Colorado Academic Standards Online

Colorado Essential Skills:

1. Make connections between information gathered and personal experiences to research historical questions (Critical Thinking and Analysis).
2. Engage in novel approaches, moves, directions, ideas, and/or perspectives while using inquiry and primary sources (Creativity and Innovation).
3. Respect different perspectives expressed by others (Adaptability and Flexibility).
4. 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).

Inquiry Questions:

1. What questions help us understand the development of the Western Hemisphere and the interactions of people in the region?
2. What questions help us understand the interactions of people in the Western Hemisphere and how those interactions changed over significant periods of time?
3. Why do sources on the same topic vary, and how do we determine which ones will help us effectively interpret the past?
4. What key primary sources help us to understand the Western Hemisphere?
5. How is the bias of the author of a source reflected in the source itself?
6. How have interactions of the past impacted modern times?
7. Why should we include multiple and diverse perspectives in our understanding of history in the Western Hemisphere?

Nature and Skills of History:

1. Historical thinkers evaluate historical sources including but not limited to visual, oral, and written, for purpose, audience, point of view, context, reliability, and authenticity.
2. Historical thinkers use primary and secondary sources to develop and evaluate hypotheses and interpretations of historical events and figures that are supported by evidence.
3. Historical thinkers identify points of view, seek multiple sources, and develop and defend a thesis with evidence.
4. Historical thinkers use technology to explore and evaluate for accuracy of information.
5. Historical thinkers use context and content from the past to make connections to the present.

Disciplinary, Information, and Media Literacy:

1. Cite specific textual evidence to support analysis of primary and secondary sources
2. Conduct research by locating, gathering, organizing information and data, and evaluating online and print resources.
3. Evaluate information critically and competently.

Colorado Essential Skills:

1. Make connections between information gathered and personal experiences to create, research, and revise historical questions (Creativity and Innovation, Critical Thinking and Analysis).
2. Engage in novel approaches, moves, directions, ideas, and/or perspectives while using inquiry and primary sources (Creativity and Innovation).
3. 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).
4. Examine different historical perspectives expressed in primary and secondary sources (Critical Thinking and Analysis).
5. Look for and find value in different perspectives expressed by others (Adaptability and Flexibility).

Inquiry Questions:

1. How and why have civilizations experienced continuity and change over time?
2. How do philosophies and ideas from ancient civilizations and Indigenous Peoples continue to inform and affect the present?
3. To what extent does isolation or interaction influence patterns of continuity and change?
4. What factors influenced the development of civilizations and nations in the Western Hemisphere?
5. How have technological developments continued to evolve and affect the present?

Nature and Skills of History:

1. Historical thinkers analyze patterns and themes across time to understand current events.
2. 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.
3. Historical thinkers use chronology to organize time.
4. Historical thinkers examine and evaluate data for context, purpose, perspective, bias, and corroboration.

Disciplinary, Information, and Media Literacy:

1. Determine an author's point of view or purpose in a text and explain how it is conveyed in the text.
2. Identify propaganda, censorship, and bias in the media.
3. Demonstrate positive social and ethical behaviors when using technology and discuss consequences of inappropriate use.
4. Cite textual evidence from content-specific texts to demonstrate understanding and support an analysis of the text, conduct an experiment, or perform a task.

Colorado Essential Skills:

1. Apply knowledge to set goals, make informed decisions and transfer to new contexts (Critical Thinking and Analysis).
2. Engage in novel approaches, directions, ideas, and/or perspectives while using the inquiry process to analyze primary and secondary sources (Critical Thinking and Analysis).
3. 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).
4. 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).
5. Apply and communicate solutions by formulating an action plan for real-world problems (Collaboration and Teamwork).
6. Revisit, reflect on, and revise inquiry questions based on analysis of geographic data (Critical Thinking and Analysis).

