SS.4.2.2,Nature and Skills of Geography:,"Geographic thinkers explain how cultural and environmental characteristics affect the distribution and movement of people, goods, and ideas."
Social Studies,Fourth Grade,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,2. Examine the relationship between the physical environment and its effect on human activity.,SS.4.2.2,Nature and Skills of Geography:,Geographic thinkers explain how human settlements and movements relate to the locations and use of various natural resources.
Social Studies,Fourth Grade,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,2. Examine the relationship between the physical environment and its effect on human activity.,SS.4.2.2,"Disciplinary, Information, and Media Literacy:",Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.
Social Studies,Fourth Grade,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,2. Examine the relationship between the physical environment and its effect on human activity.,SS.4.2.2,"Disciplinary, Information, and Media Literacy:",Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
Social Studies,Fourth Grade,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,2. Examine the relationship between the physical environment and its effect on human activity.,SS.4.2.2,"Disciplinary, Information, and Media Literacy:",Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
Social Studies,Fourth Grade,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,2. Examine the relationship between the physical environment and its effect on human activity.,SS.4.2.2,"Disciplinary, Information, and Media Literacy:","Introduce a topic clearly and group-related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful in aiding comprehension."
Social Studies,Fourth Grade,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,2. Examine the relationship between the physical environment and its effect on human activity.,SS.4.2.2,"Disciplinary, Information, and Media Literacy:",Identify disciplinary concepts and ideas associated with a compelling question that are open to different interpretations.
Social Studies,Fourth Grade,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,2. Examine the relationship between the physical environment and its effect on human activity.,SS.4.2.2,"Disciplinary, Information, and Media Literacy:",Explain how supporting questions help answer compelling questions in an inquiry.
Social Studies,Fourth Grade,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,2. Examine the relationship between the physical environment and its effect on human activity.,SS.4.2.2,"Disciplinary, Information, and Media Literacy:",Articulate the most effective options to access information needed for a specific purpose.
Social Studies,Fourth Grade,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,2. Examine the relationship between the physical environment and its effect on human activity.,SS.4.2.2,"Disciplinary, Information, and Media Literacy:",Find information using technology.
Social Studies,Fourth Grade,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,2. Examine the relationship between the physical environment and its effect on human activity.,SS.4.2.2,"Disciplinary, Information, and Media Literacy:",Communicate information using technology.
Social Studies,Fourth Grade,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,1. Explain how people respond to positive and negative incentives.,SS.4.3.1,Students Can:,Define positive and negative economic incentives and describe how people typically respond to those incentives.
Social Studies,Fourth Grade,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,1. Explain how people respond to positive and negative incentives.,SS.4.3.1,Students Can:,"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."
Social Studies,Fourth Grade,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,1. Explain how people respond to positive and negative incentives.,SS.4.3.1,Students Can:,"Give examples of the kinds of goods and services produced in Colorado, in different historical periods, and their connection to economic incentives."
Social Studies,Fourth Grade,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,1. Explain how people respond to positive and negative incentives.,SS.4.3.1,Students Can:,"Explain how productive resources (natural, human, and capital) have influenced the types of goods produced and services provided in Colorado."
Social Studies,Fourth Grade,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,1. Explain how people respond to positive and negative incentives.,SS.4.3.1,Colorado Essential Skills:,Set goals and develop strategies which take into account positive and negative incentives in order to remain focused on learning goals (Perseverance and Resilience).
Social Studies,Fourth Grade,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,1. Explain how people respond to positive and negative incentives.,SS.4.3.1,Inquiry Questions:,Why are different goods and services important at different times in Colorado's history?
Social Studies,Fourth Grade,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,1. Explain how people respond to positive and negative incentives.,SS.4.3.1,Inquiry Questions:,How have science and technology changed the economy of Colorado?
Social Studies,Fourth Grade,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,1. Explain how people respond to positive and negative incentives.,SS.4.3.1,Inquiry Questions:,"How have natural, human, and capital resources had both positive and negative impacts on the development of Colorado?"
Social Studies,Fourth Grade,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,1. Explain how people respond to positive and negative incentives.,SS.4.3.1,Inquiry Questions:,How can you explain why people or communities make the decisions that they do?
Social Studies,Fourth Grade,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,1. Explain how people respond to positive and negative incentives.,SS.4.3.1,Nature and Skills of Economics:,Economic thinkers study positive incentives and how they influence behavior predictably over time. For example: Responsible individuals save for the future and move for better job opportunities.
Social Studies,Fourth Grade,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,1. Explain how people respond to positive and negative incentives.,SS.4.3.1,Nature and Skills of Economics:,Economic thinkers study how negative incentives influence behavior predictably over time. For example: People move or refuse to relocate due to poor climate or resource shortages.
Social Studies,Fourth Grade,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,1. Explain how people respond to positive and negative incentives.,SS.4.3.1,Nature and Skills of Economics:,Economic thinkers investigate alternative ways to use the resources in terms of their advantages and disadvantages.
Social Studies,Fourth Grade,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,1. Explain how people respond to positive and negative incentives.,SS.4.3.1,Nature and Skills of Economics:,Economic thinkers use both positive and negative incentives to affect behavior. For example: The tourism industry uses incentives to attract tourists and government agencies use tickets to discourage speeding and fines for not following regulations.
Social Studies,Fourth Grade,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,1. Explain how people respond to positive and negative incentives.,SS.4.3.1,"Disciplinary, Information, and Media Literacy:","Draw evidence from literary or informational texts to support analysis, reflection, and research."
Social Studies,Fourth Grade,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,1. Explain how people respond to positive and negative incentives.,SS.4.3.1,"Disciplinary, Information, and Media Literacy:",Identify disciplinary concepts and ideas associated with a compelling question that are open to different interpretations.
Social Studies,Fourth Grade,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,1. Explain how people respond to positive and negative incentives.,SS.4.3.1,"Disciplinary, Information, and Media Literacy:","Identify the main idea, sequence of events, and cause and effect in a social studies context."
Social Studies,Fourth Grade,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,1. Explain how people respond to positive and negative incentives.,SS.4.3.1,"Disciplinary, Information, and Media Literacy:",Present information orally and in writing.
Social Studies,Fourth Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Investigate multiple perspectives on civic issues.,SS.4.4.1,Students Can:,Give examples of issues faced by the state of Colorado and develop possible solutions.
Social Studies,Fourth Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Investigate multiple perspectives on civic issues.,SS.4.4.1,Students Can:,Provide supportive arguments for both sides of a current public policy debate involving diverse stakeholders.
Social Studies,Fourth Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Investigate multiple perspectives on civic issues.,SS.4.4.1,Students Can:,"Discuss how various individuals and groups influence the way an issue affecting the state is viewed and resolved. Including but not limited to the contributions of African Americans, Latinos, Japanese Americans, Indigenous Peoples, LGBTQ, and religious groups."
Social Studies,Fourth Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Investigate multiple perspectives on civic issues.,SS.4.4.1,Students Can:,Identify and use appropriate sources to investigate and analyze issues from multiple diverse perspectives.
Social Studies,Fourth Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Investigate multiple perspectives on civic issues.,SS.4.4.1,Colorado Essential Skills:,Regulate reactions to differing perspectives (Adaptability and Flexibility).
Social Studies,Fourth Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Investigate multiple perspectives on civic issues.,SS.4.4.1,Colorado Essential Skills:,Identify and explain multiple perspectives when exploring issues faced by the state of Colorado (Global and Cultural Awareness).
Social Studies,Fourth Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Investigate multiple perspectives on civic issues.,SS.4.4.1,Colorado Essential Skills:,Participate in social or community activities (Civic Engagement).
Social Studies,Fourth Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Investigate multiple perspectives on civic issues.,SS.4.4.1,Inquiry Questions:,How do diverse opinions enrich a community?
Social Studies,Fourth Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Investigate multiple perspectives on civic issues.,SS.4.4.1,Inquiry Questions:,How does an individual's experience and background influence perception of an issue?
Social Studies,Fourth Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Investigate multiple perspectives on civic issues.,SS.4.4.1,Inquiry Questions:,Why is it important for those who are most impacted by an issue to be involved in creating solutions?
Social Studies,Fourth Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Investigate multiple perspectives on civic issues.,SS.4.4.1,Inquiry Questions:,Why is it important to research issues and engage in civil debates?
Social Studies,Fourth Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Investigate multiple perspectives on civic issues.,SS.4.4.1,Inquiry Questions:,"Why is it important that all voices are heard by local and state government officials? For example: Groups and individuals representing African Americans, Latinos, Asian Americans, Indigenous Peoples, LGBTQ, and religious groups?"
Social Studies,Fourth Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Investigate multiple perspectives on civic issues.,SS.4.4.1,Nature and Skills of Civics:,"Civic-minded individuals understand that virtues, such as honesty, mutual respect, cooperation, and attentiveness to multiple perspectives, should be used when they interact with each other on public matters."
Social Studies,Fourth Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Investigate multiple perspectives on civic issues.,SS.4.4.1,Nature and Skills of Civics:,Civic-minded individuals recognize opportunities to study the effectiveness of various ways to influence state public policy.
Social Studies,Fourth Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Investigate multiple perspectives on civic issues.,SS.4.4.1,Nature and Skills of Civics:,Civic-minded individuals understand the relationship between state/tribal government and citizens.
Social Studies,Fourth Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Investigate multiple perspectives on civic issues.,SS.4.4.1,Nature and Skills of Civics:,"Civic-minded individuals study the art of debate, critical reasoning, and active listening to foster informed choices. For example: School boards review the pros and cons of an issue such as dress codes and then make a policy decision."
Social Studies,Fourth Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Investigate multiple perspectives on civic issues.,SS.4.4.1,Nature and Skills of Civics:,"Civic-minded individuals identify the beliefs, experiences, perspectives, and values that underlie their own and others' points of view about civic issues."
Social Studies,Fourth Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Investigate multiple perspectives on civic issues.,SS.4.4.1,Nature and Skills of Civics:,Civic-minded individuals critique arguments and provide explanations.
Social Studies,Fourth Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Investigate multiple perspectives on civic issues.,SS.4.4.1,"Disciplinary, Information, and Media Literacy:","Draw evidence from literary or informational texts to support analysis, reflection, and research."
Social Studies,Fourth Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Investigate multiple perspectives on civic issues.,SS.4.4.1,"Disciplinary, Information, and Media Literacy:",Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
Social Studies,Fourth Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Investigate multiple perspectives on civic issues.,SS.4.4.1,"Disciplinary, Information, and Media Literacy:",Identify disciplinary concepts and ideas associated with a compelling question that are open to different interpretations.
Social Studies,Fourth Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Investigate multiple perspectives on civic issues.,SS.4.4.1,"Disciplinary, Information, and Media Literacy:","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."
Social Studies,Fourth Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Investigate multiple perspectives on civic issues.,SS.4.4.1,"Disciplinary, Information, and Media Literacy:","Gather relevant information from multiple sources while using the origin, structure, and context to guide the selection."
Social Studies,Fourth Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Investigate multiple perspectives on civic issues.,SS.4.4.1,"Disciplinary, Information, and Media Literacy:",Present information orally and in writing.
Social Studies,Fourth Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Investigate multiple perspectives on civic issues.,SS.4.4.1,"Disciplinary, Information, and Media Literacy:",Use technology to access information efficiently and effectively.
Social Studies,Fourth Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Investigate multiple perspectives on civic issues.,SS.4.4.1,"Disciplinary, Information, and Media Literacy:",Understanding the consequences of how and what one chooses to communicate.
Social Studies,Fourth Grade,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,"2. Describe the origins, structures, and functions of the Colorado government.",SS.4.4.2,Students Can:,Explain the historical foundation and events that led to the Colorado Constitution and the formation of the three branches of Colorado government.
Social Studies,Fourth Grade,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,"2. Describe the origins, structures, and functions of the Colorado government.",SS.4.4.2,Students Can:,"Identify and explain a variety of roles leaders, citizens, and others play in state government."
Social Studies,Fourth Grade,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,"2. Describe the origins, structures, and functions of the Colorado government.",SS.4.4.2,Students Can:,Identify and explain the services the state government provides and how those services are funded.
Social Studies,Fourth Grade,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,"2. Describe the origins, structures, and functions of the Colorado government.",SS.4.4.2,Students Can:,Describe how the decisions of the state government affect local governments and interact with the federal government and sovereign indigenous nations.
Social Studies,Fourth Grade,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,"2. Describe the origins, structures, and functions of the Colorado government.",SS.4.4.2,Students Can:,Describe how a citizen might engage in local and state government to demonstrate their rights or initiate change.
Social Studies,Fourth Grade,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,"2. Describe the origins, structures, and functions of the Colorado government.",SS.4.4.2,Colorado Essential Skills:,Recognize how members of a community rely on each other to make decisions and enact change (Civic Engagement).
Social Studies,Fourth Grade,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,"2. Describe the origins, structures, and functions of the Colorado government.",SS.4.4.2,Inquiry Questions:,What would state government look like if one branch had more power than the others?
Social Studies,Fourth Grade,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,"2. Describe the origins, structures, and functions of the Colorado government.",SS.4.4.2,Inquiry Questions:,What would Colorado be like without a state government?
Social Studies,Fourth Grade,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,"2. Describe the origins, structures, and functions of the Colorado government.",SS.4.4.2,Inquiry Questions:,To what extent were various individuals and organizations in the state important in the development of Colorado's government?
Social Studies,Fourth Grade,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,"2. Describe the origins, structures, and functions of the Colorado government.",SS.4.4.2,Nature and Skills of Civics:,"Civic-minded individuals understand the importance of the processes and rules by which groups of people make decisions, govern themselves, and address public problems."
Social Studies,Fourth Grade,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,"2. Describe the origins, structures, and functions of the Colorado government.",SS.4.4.2,Nature and Skills of Civics:,"Civic-minded individuals know the origins, structure, and functions of Colorado's government and how it provides for participation, influence, and benefits. For example: Individuals can vote on ballot issues that affect taxes."
Social Studies,Fourth Grade,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,"2. Describe the origins, structures, and functions of the Colorado government.",SS.4.4.2,Nature and Skills of Civics:,Civic-minded individuals investigate resources and ask for government support and services. For example: Someone wanting to open a restaurant can visit the Department of Health website to get information.
Social Studies,Fourth Grade,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,"2. Describe the origins, structures, and functions of the Colorado government.",SS.4.4.2,Nature and Skills of Civics:,"Civic-minded individuals can explain different strategies and approaches that students and others could take in working alone and together to address local, regional, and global problems, and predict possible results of their actions. For example: Citizens can volunteer to help with cultural celebrations at their local library to help others learn about and respect diverse cultures in their community."
Social Studies,Fourth Grade,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,"2. Describe the origins, structures, and functions of the Colorado government.",SS.4.4.2,"Disciplinary, Information, and Media Literacy:",Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
Social Studies,Fourth Grade,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,"2. Describe the origins, structures, and functions of the Colorado government.",SS.4.4.2,"Disciplinary, Information, and Media Literacy:","Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace."
Social Studies,Fourth Grade,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,"2. Describe the origins, structures, and functions of the Colorado government.",SS.4.4.2,"Disciplinary, Information, and Media Literacy:",Present information orally and in writing.
Social Studies,Fourth Grade,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,"2. Describe the origins, structures, and functions of the Colorado government.",SS.4.4.2,"Disciplinary, Information, and Media Literacy:",Use technology to access information efficiently and effectively.
Social Studies,Fourth Grade,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,"2. Describe the origins, structures, and functions of the Colorado government.",SS.4.4.2,"Disciplinary, Information, and Media Literacy:","Identifying how laws, rules, and policies need to evolve as society responds to technological advancements."
Social Studies,Fourth Grade,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Determine the opportunity cost when making a choice.,SS.4.5.1,Students Can:,Define choice and opportunity cost.
Social Studies,Fourth Grade,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Determine the opportunity cost when making a choice.,SS.4.5.1,Students Can:,Determine the relationship between long-term goals and opportunity cost.
Social Studies,Fourth Grade,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Determine the opportunity cost when making a choice.,SS.4.5.1,Students Can:,Analyze scenarios of choices including opportunity cost.
Social Studies,Fourth Grade,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Determine the opportunity cost when making a choice.,SS.4.5.1,Colorado Essential Skills:,Make connections between information gathered and personal experiences to apply and/or test solutions when making a purchase (Self-Advocacy and Initiative).
Social Studies,Fourth Grade,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Determine the opportunity cost when making a choice.,SS.4.5.1,Colorado Essential Skills:,"Regulate one's emotions, thoughts, and behaviors in different situations when making a purchase (Self-Management)."
Social Studies,Fourth Grade,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Determine the opportunity cost when making a choice.,SS.4.5.1,Colorado Essential Skills:,Ask questions to develop further personal understanding of how to make informed purchases (Critical Thinking and Analysis).
Social Studies,Fourth Grade,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Determine the opportunity cost when making a choice.,SS.4.5.1,Inquiry Questions:,What different ways does an individual have to get information when deciding between purchase options?
Social Studies,Fourth Grade,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Determine the opportunity cost when making a choice.,SS.4.5.1,Inquiry Questions:,How do you know when a good decision has been made about a purchase?
Social Studies,Fourth Grade,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Determine the opportunity cost when making a choice.,SS.4.5.1,Inquiry Questions:,What outside influences (peer pressure) can affect spending decisions?
Social Studies,Fourth Grade,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Determine the opportunity cost when making a choice.,SS.4.5.1,Nature and Skills of Economics (PFL):,Financially capable individuals analyze opportunity costs associated with making decisions.
Social Studies,Fourth Grade,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Determine the opportunity cost when making a choice.,SS.4.5.1,Nature and Skills of Economics (PFL):,Financially capable individuals analyze data to forecast possible outcomes.
Social Studies,Fourth Grade,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Determine the opportunity cost when making a choice.,SS.4.5.1,Nature and Skills of Economics (PFL):,"Financially capable individuals understand that the relationship between choice and opportunity cost leads to good decision-making. For example: A business may have an opportunity to purchase inexpensive land, but the cost may be in the travel time."
Social Studies,Fourth Grade,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Determine the opportunity cost when making a choice.,SS.4.5.1,Nature and Skills of Economics (PFL):,Financially capable individuals compare the benefits and costs of individual choices.
Social Studies,Fourth Grade,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Determine the opportunity cost when making a choice.,SS.4.5.1,Nature and Skills of Economics (PFL):,Financially capable individuals identify positive and negative incentives that influence the decisions people make.
Social Studies,Fourth Grade,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Determine the opportunity cost when making a choice.,SS.4.5.1,"Disciplinary, Information, and Media Literacy:",Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
Social Studies,Fourth Grade,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Determine the opportunity cost when making a choice.,SS.4.5.1,"Disciplinary, Information, and Media Literacy:",Use precise language and domain-specific vocabulary to inform about or explain the topic.
Social Studies,Fifth Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Analyze primary and secondary sources from multiple points of view to develop an understanding of early United States history.,SS.5.1.1,Students Can:,Recognize how historical context can affect the perspective of historical sources.
Social Studies,Fifth Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Analyze primary and secondary sources from multiple points of view to develop an understanding of early United States history.,SS.5.1.1,Students Can:,"Examine significant historical documents. For example: The Proclamation of 1763, the Stamp Act, the Declaration of Independence, the Constitution, and treaties with Indigenous Nations such as the Two Row Wampum Treaty."
Social Studies,Fifth Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Analyze primary and secondary sources from multiple points of view to develop an understanding of early United States history.,SS.5.1.1,Students Can:,Interpret timelines of eras and themes in North America from early Indigenous Peoples through the European Age of Exploration/post-Columbian colonization and the establishment of the United States Government.
Social Studies,Fifth Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Analyze primary and secondary sources from multiple points of view to develop an understanding of early United States history.,SS.5.1.1,Students Can:,"Analyze cartoons, artifacts, artwork, charts, and graphs related to eras and themes in early North America."
Social Studies,Fifth Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Analyze primary and secondary sources from multiple points of view to develop an understanding of early United States history.,SS.5.1.1,Colorado Essential Skills:,Make observations and draw conclusions from a variety of sources when studying American history (Media Literacy).
Social Studies,Fifth Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Analyze primary and secondary sources from multiple points of view to develop an understanding of early United States history.,SS.5.1.1,Colorado Essential Skills:,"Identify and explain multiple perspectives when exploring events, ideas, and issues in United States history (Global and Cultural Awareness)."
Social Studies,Fifth Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Analyze primary and secondary sources from multiple points of view to develop an understanding of early United States history.,SS.5.1.1,Inquiry Questions:,How do sources with varied perspectives help us to understand what happened in the past?
Social Studies,Fifth Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Analyze primary and secondary sources from multiple points of view to develop an understanding of early United States history.,SS.5.1.1,Inquiry Questions:,Why is important to understand the historical context of events?
Social Studies,Fifth Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Analyze primary and secondary sources from multiple points of view to develop an understanding of early United States history.,SS.5.1.1,Inquiry Questions:,How might history be different without the Declaration of Independence?
Social Studies,Fifth Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Analyze primary and secondary sources from multiple points of view to develop an understanding of early United States history.,SS.5.1.1,Inquiry Questions:,"Why is it important to understand the perspectives of diverse groups involved in early United States history? For example: African Americans, Indigenous Peoples, and religious and immigrant groups."
Social Studies,Fifth Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Analyze primary and secondary sources from multiple points of view to develop an understanding of early United States history.,SS.5.1.1,Nature and Skills of History:,Historical thinkers analyze and interpret primary and secondary sources to make inferences about various time periods and show cause-and-effect relationships.
Social Studies,Fifth Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Analyze primary and secondary sources from multiple points of view to develop an understanding of early United States history.,SS.5.1.1,Nature and Skills of History:,"Historical thinkers seek people, places, and events that tell the story of history from multiple perspectives."
Social Studies,Fifth Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Analyze primary and secondary sources from multiple points of view to develop an understanding of early United States history.,SS.5.1.1,Nature and Skills of History:,"Historical thinkers examine data for point of view, historical context, distortion, or propaganda."
Social Studies,Fifth Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Analyze primary and secondary sources from multiple points of view to develop an understanding of early United States history.,SS.5.1.1,Nature and Skills of History:,"Historical thinkers apply the historical method of inquiry to continuously interpret and refine history. For example: Political cartoonists portray multiple perspectives of events, and newspapers may be biased in coverage of events throughout time."
Social Studies,Fifth Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Analyze primary and secondary sources from multiple points of view to develop an understanding of early United States history.,SS.5.1.1,Nature and Skills of History:,Historical thinkers generate questions about individuals and groups who have shaped significant historical changes and continuities.
Social Studies,Fifth Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Analyze primary and secondary sources from multiple points of view to develop an understanding of early United States history.,SS.5.1.1,Nature and Skills of History:,Historical thinkers explain why individuals and groups during the same historical period differed in their perspectives.
Social Studies,Fifth Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Analyze primary and secondary sources from multiple points of view to develop an understanding of early United States history.,SS.5.1.1,Nature and Skills of History:,Historical thinkers explain connections among historical contexts and people's perspectives at the time.
Social Studies,Fifth Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Analyze primary and secondary sources from multiple points of view to develop an understanding of early United States history.,SS.5.1.1,Nature and Skills of History:,Historical thinkers summarize how different kinds of historical sources are used to explain events in the past.
Social Studies,Fifth Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Analyze primary and secondary sources from multiple points of view to develop an understanding of early United States history.,SS.5.1.1,Nature and Skills of History:,"Historical thinkers gather relevant information from multiple sources while using the origin, structure, and context to guide the selection."
Social Studies,Fifth Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Analyze primary and secondary sources from multiple points of view to develop an understanding of early United States history.,SS.5.1.1,Nature and Skills of History:,Historical thinkers use evidence to develop claims in response to compelling questions.
Social Studies,Fifth Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Analyze primary and secondary sources from multiple points of view to develop an understanding of early United States history.,SS.5.1.1,"Disciplinary, Information, and Media Literacy:","Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent."
Social Studies,Fifth Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Analyze primary and secondary sources from multiple points of view to develop an understanding of early United States history.,SS.5.1.1,"Disciplinary, Information, and Media Literacy:",Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
Social Studies,Fifth Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Analyze primary and secondary sources from multiple points of view to develop an understanding of early United States history.,SS.5.1.1,"Disciplinary, Information, and Media Literacy:",Provide logically ordered reasons that are supported by facts and details.
Social Studies,Fifth Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Analyze primary and secondary sources from multiple points of view to develop an understanding of early United States history.,SS.5.1.1,"Disciplinary, Information, and Media Literacy:",Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
Social Studies,Fifth Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Analyze primary and secondary sources from multiple points of view to develop an understanding of early United States history.,SS.5.1.1,"Disciplinary, Information, and Media Literacy:","Draw evidence from literary or informational texts to support analysis, reflection, and research."
Social Studies,Fifth Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Analyze primary and secondary sources from multiple points of view to develop an understanding of early United States history.,SS.5.1.1,"Disciplinary, Information, and Media Literacy:",Articulate the most effective options to access information needed for a specific purpose.
Social Studies,Fifth Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Analyze primary and secondary sources from multiple points of view to develop an understanding of early United States history.,SS.5.1.1,"Disciplinary, Information, and Media Literacy:",Communicate information using technology.
Social Studies,Fifth Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Analyze primary and secondary sources from multiple points of view to develop an understanding of early United States history.,SS.5.1.1,"Disciplinary, Information, and Media Literacy:",Understanding how rules for respecting others' belongings apply to digital content and information privacy.
Social Studies,Fifth Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"2. Examine the historical eras, individuals, groups, ideas, and themes in North America from early Indigenous Peoples through the European Age of Exploration/post-Columbian colonization and the establishment of the United States Government.",SS.5.1.2,Students Can:,"Explain interactions among various groups such as Indigenous Peoples, enslaved individuals (both Indigenous and African), and European colonists. For example: The cultural genocide of Indigenous Peoples, chattel slavery of Africans, the League of the Iroquois, Spanish missions, and trade networks."
Social Studies,Fifth Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"2. Examine the historical eras, individuals, groups, ideas, and themes in North America from early Indigenous Peoples through the European Age of Exploration/post-Columbian colonization and the establishment of the United States Government.",SS.5.1.2,Students Can:,"Identify and describe the contributions of significant individuals and groups of Indigenous Peoples, enslaved individuals, and European colonists through the American Revolution. For example: Crispus Attucks, Sybil Luddington, Benjamin Banneker, Thomas Jefferson, and Patrick Henry."
Social Studies,Fifth Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"2. Examine the historical eras, individuals, groups, ideas, and themes in North America from early Indigenous Peoples through the European Age of Exploration/post-Columbian colonization and the establishment of the United States Government.",SS.5.1.2,Students Can:,"Describe the political, social, and economic reasons for the settlement of the European and American colonies and how it affected Indigenous Peoples and enslaved Africans."
Social Studies,Fifth Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"2. Examine the historical eras, individuals, groups, ideas, and themes in North America from early Indigenous Peoples through the European Age of Exploration/post-Columbian colonization and the establishment of the United States Government.",SS.5.1.2,Students Can:,"Analyze important political, social, economic, and military developments leading to and during the American Revolution."
Social Studies,Fifth Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"2. Examine the historical eras, individuals, groups, ideas, and themes in North America from early Indigenous Peoples through the European Age of Exploration/post-Columbian colonization and the establishment of the United States Government.",SS.5.1.2,Students Can:,"Investigate causes and effects of significant events in early United States history. For example: The establishment of Jamestown, George Washington's crossing of the Delaware River, the French and Indian War, and the Constitutional Convention."
Social Studies,Fifth Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"2. Examine the historical eras, individuals, groups, ideas, and themes in North America from early Indigenous Peoples through the European Age of Exploration/post-Columbian colonization and the establishment of the United States Government.",SS.5.1.2,Colorado Essential Skills:,"Identify and explain multiple perspectives including African Americans, Indigenous Peoples, Latinos, Asian Americans, Hawaiian/Pacific Islanders, LGBTQ, and religious groups when exploring events, ideas, issues in United States history (Global and Cultural Awareness)."
Social Studies,Fifth Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"2. Examine the historical eras, individuals, groups, ideas, and themes in North America from early Indigenous Peoples through the European Age of Exploration/post-Columbian colonization and the establishment of the United States Government.",SS.5.1.2,Inquiry Questions:,How did historical events and individuals contribute to diversity in the United States?
Social Studies,Fifth Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"2. Examine the historical eras, individuals, groups, ideas, and themes in North America from early Indigenous Peoples through the European Age of Exploration/post-Columbian colonization and the establishment of the United States Government.",SS.5.1.2,Inquiry Questions:,How did beliefs and values shape the founding documents?
Social Studies,Fifth Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"2. Examine the historical eras, individuals, groups, ideas, and themes in North America from early Indigenous Peoples through the European Age of Exploration/post-Columbian colonization and the establishment of the United States Government.",SS.5.1.2,Inquiry Questions:,To what extent did individuals and their ideas contribute to the establishment of the United States government?
Social Studies,Fifth Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"2. Examine the historical eras, individuals, groups, ideas, and themes in North America from early Indigenous Peoples through the European Age of Exploration/post-Columbian colonization and the establishment of the United States Government.",SS.5.1.2,Inquiry Questions:,Whose voices were left out of the process of establishing the United States government? How have omissions in the historical record shaped our perception of history?
Social Studies,Fifth Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"2. Examine the historical eras, individuals, groups, ideas, and themes in North America from early Indigenous Peoples through the European Age of Exploration/post-Columbian colonization and the establishment of the United States Government.",SS.5.1.2,Inquiry Questions:,Why is it important to understand the perspective of multiple diverse groups involved in early United States history?
Social Studies,Fifth Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"2. Examine the historical eras, individuals, groups, ideas, and themes in North America from early Indigenous Peoples through the European Age of Exploration/post-Columbian colonization and the establishment of the United States Government.",SS.5.1.2,Inquiry Questions:,How did European colonization affect Indigenous and enslaved African populations?
Social Studies,Fifth Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"2. Examine the historical eras, individuals, groups, ideas, and themes in North America from early Indigenous Peoples through the European Age of Exploration/post-Columbian colonization and the establishment of the United States Government.",SS.5.1.2,Nature and Skills of History:,Historical thinkers use chronology to organize and study cause-and-effect relationships across time.
Social Studies,Fifth Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"2. Examine the historical eras, individuals, groups, ideas, and themes in North America from early Indigenous Peoples through the European Age of Exploration/post-Columbian colonization and the establishment of the United States Government.",SS.5.1.2,Nature and Skills of History:,"Historical thinkers study people, places, and events to tell the story of history from multiple diverse perspectives."
Social Studies,Fifth Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"2. Examine the historical eras, individuals, groups, ideas, and themes in North America from early Indigenous Peoples through the European Age of Exploration/post-Columbian colonization and the establishment of the United States Government.",SS.5.1.2,Nature and Skills of History:,"Historical thinkers examine the context and information from the past to make connections and inform decisions in the present. For example: The concept of liberty continues to be defended by lawyers and citizens; and the rights and responsibilities of citizens continue to evolve through the work of policy makers, legislators, judges, lawyers, and individuals"
Social Studies,Fifth Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"2. Examine the historical eras, individuals, groups, ideas, and themes in North America from early Indigenous Peoples through the European Age of Exploration/post-Columbian colonization and the establishment of the United States Government.",SS.5.1.2,Nature and Skills of History:,Historical thinkers generate questions about individuals and groups who have shaped significant historical changes and continuities.
Social Studies,Fifth Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"2. Examine the historical eras, individuals, groups, ideas, and themes in North America from early Indigenous Peoples through the European Age of Exploration/post-Columbian colonization and the establishment of the United States Government.",SS.5.1.2,Nature and Skills of History:,Historical thinkers explain connections among historical contexts and people's perspectives at the time.
Social Studies,Fifth Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"2. Examine the historical eras, individuals, groups, ideas, and themes in North America from early Indigenous Peoples through the European Age of Exploration/post-Columbian colonization and the establishment of the United States Government.",SS.5.1.2,Nature and Skills of History:,Historical thinkers summarize how different kinds of historical sources are used to explain events in the past.
Social Studies,Fifth Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"2. Examine the historical eras, individuals, groups, ideas, and themes in North America from early Indigenous Peoples through the European Age of Exploration/post-Columbian colonization and the establishment of the United States Government.",SS.5.1.2,Nature and Skills of History:,Historical thinkers use evidence to develop a claim about the past.
Social Studies,Fifth Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"2. Examine the historical eras, individuals, groups, ideas, and themes in North America from early Indigenous Peoples through the European Age of Exploration/post-Columbian colonization and the establishment of the United States Government.",SS.5.1.2,Nature and Skills of History:,"Historical thinkers construct explanations using reasoning, correct sequence, examples, and details with relevant information and data."
Social Studies,Fifth Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"2. Examine the historical eras, individuals, groups, ideas, and themes in North America from early Indigenous Peoples through the European Age of Exploration/post-Columbian colonization and the establishment of the United States Government.",SS.5.1.2,"Disciplinary, Information, and Media Literacy:",Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
Social Studies,Fifth Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"2. Examine the historical eras, individuals, groups, ideas, and themes in North America from early Indigenous Peoples through the European Age of Exploration/post-Columbian colonization and the establishment of the United States Government.",SS.5.1.2,"Disciplinary, Information, and Media Literacy:",Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
Social Studies,Fifth Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"2. Examine the historical eras, individuals, groups, ideas, and themes in North America from early Indigenous Peoples through the European Age of Exploration/post-Columbian colonization and the establishment of the United States Government.",SS.5.1.2,"Disciplinary, Information, and Media Literacy:","Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension."
Social Studies,Fifth Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"2. Examine the historical eras, individuals, groups, ideas, and themes in North America from early Indigenous Peoples through the European Age of Exploration/post-Columbian colonization and the establishment of the United States Government.",SS.5.1.2,"Disciplinary, Information, and Media Literacy:",Use precise language and domain-specific vocabulary to inform about or explain the topic.
Social Studies,Fifth Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"2. Examine the historical eras, individuals, groups, ideas, and themes in North America from early Indigenous Peoples through the European Age of Exploration/post-Columbian colonization and the establishment of the United States Government.",SS.5.1.2,"Disciplinary, Information, and Media Literacy:",Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
Social Studies,Fifth Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"2. Examine the historical eras, individuals, groups, ideas, and themes in North America from early Indigenous Peoples through the European Age of Exploration/post-Columbian colonization and the establishment of the United States Government.",SS.5.1.2,"Disciplinary, Information, and Media Literacy:","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."
Social Studies,Fifth Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"2. Examine the historical eras, individuals, groups, ideas, and themes in North America from early Indigenous Peoples through the European Age of Exploration/post-Columbian colonization and the establishment of the United States Government.",SS.5.1.2,"Disciplinary, Information, and Media Literacy:",Communicate information using technology.
Social Studies,Fifth Grade,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic tools and sources to research and answer questions about United States geography.,SS.5.2.1,Students Can:,Answer questions about regions of North America and the United States using various types of maps.
Social Studies,Fifth Grade,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic tools and sources to research and answer questions about United States geography.,SS.5.2.1,Students Can:,"Use geographic tools to identify, locate, and describe places and regions in North America and the United States and suggest reasons for their location."
Social Studies,Fifth Grade,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic tools and sources to research and answer questions about United States geography.,SS.5.2.1,Students Can:,Describe the influence of accessible resources on the development of local and regional communities throughout North America and the United States.
Social Studies,Fifth Grade,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic tools and sources to research and answer questions about United States geography.,SS.5.2.1,Colorado Essential Skills:,"Investigate geographic resources to form hypotheses, make observations, and draw conclusions about communities in the United States (Global and Cultural Awareness)."
Social Studies,Fifth Grade,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic tools and sources to research and answer questions about United States geography.,SS.5.2.1,Inquiry Questions:,How can various types of maps and other geographic tools communicate geographic information incorrectly?
Social Studies,Fifth Grade,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic tools and sources to research and answer questions about United States geography.,SS.5.2.1,Inquiry Questions:,How do you think differently about data when it is displayed spatially?
Social Studies,Fifth Grade,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic tools and sources to research and answer questions about United States geography.,SS.5.2.1,Inquiry Questions:,How and why do we label places?
Social Studies,Fifth Grade,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic tools and sources to research and answer questions about United States geography.,SS.5.2.1,Inquiry Questions:,How have places and regions in the United States been influenced by the physical geography of North America over time?
Social Studies,Fifth Grade,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic tools and sources to research and answer questions about United States geography.,SS.5.2.1,Nature and Skills of Geography:,Geographic thinkers use geographic tools to evaluate data in order to answer geographic questions.
Social Studies,Fifth Grade,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic tools and sources to research and answer questions about United States geography.,SS.5.2.1,Nature and Skills of Geography:,"Geographic thinkers locate places and identify resources, physical features, regions, and populations using geographic tools."
Social Studies,Fifth Grade,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic tools and sources to research and answer questions about United States geography.,SS.5.2.1,Nature and Skills of Geography:,"Geographic thinkers use geographic technologies to enhance the ability to locate and analyze maps to answer questions. For example: Historians use maps to help recreate settings of historical events, and individuals use maps to learn about different geographic areas."
Social Studies,Fifth Grade,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic tools and sources to research and answer questions about United States geography.,SS.5.2.1,"Disciplinary, Information, and Media Literacy:","Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent."
Social Studies,Fifth Grade,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic tools and sources to research and answer questions about United States geography.,SS.5.2.1,"Disciplinary, Information, and Media Literacy:",Use precise language and domain-specific vocabulary to inform about or explain the topic.
Social Studies,Fifth Grade,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic tools and sources to research and answer questions about United States geography.,SS.5.2.1,"Disciplinary, Information, and Media Literacy:",Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
Social Studies,Fifth Grade,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic tools and sources to research and answer questions about United States geography.,SS.5.2.1,"Disciplinary, Information, and Media Literacy:","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."
Social Studies,Fifth Grade,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,2. Examine causes and consequences of movement.,SS.5.2.2,Students Can:,"Identify variables associated with discovery, exploration, and migration."
Social Studies,Fifth Grade,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,2. Examine causes and consequences of movement.,SS.5.2.2,Students Can:,"Explain migration, trade, and cultural patterns that result from interactions among people, groups, and cultures."
Social Studies,Fifth Grade,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,2. Examine causes and consequences of movement.,SS.5.2.2,Students Can:,"Describe and analyze how specific physical and political features influenced historical events, movements, and adaptation to the environment."
Social Studies,Fifth Grade,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,2. Examine causes and consequences of movement.,SS.5.2.2,Students Can:,"Analyze how cooperation and conflict among diverse groups of people contribute(d) to political, economic, and social divisions in the United States."
Social Studies,Fifth Grade,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,2. Examine causes and consequences of movement.,SS.5.2.2,Students Can:,Give examples of the influence of geography on the history of the United States.
Social Studies,Fifth Grade,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,2. Examine causes and consequences of movement.,SS.5.2.2,Colorado Essential Skills:,"Consider purpose, formality of context and audience, and distinct cultural norms when planning the content, mode, delivery, and expression of analysis of historical events and movements (Interpersonal Communication)."
Social Studies,Fifth Grade,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,2. Examine causes and consequences of movement.,SS.5.2.2,Colorado Essential Skills:,Identify and explain multiple perspectives when exploring ideas about conflict in the United States (Global and Cultural Awareness).
Social Studies,Fifth Grade,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,2. Examine causes and consequences of movement.,SS.5.2.2,Inquiry Questions:,"What human and physical characteristics have motivated, prevented, or impeded migration and immigration over time?"
Social Studies,Fifth Grade,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,2. Examine causes and consequences of movement.,SS.5.2.2,Inquiry Questions:,"How can migration and immigration, voluntary and involuntary, be represented geographically?"
Social Studies,Fifth Grade,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,2. Examine causes and consequences of movement.,SS.5.2.2,Inquiry Questions:,How has the movement of people and their belongings affected the environment both positively and negatively?
Social Studies,Fifth Grade,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,2. Examine causes and consequences of movement.,SS.5.2.2,Nature and Skills of Geography:,Geographic thinkers study patterns of human movement.
Social Studies,Fifth Grade,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,2. Examine causes and consequences of movement.,SS.5.2.2,Nature and Skills of Geography:,"Geographic thinkers understand how technology has influenced movement to, colonization of, and the settlement of North America."
Social Studies,Fifth Grade,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,2. Examine causes and consequences of movement.,SS.5.2.2,Nature and Skills of Geography:,Geographic thinkers examine how the migration of individuals affects society including economic and environmental impacts.
Social Studies,Fifth Grade,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,2. Examine causes and consequences of movement.,SS.5.2.2,"Disciplinary, Information, and Media Literacy:","Draw evidence from geographic tools or informational texts to support analysis, reflection, and research."
Social Studies,Fifth Grade,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,2. Examine causes and consequences of movement.,SS.5.2.2,"Disciplinary, Information, and Media Literacy:","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."
Social Studies,Fifth Grade,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,1. Explain how patterns of trade shaped the development of Early America.,SS.5.3.1,Students Can:,"Identify examples of the productive resources and explain how they are used to produce goods and services. For example: Land, labor, and capital."
Social Studies,Fifth Grade,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,1. Explain how patterns of trade shaped the development of Early America.,SS.5.3.1,Students Can:,Compare ways in which people and communities exchanged goods and services. For example: Barter and monetary exchange.
Social Studies,Fifth Grade,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,1. Explain how patterns of trade shaped the development of Early America.,SS.5.3.1,Students Can:,Identify the goods and services that were traded among different cultures and regions.
Social Studies,Fifth Grade,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,1. Explain how patterns of trade shaped the development of Early America.,SS.5.3.1,Students Can:,Describe how patterns of trade evolved within Early America.
Social Studies,Fifth Grade,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,1. Explain how patterns of trade shaped the development of Early America.,SS.5.3.1,Students Can:,Explain some of the challenges that American colonists faced that would eventually lead them to the creation of commercial banks.
