<!-- Array
(
    [Social Studies] => Array
        (
            [Sixth Grade] => Array
                (
                    [1. History] => Array
                        (
                            [0] => 586
                            [1] => 587
                        )

                    [2. Geography] => Array
                        (
                            [0] => 621
                            [1] => 622
                        )

                    [3. Economics] => Array
                        (
                            [0] => 701
                            [1] => 702
                        )

                    [4. Civics] => Array
                        (
                            [0] => 751
                            [1] => 752
                        )

                )

            [Seventh Grade] => Array
                (
                    [1. History] => Array
                        (
                            [0] => 588
                            [1] => 589
                        )

                    [2. Geography] => Array
                        (
                            [0] => 623
                            [1] => 624
                        )

                    [3. Economics] => Array
                        (
                            [0] => 704
                            [1] => 706
                        )

                    [4. Civics] => Array
                        (
                            [0] => 753
                            [1] => 754
                        )

                )

            [Eighth Grade] => Array
                (
                    [1. History] => Array
                        (
                            [0] => 590
                            [1] => 591
                        )

                    [2. Geography] => Array
                        (
                            [0] => 625
                            [1] => 626
                        )

                    [3. Economics] => Array
                        (
                            [0] => 707
                            [1] => 708
                        )

                    [4. Civics] => Array
                        (
                            [0] => 755
                            [1] => 756
                        )

                )

        )

)
Array
(
    [586] => Array
        (
            [1. Analyze and interpret primary and secondary sources to ask and research historical questions about the Western Hemisphere.] => Array
                (
                    [Students Can] => Array
                        (
                            [0] => Identify ways different cultures record history in the Western Hemisphere.
                            [1] => Analyze multiple primary and secondary sources while formulating historical questions about the Western Hemisphere. For example: art, artifacts, eyewitness accounts, letters and diaries, artifacts, real or simulated historical sites, charts, graphs, diagrams and written texts.
                            [2] => Gather, organize, synthesize, and critique information to determine if it is sufficient to answer historical questions about the Western Hemisphere.
                        )

                    [Colorado Essential Skills] => Array
                        (
                            [0] => Make connections between information gathered and personal experiences to research historical questions. (Strategic Learning: Critical Thinking and Problem Solving)
                            [1] => Engage in novel approaches, moves, directions, ideas, and/or perspectives while using inquiry and primary sources. (Entrepreneurial Skills: Creativity/Innovation)
                            [2] => Examine various resources, to look for and find value in different perspectives expressed by others. (Personal Skills: Adaptability/Flexibility)
                            [3] => 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.  (Professional Skills: Information Literacy)
                        )

                    [Inquiry Questions] => Array
                        (
                            [0] => What questions help us understand the development of the Western Hemisphere and the interactions of people in the region?
                            [1] => Why do sources on the same topic vary, and how do we determine which ones will help us effectively interpret the past?
                            [2] => What key primary sources help us to understand the Western Hemisphere?
                            [3] => How is the bias of the author of a source reflected in the source itself?
                        )

                    [Nature and Skills of History] => Array
                        (
                            [0] => Historical thinkers evaluate historical sources for purpose, audience, point of view, context, reliability, and authenticity.
                            [1] => Historical thinkers use primary and secondary sources to develop and evaluate hypotheses and interpretations of historical events and figures that are supported by evidence.
                            [2] => Historical thinkers identify points of view, seek multiple sources, and develop and defend a thesis with evidence.
                            [3] => Historical thinkers use technology to explore and evaluate for accuracy of information.
                            [4] => Historical thinkers use context and content from the past is used to make connections to the present.
                        )

                    [Disciplinary, Information, and Media Literacy] => Array
                        (
                            [0] => Cite specific textual evidence to support analysis of primary and secondary sources
                            [1] => Conduct research by locating, gathering, organizing information and data, and evaluating online and print resources.
                            [2] => Evaluate information critically and competently.
                        )

                )

        )

