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: First Grade // Standard Category: All Standards Categories
Social Studies - 2022
First Grade, 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 patterns and chronological order of events from the past.
Evidence Outcomes:
Students Can:
- Arrange life events in chronological order.
- Use words related to time, sequence, and change. For example: Past, present, future, change, first, next, and last.
- Identify the organizational components of a calendar. For example: Year, months, weeks, days, and notable events.
- Determine events from the past, present, and future, using the components of a calendar.
- Distinguish between primary and secondary sources.
- Identify information from primary and/or secondary sources that answer questions about patterns and chronological order of events from the past.
Academic Contexts and Connections:
Colorado Essential Skills:
- Recognize and describe cause-and-effect relationships and patterns from the past (Critical Thinking and Analysis).
- Demonstrate curiosity about patterns from the past (Creativity and Innovation).
Inquiry Questions:
- Why is it important to know the order of events?
- How do we organize time?
- What has happened in your life and what does that tell you about yourself?
Nature and Skills of History:
- Historical thinkers examine change and/or continuity over a period of time.
- Historical thinkers record events in sequential order to increase understanding, see relationships, understand cause and effect, and organize information.
Disciplinary, Information, and Media Literacy:
- Apply disciplinary concepts of change and continuity to the study of the past.
- Read and/or listen to historical fiction.
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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. Explain how the diverse perspectives and traditions of families from many cultures have shaped the United States.
Evidence Outcomes:
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.
- 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.
- 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.
Academic Contexts and Connections:
Colorado Essential Skills:
- Compare one's attitudes and beliefs to others (Global and Cultural Awareness).
- Identify and explain several cultural perspectives that constitute our diverse society (Global and Cultural Awareness).
Inquiry Questions:
- How are different cultures represented in our community?
- What is culture?
- How do I learn about others’ perspectives and share my own?
- How are cultures different from and similar to one another?
Nature and Skills of History:
- Historical thinkers understand the importance of comparing and contrasting to identify patterns within and between cultures.
- Historical thinkers use sources to make interpretations about cultural groups from the past.
- Historical thinkers recognize symbols as cultural artifacts that can be interpreted to make meaning of both the past and present.
- Historical thinkers compare multiple perspectives of people and groups of people in order to draw conclusions about both the past and the present.
Disciplinary, Information, and Media Literacy:
- Apply the disciplinary concept of perspective-taking to the study of the past.
- Identify self-perspective.
Social Studies - 2022
First Grade, 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. Use geographic terms and tools to describe places and spaces.
Evidence Outcomes:
Students Can:
- Explain that maps and globes are different representations of Earth.
- 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.
- Recite an address including city, state, and country, and explain how those labels help find places on a map.
- Distinguish between land and water on a map and globe.
- Create simple maps showing both human and natural features.
Academic Contexts and Connections:
Colorado Essential Skills:
- Identify key attributes of a variety of geographic tools. For example: Globes, maps, and GPS (Data Literacy).
- Find information using geographic technologies (Critical Thinking and Analysis).
Inquiry Questions:
- How would an individual describe how to get somewhere without an address?
- What if we didn’t know how to use geographic tools?
- Why can’t a round globe be represented accurately on a flat map?
- Why don’t people carry globes to help find their way?
- Why is an address necessary?
Nature and Skills of Geography:
- Geographic thinkers use geographic tools to study and represent places.
- 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.
- 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.
Disciplinary, Information, and Media Literacy:
- Apply the disciplinary concept of geographic perspective to identify and reflect upon their place in the world.
- Integrate multimedia as effective tools for presenting and clarifying information.
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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. Describe the characteristics of a community and how they are influenced by the environment.
Evidence Outcomes:
Students Can:
- Provide examples of how individuals and families interact with their environment.
- Analyze how weather, climate and environmental characteristics influence individuals and the cultural characteristics of a family.
- Compare and contrast at least two different communities with respect to schools, neighborhoods, and culture.
Academic Contexts and Connections:
Colorado Essential Skills:
- Identify and reflect upon personal connections to one or more families within the community (Social Awareness).
- Make observations and draw conclusions about the relationship between groups of people and their surroundings (Social Awareness).
Inquiry Questions:
- How are other communities both similar to and different from your community?
- Why do people celebrate traditions?
- How do people use resources in the local community?
- How do individuals in the community use the environment?
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.
- Geographic thinkers study human and environmental interactions and the consequences of those interactions.
- 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.
- Geographic thinkers understand that boundaries and the need for boundaries affect everyday life. For example: Boundary lines determine who owns a piece of property.