Social Studies,Fifth Grade,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,1. Explain how patterns of trade shaped the development of Early America.,SS.5.3.1,Colorado Essential Skills:,"Investigate to form hypotheses, make observations, and draw conclusions about the development of the systems of exchange in the United States (Critical Thinking and Analysis)."
Social Studies,Fifth Grade,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,1. Explain how patterns of trade shaped the development of Early America.,SS.5.3.1,Colorado Essential Skills:,Recognize how members of a community rely on each other through trade and exchange (Civic Engagement).
Social Studies,Fifth Grade,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,1. Explain how patterns of trade shaped the development of Early America.,SS.5.3.1,Inquiry Questions:,How did different cultures or communities in Early America interact with each other?
Social Studies,Fifth Grade,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,1. Explain how patterns of trade shaped the development of Early America.,SS.5.3.1,Inquiry Questions:,Why do people trade?
Social Studies,Fifth Grade,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,1. Explain how patterns of trade shaped the development of Early America.,SS.5.3.1,Inquiry Questions:,Why do most modern societies choose to use money?
Social Studies,Fifth Grade,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,1. Explain how patterns of trade shaped the development of Early America.,SS.5.3.1,Inquiry Questions:,How are financial institutions important to society?
Social Studies,Fifth Grade,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,1. Explain how patterns of trade shaped the development of Early America.,SS.5.3.1,Nature and Skills of Economics:,Economic thinkers analyze trade and the use of money.
Social Studies,Fifth Grade,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,1. Explain how patterns of trade shaped the development of Early America.,SS.5.3.1,Nature and Skills of Economics:,Economic thinkers describe and study the importance of exchange in a community.
Social Studies,Fifth Grade,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,1. Explain how patterns of trade shaped the development of Early America.,SS.5.3.1,Nature and Skills of Economics:,Economic thinkers understand the actions of financial institutions in a market economy.
Social Studies,Fifth Grade,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,1. Explain how patterns of trade shaped the development of Early America.,SS.5.3.1,Nature and Skills of Economics:,Economic thinkers make decisions about how to use scarce resources to maximize the well-being of individuals and society.
Social Studies,Fifth Grade,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,1. Explain how patterns of trade shaped the development of Early America.,SS.5.3.1,Nature and Skills of Economics:,Economic thinkers voluntarily exchange goods and services when both parties expect to gain as a result of the trade.
Social Studies,Fifth Grade,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,1. Explain how patterns of trade shaped the development of Early America.,SS.5.3.1,Nature and Skills of Economics:,"Economic thinkers understand that the principles of markets apply to markets for goods and services, labor, credit, and foreign exchange."
Social Studies,Fifth Grade,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,1. Explain how patterns of trade shaped the development of Early America.,SS.5.3.1,Nature and Skills of Economics:,"Economic thinkers understand why people specialize and trade, and how that leads to increased economic interdependence in the world economy."
Social Studies,Fifth Grade,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,1. Explain how patterns of trade shaped the development of Early America.,SS.5.3.1,Nature and Skills of Economics:,"Economic thinkers gather information from a variety of sources and evaluate the relevance of that information when constructing opinions, explanations, or arguments."
Social Studies,Fifth Grade,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,1. Explain how patterns of trade shaped the development of Early America.,SS.5.3.1,"Disciplinary, Information, and Media Literacy:","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."
Social Studies,Fifth Grade,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,1. Explain how patterns of trade shaped the development of Early America.,SS.5.3.1,"Disciplinary, Information, and Media Literacy:",Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
Social Studies,Fifth Grade,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,1. Explain how patterns of trade shaped the development of Early America.,SS.5.3.1,"Disciplinary, Information, and Media Literacy:","Draw evidence from literary or informational texts to support analysis, reflection, and research."
Social Studies,Fifth Grade,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,1. Explain how patterns of trade shaped the development of Early America.,SS.5.3.1,"Disciplinary, Information, and Media Literacy:","Identify cause and effect, and fact and opinion."
Social Studies,Fifth Grade,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,1. Explain how patterns of trade shaped the development of Early America.,SS.5.3.1,"Disciplinary, Information, and Media Literacy:","Conduct research by locating, gathering, and organizing information using online and print resources."
Social Studies,Fifth Grade,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,1. Explain how patterns of trade shaped the development of Early America.,SS.5.3.1,"Disciplinary, Information, and Media Literacy:","Explain content using maps, graphs, charts, and diagrams."
Social Studies,Fifth Grade,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,1. Explain how patterns of trade shaped the development of Early America.,SS.5.3.1,"Disciplinary, Information, and Media Literacy:",Use content specific technology tools to support learning.
Social Studies,Fifth Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,"1. Construct an understanding of the foundations, rights, and responsibilities of citizenship in the United States.",SS.5.4.1,Students Can:,Describe and explain examples of individual rights as a foundation of citizenship.
Social Studies,Fifth Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,"1. Construct an understanding of the foundations, rights, and responsibilities of citizenship in the United States.",SS.5.4.1,Students Can:,"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."
Social Studies,Fifth Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,"1. Construct an understanding of the foundations, rights, and responsibilities of citizenship in the United States.",SS.5.4.1,Students Can:,Discuss how the concept of citizenship changed over time in the early American colonies.
Social Studies,Fifth Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,"1. Construct an understanding of the foundations, rights, and responsibilities of citizenship in the United States.",SS.5.4.1,Colorado Essential Skills:,Recognize how members of a community rely on each other through a variety of ways when creating rules and norms (Collaboration and Teamwork).
Social Studies,Fifth Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,"1. Construct an understanding of the foundations, rights, and responsibilities of citizenship in the United States.",SS.5.4.1,Colorado Essential Skills:,Connect knowledge of the foundations of citizenship in the United States to personal ideas/understandings (Civic Engagement).
Social Studies,Fifth Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,"1. Construct an understanding of the foundations, rights, and responsibilities of citizenship in the United States.",SS.5.4.1,Inquiry Questions:,Who is considered a citizen and why?
Social Studies,Fifth Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,"1. Construct an understanding of the foundations, rights, and responsibilities of citizenship in the United States.",SS.5.4.1,Inquiry Questions:,How has citizenship been decided over the course of U.S. history?
Social Studies,Fifth Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,"1. Construct an understanding of the foundations, rights, and responsibilities of citizenship in the United States.",SS.5.4.1,Inquiry Questions:,What is the most important right and responsibility of a citizen?
Social Studies,Fifth Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,"1. Construct an understanding of the foundations, rights, and responsibilities of citizenship in the United States.",SS.5.4.1,Inquiry Questions:,How does the government meet its responsibility to citizens?
Social Studies,Fifth Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,"1. Construct an understanding of the foundations, rights, and responsibilities of citizenship in the United States.",SS.5.4.1,Inquiry Questions:,What historical or current barriers to citizenship exist?
Social Studies,Fifth Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,"1. Construct an understanding of the foundations, rights, and responsibilities of citizenship in the United States.",SS.5.4.1,Inquiry Questions:,"What barriers to citizenship have affected people including African Americans, Latinos, Asian Americans, Hawaiian/Pacific Islanders, Indigenous Peoples, LGBTQ, and religious minorities?"
Social Studies,Fifth Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,"1. Construct an understanding of the foundations, rights, and responsibilities of citizenship in the United States.",SS.5.4.1,Nature and Skills of Civics:,"Civic-minded individuals understand that civic virtues such as civility, cooperation, respect, and responsible participation are foundational components of our society."
Social Studies,Fifth Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,"1. Construct an understanding of the foundations, rights, and responsibilities of citizenship in the United States.",SS.5.4.1,Nature and Skills of Civics:,Civic-minded individuals understand the significance of peaceful assembly by groups and respectful behavior during a performance or speech.
Social Studies,Fifth Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,"1. Construct an understanding of the foundations, rights, and responsibilities of citizenship in the United States.",SS.5.4.1,Nature and Skills of Civics:,Civic-minded individuals understand that the foundations of citizenship in the United States ensure that citizens' rights are being protected. For example: The rule of law applies to everyone in society and all individuals and groups are treated with respect.
Social Studies,Fifth Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,"1. Construct an understanding of the foundations, rights, and responsibilities of citizenship in the United States.",SS.5.4.1,Nature and Skills of Civics:,Civic-minded individuals analyze historical documents to investigate the development of the national government.
Social Studies,Fifth Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,"1. Construct an understanding of the foundations, rights, and responsibilities of citizenship in the United States.",SS.5.4.1,Nature and Skills of Civics:,Civic-minded individuals understand the responsibilities of the national government to its citizens.
Social Studies,Fifth Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,"1. Construct an understanding of the foundations, rights, and responsibilities of citizenship in the United States.",SS.5.4.1,Nature and Skills of Civics:,"Civic-minded individuals understand that in order to act responsibly and effectively, citizens must understand the important institutions of their society and the principles that these institutions are intended to reflect."
Social Studies,Fifth Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,"1. Construct an understanding of the foundations, rights, and responsibilities of citizenship in the United States.",SS.5.4.1,Nature and Skills of Civics:,"Civic-minded individuals gather information from a variety of sources and evaluate the relevance of that information when constructing opinions, explanations, or arguments."
Social Studies,Fifth Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,"1. Construct an understanding of the foundations, rights, and responsibilities of citizenship in the United States.",SS.5.4.1,"Disciplinary, Information, and Media Literacy:",Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
Social Studies,Fifth Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,"1. Construct an understanding of the foundations, rights, and responsibilities of citizenship in the United States.",SS.5.4.1,"Disciplinary, Information, and Media Literacy:","Conduct research by locating, gathering, and organizing information using online and print resources."
Social Studies,Fifth Grade,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,"2. Investigate the origins, structures, and functions of the United States government.",SS.5.4.2,Students Can:,"Explain the foundational documents and significance of the events that led to the establishment of the United States government. Including but not limited to the Philadelphia Convention, the Declaration of Independence, the Articles of Confederation, the Iroquois Confederacy, the Constitution, and the Bill of Rights."
Social Studies,Fifth Grade,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,"2. Investigate the origins, structures, and functions of the United States government.",SS.5.4.2,Students Can:,Identify political principles of American democracy and how the Constitution and Bill of Rights reflect and preserve these principles.
Social Studies,Fifth Grade,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,"2. Investigate the origins, structures, and functions of the United States government.",SS.5.4.2,Students Can:,"Explain the origins, structures, and functions of the three branches of the United States government and the relationships among them."
Social Studies,Fifth Grade,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,"2. Investigate the origins, structures, and functions of the United States government.",SS.5.4.2,Students Can:,Describe how the Constitution balances the power of national and state governments.
Social Studies,Fifth Grade,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,"2. Investigate the origins, structures, and functions of the United States government.",SS.5.4.2,Colorado Essential Skills:,Identify and explain multiple perspectives when exploring the events leading to the creation of the United States government and the principles of American democracy (Critical Thinking and Analysis).
Social Studies,Fifth Grade,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,"2. Investigate the origins, structures, and functions of the United States government.",SS.5.4.2,Inquiry Questions:,What are democratic ideals and practices and their historic origins?
Social Studies,Fifth Grade,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,"2. Investigate the origins, structures, and functions of the United States government.",SS.5.4.2,Inquiry Questions:,Were the Founding Fathers correct in keeping the Constitution open for flexibility and interpretation?
Social Studies,Fifth Grade,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,"2. Investigate the origins, structures, and functions of the United States government.",SS.5.4.2,Inquiry Questions:,How have historical documents defined and distributed power?
Social Studies,Fifth Grade,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,"2. Investigate the origins, structures, and functions of the United States government.",SS.5.4.2,Inquiry Questions:,How has the Constitution been amended beginning with the Bill of Rights and since 1787?
Social Studies,Fifth Grade,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,"2. Investigate the origins, structures, and functions of the United States government.",SS.5.4.2,Inquiry Questions:,"How does a living document, such as the U.S. Constitution, benefit American democracy over time?"
Social Studies,Fifth Grade,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,"2. Investigate the origins, structures, and functions of the United States government.",SS.5.4.2,Nature and Skills of Civics:,Civic-minded individuals understand the concept of individual rights as a cornerstone to American democracy.
Social Studies,Fifth Grade,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,"2. Investigate the origins, structures, and functions of the United States government.",SS.5.4.2,Nature and Skills of Civics:,Civic-minded individuals understand the relationships between individual rights and personal responsibility.
Social Studies,Fifth Grade,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,"2. Investigate the origins, structures, and functions of the United States government.",SS.5.4.2,Nature and Skills of Civics:,"Civic-minded individuals know that the origins, structure, and function of the United States government are studied to create an informed, civically literate, and responsible society. For example: Fundamental principles and liberties are still evolving as judges interpret the Constitution, and legislators make laws and local city councils, and boards create regulations."
Social Studies,Fifth Grade,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,"2. Investigate the origins, structures, and functions of the United States government.",SS.5.4.2,Nature and Skills of Civics:,"Civic-minded individuals understand that in order to act responsibly and effectively, citizens must understand the important institutions of their society and the principles that these institutions are intended to reflect."
Social Studies,Fifth Grade,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,"2. Investigate the origins, structures, and functions of the United States government.",SS.5.4.2,Nature and Skills of Civics:,"Civic-minded individuals understand that civics teaches the principles—such as adherence to the social contract, consent of the governed, limited government, legitimate authority, federalism, and separation of powers—that are meant to guide official institutions such as legislatures, courts, and government agencies."
Social Studies,Fifth Grade,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,"2. Investigate the origins, structures, and functions of the United States government.",SS.5.4.2,"Disciplinary, Information, and Media Literacy:",Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
Social Studies,Fifth Grade,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,"2. Investigate the origins, structures, and functions of the United States government.",SS.5.4.2,"Disciplinary, Information, and Media Literacy:",Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
Social Studies,Fifth Grade,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,"2. Investigate the origins, structures, and functions of the United States government.",SS.5.4.2,"Disciplinary, Information, and Media Literacy:","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."
Social Studies,Fifth Grade,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,"2. Investigate the origins, structures, and functions of the United States government.",SS.5.4.2,"Disciplinary, Information, and Media Literacy:",Identify and discuss primary and secondary sources.
Social Studies,Fifth Grade,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Examine how individuals use financial institutions to manage personal finances.,SS.5.5.1,Students Can:,Differentiate between saving and investing.
Social Studies,Fifth Grade,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Examine how individuals use financial institutions to manage personal finances.,SS.5.5.1,Students Can:,Establish the function of banking.
Social Studies,Fifth Grade,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Examine how individuals use financial institutions to manage personal finances.,SS.5.5.1,Students Can:,"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."
Social Studies,Fifth Grade,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Examine how individuals use financial institutions to manage personal finances.,SS.5.5.1,Students Can:,Create a way to keep track of money spent and money saved.
Social Studies,Fifth Grade,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Examine how individuals use financial institutions to manage personal finances.,SS.5.5.1,Colorado Essential Skills:,Make connections between information gathered and personal experiences to apply and/or test solutions when choosing a financial institution or financial product (Adaptability and Flexibility).
Social Studies,Fifth Grade,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Examine how individuals use financial institutions to manage personal finances.,SS.5.5.1,Colorado Essential Skills:,"Express one's own emotions, thoughts, and values and identify how they influence behavior when making decisions regarding choosing a financial institution or financial product (Self-Awareness)."
Social Studies,Fifth Grade,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Examine how individuals use financial institutions to manage personal finances.,SS.5.5.1,Colorado Essential Skills:,Ask questions to develop further personal understanding when choosing financial institutions and financial products (Self-Advocacy and Initiative).
Social Studies,Fifth Grade,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Examine how individuals use financial institutions to manage personal finances.,SS.5.5.1,Inquiry Questions:,What risks and benefits are associated with spending versus saving and investing?
Social Studies,Fifth Grade,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Examine how individuals use financial institutions to manage personal finances.,SS.5.5.1,Inquiry Questions:,What factors influence choices to save or invest?
Social Studies,Fifth Grade,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Examine how individuals use financial institutions to manage personal finances.,SS.5.5.1,Inquiry Questions:,How can a checking account help to decide how to spend and save?
Social Studies,Fifth Grade,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Examine how individuals use financial institutions to manage personal finances.,SS.5.5.1,Inquiry Questions:,Why do people use financial institutions rather than self-banking?
Social Studies,Fifth Grade,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Examine how individuals use financial institutions to manage personal finances.,SS.5.5.1,Inquiry Questions:,How do people choose a financial institution?
Social Studies,Fifth Grade,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Examine how individuals use financial institutions to manage personal finances.,SS.5.5.1,Inquiry Questions:,What are the risks and benefits of different financial institutions?
Social Studies,Fifth Grade,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Examine how individuals use financial institutions to manage personal finances.,SS.5.5.1,Nature and Skills of Economics (PFL):,"Financially capable individuals research, analyze, and make choices regarding their needs when using financial institutions."
Social Studies,Fifth Grade,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Examine how individuals use financial institutions to manage personal finances.,SS.5.5.1,Nature and Skills of Economics (PFL):,Financially capable individuals identify positive and negative incentives that influence the decisions people make.
Social Studies,Fifth Grade,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Examine how individuals use financial institutions to manage personal finances.,SS.5.5.1,Nature and Skills of Economics (PFL):,"Financially capable individuals use technology to track and graph the interest accrued on ""virtual"" investments, checking and savings accounts, investments, and loans."
Social Studies,Fifth Grade,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Examine how individuals use financial institutions to manage personal finances.,SS.5.5.1,"Disciplinary, Information, and Media Literacy:",Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
Social Studies,Fifth Grade,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Examine how individuals use financial institutions to manage personal finances.,SS.5.5.1,"Disciplinary, Information, and Media Literacy:",Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
Social Studies,Fifth Grade,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Examine how individuals use financial institutions to manage personal finances.,SS.5.5.1,"Disciplinary, Information, and Media Literacy:",Understand how rules for respecting others' belongings apply to digital content and information privacy.
Social Studies,Sixth Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,"1. Analyze and interpret primary and secondary sources to ask and research historical questions about the Western Hemisphere (including North America, South America, Central America, and the islands of the Caribbean).",SS.6.1.1,Students Can:,Identify ways different cultures record history in the Western Hemisphere through written and oral sources.
Social Studies,Sixth Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,"1. Analyze and interpret primary and secondary sources to ask and research historical questions about the Western Hemisphere (including North America, South America, Central America, and the islands of the Caribbean).",SS.6.1.1,Students Can:,"Analyze multiple primary and secondary sources while formulating historical questions about the Western Hemisphere. For example: Oral histories, art, artifacts, eyewitness accounts, letters, and diaries, real or simulated historical sites, charts, graphs, diagrams, and written texts."
Social Studies,Sixth Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,"1. Analyze and interpret primary and secondary sources to ask and research historical questions about the Western Hemisphere (including North America, South America, Central America, and the islands of the Caribbean).",SS.6.1.1,Students Can:,"Gather, organize, synthesize, and critique information, from multiple and diverse perspectives, to determine if it is sufficient to answer historical questions about the Western Hemisphere. For example: Indigenous People, Latinos, African Americans, Asian Americans, Hawaiian/Pacific Islander, LGBTQ, and religious minorities and differing opinions within such groups."
Social Studies,Sixth Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,"1. Analyze and interpret primary and secondary sources to ask and research historical questions about the Western Hemisphere (including North America, South America, Central America, and the islands of the Caribbean).",SS.6.1.1,Colorado Essential Skills:,Make connections between information gathered and personal experiences to research historical questions (Critical Thinking and Analysis).
Social Studies,Sixth Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,"1. Analyze and interpret primary and secondary sources to ask and research historical questions about the Western Hemisphere (including North America, South America, Central America, and the islands of the Caribbean).",SS.6.1.1,Colorado Essential Skills:,"Engage in novel approaches, moves, directions, ideas, and/or perspectives while using inquiry and primary sources (Creativity and Innovation)."
Social Studies,Sixth Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,"1. Analyze and interpret primary and secondary sources to ask and research historical questions about the Western Hemisphere (including North America, South America, Central America, and the islands of the Caribbean).",SS.6.1.1,Colorado Essential Skills:,Respect different perspectives expressed by others (Adaptability and Flexibility).
Social Studies,Sixth Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,"1. Analyze and interpret primary and secondary sources to ask and research historical questions about the Western Hemisphere (including North America, South America, Central America, and the islands of the Caribbean).",SS.6.1.1,Colorado Essential Skills:,"Utilize primary and secondary sources to examine how individuals interpret messages differently, how values and points of view are included or excluded, and how media can influence beliefs and behaviors (Media Literacy)."
Social Studies,Sixth Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,"1. Analyze and interpret primary and secondary sources to ask and research historical questions about the Western Hemisphere (including North America, South America, Central America, and the islands of the Caribbean).",SS.6.1.1,Inquiry Questions:,What questions help us understand the development of the Western Hemisphere and the interactions of people in the region?
Social Studies,Sixth Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,"1. Analyze and interpret primary and secondary sources to ask and research historical questions about the Western Hemisphere (including North America, South America, Central America, and the islands of the Caribbean).",SS.6.1.1,Inquiry Questions:,What questions help us understand the interactions of people in the Western Hemisphere and how those interactions changed over significant periods of time?
Social Studies,Sixth Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,"1. Analyze and interpret primary and secondary sources to ask and research historical questions about the Western Hemisphere (including North America, South America, Central America, and the islands of the Caribbean).",SS.6.1.1,Inquiry Questions:,"Why do sources on the same topic vary, and how do we determine which ones will help us effectively interpret the past?"
Social Studies,Sixth Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,"1. Analyze and interpret primary and secondary sources to ask and research historical questions about the Western Hemisphere (including North America, South America, Central America, and the islands of the Caribbean).",SS.6.1.1,Inquiry Questions:,What key primary sources help us to understand the Western Hemisphere?
Social Studies,Sixth Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,"1. Analyze and interpret primary and secondary sources to ask and research historical questions about the Western Hemisphere (including North America, South America, Central America, and the islands of the Caribbean).",SS.6.1.1,Inquiry Questions:,How is the bias of the author of a source reflected in the source itself?
Social Studies,Sixth Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,"1. Analyze and interpret primary and secondary sources to ask and research historical questions about the Western Hemisphere (including North America, South America, Central America, and the islands of the Caribbean).",SS.6.1.1,Inquiry Questions:,How have interactions of the past impacted modern times?
Social Studies,Sixth Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,"1. Analyze and interpret primary and secondary sources to ask and research historical questions about the Western Hemisphere (including North America, South America, Central America, and the islands of the Caribbean).",SS.6.1.1,Inquiry Questions:,Why should we include multiple and diverse perspectives in our understanding of history in the Western Hemisphere?
Social Studies,Sixth Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,"1. Analyze and interpret primary and secondary sources to ask and research historical questions about the Western Hemisphere (including North America, South America, Central America, and the islands of the Caribbean).",SS.6.1.1,Nature and Skills of History:,"Historical thinkers evaluate historical sources including but not limited to visual, oral, and written, for purpose, audience, point of view, context, reliability, and authenticity."
Social Studies,Sixth Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,"1. Analyze and interpret primary and secondary sources to ask and research historical questions about the Western Hemisphere (including North America, South America, Central America, and the islands of the Caribbean).",SS.6.1.1,Nature and Skills of History:,Historical thinkers use primary and secondary sources to develop and evaluate hypotheses and interpretations of historical events and figures that are supported by evidence.
Social Studies,Sixth Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,"1. Analyze and interpret primary and secondary sources to ask and research historical questions about the Western Hemisphere (including North America, South America, Central America, and the islands of the Caribbean).",SS.6.1.1,Nature and Skills of History:,"Historical thinkers identify points of view, seek multiple sources, and develop and defend a thesis with evidence."
Social Studies,Sixth Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,"1. Analyze and interpret primary and secondary sources to ask and research historical questions about the Western Hemisphere (including North America, South America, Central America, and the islands of the Caribbean).",SS.6.1.1,Nature and Skills of History:,Historical thinkers use technology to explore and evaluate for accuracy of information.
Social Studies,Sixth Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,"1. Analyze and interpret primary and secondary sources to ask and research historical questions about the Western Hemisphere (including North America, South America, Central America, and the islands of the Caribbean).",SS.6.1.1,Nature and Skills of History:,Historical thinkers use context and content from the past to make connections to the present.
Social Studies,Sixth Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,"1. Analyze and interpret primary and secondary sources to ask and research historical questions about the Western Hemisphere (including North America, South America, Central America, and the islands of the Caribbean).",SS.6.1.1,"Disciplinary, Information, and Media Literacy:",Cite specific textual evidence to support analysis of primary and secondary sources
Social Studies,Sixth Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,"1. Analyze and interpret primary and secondary sources to ask and research historical questions about the Western Hemisphere (including North America, South America, Central America, and the islands of the Caribbean).",SS.6.1.1,"Disciplinary, Information, and Media Literacy:","Conduct research by locating, gathering, organizing information and data, and evaluating online and print resources."
Social Studies,Sixth Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,"1. Analyze and interpret primary and secondary sources to ask and research historical questions about the Western Hemisphere (including North America, South America, Central America, and the islands of the Caribbean).",SS.6.1.1,"Disciplinary, Information, and Media Literacy:",Evaluate information critically and competently.
Social Studies,Sixth Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"2. Investigate the historical eras, individuals, groups, ideas, and themes within regions of the Western Hemisphere and their relationships with one another.",SS.6.1.2,Students Can:,"Explain how people, cultures, and ideas interact and are interconnected in the Western Hemisphere and how they have impacted modern times. For example: The ""Great Dying"" of Indigenous Peoples in the Americas and its consequences; rapid deforestation of the Amazon; anti-colonial and nationalist movements, the Columbian Exchange, and revolutions in energy."
Social Studies,Sixth Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"2. Investigate the historical eras, individuals, groups, ideas, and themes within regions of the Western Hemisphere and their relationships with one another.",SS.6.1.2,Students Can:,"Determine and explain the historical context of key people, events, cause and effect relationships, and ideas over time including the examination of different perspectives from people involved. For example: The complex interactions between majority and minority groups and individuals involved in European colonization in the Western hemisphere."
Social Studies,Sixth Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"2. Investigate the historical eras, individuals, groups, ideas, and themes within regions of the Western Hemisphere and their relationships with one another.",SS.6.1.2,Students Can:,"Identify examples of the social, political, cultural, and economic development in the Western Hemisphere. For example: The extension of networks of communication, colonial empires, patterns of migration over time, and international trade."
Social Studies,Sixth Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"2. Investigate the historical eras, individuals, groups, ideas, and themes within regions of the Western Hemisphere and their relationships with one another.",SS.6.1.2,Students Can:,Explain the interdependence and uniqueness among Indigenous Peoples in the Western Hemisphere including the existing conflict and power dynamics between Indigenous Peoples and those in power.
Social Studies,Sixth Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"2. Investigate the historical eras, individuals, groups, ideas, and themes within regions of the Western Hemisphere and their relationships with one another.",SS.6.1.2,Colorado Essential Skills:,"Make connections between information gathered and personal experiences to create, research, and revise historical questions (Creativity and Innovation, Critical Thinking and Analysis)."
Social Studies,Sixth Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"2. Investigate the historical eras, individuals, groups, ideas, and themes within regions of the Western Hemisphere and their relationships with one another.",SS.6.1.2,Colorado Essential Skills:,"Engage in novel approaches, moves, directions, ideas, and/or perspectives while using inquiry and primary sources (Creativity and Innovation)."
Social Studies,Sixth Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"2. Investigate the historical eras, individuals, groups, ideas, and themes within regions of the Western Hemisphere and their relationships with one another.",SS.6.1.2,Colorado Essential Skills:,"Plan and evaluate complex solutions to global challenges within the Western Hemisphere using multiple disciplinary lenses such as ethnic, historical, and scientific (Critical Thinking and Analysis)."
Social Studies,Sixth Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"2. Investigate the historical eras, individuals, groups, ideas, and themes within regions of the Western Hemisphere and their relationships with one another.",SS.6.1.2,Colorado Essential Skills:,Examine different historical perspectives expressed in primary and secondary sources (Critical Thinking and Analysis).
Social Studies,Sixth Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"2. Investigate the historical eras, individuals, groups, ideas, and themes within regions of the Western Hemisphere and their relationships with one another.",SS.6.1.2,Colorado Essential Skills:,Look for and find value in different perspectives expressed by others (Adaptability and Flexibility).
Social Studies,Sixth Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"2. Investigate the historical eras, individuals, groups, ideas, and themes within regions of the Western Hemisphere and their relationships with one another.",SS.6.1.2,Inquiry Questions:,How and why have civilizations experienced continuity and change over time?
Social Studies,Sixth Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"2. Investigate the historical eras, individuals, groups, ideas, and themes within regions of the Western Hemisphere and their relationships with one another.",SS.6.1.2,Inquiry Questions:,How do philosophies and ideas from ancient civilizations and Indigenous Peoples continue to inform and affect the present?
Social Studies,Sixth Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"2. Investigate the historical eras, individuals, groups, ideas, and themes within regions of the Western Hemisphere and their relationships with one another.",SS.6.1.2,Inquiry Questions:,To what extent does isolation or interaction influence patterns of continuity and change?
Social Studies,Sixth Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"2. Investigate the historical eras, individuals, groups, ideas, and themes within regions of the Western Hemisphere and their relationships with one another.",SS.6.1.2,Inquiry Questions:,What factors influenced the development of civilizations and nations in the Western Hemisphere?
Social Studies,Sixth Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"2. Investigate the historical eras, individuals, groups, ideas, and themes within regions of the Western Hemisphere and their relationships with one another.",SS.6.1.2,Inquiry Questions:,How have technological developments continued to evolve and affect the present?
Social Studies,Sixth Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"2. Investigate the historical eras, individuals, groups, ideas, and themes within regions of the Western Hemisphere and their relationships with one another.",SS.6.1.2,Nature and Skills of History:,Historical thinkers analyze patterns and themes across time to understand current events.
Social Studies,Sixth Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"2. Investigate the historical eras, individuals, groups, ideas, and themes within regions of the Western Hemisphere and their relationships with one another.",SS.6.1.2,Nature and Skills of History:,"Historical thinkers study the people, places, ideas, and events in the Western Hemisphere to construct the story of history from diverse and multiple perspectives including those underrepresented or absent from traditional narratives by using primary and secondary sources."
Social Studies,Sixth Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"2. Investigate the historical eras, individuals, groups, ideas, and themes within regions of the Western Hemisphere and their relationships with one another.",SS.6.1.2,Nature and Skills of History:,Historical thinkers use chronology to organize time.
Social Studies,Sixth Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"2. Investigate the historical eras, individuals, groups, ideas, and themes within regions of the Western Hemisphere and their relationships with one another.",SS.6.1.2,Nature and Skills of History:,"Historical thinkers examine and evaluate data for context, purpose, perspective, bias, and corroboration."
Social Studies,Sixth Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"2. Investigate the historical eras, individuals, groups, ideas, and themes within regions of the Western Hemisphere and their relationships with one another.",SS.6.1.2,"Disciplinary, Information, and Media Literacy:",Determine an author's point of view or purpose in a text and explain how it is conveyed in the text.
Social Studies,Sixth Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"2. Investigate the historical eras, individuals, groups, ideas, and themes within regions of the Western Hemisphere and their relationships with one another.",SS.6.1.2,"Disciplinary, Information, and Media Literacy:","Identify propaganda, censorship, and bias in the media."
Social Studies,Sixth Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"2. Investigate the historical eras, individuals, groups, ideas, and themes within regions of the Western Hemisphere and their relationships with one another.",SS.6.1.2,"Disciplinary, Information, and Media Literacy:",Demonstrate positive social and ethical behaviors when using technology and discuss consequences of inappropriate use.
Social Studies,Sixth Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"2. Investigate the historical eras, individuals, groups, ideas, and themes within regions of the Western Hemisphere and their relationships with one another.",SS.6.1.2,"Disciplinary, Information, and Media Literacy:","Cite textual evidence from content-specific texts to demonstrate understanding and support an analysis of the text, conduct an experiment, or perform a task."
Social Studies,Sixth Grade,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic tools and sources to research and make geographic inferences and predictions about the Western Hemisphere.,SS.6.2.1,Students Can:,"Use geographic tools to identify, locate, and describe places and regions in the Western Hemisphere to investigate and solve geographic problems. For example: Farming practices in a dry climate, implications of building a dam, and deforestation."
Social Studies,Sixth Grade,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic tools and sources to research and make geographic inferences and predictions about the Western Hemisphere.,SS.6.2.1,Students Can:,"Collect, analyze, and synthesize data from geographic tools to compare regions in the Western Hemisphere."
Social Studies,Sixth Grade,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic tools and sources to research and make geographic inferences and predictions about the Western Hemisphere.,SS.6.2.1,Students Can:,"Examine geographic sources to formulate and investigate inquiry questions to understand the past, analyze the present, or plan for the future."
Social Studies,Sixth Grade,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic tools and sources to research and make geographic inferences and predictions about the Western Hemisphere.,SS.6.2.1,Students Can:,"Interpret geographic data/evidence to draw conclusions, make predictions, and justify potential solutions to problems at the local, state, national, and global levels."
Social Studies,Sixth Grade,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic tools and sources to research and make geographic inferences and predictions about the Western Hemisphere.,SS.6.2.1,Colorado Essential Skills:,"Apply knowledge to set goals, make informed decisions and transfer to new contexts (Critical Thinking and Analysis)."
Social Studies,Sixth Grade,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic tools and sources to research and make geographic inferences and predictions about the Western Hemisphere.,SS.6.2.1,Colorado Essential Skills:,"Engage in novel approaches, directions, ideas, and/or perspectives while using the inquiry process to analyze primary and secondary sources (Critical Thinking and Analysis)."
Social Studies,Sixth Grade,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic tools and sources to research and make geographic inferences and predictions about the Western Hemisphere.,SS.6.2.1,Colorado Essential Skills:,"Collaborate with others to plan and evaluate complex solutions to global challenges within the Western Hemisphere using multiple disciplinary lenses such as ethnic, historical, and scientific (Global and Cultural Awareness)."
Social Studies,Sixth Grade,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic tools and sources to research and make geographic inferences and predictions about the Western Hemisphere.,SS.6.2.1,Colorado Essential Skills:,"Demonstrate task management attributes associated with producing high quality products. For example: (a) Work positively and ethically; (b) Manage time and projects effectively; (c) Multi-task, and; (d) Clearly communicate with others (Collaboration and Teamwork, Self-Management)."
Social Studies,Sixth Grade,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic tools and sources to research and make geographic inferences and predictions about the Western Hemisphere.,SS.6.2.1,Colorado Essential Skills:,Apply and communicate solutions by formulating an action plan for real-world problems (Collaboration and Teamwork).
Social Studies,Sixth Grade,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic tools and sources to research and make geographic inferences and predictions about the Western Hemisphere.,SS.6.2.1,Colorado Essential Skills:,"Revisit, reflect on, and revise inquiry questions based on analysis of geographic data (Critical Thinking and Analysis)."
Social Studies,Sixth Grade,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic tools and sources to research and make geographic inferences and predictions about the Western Hemisphere.,SS.6.2.1,Inquiry Questions:,How can geographic tools be used to solve problems in the future?
Social Studies,Sixth Grade,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic tools and sources to research and make geographic inferences and predictions about the Western Hemisphere.,SS.6.2.1,Inquiry Questions:,Why does where we live influence how we live?
Social Studies,Sixth Grade,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic tools and sources to research and make geographic inferences and predictions about the Western Hemisphere.,SS.6.2.1,Inquiry Questions:,"How do populations, physical features, distribution of natural resources, and perceptions of places and regions change over time?"
Social Studies,Sixth Grade,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic tools and sources to research and make geographic inferences and predictions about the Western Hemisphere.,SS.6.2.1,Inquiry Questions:,"How have geographic factors influenced human settlement, economic activity, and land acquisition?"
Social Studies,Sixth Grade,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic tools and sources to research and make geographic inferences and predictions about the Western Hemisphere.,SS.6.2.1,Nature and Skills of Geography:,Geographic thinkers use geographic tools to develop spatial thinking and awareness skills.
Social Studies,Sixth Grade,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic tools and sources to research and make geographic inferences and predictions about the Western Hemisphere.,SS.6.2.1,Nature and Skills of Geography:,Geographic thinkers evaluate patterns that connect people in the Western Hemisphere to the rest of the world.
Social Studies,Sixth Grade,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic tools and sources to research and make geographic inferences and predictions about the Western Hemisphere.,SS.6.2.1,Nature and Skills of Geography:,Geographic thinkers explore how technology is used to solve geographic problems.
Social Studies,Sixth Grade,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic tools and sources to research and make geographic inferences and predictions about the Western Hemisphere.,SS.6.2.1,Nature and Skills of Geography:,Geographic thinkers explore how technology is used to solve geographic problems.
Social Studies,Sixth Grade,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic tools and sources to research and make geographic inferences and predictions about the Western Hemisphere.,SS.6.2.1,"Disciplinary, Information, and Media Literacy:","Integrate visual information such as charts, graphs, photographs, videos, or maps, with other information in print and digital texts."
Social Studies,Sixth Grade,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic tools and sources to research and make geographic inferences and predictions about the Western Hemisphere.,SS.6.2.1,"Disciplinary, Information, and Media Literacy:","Explain and justify decisions and shared content using online maps, graphs, charts, data, and diagrams."
Social Studies,Sixth Grade,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic tools and sources to research and make geographic inferences and predictions about the Western Hemisphere.,SS.6.2.1,"Disciplinary, Information, and Media Literacy:",Manage the flow of information from a wide variety of sources.
Social Studies,Sixth Grade,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic tools and sources to research and make geographic inferences and predictions about the Western Hemisphere.,SS.6.2.1,"Disciplinary, Information, and Media Literacy:","Present arguments or information in a logical sequence with a clear claim, supportive evidence, and effective presence that builds credibility."
Social Studies,Sixth Grade,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic tools and sources to research and make geographic inferences and predictions about the Western Hemisphere.,SS.6.2.1,"Disciplinary, Information, and Media Literacy:","Generate questions to guide research, gather information from print and digital sources, determine biases and credibility of sources, cite sources accurately, and use evidence and reasoning to answer research questions."
Social Studies,Sixth Grade,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic tools and sources to research and make geographic inferences and predictions about the Western Hemisphere.,SS.6.2.1,"Disciplinary, Information, and Media Literacy:",Examine the presentation of facts and opinions in a text to evaluate its reliability.
Social Studies,Sixth Grade,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,2. Evaluate how regional differences and perspectives in the Western Hemisphere impact human and environmental interactions.,SS.6.2.2,Students Can:,Classify and analyze the types of human and geographic connections between places and regions.
Social Studies,Sixth Grade,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,2. Evaluate how regional differences and perspectives in the Western Hemisphere impact human and environmental interactions.,SS.6.2.2,Students Can:,Identify physical features of the Western Hemisphere and explain their effects on people who reside in those regions.
Social Studies,Sixth Grade,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,2. Evaluate how regional differences and perspectives in the Western Hemisphere impact human and environmental interactions.,SS.6.2.2,Students Can:,Analyze positive and negative interactions of human and physical systems in the Western Hemisphere and give examples of how people have adapted to and modified their physical environment.
Social Studies,Sixth Grade,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,2. Evaluate how regional differences and perspectives in the Western Hemisphere impact human and environmental interactions.,SS.6.2.2,Students Can:,Use characteristics to define physical and political regions of the past and present.
Social Studies,Sixth Grade,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,2. Evaluate how regional differences and perspectives in the Western Hemisphere impact human and environmental interactions.,SS.6.2.2,Colorado Essential Skills:,Look for and find value in studying different perspectives expressed by others (Adaptability and Flexibility).
Social Studies,Sixth Grade,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,2. Evaluate how regional differences and perspectives in the Western Hemisphere impact human and environmental interactions.,SS.6.2.2,Colorado Essential Skills:,"Plan and evaluate complex solutions to global challenges within the Western Hemisphere that are appropriate to their contexts using multiple disciplinary lenses such as ethnic, historical, and scientific (Global and Cultural Awareness)."
Social Studies,Sixth Grade,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,2. Evaluate how regional differences and perspectives in the Western Hemisphere impact human and environmental interactions.,SS.6.2.2,Colorado Essential Skills:,"Apply knowledge to set goals, make informed decisions and transfer to new contexts (Creativity and Innovation)."
Social Studies,Sixth Grade,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,2. Evaluate how regional differences and perspectives in the Western Hemisphere impact human and environmental interactions.,SS.6.2.2,Inquiry Questions:,What are different ways to define regions in the Western Hemisphere based on human and physical systems?
Social Studies,Sixth Grade,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,2. Evaluate how regional differences and perspectives in the Western Hemisphere impact human and environmental interactions.,SS.6.2.2,Inquiry Questions:,What have been the positive and negative consequences of human interactions with the environment?
Social Studies,Sixth Grade,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,2. Evaluate how regional differences and perspectives in the Western Hemisphere impact human and environmental interactions.,SS.6.2.2,Inquiry Questions:,"How has globalization changed the ways societies in the Western Hemisphere interact with people, places, and their environment?"
Social Studies,Sixth Grade,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,2. Evaluate how regional differences and perspectives in the Western Hemisphere impact human and environmental interactions.,SS.6.2.2,Inquiry Questions:,How did contact between Western and Eastern societies affect and change the environment?
Social Studies,Sixth Grade,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,2. Evaluate how regional differences and perspectives in the Western Hemisphere impact human and environmental interactions.,SS.6.2.2,Nature and Skills of Geography:,Geographic thinkers analyze data and construct geographic tools to examine places and regions and the connections among them.
Social Studies,Sixth Grade,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,2. Evaluate how regional differences and perspectives in the Western Hemisphere impact human and environmental interactions.,SS.6.2.2,Nature and Skills of Geography:,Geographic thinkers analyze the relationship between human and physical systems. For example: Conflict and cooperation over resource distribution and trade.
Social Studies,Sixth Grade,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,2. Evaluate how regional differences and perspectives in the Western Hemisphere impact human and environmental interactions.,SS.6.2.2,Nature and Skills of Geography:,"Geographic thinkers analyze data regarding physical and human systems to make informed choices, solve problems, and make predictions."