    [587] => Array
        (
            [2. The historical eras, individuals, groups, ideas, and themes within regions of the Western Hemisphere and their relationships with one another.] => Array
                (
                    [Students Can] => Array
                        (
                            [0] => Explain how people, products, cultures, and ideas interact and are interconnected in the Western Hemisphere and how they have impacted modern times.
                            [1] => Determine and explain the historical context of key people, events, and ideas over time including the examination of different perspectives from people involved. For example: Aztec, Maya, Inca, Inuit, early Native American cultures of North America, major explorers, colonizers of countries in the Western Hemisphere, and the Columbian Exchange.
                            [2] => Identify examples of the social, political, cultural, and economic development in key areas of the Western Hemisphere.
                        )

                    [Colorado Essential Skills] => Array
                        (
                            [0] => Make connections between information gathered and personal experiences to research historical questions. (Entrepreneurial Skills: Critical Thinking/Problem Solving)
                            [1] => Engage in novel approaches, moves, directions, ideas, and/or perspectives while using inquiry and primary sources. (Entrepreneurial Skills: Creativity/Innovation)
                            [2] => Plan and evaluate complex solutions to global challenges within the Western Hemisphere using multiple disciplinary perspectives such as cultural, historical, and scientific. (Civic Interpersonal Skills: Global/Cultural Awareness)
                            [3] => Examine various resources, to look for and find value in different perspectives expressed by others. (Personal Skills: Adaptability/Flexibility)
                        )

                    [Inquiry Questions] => Array
                        (
                            [0] => Why have civilizations succeeded and failed?
                            [1] => To what extent does globalization depend on a society's resistance to and adaptation to change over time?
                            [2] => What factors influenced the development of civilizations and nations in the Western Hemisphere?
                        )

                    [Nature and Skills of History] => Array
                        (
                            [0] => Historical thinkers analyze patterns and themes across time.
                            [1] => Historical thinkers study the people, places, ideas, and events in the Western Hemisphere to construct the story of history from multiple perspectives.
                            [2] => Historical thinkers use chronology to organize time.
                            [3] => Historical thinkers examine, interpret, and evaluate data for point of view, historical context, or propaganda and use it to inform decisions on the current world today.
                            [4] => Historical thinkers investigate how philosophies and ideas from the Aztec, Maya, Inca, and others in history continue to inform and affect the present.
                            [5] => Historical thinkers research how technological developments continue to evolve and affect the present.
                        )

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

                )

        )

    [588] => Array
        (
            [1. Use a variety of primary and secondary sources from multiple perspectives to formulate an appropriate thesis supported by evidence.] => Array
                (
                    [Students Can] => Array
                        (
                            [0] => Utilize primary and secondary sources to explain the interdependence and uniqueness among peoples in the Eastern Hemisphere during significant eras or events; including their influence on modern society. For example: the Silk Road and cultural diffusion, and the Chinese inventions of gunpowder and compass.
                            [1] => Examine primary and secondary sources to identify points of view while formulating historical claims and questions. For example: art, eyewitness accounts, letters and diaries, artifacts, historical sites, charts, graphs, diagrams, and written texts.
                        )

                    [Colorado Essential Skills] => Array
                        (
                            [0] => Make connections between information gathered and personal experiences to generate a thesis. (Entrepreneurial Skills: Critical Thinking/Problem Solving)
                            [1] => Engage in novel approaches, ideas, and/or perspectives while using inquiry and primary and secondary sources. (Entrepreneurial Skills: Creativity/Innovation)
                            [2] => Look for different historical perspectives expressed in primary and secondary sources. (Personal Skills: Adaptability/Flexibility)
                        )

                    [Inquiry Questions] => Array
                        (
                            [0] => Why is continued questioning of historical events beneficial?
                            [1] => How can various primary and secondary perspectives in history be beneficial in understanding past and current issues?
                            [2] => Why is it advantageous to identify historical roots of change?
                            [3] => How can an artifact be utilized to interpret history?
                        )

