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New Colorado P-12 Academic Standards

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Content Area: Social Studies
Grade Level Expectations: High School
Standard: 4. Civics

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations) - (Remove PGC Filter)

Concepts and skills students master:

1. Research, formulate positions, and engage in appropriate civic participation to address local, state, and national issues or policies
Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Engage ethically in civic activities including discussing current issues, advocating for their rights and the rights of others, practicing their responsibilities, influencing governmental actions, and other community service learning opportunities (DOK 1-4)
  2. Evaluate how individuals and groups can effectively use the structure and functions of various levels of government to shape policy (DOK 1-3)
  3. Describe the roles and influence of individuals, groups, and the press as checks on governmental practices (DOK 1-2)
  4. Identify which level of government is appropriate for various policies and demonstrate an ability to appropriately engage with that level of government (DOK 1-3)
  5. Critique various media sources for accuracy and perspective (DOK 2-3)

Inquiry Questions:

  1. What is the meaning of civic participation in a democratic republic?
  2. How do citizens act as a "check" on government?
  3. What strategies can citizens use most effectively to influence public policy?
  4. How do people resolve differences while remaining respectful of multiple perspectives?
  5. Why should you participate in government?

Relevance & Application:

  1. Decision-making involves researching an issue, listening to multiple perspectives, and weighing potential consequences of alternative actions. For example, citizens study the issues before voting.
  2. Participation in a local or national issue involves research, planning, and implementing appropriate and ethical civic engagement. For example, citizens speak at a school board meeting or run for office.
  3. Technology is a tool for researching civic issues, advocating for ideas, and expressing views to elected officials.

Nature Of:

  1. Responsible community members research civic issues and act appropriately using a variety of sources from multiple perspectives and communicating views in a respectful, ethical manner.

Content Area: Social Studies
Grade Level Expectations: Eighth Grade
Standard: 4. Civics

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations) - (Remove PGC Filter)

Concepts and skills students master:

1. Analyze elements of continuity and change in the United States government and the role of citizens over time
Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Describe instances in which major political, social, economic, or cultural changes occurred and the reasons for the changes (DOK 1-2)
  2. Analyze the changing definition of citizenship and give examples of the expansion of rights (DOK 1-3)
  3. Describe examples of citizens and groups who have influenced change in United States government and politics (DOK 1-2)
  4. Evaluate the result of various strategies for political change over time (DOK 1-3)
  5. Analyze primary sources supporting democratic freedoms and the founding of our government. Documents to include but not limited to the Declaration of Independence, Constitution, Bill of Rights and explain how they provide for both continuity and change (DOK 2-3)
  6. Examine ways citizens may effectively voice opinions, monitor government, and bring about change nationally (DOK 1-2)

Inquiry Questions:

  1. What is a patriot?
  2. What are the various roles of government?
  3. How have various people from different eras in our nation's history promoted change in the face of opposition and what democratic principles were advanced?
  4. How have the meanings of American ideals remained the same and changed over time?

Relevance & Application:

  1. There are elements that contribute to continuity and change in order to maintain a free and democratic society. For example, the right to vote is fundamental in society, but who can vote has changed over time.
  2. Individuals work collaboratively to research and advocate ideas regarding important issues facing society such as suffrage, the rights of workers, and the rights of children.

Nature Of:

  1. Responsible community members read diverse sources to create understanding, critically analyze issues, and place them in historical context.
  2. Responsible community members understand and discuss the dynamic nature of national government and the individual's role in the process.

Content Area: Social Studies
Grade Level Expectations: Seventh Grade
Standard: 4. Civics

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations) - (Remove PGC Filter)

Concepts and skills students master:

1. Different forms of government and international organizations and their influence in the world community
Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Compare different forms of government in the world and how they derive their authority (DOK 1-2)
  2. Evaluate how various nations interact, resolve their differences, and cooperate (DOK 2-3)
  3. Analyze conflicts among nations including causes and consequences (DOK 2-3)
  4. Describe common interests and evaluate examples of global collaboration (DOK 1-3)
  5. Use criteria that identify the attributes of a good government and apply to specific examples (DOK 1-2)

Inquiry Questions:

  1. How do international laws and organizations help encourage ethical governmental practices?
  2. How do the aggressive actions of a nation influence other nations and international organizations?
  3. What leads to cooperation, competition, or aggression between and among nations?
  4. Why do governments form alliances and join international organizations?