Social Studies,Sixth Grade,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,2. Evaluate how regional differences and perspectives in the Western Hemisphere impact human and environmental interactions.,SS.6.2.2,"Disciplinary, Information, and Media Literacy:","Analyze how a key individual, event, or idea is introduced, illustrated, and elaborated in a text."
Social Studies,Sixth Grade,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,2. Evaluate how regional differences and perspectives in the Western Hemisphere impact human and environmental interactions.,SS.6.2.2,"Disciplinary, Information, and Media Literacy:",Differentiate between facts and opinions in a text.
Social Studies,Sixth Grade,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,2. Evaluate how regional differences and perspectives in the Western Hemisphere impact human and environmental interactions.,SS.6.2.2,"Disciplinary, Information, and Media Literacy:",Demonstrate positive social and ethical behaviors when using technology and discuss consequences of inappropriate use.
Social Studies,Sixth Grade,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,2. Evaluate how regional differences and perspectives in the Western Hemisphere impact human and environmental interactions.,SS.6.2.2,"Disciplinary, Information, and Media Literacy:",Use information accurately and creatively for the issue or problem at hand.
Social Studies,Sixth Grade,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,2. Evaluate how regional differences and perspectives in the Western Hemisphere impact human and environmental interactions.,SS.6.2.2,"Disciplinary, Information, and Media Literacy:","Analyze different texts (including experiments, simulations, video, or multimedia texts) to compare competing theories, points of view, and arguments in the discipline."
Social Studies,Sixth Grade,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,"1. Investigate how different economic systems developed based on access to resources, societal values, and human experiences, in order to address the problem of scarcity.",SS.6.3.1,Students Can:,"Describe how current economic systems in the Western Hemisphere (such as traditional, command, market, and mixed) developed."
Social Studies,Sixth Grade,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,"1. Investigate how different economic systems developed based on access to resources, societal values, and human experiences, in order to address the problem of scarcity.",SS.6.3.1,Students Can:,Use economic reasoning to explain how specialization of production in a country can result in more interdependence. For example: International trade patterns.
Social Studies,Sixth Grade,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,"1. Investigate how different economic systems developed based on access to resources, societal values, and human experiences, in order to address the problem of scarcity.",SS.6.3.1,Students Can:,Explain how different societies view and use money and resources.
Social Studies,Sixth Grade,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,"1. Investigate how different economic systems developed based on access to resources, societal values, and human experiences, in order to address the problem of scarcity.",SS.6.3.1,Students Can:,Describe the role of competition and supply and demand in the determination of prices and wages in a market economy.
Social Studies,Sixth Grade,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,"1. Investigate how different economic systems developed based on access to resources, societal values, and human experiences, in order to address the problem of scarcity.",SS.6.3.1,Colorado Essential Skills:,"Plan and evaluate complex solutions to global economic system challenges using multiple disciplinary lenses such as cultural, historical, and scientific (Civic Engagement, Global and Cultural Awareness)."
Social Studies,Sixth Grade,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,"1. Investigate how different economic systems developed based on access to resources, societal values, and human experiences, in order to address the problem of scarcity.",SS.6.3.1,Colorado Essential Skills:,Look for and find value in different economic perspectives expressed by others (Adaptability and Flexibility).
Social Studies,Sixth Grade,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,"1. Investigate how different economic systems developed based on access to resources, societal values, and human experiences, in order to address the problem of scarcity.",SS.6.3.1,Colorado Essential Skills:,Make connections between information gathered and personal experiences to research economic questions (Critical Thinking and Analysis).
Social Studies,Sixth Grade,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,"1. Investigate how different economic systems developed based on access to resources, societal values, and human experiences, in order to address the problem of scarcity.",SS.6.3.1,Inquiry Questions:,How do different economic systems address the distribution of scarce resources and the production of goods and services?
Social Studies,Sixth Grade,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,"1. Investigate how different economic systems developed based on access to resources, societal values, and human experiences, in order to address the problem of scarcity.",SS.6.3.1,Inquiry Questions:,How do consumers and societies address scarcity and opportunity cost?
Social Studies,Sixth Grade,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,"1. Investigate how different economic systems developed based on access to resources, societal values, and human experiences, in order to address the problem of scarcity.",SS.6.3.1,Inquiry Questions:,How do consumers and societies use trade networks to acquire resources?
Social Studies,Sixth Grade,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,"1. Investigate how different economic systems developed based on access to resources, societal values, and human experiences, in order to address the problem of scarcity.",SS.6.3.1,Nature and Skills of Economics:,Economic thinkers study economic data in order to analyze economic problems.
Social Studies,Sixth Grade,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,"1. Investigate how different economic systems developed based on access to resources, societal values, and human experiences, in order to address the problem of scarcity.",SS.6.3.1,Nature and Skills of Economics:,"Economic thinkers use economic tools to recognize patterns of economic exchange to make informed decisions and solve economic problems. For example: Specialization, trade, opportunity cost, interdependence, and supply and demand."
Social Studies,Sixth Grade,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,"1. Investigate how different economic systems developed based on access to resources, societal values, and human experiences, in order to address the problem of scarcity.",SS.6.3.1,Nature and Skills of Economics:,"Economic thinkers use disciplinary vocabulary such as Gross Domestic Product, per capita income, and the Human Development Index to discuss economic systems in the Western Hemisphere."
Social Studies,Sixth Grade,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,"1. Investigate how different economic systems developed based on access to resources, societal values, and human experiences, in order to address the problem of scarcity.",SS.6.3.1,"Disciplinary, Information, and Media Literacy:","Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text."
Social Studies,Sixth Grade,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,"1. Investigate how different economic systems developed based on access to resources, societal values, and human experiences, in order to address the problem of scarcity.",SS.6.3.1,"Disciplinary, Information, and Media Literacy:","Read to identify cause-and-effect relationships, compare and contrast information, fact vs. opinion, and author bias."
Social Studies,Sixth Grade,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,"1. Investigate how different economic systems developed based on access to resources, societal values, and human experiences, in order to address the problem of scarcity.",SS.6.3.1,"Disciplinary, Information, and Media Literacy:",Use content-specific technology tools to support learning and research.
Social Studies,Sixth Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Examine civic participation within different governmental systems of the Western Hemisphere.,SS.6.4.1,Students Can:,Examine changes and connections in ideas about citizenship in different times and places in the Western Hemisphere. For example: Indigenous Peoples are either denied citizenship or citizenship is not always desired; immigration and a nation's quota preferences; and the changes in naturalization requirements change over time.
Social Studies,Sixth Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Examine civic participation within different governmental systems of the Western Hemisphere.,SS.6.4.1,Students Can:,"Explain how political ideas of significant people and groups interact, are interconnected, and influence nations and regions in the Western Hemisphere, both in the past and today."
Social Studies,Sixth Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Examine civic participation within different governmental systems of the Western Hemisphere.,SS.6.4.1,Students Can:,"Analyze political issues from national and global perspectives over time in North America, South America, and the Caribbean."
Social Studies,Sixth Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Examine civic participation within different governmental systems of the Western Hemisphere.,SS.6.4.1,Students Can:,"Identify historical examples illustrating how people from diverse backgrounds such as African American, Latino, Asian American, and Indigenous Peoples in the Western Hemisphere perceived, reacted to, and influenced national and international policies and issues."
Social Studies,Sixth Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Examine civic participation within different governmental systems of the Western Hemisphere.,SS.6.4.1,Colorado Essential Skills:,"Examine how individuals in the Western Hemisphere interpret messages differently, and how values and points of view are included or excluded (Data Literacy)."
Social Studies,Sixth Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Examine civic participation within different governmental systems of the Western Hemisphere.,SS.6.4.1,Colorado Essential Skills:,"Analyze how a specific problem can manifest itself at local, regional, and global levels, and how media can influence beliefs and behaviors (Media Literacy)."
Social Studies,Sixth Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Examine civic participation within different governmental systems of the Western Hemisphere.,SS.6.4.1,Colorado Essential Skills:,"Plan and evaluate complex solutions to global challenges in the Western Hemisphere, using multiple disciplinary lenses such as ethnic, historical, and scientific (Interpersonal Communication, Global and Cultural Awareness)."
Social Studies,Sixth Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Examine civic participation within different governmental systems of the Western Hemisphere.,SS.6.4.1,Colorado Essential Skills:,Look for and find value in different perspectives expressed by others (Adaptability and Flexibility).
Social Studies,Sixth Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Examine civic participation within different governmental systems of the Western Hemisphere.,SS.6.4.1,Colorado Essential Skills:,"Follow a process identified by others to help generate ideas, negotiate roles and responsibilities, and respect consensus in decision making (Interpersonal Communication, Collaboration and Teamwork)."
Social Studies,Sixth Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Examine civic participation within different governmental systems of the Western Hemisphere.,SS.6.4.1,Colorado Essential Skills:,"Participate in social or community activities (Civic Engagement, Interpersonal Communication)."
Social Studies,Sixth Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Examine civic participation within different governmental systems of the Western Hemisphere.,SS.6.4.1,Inquiry Questions:,What does it mean to live in an interconnected world?
Social Studies,Sixth Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Examine civic participation within different governmental systems of the Western Hemisphere.,SS.6.4.1,Inquiry Questions:,How can you be a productive member of the global community and a contributing citizen of the United States?
Social Studies,Sixth Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Examine civic participation within different governmental systems of the Western Hemisphere.,SS.6.4.1,Inquiry Questions:,Why are there greater challenges and opportunities when multiple groups interact?
Social Studies,Sixth Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Examine civic participation within different governmental systems of the Western Hemisphere.,SS.6.4.1,Inquiry Questions:,Why do national and global viewpoints sometimes differ?
Social Studies,Sixth Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Examine civic participation within different governmental systems of the Western Hemisphere.,SS.6.4.1,Inquiry Questions:,"What are some of the barriers that prevent some people from various communities such as African American, Latino, Indigenous peoples, Asian American, Hawaiian/Pacific Islander, LGBTQ, and religious minorities from being ""contributing"" citizens?"
Social Studies,Sixth Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Examine civic participation within different governmental systems of the Western Hemisphere.,SS.6.4.1,Inquiry Questions:,"What is the myth of the ""model minority"" and how is it harmful to minority groups?"
Social Studies,Sixth Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Examine civic participation within different governmental systems of the Western Hemisphere.,SS.6.4.1,Nature and Skills of Civics:,"Civic-minded individuals discuss and analyze how various government decisions impact people, places, and history."
Social Studies,Sixth Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Examine civic participation within different governmental systems of the Western Hemisphere.,SS.6.4.1,Nature and Skills of Civics:,"Civic-minded individuals analyze how the actions of individuals and groups can have a local, national, and international impact."
Social Studies,Sixth Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Examine civic participation within different governmental systems of the Western Hemisphere.,SS.6.4.1,Nature and Skills of Civics:,Civic-minded individuals analyze the relationship between rights and responsibility in national and global contexts.
Social Studies,Sixth Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Examine civic participation within different governmental systems of the Western Hemisphere.,SS.6.4.1,Nature and Skills of Civics:,"Civic-minded individuals explain how nations are interconnected and affect each other. For example: Businesses may be affected by the laws and regulations of a nation; markets may be impacted by drought, earthquakes, and other natural disasters throughout the world; and international trade restrictions, election interference, and pandemics also influence markets."
Social Studies,Sixth Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Examine civic participation within different governmental systems of the Western Hemisphere.,SS.6.4.1,Nature and Skills of Civics:,Civic-minded individuals demonstrate how technology provides daily information regarding the interaction between the United States government and other nations.
Social Studies,Sixth Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Examine civic participation within different governmental systems of the Western Hemisphere.,SS.6.4.1,Nature and Skills of Civics:,"Civic-minded individuals apply the inquiry process, collaborative problem-solving, and design thinking to create actionable solutions to civic problems."
Social Studies,Sixth Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Examine civic participation within different governmental systems of the Western Hemisphere.,SS.6.4.1,Nature and Skills of Civics:,"Civic-minded individuals investigate inquiry questions by drawing conclusions from and synthesizing relevant evidence from primary and secondary sources, statistical data, current events/media. For example: interviews, surveys, podcasts, news articles, social media, and databases."
Social Studies,Sixth Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Examine civic participation within different governmental systems of the Western Hemisphere.,SS.6.4.1,"Disciplinary, Information, and Media Literacy:","Describe how a text presents information. For example: Text features, evidence, organization, persuasive techniques, word choice, tone."
Social Studies,Sixth Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Examine civic participation within different governmental systems of the Western Hemisphere.,SS.6.4.1,"Disciplinary, Information, and Media Literacy:","Communicate and present information orally, in writing, and through the development of multimedia presentations, and other forms of technology in an effective manner."
Social Studies,Sixth Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Examine civic participation within different governmental systems of the Western Hemisphere.,SS.6.4.1,"Disciplinary, Information, and Media Literacy:","Evaluate sources of information for context, bias, corroboration, propaganda, and differentiate facts from opinions, including using lateral reading and corroboration to verify factual information."
Social Studies,Sixth Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Examine civic participation within different governmental systems of the Western Hemisphere.,SS.6.4.1,"Disciplinary, Information, and Media Literacy:","Evaluate the credibility, authority, relevance, and purpose of online and print sources."
Social Studies,Sixth Grade,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,2. Explain how the development and features of systems of government in the Western Hemisphere relate to their citizens.,SS.6.4.2,Students Can:,Examine and explain the development of foundational principles of government systems in the Western Hemisphere.
Social Studies,Sixth Grade,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,2. Explain how the development and features of systems of government in the Western Hemisphere relate to their citizens.,SS.6.4.2,Students Can:,Describe structures and functions of different systems of government in the Western Hemisphere.
Social Studies,Sixth Grade,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,2. Explain how the development and features of systems of government in the Western Hemisphere relate to their citizens.,SS.6.4.2,Students Can:,Identify how different systems of government relate to their citizens in the Western Hemisphere and how systems of government create advantages for some of their citizens and disadvantages for others.
Social Studies,Sixth Grade,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,2. Explain how the development and features of systems of government in the Western Hemisphere relate to their citizens.,SS.6.4.2,Students Can:,Compare the economic components of the different systems of government in the Western Hemisphere.
Social Studies,Sixth Grade,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,2. Explain how the development and features of systems of government in the Western Hemisphere relate to their citizens.,SS.6.4.2,Students Can:,"Explain the value each nation and/or culture places on economic prosperity, individual liberty, human rights, freedom of the press, freedom of religion, equal rights, and respect for neighbors."
Social Studies,Sixth Grade,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,2. Explain how the development and features of systems of government in the Western Hemisphere relate to their citizens.,SS.6.4.2,Students Can:,"Investigate the historical, social, and cultural influences of minorities on civil governments of the United States, and the rest of the Western Hemisphere."
Social Studies,Sixth Grade,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,2. Explain how the development and features of systems of government in the Western Hemisphere relate to their citizens.,SS.6.4.2,Colorado Essential Skills:,"Examine how individuals interpret messages differently, how values and points of view are included or excluded, and how media can influence beliefs and behaviors (Media Literacy, Digital Literacy)."
Social Studies,Sixth Grade,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,2. Explain how the development and features of systems of government in the Western Hemisphere relate to their citizens.,SS.6.4.2,Colorado Essential Skills:,"Plan and evaluate complex solutions to global challenges, in the Western Hemisphere, which are appropriate to their contexts, using multiple disciplinary perspectives such as ethnic, historical, and scientific (Civic Engagement, Global and Cultural Awareness)."
Social Studies,Sixth Grade,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,2. Explain how the development and features of systems of government in the Western Hemisphere relate to their citizens.,SS.6.4.2,Colorado Essential Skills:,Look for and find value in different perspectives expressed by others in the Western Hemisphere (Adaptability and Flexibility).
Social Studies,Sixth Grade,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,2. Explain how the development and features of systems of government in the Western Hemisphere relate to their citizens.,SS.6.4.2,Colorado Essential Skills:,"Apply ethical perspectives/concepts to an ethical question/situation/scenario (Civic Engagement, Interpersonal Communication)."
Social Studies,Sixth Grade,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,2. Explain how the development and features of systems of government in the Western Hemisphere relate to their citizens.,SS.6.4.2,Inquiry Questions:,What is the purpose of government?
Social Studies,Sixth Grade,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,2. Explain how the development and features of systems of government in the Western Hemisphere relate to their citizens.,SS.6.4.2,Inquiry Questions:,What evidence can you find of effective and ineffective governments in the past and the present?
Social Studies,Sixth Grade,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,2. Explain how the development and features of systems of government in the Western Hemisphere relate to their citizens.,SS.6.4.2,Inquiry Questions:,What would a government look like if you created it?
Social Studies,Sixth Grade,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,2. Explain how the development and features of systems of government in the Western Hemisphere relate to their citizens.,SS.6.4.2,Inquiry Questions:,What are the consequences if a government does not provide for the common good?
Social Studies,Sixth Grade,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,2. Explain how the development and features of systems of government in the Western Hemisphere relate to their citizens.,SS.6.4.2,Inquiry Questions:,How do government systems affect social structure and citizens' quality of life?
Social Studies,Sixth Grade,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,2. Explain how the development and features of systems of government in the Western Hemisphere relate to their citizens.,SS.6.4.2,Inquiry Questions:,How do individuals and groups effectively influence government systems?
Social Studies,Sixth Grade,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,2. Explain how the development and features of systems of government in the Western Hemisphere relate to their citizens.,SS.6.4.2,Nature and Skills of Civics:,Civic-minded individuals discuss and evaluate how personal and national actions have global consequences.
Social Studies,Sixth Grade,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,2. Explain how the development and features of systems of government in the Western Hemisphere relate to their citizens.,SS.6.4.2,Nature and Skills of Civics:,Civic-minded individuals analyze current and historical examples of ways in which lives are enriched and challenged because of the interconnected nature of a global society.
Social Studies,Sixth Grade,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,2. Explain how the development and features of systems of government in the Western Hemisphere relate to their citizens.,SS.6.4.2,Nature and Skills of Civics:,"Civic-minded individuals investigate how different forms of government affect daily life. For example: Employees work in international corporations and tourists visit countries with different laws, rules, and regulations."
Social Studies,Sixth Grade,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,2. Explain how the development and features of systems of government in the Western Hemisphere relate to their citizens.,SS.6.4.2,Nature and Skills of Civics:,Civic-minded individuals apply knowledge of civic concepts to understanding the implications of events around the world.
Social Studies,Sixth Grade,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,2. Explain how the development and features of systems of government in the Western Hemisphere relate to their citizens.,SS.6.4.2,Nature and Skills of Civics:,"Civic-minded individuals use the inquiry process to ask, investigate, and answer civic questions related to civic issues of the present and past."
Social Studies,Sixth Grade,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,2. Explain how the development and features of systems of government in the Western Hemisphere relate to their citizens.,SS.6.4.2,Nature and Skills of Civics:,"Civic-minded individuals understand how people collaborate with others to design, revise, and communicate solutions to civic problems affecting local, regional, and global communities, including connections between local and global societies."
Social Studies,Sixth Grade,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,2. Explain how the development and features of systems of government in the Western Hemisphere relate to their citizens.,SS.6.4.2,"Disciplinary, Information, and Media Literacy:",Identify key steps in a text's description of a process related to history/social studies.
Social Studies,Sixth Grade,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,2. Explain how the development and features of systems of government in the Western Hemisphere relate to their citizens.,SS.6.4.2,"Disciplinary, Information, and Media Literacy:","Describe how a text presents information. For example: Text features, evidence, organization, persuasive techniques, word choice, tone."
Social Studies,Sixth Grade,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,2. Explain how the development and features of systems of government in the Western Hemisphere relate to their citizens.,SS.6.4.2,"Disciplinary, Information, and Media Literacy:","Evaluate the credibility, authority, relevance, and purpose of online and print sources, including using lateral reading and corroboration to verify factual information."
Social Studies,Sixth Grade,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,2. Explain how the development and features of systems of government in the Western Hemisphere relate to their citizens.,SS.6.4.2,"Disciplinary, Information, and Media Literacy:","Synthesize information from multiple credible sources to demonstrate understanding of a topic, including comparing articles, evaluating reliability and intent, evidence, and verifying claims."
Social Studies,Sixth Grade,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,2. Explain how the development and features of systems of government in the Western Hemisphere relate to their citizens.,SS.6.4.2,"Disciplinary, Information, and Media Literacy:","Evaluate sources of information for context, bias, corroboration, propaganda, and differentiate facts from opinions."
Social Studies,Sixth Grade,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Investigate the role of consumers and businesses within the Western Hemisphere.,SS.6.5.1,Students Can:,"Explain the roles of buyers and sellers in product, labor, and financial markets."
Social Studies,Sixth Grade,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Investigate the role of consumers and businesses within the Western Hemisphere.,SS.6.5.1,Students Can:,Explore how consumer spending decisions and demand impact market economies.
Social Studies,Sixth Grade,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Investigate the role of consumers and businesses within the Western Hemisphere.,SS.6.5.1,Students Can:,Analyze how external factors might influence spending decisions for different individuals.
Social Studies,Sixth Grade,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Investigate the role of consumers and businesses within the Western Hemisphere.,SS.6.5.1,Students Can:,"Understand how basic budgeting, investing, saving, and personal behavior with money affects the economic system as a consumer and/or producer."
Social Studies,Sixth Grade,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Investigate the role of consumers and businesses within the Western Hemisphere.,SS.6.5.1,Colorado Essential Skills:,"Demonstrate an understanding of cause and effect related to personal financial decisions (Civic Engagement, Interpersonal Communication)."
Social Studies,Sixth Grade,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Investigate the role of consumers and businesses within the Western Hemisphere.,SS.6.5.1,Colorado Essential Skills:,"Identify and explain multiple perspectives (cultural and global) when exploring economic events, ideas, and issues within the Western Hemisphere (Civic Engagement, Global and Cultural Awareness)."
Social Studies,Sixth Grade,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Investigate the role of consumers and businesses within the Western Hemisphere.,SS.6.5.1,Colorado Essential Skills:,"Assess personal strengths and limitations with a well-grounded sense of confidence, optimism, and a growth mindset (Self-Awareness)."
Social Studies,Sixth Grade,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Investigate the role of consumers and businesses within the Western Hemisphere.,SS.6.5.1,Inquiry Questions:,How did different societies in the Western Hemisphere define the roles of buyers and sellers in the various markets?
Social Studies,Sixth Grade,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Investigate the role of consumers and businesses within the Western Hemisphere.,SS.6.5.1,Inquiry Questions:,What role did the distribution of resources play in personal financial decisions?
Social Studies,Sixth Grade,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Investigate the role of consumers and businesses within the Western Hemisphere.,SS.6.5.1,Inquiry Questions:,What role have competition and wages played in different cultures?
Social Studies,Sixth Grade,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Investigate the role of consumers and businesses within the Western Hemisphere.,SS.6.5.1,Inquiry Questions:,Why is it important to analyze the various levels of a culture before understanding how individuals in that culture would make financial decisions?
Social Studies,Sixth Grade,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Investigate the role of consumers and businesses within the Western Hemisphere.,SS.6.5.1,Inquiry Questions:,How might your personal spending impact market growth or decline?
Social Studies,Sixth Grade,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Investigate the role of consumers and businesses within the Western Hemisphere.,SS.6.5.1,Nature and Skills of Economics (PFL):,"Financially capable individuals determine how history, location, and the distribution of resources have impacted financial decisions."
Social Studies,Sixth Grade,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Investigate the role of consumers and businesses within the Western Hemisphere.,SS.6.5.1,Nature and Skills of Economics (PFL):,Financially capable individuals understand that competition and wages are not just American concepts. These concepts have applied to individual financial decisions long before the birth of the nation.
Social Studies,Sixth Grade,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Investigate the role of consumers and businesses within the Western Hemisphere.,SS.6.5.1,Nature and Skills of Economics (PFL):,Financially capable individuals understand that populations within various cultures have made individual financial decisions differently throughout time and location.
Social Studies,Sixth Grade,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Investigate the role of consumers and businesses within the Western Hemisphere.,SS.6.5.1,Nature and Skills of Economics (PFL):,Financially capable individuals identify that peoples' decisions as consumers are formed from diverse and unique experiences.
Social Studies,Sixth Grade,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Investigate the role of consumers and businesses within the Western Hemisphere.,SS.6.5.1,"Disciplinary, Information, and Media Literacy:","Analyze how and why individuals, events, and ideas develop on social media."
Social Studies,Sixth Grade,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Investigate the role of consumers and businesses within the Western Hemisphere.,SS.6.5.1,"Disciplinary, Information, and Media Literacy:",Explain how a question represents key ideas in the field.
Social Studies,Sixth Grade,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Investigate the role of consumers and businesses within the Western Hemisphere.,SS.6.5.1,"Disciplinary, Information, and Media Literacy:",Explain points of agreement experts have about interpretations and applications of disciplinary concepts and ideas associated with a compelling question.
Social Studies,Sixth Grade,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Investigate the role of consumers and businesses within the Western Hemisphere.,SS.6.5.1,"Disciplinary, Information, and Media Literacy:",Integrate multimedia as effective tools for presenting and clarifying information.
Social Studies,Seventh Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Analyze and interpret a variety of primary and secondary sources from multiple perspectives in the Eastern Hemisphere to formulate an appropriate thesis supported by relevant evidence.,SS.7.1.1,Students Can:,"Analyze primary and secondary sources to explain the interdependence and uniqueness among peoples in the Eastern Hemisphere, including their influence on modern society."
Social Studies,Seventh Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Analyze and interpret a variety of primary and secondary sources from multiple perspectives in the Eastern Hemisphere to formulate an appropriate thesis supported by relevant evidence.,SS.7.1.1,Students Can:,"Examine primary and secondary sources from multiple and diverse perspectives to identify point of view using art, eyewitness accounts, letters and diaries, artifacts, historical sites, charts, graphs, diagrams, and written texts."
Social Studies,Seventh Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Analyze and interpret a variety of primary and secondary sources from multiple perspectives in the Eastern Hemisphere to formulate an appropriate thesis supported by relevant evidence.,SS.7.1.1,Colorado Essential Skills:,Make connections between information gathered and personal experiences to generate a thesis (Critical Thinking and Analysis).
Social Studies,Seventh Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Analyze and interpret a variety of primary and secondary sources from multiple perspectives in the Eastern Hemisphere to formulate an appropriate thesis supported by relevant evidence.,SS.7.1.1,Colorado Essential Skills:,"Engage in novel approaches, ideas, and/or perspectives while using inquiry and primary and secondary sources (Creativity and Innovation)."
Social Studies,Seventh Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Analyze and interpret a variety of primary and secondary sources from multiple perspectives in the Eastern Hemisphere to formulate an appropriate thesis supported by relevant evidence.,SS.7.1.1,Colorado Essential Skills:,Examine different historical perspectives expressed in primary and secondary sources (Adaptability and Flexibility).
Social Studies,Seventh Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Analyze and interpret a variety of primary and secondary sources from multiple perspectives in the Eastern Hemisphere to formulate an appropriate thesis supported by relevant evidence.,SS.7.1.1,Colorado Essential Skills:,"Use a focus statement and questioning protocols to generate, evaluate, improve, and select high quality historical inquiry questions (Critical Thinking and Analysis)."
Social Studies,Seventh Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Analyze and interpret a variety of primary and secondary sources from multiple perspectives in the Eastern Hemisphere to formulate an appropriate thesis supported by relevant evidence.,SS.7.1.1,Colorado Essential Skills:,"Utilize primary and secondary sources to examine how individuals interpret messages differently, how values and points of view are included or excluded, and how media can influence beliefs and behaviors (Media Literacy, Digital Literacy, Data Literacy)."
Social Studies,Seventh Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Analyze and interpret a variety of primary and secondary sources from multiple perspectives in the Eastern Hemisphere to formulate an appropriate thesis supported by relevant evidence.,SS.7.1.1,Inquiry Questions:,Why is continued research and inquiry about historical events beneficial?
Social Studies,Seventh Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Analyze and interpret a variety of primary and secondary sources from multiple perspectives in the Eastern Hemisphere to formulate an appropriate thesis supported by relevant evidence.,SS.7.1.1,Inquiry Questions:,Why do historians often have different interpretations of the same historical events?
Social Studies,Seventh Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Analyze and interpret a variety of primary and secondary sources from multiple perspectives in the Eastern Hemisphere to formulate an appropriate thesis supported by relevant evidence.,SS.7.1.1,Inquiry Questions:,How can analyzing historical events from multiple perspectives be beneficial to understanding past and current issues?
Social Studies,Seventh Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Analyze and interpret a variety of primary and secondary sources from multiple perspectives in the Eastern Hemisphere to formulate an appropriate thesis supported by relevant evidence.,SS.7.1.1,Inquiry Questions:,"How does studying patterns of continuity and change help us understand people, places, events, and issues today?"
Social Studies,Seventh Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Analyze and interpret a variety of primary and secondary sources from multiple perspectives in the Eastern Hemisphere to formulate an appropriate thesis supported by relevant evidence.,SS.7.1.1,Inquiry Questions:,What can an artifact or primary source document reveal about the past?
Social Studies,Seventh Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Analyze and interpret a variety of primary and secondary sources from multiple perspectives in the Eastern Hemisphere to formulate an appropriate thesis supported by relevant evidence.,SS.7.1.1,Nature and Skills of History:,Historical thinkers construct an understanding of history through the gathering and analysis of historical sources.
Social Studies,Seventh Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Analyze and interpret a variety of primary and secondary sources from multiple perspectives in the Eastern Hemisphere to formulate an appropriate thesis supported by relevant evidence.,SS.7.1.1,Nature and Skills of History:,Historical thinkers differentiate between primary and secondary sources and apply this understanding to deepen analysis.
Social Studies,Seventh Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Analyze and interpret a variety of primary and secondary sources from multiple perspectives in the Eastern Hemisphere to formulate an appropriate thesis supported by relevant evidence.,SS.7.1.1,Nature and Skills of History:,"Historical thinkers analyze sources deeply by applying understanding of analysis techniques. For example: Sourcing, contextualization, corroboration, and close reading."
Social Studies,Seventh Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Analyze and interpret a variety of primary and secondary sources from multiple perspectives in the Eastern Hemisphere to formulate an appropriate thesis supported by relevant evidence.,SS.7.1.1,Nature and Skills of History:,"Historical thinkers construct the story of the past by interpreting events from multiple perspectives, including those marginalized or absent from traditional narratives."
Social Studies,Seventh Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Analyze and interpret a variety of primary and secondary sources from multiple perspectives in the Eastern Hemisphere to formulate an appropriate thesis supported by relevant evidence.,SS.7.1.1,Nature and Skills of History:,Historical thinkers defend a thesis with relevant evidence from multiple primary and secondary sources.
Social Studies,Seventh Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Analyze and interpret a variety of primary and secondary sources from multiple perspectives in the Eastern Hemisphere to formulate an appropriate thesis supported by relevant evidence.,SS.7.1.1,"Disciplinary, Information, and Media Literacy:",Determine the main idea(s) or relevant information of a primary or secondary source.
Social Studies,Seventh Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Analyze and interpret a variety of primary and secondary sources from multiple perspectives in the Eastern Hemisphere to formulate an appropriate thesis supported by relevant evidence.,SS.7.1.1,"Disciplinary, Information, and Media Literacy:",Analyze multiple points of view to establish a comparative approach to interpretation.
Social Studies,Seventh Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Analyze and interpret a variety of primary and secondary sources from multiple perspectives in the Eastern Hemisphere to formulate an appropriate thesis supported by relevant evidence.,SS.7.1.1,"Disciplinary, Information, and Media Literacy:",Utilize valid reasoning to develop a supported position on a historic matter.
Social Studies,Seventh Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Analyze and interpret a variety of primary and secondary sources from multiple perspectives in the Eastern Hemisphere to formulate an appropriate thesis supported by relevant evidence.,SS.7.1.1,"Disciplinary, Information, and Media Literacy:",Cite specific textual evidence to support analysis of primary and secondary sources.
Social Studies,Seventh Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Analyze and interpret a variety of primary and secondary sources from multiple perspectives in the Eastern Hemisphere to formulate an appropriate thesis supported by relevant evidence.,SS.7.1.1,"Disciplinary, Information, and Media Literacy:","Evaluate the reliability, accuracy, relevance, and bias of online and print sources."
Social Studies,Seventh Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"2. Apply an understanding of the historical context of significant current events, individuals, groups, ideas, and themes within regions of the Eastern Hemisphere and their relationships with one another, to draw conclusions, and solve problems.",SS.7.1.2,Students Can:,"Identify and explain the historical context of key people, regions, events, and ideas, including the roots of current issues. For example: The contributions of Mansa Musa, the roots of Abrahamic religions, the significance of political revolutions, the implications of the Atlantic Slave Trade, the rise of European Nationalism, and the rise of Communism."
Social Studies,Seventh Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"2. Apply an understanding of the historical context of significant current events, individuals, groups, ideas, and themes within regions of the Eastern Hemisphere and their relationships with one another, to draw conclusions, and solve problems.",SS.7.1.2,Students Can:,"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, Greek democracy, the Roman Republic, the Chinese inventions of gunpowder and the compass, and the printing press."
Social Studies,Seventh Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"2. Apply an understanding of the historical context of significant current events, individuals, groups, ideas, and themes within regions of the Eastern Hemisphere and their relationships with one another, to draw conclusions, and solve problems.",SS.7.1.2,Students Can:,"Describe the interactions, conflicts, 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 eastern world religions, the historical roots of current issues, East/West contact, settlement patterns, the Korean War, the war in Vietnam, the Chinese Cultural Revolution, the Khmer Rouge in Cambodia, including acts of violence towards groups of people, and the discriminatory policies and events preceding those acts."
Social Studies,Seventh Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"2. Apply an understanding of the historical context of significant current events, individuals, groups, ideas, and themes within regions of the Eastern Hemisphere and their relationships with one another, to draw conclusions, and solve problems.",SS.7.1.2,Students Can:,"Explain the interdependence and uniqueness among peoples in the Eastern Hemisphere during significant eras or events, including their influence on modern society. For example: African Empires, the Silk Road and cultural diffusion, and the colonization of Africa, India, and Australia."
Social Studies,Seventh Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"2. Apply an understanding of the historical context of significant current events, individuals, groups, ideas, and themes within regions of the Eastern Hemisphere and their relationships with one another, to draw conclusions, and solve problems.",SS.7.1.2,Students Can:,Describe how the non-violent strategies employed by Dr. King and his followers overcame segregation in the American South.
Social Studies,Seventh Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"2. Apply an understanding of the historical context of significant current events, individuals, groups, ideas, and themes within regions of the Eastern Hemisphere and their relationships with one another, to draw conclusions, and solve problems.",SS.7.1.2,Colorado Essential Skills:,"Use a focus statement and questioning protocols to generate, evaluate, improve, and select high quality historical inquiry questions (Data Literacy)."
Social Studies,Seventh Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"2. Apply an understanding of the historical context of significant current events, individuals, groups, ideas, and themes within regions of the Eastern Hemisphere and their relationships with one another, to draw conclusions, and solve problems.",SS.7.1.2,Colorado Essential Skills:,"Plan and evaluate complex solutions to global challenges within the Eastern Hemisphere using multiple disciplinary lenses such as ethnic, historical, and scientific (Civic Engagement)."
Social Studies,Seventh Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"2. Apply an understanding of the historical context of significant current events, individuals, groups, ideas, and themes within regions of the Eastern Hemisphere and their relationships with one another, to draw conclusions, and solve problems.",SS.7.1.2,Colorado Essential Skills:,Examine different historical perspectives expressed in primary and secondary sources (Adaptability and Flexibility).
Social Studies,Seventh Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"2. Apply an understanding of the historical context of significant current events, individuals, groups, ideas, and themes within regions of the Eastern Hemisphere and their relationships with one another, to draw conclusions, and solve problems.",SS.7.1.2,Inquiry Questions:,How and why have civilizations experienced continuity and change over time?
Social Studies,Seventh Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"2. Apply an understanding of the historical context of significant current events, individuals, groups, ideas, and themes within regions of the Eastern Hemisphere and their relationships with one another, to draw conclusions, and solve problems.",SS.7.1.2,Inquiry Questions:,To what extent does isolation or interaction influence patterns of continuity and change?
Social Studies,Seventh Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"2. Apply an understanding of the historical context of significant current events, individuals, groups, ideas, and themes within regions of the Eastern Hemisphere and their relationships with one another, to draw conclusions, and solve problems.",SS.7.1.2,Inquiry Questions:,What factors influenced the development of civilizations and nations in the Eastern Hemisphere?
Social Studies,Seventh Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"2. Apply an understanding of the historical context of significant current events, individuals, groups, ideas, and themes within regions of the Eastern Hemisphere and their relationships with one another, to draw conclusions, and solve problems.",SS.7.1.2,Nature and Skills of History:,Historical thinkers analyze patterns and themes throughout time to understand current events.
Social Studies,Seventh Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"2. Apply an understanding of the historical context of significant current events, individuals, groups, ideas, and themes within regions of the Eastern Hemisphere and their relationships with one another, to draw conclusions, and solve problems.",SS.7.1.2,Nature and Skills of History:,Historical thinkers construct history using a variety of sources.
Social Studies,Seventh Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"2. Apply an understanding of the historical context of significant current events, individuals, groups, ideas, and themes within regions of the Eastern Hemisphere and their relationships with one another, to draw conclusions, and solve problems.",SS.7.1.2,Nature and Skills of History:,"Historical thinkers construct history from facts and real-life events, while also seeking to understand multiple and diverse perspectives and influences on those events."
Social Studies,Seventh Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"2. Apply an understanding of the historical context of significant current events, individuals, groups, ideas, and themes within regions of the Eastern Hemisphere and their relationships with one another, to draw conclusions, and solve problems.",SS.7.1.2,Nature and Skills of History:,Historical thinkers consider multiple perspectives to interpret history and outcomes.
Social Studies,Seventh Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"2. Apply an understanding of the historical context of significant current events, individuals, groups, ideas, and themes within regions of the Eastern Hemisphere and their relationships with one another, to draw conclusions, and solve problems.",SS.7.1.2,Nature and Skills of History:,Historical thinkers use chronology to organize time.
Social Studies,Seventh Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"2. Apply an understanding of the historical context of significant current events, individuals, groups, ideas, and themes within regions of the Eastern Hemisphere and their relationships with one another, to draw conclusions, and solve problems.",SS.7.1.2,Nature and Skills of History:,"Historical thinkers examine and evaluate data for context, purpose, perspective, bias, and corroboration."
Social Studies,Seventh Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"2. Apply an understanding of the historical context of significant current events, individuals, groups, ideas, and themes within regions of the Eastern Hemisphere and their relationships with one another, to draw conclusions, and solve problems.",SS.7.1.2,"Disciplinary, Information, and Media Literacy:","Utilizing textual evidence, analyze the development and changes of people, events, and ideas."
Social Studies,Seventh Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"2. Apply an understanding of the historical context of significant current events, individuals, groups, ideas, and themes within regions of the Eastern Hemisphere and their relationships with one another, to draw conclusions, and solve problems.",SS.7.1.2,"Disciplinary, Information, and Media Literacy:","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."
Social Studies,Seventh Grade,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic tools and sources to research and make geographic inferences and predictions about the Eastern Hemisphere.,SS.7.2.1,Students Can:,Use maps and geographic tools to find patterns in human systems and/or physical features to investigate and propose a solution to geographic problems.
Social Studies,Seventh Grade,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic tools and sources to research and make geographic inferences and predictions about the Eastern Hemisphere.,SS.7.2.1,Students Can:,"Collect, classify, and analyze data to make geographic inferences and predictions."
Social Studies,Seventh Grade,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic tools and sources to research and make geographic inferences and predictions about the Eastern Hemisphere.,SS.7.2.1,Students Can:,Apply inquiry and research utilizing geographic tools. For example: GPS and satellite imagery.
Social Studies,Seventh Grade,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic tools and sources to research and make geographic inferences and predictions about the Eastern Hemisphere.,SS.7.2.1,Students Can:,Interpret maps to make inferences and predictions.
Social Studies,Seventh Grade,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic tools and sources to research and make geographic inferences and predictions about the Eastern Hemisphere.,SS.7.2.1,Students Can:,"Investigate geographic sources to formulate inquiry questions to understand the past, analyze the present, or plan for the future."
Social Studies,Seventh Grade,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic tools and sources to research and make geographic inferences and predictions about the Eastern Hemisphere.,SS.7.2.1,Students Can:,"Assess geographic data to draw conclusions, make predictions, and justify potential solutions to problems in the Eastern Hemisphere at the local, state, national, and global levels using supporting evidence and logical reasoning."
Social Studies,Seventh Grade,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic tools and sources to research and make geographic inferences and predictions about the Eastern Hemisphere.,SS.7.2.1,Colorado Essential Skills:,Test hypotheses/prototypes with planned processes for getting feedback (Critical Thinking and Analysis).
Social Studies,Seventh Grade,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic tools and sources to research and make geographic inferences and predictions about the Eastern Hemisphere.,SS.7.2.1,Colorado Essential Skills:,"Evaluate information using spatial technologies (Digital Literacy, Data Literacy)."
Social Studies,Seventh Grade,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic tools and sources to research and make geographic inferences and predictions about the Eastern Hemisphere.,SS.7.2.1,Colorado Essential Skills:,Look for and find value in studying different perspectives expressed by others (Adaptability and Flexibility).
Social Studies,Seventh Grade,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic tools and sources to research and make geographic inferences and predictions about the Eastern Hemisphere.,SS.7.2.1,Colorado Essential Skills:,"Plan and evaluate complex solutions to global challenges within the Eastern Hemisphere that are appropriate to their contexts using multiple disciplinary lenses such as ethnic, historical, and scientific (Civic Engagement, Global and Cultural Awareness)."
Social Studies,Seventh Grade,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic tools and sources to research and make geographic inferences and predictions about the Eastern Hemisphere.,SS.7.2.1,Inquiry Questions:,How are different types of maps important in understanding various types of information?