                    [Nature and Skills of History] => Array
                        (
                            [0] => Historical thinkers construct history through the gathering and analysis of historical sources.
                            [1] => Historical thinkers construct the story of the past by interpreting events from multiple points of view and various perspectives.
                            [2] => Historical thinkers defend a supported position with appropriate resources.
                        )

                    [Disciplinary, Information, and Media Literacy] => Array
                        (
                            [0] => Determine the main idea(s) or relevant information of a primary or secondary source.
                            [1] => Analyze multiple points of  view to establish a comparative approach to interpretation.
                            [2] => Utilize valid reasoning to develop a supported position on a historic matter.
                            [3] => Cite specific textual evidence to support analysis of primary and secondary sources.
                            [4] => Evaluate the reliability, accuracy, relevance, and bias of online and print sources.
                        )

                )

        )

    [589] => Array
        (
            [2. The historical context of significant current events, individuals, groups, ideas, and themes within regions of the Eastern Hemisphere and their relationships with one another.] => Array
                (
                    [Students Can] => Array
                        (
                            [0] => Identify and explain the historical context of key people, regions, events, and ideas; including the roots of current issues. For example: Mansa Musa, the conflicts in the Middle East, the Black Death, and Confucianism.
                            [1] => Investigate and evaluate the social, political, cultural and technological development of regions in the Eastern Hemisphere. For example: the river valley civilizations, Hammurabi’s Code, the Hellenistic period, and the printing press.
                            [2] => Describe the interactions and contributions of various peoples and cultures that have lived in or migrated within/to the Eastern Hemisphere.  For example: conflicts over land and resources between countries, the foundations of world religions, East/West contact, settlement patterns, and the historical roots of current issues.
                        )

                    [Colorado Essential Skills] => Array
                        (
                            [0] => Examine how individuals interpret messages differently, how values and points of view are included or excluded, and how media can influence beliefs and behaviors. (Professional Skills: Information Literacy)
                        )

                    [Inquiry Questions] => Array
                        (
                            [0] => How does the rise or collapse of a government affect surrounding societies over time?
                            [1] => How have ideas fundamentally changed various cultures in the Eastern Hemisphere?
                            [2] => How has technology shaped the development of civilizations?
                            [3] => What key ideas from ancient Eastern Hemisphere eras continue to demonstrate importance in modern times?
                        )

                    [Nature and Skills of History] => Array
                        (
                            [0] => Historical thinkers analyze patterns and themes throughout time to understand current events.
                            [1] => Historical thinkers construct history using a variety of sources.
                            [2] => Historical thinkers consider multiple points of view to interpret history and outcomes.
                            [3] => Historical thinkers use chronology to organize time.
                            [4] => Historical thinkers examine data for contextual meaning and various interpretations.
                        )

                    [Disciplinary, Information, and Media Literacy] => Array
                        (
                            [0] => Utilizing textual evidence, analyze the development and changes of people, events and ideas.
                            [1] => Interpret information presented in diverse media and formats (e.g., visually, quantitatively, and orally) and explain how it contributes to a topic, text, or issue under study.
                        )

                )

        )

    [590] => Array
        (
            [1. Investigate and evaluate primary and secondary sources about United States history from the American Revolution through Reconstruction to formulate and defend a point of view with textual evidence.] => Array
                (
                    [Students Can] => Array
                        (
                            [0] => Use and interpret documents and other relevant primary and secondary sources pertaining to United States history from multiple perspectives.
                            [1] => Analyze evidence from multiple sources including those with conflicting accounts about specific events in United States history.
                            [2] => Critique data for point of view, historical context, distortion, or propaganda and relevance to historical inquiry.
                            [3] => Construct a written historical argument supported by evidence demonstrating the use or understanding of primary and secondary sources.
                        )

