Colorado Academic Standards Online
Use the options below to create customized views of the Colorado Academic Standards. For all standards resources, see the Office of Standards and Instructional Support.
Current selections are shown below (maximum of five)
clear Content Area: Social Studies - 2022 // Grade Level: Kindergarten // Standard Category: All Standards Categories
Social Studies - 2022
Kindergarten, Standard 1. History
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Prepared Graduates:
- 1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.
Grade Level Expectation:
1. Ask questions and discuss ideas about the past.
Evidence Outcomes:
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?
- Identify information from primary and/or secondary sources that answer questions about the past and contribute to the collective memory.
- Provide rationale about something from the past using statements. For example: Because, as a result, I know ___.
Academic Contexts and Connections:
Colorado Essential Skills:
- Recognize and describe cause-and-effect relationships about the past (Civic Engagement).
- Demonstrate curiosity about the past (Creativity and Innovation).
Inquiry Questions:
- What is history?
- What do primary sources tell me about the past?
- How are the lives of people from the past both similar and different from our lives today?
- What makes something a primary source?
Nature and Skills of History:
- Historical thinkers ask and answer questions to guide investigations of people, places, and events in the past.
- Historical thinkers ask and answer questions about the past.
- Historical thinkers determine the kinds of sources that will be helpful in answering questions about the past.
- Historical thinkers communicate conclusions using print, oral, and/or digital technologies to share their ideas about the past with others.
Disciplinary, Information, and Media Literacy:
- Generate questions and/or answers when presented with historical sources.
- Interpret what is read through illustrations.
- Listen to stories to gain information on a main idea.
- Gather information and present orally.
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Prepared Graduates:
- 2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.
Grade Level Expectation:
2. Understand that the sequence of events is important when describing the past.
Evidence Outcomes:
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.
- Sequence information using words. For example: Present, future, days, weeks, months, years, first, next, last, before, and after.
- Explain why knowing the order of events is important.
Academic Contexts and Connections:
Colorado Essential Skills:
- Recognize and describe patterns in the sequence of events from the past (Critical Thinking and Analysis).
Inquiry Questions:
- Why is it important to know the order of events?
- How is your life and/or family different from other children and families of the past?
- What happened yesterday and today, and what might happen tomorrow?
- How have you grown and changed over time?
Nature and Skills of History:
- Historians arrange events in the order of their occurrence.
- Historians examine change and/or continuity over a period of time.
Disciplinary, Information, and Media Literacy:
- Apply disciplinary concepts of change and continuity to the study of the past.
- Gather information and present orally.
Social Studies - 2022
Kindergarten, Standard 2. Geography
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Prepared Graduates:
- 3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.
Grade Level Expectation:
1. Recognize that geographic tools represent places and spaces.
Evidence Outcomes:
Students Can:
- Distinguish between a map and a globe as ways to show places people live.
- Use geographic tools to describe places. For example: Globes, maps, and GPS.
Academic Contexts and Connections:
Colorado Essential Skills:
- Find information using geographic technologies (Critical Thinking and Analysis).
Inquiry Questions:
- What information can a map and/or globe give about the places and spaces people live?
Nature and Skills of Geography:
- Geographic thinkers distinguish between a map and globe to show places where people live.
Disciplinary, Information, and Media Literacy:
- Use developmentally appropriate technology resources to present learning.
- Identify vocabulary through illustrations.
- Interpret what is read through illustrations.
- Generate questions and/or answers when presented with geographic tools such as maps, globes, etc.
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Prepared Graduates:
- 4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.
Grade Level Expectation:
2. Identify how the environment influences the way people live.
Evidence Outcomes:
Students Can:
- Identify ways students’ lives are similar and different from those in other communities.
- Identify how the environment, geographic features, and climate impact lifestyles. For example: Food, sports, shelter, transportation, school, etc.
Academic Contexts and Connections:
Colorado Essential Skills:
- Compare attitudes and beliefs as an individual to others (Social Awareness).
- Recognize and describe cause-and-effect relationships between people and their surroundings (Social Awareness).
Inquiry Questions:
- What would it be like to live in another community, region, city, state, or country?
- What makes a community special to the people who live there, and how is it different from what makes our community special?
- How do the environment, geographic features, and climate impact how people live within a community?
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.
- Geographic thinkers understand that people live in different settings and interact with their environment based on location. For example: People living in colder climates wear more clothes, and people in areas where there are floods live on higher ground or in houses on stilts.
Disciplinary, Information, and Media Literacy:
- Use developmentally appropriate technology resources to present learning.
- Identify vocabulary through illustrations.
- Interpret what is read through illustrations.
- Pose and respond to questions and contribute to the discussion about a topic or text in order to advance the dialogue.
Social Studies - 2022
Kindergarten, Standard 3. Economics
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Prepared Graduates:
- 5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.
Grade Level Expectation:
1. Explain how individuals make choices based on needs and wants.
Evidence Outcomes:
Students Can:
- Identify the costs and benefits of a choice an individual makes when acquiring an item.