Social Studies,Seventh Grade,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic tools and sources to research and make geographic inferences and predictions about the Eastern Hemisphere.,SS.7.2.1,Inquiry Questions:,How could geographic data be used for both positive and negative results?
Social Studies,Seventh Grade,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic tools and sources to research and make geographic inferences and predictions about the Eastern Hemisphere.,SS.7.2.1,Inquiry Questions:,What is the importance of using various geographic tools to analyze topics?
Social Studies,Seventh Grade,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic tools and sources to research and make geographic inferences and predictions about the Eastern Hemisphere.,SS.7.2.1,Inquiry Questions:,How have migration and settlement patterns been affected by physical geography?
Social Studies,Seventh Grade,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic tools and sources to research and make geographic inferences and predictions about the Eastern Hemisphere.,SS.7.2.1,Nature and Skills of Geography:,Geographic thinkers construct geographic representations to represent and explain spatial patterns of cultural and environmental characteristics.
Social Studies,Seventh Grade,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic tools and sources to research and make geographic inferences and predictions about the Eastern Hemisphere.,SS.7.2.1,Nature and Skills of Geography:,Geographic thinkers analyze the relationship between human and environmental patterns.
Social Studies,Seventh Grade,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic tools and sources to research and make geographic inferences and predictions about the Eastern Hemisphere.,SS.7.2.1,Nature and Skills of Geography:,"Geographic thinkers analyze data regarding physical and human systems to make informed choices, solve problems, and make predictions."
Social Studies,Seventh Grade,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic tools and sources to research and make geographic inferences and predictions about the Eastern Hemisphere.,SS.7.2.1,"Disciplinary, Information, and Media Literacy:","Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source."
Social Studies,Seventh Grade,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic tools and sources to research and make geographic inferences and predictions about the Eastern Hemisphere.,SS.7.2.1,"Disciplinary, Information, and Media Literacy:","Draw evidence from informational texts to support analysis, reflection, and research."
Social Studies,Seventh Grade,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic tools and sources to research and make geographic inferences and predictions about the Eastern Hemisphere.,SS.7.2.1,"Disciplinary, Information, and Media Literacy:","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."
Social Studies,Seventh Grade,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic tools and sources to research and make geographic inferences and predictions about the Eastern Hemisphere.,SS.7.2.1,"Disciplinary, Information, and Media Literacy:","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."
Social Studies,Seventh Grade,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,2. Evaluate regional differences and perspectives in the Eastern Hemisphere and how they impact human and environmental interactions.,SS.7.2.2,Students Can:,"Determine how physical and political features impact cultural diffusion and regional differences. For example: Modern environmental issues, cultural patterns, trade barriers, and economic interdependence."
Social Studies,Seventh Grade,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,2. Evaluate regional differences and perspectives in the Eastern Hemisphere and how they impact human and environmental interactions.,SS.7.2.2,Students Can:,"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."
Social Studies,Seventh Grade,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,2. Evaluate regional differences and perspectives in the Eastern Hemisphere and how they impact human and environmental interactions.,SS.7.2.2,Colorado Essential Skills:,Look for and find value in perspectives expressed by others (Adaptability and Flexibility).
Social Studies,Seventh Grade,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,2. Evaluate regional differences and perspectives in the Eastern Hemisphere and how they impact human and environmental interactions.,SS.7.2.2,Colorado Essential Skills:,"Plan for and evaluate complex solutions to global challenges using multiple disciplinary lenses such as ethnic, historical, and scientific (Civic Engagement, Global and Cultural Awareness)."
Social Studies,Seventh Grade,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,2. Evaluate regional differences and perspectives in the Eastern Hemisphere and how they impact human and environmental interactions.,SS.7.2.2,Inquiry Questions:,How do geographers apply information from a variety of sources?
Social Studies,Seventh Grade,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,2. Evaluate regional differences and perspectives in the Eastern Hemisphere and how they impact human and environmental interactions.,SS.7.2.2,Inquiry Questions:,How can a location be in different regions at the same time?
Social Studies,Seventh Grade,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,2. Evaluate regional differences and perspectives in the Eastern Hemisphere and how they impact human and environmental interactions.,SS.7.2.2,Inquiry Questions:,How do regional issues affect larger areas?
Social Studies,Seventh Grade,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,2. Evaluate regional differences and perspectives in the Eastern Hemisphere and how they impact human and environmental interactions.,SS.7.2.2,Inquiry Questions:,How do geographic characteristics impact regional issues?
Social Studies,Seventh Grade,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,2. Evaluate regional differences and perspectives in the Eastern Hemisphere and how they impact human and environmental interactions.,SS.7.2.2,Inquiry Questions:,What are different ways to define regions in the Eastern Hemisphere based on human and physical systems as they change over time?
Social Studies,Seventh Grade,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,2. Evaluate regional differences and perspectives in the Eastern Hemisphere and how they impact human and environmental interactions.,SS.7.2.2,Inquiry Questions:,How has globalization changed the ways people in the Eastern Hemisphere interact with places and their environment?
Social Studies,Seventh Grade,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,2. Evaluate regional differences and perspectives in the Eastern Hemisphere and how they impact human and environmental interactions.,SS.7.2.2,Nature and Skills of Geography:,"Geographic thinkers study ethnic and religious 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."
Social Studies,Seventh Grade,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,2. Evaluate regional differences and perspectives in the Eastern Hemisphere and how they impact human and environmental interactions.,SS.7.2.2,Nature and Skills of Geography:,"Geographic thinkers study the various definitions of regions to analyze human choice, solve problems, and make predictions."
Social Studies,Seventh Grade,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,2. Evaluate regional differences and perspectives in the Eastern Hemisphere and how they impact human and environmental interactions.,SS.7.2.2,"Disciplinary, Information, and Media Literacy:",Analyze informational text(s) to better understand and evaluate the author's perspective and purpose.
Social Studies,Seventh Grade,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,2. Evaluate regional differences and perspectives in the Eastern Hemisphere and how they impact human and environmental interactions.,SS.7.2.2,"Disciplinary, Information, and Media Literacy:",Evaluate the reasons and evidence that authors use to support their arguments and specific claims in informational text(s).
Social Studies,Seventh Grade,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,2. Evaluate regional differences and perspectives in the Eastern Hemisphere and how they impact human and environmental interactions.,SS.7.2.2,"Disciplinary, Information, and Media Literacy:","Distinguish among fact, opinion, and reasoned judgment in a text."
Social Studies,Seventh Grade,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,2. Evaluate regional differences and perspectives in the Eastern Hemisphere and how they impact human and environmental interactions.,SS.7.2.2,"Disciplinary, Information, and Media Literacy:","Identify propaganda, censorship, and bias in texts and other forms of media."
Social Studies,Seventh Grade,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,"1. Describe how economic systems in the Eastern Hemisphere developed based on access to resources, societal values, and human experiences in order to address the problem of scarcity.",SS.7.3.1,Students Can:,"Describe how economic systems in the Eastern Hemisphere (such as traditional, command, market, and mixed) were developed."
Social Studies,Seventh Grade,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,"1. Describe how economic systems in the Eastern Hemisphere developed based on access to resources, societal values, and human experiences in order to address the problem of scarcity.",SS.7.3.1,Students Can:,"Evaluate the different economic systems in the Eastern Hemisphere, utilizing economic data. For example: Economic growth, per capita income, and standard of living."
Social Studies,Seventh Grade,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,"1. Describe how economic systems in the Eastern Hemisphere developed based on access to resources, societal values, and human experiences in order to address the problem of scarcity.",SS.7.3.1,Students Can:,Explain how trade supply and demand affects the production of goods and services in different regions.
Social Studies,Seventh Grade,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,"1. Describe how economic systems in the Eastern Hemisphere developed based on access to resources, societal values, and human experiences in order to address the problem of scarcity.",SS.7.3.1,Students Can:,Determine how scarcity affects the economic system in the Eastern Hemisphere.
Social Studies,Seventh Grade,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,"1. Describe how economic systems in the Eastern Hemisphere developed based on access to resources, societal values, and human experiences in order to address the problem of scarcity.",SS.7.3.1,Colorado Essential Skills:,"Take action from failure, connect learning across domains, and recognize new opportunities (Perseverance and Resilience)."
Social Studies,Seventh Grade,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,"1. Describe how economic systems in the Eastern Hemisphere developed based on access to resources, societal values, and human experiences in order to address the problem of scarcity.",SS.7.3.1,Colorado Essential Skills:,"Plan and evaluate complex solutions to global economic system challenges using multiple disciplinary lenses, such as cultural, historical, and scientific (Civic Engagement; Global and Cultural Awareness)."
Social Studies,Seventh Grade,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,"1. Describe how economic systems in the Eastern Hemisphere developed based on access to resources, societal values, and human experiences in order to address the problem of scarcity.",SS.7.3.1,Colorado Essential Skills:,Look for and find value in different economic perspectives (Adaptability and Flexibility).
Social Studies,Seventh Grade,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,"1. Describe how economic systems in the Eastern Hemisphere developed based on access to resources, societal values, and human experiences in order to address the problem of scarcity.",SS.7.3.1,Colorado Essential Skills:,Make connections between information gathered and personal experiences to research economic questions (Critical Thinking and Analysis; Collaboration and Teamwork).
Social Studies,Seventh Grade,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,"1. Describe how economic systems in the Eastern Hemisphere developed based on access to resources, societal values, and human experiences in order to address the problem of scarcity.",SS.7.3.1,Inquiry Questions:,How do different types of economic systems address the distribution of scarce resources and the production of goods and services?
Social Studies,Seventh Grade,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,"1. Describe how economic systems in the Eastern Hemisphere developed based on access to resources, societal values, and human experiences in order to address the problem of scarcity.",SS.7.3.1,Inquiry Questions:,How can economic systems be reflected using data?
Social Studies,Seventh Grade,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,"1. Describe how economic systems in the Eastern Hemisphere developed based on access to resources, societal values, and human experiences in order to address the problem of scarcity.",SS.7.3.1,Inquiry Questions:,How does supply and demand impact the price of goods and services?
Social Studies,Seventh Grade,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,"1. Describe how economic systems in the Eastern Hemisphere developed based on access to resources, societal values, and human experiences in order to address the problem of scarcity.",SS.7.3.1,Inquiry Questions:,When goods and services are scarce what might happen to price? Why?
Social Studies,Seventh Grade,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,"1. Describe how economic systems in the Eastern Hemisphere developed based on access to resources, societal values, and human experiences in order to address the problem of scarcity.",SS.7.3.1,Inquiry Questions:,"How does scarcity of resources, goods, and services affect local, regional, and global economies?"
Social Studies,Seventh Grade,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,"1. Describe how economic systems in the Eastern Hemisphere developed based on access to resources, societal values, and human experiences in order to address the problem of scarcity.",SS.7.3.1,Inquiry Questions:,"How has trade played a role in economic, cultural, and technological change?"
Social Studies,Seventh Grade,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,"1. Describe how economic systems in the Eastern Hemisphere developed based on access to resources, societal values, and human experiences in order to address the problem of scarcity.",SS.7.3.1,Nature and Skills of Economics:,Economic thinkers study the relationship between local consumers and global producers.
Social Studies,Seventh Grade,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,"1. Describe how economic systems in the Eastern Hemisphere developed based on access to resources, societal values, and human experiences in order to address the problem of scarcity.",SS.7.3.1,Nature and Skills of Economics:,Economic thinkers investigate and inform government actions to reduce or solve social issues.
Social Studies,Seventh Grade,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,"1. Describe how economic systems in the Eastern Hemisphere developed based on access to resources, societal values, and human experiences in order to address the problem of scarcity.",SS.7.3.1,Nature and Skills of Economics:,Economic thinkers compare different economics systems to determine their impact on producers and consumers.
Social Studies,Seventh Grade,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,"1. Describe how economic systems in the Eastern Hemisphere developed based on access to resources, societal values, and human experiences in order to address the problem of scarcity.",SS.7.3.1,Nature and Skills of Economics:,Economic thinkers explore how economic development varies and can be compared across countries in the Eastern Hemisphere including levels of education and average income.
Social Studies,Seventh Grade,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,"1. Describe how economic systems in the Eastern Hemisphere developed based on access to resources, societal values, and human experiences in order to address the problem of scarcity.",SS.7.3.1,Nature and Skills of Economics:,"Economic thinkers use data, such as scarcity and distribution of resources, to make informed decisions and propose solutions to problems related to social issues and governmental problems."
Social Studies,Seventh Grade,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,"1. Describe how economic systems in the Eastern Hemisphere developed based on access to resources, societal values, and human experiences in order to address the problem of scarcity.",SS.7.3.1,Nature and Skills of Economics:,Economic thinkers apply an understanding of economic concepts to explain historical phenomena in the Eastern Hemisphere.
Social Studies,Seventh Grade,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,"1. Describe how economic systems in the Eastern Hemisphere developed based on access to resources, societal values, and human experiences in order to address the problem of scarcity.",SS.7.3.1,Nature and Skills of Economics:,"Economic thinkers analyze patterns of economic exchange, such as interdependence, trade, specialization, supply and demand, resource distribution, and standard of living, to understand the past, solve problems in the present, and plan for the future."
Social Studies,Seventh Grade,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,"1. Describe how economic systems in the Eastern Hemisphere developed based on access to resources, societal values, and human experiences in order to address the problem of scarcity.",SS.7.3.1,"Disciplinary, Information, and Media Literacy:","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)."
Social Studies,Seventh Grade,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,"1. Describe how economic systems in the Eastern Hemisphere developed based on access to resources, societal values, and human experiences in order to address the problem of scarcity.",SS.7.3.1,"Disciplinary, Information, and Media Literacy:","Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning."
Social Studies,Seventh Grade,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,"1. Describe how economic systems in the Eastern Hemisphere developed based on access to resources, societal values, and human experiences in order to address the problem of scarcity.",SS.7.3.1,"Disciplinary, Information, and Media Literacy:",Explain how a question represents key ideas of a discipline.
Social Studies,Seventh Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Investigate similarities and differences of civic participation within different governmental systems of the Eastern Hemisphere.,SS.7.4.1,Students Can:,"Describe civic virtues and principles that guide governments and societies. For example: Citizenship, civic participation, and rule of law."
Social Studies,Seventh Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Investigate similarities and differences of civic participation within different governmental systems of the Eastern Hemisphere.,SS.7.4.1,Students Can:,Analyze the opportunities and limitations of civic participation in societies in the Eastern Hemisphere.
Social Studies,Seventh Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Investigate similarities and differences of civic participation within different governmental systems of the Eastern Hemisphere.,SS.7.4.1,Students Can:,"Give examples illustrating the interactions between nations and their citizens. For example: South Africa's system of Apartheid, human rights violations, genocide, Shari'ah law, government sanctioned economic policies, and socialized healthcare and education."
Social Studies,Seventh Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Investigate similarities and differences of civic participation within different governmental systems of the Eastern Hemisphere.,SS.7.4.1,Students Can:,"Identify international and regional public problems, research ways in which governments address those problems, and make connections to how the United States government addresses issues to protect the public good."
Social Studies,Seventh Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Investigate similarities and differences of civic participation within different governmental systems of the Eastern Hemisphere.,SS.7.4.1,Students Can:,Compare and contrast examples of governmental implementation of civic virtues or principles.
Social Studies,Seventh Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Investigate similarities and differences of civic participation within different governmental systems of the Eastern Hemisphere.,SS.7.4.1,Colorado Essential Skills:,"Follow a process identified by others to help generate ideas, negotiate roles and responsibilities, and respect consensus in decision making (Civic Engagement, Collaboration and Teamwork)."
Social Studies,Seventh Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Investigate similarities and differences of civic participation within different governmental systems of the Eastern Hemisphere.,SS.7.4.1,Colorado Essential Skills:,Participate in social or community activities (Civic Engagement).
Social Studies,Seventh Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Investigate similarities and differences of civic participation within different governmental systems of the Eastern Hemisphere.,SS.7.4.1,Colorado Essential Skills:,"Analyze how a specific problem can manifest itself at local, regional, and global levels, and how media can influence beliefs and behaviors (Critical Thinking and Analysis)."
Social Studies,Seventh Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Investigate similarities and differences of civic participation within different governmental systems of the Eastern Hemisphere.,SS.7.4.1,Colorado Essential Skills:,"Examine how individuals in the Eastern Hemisphere receive messages differently, and how values and points of view are included or excluded (Data Literacy)."
Social Studies,Seventh Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Investigate similarities and differences of civic participation within different governmental systems of the Eastern Hemisphere.,SS.7.4.1,Colorado Essential Skills:,"Plan and evaluate complex solutions to global challenges in the Eastern Hemisphere, using multiple disciplinary lenses such as cultural, ethnic, historical, and scientific (Civic Engagement, Global and Cultural Awareness)."
Social Studies,Seventh Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Investigate similarities and differences of civic participation within different governmental systems of the Eastern Hemisphere.,SS.7.4.1,Colorado Essential Skills:,Look for and find value in different perspectives expressed by others (Adaptability and Flexibility).
Social Studies,Seventh Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Investigate similarities and differences of civic participation within different governmental systems of the Eastern Hemisphere.,SS.7.4.1,Inquiry Questions:,"How do international laws, alliances, and organizations help facilitate solutions to global problems, for example, encouraging ethical governmental practices?"
Social Studies,Seventh Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Investigate similarities and differences of civic participation within different governmental systems of the Eastern Hemisphere.,SS.7.4.1,Inquiry Questions:,How do the actions of a nation influence other nations and international organizations?
Social Studies,Seventh Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Investigate similarities and differences of civic participation within different governmental systems of the Eastern Hemisphere.,SS.7.4.1,Inquiry Questions:,"How can laws, governments, peacekeeping organizations, and citizens work to recognize the stages of genocide in order to identify instances of genocide, so that it may be prevented and eliminated in the future?"
Social Studies,Seventh Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Investigate similarities and differences of civic participation within different governmental systems of the Eastern Hemisphere.,SS.7.4.1,Inquiry Questions:,"How do citizens perceive, react to, and shape government policies and civic virtues and principles?"
Social Studies,Seventh Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Investigate similarities and differences of civic participation within different governmental systems of the Eastern Hemisphere.,SS.7.4.1,Nature and Skills of Civics:,Civic-minded individuals develop criteria to apply standards of ethics and quality in evaluating the effectiveness of government.
Social Studies,Seventh Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Investigate similarities and differences of civic participation within different governmental systems of the Eastern Hemisphere.,SS.7.4.1,Nature and Skills of Civics:,Civic-minded individuals apply understanding of the connections and complexities of interactions among nations to analyze civic issues.
Social Studies,Seventh Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Investigate similarities and differences of civic participation within different governmental systems of the Eastern Hemisphere.,SS.7.4.1,Nature and Skills of Civics:,"Civic-minded individuals collaborate with others to design, revise, and communicate solutions to civic problems affecting local, regional, and global communities, including connections between local and global societies."
Social Studies,Seventh Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Investigate similarities and differences of civic participation within different governmental systems of the Eastern Hemisphere.,SS.7.4.1,Nature and Skills of Civics:,"Civic-minded individuals discuss and analyze how various government decisions impact people, places, and history."
Social Studies,Seventh Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Investigate similarities and differences of civic participation within different governmental systems of the Eastern Hemisphere.,SS.7.4.1,Nature and Skills of Civics:,"Civic-minded individuals analyze how the actions of individuals and groups can have a local, national, and international impact."
Social Studies,Seventh Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Investigate similarities and differences of civic participation within different governmental systems of the Eastern Hemisphere.,SS.7.4.1,"Disciplinary, Information, and Media Literacy:","Evaluate sources of information for context, bias, corroboration, propaganda, and distinguish among fact, opinion, and reasoned judgment in a text."
Social Studies,Seventh Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Investigate similarities and differences of civic participation within different governmental systems of the Eastern Hemisphere.,SS.7.4.1,"Disciplinary, Information, and Media Literacy:",Summarize the points an author/speaker makes and explain how each claim is supported by reasons and evidence.
Social Studies,Seventh Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Investigate similarities and differences of civic participation within different governmental systems of the Eastern Hemisphere.,SS.7.4.1,"Disciplinary, Information, and Media Literacy:","Evaluate the credibility, authority, relevance, and purpose of online and print sources, including using lateral reading and corroboration to verify factual information."
Social Studies,Seventh Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Investigate similarities and differences of civic participation within different governmental systems of the Eastern Hemisphere.,SS.7.4.1,"Disciplinary, Information, and Media Literacy:",Demonstrate positive social and ethical behaviors when using technology and discuss consequences of inappropriate use.
Social Studies,Seventh Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Investigate similarities and differences of civic participation within different governmental systems of the Eastern Hemisphere.,SS.7.4.1,"Disciplinary, Information, and Media Literacy:","Synthesize information from multiple credible sources to demonstrate understanding of a topic, including comparing articles, evaluating reliability and intent, evidence, and verifying claims."
Social Studies,Seventh Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Investigate similarities and differences of civic participation within different governmental systems of the Eastern Hemisphere.,SS.7.4.1,"Disciplinary, Information, and Media Literacy:","Describe how a text presents information. For example: text features, evidence, organization, persuasive techniques, word choice, and tone."
Social Studies,Seventh Grade,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,"2. Analyze how nations in various regions of the Eastern Hemisphere interact with international organizations, govern, organize, and impact their societies in different ways.",SS.7.4.2,Students Can:,"Explain the origins, functions, and structure of different governments. For example: Dictatorship, totalitarianism, authoritarian, monarchy, democracy, constitutional republic, socialism, fascism, and communism."
Social Studies,Seventh Grade,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,"2. Analyze how nations in various regions of the Eastern Hemisphere interact with international organizations, govern, organize, and impact their societies in different ways.",SS.7.4.2,Students Can:,"Evaluate and analyze how various governments and organizations interact, resolve their differences, and cooperate. For example: The African Union (AU), the Association of Southeast Asian Nations (ASEAN), the United Nations, the World Bank, international treaties, and diplomacy."
Social Studies,Seventh Grade,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,"2. Analyze how nations in various regions of the Eastern Hemisphere interact with international organizations, govern, organize, and impact their societies in different ways.",SS.7.4.2,Students Can:,"Investigate examples of collaboration and interdependence between international organizations and countries. For example: The protection of human rights; the role of non-governmental organizations (NGOs), the Red Cross, World Health Organization, and United Nations Educational, Scientific, and Cultural Organization (UNESCO)."
Social Studies,Seventh Grade,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,"2. Analyze how nations in various regions of the Eastern Hemisphere interact with international organizations, govern, organize, and impact their societies in different ways.",SS.7.4.2,Colorado Essential Skills:,"Apply ethical perspectives/concepts to an ethical question/situation/scenario (Civic Engagement, Self-Awareness)."
Social Studies,Seventh Grade,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,"2. Analyze how nations in various regions of the Eastern Hemisphere interact with international organizations, govern, organize, and impact their societies in different ways.",SS.7.4.2,Colorado Essential Skills:,"Follow a process identified by others to help generate ideas, negotiate roles and responsibilities, and respect consensus in decision making (Civic Engagement, Collaboration and Teamwork)."
Social Studies,Seventh Grade,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,"2. Analyze how nations in various regions of the Eastern Hemisphere interact with international organizations, govern, organize, and impact their societies in different ways.",SS.7.4.2,Colorado Essential Skills:,"Analyze how a specific problem can manifest itself at local, regional, and global levels, and how media can influence beliefs and behaviors (Critical Thinking and Analysis)."
Social Studies,Seventh Grade,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,"2. Analyze how nations in various regions of the Eastern Hemisphere interact with international organizations, govern, organize, and impact their societies in different ways.",SS.7.4.2,Colorado Essential Skills:,"Examine how individuals in the Eastern Hemisphere interpret messages differently, how values and points of view are included or excluded (Data Literacy)."
Social Studies,Seventh Grade,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,"2. Analyze how nations in various regions of the Eastern Hemisphere interact with international organizations, govern, organize, and impact their societies in different ways.",SS.7.4.2,Colorado Essential Skills:,"Plan and evaluate complex solutions to challenges in the Eastern Hemisphere using multiple disciplinary lenses such as cultural, ethnic, historical, and scientific (Civic Engagement, Global and Cultural Awareness)."
Social Studies,Seventh Grade,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,"2. Analyze how nations in various regions of the Eastern Hemisphere interact with international organizations, govern, organize, and impact their societies in different ways.",SS.7.4.2,Colorado Essential Skills:,Look for and find value in different perspectives expressed by others (Adaptability and Flexibility).
Social Studies,Seventh Grade,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,"2. Analyze how nations in various regions of the Eastern Hemisphere interact with international organizations, govern, organize, and impact their societies in different ways.",SS.7.4.2,Inquiry Questions:,What are fundamental human rights and how are they protected?
Social Studies,Seventh Grade,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,"2. Analyze how nations in various regions of the Eastern Hemisphere interact with international organizations, govern, organize, and impact their societies in different ways.",SS.7.4.2,Inquiry Questions:,How can governmental policy lead to problems or help solve problems?
Social Studies,Seventh Grade,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,"2. Analyze how nations in various regions of the Eastern Hemisphere interact with international organizations, govern, organize, and impact their societies in different ways.",SS.7.4.2,Inquiry Questions:,"How do the origins, structures, and functions of a government relate to its people's values and ideals?"
Social Studies,Seventh Grade,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,"2. Analyze how nations in various regions of the Eastern Hemisphere interact with international organizations, govern, organize, and impact their societies in different ways.",SS.7.4.2,Inquiry Questions:,How can governments encourage interaction between societies and international organizations?
Social Studies,Seventh Grade,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,"2. Analyze how nations in various regions of the Eastern Hemisphere interact with international organizations, govern, organize, and impact their societies in different ways.",SS.7.4.2,Inquiry Questions:,How do nations attempt to address conflict and create cooperation through policies of isolation and interaction?
Social Studies,Seventh Grade,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,"2. Analyze how nations in various regions of the Eastern Hemisphere interact with international organizations, govern, organize, and impact their societies in different ways.",SS.7.4.2,Inquiry Questions:,What are the responsibilities of national governments to the global community?
Social Studies,Seventh Grade,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,"2. Analyze how nations in various regions of the Eastern Hemisphere interact with international organizations, govern, organize, and impact their societies in different ways.",SS.7.4.2,Nature and Skills of Civics:,"Civic-minded individuals can apply civil discourse skills to interact professionally, discuss issues of common concern, form consensus, respond appropriately to differences of opinion, and cooperate."
Social Studies,Seventh Grade,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,"2. Analyze how nations in various regions of the Eastern Hemisphere interact with international organizations, govern, organize, and impact their societies in different ways.",SS.7.4.2,Nature and Skills of Civics:,"Civic-minded individuals apply knowledge of the different origins, structures, and functions of governments to investigate civic topics."
Social Studies,Seventh Grade,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,"2. Analyze how nations in various regions of the Eastern Hemisphere interact with international organizations, govern, organize, and impact their societies in different ways.",SS.7.4.2,Nature and Skills of Civics:,"Civic-minded individuals can cite evidence, provide logical reasoning, form credible claims, and formulate relevant questions about civic topics."
Social Studies,Seventh Grade,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,"2. Analyze how nations in various regions of the Eastern Hemisphere interact with international organizations, govern, organize, and impact their societies in different ways.",SS.7.4.2,Nature and Skills of Civics:,"Civic-minded individuals apply the inquiry process to investigate civic issues including the formulation and revision of questions, and use of civic analysis tools such as surveys, polls, analysis of statistical data, and close reading of primary and secondary sources."
Social Studies,Seventh Grade,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,"2. Analyze how nations in various regions of the Eastern Hemisphere interact with international organizations, govern, organize, and impact their societies in different ways.",SS.7.4.2,Nature and Skills of Civics:,"Civic-minded individuals apply knowledge of the similarities and differences between different government systems to understanding local, regional, and international issues."
Social Studies,Seventh Grade,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,"2. Analyze how nations in various regions of the Eastern Hemisphere interact with international organizations, govern, organize, and impact their societies in different ways.",SS.7.4.2,Nature and Skills of Civics:,"Civic-minded individuals understand how people collaborate to design, revise, and communicate solutions to civic problems affecting local, regional, and global communities, including connections between local and global societies."
Social Studies,Seventh Grade,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,"2. Analyze how nations in various regions of the Eastern Hemisphere interact with international organizations, govern, organize, and impact their societies in different ways.",SS.7.4.2,"Disciplinary, Information, and Media Literacy:","Use technology for problem solving, self-directed learning, and extended learning activities."
Social Studies,Seventh Grade,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,"2. Analyze how nations in various regions of the Eastern Hemisphere interact with international organizations, govern, organize, and impact their societies in different ways.",SS.7.4.2,"Disciplinary, Information, and Media Literacy:",Use knowledge and research skills to engage in civil discourse and polite/professional debate around issues of common concern.
Social Studies,Seventh Grade,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,"2. Analyze how nations in various regions of the Eastern Hemisphere interact with international organizations, govern, organize, and impact their societies in different ways.",SS.7.4.2,"Disciplinary, Information, and Media Literacy:","Present claims and findings, emphasizing main points in a focused manner with relevant descriptions, facts, details, and examples."
Social Studies,Seventh Grade,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,"2. Analyze how nations in various regions of the Eastern Hemisphere interact with international organizations, govern, organize, and impact their societies in different ways.",SS.7.4.2,"Disciplinary, Information, and Media Literacy:","Evaluate, contextualize, and synthesize valid and accurate evidence from multiple credible sources."
Social Studies,Seventh Grade,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,"2. Analyze how nations in various regions of the Eastern Hemisphere interact with international organizations, govern, organize, and impact their societies in different ways.",SS.7.4.2,"Disciplinary, Information, and Media Literacy:","Use evaluative techniques such as lateral reading to distinguish between fact, opinion, and reasoned judgment, and to determine the credibility of a source."
Social Studies,Seventh Grade,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Investigate the role of consumers and businesses within the Eastern Hemisphere.,SS.7.5.1,Students Can:,Define resources from an economic and personal finance perspective.
Social Studies,Seventh Grade,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Investigate the role of consumers and businesses within the Eastern Hemisphere.,SS.7.5.1,Students Can:,Summarize how the distribution of resources impacts consumerism.
Social Studies,Seventh Grade,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Investigate the role of consumers and businesses within the Eastern Hemisphere.,SS.7.5.1,Students Can:,Compare and contrast goods and services available to consumers within different cultures as they developed in the Eastern Hemisphere throughout history.
Social Studies,Seventh Grade,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Investigate the role of consumers and businesses within the Eastern Hemisphere.,SS.7.5.1,Colorado Essential Skills:,"Demonstrate an understanding of cause and effect related to personal decisions (Social Awareness, Self-Awareness)."
Social Studies,Seventh Grade,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Investigate the role of consumers and businesses within the Eastern Hemisphere.,SS.7.5.1,Colorado Essential Skills:,"Identify and explain multiple perspectives (cultural and global) when exploring events, ideas, issues (Civic Engagement, Global and Cultural Awareness)."
Social Studies,Seventh Grade,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Investigate the role of consumers and businesses within the Eastern Hemisphere.,SS.7.5.1,Inquiry Questions:,What are the similarities and differences between different markets in the Eastern Hemisphere?
Social Studies,Seventh Grade,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Investigate the role of consumers and businesses within the Eastern Hemisphere.,SS.7.5.1,Nature and Skills of Economics (PFL):,"Financially capable individuals understand that financial decisions have been impacted by the history, location, and distribution of resources of a place."
Social Studies,Seventh Grade,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Investigate the role of consumers and businesses within the Eastern Hemisphere.,SS.7.5.1,Nature and Skills of Economics (PFL):,"Financially capable individuals study various factors that influence production such as resources, supply and demand, and price, which affect individual consumer choices over time."
Social Studies,Seventh Grade,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Investigate the role of consumers and businesses within the Eastern Hemisphere.,SS.7.5.1,Nature and Skills of Economics (PFL):,Financially capable individuals understand that the distribution of resources influences cultural growth and development over time and have impacted many of the different early civilizations around the world.
Social Studies,Seventh Grade,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Investigate the role of consumers and businesses within the Eastern Hemisphere.,SS.7.5.1,Nature and Skills of Economics (PFL):,Financially capable individuals understand that competition and wages are not just American concepts. These concepts have applied to individual financial decisions long before the birth of the nation.
Social Studies,Seventh Grade,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Investigate the role of consumers and businesses within the Eastern Hemisphere.,SS.7.5.1,Nature and Skills of Economics (PFL):,Financially capable individuals understand that populations within various cultures have made individual financial decisions differently throughout time and location.
Social Studies,Seventh Grade,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Investigate the role of consumers and businesses within the Eastern Hemisphere.,SS.7.5.1,"Disciplinary, Information, and Media Literacy:",Explain how a question represents key ideas in the field.
Social Studies,Seventh Grade,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Investigate the role of consumers and businesses within the Eastern Hemisphere.,SS.7.5.1,"Disciplinary, Information, and Media Literacy:","Analyze how and why individuals, events, and ideas develop."
Social Studies,Seventh Grade,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Investigate the role of consumers and businesses within the Eastern Hemisphere.,SS.7.5.1,"Disciplinary, Information, and Media Literacy:",Explain points of agreement experts have about interpretations and applications of disciplinary concepts and ideas associated with a compelling question.
Social Studies,Eighth Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Investigate and evaluate primary and secondary sources from multiple diverse perspectives about United States history from the American Revolution through Reconstruction to formulate and defend claims with textual evidence and logical reasoning.,SS.8.1.1,Students Can:,Use and interpret documents and other relevant primary and secondary sources pertaining to United States history from multiple diverse perspectives.
Social Studies,Eighth Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Investigate and evaluate primary and secondary sources from multiple diverse perspectives about United States history from the American Revolution through Reconstruction to formulate and defend claims with textual evidence and logical reasoning.,SS.8.1.1,Students Can:,"Analyze evidence from multiple sources including those with conflicting accounts about specific events in both Colorado and United States history. For example: Indigenous Peoples', Hawaiian/Pacific Islander, and African American perspectives on Western colonization and enslavement; Asian American and Latinos' perspectives on immigration; and the Indian Removal Act, the Buffalo Soldiers, and the Sand Creek Massacre."
Social Studies,Eighth Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Investigate and evaluate primary and secondary sources from multiple diverse perspectives about United States history from the American Revolution through Reconstruction to formulate and defend claims with textual evidence and logical reasoning.,SS.8.1.1,Students Can:,"Critique data for point of view, historical context, distortion, or propaganda and relevance to historical inquiry."
Social Studies,Eighth Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Investigate and evaluate primary and secondary sources from multiple diverse perspectives about United States history from the American Revolution through Reconstruction to formulate and defend claims with textual evidence and logical reasoning.,SS.8.1.1,Students Can:,Construct a written historical argument supported by relevant evidence and logical reasoning demonstrating the use or understanding of primary and secondary sources.
Social Studies,Eighth Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Investigate and evaluate primary and secondary sources from multiple diverse perspectives about United States history from the American Revolution through Reconstruction to formulate and defend claims with textual evidence and logical reasoning.,SS.8.1.1,Students Can:,Synthesize data from multiple sources in order to connect those sources to the traditional historical narrative.
Social Studies,Eighth Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Investigate and evaluate primary and secondary sources from multiple diverse perspectives about United States history from the American Revolution through Reconstruction to formulate and defend claims with textual evidence and logical reasoning.,SS.8.1.1,Colorado Essential Skills:,Interpret information and draw conclusions based on deep analysis of primary and secondary sources. (Critical Thinking/Problem Solving)
Social Studies,Eighth Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Investigate and evaluate primary and secondary sources from multiple diverse perspectives about United States history from the American Revolution through Reconstruction to formulate and defend claims with textual evidence and logical reasoning.,SS.8.1.1,Colorado Essential Skills:,Synthesize ideas in insightful ways by examining multiple perspectives from the American Revolution through Reconstruction (Creativity and Innovation).
Social Studies,Eighth Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Investigate and evaluate primary and secondary sources from multiple diverse perspectives about United States history from the American Revolution through Reconstruction to formulate and defend claims with textual evidence and logical reasoning.,SS.8.1.1,Colorado Essential Skills:,Make predictions and design data/information collection to analyze conflicting perspectives (Data Literacy).
Social Studies,Eighth Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Investigate and evaluate primary and secondary sources from multiple diverse perspectives about United States history from the American Revolution through Reconstruction to formulate and defend claims with textual evidence and logical reasoning.,SS.8.1.1,Colorado Essential Skills:,Look for and find value in perspectives expressed by others (Adaptability/Flexibility).
Social Studies,Eighth Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Investigate and evaluate primary and secondary sources from multiple diverse perspectives about United States history from the American Revolution through Reconstruction to formulate and defend claims with textual evidence and logical reasoning.,SS.8.1.1,Inquiry Questions:,What ideas inspired the writing of America's founding documents?
Social Studies,Eighth Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Investigate and evaluate primary and secondary sources from multiple diverse perspectives about United States history from the American Revolution through Reconstruction to formulate and defend claims with textual evidence and logical reasoning.,SS.8.1.1,Inquiry Questions:,How have America's founding documents impacted Americans?
Social Studies,Eighth Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Investigate and evaluate primary and secondary sources from multiple diverse perspectives about United States history from the American Revolution through Reconstruction to formulate and defend claims with textual evidence and logical reasoning.,SS.8.1.1,Inquiry Questions:,Why do historians sometimes come to different conclusions about the same historical events?
Social Studies,Eighth Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Investigate and evaluate primary and secondary sources from multiple diverse perspectives about United States history from the American Revolution through Reconstruction to formulate and defend claims with textual evidence and logical reasoning.,SS.8.1.1,Inquiry Questions:,Should and can historians be completely impartial when writing about history?
Social Studies,Eighth Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Investigate and evaluate primary and secondary sources from multiple diverse perspectives about United States history from the American Revolution through Reconstruction to formulate and defend claims with textual evidence and logical reasoning.,SS.8.1.1,Inquiry Questions:,To what degree is there consistency among historical narratives written by historians about early U.S. history?
Social Studies,Eighth Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Investigate and evaluate primary and secondary sources from multiple diverse perspectives about United States history from the American Revolution through Reconstruction to formulate and defend claims with textual evidence and logical reasoning.,SS.8.1.1,Nature and Skills of History:,Historical thinkers interpret history through the examination of primary and secondary sources with multiple perspectives.
Social Studies,Eighth Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Investigate and evaluate primary and secondary sources from multiple diverse perspectives about United States history from the American Revolution through Reconstruction to formulate and defend claims with textual evidence and logical reasoning.,SS.8.1.1,Nature and Skills of History:,Historical thinkers gather and synthesize information from primary and secondary sources to evaluate and create hypotheses of historical events and include supporting evidence to defend their claim.
Social Studies,Eighth Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Investigate and evaluate primary and secondary sources from multiple diverse perspectives about United States history from the American Revolution through Reconstruction to formulate and defend claims with textual evidence and logical reasoning.,SS.8.1.1,Nature and Skills of History:,"Historical thinkers analyze modern and historical maps, through geographic tools, to explain how historical events are shaped by geography."
Social Studies,Eighth Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Investigate and evaluate primary and secondary sources from multiple diverse perspectives about United States history from the American Revolution through Reconstruction to formulate and defend claims with textual evidence and logical reasoning.,SS.8.1.1,Nature and Skills of History:,Historical thinkers use technology to produce and present primary and secondary sources clearly and efficiently.
Social Studies,Eighth Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Investigate and evaluate primary and secondary sources from multiple diverse perspectives about United States history from the American Revolution through Reconstruction to formulate and defend claims with textual evidence and logical reasoning.,SS.8.1.1,Nature and Skills of History:,"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, the boom-and-bust cycle of economics with the Gold Rush, and the impact of transportation during the development of the western United States and Colorado."
Social Studies,Eighth Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Investigate and evaluate primary and secondary sources from multiple diverse perspectives about United States history from the American Revolution through Reconstruction to formulate and defend claims with textual evidence and logical reasoning.,SS.8.1.1,Nature and Skills of History:,"Historical thinkers use the historical method of inquiry to interpret and refine history and analyze multiple perspectives. For example: Historians and communities preserve historical documents, artifacts, and buildings."
Social Studies,Eighth Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Investigate and evaluate primary and secondary sources from multiple diverse perspectives about United States history from the American Revolution through Reconstruction to formulate and defend claims with textual evidence and logical reasoning.,SS.8.1.1,Nature and Skills of History:,"Historical thinkers apply the inquiry process by developing a focus statement and questioning protocols to generate, evaluate, improve, and select high quality historical inquiry questions."
Social Studies,Eighth Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Investigate and evaluate primary and secondary sources from multiple diverse perspectives about United States history from the American Revolution through Reconstruction to formulate and defend claims with textual evidence and logical reasoning.,SS.8.1.1,Nature and Skills of History:,"Historical thinkers apply analysis techniques to deepen understanding of primary and secondary sources. For example: Sourcing, contextualization, corroboration, and close reading."
Social Studies,Eighth Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Investigate and evaluate primary and secondary sources from multiple diverse perspectives about United States history from the American Revolution through Reconstruction to formulate and defend claims with textual evidence and logical reasoning.,SS.8.1.1,"Disciplinary, Information, and Media Literacy:",Seek information from varied sources and perspectives to develop informed opinions and creative solutions.
Social Studies,Eighth Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Investigate and evaluate primary and secondary sources from multiple diverse perspectives about United States history from the American Revolution through Reconstruction to formulate and defend claims with textual evidence and logical reasoning.,SS.8.1.1,"Disciplinary, Information, and Media Literacy:","Evaluate the reliability, accuracy, relevance, and bias of online and print sources."
Social Studies,Eighth Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Investigate and evaluate primary and secondary sources from multiple diverse perspectives about United States history from the American Revolution through Reconstruction to formulate and defend claims with textual evidence and logical reasoning.,SS.8.1.1,"Disciplinary, Information, and Media Literacy:","Ask, investigate, and answer historical questions through the interpretation of primary sources."