                    [Colorado Essential Skills] => Array
                        (
                            [0] => Interpret information as historians and draw conclusions based on the best analysis using primary and secondary sources. (Entrepreneurial Skills: Critical Thinking/Problem Solving)
                            [1] => Synthesize ideas as historians in original and surprising ways examining multiple perspectives from the American Revolution through Reconstruction.  (Entrepreneurial Skills: Creativity/Innovation)
                            [2] => Make predictions as historians and design data/information collection to analyze conflicting perspectives.  (Entrepreneurial Skills: Inquiry/Analysis)
                        )

                    [Inquiry Questions] => Array
                        (
                            [0] => How has the Declaration of Independence influenced other nations?
                            [1] => Which primary documents have had the greatest impact on the people of the United States?
                            [2] => Should and can historians be completely impartial when writing about history?
                        )

                    [Nature and Skills of History] => Array
                        (
                            [0] => Historical thinkers interpret history through the use of primary and secondary sources to cite specific evidence to support analysis.
                            [1] => Historical thinkers use primary and secondary sources to evaluate and create hypotheses of historical events and include supporting evidence to defend their claim.
                            [2] => Historical thinkers analyze modern and historical maps, through geographic tools, to explain how historical events are shaped by geography.
                            [3] => Historical thinkers use technology to produce and present primary and secondary sources clearly and efficiently.
                            [4] => Historical thinkers use the context and content from the past to make connections to the present. For example: connecting the Civil War to current social and political issues, and the boom and bust cycle of economics with the Gold Rush and railroads.
                            [5] => Historical thinkers use the historical method of inquiry to interpret and refine history and serves as a model for inquiry. For example, historians and communities preserve historical documents, artifacts, and buildings.
                        )

                    [Disciplinary, Information, and Media Literacy] => Array
                        (
                            [0] => Seek information from varied sources and perspectives to develop informed opinions and creative solutions.
                            [1] => Answer a historical question through the interpretation of primary sources.
                            [2] => Develop a clear sense of historical time, past, present and future in order to identify the sequence in which events occurred.
                            [3] => Conduct research by locating, gathering and organizing information  to present orally and in writing by using appropriate technology resources to support learning.
                        )

                )

        )

    [591] => Array
        (
            [2. The historical eras, individuals, groups, ideas and themes from the origins of the American Revolution through Reconstruction.] => Array
                (
                    [Students Can] => Array
                        (
                            [0] => Determine and explain the historical context of key people and events from the origins of the American Revolution through Reconstruction including the examination of different perspectives. For example:  grievances from the colonists against Parliament, the Constitutional Convention, causes and effects of the Civil War.
                            [1] => Evaluate continuity and change over the course of United States history by examining various eras and determining major sources of conflict and compromise.
                            [2] => Examine factors that motivated the military and economic expansion from the American Revolution through Reconstruction.
                            [3] => Evaluate the impact of gender, age, ethnicity and class during this time period and the impact of these demographic groups on the events of the time period.
                            [4] => Analyze causes and effects of major conflicts from the origins of the American Revolution through Reconstruction.
                            [5] => Analyze ideas that are critical to the understanding of American history.  For example: ideals involved in major events and movements, such as representative democracy, federalism, capitalism, abolition, temperance, nativism, and expansionism.
                        )

                    [Colorado Essential Skills] => Array
                        (
                            [0] => Interpret information as historians and draw conclusions based on multiple perspectives about the United States. (Entrepreneurial Skills: Critical Thinking/Problem Solving)
                            [1] => Synthesize ideas as historians in original and surprising ways about historical eras, individuals, groups, ideas and themes. (Entrepreneurial Skills: Creativity/Innovation)
                            [2] => Make predictions  as historians and design data/information collection and analysis strategies to recognize continuity and change through time. (Entrepreneurial Skills: Inquiry/Analysis)
                        )

                    [Inquiry Questions] => Array
                        (
                            [0] => How have the basic values and principles of American democracy changed over time and in what ways have they been preserved?
                            [1] => To what extent are the ideas of the American Revolution and the United States Constitution still affecting the world today?
                            [2] => What would the United States be like if the British had won the American Revolution?
                            [3] => To what extent was the Civil War an extension of the American Revolution?
                        )