Inquiry Questions:

1. How can geographic tools be used to solve problems in the future?
2. Why does where we live influence how we live?
3. How do populations, physical features, distribution of natural resources, and perceptions of places and regions change over time?
4. How have geographic factors influenced human settlement, economic activity, and land acquisition?

Nature and Skills of Geography:

1. Geographic thinkers use geographic tools to develop spatial thinking and awareness skills.
2. Geographic thinkers evaluate patterns that connect people in the Western Hemisphere to the rest of the world.
3. Geographic thinkers explore how technology is used to solve geographic problems.
4. Geographic thinkers explore how technology is used to solve geographic problems.

Disciplinary, Information, and Media Literacy:

1. Integrate visual information such as charts, graphs, photographs, videos, or maps, with other information in print and digital texts.
2. Explain and justify decisions and shared content using online maps, graphs, charts, data, and diagrams.
3. Manage the flow of information from a wide variety of sources.
4. Present arguments or information in a logical sequence with a clear claim, supportive evidence, and effective presence that builds credibility.
5. 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.
6. Examine the presentation of facts and opinions in a text to evaluate its reliability.

Colorado Essential Skills:

1. Look for and find value in studying different perspectives expressed by others (Adaptability and Flexibility).
2. 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).
3. Apply knowledge to set goals, make informed decisions and transfer to new contexts (Creativity and Innovation).

Inquiry Questions:

1. What are different ways to define regions in the Western Hemisphere based on human and physical systems?
2. What have been the positive and negative consequences of human interactions with the environment?
3. How has globalization changed the ways societies in the Western Hemisphere interact with people, places, and their environment?
4. How did contact between Western and Eastern societies affect and change the environment?

Nature and Skills of Geography:

1. Geographic thinkers analyze data and construct geographic tools to examine places and regions and the connections among them.
2. Geographic thinkers analyze the relationship between human and physical systems. For example: Conflict and cooperation over resource distribution and trade.
3. Geographic thinkers analyze data regarding physical and human systems to make informed choices, solve problems, and make predictions.

Disciplinary, Information, and Media Literacy:

1. Analyze how a key individual, event, or idea is introduced, illustrated, and elaborated in a text.
2. Differentiate between facts and opinions in a text.
3. Demonstrate positive social and ethical behaviors when using technology and discuss consequences of inappropriate use.
4. Use information accurately and creatively for the issue or problem at hand.
5. Analyze different texts (including experiments, simulations, video, or multimedia texts) to compare competing theories, points of view, and arguments in the discipline.

Colorado Essential Skills:

1. 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).
2. Look for and find value in different economic perspectives expressed by others (Adaptability and Flexibility).
3. Make connections between information gathered and personal experiences to research economic questions (Critical Thinking and Analysis).

Inquiry Questions:

1. How do different economic systems address the distribution of scarce resources and the production of goods and services?
2. How do consumers and societies address scarcity and opportunity cost?
3. How do consumers and societies use trade networks to acquire resources?

Nature and Skills of Economics:

1. Economic thinkers study economic data in order to analyze economic problems.
2. 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.
3. 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.

Disciplinary, Information, and Media Literacy:

1. Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.
2. Read to identify cause-and-effect relationships, compare and contrast information, fact vs. opinion, and author bias.
3. Use content-specific technology tools to support learning and research.

Colorado Essential Skills:

1. Examine how individuals in the Western Hemisphere interpret messages differently, and how values and points of view are included or excluded (Data Literacy).
2. Analyze how a specific problem can manifest itself at local, regional, and global levels, and how media can influence beliefs and behaviors (Media Literacy).
3. 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).
4. Look for and find value in different perspectives expressed by others (Adaptability and Flexibility).
5. 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).
6. Participate in social or community activities (Civic Engagement, Interpersonal Communication).

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 do national and global viewpoints sometimes differ?
5. 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?
6. What is the myth of the "model minority" and how is it harmful to minority groups?