Social Studies,Eighth Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Investigate and evaluate primary and secondary sources from multiple diverse perspectives about United States history from the American Revolution through Reconstruction to formulate and defend claims with textual evidence and logical reasoning.,SS.8.1.1,"Disciplinary, Information, and Media Literacy:",Use criteria to evaluate the quality of claims or evidence in a source.
Social Studies,Eighth Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Investigate and evaluate primary and secondary sources from multiple diverse perspectives about United States history from the American Revolution through Reconstruction to formulate and defend claims with textual evidence and logical reasoning.,SS.8.1.1,"Disciplinary, Information, and Media Literacy:","Develop a clear sense of historical time, past, present, and future in order to identify the sequence in which events occurred."
Social Studies,Eighth Grade,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,1. Investigate and evaluate primary and secondary sources from multiple diverse perspectives about United States history from the American Revolution through Reconstruction to formulate and defend claims with textual evidence and logical reasoning.,SS.8.1.1,"Disciplinary, Information, and Media Literacy:","Conduct research by locating, gathering, and organizing information to present orally and in writing by using appropriate technology resources to support learning."
Social Studies,Eighth Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"2. Develop a contextual understanding of the historical eras, individuals, groups, ideas, and themes from the origins of the American Revolution through Reconstruction.",SS.8.1.2,Students Can:,"Determine and explain the historical context of key people and events from the Revolutionary War Era through Reconstruction including the examination of different perspectives. For example: Grievances from the colonists against the British Parliament, the Constitutional Convention, the role of abolitionists, contributions and grievances from Indigenous Peoples and African Americans, and the causes and effects of the Civil War."
Social Studies,Eighth Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"2. Develop a contextual understanding of the historical eras, individuals, groups, ideas, and themes from the origins of the American Revolution through Reconstruction.",SS.8.1.2,Students Can:,"Evaluate continuity and change over the course of United States history by examining various eras and determining major sources of conflict and compromise both in Colorado and across the nation. Including but not limited to: the Indian Removal Act, the Buffalo Soldiers, and the Sand Creek Massacre."
Social Studies,Eighth Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"2. Develop a contextual understanding of the historical eras, individuals, groups, ideas, and themes from the origins of the American Revolution through Reconstruction.",SS.8.1.2,Students Can:,"Examine the causes and effects of the territorial, political, and economic expansion of the United States."
Social Studies,Eighth Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"2. Develop a contextual understanding of the historical eras, individuals, groups, ideas, and themes from the origins of the American Revolution through Reconstruction.",SS.8.1.2,Students Can:,"Evaluate the impact of various gender, age, race, ethnicity, religion, and class during this time period and the impact of these demographic groups on the events of the time period."
Social Studies,Eighth Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"2. Develop a contextual understanding of the historical eras, individuals, groups, ideas, and themes from the origins of the American Revolution through Reconstruction.",SS.8.1.2,Students Can:,Analyze the cause and effect relationships of major conflicts from the origins of the American Revolution through Reconstruction.
Social Studies,Eighth Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"2. Develop a contextual understanding of the historical eras, individuals, groups, ideas, and themes from the origins of the American Revolution through Reconstruction.",SS.8.1.2,Students Can:,"Analyze ideas that are critical to the understanding of early United States history. For example: Ideas involved in major events and movements such as settler colonialism, the changing definition of liberty and citizenship, enslavement of African and Indigenous Peoples, federalism, nativism of the Antebellum period, emancipation, and expansionism."
Social Studies,Eighth Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"2. Develop a contextual understanding of the historical eras, individuals, groups, ideas, and themes from the origins of the American Revolution through Reconstruction.",SS.8.1.2,Colorado Essential Skills:,Interpret information and draw conclusions based on multiple perspectives (Critical Thinking and Analysis).
Social Studies,Eighth Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"2. Develop a contextual understanding of the historical eras, individuals, groups, ideas, and themes from the origins of the American Revolution through Reconstruction.",SS.8.1.2,Colorado Essential Skills:,"Synthesize ideas in insightful ways about historical eras, individuals, groups, ideas, and themes (Creativity and Innovation)."
Social Studies,Eighth Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"2. Develop a contextual understanding of the historical eras, individuals, groups, ideas, and themes from the origins of the American Revolution through Reconstruction.",SS.8.1.2,Colorado Essential Skills:,"Make predictions and design data/information collection and analysis strategies to recognize continuity and change through time (Critical Thinking and Analysis, Data Literacy)."
Social Studies,Eighth Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"2. Develop a contextual understanding of the historical eras, individuals, groups, ideas, and themes from the origins of the American Revolution through Reconstruction.",SS.8.1.2,Colorado Essential Skills:,Look for and find value in perspectives expressed by others (Adaptability/Flexibility).
Social Studies,Eighth Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"2. Develop a contextual understanding of the historical eras, individuals, groups, ideas, and themes from the origins of the American Revolution through Reconstruction.",SS.8.1.2,Inquiry Questions:,How have the basic values and principles of American democracy changed over time and in what ways have they been preserved?
Social Studies,Eighth Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"2. Develop a contextual understanding of the historical eras, individuals, groups, ideas, and themes from the origins of the American Revolution through Reconstruction.",SS.8.1.2,Inquiry Questions:,"How was North American colonial settlement perceived by Indigenous Peoples, and how did this impact their culture and survival throughout the continent?"
Social Studies,Eighth Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"2. Develop a contextual understanding of the historical eras, individuals, groups, ideas, and themes from the origins of the American Revolution through Reconstruction.",SS.8.1.2,Inquiry Questions:,What role did economics play in the establishments and perpetuation of the enslavement of peoples from the 17th century onward?
Social Studies,Eighth Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"2. Develop a contextual understanding of the historical eras, individuals, groups, ideas, and themes from the origins of the American Revolution through Reconstruction.",SS.8.1.2,Inquiry Questions:,How did the application of the rights found in the Declaration of Independence change over time?
Social Studies,Eighth Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"2. Develop a contextual understanding of the historical eras, individuals, groups, ideas, and themes from the origins of the American Revolution through Reconstruction.",SS.8.1.2,Inquiry Questions:,To what extent are the ideas of the American Revolution and the United States Constitution still affecting the world today?
Social Studies,Eighth Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"2. Develop a contextual understanding of the historical eras, individuals, groups, ideas, and themes from the origins of the American Revolution through Reconstruction.",SS.8.1.2,Inquiry Questions:,"How did America define itself as a ""new"" nation in the early 19th century?"
Social Studies,Eighth Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"2. Develop a contextual understanding of the historical eras, individuals, groups, ideas, and themes from the origins of the American Revolution through Reconstruction.",SS.8.1.2,Inquiry Questions:,"How did different groups of people participate in, respond to, and resist Westward Expansion?"
Social Studies,Eighth Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"2. Develop a contextual understanding of the historical eras, individuals, groups, ideas, and themes from the origins of the American Revolution through Reconstruction.",SS.8.1.2,Inquiry Questions:,How did Americans redefine the right to vote during the 19th century?
Social Studies,Eighth Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"2. Develop a contextual understanding of the historical eras, individuals, groups, ideas, and themes from the origins of the American Revolution through Reconstruction.",SS.8.1.2,Inquiry Questions:,To what extent did the13th Amendment truly end slavery?
Social Studies,Eighth Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"2. Develop a contextual understanding of the historical eras, individuals, groups, ideas, and themes from the origins of the American Revolution through Reconstruction.",SS.8.1.2,Inquiry Questions:,"What role did various and diverse social groups such as women, African Americans, and Indigenous Peoples play in the Civil War?"
Social Studies,Eighth Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"2. Develop a contextual understanding of the historical eras, individuals, groups, ideas, and themes from the origins of the American Revolution through Reconstruction.",SS.8.1.2,Inquiry Questions:,To what extent did the 13th Amendment truly end slavery?
Social Studies,Eighth Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"2. Develop a contextual understanding of the historical eras, individuals, groups, ideas, and themes from the origins of the American Revolution through Reconstruction.",SS.8.1.2,Inquiry Questions:,"How have primary documents from multiple diverse perspectives influenced people, events, and ideas in U.S. History?"
Social Studies,Eighth Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"2. Develop a contextual understanding of the historical eras, individuals, groups, ideas, and themes from the origins of the American Revolution through Reconstruction.",SS.8.1.2,Nature and Skills of History:,Historical thinkers understand that slavery was instituted into what now is the United States of America under the laws of the English Monarch and the United States was the only nation to fight a war to eliminate slavery.
Social Studies,Eighth Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"2. Develop a contextual understanding of the historical eras, individuals, groups, ideas, and themes from the origins of the American Revolution through Reconstruction.",SS.8.1.2,Nature and Skills of History:,"Historical thinkers create, investigate, and refine historical questions, and interpret history using primary and secondary sources representing multiple perspectives."
Social Studies,Eighth Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"2. Develop a contextual understanding of the historical eras, individuals, groups, ideas, and themes from the origins of the American Revolution through Reconstruction.",SS.8.1.2,Nature and Skills of History:,"Historical thinkers analyze modern and historical maps, and other geographic tools, to explain how historical events are shaped by geography."
Social Studies,Eighth Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"2. Develop a contextual understanding of the historical eras, individuals, groups, ideas, and themes from the origins of the American Revolution through Reconstruction.",SS.8.1.2,Nature and Skills of History:,Historical thinkers use technology to produce and present primary and secondary sources clearly and efficiently.
Social Studies,Eighth Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"2. Develop a contextual understanding of the historical eras, individuals, groups, ideas, and themes from the origins of the American Revolution through Reconstruction.",SS.8.1.2,Nature and Skills of History:,"Historical thinkers use the context and content from the past to make connections to the present locally, nationally, and globally."
Social Studies,Eighth Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"2. Develop a contextual understanding of the historical eras, individuals, groups, ideas, and themes from the origins of the American Revolution through Reconstruction.",SS.8.1.2,Nature and Skills of History:,"Historical thinkers use the historical method of inquiry to interpret and refine history. For example: Historians and communities preserve historical documents, artifacts, oral histories, and buildings."
Social Studies,Eighth Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"2. Develop a contextual understanding of the historical eras, individuals, groups, ideas, and themes from the origins of the American Revolution through Reconstruction.",SS.8.1.2,Nature and Skills of History:,Historical thinkers use primary and secondary sources to create a claim that logically interprets historical events and provide relevant and specific evidence and reasoning to defend their claim.
Social Studies,Eighth Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"2. Develop a contextual understanding of the historical eras, individuals, groups, ideas, and themes from the origins of the American Revolution through Reconstruction.",SS.8.1.2,Nature and Skills of History:,"Historical thinkers apply analysis techniques to deepen understanding of primary and secondary sources. For example: Sourcing, contextualization, corroboration, and close reading."
Social Studies,Eighth Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"2. Develop a contextual understanding of the historical eras, individuals, groups, ideas, and themes from the origins of the American Revolution through Reconstruction.",SS.8.1.2,"Disciplinary, Information, and Media Literacy:",Seek information from varied sources and perspectives to develop informed opinions and creative solutions.
Social Studies,Eighth Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"2. Develop a contextual understanding of the historical eras, individuals, groups, ideas, and themes from the origins of the American Revolution through Reconstruction.",SS.8.1.2,"Disciplinary, Information, and Media Literacy:",Answer a historical question through the interpretation of primary and secondary sources.
Social Studies,Eighth Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"2. Develop a contextual understanding of the historical eras, individuals, groups, ideas, and themes from the origins of the American Revolution through Reconstruction.",SS.8.1.2,"Disciplinary, Information, and Media Literacy:","Develop a clear sense of chronology, past, present, and future in order to identify the sequence in which events occurred and recognize cause and effect relationships"
Social Studies,Eighth Grade,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"2. Develop a contextual understanding of the historical eras, individuals, groups, ideas, and themes from the origins of the American Revolution through Reconstruction.",SS.8.1.2,"Disciplinary, Information, and Media Literacy:","Conduct research by locating, gathering, and organizing information to present orally and in writing by using appropriate technology resources to support learning."
Social Studies,Eighth Grade,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic tools to research and analyze patterns in human and physical systems in the United States.,SS.8.2.1,Students Can:,Interpret primary and secondary geographic sources to analyze a historic issue. For example: Using both historical and contemporary maps to understand the changes in American boundaries.
Social Studies,Eighth Grade,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic tools to research and analyze patterns in human and physical systems in the United States.,SS.8.2.1,Students Can:,Identify the spatial distribution of cultural groups and human migration patterns.
Social Studies,Eighth Grade,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic tools to research and analyze patterns in human and physical systems in the United States.,SS.8.2.1,Students Can:,Recognize patterns of land acquisition and apply to events of the past.
Social Studies,Eighth Grade,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic tools to research and analyze patterns in human and physical systems in the United States.,SS.8.2.1,Students Can:,Compare the relationship between human settlement and the environment to recognize important regional connections to early U.S. historical events.
Social Studies,Eighth Grade,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic tools to research and analyze patterns in human and physical systems in the United States.,SS.8.2.1,Students Can:,Calculate and analyze population trends in relation to historical phenomena.
Social Studies,Eighth Grade,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic tools to research and analyze patterns in human and physical systems in the United States.,SS.8.2.1,Colorado Essential Skills:,Interpret information and draw conclusions using demographic information based on the best analysis to understand patterns of change in human and physical systems (Critical Thinking and Analysis).
Social Studies,Eighth Grade,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic tools to research and analyze patterns in human and physical systems in the United States.,SS.8.2.1,Colorado Essential Skills:,Synthesize ideas in insightful or innovative ways to demonstrate understanding of demographic patterns of movement and their impact upon the physical systems of the United States (Creativity and Innovation).
Social Studies,Eighth Grade,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic tools to research and analyze patterns in human and physical systems in the United States.,SS.8.2.1,Colorado Essential Skills:,"Organize geographic information using technologies to develop greater understanding of a historical event or action (Media Literacy, Data Literacy)."
Social Studies,Eighth Grade,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic tools to research and analyze patterns in human and physical systems in the United States.,SS.8.2.1,Colorado Essential Skills:,Demonstrate ways to adapt and reach workable solutions when considering the use of limited resources and their impact upon political and historical events (Adaptability and Flexibility).
Social Studies,Eighth Grade,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic tools to research and analyze patterns in human and physical systems in the United States.,SS.8.2.1,Inquiry Questions:,How have human settlement and migration patterns influenced and changed cultural characteristics and environmental systems?
Social Studies,Eighth Grade,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic tools to research and analyze patterns in human and physical systems in the United States.,SS.8.2.1,Inquiry Questions:,How can geographic tools help explore patterns of continuity and change in human and physical systems?
Social Studies,Eighth Grade,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic tools to research and analyze patterns in human and physical systems in the United States.,SS.8.2.1,Inquiry Questions:,How is human activity limited by the environment?
Social Studies,Eighth Grade,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic tools to research and analyze patterns in human and physical systems in the United States.,SS.8.2.1,Inquiry Questions:,How have humans adapted to and changed the physical environment?
Social Studies,Eighth Grade,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic tools to research and analyze patterns in human and physical systems in the United States.,SS.8.2.1,Nature and Skills of Geography:,Geographic thinkers recognize concepts of land and spatial representation to analyze and solve geographic and historical problems.
Social Studies,Eighth Grade,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic tools to research and analyze patterns in human and physical systems in the United States.,SS.8.2.1,Nature and Skills of Geography:,Geographic thinkers apply spatial reasoning to understand historical events.
Social Studies,Eighth Grade,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic tools to research and analyze patterns in human and physical systems in the United States.,SS.8.2.1,Nature and Skills of Geography:,"Geographic thinkers use cognitive skills fundamental to spatial thinking by combining spatial visualization, spatial orientation, and spatial relation including recognition of spatial distributions and patterns to connect locations and associate and correlate spatially distributed phenomena."
Social Studies,Eighth Grade,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic tools to research and analyze patterns in human and physical systems in the United States.,SS.8.2.1,Nature and Skills of Geography:,"Geographic thinkers respond to historical and spatial literature, including diverse narratives, to understand issues from a spatial perspective."
Social Studies,Eighth Grade,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic tools to research and analyze patterns in human and physical systems in the United States.,SS.8.2.1,"Disciplinary, Information, and Media Literacy:","Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts."
Social Studies,Eighth Grade,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic tools to research and analyze patterns in human and physical systems in the United States.,SS.8.2.1,"Disciplinary, Information, and Media Literacy:",Apply reading and writing strategies to construct and express knowledge.
Social Studies,Eighth Grade,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic tools to research and analyze patterns in human and physical systems in the United States.,SS.8.2.1,"Disciplinary, Information, and Media Literacy:",Construct and interpret visual representations of geographic information.
Social Studies,Eighth Grade,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic tools to research and analyze patterns in human and physical systems in the United States.,SS.8.2.1,"Disciplinary, Information, and Media Literacy:",Apply analysis of geographic data to logically interpret historical phenomena and sources.
Social Studies,Eighth Grade,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,2. Recognize the impact of the competition for control of land and resources in early American history.,SS.8.2.2,Students Can:,"Analyze the push and pull factors that shaped immigration to and migration within the early United States. For example: Economic opportunities, religious refuge, and forced migration."
Social Studies,Eighth Grade,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,2. Recognize the impact of the competition for control of land and resources in early American history.,SS.8.2.2,Students Can:,"Analyze patterns of conflict and cooperation that resulted from human migration and the economic, political, ethnic, and social implications of those interactions."
Social Studies,Eighth Grade,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,2. Recognize the impact of the competition for control of land and resources in early American history.,SS.8.2.2,Students Can:,Compare how differing geographic perspectives apply to a historic issue.
Social Studies,Eighth Grade,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,2. Recognize the impact of the competition for control of land and resources in early American history.,SS.8.2.2,Students Can:,"Interpret geographic and environmental data to understand how competition over land and resources shaped the development of the early United States. For example: Establishing the Mason/Dixon line, development of railroads, the Louisiana Purchase, and the Treaty of Guadalupe Hidalgo."
Social Studies,Eighth Grade,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,2. Recognize the impact of the competition for control of land and resources in early American history.,SS.8.2.2,Colorado Essential Skills:,Interpret information and draw conclusions as geographers based on the best analysis to recognize and understand the processes that interact in shaping human population patterns and historical events (Critical Thinking and Analysis).
Social Studies,Eighth Grade,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,2. Recognize the impact of the competition for control of land and resources in early American history.,SS.8.2.2,Colorado Essential Skills:,Synthesize ideas in original and surprising ways while comparing differing geographic perspectives (Creativity and Innovation).
Social Studies,Eighth Grade,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,2. Recognize the impact of the competition for control of land and resources in early American history.,SS.8.2.2,Colorado Essential Skills:,"Act on creative ideas to make a tangible and useful contribution to analyze and explain interdependence, cooperation, and conflict over land and resources in early American history (Perseverance and Resilience)."
Social Studies,Eighth Grade,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,2. Recognize the impact of the competition for control of land and resources in early American history.,SS.8.2.2,Colorado Essential Skills:,Demonstrate ways to adapt and reach workable solutions in understanding differing perspectives over use of resources and space (Adaptability and Flexibility).
Social Studies,Eighth Grade,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,2. Recognize the impact of the competition for control of land and resources in early American history.,SS.8.2.2,Inquiry Questions:,How will the location of resources lead to cooperation or conflict in the future?
Social Studies,Eighth Grade,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,2. Recognize the impact of the competition for control of land and resources in early American history.,SS.8.2.2,Inquiry Questions:,How has conflict over land and resources impacted human migration of various ethnic and cultural groups across Colorado and North America?
Social Studies,Eighth Grade,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,2. Recognize the impact of the competition for control of land and resources in early American history.,SS.8.2.2,Inquiry Questions:,"How have differing perspectives regarding resource and land use, occupancy, and ownership led to cooperative policies or conflict?"
Social Studies,Eighth Grade,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,2. Recognize the impact of the competition for control of land and resources in early American history.,SS.8.2.2,Inquiry Questions:,How would human settlement patterns be different if people did not trade resources with others?
Social Studies,Eighth Grade,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,2. Recognize the impact of the competition for control of land and resources in early American history.,SS.8.2.2,Nature and Skills of Geography:,Geographic thinkers evaluate the allocation of resources and the use of land to understand relationships.
Social Studies,Eighth Grade,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,2. Recognize the impact of the competition for control of land and resources in early American history.,SS.8.2.2,Nature and Skills of Geography:,Geographic thinkers recognize that different perspectives affect cooperation and conflict over space and resources.
Social Studies,Eighth Grade,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,2. Recognize the impact of the competition for control of land and resources in early American history.,SS.8.2.2,"Disciplinary, Information, and Media Literacy:",Cite specific textual evidence to support analysis of primary and secondary sources.
Social Studies,Eighth Grade,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,2. Recognize the impact of the competition for control of land and resources in early American history.,SS.8.2.2,"Disciplinary, Information, and Media Literacy:","Distinguish among fact, opinion, and reasoned judgment in a text."
Social Studies,Eighth Grade,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,2. Recognize the impact of the competition for control of land and resources in early American history.,SS.8.2.2,"Disciplinary, Information, and Media Literacy:","Read to identify cause-and-effect relationships, to compare and contrast information, identify fact and opinion, and determine author bias."
Social Studies,Eighth Grade,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,2. Recognize the impact of the competition for control of land and resources in early American history.,SS.8.2.2,"Disciplinary, Information, and Media Literacy:","Evaluate the accuracy, relevance, appropriateness, and bias of online and print sources."
Social Studies,Eighth Grade,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,2. Recognize the impact of the competition for control of land and resources in early American history.,SS.8.2.2,"Disciplinary, Information, and Media Literacy:","Identify propaganda, censorship, and bias in the media."
Social Studies,Eighth Grade,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,"1. Investigate how economic freedom, including free trade, was important for economic growth in early American history.",SS.8.3.1,Students Can:,"Give examples of regional, national, and international differences in resources, productivity, and costs that provide a basis for trade."
Social Studies,Eighth Grade,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,"1. Investigate how economic freedom, including free trade, was important for economic growth in early American history.",SS.8.3.1,Students Can:,Describe the factors that lead to a region or nation having a comparative and absolute advantage in trade. For example: The American System proposed by Henry Clay.
Social Studies,Eighth Grade,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,"1. Investigate how economic freedom, including free trade, was important for economic growth in early American history.",SS.8.3.1,Students Can:,Explain the effects of domestic policies on international trade.
Social Studies,Eighth Grade,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,"1. Investigate how economic freedom, including free trade, was important for economic growth in early American history.",SS.8.3.1,Students Can:,"Explain why nations sometimes restrict trade by using quotas, tariffs, and nontariff barriers."
Social Studies,Eighth Grade,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,"1. Investigate how economic freedom, including free trade, was important for economic growth in early American history.",SS.8.3.1,Colorado Essential Skills:,Make predictions and design data/information collection and analysis strategies concerning economic policy through evaluation of historical events (Critical Thinking and Analysis).
Social Studies,Eighth Grade,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,"1. Investigate how economic freedom, including free trade, was important for economic growth in early American history.",SS.8.3.1,Colorado Essential Skills:,"Apply knowledge and skills as an economist and citizen to implement sophisticated, appropriate, and workable solutions to address complex global problems using interdisciplinary perspectives independently or with others in order to inform public policy (Global and Cultural Awareness)."
Social Studies,Eighth Grade,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,"1. Investigate how economic freedom, including free trade, was important for economic growth in early American history.",SS.8.3.1,Colorado Essential Skills:,Educate and inspire others using sound economic understandings to evaluate economic policy and inform economic decisions based upon consideration of past experiences (Critical Thinking and Analysis).
Social Studies,Eighth Grade,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,"1. Investigate how economic freedom, including free trade, was important for economic growth in early American history.",SS.8.3.1,Inquiry Questions:,How do societies benefit from trade and exchange?
Social Studies,Eighth Grade,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,"1. Investigate how economic freedom, including free trade, was important for economic growth in early American history.",SS.8.3.1,Inquiry Questions:,Why is it important for nations to control trade and exchange?
Social Studies,Eighth Grade,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,"1. Investigate how economic freedom, including free trade, was important for economic growth in early American history.",SS.8.3.1,Inquiry Questions:,"What are the benefits and challenges of trade at the individual, local, state, national, and international levels?"
Social Studies,Eighth Grade,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,"1. Investigate how economic freedom, including free trade, was important for economic growth in early American history.",SS.8.3.1,Inquiry Questions:,"How does where and how you purchase products affect the cultural, social, economic, and environmental conditions?"
Social Studies,Eighth Grade,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,"1. Investigate how economic freedom, including free trade, was important for economic growth in early American history.",SS.8.3.1,Inquiry Questions:,What impact upon productivity results from taxation?
Social Studies,Eighth Grade,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,"1. Investigate how economic freedom, including free trade, was important for economic growth in early American history.",SS.8.3.1,Inquiry Questions:,What concerns do citizens have with taxation?
Social Studies,Eighth Grade,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,"1. Investigate how economic freedom, including free trade, was important for economic growth in early American history.",SS.8.3.1,Inquiry Questions:,What was the economic impact on citizens of the United States after leaving British rule?
Social Studies,Eighth Grade,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,"1. Investigate how economic freedom, including free trade, was important for economic growth in early American history.",SS.8.3.1,Inquiry Questions:,How did regional interests impact political leaders' positions on slavery and economic policy?
Social Studies,Eighth Grade,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,"1. Investigate how economic freedom, including free trade, was important for economic growth in early American history.",SS.8.3.1,Nature and Skills of Economics:,Economic thinkers choose wisely to get the most from limited resources. They understand that trade and collaboration within a market economy is important to business and individual success.
Social Studies,Eighth Grade,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,"1. Investigate how economic freedom, including free trade, was important for economic growth in early American history.",SS.8.3.1,Nature and Skills of Economics:,Economic thinkers understand that economic actions have indirect as well as direct effects and it is important to analyze positive and negative impacts of trade agreements as critical to a nation's success.
Social Studies,Eighth Grade,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,"1. Investigate how economic freedom, including free trade, was important for economic growth in early American history.",SS.8.3.1,Nature and Skills of Economics:,Economic thinkers understand that technological advances aid businesses in operating efficiently.
Social Studies,Eighth Grade,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,"1. Investigate how economic freedom, including free trade, was important for economic growth in early American history.",SS.8.3.1,Nature and Skills of Economics:,Economic thinkers analyze the components of economic growth in market economies because economic theories can be used to predict consequences.
Social Studies,Eighth Grade,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,"1. Investigate how economic freedom, including free trade, was important for economic growth in early American history.",SS.8.3.1,Nature and Skills of Economics:,"Economic thinkers understand that economic actions have both direct and indirect effects on people living in poverty, children, the disabled, ethnic, and religious groups who may not have a voice in decision-making."
Social Studies,Eighth Grade,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,"1. Investigate how economic freedom, including free trade, was important for economic growth in early American history.",SS.8.3.1,"Disciplinary, Information, and Media Literacy:","Gather information by taking notes, making outlines, and creating graphic organizers."
Social Studies,Eighth Grade,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,"1. Investigate how economic freedom, including free trade, was important for economic growth in early American history.",SS.8.3.1,"Disciplinary, Information, and Media Literacy:","Read texts by using reading strategies (i.e., prior knowledge, key vocabulary words, context clues, main ideas, supporting details, and text features: pictures, maps, text boxes)."
Social Studies,Eighth Grade,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,"1. Investigate how economic freedom, including free trade, was important for economic growth in early American history.",SS.8.3.1,"Disciplinary, Information, and Media Literacy:",Formulate appropriate research questions.
Social Studies,Eighth Grade,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,"1. Investigate how economic freedom, including free trade, was important for economic growth in early American history.",SS.8.3.1,"Disciplinary, Information, and Media Literacy:","Draw evidence from informational texts to support analysis reflections, and research."
Social Studies,Eighth Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Construct an understanding of the changing definition of citizenship and the expansion of rights of citizens in the United States.,SS.8.4.1,Students Can:,"Describe major political and/or social changes that affected the definition of citizenship, expanded or restricted the rights of citizens, and how those changes impacted women, Indigenous Peoples, African Americans, Latinos, Asian Americans, LGBTQ, religious minorities, and people living in annexed territories."
Social Studies,Eighth Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Construct an understanding of the changing definition of citizenship and the expansion of rights of citizens in the United States.,SS.8.4.1,Students Can:,"Analyze the relationship between the debate about citizenship and national identity in early U.S History, and how those ideas shaped political institutions and society."
Social Studies,Eighth Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Construct an understanding of the changing definition of citizenship and the expansion of rights of citizens in the United States.,SS.8.4.1,Students Can:,"Compare how the leadership of various individuals has influenced the United States government and politics. For example: Women, American Indians, African Americans, and people in the unsettled territories."
Social Studies,Eighth Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Construct an understanding of the changing definition of citizenship and the expansion of rights of citizens in the United States.,SS.8.4.1,Students Can:,Evaluate the results of various strategies used to enact political change over time.
Social Studies,Eighth Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Construct an understanding of the changing definition of citizenship and the expansion of rights of citizens in the United States.,SS.8.4.1,Students Can:,"Analyze primary sources supporting democratic freedoms and the founding of our government and explain how they provide for both continuity and change. Including but not limited to: the Declaration of Independence, the Constitution, Bill of Rights, and the Declaration of Sentiments."
Social Studies,Eighth Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Construct an understanding of the changing definition of citizenship and the expansion of rights of citizens in the United States.,SS.8.4.1,Students Can:,"Examine ways members of society may effectively and civilly voice opinions, monitor government, and bring about change on a local, state, and national level, and which could have global implications."
Social Studies,Eighth Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Construct an understanding of the changing definition of citizenship and the expansion of rights of citizens in the United States.,SS.8.4.1,Colorado Essential Skills:,Make connections as citizens between information gathered and personal experiences to apply and/or test solutions to analyze citizenship and examine the individual role in government (Civic Engagement).
Social Studies,Eighth Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Construct an understanding of the changing definition of citizenship and the expansion of rights of citizens in the United States.,SS.8.4.1,Colorado Essential Skills:,"Apply knowledge as citizens to set goals, make informed decisions and transfer to new contexts about the roles and responsibilities of individual citizens (Civic Engagement)."
Social Studies,Eighth Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Construct an understanding of the changing definition of citizenship and the expansion of rights of citizens in the United States.,SS.8.4.1,Inquiry Questions:,How have citizens and groups influenced change?
Social Studies,Eighth Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Construct an understanding of the changing definition of citizenship and the expansion of rights of citizens in the United States.,SS.8.4.1,Inquiry Questions:,What are the roles and responsibilities for citizens?
Social Studies,Eighth Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Construct an understanding of the changing definition of citizenship and the expansion of rights of citizens in the United States.,SS.8.4.1,Inquiry Questions:,What are the various ways that the government may respond to civic voice and participation?
Social Studies,Eighth Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Construct an understanding of the changing definition of citizenship and the expansion of rights of citizens in the United States.,SS.8.4.1,Inquiry Questions:,How has civic participation impacted the development of government and civil rights in America?
Social Studies,Eighth Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Construct an understanding of the changing definition of citizenship and the expansion of rights of citizens in the United States.,SS.8.4.1,Inquiry Questions:,"What is more effective, diplomacy or debate?"
Social Studies,Eighth Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Construct an understanding of the changing definition of citizenship and the expansion of rights of citizens in the United States.,SS.8.4.1,Inquiry Questions:,How have political parties formed and changed over time?
Social Studies,Eighth Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Construct an understanding of the changing definition of citizenship and the expansion of rights of citizens in the United States.,SS.8.4.1,Inquiry Questions:,"How have Americans fought to preserve their rights, outlined in the Bill of Rights, and when the government violated those rights?"
Social Studies,Eighth Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Construct an understanding of the changing definition of citizenship and the expansion of rights of citizens in the United States.,SS.8.4.1,Nature and Skills of Civics:,"Civic-minded individuals distinguish the powers and responsibilities of citizens, political parties, interest groups, and the media in a variety of government and non-governmental contexts."
Social Studies,Eighth Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Construct an understanding of the changing definition of citizenship and the expansion of rights of citizens in the United States.,SS.8.4.1,Nature and Skills of Civics:,"Civic-minded individuals explain specific roles played by citizens. For example: Voters, jurors, taxpayers, members of the armed forces, petitioners, protesters, and officeholders."
Social Studies,Eighth Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Construct an understanding of the changing definition of citizenship and the expansion of rights of citizens in the United States.,SS.8.4.1,Nature and Skills of Civics:,"Civic-minded individuals examine the origins, purposes, and impact of constitutions, laws, treaties, and international agreements."
Social Studies,Eighth Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Construct an understanding of the changing definition of citizenship and the expansion of rights of citizens in the United States.,SS.8.4.1,Nature and Skills of Civics:,"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."
Social Studies,Eighth Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Construct an understanding of the changing definition of citizenship and the expansion of rights of citizens in the United States.,SS.8.4.1,"Disciplinary, Information, and Media Literacy:",Use content-specific technology tools to support learning and research.
Social Studies,Eighth Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Construct an understanding of the changing definition of citizenship and the expansion of rights of citizens in the United States.,SS.8.4.1,"Disciplinary, Information, and Media Literacy:",Use effective decision-making and problem-solving skills in public and private life.
Social Studies,Eighth Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Construct an understanding of the changing definition of citizenship and the expansion of rights of citizens in the United States.,SS.8.4.1,"Disciplinary, Information, and Media Literacy:","Accept and demonstrate civic responsibility for the well-being of oneself, family, and the community."
Social Studies,Eighth Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Construct an understanding of the changing definition of citizenship and the expansion of rights of citizens in the United States.,SS.8.4.1,"Disciplinary, Information, and Media Literacy:","Conduct research by locating, gathering, organizing information and data, and evaluating online and print resources."
Social Studies,Eighth Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Construct an understanding of the changing definition of citizenship and the expansion of rights of citizens in the United States.,SS.8.4.1,"Disciplinary, Information, and Media Literacy:",Demonstrate positive social and ethical behaviors when using technology and discuss consequences of inappropriate use.
Social Studies,Eighth Grade,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,1. Construct an understanding of the changing definition of citizenship and the expansion of rights of citizens in the United States.,SS.8.4.1,"Disciplinary, Information, and Media Literacy:","Compares and contrasts evidence from multiple sources to seek, find, and prove corroboration."
Social Studies,Eighth Grade,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,2. Investigate and evaluate the purpose and place of rule of law in a constitutional system.,SS.8.4.2,Students Can:,Evaluate the strengths of rule of law.
Social Studies,Eighth Grade,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,2. Investigate and evaluate the purpose and place of rule of law in a constitutional system.,SS.8.4.2,Students Can:,"Explain the role and importance of the Constitution and the strength of amendments made during this time period. Including but not limited to: the Bill of Rights, and the 13th, 14th, and 15th Amendments."
Social Studies,Eighth Grade,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,2. Investigate and evaluate the purpose and place of rule of law in a constitutional system.,SS.8.4.2,Students Can:,Apply knowledge about the three branches of government and how they interact with one another to historical and contemporary problems.
Social Studies,Eighth Grade,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,2. Investigate and evaluate the purpose and place of rule of law in a constitutional system.,SS.8.4.2,Students Can:,Evaluate the historical significance of the Declaration of Independence.
Social Studies,Eighth Grade,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,2. Investigate and evaluate the purpose and place of rule of law in a constitutional system.,SS.8.4.2,Students Can:,"Discuss the tensions between individual rights and liberties with state, tribal, and national laws."
Social Studies,Eighth Grade,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,2. Investigate and evaluate the purpose and place of rule of law in a constitutional system.,SS.8.4.2,Students Can:,Explain how the state and federal courts' power of judicial review is reflected in the United States' form of constitutional government. For example: Marbury v. Madison.
Social Studies,Eighth Grade,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,2. Investigate and evaluate the purpose and place of rule of law in a constitutional system.,SS.8.4.2,Students Can:,"Use a variety of resources, including Supreme Court decisions, to identify and evaluate issues that involve civic responsibility, individual rights, and the common good."
Social Studies,Eighth Grade,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,2. Investigate and evaluate the purpose and place of rule of law in a constitutional system.,SS.8.4.2,Colorado Essential Skills:,Make connections as citizens between information gathered and personal experiences to apply and/or test solutions to analyze the structures and functions of government (Critical Thinking and Analysis).
Social Studies,Eighth Grade,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,2. Investigate and evaluate the purpose and place of rule of law in a constitutional system.,SS.8.4.2,Colorado Essential Skills:,"Connect knowledge as citizens from personal ideas/understandings to civic engagement about the origins, structures, and functions of governments (Civic Engagement)."
Social Studies,Eighth Grade,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,2. Investigate and evaluate the purpose and place of rule of law in a constitutional system.,SS.8.4.2,Inquiry Questions:,"What is the ""common good?"""
Social Studies,Eighth Grade,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,2. Investigate and evaluate the purpose and place of rule of law in a constitutional system.,SS.8.4.2,Inquiry Questions:,What are key court cases and historical events in the development of the United States?
Social Studies,Eighth Grade,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,2. Investigate and evaluate the purpose and place of rule of law in a constitutional system.,SS.8.4.2,Inquiry Questions:,How have landmark Supreme Court cases impacted society?
Social Studies,Eighth Grade,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,2. Investigate and evaluate the purpose and place of rule of law in a constitutional system.,SS.8.4.2,Inquiry Questions:,How does civil discourse contribute to the resolution of conflicts?
Social Studies,Eighth Grade,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,2. Investigate and evaluate the purpose and place of rule of law in a constitutional system.,SS.8.4.2,Inquiry Questions:,How has the United States balanced individual rights and law?
Social Studies,Eighth Grade,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,2. Investigate and evaluate the purpose and place of rule of law in a constitutional system.,SS.8.4.2,Inquiry Questions:,How does discussion and consensus building contribute to the development of a decision?
Social Studies,Eighth Grade,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,2. Investigate and evaluate the purpose and place of rule of law in a constitutional system.,SS.8.4.2,Inquiry Questions:,"How does the U.S. Constitution provide for the rule of law, separation of power, and popular sovereignty?"
Social Studies,Eighth Grade,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,2. Investigate and evaluate the purpose and place of rule of law in a constitutional system.,SS.8.4.2,Inquiry Questions:,"Who is included and who is excluded in the clause, ""All men are created equal,"" which is written in the Declaration of Independence?"" How true was this clause at the time it was written?"
Social Studies,Eighth Grade,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,2. Investigate and evaluate the purpose and place of rule of law in a constitutional system.,SS.8.4.2,Nature and Skills of Civics:,"Civic-minded individuals read diverse sources to create understanding, critically analyze issues, and place them in historical context."
Social Studies,Eighth Grade,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,2. Investigate and evaluate the purpose and place of rule of law in a constitutional system.,SS.8.4.2,Nature and Skills of Civics:,Civic-minded individuals understand and discuss the dynamic nature of national government and the individual's role in the process.
Social Studies,Eighth Grade,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,2. Investigate and evaluate the purpose and place of rule of law in a constitutional system.,SS.8.4.2,Nature and Skills of Civics:,Civic-minded individuals understand that all forms of discrimination based on race have been illegal for almost three generations.
Social Studies,Eighth Grade,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,2. Investigate and evaluate the purpose and place of rule of law in a constitutional system.,SS.8.4.2,"Disciplinary, Information, and Media Literacy:",Use content specific technology tools to support learning and research.
Social Studies,Eighth Grade,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,2. Investigate and evaluate the purpose and place of rule of law in a constitutional system.,SS.8.4.2,"Disciplinary, Information, and Media Literacy:",Use effective decision-making and problem-solving skills in public and private life.
Social Studies,Eighth Grade,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,2. Investigate and evaluate the purpose and place of rule of law in a constitutional system.,SS.8.4.2,"Disciplinary, Information, and Media Literacy:","Accept responsibility for the well-being of oneself, family, and the community."
Social Studies,Eighth Grade,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,2. Investigate and evaluate the purpose and place of rule of law in a constitutional system.,SS.8.4.2,"Disciplinary, Information, and Media Literacy:",Apply social studies content and skills to real life situations.
Social Studies,Eighth Grade,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Examine the role of consumer decisions and taxes within the market economies of early American history.,SS.8.5.1,Students Can:,"Calculate how the value of money has changed over time impacting earning, spending, borrowing, and investing. For example: Inflation and recession."
Social Studies,Eighth Grade,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Examine the role of consumer decisions and taxes within the market economies of early American history.,SS.8.5.1,Students Can:,"Explain factors that have impacted borrowing and investing over time. For example: Currency stability, stocks, and banking practices."
Social Studies,Eighth Grade,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Examine the role of consumer decisions and taxes within the market economies of early American history.,SS.8.5.1,Students Can:,"Analyze the changes in the development of human capital over time. For example: Gaining knowledge and skill through education, apprenticeship, entrepreneurship, and work experience."
Social Studies,Eighth Grade,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Examine the role of consumer decisions and taxes within the market economies of early American history.,SS.8.5.1,Students Can:,Analyze the impact of taxes on the people of the United States over time.
Social Studies,Eighth Grade,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Examine the role of consumer decisions and taxes within the market economies of early American history.,SS.8.5.1,Colorado Essential Skills:,"Investigate to form hypotheses, make observations, and draw conclusions (Critical Thinking and Analysis)."
Social Studies,Eighth Grade,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Examine the role of consumer decisions and taxes within the market economies of early American history.,SS.8.5.1,Colorado Essential Skills:,Interpret information and draw conclusions based on the best analysis (Critical Thinking and Analysis).
Social Studies,Eighth Grade,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Examine the role of consumer decisions and taxes within the market economies of early American history.,SS.8.5.1,Inquiry Questions:,What role did taxes play in the birth of our nation?
Social Studies,Eighth Grade,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Examine the role of consumer decisions and taxes within the market economies of early American history.,SS.8.5.1,Inquiry Questions:,What would countries look like without taxes?