                    [Nature and Skills of History] => Array
                        (
                            [0] => Historical thinkers interpret history through the use of primary and secondary sources to cite specific evidence to support analysis.
                            [1] => Historical thinkers  use primary and secondary sources to evaluate and create hypotheses of historical events and include supporting evidence to defend their claim.
                            [2] => Historical thinkers analyze modern and historical maps, through geographic tools, to explain how historical events are shaped by geography.
                            [3] => Historical thinkers use technology to produce and present primary and secondary sources clearly and efficiently.
                            [4] => Historical thinkers use the context and content from the past to make connections to the present.
                            [5] => Historical thinkers use the historical method of inquiry to interpret and refine history and serves as a model for inquiry. For example: historians and communities preserve historical documents, artifacts, and buildings.
                        )

                    [Disciplinary, Information, and Media Literacy] => Array
                        (
                            [0] => Seek information from varied sources and perspectives to develop informed opinions and creative solutions.
                            [1] => Answer a historical question through the interpretation of primary sources.
                            [2] => Develop a clear sense of historical time, past, present and future in order to identify the sequence in which events occurred.
                            [3] => Conduct research by locating, gathering and organizing information to present orally and in writing by using appropriate technology resources to support learning.
                        )

                )

        )

    [621] => Array
        (
            [1. Use geographic tools and resources to research and make geographic inferences and predictions about the Western Hemisphere.] => Array
                (
                    [Students Can] => Array
                        (
                            [0] => Use geographic tools to identify, locate and describe places and regions in the Western Hemisphere, to solve problems. For example: latitude, longitude, scale on maps, globes, and other resources such as GPS and satellite imagery.
                            [1] => Collect, analyze, and synthesize data from geographic tools to compare regions in the Western Hemisphere.
                            [2] => Examine geographic sources to formulate questions and investigate responses.
                            [3] => Interpret, apply, and communicate geographic data to justify potential solutions to problems in the Western Hemisphere at the local, state, national, and global levels.
                        )

                    [Colorado Essential Skills] => Array
                        (
                            [0] => Apply knowledge to set goals, make informed decisions and transfer to new contexts. (Personal Skills: Initiative/Self-Direction)
                            [1] => Engage in novel approaches, directions, ideas, and/or perspectives while using inquiry and primary sources.  (Entrepreneurial Skills: Creativity/Innovation)
                            [2] => Plan and evaluate complex solutions to global challenges, within the Western Hemisphere, which are appropriate to their contexts using multiple disciplinary perspectives, such as cultural, historical, and scientific. (Civic Interpersonal Skills: Global/Cultural Awareness)
                            [3] => Using geographic tools and resources, demonstrate task management attributes associated with producing high quality products including the abilities to: (a) Work positively and ethically; (b) Manage time and projects effectively; (c) Multi-task, and;  (d) Clearly communicate with others. (Professional Skills: Task/Time Management).
                        )

                    [Inquiry Questions] => Array
                        (
                            [0] => How can geographic tools be used to solve problems in the future?
                            [1] => Why does where we live influence how we live?
                            [2] => How do populations, physical features, resources, and perceptions of places and regions change over time?
                            [3] => How have geographic factors influenced human settlement, economic activity, and land acquisition?
                        )

                    [Nature and Skills of Geography] => Array
                        (
                            [0] => Spatial thinkers use geographic tools to develop spatial thinking and awareness skills.
                            [1] => Spatial thinkers use geographic tools to help to solve problems in daily life. For example: a car GPS is used to find a location, maps are used by tourists, and directions are found on the internet.
                            [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 by individuals and businesses to answer geographic problems such as the spread of disease, migration patterns, and distribution and loss of resources like water supplies.
                        )