Relevance & Application:

  1. The use of technology to research how various countries, their governments, and nongovernmental organizations work collaboratively to solve issues allows global participation in advocacy for beliefs. For example, scientists from different nations work together to help solve the global warming issues and charitable organizations send aid to areas of need.
  2. International organizations influence the world community to contribute or protect beliefs and interests. For example, the European Union was created for economic reasons, and the International Committee of the Red Cross was created to support people in crisis.

Nature Of:

  1. Responsible community members know the components of various systems of government.
  2. Responsible community members develop criteria to apply standards of ethics and quality in evaluating the effectiveness of government.
  3. Responsible community members understand the connections and complexities of interactions among nations.

Content Area: Social Studies
Grade Level Expectations: Sixth Grade
Standard: 4. Civics

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations) - (Remove PGC Filter)

Concepts and skills students master:

1. Analyze the interconnectedness of the United States and other nations
Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Discuss advantages and disadvantages of living in an interconnected world (DOK 1-2)
  2. Examine changes and connections in ideas about citizenship in different times and places (DOK 1-3)
  3. Describe how groups and individuals influence the government and other nations (DOK 1-2)
  4. Explain how political ideas and significant people have interacted, are interconnected, and have influenced nations (DOK 1-3)
  5. Analyze political issues from both a national and global perspective over time (DOK 1-4)
  6. Identify historical examples illustrating how Americans from diverse backgrounds perceived and reacted to various global issues (DOK 1-3)

Inquiry Questions:

  1. What does it mean to live in an interconnected world?
  2. How can you be a productive member of the global community and a contributing citizen of the United States?
  3. Why are there greater challenges and opportunities when multiple groups interact?
  4. Why are national and global viewpoints sometimes different?

Relevance & Application:

  1. Nations are interconnected and affect each other on a daily basis. For example, businesses are affected by the laws, regulations, nations and markets are damaged by drought, earthquakes and other natural disasters throughout the world.
  2. Technology provides daily information regarding the interaction between the United States government and other nations.

Nature Of:

  1. Responsible community members discuss and analyze how various government decisions impact people, places, and history.
  2. Responsible community members analyze how the actions of individuals and groups can have a local, nation, and international impact.
  3. Responsible community members analyze the relationship between rights and responsibility in national and global contexts.

Content Area: Social Studies
Grade Level Expectations: Fifth Grade
Standard: 4. Civics

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations) - (Remove PGC Filter)

Concepts and skills students master:

1. The foundations of citizenship in the United States
Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Describe and provide sources and examples of individual rights (DOK 1-2)
  2. Give examples of group and individual actions that illustrate civic ideals in the founding of the United States. Ideals to include but not limited to freedom, rules of law, equality, civility, cooperation, respect, responsibility, and civic participation (DOK 1-3)
  3. Explain the reasons for the settlement of the American colonies (DOK 1-2)
  4. Define the criteria and process for becoming a citizen (DOK 1)

Inquiry Questions:

  1. How might citizens view an issue differently because of their backgrounds?
  2. What is the most important right of a citizen?
  3. What is the most important responsibility of a citizen?
  4. How does government meet its responsibility to citizens?
  5. Who is government?

Relevance & Application:

  1. Actions illustrate civic virtues such as civility, cooperation, respect, and responsible participation and are foundational components of our society. Examples include peaceful assembly by groups and respectful behavior during a performance or speech.
  2. Knowledge of the foundations of citizenship in the United States ensures 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.

Nature Of:

  1. Responsible community members analyze critical historical documents to investigate the development of the national government.
  2. Responsible community members understand the responsibilities of the national government to its citizens.

Content Area: Social Studies
Grade Level Expectations: Fourth Grade
Standard: 4. Civics

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations) - (Remove PGC Filter)

Concepts and skills students master:

1. Analyze and debate multiple perspectives on an issue
Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Give examples of issues faced by the state and develop possible solutions (DOK 1-3)
  2. Provide supportive arguments for both sides of a current public policy debate (DOK 1-3)
  3. Discuss how various individuals and groups influence the way an issue affecting the state is viewed and resolved (DOK 1-3)

Inquiry Questions:

  1. How can government answer questions about issues in a state in various ways?
  2. How do diverse opinions enrich a community?
  3. How does an individual's experience and background influence perception of an issue?
  4. Why is it important to research issues and engage in civil debates?

Relevance & Application:

  1. The art of debate, critical reasoning, and active listening are skills that foster informed choices. For example, school boards review the pros and cons of an issue such as dress code and make a policy decision.
  2. The ability to critically analyze multiple perspectives for solutions allows for improved problem-solving. For example, members of a social organization review multiple proposals to select a philanthropic cause for the year.