Social Studies,Eighth Grade,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Examine the role of consumer decisions and taxes within the market economies of early American history.,SS.8.5.1,Inquiry Questions:,How has the value of money changed over time and what is the impact on consumerism?
Social Studies,Eighth Grade,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Examine the role of consumer decisions and taxes within the market economies of early American history.,SS.8.5.1,Inquiry Questions:,How did inventions impact personal financial options?
Social Studies,Eighth Grade,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Examine the role of consumer decisions and taxes within the market economies of early American history.,SS.8.5.1,Nature and Skills of Economics (PFL):,Financially capable individuals apply the economic way of thinking which assumes that people make choices because they are responding to the underlying incentives.
Social Studies,Eighth Grade,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Examine the role of consumer decisions and taxes within the market economies of early American history.,SS.8.5.1,Nature and Skills of Economics (PFL):,"Financially capable individuals study factors that lead to increased economic interdependence, increased productivity, and improved standard of living for the individuals in a society."
Social Studies,Eighth Grade,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Examine the role of consumer decisions and taxes within the market economies of early American history.,SS.8.5.1,Nature and Skills of Economics (PFL):,Financially capable individuals understand that there is an economic role for government in a market economy whenever the benefits of a government policy outweigh its costs.
Social Studies,Eighth Grade,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Examine the role of consumer decisions and taxes within the market economies of early American history.,SS.8.5.1,"Disciplinary, Information, and Media Literacy:","Analyze how and why individuals, events, and ideas develop and interact over the course of the text."
Social Studies,Eighth Grade,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Examine the role of consumer decisions and taxes within the market economies of early American history.,SS.8.5.1,"Disciplinary, Information, and Media Literacy:",Explain how a question represents key ideas in the field.
Social Studies,Eighth Grade,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Examine the role of consumer decisions and taxes within the market economies of early American history.,SS.8.5.1,"Disciplinary, Information, and Media Literacy:",Explain points of agreement experts have about interpretations and applications of disciplinary concepts and ideas associated with a compelling question.
Social Studies,Eighth Grade,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Examine the role of consumer decisions and taxes within the market economies of early American history.,SS.8.5.1,"Disciplinary, Information, and Media Literacy:","Analyze and use information presented visually in a text. For example: Graphs, charts, flowcharts, diagrams, models, tables, that support the words in a text."
Social Studies,High School,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,"1. Apply 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.",SS.HS.1.1,Students Can:,Formulate compelling and supporting questions after evaluating primary sources for point of view and historical context.
Social Studies,High School,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,"1. Apply 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.",SS.HS.1.1,Students Can:,Gather and analyze historical information to address questions from a range of primary and secondary sources containing a variety of perspectives. For example: Perspectives of historically underrepresented groups.
Social Studies,High School,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,"1. Apply 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.",SS.HS.1.1,Students Can:,"Gather and analyze historical information from a range of qualitative and quantitative sources. For example: Demographic, economic, social, and political data."
Social Studies,High School,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,"1. Apply 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.",SS.HS.1.1,Students Can:,"Construct and defend a historical argument that evaluates interpretations by analyzing, critiquing, and synthesizing evidence from a wide range of relevant historical sources."
Social Studies,High School,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,"1. Apply 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.",SS.HS.1.1,Colorado Essential Skills:,"Articulate thoughts and ideas effectively using oral, written, and nonverbal communication skills in a variety of forms and contexts, including multilingual (Interpersonal Communication)."
Social Studies,High School,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,"1. Apply 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.",SS.HS.1.1,Colorado Essential Skills:,"Interpret, analyze, and draw conclusions using historical sources (Critical Thinking and Analysis)."
Social Studies,High School,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,"1. Apply 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.",SS.HS.1.1,Colorado Essential Skills:,Synthesize ideas in original and innovative ways (Creativity and Innovation).
Social Studies,High School,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,"1. Apply 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.",SS.HS.1.1,Inquiry Questions:,How does the point of view of a historian affect how history is interpreted?
Social Studies,High School,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,"1. Apply 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.",SS.HS.1.1,Inquiry Questions:,"Do historians come to agreement on the historical significance of events? If so, how?"
Social Studies,High School,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,"1. Apply 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.",SS.HS.1.1,Inquiry Questions:,How does studying a variety of perspectives allow us to construct a more complete record of the past?
Social Studies,High School,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,"1. Apply 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.",SS.HS.1.1,Inquiry Questions:,Why are historical questions important?
Social Studies,High School,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,"1. Apply 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.",SS.HS.1.1,Inquiry Questions:,How do historical thinkers use primary and secondary sources to formulate historical arguments?
Social Studies,High School,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,"1. Apply 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.",SS.HS.1.1,Inquiry Questions:,How might historical inquiry be used to better understand and make decisions about contemporary issues?
Social Studies,High School,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,"1. Apply 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.",SS.HS.1.1,Nature and Skills of History:,Historical thinkers use questions generated about multiple historical sources to pursue further inquiry and investigate additional sources.
Social Studies,High School,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,"1. Apply 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.",SS.HS.1.1,Nature and Skills of History:,"Historical thinkers evaluate historical sources for audience, purpose, point of view, context, and authenticity."
Social Studies,High School,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,"1. Apply 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.",SS.HS.1.1,Nature and Skills of History:,Historical thinkers use primary and secondary sources to evaluate and develop hypotheses and diverse interpretations of historical events and figures and patterns and trends.
Social Studies,High School,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,"1. Apply 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.",SS.HS.1.1,Nature and Skills of History:,Historical thinkers evaluate the credibility of a source by examining how experts value the source.
Social Studies,High School,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,"1. Apply 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.",SS.HS.1.1,Nature and Skills of History:,"Historical thinkers use information and context to interpret, evaluate, and inform decisions or policies regarding such issues which societies find contentious or worthy of debate and discussion."
Social Studies,High School,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,"1. Apply 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.",SS.HS.1.1,Nature and Skills of History:,Historical thinkers consider what perspectives or information is left out of an argument and why that might be important to know.
Social Studies,High School,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,"1. Apply 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.",SS.HS.1.1,Nature and Skills of History:,"Historical thinkers understand that societal values change over time; therefore, a period of time under study should not be judged using present day values."
Social Studies,High School,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,"1. Apply 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.",SS.HS.1.1,"Disciplinary, Information, and Media Literacy:","Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of a text as a whole."
Social Studies,High School,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,"1. Apply 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.",SS.HS.1.1,"Disciplinary, Information, and Media Literacy:","Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain."
Social Studies,High School,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,"1. Apply 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.",SS.HS.1.1,"Disciplinary, Information, and Media Literacy:","Analyze in detail how a complex primary and/or secondary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole."
Social Studies,High School,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,"1. Apply 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.",SS.HS.1.1,"Disciplinary, Information, and Media Literacy:","Evaluate historians' differing points of view on the same historical event or issue by assessing the authors' claims, reasoning, and evidence."
Social Studies,High School,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,"1. Apply 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.",SS.HS.1.1,"Disciplinary, Information, and Media Literacy:","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."
Social Studies,High School,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,"1. Apply 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.",SS.HS.1.1,"Disciplinary, Information, and Media Literacy:","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."
Social Studies,High School,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,"1. Apply 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.",SS.HS.1.1,"Disciplinary, Information, and Media Literacy:","Explain how compelling questions contribute to an inquiry and how, through engaging source work, new compelling and supporting questions emerge."
Social Studies,High School,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,"1. Apply 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.",SS.HS.1.1,"Disciplinary, Information, and Media Literacy:","Interpret, analyze, and detect bias in historical sources."
Social Studies,High School,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,"1. Apply 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.",SS.HS.1.1,"Disciplinary, Information, and Media Literacy:","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."
Social Studies,High School,1. History,"1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.",,,,,"1. Apply 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.",SS.HS.1.1,"Disciplinary, Information, and Media Literacy:",Integrate multimedia as effective tools for presenting and clarifying information.
Social Studies,High School,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"2. Analyze and evaluate 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.",SS.HS.1.2,Students Can:,"Analyze continuity and change over the course of United States history. Including but not limited to: The expansion and limitations of rights, the balance between liberty and security, shifts in internationalist and isolationist policies, debates over the role of government, and the impacts of expansionist policies."
Social Studies,High School,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"2. Analyze and evaluate 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.",SS.HS.1.2,Students Can:,"Investigate causes and effects of significant events throughout United States history. For example: World and national conflicts (e.g., Spanish American War, the continued conflict over Indigenous lands, and the Tulsa Massacre), urbanization and suburbanization (e.g., Great Migration and Levittown), economic cycles (e.g., The Great Depression and the 2008 Great Recession), and both popular and counterculture movements."
Social Studies,High School,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"2. Analyze and evaluate 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.",SS.HS.1.2,Students Can:,"Analyze the complexity of events throughout United States history. For example: The Civil Rights Movement (e.g., Double V Campaign, the Voting Rights Act of 1965, and the Stonewall Riots); migration, immigration, and displacement (e.g., immigration and citizenship legislation, Japanese American incarceration, and debates over tribal sovereignty); landmark court cases (e.g., Keyes v. School District #1 Denver, Brown v. Board of Education, and Obergefell v. Hodges), and the war on terror (e.g., 9/11, Afghanistan and Iraq wars, Middle Eastern discrimination, and the evolution of U.S. counterterrorism efforts)."
Social Studies,High School,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"2. Analyze and evaluate 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.",SS.HS.1.2,Students Can:,"Examine and evaluate issues of unity and diversity from Reconstruction to present. For example: The systemic impact of racism and nativism (e.g., Jim Crow, affirmative action, and mass incarceration), the definition and role of patriotism, expansion and limitations of rights, and the role of religion."
Social Studies,High School,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"2. Analyze and evaluate 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.",SS.HS.1.2,Students Can:,"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: Scientific innovations by diverse individuals, creation of mass production/assembly line process, creation of the atomic bomb, NASA, and the introduction of mass media and the Internet."
Social Studies,High School,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"2. Analyze and evaluate 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.",SS.HS.1.2,Students Can:,"Evaluate the historical development and impact of political thought, theory, and actions. For example: Shifts in the platforms of political parties, expansion and limitations of suffrage, and the impact of various reform and socio-cultural movements."
Social Studies,High School,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"2. Analyze and evaluate 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.",SS.HS.1.2,Students Can:,"Analyze how opposing perspectives, compromise, and cooperation have shaped national unity and diversity. For example: The rights and contributions of diverse groups and individuals, including African Americans, Latinos, Asian Americans, Indigenous Peoples, LGBTQ individuals, women, immigrants, individuals with disabilities, and ethnic and religious minorities, and the role of organizations and government in advancing these rights (e.g., NAACP, American Indian Movement, and United Farm Workers)."
Social Studies,High School,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"2. Analyze and evaluate 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.",SS.HS.1.2,Students Can:,"Analyze and evaluate ideas critical to the understanding of American history. Including but not limited to: populism, progressivism, isolationism, imperialism, capitalism, racism, extremism, nationalism, patriotism, anti-communism, environmentalism, liberalism, fundamentalism, and conservatism."
Social Studies,High School,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"2. Analyze and evaluate 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.",SS.HS.1.2,Students Can:,"Describe and analyze the historical development and impact of the arts and literature on the culture of the United States. Including but not limited to: the writings of the Muckrakers, political cartoons, Americana, the Harlem Renaissance, the Lost Generation, Jazz, Rock and Roll, protest songs and American literature."
Social Studies,High School,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"2. Analyze and evaluate 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.",SS.HS.1.2,Students Can:,"Examine and evaluate how the United States was involved in and responded to international events over the course of history. Including but not limited to: the World Wars, the Holocaust, the Nuremburg trials, Cold War policies, Berlin Airlift, Korean War, Vietnam War, and the genocides in Bosnia and Darfur."
Social Studies,High School,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"2. Analyze and evaluate 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.",SS.HS.1.2,Colorado Essential Skills:,"Make predictions and design data/information collection and analysis strategies to test historical hypotheses (Critical Thinking and Analysis, Data Literacy)."
Social Studies,High School,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"2. Analyze and evaluate 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.",SS.HS.1.2,Colorado Essential Skills:,"Apply knowledge and skills to implement sophisticated, appropriate, and workable solutions to address complex national problems using interdisciplinary perspectives independently or with others (Global and Cultural Awareness, Creativity and Innovation)."
Social Studies,High School,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"2. Analyze and evaluate 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.",SS.HS.1.2,Inquiry Questions:,How does society decide what is important in United States history?
Social Studies,High School,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"2. Analyze and evaluate 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.",SS.HS.1.2,Inquiry Questions:,What ideas have united and divided the American people over time?
Social Studies,High School,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"2. Analyze and evaluate 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.",SS.HS.1.2,Inquiry Questions:,How does the consideration of multiple perspectives enable us to better understand change over time?
Social Studies,High School,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"2. Analyze and evaluate 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.",SS.HS.1.2,Inquiry Questions:,How have efforts to expand rights overcome barriers over the course of United States history?
Social Studies,High School,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"2. Analyze and evaluate 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.",SS.HS.1.2,Inquiry Questions:,Why is it important to understand the positive contributions made by the United States of America in advancing human freedom and prosperity?
Social Studies,High School,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"2. Analyze and evaluate 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.",SS.HS.1.2,Inquiry Questions:,How has the United States' response to human rights abuses at home and abroad differed over time?
Social Studies,High School,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"2. Analyze and evaluate 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.",SS.HS.1.2,Inquiry Questions:,Why is it important to understand the contribution of the United States to the defeat of fascism and totalitarianism in World War II and the contribution made to the rebuilding of Europe through the Marshall Plan?
Social Studies,High School,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"2. Analyze and evaluate 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.",SS.HS.1.2,Inquiry Questions:,Why is it important to understand the contribution of the United States of America to the defense of democratic governments during the Cold War?
Social Studies,High School,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"2. Analyze and evaluate 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.",SS.HS.1.2,Nature and Skills of History:,"Historical thinkers understand that the ability to negotiate the complex relationships among change, diversity, and unity throughout United States history, is an essential attribute for success in a more interconnected world."
Social Studies,High School,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"2. Analyze and evaluate 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.",SS.HS.1.2,Nature and Skills of History:,"Historical thinkers understand that the ability to negotiate the complex interrelationship among political, social, and cultural institutions throughout United States history, is essential to participation in the economic life of a free society and our civic institutions."
Social Studies,High School,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"2. Analyze and evaluate 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.",SS.HS.1.2,Nature and Skills of History:,"Historical thinkers analyze historical, contemporary, and emerging means of changing societies, promoting the common good, and protecting rights."
Social Studies,High School,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"2. Analyze and evaluate 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.",SS.HS.1.2,Nature and Skills of History:,"Historical thinkers analyze how historical events and spatial diffusion of ideas, technology, and cultural practices have influenced historical events."
Social Studies,High School,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"2. Analyze and evaluate 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.",SS.HS.1.2,Nature and Skills of History:,"Historical thinkers analyze The Civil Rights Movement from 1954 to 1968, the natural rights and principles that the Reverend Dr. Martin Luther King used to inform his leadership of The Civil Rights Movement, and the tactics and strategies of non-violence resistance he championed in response to the Jim Crow laws of that era."
Social Studies,High School,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"2. Analyze and evaluate 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.",SS.HS.1.2,Nature and Skills of History:,"Historical thinkers understand the founding principles upon which Dr. Martin Luther King's ""I Have a Dream"" speech were founded, specifically, ""I have a dream that my four little children will one day live in a nation where they will not be judged by the color of their skin but by the content of their character."""
Social Studies,High School,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"2. Analyze and evaluate 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.",SS.HS.1.2,"Disciplinary, Information, and Media Literacy:","Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science."
Social Studies,High School,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"2. Analyze and evaluate 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.",SS.HS.1.2,"Disciplinary, Information, and Media Literacy:","Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts."
Social Studies,High School,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"2. Analyze and evaluate 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.",SS.HS.1.2,"Disciplinary, Information, and Media Literacy:","Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes."
Social Studies,High School,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"2. Analyze and evaluate 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.",SS.HS.1.2,"Disciplinary, Information, and Media Literacy:","Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences."
Social Studies,High School,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"2. Analyze and evaluate 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.",SS.HS.1.2,"Disciplinary, Information, and Media Literacy:",Evaluate how historical events and developments were shaped by unique circumstances of time and place as well as broader historical contexts.
Social Studies,High School,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"2. Analyze and evaluate 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.",SS.HS.1.2,"Disciplinary, Information, and Media Literacy:",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.
Social Studies,High School,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"2. Analyze and evaluate 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.",SS.HS.1.2,"Disciplinary, Information, and Media Literacy:","Collaborate with peers, experts, and others using contemporary media to contribute to a content related knowledge base to compile, synthesize, produce, and disseminate information."
Social Studies,High School,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"2. Analyze and evaluate 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.",SS.HS.1.2,"Disciplinary, Information, and Media Literacy:",Engage in civil discourse on historical topics using evidence as a basis for argument formation.
Social Studies,High School,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"3. Analyze and evaluate 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.",SS.HS.1.3,Students Can:,"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 Cold War; independence movements/decolonization and 19th, 20th and 21st century genocides such as the Armenian Genocide; the Holocaust perpetrated by the fascist German Nazi Party (National Socialist German Workers Party) and its collaborators; the Sand Creek Massacre, Cambodian Genocide; the Union of Soviet Socialist Republics murder of Ukrainian nationals; genocides conducted by the Communist Party of China (CPC) against its political opponents during the Totalization Period, Collectivization, the Great Leap Forward, the Cultural Revolution, and Mao's Famine; and the current genocide of the Uyghurs; as well as genocides that have taken place in Rwanda, Darfur and Bosnia."
Social Studies,High School,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"3. Analyze and evaluate 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.",SS.HS.1.3,Students Can:,"Investigate causes and effects of significant events from the Renaissance to the present. Including but not limited to: the Renaissance, the Protestant Reformation, the Industrial Revolution, the French, Russian, Chinese, and Latin American Revolutions, the World Wars, and the Arab Spring movement."
Social Studies,High School,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"3. Analyze and evaluate 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.",SS.HS.1.3,Students Can:,"Analyze the complexity of events from the Renaissance to the present. For example: Religious rifts (e.g., the Protestant Reformation, the Shiite/Sunni split in Islam), industrialization, imperialism (e.g., spheres of influence and colonialism), independence movements in Africa, the Americas, and Asia; globalization, the rise of nationalism, and domestic and international terrorism."
Social Studies,High School,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"3. Analyze and evaluate 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.",SS.HS.1.3,Students Can:,"Examine and evaluate issues of unity and diversity in world history from the Renaissance to the present. For example: Migration and immigration (e.g., rapid global population growth), colonialism and the resulting changes in political geography, anti-colonial and nationalist movements, imperialism, world conferences and international agreements (e.g., Berlin Conference, United Nations, and Bandung Conference), and human rights issues."
Social Studies,High School,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"3. Analyze and evaluate 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.",SS.HS.1.3,Students Can:,"Evaluate the historical development and impact of philosophical and political movements and belief systems. Including but not limited to: the Enlightenment, humanism, communism, socialism, and the development and expansion of Judaism, Christianity, Islam, Hinduism, Buddhism, Sikhism, and Taoism."
Social Studies,High School,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"3. Analyze and evaluate 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.",SS.HS.1.3,Students Can:,"Investigate the historical development and impact of major scientific and technological innovations. For example: The Industrial Age (e.g., the British factory system), the Space Age (e.g., Sputnik), and scientific advancements such as the printing press, vaccinations, nuclear power, and the Internet."
Social Studies,High School,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"3. Analyze and evaluate 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.",SS.HS.1.3,Students Can:,"Describe and analyze the historical development and impact of the arts and literature on the cultures of the world. For example: The Renaissance, Modernism, and the use of art and literature as a form of both social progress and resistance."
Social Studies,High School,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"3. Analyze and evaluate 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.",SS.HS.1.3,Colorado Essential Skills:,"Make predictions and design data/information collection and analysis strategies to test historical hypotheses (Critical Thinking and Analysis, Data Literacy)."
Social Studies,High School,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"3. Analyze and evaluate 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.",SS.HS.1.3,Colorado Essential Skills:,"Apply knowledge and skills to implement sophisticated, appropriate, and workable solutions to address complex global problems using interdisciplinary perspectives independently or with others (Global and Cultural Awareness, Creativity and Innovation)."
Social Studies,High School,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"3. Analyze and evaluate 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.",SS.HS.1.3,Inquiry Questions:,How have different cultures influenced world history?
Social Studies,High School,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"3. Analyze and evaluate 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.",SS.HS.1.3,Inquiry Questions:,How do historians work from/with cultural assumptions to decide what is important in world history?
Social Studies,High School,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"3. Analyze and evaluate 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.",SS.HS.1.3,Inquiry Questions:,"What ideas transcend cultural, political, economic, and social differences in world history?"
Social Studies,High School,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"3. Analyze and evaluate 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.",SS.HS.1.3,Inquiry Questions:,"How does cultural, political, economic, and social diversity affect perceptions of change over time?"
Social Studies,High School,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"3. Analyze and evaluate 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.",SS.HS.1.3,Inquiry Questions:,How are human rights violated and prosecuted in a world of different nations and cultures?
Social Studies,High School,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"3. Analyze and evaluate 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.",SS.HS.1.3,Inquiry Questions:,"What role has censorship, propaganda, and media control played in modern genocides and other acts of mass violence?"
Social Studies,High School,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"3. Analyze and evaluate 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.",SS.HS.1.3,Inquiry Questions:,How did Indigenous Peoples respond to and experience colonization?
Social Studies,High School,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"3. Analyze and evaluate 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.",SS.HS.1.3,Nature and Skills of History:,"Historical thinkers understand that the ability to negotiate the complex relationships among change, diversity, and unity throughout world history is an essential attribute for success in a more interconnected world."
Social Studies,High School,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"3. Analyze and evaluate 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.",SS.HS.1.3,Nature and Skills of History:,"Historical thinkers understand that the ability to analyze the significance of interactions among eras, ideas, individuals, and groups is an essential skill in an increasingly globalizing world."
Social Studies,High School,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"3. Analyze and evaluate 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.",SS.HS.1.3,Nature and Skills of History:,"Historical thinkers analyze historical, contemporary, and emerging means of changing societies, promoting the common good, and protecting rights."
Social Studies,High School,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"3. Analyze and evaluate 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.",SS.HS.1.3,Nature and Skills of History:,"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."
Social Studies,High School,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"3. Analyze and evaluate 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.",SS.HS.1.3,"Disciplinary, Information, and Media Literacy:","Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science."
Social Studies,High School,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"3. Analyze and evaluate 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.",SS.HS.1.3,"Disciplinary, Information, and Media Literacy:","Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts."
Social Studies,High School,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"3. Analyze and evaluate 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.",SS.HS.1.3,"Disciplinary, Information, and Media Literacy:","Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes."
Social Studies,High School,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"3. Analyze and evaluate 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.",SS.HS.1.3,"Disciplinary, Information, and Media Literacy:","Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences."
Social Studies,High School,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"3. Analyze and evaluate 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.",SS.HS.1.3,"Disciplinary, Information, and Media Literacy:",Evaluate how historical events and developments were shaped by unique circumstances of time and place as well as broader historical contexts.
Social Studies,High School,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"3. Analyze and evaluate 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.",SS.HS.1.3,"Disciplinary, Information, and Media Literacy:",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.
Social Studies,High School,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"3. Analyze and evaluate 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.",SS.HS.1.3,"Disciplinary, Information, and Media Literacy:","Collaborate with peers, experts, and others using contemporary media to contribute to a content related knowledge base to compile, synthesize, produce, and disseminate information."
Social Studies,High School,1. History,"2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.",,,,,"3. Analyze and evaluate 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.",SS.HS.1.3,"Disciplinary, Information, and Media Literacy:",Engage in civil discourse on historical topics using evidence as a basis for argument formation.
Social Studies,High School,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic tools and resources to analyze Earth's human systems and physical features to investigate and address geographic issues.,SS.HS.2.1,Students Can:,"Analyze variations in spatial patterns of cultural and environmental characteristics at multiple scales while gathering geographic data from a variety of valid sources. For example: Maps, Geographic Information Systems (GIS), graphs, and charts."
Social Studies,High School,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic tools and resources to analyze Earth's human systems and physical features to investigate and address geographic issues.,SS.HS.2.1,Students Can:,Create and interpret maps to display and explain the spatial patterns of cultural and environmental characteristics using geospatial and related technologies.
Social Studies,High School,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic tools and resources to analyze Earth's human systems and physical features to investigate and address geographic issues.,SS.HS.2.1,Students Can:,"Evaluate relationships between the locations of places and regions and their political, cultural, and economic relationships using maps, satellite images, photographs, and other representations."
Social Studies,High School,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic tools and resources to analyze Earth's human systems and physical features to investigate and address geographic issues.,SS.HS.2.1,Colorado Essential Skills:,Interpret geographic information and draw conclusions based on geo-spatial reasonings (Critical Thinking and Analysis).
Social Studies,High School,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic tools and resources to analyze Earth's human systems and physical features to investigate and address geographic issues.,SS.HS.2.1,Colorado Essential Skills:,Apply results of analysis to make a tangible and useful contribution to diverse communities (Civic Engagement).
Social Studies,High School,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic tools and resources to analyze Earth's human systems and physical features to investigate and address geographic issues.,SS.HS.2.1,Inquiry Questions:,"What is the significance of spatial orientation, place, and location?"
Social Studies,High School,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic tools and resources to analyze Earth's human systems and physical features to investigate and address geographic issues.,SS.HS.2.1,Inquiry Questions:,How have the tools of a geographer changed over time?
Social Studies,High School,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic tools and resources to analyze Earth's human systems and physical features to investigate and address geographic issues.,SS.HS.2.1,Inquiry Questions:,What can various types of data tell us about a place?
Social Studies,High School,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic tools and resources to analyze Earth's human systems and physical features to investigate and address geographic issues.,SS.HS.2.1,Inquiry Questions:,How can geographers support an argument with evidence?
Social Studies,High School,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic tools and resources to analyze Earth's human systems and physical features to investigate and address geographic issues.,SS.HS.2.1,Inquiry Questions:,"Why is the concept of ""where"" important in the study of geography?"
Social Studies,High School,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic tools and resources to analyze Earth's human systems and physical features to investigate and address geographic issues.,SS.HS.2.1,Nature and Skills of Geography:,"Geographic thinkers understand how geographic reasoning brings societies and nature under the lens of spatial analysis, and aids in personal and societal decision making and problem solving."
Social Studies,High School,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic tools and resources to analyze Earth's human systems and physical features to investigate and address geographic issues.,SS.HS.2.1,Nature and Skills of Geography:,"Geographic thinkers gather, display, and analyze geographic information using geographic tools."
Social Studies,High School,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic tools and resources to analyze Earth's human systems and physical features to investigate and address geographic issues.,SS.HS.2.1,Nature and Skills of Geography:,"Geographic thinkers use absolute and relative location, mental maps, and spatial orientation in studying geographic questions."
Social Studies,High School,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic tools and resources to analyze Earth's human systems and physical features to investigate and address geographic issues.,SS.HS.2.1,Nature and Skills of Geography:,Geographic thinkers predict how human activities will help shape Earth's surface and ways that people might cooperate and compete for use of Earth's resources.
Social Studies,High School,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic tools and resources to analyze Earth's human systems and physical features to investigate and address geographic issues.,SS.HS.2.1,"Disciplinary, Information, and Media Literacy:",Integrate and evaluate content presented in diverse media and formats.
Social Studies,High School,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic tools and resources to analyze Earth's human systems and physical features to investigate and address geographic issues.,SS.HS.2.1,"Disciplinary, Information, and Media Literacy:","Determine what a text states, make inferences, and cite specific textual evidence."
Social Studies,High School,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic tools and resources to analyze Earth's human systems and physical features to investigate and address geographic issues.,SS.HS.2.1,"Disciplinary, Information, and Media Literacy:",Formulate appropriate research questions.
Social Studies,High School,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic tools and resources to analyze Earth's human systems and physical features to investigate and address geographic issues.,SS.HS.2.1,"Disciplinary, Information, and Media Literacy:","Conduct research by gathering, organizing, and evaluating the credibility and bias of information from a variety of online, print, and non-print sources."
Social Studies,High School,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic tools and resources to analyze Earth's human systems and physical features to investigate and address geographic issues.,SS.HS.2.1,"Disciplinary, Information, and Media Literacy:","Analyze privacy policies in relation to the use of various websites as geographic tools. For example: Cookies, data, and location tracking."
Social Studies,High School,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic tools and resources to analyze Earth's human systems and physical features to investigate and address geographic issues.,SS.HS.2.1,"Disciplinary, Information, and Media Literacy:",Integrate accessibility principles to effectively communicate and meet the needs of one's audience.
Social Studies,High School,2. Geography,"3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.",,,,,1. Use geographic tools and resources to analyze Earth's human systems and physical features to investigate and address geographic issues.,SS.HS.2.1,"Disciplinary, Information, and Media Literacy:",Understand how laws and rules apply to digital content and information.
Social Studies,High School,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,"2. Make connections among geographic variables that influence the interactions of people, places, and environments.",SS.HS.2.2,Students Can:,"Identify, evaluate, and communicate strategies to respond to constraints placed on human systems by the physical environment."
Social Studies,High School,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,"2. Make connections among geographic variables that influence the interactions of people, places, and environments.",SS.HS.2.2,Students Can:,"Analyze, interpret, and predict the influences of migration and the distribution of human populations based on reciprocal patterns. For example: Historical events, the spatial diffusion of ideas, technologies, and cultural practices."
Social Studies,High School,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,"2. Make connections among geographic variables that influence the interactions of people, places, and environments.",SS.HS.2.2,Students Can:,"Examine patterns of distribution and arrangements of settlements and the processes of the diffusion of human activities. For example: Urban/rural, regional, and transportation patterns."
Social Studies,High School,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,"2. Make connections among geographic variables that influence the interactions of people, places, and environments.",SS.HS.2.2,Students Can:,Explain how altering the environment has brought prosperity to some places and created environmental dilemmas for others.
Social Studies,High School,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,"2. Make connections among geographic variables that influence the interactions of people, places, and environments.",SS.HS.2.2,Students Can:,"Research and interpret viewpoints from diverse groups. Including but not limited to: African Americans, Latinos, Asian Americans, Hawaiian/Pacific Islander, Indigenous Peoples, LGBTQ, and religious minorities' perspectives on issues that shape policies and programs for resource use and sustainability. For example: Immigration, resource distribution, universal human rights and the UN Sustainable Development Goals."
Social Studies,High School,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,"2. Make connections among geographic variables that influence the interactions of people, places, and environments.",SS.HS.2.2,Students Can:,"Evaluate the influence of long-term climate variability on human migration and settlement patterns, resource use, and land uses at local-to-global scales."
Social Studies,High School,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,"2. Make connections among geographic variables that influence the interactions of people, places, and environments.",SS.HS.2.2,Colorado Essential Skills:,"Apply geographic knowledge and skills to implement sophisticated, appropriate, and workable ideas to address complex geographic interactions among multiple diverse groups using interdisciplinary perspectives independently or with others (Global and Cultural Awareness)."
Social Studies,High School,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,"2. Make connections among geographic variables that influence the interactions of people, places, and environments.",SS.HS.2.2,Colorado Essential Skills:,Interpret geographic variables and draw conclusions based on geo-spatial analysis (Critical Thinking and Analysis).
Social Studies,High School,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,"2. Make connections among geographic variables that influence the interactions of people, places, and environments.",SS.HS.2.2,Colorado Essential Skills:,"Design data/information collection and analysis strategies to facilitate geographic inquiry (Critical Thinking and Analysis, Creativity and Innovation)."
Social Studies,High School,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,"2. Make connections among geographic variables that influence the interactions of people, places, and environments.",SS.HS.2.2,Inquiry Questions:,How might the physical geography of Earth change in the future?
Social Studies,High School,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,"2. Make connections among geographic variables that influence the interactions of people, places, and environments.",SS.HS.2.2,Inquiry Questions:,How might people and societies respond to changes in the physical environment?
Social Studies,High School,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,"2. Make connections among geographic variables that influence the interactions of people, places, and environments.",SS.HS.2.2,Inquiry Questions:,What are the maximum limits of human activity the environment can withstand without deterioration?
Social Studies,High School,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,"2. Make connections among geographic variables that influence the interactions of people, places, and environments.",SS.HS.2.2,Inquiry Questions:,What are push and pull factors that impact migration?
Social Studies,High School,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,"2. Make connections among geographic variables that influence the interactions of people, places, and environments.",SS.HS.2.2,Nature and Skills of Geography:,"Geographic thinkers study how the physical environment is modified by human activities, including how human societies value and use natural resources."
Social Studies,High School,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,"2. Make connections among geographic variables that influence the interactions of people, places, and environments.",SS.HS.2.2,Nature and Skills of Geography:,Geographic thinkers evaluate major areas of environmental and societal interaction.
Social Studies,High School,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,"2. Make connections among geographic variables that influence the interactions of people, places, and environments.",SS.HS.2.2,Nature and Skills of Geography:,Geographic thinkers understand that individual actions affect the local environment and global community such as the impact of recycling and consumption of resources.
Social Studies,High School,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,"2. Make connections among geographic variables that influence the interactions of people, places, and environments.",SS.HS.2.2,Nature and Skills of Geography:,"Geographic thinkers understand how technology can support invention and 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."
Social Studies,High School,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,"2. Make connections among geographic variables that influence the interactions of people, places, and environments.",SS.HS.2.2,"Disciplinary, Information, and Media Literacy:",Integrate and evaluate content presented in diverse media and formats.
Social Studies,High School,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,"2. Make connections among geographic variables that influence the interactions of people, places, and environments.",SS.HS.2.2,"Disciplinary, Information, and Media Literacy:","Determine what text states, make inferences, and cite specific textual evidence."
Social Studies,High School,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,"2. Make connections among geographic variables that influence the interactions of people, places, and environments.",SS.HS.2.2,"Disciplinary, Information, and Media Literacy:","Read for a specific purpose. For example: Detect cause-and-effect relationships, compare and contrast information, identify fact and opinion, and author bias."
Social Studies,High School,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,"2. Make connections among geographic variables that influence the interactions of people, places, and environments.",SS.HS.2.2,"Disciplinary, Information, and Media Literacy:","Process and effectively communicate and present information orally, in writing, and through development of websites, multimedia presentations, and other forms of technology."
Social Studies,High School,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,"3. Investigate patterns of the interconnected nature of the world, its people, and places.",SS.HS.2.3,Students Can:,"Explain how the uneven distribution of resources in the world can lead to conflict, competition, or cooperation among nations, regions, and cultural groups."
Social Studies,High School,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,"3. Investigate patterns of the interconnected nature of the world, its people, and places.",SS.HS.2.3,Students Can:,Explain how shifts in the world's population are connected to and dependent upon other people for both human and natural resources.
Social Studies,High School,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,"3. Investigate patterns of the interconnected nature of the world, its people, and places.",SS.HS.2.3,Students Can:,"Explain how migration of people and movement of goods and ideas can contribute to and enrich cultures, but also create tensions."
Social Studies,High School,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,"3. Investigate patterns of the interconnected nature of the world, its people, and places.",SS.HS.2.3,Students Can:,"Analyze how culture, and cooperation and conflict influence both the division and unification of Earth. For example: International agreements, political patterns, national boundaries, and how cultural differences and conflict over land may lead to genocide."
Social Studies,High School,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,"3. Investigate patterns of the interconnected nature of the world, its people, and places.",SS.HS.2.3,Students Can:,"Make predictions and draw conclusions about the positive and negative global impact of cultural diffusion and assimilation. For example: Human rights, language, religion, and ethnicity."
Social Studies,High School,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,"3. Investigate patterns of the interconnected nature of the world, its people, and places.",SS.HS.2.3,Students Can:,"Examine geographic concepts through the lens of multiple diverse perspectives from various regions of the world and with consideration for indigenous, dominant, and marginalized populations. Including but not limited to: Indigenous Peoples in Colorado, Christians in the Middle East, the Uyghurs in China, and tribal groups in Afghanistan."
Social Studies,High School,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,"3. Investigate patterns of the interconnected nature of the world, its people, and places.",SS.HS.2.3,Colorado Essential Skills:,"Apply knowledge and skills to implement sophisticated, appropriate, and workable solutions to address complex global problems using interdisciplinary perspectives independently or with others (Global and Cultural Awareness)."
Social Studies,High School,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,"3. Investigate patterns of the interconnected nature of the world, its people, and places.",SS.HS.2.3,Colorado Essential Skills:,"Apply a fundamental understanding of the ethical/legal issues in the interconnected nature of the world for effective civic participation (Social Awareness, Civic Engagement)."
Social Studies,High School,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,"3. Investigate patterns of the interconnected nature of the world, its people, and places.",SS.HS.2.3,Colorado Essential Skills:,Interpret geographic information and draw conclusions based on geo-spatial analysis (Critical Thinking and Analysis).
Social Studies,High School,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,"3. Investigate patterns of the interconnected nature of the world, its people, and places.",SS.HS.2.3,Colorado Essential Skills:,"Develop and apply knowledge, skills, and habits gained from experiences to address issues, affect change, and/or solve problems (Civic Engagement)."
Social Studies,High School,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,"3. Investigate patterns of the interconnected nature of the world, its people, and places.",SS.HS.2.3,Inquiry Questions:,What is the role of people in the world?
Social Studies,High School,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,"3. Investigate patterns of the interconnected nature of the world, its people, and places.",SS.HS.2.3,Inquiry Questions:,How does globalization influence the interactions of people on Earth?
Social Studies,High School,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,"3. Investigate patterns of the interconnected nature of the world, its people, and places.",SS.HS.2.3,Inquiry Questions:,"How do cooperation and conflict influence the division and control of the social, economic, and political spaces on Earth?"
Social Studies,High School,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,"3. Investigate patterns of the interconnected nature of the world, its people, and places.",SS.HS.2.3,Inquiry Questions:,What does it mean to support human rights?
Social Studies,High School,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,"3. Investigate patterns of the interconnected nature of the world, its people, and places.",SS.HS.2.3,Inquiry Questions:,What predictions can be made about human migration patterns?
Social Studies,High School,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,"3. Investigate patterns of the interconnected nature of the world, its people, and places.",SS.HS.2.3,Inquiry Questions:,How do technologies influence both positive and negative social change and modern movements as a result of the increasing speed and global reach of social networking?
Social Studies,High School,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,"3. Investigate patterns of the interconnected nature of the world, its people, and places.",SS.HS.2.3,Nature and Skills of Geography:,"Geographic thinkers evaluate global systems such as culture, diffusion, interdependence, migration, population pyramids, regional alliances, development of competition and trade, and the impact of population changes on society."
Social Studies,High School,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,"3. Investigate patterns of the interconnected nature of the world, its people, and places.",SS.HS.2.3,Nature and Skills of Geography:,Geographic thinkers study the interconnection between physical processes and human activities that help shape the Earth's surface.
Social Studies,High School,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,"3. Investigate patterns of the interconnected nature of the world, its people, and places.",SS.HS.2.3,Nature and Skills of Geography:,Geographic thinkers analyze how people's lives and identities are rooted in time and place.
Social Studies,High School,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,"3. Investigate patterns of the interconnected nature of the world, its people, and places.",SS.HS.2.3,Nature and Skills of Geography:,"Geographic 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."
Social Studies,High School,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,"3. Investigate patterns of the interconnected nature of the world, its people, and places.",SS.HS.2.3,Nature and Skills of Geography:,"Geographic thinkers understand that the responsible use of technology creates new life choices, new interconnections between people, new opportunities, and unintended consequences."
Social Studies,High School,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,"3. Investigate patterns of the interconnected nature of the world, its people, and places.",SS.HS.2.3,Nature and Skills of Geography:,"Geographic thinkers make predictions and apply knowledge to evaluate economic systems, political systems, and social systems by measuring the desirability of each society and/or country based on human migration patterns."
Social Studies,High School,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,"3. Investigate patterns of the interconnected nature of the world, its people, and places.",SS.HS.2.3,"Disciplinary, Information, and Media Literacy:",Integrate and evaluate content presented in diverse media and formats.
Social Studies,High School,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,"3. Investigate patterns of the interconnected nature of the world, its people, and places.",SS.HS.2.3,"Disciplinary, Information, and Media Literacy:","Determine what text states, make inferences, and cite specific textual evidence."
Social Studies,High School,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,"3. Investigate patterns of the interconnected nature of the world, its people, and places.",SS.HS.2.3,"Disciplinary, Information, and Media Literacy:","Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information."
Social Studies,High School,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,"3. Investigate patterns of the interconnected nature of the world, its people, and places.",SS.HS.2.3,"Disciplinary, Information, and Media Literacy:","Synthesize information from a range of sources such as texts, experiments, and simulations into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information, when possible."
Social Studies,High School,2. Geography,"4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.",,,,,"3. Investigate patterns of the interconnected nature of the world, its people, and places.",SS.HS.2.3,"Disciplinary, Information, and Media Literacy:","Analyze the reliability of information, claims, and sources presented in the various forms of media."
Social Studies,High School,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,"1. Analyze how the scarcity of productive resources (land, labor, capital) forces choices to be made about how individuals, households, businesses, and governments allocate these resources.",SS.HS.3.1,Students Can:,Explain the economic way of thinking: The condition of scarcity requires choice and choice has a cost (opportunity cost).
Social Studies,High School,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,"1. Analyze how the scarcity of productive resources (land, labor, capital) forces choices to be made about how individuals, households, businesses, and governments allocate these resources.",SS.HS.3.1,Students Can:,"Analyze how the principles of economic thinking influence the choices made by individuals, households, businesses, and governments. Including but not limited to: cost vs. benefits, thinking at the margin, incentives matter, trade makes people better off, and future consequences count."