                    [Disciplinary, Information, and Media Literacy] => Array
                        (
                            [0] => Integrate visual information such as charts, graphs, photographs, videos, or maps, with other information in print and digital texts.
                            [1] => Explain and justify decisions and shared content through the use of online maps, graphs, charts, data and diagrams.
                            [2] => Manage the flow of information from a wide variety of sources.
                            [3] => Present arguments or information in a logical sequence with a clear claim, supportive evidence, and effective presence that builds credibility.
                            [4] => Generate questions to guide research, gather information from print and digital sources, determine biases and credibility of sources, cite sources accurately, and use evidence to answer their research question
                        )

                )

        )

    [622] => Array
        (
            [2. Regional differences and perspectives in the Western Hemisphere impact human and environmental interactions.] => Array
                (
                    [Students Can] => Array
                        (
                            [0] => Classify and analyze the types of human and geographic connections between places.
                            [1] => Identify physical features of the Western Hemisphere and explain their effects on people who reside in the region.
                            [2] => Analyze positive and negative interactions of human and physical systems in the Western Hemisphere and give examples of how people have adapted to their physical environment.
                        )

                    [Colorado Essential Skills] => Array
                        (
                            [0] => Look for and find value in different perspectives expressed by others in the Western Hemisphere.  (Personal Skills: Adaptability/Flexibility)
                            [1] => Plan and evaluate complex solutions to global challenges within the Western Hemisphere which are appropriate to their contexts using multiple disciplinary perspectives such as cultural, historical, and scientific. (Civic Interpersonal Skills: Global/Cultural Awareness)
                            [2] => Apply knowledge to set goals, make informed decisions and transfer to new contexts. (Personal Skills: Initiative/Self-Direction)
                        )

                    [Inquiry Questions] => Array
                        (
                            [0] => What are different ways to define the Western Hemisphere based on human and physical systems?
                            [1] => How have people interacted with the environment over time in a positive or negative way?
                            [2] => How has globalization affected people and places?
                            [3] => In what ways are places on Earth interdependent?
                        )

                    [Nature and Skills of Geography] => Array
                        (
                            [0] => Geographic thinkers examine places and regions and the connections among them.
                            [1] => Geographic thinkers study how human and physical systems vary and interact to make better choices, decisions, and predictions. For example: resource distribution or trade is based on geographic features and environmental changes which affect business decisions.
                            [2] => Geographic thinkers analyze data regarding physical and human systems to make informed choices regarding production, trade, and resource acquisition.
                            [3] => Geographic thinkers use geographic information about human and physical systems to make decisions such as establishing trade routes, locating cities, trade centers and capitals, and establishing outposts and security systems like forts and walls.
                        )

                    [Disciplinary, Information, and Media Literacy] => Array
                        (
                            [0] => Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text.
                            [1] => Demonstrate positive social and ethical behaviors when using technology and discuss consequences of inappropriate use.
                            [2] => Use information accurately and creatively for the issue or problem at hand.
                            [3] => Analyze different texts (including experiments, simulations, video, or multimedia texts) to compare and contrast competing theories, points of view, and arguments in the discipline.
                        )

                )

        )

    [623] => Array
        (
            [1. Use geographic tools and resources to research topics in the Eastern Hemisphere to make geographic inferences and predictions.] => Array
                (
                    [Students Can] => Array
                        (
                            [0] => Use maps and  geographic tools to find patterns in human systems and/or physical features.
                            [1] => Collect, classify, and analyze data to make geographic inferences and predictions.
                            [2] => Apply inquiry and research utilizing geographic tools. For example: GPS and satellite imagery.
                            [3] => Interpret maps to make inferences and predictions.
                        )

                    [Colorado Essential Skills] => Array
                        (
                            [0] => Test hypotheses/prototype with planned process for getting feedback. (Entrepreneurial Skills: Inquiry/Analysis).
                            [1] => Evaluate information through the use of spatial technologies. (Professional Skills: Use Information/Communication Technologies).
                        )

                    [Inquiry Questions] => Array
                        (
                            [0] => How are different types of maps important in understanding various types of information?
                            [1] => How could geographic data be used for both positive and negative results?
                            [2] => What is the importance of using various geographic tools to analyze topics?
                        )