Nature Of:

  1. Responsible community members recognize opportunities to study the effectiveness of various ways to influence state public policy or help industry create an environmentally conscious development.
  2. Responsible community members understand the relationships between state government and citizens.

Content Area: Social Studies
Grade Level Expectations: Third Grade
Standard: 4. Civics

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations) - (Remove PGC Filter)

Concepts and skills students master:

1. Respecting the views and rights of others is a key component of a democratic society
Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Identify and apply the elements of civil discourse elements to include but not limited to listening with respect for understanding and speaking in a respectful manner (DOK 1-3)
  2. Identify important economic and personal rights and how they relate to others (DOK 1-2)
  3. Give examples of the relationship between rights and responsibilities (DOK 1-2)

Inquiry Questions:

  1. Why might an individual make a choice to participate in the community?
  2. What are the essential elements of compromise that enable conflict to be transformed into agreement?
  3. Why is personal advocacy important in a community with diverse views?
  4. What would a community be like if individuals from various groups did not respect each other's rights and views?

Relevance & Application:

  1. 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.
  2. Technology provides the opportunity 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.

Nature Of:

  1. Responsible community members take the opportunity to make positive changes in their community.
  2. Responsible community members recognize the value of respecting the rights and views of others.

Content Area: Social Studies
Grade Level Expectations: Second Grade
Standard: 4. Civics

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations) - (Remove PGC Filter)

Concepts and skills students master:

1. Responsible community members advocate for their ideas
Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. List ways that people express their ideas respectfully (DOK 1)
  2. Identify how people monitor and influence decisions in their community (DOK 1-3)
  3. Describe ways in which you can take an active part in improving your school or community (DOK 1-2)
  4. Identify and give examples of civic responsibilities that are important to individuals, families, and communities (DOK 1-2)
  5. Describe important characteristics of a responsible community member (DOK 1-2)

Inquiry Questions:

  1. What are beliefs that help people live together in communities?
  2. What civic responsibilities do you think are important?
  3. How can different cultures and beliefs influence a community?
  4. What are responsible ways to advocate ideas in a community?

Relevance & Application:

  1. Ideas are promoted through the use of various media such as blogs, websites, flyers, and newsletters.
  2. 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.

Nature Of:

  1. Responsible community members influence the rules, policies, and law in their communities.

Content Area: Social Studies
Grade Level Expectations: First Grade
Standard: 4. Civics

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations) - (Remove PGC Filter)

Concepts and skills students master:

1. Effective groups have responsible leaders and team members
Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Describe the characteristics of responsible leaders (DOK 1-2)
  2. Identify the attributes of a responsible team member (DOK 1-2)
  3. Demonstrate the ability to be both a leader and team member (DOK 1-3)

Inquiry Questions:

  1. How do you know if you are a responsible team member?
  2. How do you know if you are a responsible leader?
  3. What qualities make a responsible leader and can they change?
  4. How do you know when you are working with an effective team?

Relevance & Application:

  1. Groups work as a team toward a collective goal that honors the views of its members. For example, a family decides to save money toward a vacation or a student cleans the house to help the family.
  2. Good leadership skills involve being able to plan, collaborate, investigate, listen, and problem solve. For example, teachers listen to the needs of students when trying to make a decision about what is best for the class and a student is able to help mediate a conflict between two friends.

Nature Of:

  1. Responsible community members know how to be a good leader and good team member.

Content Area: Social Studies
Grade Level Expectations: Preschool
Standard: 4. Civics

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations) - (Remove PGC Filter)

Concepts and skills students master:

1. Individuals have unique talents and work with others in groups
Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Recognize membership in family, neighborhood, school, team, and various other groups and organizations (DOK 1)
  2. Name groups to which they belong and identify the leader(s) (DOK 1-2)
  3. Identify examples of times when people can play different roles and bring unique talents to a variety of groups (DOK 1-3)

Inquiry Questions:

  1. What makes an individual unique?
  2. Why would a person want to belong to a group?
  3. How can differences among group members make groups better?

Relevance & Application:

  1. People join groups based on similar interests and talents such as dance groups, Boy Scouts, or play groups
  2. Groups have common purposes such as cleaning up a street, helping students learn, or playing a sport.
  3. There are different roles in groups including leaders and team members.

Nature Of:

  1. Responsible community members know the roles of individuals vary by the purpose of the group.
  2. Responsible community members identify qualities of leadership and effective action.