Nature and Skills of Civics:

1. Civic-minded individuals discuss and analyze how various government decisions impact people, places, and history.
2. Civic-minded individuals analyze how the actions of individuals and groups can have a local, national, and international impact.
3. Civic-minded individuals analyze the relationship between rights and responsibility in national and global contexts.
4. 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.
5. Civic-minded individuals demonstrate how technology provides daily information regarding the interaction between the United States government and other nations.
6. Civic-minded individuals apply the inquiry process, collaborative problem-solving, and design thinking to create actionable solutions to civic problems.
7. 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.

Disciplinary, Information, and Media Literacy:

1. Describe how a text presents information. For example: Text features, evidence, organization, persuasive techniques, word choice, tone.
2. Communicate and present information orally, in writing, and through the development of multimedia presentations, and other forms of technology in an effective manner.
3. Evaluate sources of information for context, bias, corroboration, propaganda, and differentiate facts from opinions, including using lateral reading and corroboration to verify factual information.
4. Evaluate the credibility, authority, relevance, and purpose of online and print sources.

Colorado Essential Skills:

1. 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).
2. 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).
3. Look for and find value in different perspectives expressed by others in the Western Hemisphere (Adaptability and Flexibility).
4. Apply ethical perspectives/concepts to an ethical question/situation/scenario (Civic Engagement, Interpersonal Communication).

Inquiry Questions:

1. What is the purpose of government?
2. What evidence can you find of effective and ineffective governments in the past and the present?
3. What would a government look like if you created it?
4. What are the consequences if a government does not provide for the common good?
5. How do government systems affect social structure and citizens’ quality of life?
6. How do individuals and groups effectively influence government systems?

Nature and Skills of Civics:

1. Civic-minded individuals discuss and evaluate how personal and national actions have global consequences.
2. 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.
3. 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.
4. Civic-minded individuals apply knowledge of civic concepts to understanding the implications of events around the world.
5. Civic-minded individuals use the inquiry process to ask, investigate, and answer civic questions related to civic issues of the present and past.
6. 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.

Disciplinary, Information, and Media Literacy:

1. Identify key steps in a text’s description of a process related to history/social studies.
2. Describe how a text presents information. For example: Text features, evidence, organization, persuasive techniques, word choice, tone.
3. Evaluate the credibility, authority, relevance, and purpose of online and print sources, including using lateral reading and corroboration to verify factual information.
4. Synthesize information from multiple credible sources to demonstrate understanding of a topic, including comparing articles, evaluating reliability and intent, evidence, and verifying claims.
5. Evaluate sources of information for context, bias, corroboration, propaganda, and differentiate facts from opinions.

Colorado Essential Skills:

1. Demonstrate an understanding of cause and effect related to personal financial decisions (Civic Engagement, Interpersonal Communication).
2. 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).
3. Assess personal strengths and limitations with a well-grounded sense of confidence, optimism, and a growth mindset (Self-Awareness).

Inquiry Questions:

1. How did different societies in the Western Hemisphere define the roles of buyers and sellers in the various markets?
2. What role did the distribution of resources play in personal financial decisions?
3. What role have competition and wages played in different cultures?
4. Why is it important to analyze the various levels of a culture before understanding how individuals in that culture would make financial decisions?
5. How might your personal spending impact market growth or decline?

Nature and Skills of Personal Financial Literacy:

1. Financially capable individuals determine how history, location, and the distribution of resources have impacted financial decisions.
2. 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.
3. Financially capable individuals understand that populations within various cultures have made individual financial decisions differently throughout time and location.
4. Financially capable individuals identify that peoples' decisions as consumers are formed from diverse and unique experiences.

Disciplinary, Information, and Media Literacy:

1. Analyze how and why individuals, events, and ideas develop on social media.
2. Explain how a question represents key ideas in the field.
3. Explain points of agreement experts have about interpretations and applications of disciplinary concepts and ideas associated with a compelling question.
4. Integrate multimedia as effective tools for presenting and clarifying information.