                    [Nature and Skills of Geography] => Array
                        (
                            [0] => Spatial thinkers use geographic tools to discover and investigate geographic patterns.
                            [1] => Spatial thinkers use knowledge about the environment to study its influence on individuals and groups.
                        )

                    [Disciplinary, Information, and Media Literacy] => Array
                        (
                            [0] => Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source.
                            [1] => Draw evidence from informational texts to support analysis reflection, and research.
                            [2] => Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
                            [3] => Conduct an inquiry-based research project that applies critical-thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge.
                        )

                )

        )

    [624] => Array
        (
            [2. Regional differences and perspectives in the Eastern Hemisphere impact human and environmental interactions.] => Array
                (
                    [Students Can] => Array
                        (
                            [0] => Determine how physical and political features impact cultural diffusion and regional differences. For example: modern environmental issues, cultural patterns, trade barriers, and economic interdependence.
                            [1] => Examine the geographic location and distribution of resources within a region to determine the economic and social impact on its people.  For example: Middle Eastern water rights, the acceptance of refugees from other countries, and the Salt Trade.
                        )

                    [Colorado Essential Skills] => Array
                        (
                            [0] => Look for and find value in different perspectives expressed by others. (Personal Skills: Adaptability/Flexibility)
                            [1] => Plan and evaluate complex solutions to global challenges using multiple disciplinary perspectives such as cultural, historical, and scientific. (Civic/Interpersonal Skills: Global/Cultural Awareness)
                        )

                    [Inquiry Questions] => Array
                        (
                            [0] => How do geographers apply information from a variety of sources?
                            [1] => How can a location be in different regions at the same time?
                            [2] => How do regional issues affect larger areas?
                            [3] => How do geographic characteristics impact regional issues?
                        )

                    [Nature and Skills of Geography] => Array
                        (
                            [0] => Geographic thinkers study cultural groups in order to explain how they view a region and evaluate the use of resources in a region to predict and propose future uses.
                            [1] => Geographic thinkers study the various definitions of regions.
                        )

                    [Disciplinary, Information, and Media Literacy] => Array
                        (
                            [0] => Analyze informational text(s) to better understand and evaluate the author's perspective and purpose.
                            [1] => Evaluate the reasons and evidence that authors use to support their arguments and specific claims  in informational text(s).
                            [2] => Distinguish among fact, opinion, and reasoned judgment in a text.
                            [3] => Identify propaganda, censorship, and bias in texts and other forms of media.
                        )

                )

        )

    [625] => Array
        (
            [1. Use geographic tools to research and analyze patterns in human and physical systems in the United States.] => Array
                (
                    [Students Can] => Array
                        (
                            [0] => Interpret maps and other geographic tools as a primary source to analyze a historic issue.
                            [1] => Describe the nature and spatial distribution of cultural patterns.
                            [2] => Recognize the patterns and networks of economic interdependence.
                            [3] => Explain the establishment of human settlements in relationship to physical attributes and important regional connections.
                            [4] => Calculate and analyze population trends.
                        )

                    [Colorado Essential Skills] => Array
                        (
                            [0] => Interpret information and draw conclusions using demographic information based on the best analysis to understand patterns of change in human and physical systems.  (Entrepreneurial Skills: Critical Thinking/Problem Solving)
                            [1] => Synthesize ideas in original and surprising ways to demonstrate understanding of demographic patterns of movement and their impact upon the physical systems of the United States. (Entrepreneurial Skills:  Creativity/Innovation)
                            [2] => Organize geographic information through the use of technologies to develop greater understanding of a historical event or action. (Professional Skills:  Use Information and Communication Technologies).
                            [3] => As a geographer, demonstrate ways to adapt and reach workable solutions as a geographer when considering the use of limited resources and their impact upon political and historical events. (Personal Skills: Adaptability/Flexibility).
                        )