Disciplinary, Information, and Media Literacy:
- Use disciplinary vocabulary in sentences.
- Identify maps, graphs, charts, and diagrams as sources of information.
Social Studies - 2022
First Grade, 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. Understand that individuals work in different types of jobs to earn an income.
Evidence Outcomes:
Students Can:
- Identify the goods and/or services that different types of businesses produce in the local community.
- Give examples of different types of jobs held by family members and/or individuals in the local community.
- Compare at least two different job choices that individuals have with respect to the benefits and costs of each job.
Academic Contexts and Connections:
Colorado Essential Skills:
- Ask questions to learn more about careers and other life pursuits (Career Awareness).
- Demonstrate an understanding of cause and effect related to personal decisions such as jobs (Self-Awareness).
Inquiry Questions:
- How are businesses different?
- What are the different types of jobs and their roles in a community?
- Why do people choose different jobs?
Nature and Skills of Economics:
- Economic thinkers investigate the influence of different jobs and businesses in their community.
Disciplinary, Information, and Media Literacy:
- Apply disciplinary concepts, such as decision-making, to determine the benefits and costs of a particular choice.
Social Studies - 2022
First Grade, 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. Summarize how effective groups have responsible leaders and team members.
Evidence Outcomes:
Students Can:
- Describe the characteristics of responsible leaders and how they communicate with others.
- Identify the attributes of a responsible team member and how they communicate with others.
- Demonstrate the ability to be both a leader and team member.
- Describe the qualities of an effective team. For example: Respectful disagreement, advocating for self and others, sharing responsibilities, and including others’ perspectives.
- Listen and consider the ideas of others in order to make decisions as a group.
Academic Contexts and Connections:
Colorado Essential Skills:
- Recognize personal characteristics, preferences, thoughts, and feelings regarding leadership (Self-Awareness).
- Recognize emotional responses to ideas that differ from one’s own when working in a group setting (Adaptability and Flexibility).
- Recognize how members of a community rely on each other, considering personal contributions as applicable (Collaboration and Teamwork).
Inquiry Questions:
- How do you know if you are a responsible leader?
- How do you know if you are a responsible team member?
- How do you know when you are working with an effective team?
- How can you show respectful listening and learning from team members?
- Where can we get factual information when we need to answer questions and make decisions for our group/team?
Nature and Skills of Civics:
- Civic-minded individuals know how to be a good leader and team member.
- Civic-minded individuals work together as a team toward a collective goal that honors the views of its members.
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.
- Use credible sources to check for accuracy when gathering information and making decisions.
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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. 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.
Evidence Outcomes:
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.
- 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.
- 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.
- 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.
Academic Contexts and Connections:
Colorado Essential Skills:
- Compare attitudes and beliefs as an individual to others (Civic Engagement).
- Recognize diversity among notable people, places, holidays, and civic symbols that constitute multiple perspectives within society (Global and Cultural Awareness).
Inquiry Questions:
- Why do we have national, community, and local celebrations and holidays?
- Who are notable people in the development of our country and community?
- How are new national symbols, songs, or holidays created?
Nature and Skills of Civics:
- Responsible community members see communities as multidimensional entities.
- Symbols, songs, holidays, traditions, places, and people help to provide identity for the community and nation.
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.
- 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 - 2022
First Grade, 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. Plan how to spend, share, and save money.
Evidence Outcomes:
Students Can:
- Discuss ways to earn or receive money.
- Identify types of currency and how currency is used. For example: Cash, coins, credit card, and debit card.
- Define types of transactions such as deposit, purchase, borrow, donate, and barter.
- Find the value of a collection of a variety of coins.
Academic Contexts and Connections:
Colorado Essential Skills:
- Consider how to earn, spend, share, and save money knowing funds in any scenario are limited (Critical Thinking and Analysis).
- Determine different choices they can make with their money and how those choices may affect others (Critical Thinking and Analysis).
- Demonstrate curiosity, imagination, and eagerness to learn more (Creativity/Innovation).
Inquiry Questions:
- How does an individual earn money?
- What are different methods of payment?
- Are all items purchased with money?
- How do charities, non-profits, and other organizations help a community?
Nature and Skills of Personal Financial Literacy:
- Financially capable individuals understand that financial goals can be met through planning. For example: An individual divides income between current expenses, saving for the future, and philanthropic donations.
Disciplinary, Information, and Media Literacy:
- Compare the benefits and costs of individual choices.
- Identify positive and negative incentives that influence the decisions 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