Social Studies,High School,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,"1. Analyze how the scarcity of productive resources (land, labor, capital) forces choices to be made about how individuals, households, businesses, and governments allocate these resources.",SS.HS.3.1,Students Can:,"Analyze how factors of production (land, labor, capital) are brought together to produce goods and services in an economic system."
Social Studies,High School,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,"1. Analyze how the scarcity of productive resources (land, labor, capital) forces choices to be made about how individuals, households, businesses, and governments allocate these resources.",SS.HS.3.1,Colorado Essential Skills:,"Apply knowledge and skills to analyze how individuals, businesses, and governments deal with the challenges of scarcity (Self-Management, Social Awareness, Global and Cultural Awareness)."
Social Studies,High School,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,"1. Analyze how the scarcity of productive resources (land, labor, capital) forces choices to be made about how individuals, households, businesses, and governments allocate these resources.",SS.HS.3.1,Colorado Essential Skills:,"Identify the incentives that influence individuals, families, businesses, and governments, and draw conclusions based on cost-benefit analysis (Critical Thinking and Analysis)."
Social Studies,High School,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,"1. Analyze how the scarcity of productive resources (land, labor, capital) forces choices to be made about how individuals, households, businesses, and governments allocate these resources.",SS.HS.3.1,Inquiry Questions:,"How does the condition of scarcity affect our decision-making, whether individually or collectively?"
Social Studies,High School,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,"1. Analyze how the scarcity of productive resources (land, labor, capital) forces choices to be made about how individuals, households, businesses, and governments allocate these resources.",SS.HS.3.1,Inquiry Questions:,How might policy makers incentivize responsible personal financial behavior among its citizens?
Social Studies,High School,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,"1. Analyze how the scarcity of productive resources (land, labor, capital) forces choices to be made about how individuals, households, businesses, and governments allocate these resources.",SS.HS.3.1,Inquiry Questions:,How might policy makers incentivize potential entrepreneurs to address issues of scarcity through innovation and creativity?
Social Studies,High School,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,"1. Analyze how the scarcity of productive resources (land, labor, capital) forces choices to be made about how individuals, households, businesses, and governments allocate these resources.",SS.HS.3.1,Inquiry Questions:,How is marginal thinking used to make decisions?
Social Studies,High School,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,"1. Analyze how the scarcity of productive resources (land, labor, capital) forces choices to be made about how individuals, households, businesses, and governments allocate these resources.",SS.HS.3.1,Inquiry Questions:,"How are incentives influenced by values? For example: Ethics, religious beliefs, cultural values."
Social Studies,High School,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,"1. Analyze how the scarcity of productive resources (land, labor, capital) forces choices to be made about how individuals, households, businesses, and governments allocate these resources.",SS.HS.3.1,Nature and Skills of Economics:,"Economic thinkers realize that, due to scarcity, we must make choices which involve the prioritization of alternatives."
Social Studies,High School,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,"1. Analyze how the scarcity of productive resources (land, labor, capital) forces choices to be made about how individuals, households, businesses, and governments allocate these resources.",SS.HS.3.1,Nature and Skills of Economics:,"Economic thinkers assume that every choice, whether by families, governments, businesses, or individuals, has an opportunity cost."
Social Studies,High School,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,"1. Analyze how the scarcity of productive resources (land, labor, capital) forces choices to be made about how individuals, households, businesses, and governments allocate these resources.",SS.HS.3.1,Nature and Skills of Economics:,"Economic thinkers understand that, using the economic way of thinking, individuals analyze how the benefit of using productive resources for a particular purpose compares with the opportunity cost of this resource use."
Social Studies,High School,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,"1. Analyze how the scarcity of productive resources (land, labor, capital) forces choices to be made about how individuals, households, businesses, and governments allocate these resources.",SS.HS.3.1,Nature and Skills of Economics:,Economic thinkers apply the economic way of thinking and assume that people make choices because they are responding to the underlying incentives.
Social Studies,High School,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,"1. Analyze how the scarcity of productive resources (land, labor, capital) forces choices to be made about how individuals, households, businesses, and governments allocate these resources.",SS.HS.3.1,Nature and Skills of Economics:,Economic thinkers realize that the proper analysis to use in decision-making is the marginal benefit and the marginal cost.
Social Studies,High School,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,"1. Analyze how the scarcity of productive resources (land, labor, capital) forces choices to be made about how individuals, households, businesses, and governments allocate these resources.",SS.HS.3.1,"Disciplinary, Information, and Media Literacy:","Read for a specific purpose (i.e., detect cause-and-effect relationships, compare and contrast information, identify fact vs. opinion, and author bias)."
Social Studies,High School,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,"1. Analyze how the scarcity of productive resources (land, labor, capital) forces choices to be made about how individuals, households, businesses, and governments allocate these resources.",SS.HS.3.1,"Disciplinary, Information, and Media Literacy:","Process or synthesize information through writing using note taking, graphic organizers, summaries, proper sequencing of events, and/or formatting thesis statements that examine why as well as how."
Social Studies,High School,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,"1. Analyze how the scarcity of productive resources (land, labor, capital) forces choices to be made about how individuals, households, businesses, and governments allocate these resources.",SS.HS.3.1,"Disciplinary, Information, and Media Literacy:","Create, interpret, and analyze graphs, charts, and diagrams."
Social Studies,High School,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,"1. Analyze how the scarcity of productive resources (land, labor, capital) forces choices to be made about how individuals, households, businesses, and governments allocate these resources.",SS.HS.3.1,"Disciplinary, Information, and Media Literacy:","Process and effectively communicate and present information orally, in writing, and through development of websites, multimedia presentations, and other forms of technology."
Social Studies,High School,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,"2. Evaluate how mixed economic systems, market structures, competition, government policies, and the roles of producers and consumers affect market outcomes.",SS.HS.3.2,Students Can:,"Compare and contrast economic systems in terms of their ability to achieve or impede economic goals. For example: Traditional, command, market, and modern mixed economies."
Social Studies,High School,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,"2. Evaluate how mixed economic systems, market structures, competition, government policies, and the roles of producers and consumers affect market outcomes.",SS.HS.3.2,Students Can:,Use supply and demand analysis to explain how competitive markets efficiently allocate scarce resources.
Social Studies,High School,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,"2. Evaluate how mixed economic systems, market structures, competition, government policies, and the roles of producers and consumers affect market outcomes.",SS.HS.3.2,Students Can:,"Compare and contrast the market outcomes created by various market structures including monopolistic competition, oligopoly, and monopoly."
Social Studies,High School,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,"2. Evaluate how mixed economic systems, market structures, competition, government policies, and the roles of producers and consumers affect market outcomes.",SS.HS.3.2,Students Can:,"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, access to essential goods and services, and income distribution."
Social Studies,High School,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,"2. Evaluate how mixed economic systems, market structures, competition, government policies, and the roles of producers and consumers affect market outcomes.",SS.HS.3.2,Students Can:,"Compare and contrast different types of taxing. For example: Progressive, regressive, proportional, and marginal vs. average tax rates."
Social Studies,High School,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,"2. Evaluate how mixed economic systems, market structures, competition, government policies, and the roles of producers and consumers affect market outcomes.",SS.HS.3.2,Students Can:,"Explore the multiple roles governments can play dealing with economic crises, including monetary and fiscal policy changes, and reallocation of resources and redistribution of wealth."
Social Studies,High School,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,"2. Evaluate how mixed economic systems, market structures, competition, government policies, and the roles of producers and consumers affect market outcomes.",SS.HS.3.2,Students Can:,"Explore how economic crises create an environment where genocide is allowed to occur. For example: Rationing, scapegoating, including the incremental dehumanization of minority groups, and mitigating conflict over resources."
Social Studies,High School,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,"2. Evaluate how mixed economic systems, market structures, competition, government policies, and the roles of producers and consumers affect market outcomes.",SS.HS.3.2,Colorado Essential Skills:,Manipulate and interpret the tools of supply and demand (Data Literacy).
Social Studies,High School,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,"2. Evaluate how mixed economic systems, market structures, competition, government policies, and the roles of producers and consumers affect market outcomes.",SS.HS.3.2,Colorado Essential Skills:,"Demonstrate ways different economic systems can answer the basic economic questions of what, how, and for whom to produce goods and services (Social Awareness, Global and Cultural Awareness, Adaptability and Flexibility)."
Social Studies,High School,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,"2. Evaluate how mixed economic systems, market structures, competition, government policies, and the roles of producers and consumers affect market outcomes.",SS.HS.3.2,Colorado Essential Skills:,Interpret information and draw conclusions about markets based on the supply and demand analysis (Critical Thinking and Analysis).
Social Studies,High School,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,"2. Evaluate how mixed economic systems, market structures, competition, government policies, and the roles of producers and consumers affect market outcomes.",SS.HS.3.2,Inquiry Questions:,How do various economic systems make decisions regarding the production and distribution of goods and services?
Social Studies,High School,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,"2. Evaluate how mixed economic systems, market structures, competition, government policies, and the roles of producers and consumers affect market outcomes.",SS.HS.3.2,Inquiry Questions:,"When economic crises occur, does the economic system provide support for all members of the system or is there scapegoating, including the incremental dehumanization of minority groups, and mitigating conflict over resources?"
Social Studies,High School,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,"2. Evaluate how mixed economic systems, market structures, competition, government policies, and the roles of producers and consumers affect market outcomes.",SS.HS.3.2,Inquiry Questions:,What functions do prices serve in a market economy?
Social Studies,High School,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,"2. Evaluate how mixed economic systems, market structures, competition, government policies, and the roles of producers and consumers affect market outcomes.",SS.HS.3.2,Inquiry Questions:,What are some costs and benefits of embracing a system of supply and demand as a basic allocation mechanism for society?
Social Studies,High School,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,"2. Evaluate how mixed economic systems, market structures, competition, government policies, and the roles of producers and consumers affect market outcomes.",SS.HS.3.2,Inquiry Questions:,How does competition affect the choices consumers have in an economy?
Social Studies,High School,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,"2. Evaluate how mixed economic systems, market structures, competition, government policies, and the roles of producers and consumers affect market outcomes.",SS.HS.3.2,Inquiry Questions:,What criteria might you use in creating a tax system?
Social Studies,High School,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,"2. Evaluate how mixed economic systems, market structures, competition, government policies, and the roles of producers and consumers affect market outcomes.",SS.HS.3.2,Inquiry Questions:,What are the pros and cons of various tax systems?
Social Studies,High School,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,"2. Evaluate how mixed economic systems, market structures, competition, government policies, and the roles of producers and consumers affect market outcomes.",SS.HS.3.2,Inquiry Questions:,What role does economics play in genocide?
Social Studies,High School,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,"2. Evaluate how mixed economic systems, market structures, competition, government policies, and the roles of producers and consumers affect market outcomes.",SS.HS.3.2,Nature and Skills of Economics:,Economic thinkers compare economic systems by analyzing how each addresses the broad economic goals of the society.
Social Studies,High School,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,"2. Evaluate how mixed economic systems, market structures, competition, government policies, and the roles of producers and consumers affect market outcomes.",SS.HS.3.2,Nature and Skills of Economics:,Economic thinkers use supply and demand analysis to understand how resources are allocated and prices are determined.
Social Studies,High School,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,"2. Evaluate how mixed economic systems, market structures, competition, government policies, and the roles of producers and consumers affect market outcomes.",SS.HS.3.2,Nature and Skills of Economics:,Economic thinkers analyze the effects of government interference in the market through application of the demand and supply model.
Social Studies,High School,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,"2. Evaluate how mixed economic systems, market structures, competition, government policies, and the roles of producers and consumers affect market outcomes.",SS.HS.3.2,Nature and Skills of Economics:,"Economic thinkers analyze the impact that ""imperfectly competitive"" markets have on consumers."
Social Studies,High School,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,"2. Evaluate how mixed economic systems, market structures, competition, government policies, and the roles of producers and consumers affect market outcomes.",SS.HS.3.2,Nature and Skills of Economics:,Economic thinkers investigate the underlying cause of market failures and how to best use government policy to correct the failures.
Social Studies,High School,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,"2. Evaluate how mixed economic systems, market structures, competition, government policies, and the roles of producers and consumers affect market outcomes.",SS.HS.3.2,Nature and Skills of Economics:,Economic thinkers recognize the importance of evaluating tax structures by examining how taxes paid change with the tax base.
Social Studies,High School,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,"2. Evaluate how mixed economic systems, market structures, competition, government policies, and the roles of producers and consumers affect market outcomes.",SS.HS.3.2,Nature and Skills of Economics:,"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."
Social Studies,High School,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,"2. Evaluate how mixed economic systems, market structures, competition, government policies, and the roles of producers and consumers affect market outcomes.",SS.HS.3.2,"Disciplinary, Information, and Media Literacy:","Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem."
Social Studies,High School,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,"2. Evaluate how mixed economic systems, market structures, competition, government policies, and the roles of producers and consumers affect market outcomes.",SS.HS.3.2,"Disciplinary, Information, and Media Literacy:","Process and effectively communicate and present information orally, in writing, and through development of websites, multimedia presentations, and other forms of technology."
Social Studies,High School,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,3. Analyze how the business cycle affects the macroeconomy and evaluate the use of government policies to stabilize the economy.,SS.HS.3.3,Students Can:,"Describe how economic indicators provide various perspectives of the health of the economy and vary with the business cycle. Including but not limited to: Gross Domestic Product (GDP), inflation, unemployment, and other non-traditional indicators."
Social Studies,High School,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,3. Analyze how the business cycle affects the macroeconomy and evaluate the use of government policies to stabilize the economy.,SS.HS.3.3,Students Can:,Describe how fiscal and monetary policy are used to manipulate the economy including their potential lasting consequences.
Social Studies,High School,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,3. Analyze how the business cycle affects the macroeconomy and evaluate the use of government policies to stabilize the economy.,SS.HS.3.3,Students Can:,Explore how all policies have costs and benefits that impact participants of an economic system in different ways.
Social Studies,High School,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,3. Analyze how the business cycle affects the macroeconomy and evaluate the use of government policies to stabilize the economy.,SS.HS.3.3,Colorado Essential Skills:,Make predictions about the future course of the economy by interpreting economic data (Critical Thinking and Analysis).
Social Studies,High School,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,3. Analyze how the business cycle affects the macroeconomy and evaluate the use of government policies to stabilize the economy.,SS.HS.3.3,Colorado Essential Skills:,Design economic interventions to address economic challenges (Adaptability and Flexibility).
Social Studies,High School,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,3. Analyze how the business cycle affects the macroeconomy and evaluate the use of government policies to stabilize the economy.,SS.HS.3.3,Colorado Essential Skills:,"Evaluate the health of an economy using multiple sources of current and reliable economic data (Digital Literacy, Data Literacy)."
Social Studies,High School,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,3. Analyze how the business cycle affects the macroeconomy and evaluate the use of government policies to stabilize the economy.,SS.HS.3.3,Colorado Essential Skills:,"Identify potential bias in sources of economic data (Media Literacy, Data Literacy)."
Social Studies,High School,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,3. Analyze how the business cycle affects the macroeconomy and evaluate the use of government policies to stabilize the economy.,SS.HS.3.3,Inquiry Questions:,In what ways is the U.S. standard of living different from past generations?
Social Studies,High School,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,3. Analyze how the business cycle affects the macroeconomy and evaluate the use of government policies to stabilize the economy.,SS.HS.3.3,Inquiry Questions:,What considerations should be taken into account when deciding to reduce the rate of inflation in an economy?
Social Studies,High School,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,3. Analyze how the business cycle affects the macroeconomy and evaluate the use of government policies to stabilize the economy.,SS.HS.3.3,Inquiry Questions:,How might economics and politics intermingle when policymakers attempt to stabilize an economy?
Social Studies,High School,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,3. Analyze how the business cycle affects the macroeconomy and evaluate the use of government policies to stabilize the economy.,SS.HS.3.3,Inquiry Questions:,How desirable are economic growth and improvements in productivity for a society?
Social Studies,High School,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,3. Analyze how the business cycle affects the macroeconomy and evaluate the use of government policies to stabilize the economy.,SS.HS.3.3,Nature and Skills of Economics:,Economic thinkers recognize the value and the limitations of GDP as a measure of economic well-being.
Social Studies,High School,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,3. Analyze how the business cycle affects the macroeconomy and evaluate the use of government policies to stabilize the economy.,SS.HS.3.3,Nature and Skills of Economics:,Economic thinkers understand how inflation and unemployment are calculated and used and recognize the potential imperfections of these measures.
Social Studies,High School,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,3. Analyze how the business cycle affects the macroeconomy and evaluate the use of government policies to stabilize the economy.,SS.HS.3.3,Nature and Skills of Economics:,Economic thinkers study when and how to apply fiscal and/or monetary policy to stabilize the macroeconomy.
Social Studies,High School,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,3. Analyze how the business cycle affects the macroeconomy and evaluate the use of government policies to stabilize the economy.,SS.HS.3.3,Nature and Skills of Economics:,Economic thinkers gather and analyze data to explore trends and predictions of the macroeconomy.
Social Studies,High School,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,3. Analyze how the business cycle affects the macroeconomy and evaluate the use of government policies to stabilize the economy.,SS.HS.3.3,Nature and Skills of Economics:,Economic thinkers study the relationship between fiscal and monetary policies and the impact on the economy.
Social Studies,High School,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,3. Analyze how the business cycle affects the macroeconomy and evaluate the use of government policies to stabilize the economy.,SS.HS.3.3,Nature and Skills of Economics:,Economic thinkers track productivity trends to better understand the underlying path of economic growth.
Social Studies,High School,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,3. Analyze how the business cycle affects the macroeconomy and evaluate the use of government policies to stabilize the economy.,SS.HS.3.3,"Disciplinary, Information, and Media Literacy:","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."
Social Studies,High School,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,3. Analyze how the business cycle affects the macroeconomy and evaluate the use of government policies to stabilize the economy.,SS.HS.3.3,"Disciplinary, Information, and Media Literacy:",Develop questions and plan inquiries.
Social Studies,High School,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,"4. Analyze how globalization and international trade affect the allocation of goods, services, and resources.",SS.HS.3.4,Students Can:,Analyze the role of comparative advantage in international trade of goods and services.
Social Studies,High School,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,"4. Analyze how globalization and international trade affect the allocation of goods, services, and resources.",SS.HS.3.4,Students Can:,Describe worldwide import/export patterns.
Social Studies,High School,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,"4. Analyze how globalization and international trade affect the allocation of goods, services, and resources.",SS.HS.3.4,Students Can:,"Explain how trade policies affect international trade and domestic markets. Including but not limited to: free trade, tariffs, quotas, subsidies, and current policies."
Social Studies,High School,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,"4. Analyze how globalization and international trade affect the allocation of goods, services, and resources.",SS.HS.3.4,Students Can:,"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."
Social Studies,High School,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,"4. Analyze how globalization and international trade affect the allocation of goods, services, and resources.",SS.HS.3.4,Colorado Essential Skills:,Apply knowledge and skills to analyze trade policy and its global complexities (Global and Cultural Awareness).
Social Studies,High School,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,"4. Analyze how globalization and international trade affect the allocation of goods, services, and resources.",SS.HS.3.4,Colorado Essential Skills:,"Make predictions about the effects of different trade policies (Social Awareness, Global and Cultural Awareness)."
Social Studies,High School,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,"4. Analyze how globalization and international trade affect the allocation of goods, services, and resources.",SS.HS.3.4,Inquiry Questions:,Why do people trade?
Social Studies,High School,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,"4. Analyze how globalization and international trade affect the allocation of goods, services, and resources.",SS.HS.3.4,Inquiry Questions:,How important is international trade to the economies of various countries around the world?
Social Studies,High School,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,"4. Analyze how globalization and international trade affect the allocation of goods, services, and resources.",SS.HS.3.4,Inquiry Questions:,What are some costs and benefits of globalization and international trade for various parties?
Social Studies,High School,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,"4. Analyze how globalization and international trade affect the allocation of goods, services, and resources.",SS.HS.3.4,Inquiry Questions:,What opportunities might attract entrepreneurs into the international trade arena?
Social Studies,High School,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,"4. Analyze how globalization and international trade affect the allocation of goods, services, and resources.",SS.HS.3.4,Inquiry Questions:,How defensible are the criticisms of free trade?
Social Studies,High School,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,"4. Analyze how globalization and international trade affect the allocation of goods, services, and resources.",SS.HS.3.4,Nature and Skills of Economics:,Economic thinkers recognize the importance of the theory of comparative advantage in determining the pattern of trade between countries.
Social Studies,High School,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,"4. Analyze how globalization and international trade affect the allocation of goods, services, and resources.",SS.HS.3.4,Nature and Skills of Economics:,Economic thinkers use the tool of demand and supply to better understand movements in exchange rates.
Social Studies,High School,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,"4. Analyze how globalization and international trade affect the allocation of goods, services, and resources.",SS.HS.3.4,Nature and Skills of Economics:,"Economic thinkers recognize that fiscal and monetary policies affect people through various channels to include the impact on financial markets, the impact on exchange rates and the cost of travel, and the effect of interest rates on the cost of borrowing money."
Social Studies,High School,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,"4. Analyze how globalization and international trade affect the allocation of goods, services, and resources.",SS.HS.3.4,Nature and Skills of Economics:,"Economic thinkers study why tariffs, quotas, and other trade policies are enacted by examining the winners and losers from such protectionism."
Social Studies,High School,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,"4. Analyze how globalization and international trade affect the allocation of goods, services, and resources.",SS.HS.3.4,Nature and Skills of Economics:,"Economic thinkers use an economic way of thinking to study factors that lead to increased economic interdependence, increased productivity, and an improved standard of living for individuals in a society."
Social Studies,High School,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,"4. Analyze how globalization and international trade affect the allocation of goods, services, and resources.",SS.HS.3.4,"Disciplinary, Information, and Media Literacy:","Create, interpret, analyze, and detect bias in maps, graphs, charts, and diagrams."
Social Studies,High School,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,"4. Analyze how globalization and international trade affect the allocation of goods, services, and resources.",SS.HS.3.4,"Disciplinary, Information, and Media Literacy:","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."
Social Studies,High School,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,"4. Analyze how globalization and international trade affect the allocation of goods, services, and resources.",SS.HS.3.4,"Disciplinary, Information, and Media Literacy:",Formulate appropriate research questions.
Social Studies,High School,3. Economics,"5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.",,,,,"4. Analyze how globalization and international trade affect the allocation of goods, services, and resources.",SS.HS.3.4,"Disciplinary, Information, and Media Literacy:","Conduct research by gathering, organizing, and evaluating the credibility and bias of information from a variety of online, print, and non-print sources."
Social Studies,High School,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,"1. Research and formulate positions on government policies and on local, state, tribal, and national issues to be able to participate and engage in a civil society.",SS.HS.4.1,Students Can:,Research and discuss current issues to participate in civil discourse.
Social Studies,High School,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,"1. Research and formulate positions on government policies and on local, state, tribal, and national issues to be able to participate and engage in a civil society.",SS.HS.4.1,Students Can:,Describe and evaluate the effectiveness and acceptability of a variety of methods of civic participation that individuals and groups may use to shape policy at various levels of government.
Social Studies,High School,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,"1. Research and formulate positions on government policies and on local, state, tribal, and national issues to be able to participate and engage in a civil society.",SS.HS.4.1,Students Can:,"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."
Social Studies,High School,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,"1. Research and formulate positions on government policies and on local, state, tribal, and national issues to be able to participate and engage in a civil society.",SS.HS.4.1,Students Can:,"Evaluate traditional and non-traditional types of media (both historic and modern), including social media for reliability, credibility, and how they may influence government policy and public opinion."
Social Studies,High School,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,"1. Research and formulate positions on government policies and on local, state, tribal, and national issues to be able to participate and engage in a civil society.",SS.HS.4.1,Students Can:,"Engage as active community members with local, state, tribal, or federal levels of government on policy issues or for individual or group rights."
Social Studies,High School,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,"1. Research and formulate positions on government policies and on local, state, tribal, and national issues to be able to participate and engage in a civil society.",SS.HS.4.1,Colorado Essential Skills:,"Apply knowledge, skills, and habits gained from experiences to address issues, affect change, and/or solve problems (Civic Engagement)."
Social Studies,High School,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,"1. Research and formulate positions on government policies and on local, state, tribal, and national issues to be able to participate and engage in a civil society.",SS.HS.4.1,Colorado Essential Skills:,Use interpersonal skills to establish and maintain healthy and supportive relationships to learn from and work with individuals and groups from diverse backgrounds in order to understand or impact a policy. (Interpersonal Communication).
Social Studies,High School,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,"1. Research and formulate positions on government policies and on local, state, tribal, and national issues to be able to participate and engage in a civil society.",SS.HS.4.1,Colorado Essential Skills:,"Analyze how, why and for what purpose media messages are constructed, and the reliability of those messages, in order to support a stance on an issue (Media Literacy)."
Social Studies,High School,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,"1. Research and formulate positions on government policies and on local, state, tribal, and national issues to be able to participate and engage in a civil society.",SS.HS.4.1,Colorado Essential Skills:,"Collaborate with individuals and groups from diverse backgrounds and/or cultures to address national and global issues, and to develop workable solutions (Global and Cultural Awareness)."
Social Studies,High School,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,"1. Research and formulate positions on government policies and on local, state, tribal, and national issues to be able to participate and engage in a civil society.",SS.HS.4.1,Inquiry Questions:,What are possible forms of civic participation in a democratic republic?
Social Studies,High School,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,"1. Research and formulate positions on government policies and on local, state, tribal, and national issues to be able to participate and engage in a civil society.",SS.HS.4.1,Inquiry Questions:,How can people act individually and collectively to hold elected officials accountable?
Social Studies,High School,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,"1. Research and formulate positions on government policies and on local, state, tribal, and national issues to be able to participate and engage in a civil society.",SS.HS.4.1,Inquiry Questions:,"What strategies can people use most effectively to influence public policy? For example: Running for public office, lobbying, civil disobedience, and peaceful protests."
Social Studies,High School,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,"1. Research and formulate positions on government policies and on local, state, tribal, and national issues to be able to participate and engage in a civil society.",SS.HS.4.1,Inquiry Questions:,How do people remain civil and engage in discourse when there is dissonance?
Social Studies,High School,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,"1. Research and formulate positions on government policies and on local, state, tribal, and national issues to be able to participate and engage in a civil society.",SS.HS.4.1,Inquiry Questions:,Why should you participate in government?
Social Studies,High School,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,"1. Research and formulate positions on government policies and on local, state, tribal, and national issues to be able to participate and engage in a civil society.",SS.HS.4.1,Inquiry Questions:,What kinds of participation would be most effective on the policy issues you care about the most?
Social Studies,High School,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,"1. Research and formulate positions on government policies and on local, state, tribal, and national issues to be able to participate and engage in a civil society.",SS.HS.4.1,Inquiry Questions:,"Why have or do some groups find it necessary to organize (i.e., unions, boycotts, peaceful protests, or strikes, as a means of civic participation)?"
Social Studies,High School,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,"1. Research and formulate positions on government policies and on local, state, tribal, and national issues to be able to participate and engage in a civil society.",SS.HS.4.1,Inquiry Questions:,What barriers exist to civic participation? Who is most impacted by these barriers? What is the best way to challenge these barriers?
Social Studies,High School,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,"1. Research and formulate positions on government policies and on local, state, tribal, and national issues to be able to participate and engage in a civil society.",SS.HS.4.1,Nature and Skills of Civics:,Civic-minded individuals research civic issues and act appropriately using a variety of sources from multiple perspectives and communicating views in a reasonable manner.
Social Studies,High School,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,"1. Research and formulate positions on government policies and on local, state, tribal, and national issues to be able to participate and engage in a civil society.",SS.HS.4.1,Nature and Skills of Civics:,"Civic-minded individuals communicate with stakeholders using logical reasoning with relevant, accurate data and evidence to influence policy."
Social Studies,High School,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,"1. Research and formulate positions on government policies and on local, state, tribal, and national issues to be able to participate and engage in a civil society.",SS.HS.4.1,Nature and Skills of Civics:,"Civic-minded individuals can verbally express their position on issues involving their community and/or nation in meaningful and thoughtful ways. For example: Community members speak at a school board, or city council meetings, or running for office."
Social Studies,High School,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,"1. Research and formulate positions on government policies and on local, state, tribal, and national issues to be able to participate and engage in a civil society.",SS.HS.4.1,Nature and Skills of Civics:,Civic-minded individuals can listen to multiple perspectives as part of civil discourse.
Social Studies,High School,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,"1. Research and formulate positions on government policies and on local, state, tribal, and national issues to be able to participate and engage in a civil society.",SS.HS.4.1,Nature and Skills of Civics:,"Civic-minded individuals can work effectively individually, and in groups, to influence public policy and the actions of government."
Social Studies,High School,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,"1. Research and formulate positions on government policies and on local, state, tribal, and national issues to be able to participate and engage in a civil society.",SS.HS.4.1,"Disciplinary, Information, and Media Literacy:","Decision-making involves researching an issue, listening to multiple perspectives, and weighing potential consequences of alternative actions. For example: Cizens research the issues before voting which may include using the Bluebook in Colorado."
Social Studies,High School,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,"1. Research and formulate positions on government policies and on local, state, tribal, and national issues to be able to participate and engage in a civil society.",SS.HS.4.1,"Disciplinary, Information, and Media Literacy:","Participation in a local, state, tribal, or national issue involves research, planning, and implementing appropriate civic engagement."
Social Studies,High School,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,"1. Research and formulate positions on government policies and on local, state, tribal, and national issues to be able to participate and engage in a civil society.",SS.HS.4.1,"Disciplinary, Information, and Media Literacy:","Social media can be a tool for researching civic issues, advocating for ideas, and expressing views to elected officials."
Social Studies,High School,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,"1. Research and formulate positions on government policies and on local, state, tribal, and national issues to be able to participate and engage in a civil society.",SS.HS.4.1,"Disciplinary, Information, and Media Literacy:","Conduct research by gathering, organizing, and evaluating the credibility and bias of information from a variety of online, print, and non-print sources."
Social Studies,High School,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,"1. Research and formulate positions on government policies and on local, state, tribal, and national issues to be able to participate and engage in a civil society.",SS.HS.4.1,"Disciplinary, Information, and Media Literacy:",Seek information from varied sources and perspectives to develop informed opinions and creative solutions.
Social Studies,High School,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,"1. Research and formulate positions on government policies and on local, state, tribal, and national issues to be able to participate and engage in a civil society.",SS.HS.4.1,"Disciplinary, Information, and Media Literacy:","Demonstrate the ability to locate, evaluate, and apply reliable evidence."
Social Studies,High School,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,"1. Research and formulate positions on government policies and on local, state, tribal, and national issues to be able to participate and engage in a civil society.",SS.HS.4.1,"Disciplinary, Information, and Media Literacy:","Demonstrate the ability to responsibly use a variety of media sources as a tool for civic participation. For example: Social media, print media, broadcast media."
Social Studies,High School,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,"1. Research and formulate positions on government policies and on local, state, tribal, and national issues to be able to participate and engage in a civil society.",SS.HS.4.1,"Disciplinary, Information, and Media Literacy:","Critically analyze messages in the media to detect propaganda, censorship, and bias."
Social Studies,High School,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,"1. Research and formulate positions on government policies and on local, state, tribal, and national issues to be able to participate and engage in a civil society.",SS.HS.4.1,"Disciplinary, Information, and Media Literacy:",Demonstrate responsible behaviors when using technology and discuss consequences of inappropriate use.
Social Studies,High School,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,"2. Evaluate the purposes, roles, and limitations of the structures and functions of government.",SS.HS.4.2,Students Can:,"Describe the origins, purposes, and limitations of government, and include the contribution of key philosophers and American historical figures of diverse backgrounds."
Social Studies,High School,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,"2. Evaluate the purposes, roles, and limitations of the structures and functions of government.",SS.HS.4.2,Students Can:,"Identify the structure, function, and roles of current members of local, state, and national governments. Including but not limited to: understanding the three branches of government at each level of government."
Social Studies,High School,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,"2. Evaluate the purposes, roles, and limitations of the structures and functions of government.",SS.HS.4.2,Students Can:,Analyze the processes for amending the Constitutions of Colorado and the United States and the significant changes that have occurred to those documents including both the Colorado and the United States' Bills of Rights.
Social Studies,High School,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,"2. Evaluate the purposes, roles, and limitations of the structures and functions of government.",SS.HS.4.2,Students Can:,"Explain the principles of a democracy and analyze how competing democratic values are balanced. For example: Freedom and security, individual rights and common good, general welfare, and rights and responsibilities."
Social Studies,High School,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,"2. Evaluate the purposes, roles, and limitations of the structures and functions of government.",SS.HS.4.2,Students Can:,"Describe the role and development of the founding documents of Colorado and the United States from their inception to modern day. Including but not limited to: the Great Law of Peace, the Declaration of Independence, the Constitutions of the United States and Colorado, the Federalist Papers, and the Bill of Rights."
Social Studies,High School,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,"2. Evaluate the purposes, roles, and limitations of the structures and functions of government.",SS.HS.4.2,Students Can:,"Evaluate the role of the judicial system in protecting life, liberty, and property for all persons in the United States."
Social Studies,High School,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,"2. Evaluate the purposes, roles, and limitations of the structures and functions of government.",SS.HS.4.2,Students Can:,"Understand the structure of the American judicial system, the process of judicial appointments and key court decisions, in both Colorado and the United States, that affect the system of checks and balances and interactions of the local, state, tribal, and federal systems. Including but not limited to: significant Colorado court decisions such as *Francisco Maestas et al. v. George H. Shone* (1914), *U.S. Term Limits, Inc. v. Thornton* (1995), *Romer v. Evans* (1996), *Colorado Union of Taxpayers Found. v. City of Aspen* (2018); and landmark U.S. Supreme Court Cases such as *Korematsu v. United States* (1944), *Tinker v. Des Moines Independent Community School District* (1969)."
Social Studies,High School,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,"2. Evaluate the purposes, roles, and limitations of the structures and functions of government.",SS.HS.4.2,Students Can:,Analyze how current global issues impact American policy.
Social Studies,High School,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,"2. Evaluate the purposes, roles, and limitations of the structures and functions of government.",SS.HS.4.2,Students Can:,"Compare and contrast how other systems of government function. For example: Authoritarian regimes, parliamentary, and other systems."
Social Studies,High School,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,"2. Evaluate the purposes, roles, and limitations of the structures and functions of government.",SS.HS.4.2,Students Can:,Describe the relationship of tribal governments with state and federal governments. Including but not limited to: The Ute Mountain Ute and Southern Ute tribal governments and the State of Colorado.
Social Studies,High School,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,"2. Evaluate the purposes, roles, and limitations of the structures and functions of government.",SS.HS.4.2,Colorado Essential Skills:,"Apply knowledge of governmental origins and structures to solve problems by gathering information and weighing possible solutions, including making choices rooted in understanding patterns, cause-and-effect relationships, and the impacts that a decision can have on the individual and others (Critical Thinking and Analysis)."
Social Studies,High School,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,"2. Evaluate the purposes, roles, and limitations of the structures and functions of government.",SS.HS.4.2,Colorado Essential Skills:,Interpret information and draw conclusions about the origins of the structures of America's governmental institutions (Civic Engagement).
Social Studies,High School,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,"2. Evaluate the purposes, roles, and limitations of the structures and functions of government.",SS.HS.4.2,Colorado Essential Skills:,"Apply knowledge of government to develop workable solutions that address complex local, state, tribal, national, and global problems using interdisciplinary perspectives (Civic Engagement)."
Social Studies,High School,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,"2. Evaluate the purposes, roles, and limitations of the structures and functions of government.",SS.HS.4.2,Inquiry Questions:,What are the most important democratic ideals and practices?
Social Studies,High School,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,"2. Evaluate the purposes, roles, and limitations of the structures and functions of government.",SS.HS.4.2,Inquiry Questions:,What are the natural rights and principles that Dr. Martin Luther King used to inform his leadership of The Civil Rights Movement?
Social Studies,High School,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,"2. Evaluate the purposes, roles, and limitations of the structures and functions of government.",SS.HS.4.2,Inquiry Questions:,How do various levels of government interact?
Social Studies,High School,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,"2. Evaluate the purposes, roles, and limitations of the structures and functions of government.",SS.HS.4.2,Inquiry Questions:,What would society look like if several landmark court cases had been decided differently?
Social Studies,High School,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,"2. Evaluate the purposes, roles, and limitations of the structures and functions of government.",SS.HS.4.2,Inquiry Questions:,"How can U.S. and Colorado laws and policies best protect individual rights, and the rights of diverse or historically underrepresented groups? For example: African Americans, Latinos, Indigenous peoples, Asian Americans, Hawaiian/Pacific Islander, LGBTQ, and religious minorities?"
Social Studies,High School,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,"2. Evaluate the purposes, roles, and limitations of the structures and functions of government.",SS.HS.4.2,Inquiry Questions:,How has American federalism evolved and changed over time?
Social Studies,High School,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,"2. Evaluate the purposes, roles, and limitations of the structures and functions of government.",SS.HS.4.2,Inquiry Questions:,How has the concept of American democracy developed throughout history and how could it continue to develop in relationship to current events?
Social Studies,High School,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,"2. Evaluate the purposes, roles, and limitations of the structures and functions of government.",SS.HS.4.2,Inquiry Questions:,How have domestic and foreign policies impacted American Democracy?
Social Studies,High School,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,"2. Evaluate the purposes, roles, and limitations of the structures and functions of government.",SS.HS.4.2,Inquiry Questions:,Why should people in the U.S. be informed of issues related to foreign governments?
Social Studies,High School,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,"2. Evaluate the purposes, roles, and limitations of the structures and functions of government.",SS.HS.4.2,Inquiry Questions:,Who are the elected officials who impact your life and how?
Social Studies,High School,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,"2. Evaluate the purposes, roles, and limitations of the structures and functions of government.",SS.HS.4.2,Inquiry Questions:,What are the rights and responsibilities of people in the United States?
Social Studies,High School,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,"2. Evaluate the purposes, roles, and limitations of the structures and functions of government.",SS.HS.4.2,Inquiry Questions:,"How do the structures of the United States, state, and local governments impact democratic decision making?"
Social Studies,High School,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,"2. Evaluate the purposes, roles, and limitations of the structures and functions of government.",SS.HS.4.2,Inquiry Questions:,What is the impact of lifetime judicial appointments?
Social Studies,High School,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,"2. Evaluate the purposes, roles, and limitations of the structures and functions of government.",SS.HS.4.2,Inquiry Questions:,What is the role of the Electoral College in electing the U.S. President?
Social Studies,High School,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,"2. Evaluate the purposes, roles, and limitations of the structures and functions of government.",SS.HS.4.2,Inquiry Questions:,How does the Electoral College impact different demographic groups and geographic areas?
Social Studies,High School,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,"2. Evaluate the purposes, roles, and limitations of the structures and functions of government.",SS.HS.4.2,Inquiry Questions:,How did the Three-Fifths Clause impact the development of American democracy?
Social Studies,High School,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,"2. Evaluate the purposes, roles, and limitations of the structures and functions of government.",SS.HS.4.2,Inquiry Questions:,"How is education policy made in the United States, Colorado, and in your local community?"
Social Studies,High School,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,"2. Evaluate the purposes, roles, and limitations of the structures and functions of government.",SS.HS.4.2,Inquiry Questions:,Why has the U.S. government's response to genocide and other acts of mass violence varied so widely?
Social Studies,High School,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,"2. Evaluate the purposes, roles, and limitations of the structures and functions of government.",SS.HS.4.2,Inquiry Questions:,What foreign policy tools does the U.S. government have to respond to mass spread violence and genocides around the world? What factors influence how the U.S. government responds?
Social Studies,High School,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,"2. Evaluate the purposes, roles, and limitations of the structures and functions of government.",SS.HS.4.2,Inquiry Questions:,What is the role of failed states and authoritarian regimes in genocide and other acts of mass violence?
Social Studies,High School,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,"2. Evaluate the purposes, roles, and limitations of the structures and functions of government.",SS.HS.4.2,Nature and Skills of Civics:,"Civic-minded individuals know the facts and subject matter of the United States Citizenship test, the test that all foreign nationals must pass before becoming a U.S. citizen."
Social Studies,High School,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,"2. Evaluate the purposes, roles, and limitations of the structures and functions of government.",SS.HS.4.2,Nature and Skills of Civics:,"Civic-minded individuals understand the concept of ""rule of law"" and its role in policies and practices of the government."
Social Studies,High School,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,"2. Evaluate the purposes, roles, and limitations of the structures and functions of government.",SS.HS.4.2,Nature and Skills of Civics:,Civic-minded individuals know the political theories that contributed to the foundation and development of the structures of government and their meaning today.
Social Studies,High School,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,"2. Evaluate the purposes, roles, and limitations of the structures and functions of government.",SS.HS.4.2,Nature and Skills of Civics:,"Civic-minded individuals understand how the U.S. system of government functions at the local, state, tribal, and federal level in respect to separation of powers and checks and balances and their impact on policy."
Social Studies,High School,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,"2. Evaluate the purposes, roles, and limitations of the structures and functions of government.",SS.HS.4.2,Nature and Skills of Civics:,Civic-minded individuals understand the effectiveness of government institutions and the limits on government in addressing social and political problems.
Social Studies,High School,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,"2. Evaluate the purposes, roles, and limitations of the structures and functions of government.",SS.HS.4.2,Nature and Skills of Civics:,Civic-minded individuals gather and analyze data from multiple sources to look for patterns and create hypotheses regarding national and foreign policy.
Social Studies,High School,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,"2. Evaluate the purposes, roles, and limitations of the structures and functions of government.",SS.HS.4.2,Nature and Skills of Civics:,"Civic-minded individuals understand the importance of the founding documents of the United States. Including but not limited to: the Constitution of the United States, the Bill of Rights, the Declaration of Independence, the Emancipation Proclamation, and the Federalist Papers."
