Colorado Academic Standards Online

Colorado Essential Skills:

1. 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).
2. Recognize and describe cause-and-effect relationships in the history of Colorado (Critical Thinking and Analysis).

Inquiry Questions:

1. How have past events influenced present-day Colorado and the Rocky Mountain region?
2. Why is it important to know the sequence of events and people in Colorado history?
3. How can primary sources help us learn about the past or create more questions about our state's history?
4. What social and economic decisions caused people to locate or relocate in various regions of Colorado?
5. What factors caused the displacement of Indigenous Peoples in the region now known as Colorado?
6. How does one’s perspective influence the words we use when studying events in history? For example: Settler colonialism and Westward Expansion?

Nature and Skills of History:

1. Historical thinkers seek accounts of history from multiple perspectives and from multiple sources.
2. Historical thinkers analyze patterns and themes throughout time.
3. Historical thinkers use primary sources as references for research.
4. 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.
5. Historical thinkers can explain why individuals and groups during the same historical period differed in their perspectives.

Disciplinary, Information, and Media Literacy:

1. Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.
2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
3. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
4. Use precise language and domain-specific vocabulary to inform about or explain the topic.
5. Draw evidence from literary or informational texts to support analysis, reflection, and research.
6. 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.
7. Begin to discuss historical perspectives.
8. Communicate information through the use of technologies.
9. Articulate the most effective options to access information needed for a specific purpose.
10. Find information using technology.

Colorado Essential Skills:

1. 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).

Inquiry Questions:

1. In what ways have geographic, economic, cultural, and technological changes influenced Colorado today?
2. 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?
3. To what extent has unity, diversity, and discord shaped Colorado?
4. How have various individuals, groups, and ideas affected the development of Colorado?
5. What happened to early African American communities such as Dearfield, Lincoln Hills, or Five Points in Denver?

Nature and Skills of History:

1. Historical thinkers analyze patterns and themes across time periods.
2. 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.
3. 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.
4. Historical thinkers compare life in specific historical time periods to life today.
5. Historical thinkers generate questions about individuals and groups who have shaped significant historical changes and continuities.
6. Historical thinkers construct explanations using reasoning, correct sequence, examples, and details with relevant information and data.

Disciplinary, Information, and Media Literacy:

1. 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.
2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
3. Use precise language and domain-specific vocabulary to inform about or explain the topic.
4. Conduct short research projects that build knowledge through investigation of different aspects of a topic.
5. Draw evidence from literary or informational texts to support analysis, reflection, and research.
6. 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.
7. Articulate the most effective options to access information needed for a specific purpose.
8. Find information using technology.

Colorado Essential Skills:

1. Articulate the most effective tools to access information about the geography of Colorado (Media Literacy).
2. Ask questions to develop further understanding about the geography and development of Colorado (Critical Thinking and Analysis).

Inquiry Questions:

1. Which geographic tools are best to locate information about a place?
2. Why did settlements and large cities develop where they did in Colorado?
3. How are the regions of Colorado defined by geography?
4. How does the physical location of Colorado affect its relationship with other regions of the United States and the world?

Nature and Skills of Geography:

1. Geographic thinkers gather appropriate tools to formulate and answer questions related to space and place.
2. Geographic thinkers use tools to compare and contrast geographic locations.
3. 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.
4. Geographic thinkers use geographic tools to collect and analyze data regarding an area where people live.
5. Geographic thinkers identify evidence that draws information from multiple sources in response to compelling questions.
6. Geographic thinkers use evidence to develop claims in response to compelling questions.

Disciplinary, Information, and Media Literacy:

1. Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
2. 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.
3. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
4. Provide a concluding statement or section related to the information or explanation presented.
5. Identify disciplinary concepts and ideas associated with a compelling question that are open to different interpretations.
6. Access relevant information needed for a specific purpose.
7. Find and communicate information using technology.

Colorado Essential Skills:

1. Define the problems faced by people in Colorado because of the physical environment they encountered (Critical Thinking and Analysis).

Inquiry Questions:

1. What physical characteristics led various cultural groups to select the places they did for settlement in Colorado?
2. How did Colorado settlers alter their environment to facilitate communication and transportation?
3. How does the physical environment affect human activity?
4. How does human activity affect the environment?

Nature and Skills of Geography:

1. Geographic thinkers use maps, satellite images, photographs, and other representations to explain relationships between the locations of places and regions and their environmental characteristics.
2. Geographic thinkers evaluate how physical features affect the development of a sense of place.
3. 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.
4. Geographic thinkers can describe how environmental and cultural characteristics influence population distribution in specific places or regions in Colorado.
5. Geographic thinkers explain how cultural and environmental characteristics affect the distribution and movement of people, goods, and ideas.
6. Geographic thinkers explain how human settlements and movements relate to the locations and use of various natural resources.