- Recognize and engage in ways to use another individual's items. For example: Asking for permission to share and taking turns.
Academic Contexts and Connections:
Colorado Essential Skills:
- Recognize that problems can be identified, and possible solutions can be created when making choices (Critical Thinking and Analysis).
Inquiry Questions:
- What are the costs and benefits of ownership? For example: Borrowing a toy from a friend or owning one of your own?
- What do we do if there is not enough of something we all want (scarcity)?
- How can we take care of resources that belong to everyone? For example: Water, air, etc.
Nature and Skills of Economics:
- Economic thinkers study ownership as a key principle of economics.
- Economic thinkers understand that some items are more desired than others and are more in demand.
- Individuals interact with each other and the concept of ownership on a daily basis. For example: People purchase items for their use, donate items for others to use, and ask for permission to use someone else's items.
Disciplinary, Information, and Media Literacy:
- Apply disciplinary concepts such as decision-making techniques to make a choice.
- 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 - 2022
Kindergarten, Standard 4. Civics
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Prepared Graduates:
- 6. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.
Grade Level Expectation:
1. Identify ways in which civic participation takes place across multiple groups.
Evidence Outcomes:
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.
- Explain the qualities of an informed and engaged citizen.
- Practice citizenship skills when working with others including courtesy, honesty, and fairness.
- Identify the difference between fact and opinion.
Academic Contexts and Connections:
Colorado Essential Skills:
- Compare one’s attitudes and beliefs about civic participation to others (Civic Engagement).
- Identify and reflect upon personal connections to community systems (Civic Engagement).
Inquiry Questions:
- What can I do when I disagree with someone or something?
- Why do we vote?
- What qualities make people responsible and engaged citizens?
- Why do we use evidence to support our opinions?
- Where can I get factual information when I need to answer questions?
Nature and Skills of Civics:
- Civic-minded individuals know the importance of fairness and conflict resolution.
- 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.
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.
- Participate in collaborative discussions by coming to discussions prepared.
- Follow rules for discussions, set goals, fulfill roles in collaborative groups.
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Prepared Graduates:
- 7. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.
Grade Level Expectation:
2. Participate in making logical decisions using democratic principles.
Evidence Outcomes:
Students Can:
- Explain why rules are needed.
- Create and follow classroom rules.
- Explain how a class rule may promote fairness and resolve conflict and compare against a rule that may not.
- Contribute to making and maintaining class community decisions.
- Explain the difference between democratic decision-making and decisions made by authorities. For example: A parent, teacher, principal, and a police officer.
Academic Contexts and Connections:
Colorado Essential Skills:
- Within democratic traditions, articulate personal strengths and challenges using information and communication technologies to express themselves (Self-Awareness).
- Recognize how personal actions have had a positive or negative impact with feedback as needed (Self-Awareness).
Inquiry Questions:
- What would it look like to have no rules in the classroom?
- How might personal actions impact outcomes?
- 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?
- Why is it important to hear what friends from different backgrounds (cultures, races, languages, religions, family composition, etc.) have to say?
- What can you do to be an active and helpful member of your class and school?
- Why is it important for all students to be treated fairly?
Nature and Skills of Civics:
- Civic-minded individuals study citizen participation and structures that bring security and stability to community life.
- Civic-minded individuals understand that individual actions can make the community better. For example: People clean up highways or volunteer in shelters.
Disciplinary, Information, and Media Literacy:
- Interpret what is read through illustrations.
- Listen and participate as a member of the classroom community.
- Follow rules for discussions, set goals, and fulfill roles in collaborative groups.
Social Studies - 2022
Kindergarten, Standard 5. Personal Financial Literacy
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Prepared Graduates:
- 8. Apply economic reasoning skills to make informed personal financial decisions.
Grade Level Expectation:
1. Describe choices people make about how to use the money they earn.
Evidence Outcomes:
Students Can:
- Recognize choices people make with their money and explain how financial decisions are made.
- Explain how money gives people the ability to buy goods and services.
- 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.
Academic Contexts and Connections:
Colorado Essential Skills:
- Make personal financial decisions based on spending options (Self-Advocacy and Initiative).
- Determine how to spend money depending on values and choices (Self-Advocacy and Initiative).
- Demonstrate curiosity, imagination, and eagerness to learn more (Creativity and Innovation).
Inquiry Questions:
- What is money? What is currency? For example: Cash, coins, credit card, debit card.
- How do people make choices when they want something?
- 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.
- What is the difference between a want and a need?
- What are things all humans need?
- How can money help people to meet their wants and needs?
- Why do we use money?
Nature and Skills of Personal Financial Literacy:
- Financially capable individuals differentiate between wants and needs.
- Financially capable individuals make choices about purchasing to serve wants and needs. For example: Parents pay bills prior to purchasing movie tickets or toys.
Disciplinary, Information, and Media Literacy:
- Compare the benefits and costs of individual choices.
- Identify positive and negative incentives that influence the decisions that people make.
- Explain the role of money in making exchange easier.
Need Help? Submit questions or requests for assistance to bruno_j@cde.state.co.us