Social Studies,High School,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,"2. Evaluate the purposes, roles, and limitations of the structures and functions of government.",SS.HS.4.2,"Disciplinary, Information, and Media Literacy:",Ask meaningful questions to analyze and evaluate information and ideas.
Social Studies,High School,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,"2. Evaluate the purposes, roles, and limitations of the structures and functions of government.",SS.HS.4.2,"Disciplinary, Information, and Media Literacy:",Determine central ideas in a text to provide an accurate summary and connect the relationship between key details and ideas.
Social Studies,High School,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,"2. Evaluate the purposes, roles, and limitations of the structures and functions of government.",SS.HS.4.2,"Disciplinary, Information, and Media Literacy:",Seek information from varied sources and perspectives to develop informed opinions and creative solutions.
Social Studies,High School,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,"2. Evaluate the purposes, roles, and limitations of the structures and functions of government.",SS.HS.4.2,"Disciplinary, Information, and Media Literacy:","Use media literacy skills to locate multiple reliable sources of information regarding the foundations, structures, and functions of government."
Social Studies,High School,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,"2. Evaluate the purposes, roles, and limitations of the structures and functions of government.",SS.HS.4.2,"Disciplinary, Information, and Media Literacy:","Write content-specific arguments that state a claim, provide evidence from texts and sources to support the claim, and organize the evidence in well-reasoned, meaningful ways."
Social Studies,High School,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,"2. Evaluate the purposes, roles, and limitations of the structures and functions of government.",SS.HS.4.2,"Disciplinary, Information, and Media Literacy:",Synthesize information from multiple sources to demonstrate understanding of a topic.
Social Studies,High School,4. Civics,"7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.",,,,,"2. Evaluate the purposes, roles, and limitations of the structures and functions of government.",SS.HS.4.2,"Disciplinary, Information, and Media Literacy:","Delineate a speaker's argument, identify specific claims, and distinguish if claims are supported by reasons and evidence."
Social Studies,High School,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,3. Analyze the impact of civic participation on political institutions and public policy.,SS.HS.4.3,Students Can:,"Describe how members of a civil society can impact public policy on local, state, national, or international issues by exercising their civic rights and responsibilities. For example: Participation in primaries and general elections, contact with elected officials, petitions, protesting, attending public forums, or through initiatives and referenda."
Social Studies,High School,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,3. Analyze the impact of civic participation on political institutions and public policy.,SS.HS.4.3,Students Can:,"Evaluate opportunities for people to participate in and influence government through interest groups and social movements. For example: The tactics and strategies of nonviolent resistance championed by Dr. Martin Luther King in response to the Jim Crow laws of that era, or the Indigenous land rights movement."
Social Studies,High School,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,3. Analyze the impact of civic participation on political institutions and public policy.,SS.HS.4.3,Students Can:,"Analyze the impact of state and federal policies on campaigns and elections. For example: PACs, campaign finance, gerrymandering/redistricting, state and federal voting laws and regulations, Colorado's voting laws, and the Federal Election Commission."
Social Studies,High School,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,3. Analyze the impact of civic participation on political institutions and public policy.,SS.HS.4.3,Students Can:,"Analyze how individual rights have been affected over time by court decisions, legislative debates at various levels of government, or by the advocacy of individuals and groups."
Social Studies,High School,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,3. Analyze the impact of civic participation on political institutions and public policy.,SS.HS.4.3,Students Can:,Examine how people in other systems of government exercise their civic rights and responsibilities.
Social Studies,High School,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,3. Analyze the impact of civic participation on political institutions and public policy.,SS.HS.4.3,Students Can:,Examine the advantages and disadvantages of a two-party system or a multiparty system within a democratic government.
Social Studies,High School,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,3. Analyze the impact of civic participation on political institutions and public policy.,SS.HS.4.3,Colorado Essential Skills:,"Analyze the reliability of information, claims, and sources presented in the various forms of media and from a variety of perspectives (Media Literacy)."
Social Studies,High School,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,3. Analyze the impact of civic participation on political institutions and public policy.,SS.HS.4.3,Colorado Essential Skills:,Apply knowledge and skills gained from experiences to address issues and affect change (Civic Engagement).
Social Studies,High School,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,3. Analyze the impact of civic participation on political institutions and public policy.,SS.HS.4.3,Colorado Essential Skills:,Access and evaluate information through digital platforms and networks (Digital Literacy).
Social Studies,High School,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,3. Analyze the impact of civic participation on political institutions and public policy.,SS.HS.4.3,Inquiry Questions:,What are the different ways people can impact public policy at various levels as individuals or through groups?
Social Studies,High School,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,3. Analyze the impact of civic participation on political institutions and public policy.,SS.HS.4.3,Inquiry Questions:,"What are the civic duties and responsibilities of citizens and non-citizens in the United States? Including but not limited to: jury duty, voting, and registration for selective service."
Social Studies,High School,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,3. Analyze the impact of civic participation on political institutions and public policy.,SS.HS.4.3,Inquiry Questions:,How have voting rights evolved over time?
Social Studies,High School,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,3. Analyze the impact of civic participation on political institutions and public policy.,SS.HS.4.3,Inquiry Questions:,"What current issues surround voting rights at the local, state, and national level?"
Social Studies,High School,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,3. Analyze the impact of civic participation on political institutions and public policy.,SS.HS.4.3,Inquiry Questions:,What are interest groups and how do they influence policy?
Social Studies,High School,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,3. Analyze the impact of civic participation on political institutions and public policy.,SS.HS.4.3,Inquiry Questions:,How have elections changed over time?
Social Studies,High School,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,3. Analyze the impact of civic participation on political institutions and public policy.,SS.HS.4.3,Inquiry Questions:,How have political parties responded to societal and policy changes over time?
Social Studies,High School,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,3. Analyze the impact of civic participation on political institutions and public policy.,SS.HS.4.3,Inquiry Questions:,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?
Social Studies,High School,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,3. Analyze the impact of civic participation on political institutions and public policy.,SS.HS.4.3,Inquiry Questions:,How do primaries and caucuses impact political parties in the United States?
Social Studies,High School,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,3. Analyze the impact of civic participation on political institutions and public policy.,SS.HS.4.3,Inquiry Questions:,How does the winner-take-all system help to maintain a two-party system?
Social Studies,High School,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,3. Analyze the impact of civic participation on political institutions and public policy.,SS.HS.4.3,Inquiry Questions:,What role does gerrymandering play in the political process?
Social Studies,High School,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,3. Analyze the impact of civic participation on political institutions and public policy.,SS.HS.4.3,Inquiry Questions:,How can people responsibly engage with local elected officials about issues that impact their communities?
Social Studies,High School,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,3. Analyze the impact of civic participation on political institutions and public policy.,SS.HS.4.3,Inquiry Questions:,"What role have court decisions played in determining the political process in the United States? For example: Voting rights, campaign finance, gerrymandering, etc."
Social Studies,High School,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,3. Analyze the impact of civic participation on political institutions and public policy.,SS.HS.4.3,Inquiry Questions:,How have the courts interpreted and modified civil rights and civil liberties over time?
Social Studies,High School,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,3. Analyze the impact of civic participation on political institutions and public policy.,SS.HS.4.3,Nature and Skills of Civics:,"Civic-minded individuals use appropriate deliberative processes in multiple settings, such as caucuses, civic organizations, or advocating for change at the local, state, tribal, national, or international levels."
Social Studies,High School,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,3. Analyze the impact of civic participation on political institutions and public policy.,SS.HS.4.3,Nature and Skills of Civics:,"Civic-minded individuals analyze the impact and the appropriate roles of personal interests and perspectives on the application of civic virtues, democratic principles, constitutional rights, and human rights."
Social Studies,High School,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,3. Analyze the impact of civic participation on political institutions and public policy.,SS.HS.4.3,Nature and Skills of Civics:,"Civic-minded individuals evaluate citizens' and institutions' effectiveness in addressing social and political problems at the local, state, tribal, national, and/or international levels."
Social Studies,High School,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,3. Analyze the impact of civic participation on political institutions and public policy.,SS.HS.4.3,Nature and Skills of Civics:,"Civic-minded individuals evaluate social and political systems, in different contexts, times, and places, that promote civic virtues and enact democratic principles."
Social Studies,High School,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,3. Analyze the impact of civic participation on political institutions and public policy.,SS.HS.4.3,Nature and Skills of Civics:,"Civic-minded individuals analyze how people can use civic organizations, and social networks, including media to challenge local, state, tribal, national, and international laws that address a variety of public issues."
Social Studies,High School,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,3. Analyze the impact of civic participation on political institutions and public policy.,SS.HS.4.3,Nature and Skills of Civics:,"Civic-minded individuals analyze historical, contemporary, and emerging means of changing societies, promoting the common good, and protecting rights."
Social Studies,High School,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,3. Analyze the impact of civic participation on political institutions and public policy.,SS.HS.4.3,Nature and Skills of Civics:,"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."
Social Studies,High School,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,3. Analyze the impact of civic participation on political institutions and public policy.,SS.HS.4.3,Nature and Skills of Civics:,"Civic-minded individuals can work effectively, both individually and in groups, to influence public policy and the actions of government."
Social Studies,High School,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,3. Analyze the impact of civic participation on political institutions and public policy.,SS.HS.4.3,"Disciplinary, Information, and Media Literacy:","Identify the strategies that are used by political and civic entities to impact public opinion. For example: Interest groups, lobbying, political party platforms, social media networks, etc."
Social Studies,High School,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,3. Analyze the impact of civic participation on political institutions and public policy.,SS.HS.4.3,"Disciplinary, Information, and Media Literacy:","Identify how political issues are covered by the media, and how the media can influence public policy."
Social Studies,High School,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,3. Analyze the impact of civic participation on political institutions and public policy.,SS.HS.4.3,"Disciplinary, Information, and Media Literacy:","Identify ways in which various types of media can be evaluated for authenticity, validity, and reliability."
Social Studies,High School,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,3. Analyze the impact of civic participation on political institutions and public policy.,SS.HS.4.3,"Disciplinary, Information, and Media Literacy:",Evaluate the use of social media and crowdsourcing in political movements and campaigns.
Social Studies,High School,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,3. Analyze the impact of civic participation on political institutions and public policy.,SS.HS.4.3,"Disciplinary, Information, and Media Literacy:","Analyze content-specific texts to distinguish the factual evidence offered, reasoned judgments made, conclusions drawn, and speculative ideas offered in the text."
Social Studies,High School,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,3. Analyze the impact of civic participation on political institutions and public policy.,SS.HS.4.3,"Disciplinary, Information, and Media Literacy:",Synthesize information from multiple reliable sources to demonstrate understanding of a topic.
Social Studies,High School,4. Civics,6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.,,,,,3. Analyze the impact of civic participation on political institutions and public policy.,SS.HS.4.3,"Disciplinary, Information, and Media Literacy:","Present arguments or information in a logical sequence with a clear claim, supportive evidence, and effective presence that builds credibility."
Social Studies,High School,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Apply reliable information to make systematic personal financial decisions based on individual and community values and goals.,SS.HS.5.1,Students Can:,"Recognize the alternatives, consequences, and responsibilities associated with personal financial decisions."
Social Studies,High School,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Apply reliable information to make systematic personal financial decisions based on individual and community values and goals.,SS.HS.5.1,Students Can:,Use reliable information resources when making financial decisions.
Social Studies,High School,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Apply reliable information to make systematic personal financial decisions based on individual and community values and goals.,SS.HS.5.1,Students Can:,Formulate strategies to protect personal and financial information.
Social Studies,High School,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Apply reliable information to make systematic personal financial decisions based on individual and community values and goals.,SS.HS.5.1,Students Can:,Develop a system for keeping and using financial records.
Social Studies,High School,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Apply reliable information to make systematic personal financial decisions based on individual and community values and goals.,SS.HS.5.1,Students Can:,Compare financial institutions and products.
Social Studies,High School,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Apply reliable information to make systematic personal financial decisions based on individual and community values and goals.,SS.HS.5.1,Colorado Essential Skills:,Make predictions and design data/information collection and analysis strategies (Critical Thinking and Analysis).
Social Studies,High School,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Apply reliable information to make systematic personal financial decisions based on individual and community values and goals.,SS.HS.5.1,Colorado Essential Skills:,Set personal goals and take responsibility for those goals through reflection upon prior outcomes (Self-Awareness).
Social Studies,High School,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Apply reliable information to make systematic personal financial decisions based on individual and community values and goals.,SS.HS.5.1,Inquiry Questions:,How does a consumer determine the accuracy and relevance of consumer information?
Social Studies,High School,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Apply reliable information to make systematic personal financial decisions based on individual and community values and goals.,SS.HS.5.1,Inquiry Questions:,How can a consumer locate and identify reliable sources of financial information?
Social Studies,High School,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Apply reliable information to make systematic personal financial decisions based on individual and community values and goals.,SS.HS.5.1,Inquiry Questions:,What are some steps that can be taken to protect personal and financial information?
Social Studies,High School,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Apply reliable information to make systematic personal financial decisions based on individual and community values and goals.,SS.HS.5.1,Inquiry Questions:,What are some things that should be considered when entering into a contract for financial services?
Social Studies,High School,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Apply reliable information to make systematic personal financial decisions based on individual and community values and goals.,SS.HS.5.1,Inquiry Questions:,What are different methods of financial record keeping?
Social Studies,High School,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Apply reliable information to make systematic personal financial decisions based on individual and community values and goals.,SS.HS.5.1,Inquiry Questions:,How can an individual create a financial plan aligned with their personal values and goals?
Social Studies,High School,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Apply reliable information to make systematic personal financial decisions based on individual and community values and goals.,SS.HS.5.1,Nature and Skills of Economics (PFL):,"Financially capable individuals consider the value of professional development, income earning potential, value of workplace benefits, and labor market trends as part of a lifetime comprehensive financial plan."
Social Studies,High School,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Apply reliable information to make systematic personal financial decisions based on individual and community values and goals.,SS.HS.5.1,Nature and Skills of Economics (PFL):,Financially capable individuals demonstrate effective financial decision-making by comparing costs and benefits of alternatives.
Social Studies,High School,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Apply reliable information to make systematic personal financial decisions based on individual and community values and goals.,SS.HS.5.1,Nature and Skills of Economics (PFL):,"Financially capable individuals demonstrate self-awareness and areas for ongoing financial education, growth, and development."
Social Studies,High School,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Apply reliable information to make systematic personal financial decisions based on individual and community values and goals.,SS.HS.5.1,"Disciplinary, Information, and Media Literacy:","Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of the sources."
Social Studies,High School,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,1. Apply reliable information to make systematic personal financial decisions based on individual and community values and goals.,SS.HS.5.1,"Disciplinary, Information, and Media Literacy:",Analyze how incentives influence choices that may result in policies with a range of costs and benefits for different groups.
Social Studies,High School,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,"2. Analyze sources of income and the relationship between career preparation, continuing education, and its impact on lifetime earning potential.",SS.HS.5.2,Students Can:,"Compare different sources of personal income and compensation. Including but not limited to: earned income, profit income, interest income, dividend income, rental income, capital gains, and royalties."
Social Studies,High School,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,"2. Analyze sources of income and the relationship between career preparation, continuing education, and its impact on lifetime earning potential.",SS.HS.5.2,Students Can:,Analyze the impact of economic conditions and cost of living factors on income and purchasing power.
Social Studies,High School,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,"2. Analyze sources of income and the relationship between career preparation, continuing education, and its impact on lifetime earning potential.",SS.HS.5.2,Students Can:,"Predict the potential impact of education and skill development choices on career earnings, including starting salary by field and level of degree or credential."
Social Studies,High School,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,"2. Analyze sources of income and the relationship between career preparation, continuing education, and its impact on lifetime earning potential.",SS.HS.5.2,Students Can:,"Investigate the total cost, affordability, and payment options associated with postsecondary options, degrees, and credentials, including personal savings, scholarships, grants, employer tuition programs, work study, and public and private loans."
Social Studies,High School,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,"2. Analyze sources of income and the relationship between career preparation, continuing education, and its impact on lifetime earning potential.",SS.HS.5.2,Students Can:,"Review the purpose and the process of accessing state and federal financial aid.  Including but not limited to: the Colorado Application for State Financial Aid (CASFA), the Free Application for Federal Student Aid (FAFSA) application for financial aid."
Social Studies,High School,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,"2. Analyze sources of income and the relationship between career preparation, continuing education, and its impact on lifetime earning potential.",SS.HS.5.2,Students Can:,"Analyze student loan repayment options, terms, requirements, and state and federal repayment programs and their impact on a student's financial future."
Social Studies,High School,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,"2. Analyze sources of income and the relationship between career preparation, continuing education, and its impact on lifetime earning potential.",SS.HS.5.2,Students Can:,"Analyze the monetary and non-monetary value of employee benefits in addition to pay. For example: Benefits, flexible work options, and retirement plans."
Social Studies,High School,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,"2. Analyze sources of income and the relationship between career preparation, continuing education, and its impact on lifetime earning potential.",SS.HS.5.2,Students Can:,Simulate a sustainable household budget based on future personal and career goals.
Social Studies,High School,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,"2. Analyze sources of income and the relationship between career preparation, continuing education, and its impact on lifetime earning potential.",SS.HS.5.2,Colorado Essential Skills:,Make predictions and design data/information collection and analysis strategies (Critical Thinking and Analysis).
Social Studies,High School,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,"2. Analyze sources of income and the relationship between career preparation, continuing education, and its impact on lifetime earning potential.",SS.HS.5.2,Colorado Essential Skills:,Set personal goals and take responsibility for those goals through reflection upon prior outcomes (Self-Management).
Social Studies,High School,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,"2. Analyze sources of income and the relationship between career preparation, continuing education, and its impact on lifetime earning potential.",SS.HS.5.2,Colorado Essential Skills:,"Demonstrate knowledge, understanding, and personal awareness of how their dreams and interests translate into career fulfillment and career pathways available in local, regional, national, and global arenas (Self-Awareness)."
Social Studies,High School,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,"2. Analyze sources of income and the relationship between career preparation, continuing education, and its impact on lifetime earning potential.",SS.HS.5.2,Inquiry Questions:,How can income earning potential be maximized with intentional choices and planning?
Social Studies,High School,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,"2. Analyze sources of income and the relationship between career preparation, continuing education, and its impact on lifetime earning potential.",SS.HS.5.2,Inquiry Questions:,What is the role of education and earning capability in building financial security?
Social Studies,High School,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,"2. Analyze sources of income and the relationship between career preparation, continuing education, and its impact on lifetime earning potential.",SS.HS.5.2,Inquiry Questions:,"What potential barriers might impede an individual's work routine, hinder the ability to get a job, or prevent career advancement, and how can an individual overcome the barriers?"
Social Studies,High School,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,"2. Analyze sources of income and the relationship between career preparation, continuing education, and its impact on lifetime earning potential.",SS.HS.5.2,Inquiry Questions:,"What resources are available to individuals seeking help with career, employment, and training?"
Social Studies,High School,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,"2. Analyze sources of income and the relationship between career preparation, continuing education, and its impact on lifetime earning potential.",SS.HS.5.2,Inquiry Questions:,How might life circumstances impact a household budget?
Social Studies,High School,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,"2. Analyze sources of income and the relationship between career preparation, continuing education, and its impact on lifetime earning potential.",SS.HS.5.2,Inquiry Questions:,Should student loans be listed under Financial Aid on a Student Aid Report?
Social Studies,High School,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,"2. Analyze sources of income and the relationship between career preparation, continuing education, and its impact on lifetime earning potential.",SS.HS.5.2,Nature and Skills of Economics (PFL):,"Financially capable individuals consider the value of professional development, income earning potential, value of workplace benefits, and labor market trends as part of a lifetime comprehensive financial plan."
Social Studies,High School,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,"2. Analyze sources of income and the relationship between career preparation, continuing education, and its impact on lifetime earning potential.",SS.HS.5.2,Nature and Skills of Economics (PFL):,Financially capable individuals plan for income tax liability.
Social Studies,High School,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,"2. Analyze sources of income and the relationship between career preparation, continuing education, and its impact on lifetime earning potential.",SS.HS.5.2,Nature and Skills of Economics (PFL):,Financially capable individuals consider opportunity costs when making decisions about professional development and career changes.
Social Studies,High School,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,"2. Analyze sources of income and the relationship between career preparation, continuing education, and its impact on lifetime earning potential.",SS.HS.5.2,Nature and Skills of Economics (PFL):,Financially capable individuals analyze economic cycles and make predictions regarding economic trends.
Social Studies,High School,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,"2. Analyze sources of income and the relationship between career preparation, continuing education, and its impact on lifetime earning potential.",SS.HS.5.2,Nature and Skills of Economics (PFL):,"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."
Social Studies,High School,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,"2. Analyze sources of income and the relationship between career preparation, continuing education, and its impact on lifetime earning potential.",SS.HS.5.2,"Disciplinary, Information, and Media Literacy:",Analyze how incentives influence choices that may result in policies with a range of costs and benefits for different groups.
Social Studies,High School,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,"2. Analyze sources of income and the relationship between career preparation, continuing education, and its impact on lifetime earning potential.",SS.HS.5.2,"Disciplinary, Information, and Media Literacy:",Describe the consequences of competition in specific markets.
Social Studies,High School,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,"2. Analyze sources of income and the relationship between career preparation, continuing education, and its impact on lifetime earning potential.",SS.HS.5.2,"Disciplinary, Information, and Media Literacy:","Explain how current globalization trends and policies affect economic growth, labor markets, rights of citizens, the environment, and resource and income distribution in different nations."
Social Studies,High School,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,"3. Apply consumer skills to budgeting, spending, saving, and borrowing decisions.",SS.HS.5.3,Students Can:,Analyze how inflation and cost of living impact consumer purchasing and saving power.
Social Studies,High School,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,"3. Apply consumer skills to budgeting, spending, saving, and borrowing decisions.",SS.HS.5.3,Students Can:,"Summarize factors to consider when selecting borrowing options, including costs, relevance, payoffs, and tradeoffs. For example: Comparing student, auto, home, and payday loans."
Social Studies,High School,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,"3. Apply consumer skills to budgeting, spending, saving, and borrowing decisions.",SS.HS.5.3,Students Can:,Explain how an individual's credit history can affect borrowing power.
Social Studies,High School,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,"3. Apply consumer skills to budgeting, spending, saving, and borrowing decisions.",SS.HS.5.3,Students Can:,Design a household budget (using gross and net income) that addresses financial obligations and integrates saving for future goals and retirement based on your values and goals.
Social Studies,High School,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,"3. Apply consumer skills to budgeting, spending, saving, and borrowing decisions.",SS.HS.5.3,Students Can:,Describe how to use and manage different types of accounts and payment methods.
Social Studies,High School,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,"3. Apply consumer skills to budgeting, spending, saving, and borrowing decisions.",SS.HS.5.3,Students Can:,Compare the advantages and disadvantages of various types of credit.
Social Studies,High School,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,"3. Apply consumer skills to budgeting, spending, saving, and borrowing decisions.",SS.HS.5.3,Students Can:,"Summarize the advantages and disadvantages of leasing versus purchasing automobiles, homes, and other large purchases."
Social Studies,High School,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,"3. Apply consumer skills to budgeting, spending, saving, and borrowing decisions.",SS.HS.5.3,Colorado Essential Skills:,Make predictions and design data/information collection and analysis strategies (Critical Thinking and Analysis).
Social Studies,High School,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,"3. Apply consumer skills to budgeting, spending, saving, and borrowing decisions.",SS.HS.5.3,Colorado Essential Skills:,Take responsibility for spending decisions and borrowing decisions (Self-Advocacy and Initiative).
Social Studies,High School,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,"3. Apply consumer skills to budgeting, spending, saving, and borrowing decisions.",SS.HS.5.3,Colorado Essential Skills:,Set personal goals and take responsibility for those goals through reflection upon prior outcomes (Self-Management).
Social Studies,High School,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,"3. Apply consumer skills to budgeting, spending, saving, and borrowing decisions.",SS.HS.5.3,Inquiry Questions:,How might changes in the economic cycle and market conditions affect household saving and spending habits?
Social Studies,High School,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,"3. Apply consumer skills to budgeting, spending, saving, and borrowing decisions.",SS.HS.5.3,Inquiry Questions:,"How might changes in lifestyle, income, or life circumstances affect a household financial plan?"
Social Studies,High School,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,"3. Apply consumer skills to budgeting, spending, saving, and borrowing decisions.",SS.HS.5.3,Inquiry Questions:,How can implementing an intentional savings plan provide stability and secure an individual's financial future?
Social Studies,High School,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,"3. Apply consumer skills to budgeting, spending, saving, and borrowing decisions.",SS.HS.5.3,Inquiry Questions:,What are some strategies individuals can implement to increase their savings?
Social Studies,High School,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,"3. Apply consumer skills to budgeting, spending, saving, and borrowing decisions.",SS.HS.5.3,Inquiry Questions:,How can individuals take steps to begin building credit?
Social Studies,High School,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,"3. Apply consumer skills to budgeting, spending, saving, and borrowing decisions.",SS.HS.5.3,Inquiry Questions:,How can individuals increase their credit score without taking on debt?
Social Studies,High School,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,"3. Apply consumer skills to budgeting, spending, saving, and borrowing decisions.",SS.HS.5.3,Inquiry Questions:,What are the advantages of secured vs. unsecured credit accounts?
Social Studies,High School,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,"3. Apply consumer skills to budgeting, spending, saving, and borrowing decisions.",SS.HS.5.3,Inquiry Questions:,When might it make sense to take on debt? When does it not make sense?
Social Studies,High School,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,"3. Apply consumer skills to budgeting, spending, saving, and borrowing decisions.",SS.HS.5.3,Inquiry Questions:,How much will today's purchase cost tomorrow?
Social Studies,High School,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,"3. Apply consumer skills to budgeting, spending, saving, and borrowing decisions.",SS.HS.5.3,Inquiry Questions:,What resources are available to individuals seeking help with financial hardships?
Social Studies,High School,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,"3. Apply consumer skills to budgeting, spending, saving, and borrowing decisions.",SS.HS.5.3,Inquiry Questions:,How does taking on debt impact finances?
Social Studies,High School,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,"3. Apply consumer skills to budgeting, spending, saving, and borrowing decisions.",SS.HS.5.3,Inquiry Questions:,What types of decisions can be made in order to avoid debt?
Social Studies,High School,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,"3. Apply consumer skills to budgeting, spending, saving, and borrowing decisions.",SS.HS.5.3,Inquiry Questions:,What strategies can consumers use to pay down debt as quickly as possible?
Social Studies,High School,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,"3. Apply consumer skills to budgeting, spending, saving, and borrowing decisions.",SS.HS.5.3,Inquiry Questions:,"What impacts do different types of interest rates have on consumers? For example: Fixed rates, variable rates, and adjustable-rate mortgages."
Social Studies,High School,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,"3. Apply consumer skills to budgeting, spending, saving, and borrowing decisions.",SS.HS.5.3,Inquiry Questions:,Which types of loans typically charge higher interest rates?
Social Studies,High School,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,"3. Apply consumer skills to budgeting, spending, saving, and borrowing decisions.",SS.HS.5.3,Inquiry Questions:,What types of consumers are most likely to be targeted by predatory lenders?
Social Studies,High School,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,"3. Apply consumer skills to budgeting, spending, saving, and borrowing decisions.",SS.HS.5.3,Nature and Skills of Economics (PFL):,Financially capable individuals demonstrate effective decision-making based on their values and preferences and by comparing costs and benefits of alternatives.
Social Studies,High School,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,"3. Apply consumer skills to budgeting, spending, saving, and borrowing decisions.",SS.HS.5.3,Nature and Skills of Economics (PFL):,Financially capable individuals plan and monitor spending and saving to fulfill financial obligations and achieve goals as part of a comprehensive financial plan.
Social Studies,High School,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,"3. Apply consumer skills to budgeting, spending, saving, and borrowing decisions.",SS.HS.5.3,Nature and Skills of Economics (PFL):,Financially capable individuals know their rights and obligations when using credit.
Social Studies,High School,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,"3. Apply consumer skills to budgeting, spending, saving, and borrowing decisions.",SS.HS.5.3,Nature and Skills of Economics (PFL):,Financially capable individuals understand that there is an economic role for government in a market economy whenever the benefits of a government policy outweigh its costs.
Social Studies,High School,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,"3. Apply consumer skills to budgeting, spending, saving, and borrowing decisions.",SS.HS.5.3,"Disciplinary, Information, and Media Literacy:",Gather relevant information from multiple print and digital sources and assess the credibility and accuracy of the sources.
Social Studies,High School,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,"3. Apply consumer skills to budgeting, spending, saving, and borrowing decisions.",SS.HS.5.3,"Disciplinary, Information, and Media Literacy:",Read and comprehend complex informational texts.  For example: Financial aid and credit card offers.
Social Studies,High School,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,"3. Apply consumer skills to budgeting, spending, saving, and borrowing decisions.",SS.HS.5.3,"Disciplinary, Information, and Media Literacy:",Analyze how consumer choices have different costs and benefits.
Social Studies,High School,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,"3. Apply consumer skills to budgeting, spending, saving, and borrowing decisions.",SS.HS.5.3,"Disciplinary, Information, and Media Literacy:","Analyze and compare types of interest, including rates, terms, and long-term impacts."
Social Studies,High School,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,"3. Apply consumer skills to budgeting, spending, saving, and borrowing decisions.",SS.HS.5.3,"Disciplinary, Information, and Media Literacy:",Read and comprehend a consumer credit report.
Social Studies,High School,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,4. Explore a diversified investment strategy that is compatible with personal financial goals.,SS.HS.5.4,Students Can:,"Select financial investments that align with financial goals, risk tolerance, and personal and retirement options for different life stages."
Social Studies,High School,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,4. Explore a diversified investment strategy that is compatible with personal financial goals.,SS.HS.5.4,Students Can:,"Analyze how financial markets react to changes in market conditions, monetary policy, fiscal policy, and information. For example: The business cycle."
Social Studies,High School,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,4. Explore a diversified investment strategy that is compatible with personal financial goals.,SS.HS.5.4,Colorado Essential Skills:,Make predictions and design data/information collection and analysis strategies (Critical Thinking and Analysis).
Social Studies,High School,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,4. Explore a diversified investment strategy that is compatible with personal financial goals.,SS.HS.5.4,Colorado Essential Skills:,Set personal goals and take responsibility for those goals through reflection upon prior outcomes (Self-Management).
Social Studies,High School,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,4. Explore a diversified investment strategy that is compatible with personal financial goals.,SS.HS.5.4,Inquiry Questions:,How does a consumer choose between investment options?
Social Studies,High School,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,4. Explore a diversified investment strategy that is compatible with personal financial goals.,SS.HS.5.4,Inquiry Questions:,How might changes in the economic cycle and market conditions affect future earnings on an individual's investments?
Social Studies,High School,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,4. Explore a diversified investment strategy that is compatible with personal financial goals.,SS.HS.5.4,Inquiry Questions:,How can a consumer obtain accurate information about different assets and investments?
Social Studies,High School,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,4. Explore a diversified investment strategy that is compatible with personal financial goals.,SS.HS.5.4,Inquiry Questions:,How can a consumer determine the value of an asset or investment?
Social Studies,High School,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,4. Explore a diversified investment strategy that is compatible with personal financial goals.,SS.HS.5.4,Inquiry Questions:,How does a consumer research and validate the accuracy of financial information?
Social Studies,High School,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,4. Explore a diversified investment strategy that is compatible with personal financial goals.,SS.HS.5.4,Inquiry Questions:,How does investing fit into an individual's comprehensive financial plan?
Social Studies,High School,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,4. Explore a diversified investment strategy that is compatible with personal financial goals.,SS.HS.5.4,Inquiry Questions:,How do different types and values of investments impact taxes?
Social Studies,High School,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,4. Explore a diversified investment strategy that is compatible with personal financial goals.,SS.HS.5.4,Nature and Skills of Economics (PFL):,Financially capable individuals consider the value that investing plays as part of a lifetime comprehensive financial plan.
Social Studies,High School,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,4. Explore a diversified investment strategy that is compatible with personal financial goals.,SS.HS.5.4,Nature and Skills of Economics (PFL):,"Financially capable individuals carefully consider the amount of financial risk that they can tolerate based on life stage, and they plan for changes in the economic cycles."
Social Studies,High School,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,4. Explore a diversified investment strategy that is compatible with personal financial goals.,SS.HS.5.4,Nature and Skills of Economics (PFL):,Financially capable individuals create plans based on sound financial planning principles to maximize their standard of living over time.
Social Studies,High School,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,4. Explore a diversified investment strategy that is compatible with personal financial goals.,SS.HS.5.4,Nature and Skills of Economics (PFL):,Financially capable individuals analyze market conditions and make predictions regarding economic trends.
Social Studies,High School,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,4. Explore a diversified investment strategy that is compatible with personal financial goals.,SS.HS.5.4,Nature and Skills of Economics (PFL):,"Financially capable individuals know how to perform time value of money calculations allowing investigation of rate of return, future value of investments, and present value of long-term financial goals."
Social Studies,High School,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,4. Explore a diversified investment strategy that is compatible with personal financial goals.,SS.HS.5.4,Nature and Skills of Economics (PFL):,Financially capable individuals understand the relationship between variables in a function which allows people to use functions to model relationships in the real world such as the impact of compound interest.
Social Studies,High School,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,4. Explore a diversified investment strategy that is compatible with personal financial goals.,SS.HS.5.4,Nature and Skills of Economics (PFL):,"Financially capable individuals can describe how to buy and sell various assets and investments. For example: Stocks, real estate, and businesses."
Social Studies,High School,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,4. Explore a diversified investment strategy that is compatible with personal financial goals.,SS.HS.5.4,"Disciplinary, Information, and Media Literacy:","Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of the sources."
Social Studies,High School,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,4. Explore a diversified investment strategy that is compatible with personal financial goals.,SS.HS.5.4,"Disciplinary, Information, and Media Literacy:",Read and comprehend complex informational texts.  For example: A stock chart or an account disclaimer.
Social Studies,High School,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,4. Explore a diversified investment strategy that is compatible with personal financial goals.,SS.HS.5.4,"Disciplinary, Information, and Media Literacy:",Analyze how risk and reward incentives influence choices that may result in costs and benefits for different groups.
Social Studies,High School,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,"5.  Choose risk management strategies for protection from the financial risk of lost income, lost or damaged property, health issues, or identity fraud.",SS.HS.5.5,Students Can:,"Evaluate strategies for consumers to avoid financial risk, reduce risk, accept risk, or transfer risk to others through insurance."
Social Studies,High School,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,"5.  Choose risk management strategies for protection from the financial risk of lost income, lost or damaged property, health issues, or identity fraud.",SS.HS.5.5,Students Can:,"Identify the cost and benefits of purchasing insurance. For example: Insured profile, number and size of claims, frequency, and costs of natural disasters."
Social Studies,High School,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,"5.  Choose risk management strategies for protection from the financial risk of lost income, lost or damaged property, health issues, or identity fraud.",SS.HS.5.5,Students Can:,"Explain the types and purpose of insurance products. For example: Automotive, identity theft, health, disability, long-term care, life insurance, renters/homeowners' insurance, and professional liability."
Social Studies,High School,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,"5.  Choose risk management strategies for protection from the financial risk of lost income, lost or damaged property, health issues, or identity fraud.",SS.HS.5.5,Students Can:,"Outline steps to monitor and safeguard personal financial data to minimize, avoid and/or resolve identity theft or fraud issues."
Social Studies,High School,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,"5.  Choose risk management strategies for protection from the financial risk of lost income, lost or damaged property, health issues, or identity fraud.",SS.HS.5.5,Students Can:,"Analyze consumer and financial information for relevance, credibility, and accuracy."
Social Studies,High School,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,"5.  Choose risk management strategies for protection from the financial risk of lost income, lost or damaged property, health issues, or identity fraud.",SS.HS.5.5,Students Can:,"Identify consumer responsibilities, rights, and consumer protection laws that regulate contracts and financial transactions."
Social Studies,High School,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,"5.  Choose risk management strategies for protection from the financial risk of lost income, lost or damaged property, health issues, or identity fraud.",SS.HS.5.5,Colorado Essential Skills:,Interpret information and draw conclusions based on the best analysis (Critical Thinking and Analysis).
Social Studies,High School,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,"5.  Choose risk management strategies for protection from the financial risk of lost income, lost or damaged property, health issues, or identity fraud.",SS.HS.5.5,Colorado Essential Skills:,"Develop, plan, and organize self-behavior (Self-Management)."
Social Studies,High School,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,"5.  Choose risk management strategies for protection from the financial risk of lost income, lost or damaged property, health issues, or identity fraud.",SS.HS.5.5,Inquiry Questions:,"How are individuals, groups of consumers, and markets impacted by unexpected financial obligations due to property loss or damage, loss of income, health care issues, and fraud?"
Social Studies,High School,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,"5.  Choose risk management strategies for protection from the financial risk of lost income, lost or damaged property, health issues, or identity fraud.",SS.HS.5.5,Inquiry Questions:,What should a consumer consider when choosing insurance for particular situations?
Social Studies,High School,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,"5.  Choose risk management strategies for protection from the financial risk of lost income, lost or damaged property, health issues, or identity fraud.",SS.HS.5.5,Inquiry Questions:,How will insurance needs change throughout a lifetime?
Social Studies,High School,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,"5.  Choose risk management strategies for protection from the financial risk of lost income, lost or damaged property, health issues, or identity fraud.",SS.HS.5.5,Inquiry Questions:,How does probability relate to obtaining insurance and the cost of insurance?
Social Studies,High School,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,"5.  Choose risk management strategies for protection from the financial risk of lost income, lost or damaged property, health issues, or identity fraud.",SS.HS.5.5,Inquiry Questions:,How does insurance fit into an individual's comprehensive financial plan?
Social Studies,High School,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,"5.  Choose risk management strategies for protection from the financial risk of lost income, lost or damaged property, health issues, or identity fraud.",SS.HS.5.5,Inquiry Questions:,What consumer scams are common?
Social Studies,High School,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,"5.  Choose risk management strategies for protection from the financial risk of lost income, lost or damaged property, health issues, or identity fraud.",SS.HS.5.5,Inquiry Questions:,How can consumers be aware of and protect themselves from scams?
Social Studies,High School,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,"5.  Choose risk management strategies for protection from the financial risk of lost income, lost or damaged property, health issues, or identity fraud.",SS.HS.5.5,Inquiry Questions:,What are the different types of insurance and how do they work?
Social Studies,High School,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,"5.  Choose risk management strategies for protection from the financial risk of lost income, lost or damaged property, health issues, or identity fraud.",SS.HS.5.5,Inquiry Questions:,What is the difference between an insurance premium and deductible?
Social Studies,High School,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,"5.  Choose risk management strategies for protection from the financial risk of lost income, lost or damaged property, health issues, or identity fraud.",SS.HS.5.5,Inquiry Questions:,How can an individual determine that they are adequately insured?
Social Studies,High School,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,"5.  Choose risk management strategies for protection from the financial risk of lost income, lost or damaged property, health issues, or identity fraud.",SS.HS.5.5,Inquiry Questions:,How can an individual evaluate how much they are willing to pay for different levels of insurance coverage based on their risk assessment?
Social Studies,High School,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,"5.  Choose risk management strategies for protection from the financial risk of lost income, lost or damaged property, health issues, or identity fraud.",SS.HS.5.5,Nature and Skills of Economics (PFL):,"Financially capable individuals mitigate the financial risks associated with everyday life through planning for the unexpected, saving for emergencies, acquiring insurance, and securing personal information."
Social Studies,High School,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,"5.  Choose risk management strategies for protection from the financial risk of lost income, lost or damaged property, health issues, or identity fraud.",SS.HS.5.5,Nature and Skills of Economics (PFL):,Financially capable individuals consider insurance as a part of a lifetime comprehensive financial plan.
Social Studies,High School,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,"5.  Choose risk management strategies for protection from the financial risk of lost income, lost or damaged property, health issues, or identity fraud.",SS.HS.5.5,Nature and Skills of Economics (PFL):,Financially capable individuals demonstrate effective financial decision-making by comparing the additional costs of alternatives with the additional benefits.
Social Studies,High School,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,"5.  Choose risk management strategies for protection from the financial risk of lost income, lost or damaged property, health issues, or identity fraud.",SS.HS.5.5,Nature and Skills of Economics (PFL):,"Financially capable individuals understand that probability allows informed decision-making, such as whether the cost of insurance is less than the expected cost of illness, when the deductible on car insurance is optimal, or whether an extended warranty justifies the cost."
Social Studies,High School,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,"5.  Choose risk management strategies for protection from the financial risk of lost income, lost or damaged property, health issues, or identity fraud.",SS.HS.5.5,"Disciplinary, Information, and Media Literacy:",Read and comprehend complex informational texts. For example: Insurance policies.
Social Studies,High School,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,"5.  Choose risk management strategies for protection from the financial risk of lost income, lost or damaged property, health issues, or identity fraud.",SS.HS.5.5,"Disciplinary, Information, and Media Literacy:",Analyze how incentives influence choices that may result in policies with a range of costs and benefits for different groups.
Social Studies,High School,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,"5.  Choose risk management strategies for protection from the financial risk of lost income, lost or damaged property, health issues, or identity fraud.",SS.HS.5.5,"Disciplinary, Information, and Media Literacy:",Compare and contrast financial information when making a decision.
Social Studies,High School,5. Personal Financial Literacy,8. Apply economic reasoning skills to make informed personal financial decisions.,,,,,"5.  Choose risk management strategies for protection from the financial risk of lost income, lost or damaged property, health issues, or identity fraud.",SS.HS.5.5,"Disciplinary, Information, and Media Literacy:",Research current identity theft and financial scams.