Disciplinary, Information, and Media Literacy:

1. Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.
2. Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
3. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
4. 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.
5. Identify disciplinary concepts and ideas associated with a compelling question that are open to different interpretations.
6. Explain how supporting questions help answer compelling questions in an inquiry.
7. Articulate the most effective options to access information needed for a specific purpose.
8. Find information using technology.
9. Communicate information using technology.

Colorado Essential Skills:

1. Set goals and develop strategies which take into account positive and negative incentives in order to remain focused on learning goals (Perseverance and Resilience).

Inquiry Questions:

1. Why are different goods and services important at different times in Colorado's history?
2. How have science and technology changed the economy of Colorado?
3. How have natural, human, and capital resources had both positive and negative impacts on the development of Colorado?
4. How can you explain why people or communities make the decisions that they do?

Nature and Skills of Economics:

1. 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.
2. 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.
3. Economic thinkers investigate alternative ways to use the resources in terms of their advantages and disadvantages.
4. 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.

Disciplinary, Information, and Media Literacy:

1. Draw evidence from literary or informational texts to support analysis, reflection, and research.
2. Identify disciplinary concepts and ideas associated with a compelling question that are open to different interpretations.
3. Identify the main idea, sequence of events, and cause and effect in a social studies context.
4. Present information orally and in writing.

Colorado Essential Skills:

1. Regulate reactions to differing perspectives (Adaptability and Flexibility).
2. Identify and explain multiple perspectives when exploring issues faced by the state of Colorado (Global and Cultural Awareness).
3. Participate in social or community activities (Civic Engagement).

Inquiry Questions:

1. How do diverse opinions enrich a community?
2. How does an individual’s experience and background influence perception of an issue?
3. Why is it important for those who are most impacted by an issue to be involved in creating solutions?
4. Why is it important to research issues and engage in civil debates?
5. 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?

Nature and Skills of Civics:

1. 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.
2. Civic-minded individuals recognize opportunities to study the effectiveness of various ways to influence state public policy.
3. Civic-minded individuals understand the relationship between state/tribal government and citizens.
4. 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.
5. Civic-minded individuals identify the beliefs, experiences, perspectives, and values that underlie their own and others’ points of view about civic issues.
6. Civic-minded individuals critique arguments and provide explanations.

Disciplinary, Information, and Media Literacy:

1. Draw evidence from literary or informational texts to support analysis, reflection, and research.
2. Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
3. Identify disciplinary concepts and ideas associated with a compelling question that are open to different interpretations.
4. 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.
5. Gather relevant information from multiple sources while using the origin, structure, and context to guide the selection.
6. Present information orally and in writing.
7. Use technology to access information efficiently and effectively.
8. Understanding the consequences of how and what one chooses to communicate.

Colorado Essential Skills:

1. Recognize how members of a community rely on each other to make decisions and enact change (Civic Engagement).

Inquiry Questions:

1. What would state government look like if one branch had more power than the others?
2. What would Colorado be like without a state government?
3. To what extent were various individuals and organizations in the state important in the development of Colorado’s government?

Nature and Skills of Civics:

1. Civic-minded individuals understand the importance of the processes and rules by which groups of people make decisions, govern themselves, and address public problems.
2. 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.
3. 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.
4. 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.

Disciplinary, Information, and Media Literacy:

1. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
2. 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.
3. Present information orally and in writing.
4. Use technology to access information efficiently and effectively.
5. Identifying how laws, rules, and policies need to evolve as society responds to technological advancements.

Colorado Essential Skills:

1. Make connections between information gathered and personal experiences to apply and/or test solutions when making a purchase (Self-Advocacy and Initiative).
2. Regulate one’s emotions, thoughts, and behaviors in different situations when making a purchase (Self-Management).
3. Ask questions to develop further personal understanding of how to make informed purchases (Critical Thinking and Analysis).

Inquiry Questions:

1. What different ways does an individual have to get information when deciding between purchase options?
2. How do you know when a good decision has been made about a purchase?
3. What outside influences (peer pressure) can affect spending decisions?

Nature and Skills of Personal Financial Literacy:

1. Financially capable individuals analyze opportunity costs associated with making decisions.
2. Financially capable individuals analyze data to forecast possible outcomes.
3. 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.
4. Financially capable individuals compare the benefits and costs of individual choices.
5. Financially capable individuals identify positive and negative incentives that influence the decisions people make.

Disciplinary, Information, and Media Literacy:

1. Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
2. Use precise language and domain-specific vocabulary to inform about or explain the topic.