                    [Inquiry Questions] => Array
                        (
                            [0] => How has human settlement  including migration influenced and been influenced by changes in physical systems and culture?
                            [1] => How can geographic tools help explore patterns in human and physical systems?
                            [2] => How have people and the environment interacted to produce changes over time?
                            [3] => How is human activity limited by the environment?
                            [4] => How has the environment influenced human activity?
                        )

                    [Nature and Skills of Geography] => Array
                        (
                            [0] => Spatial thinkers use habits of mind which include recognition of concepts of space, interpretation, and analysis of spatial representations.
                            [1] => Spatial thinkers apply spatial reasoning to understand historical events and recognize patterns.
                            [2] => Spatial thinkers use cognitive skills fundamental to spatial thinking by combining spatial visualization, spatial orientation, and spatial relation including recognition of spatial distributions and patterns to connect locations and associate and correlate spatially distributed phenomena.
                            [3] => Geographic thinkers respond to historical and spatial literature to understand issues from a spatial perspective.
                        )

                    [Disciplinary, Information, and Media Literacy] => Array
                        (
                            [0] => Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
                            [1] => Apply reading and writing strategies to construct and express knowledge.
                        )

                )

        )

    [626] => Array
        (
            [2. Competition for control of space and resources in early American history.] => Array
                (
                    [Students Can] => Array
                        (
                            [0] => Analyze how economic, political, cultural, and social processes interact to shape patterns of human population, interdependence, cooperation and conflict.
                            [1] => Compare how differing geographic perspectives apply to a historic issue.
                            [2] => Interpret from a geographic perspective the expansion of the United States by addressing issues of land, security, access, and sovereignty.
                        )

                    [Colorado Essential Skills] => Array
                        (
                            [0] => Interpret information and draw conclusions as geographers based on the best analysis to recognize and understand  the processes that interact in shaping human population patterns and historical events. (Entrepreneurial Skills: Critical Thinking/Problem Solving).
                            [1] => Synthesize ideas in original and surprising ways while comparing differing geographic perspectives.  (Entrepreneurial Skills: Creativity/Innovation)
                            [2] => Act on creative ideas to make a tangible and useful contribution to analyze and explain interdependence, cooperation and conflict over space and resources in early American history. (Entrepreneurial Skills: Informed Risk Taking)
                            [3] => Demonstrate ways to adapt and reach workable solutions in understanding differing perspectives over use of resources and space. (Personal Skills: Adaptability/Flexibility)
                        )

                    [Inquiry Questions] => Array
                        (
                            [0] => How will the location of resources lead to cooperation or conflict in the future?
                            [1] => How has conflict over space and resources influenced human migration?
                            [2] => How have differing perspectives regarding resource and land use, occupancy, and ownership led to cooperative policies or conflict?
                            [3] => How would human settlement patterns be different if people did not trade resources with others?
                        )

                    [Nature and Skills of Geography] => Array
                        (
                            [0] => Geographic thinkers evaluate the allocation of resources and the use of space to understand relationships.
                            [1] => Geographic thinkers recognize that different perspectives affect cooperation and conflict over space and resources.
                        )

                    [Disciplinary, Information, and Media Literacy] => Array
                        (
                            [0] => Cite specific textual evidence to support analysis of primary and secondary sources.
                            [1] => Distinguish among fact, opinion, and reasoned judgment in a text.
                            [2] => Read to identify cause-and-effect relationships, compare and contrast information, fact vs. opinion, and author bias.
                            [3] => Evaluate the accuracy, relevance, appropriateness, and bias of online and print sources.
                            [4] => Identify propaganda, censorship, and bias in the media.
                        )

                )

        )

    [701] => Array
        (
            [1. Investigate how societies create different economic systems in the Western Hemisphere.] => Array
                (
                    [Students Can] => Array
                        (
                            [0] => Describe how economic systems in the Western Hemisphere (such as traditional, command, market, and mixed) allocate resources.
                            [1] => Use economic reasoning to explain how specialization of production can result in more interdependence. For example: international trade patterns.
                        )

                    [Colorado Essential Skills] => Array
                        (
                            [0] => Plan and evaluate complex solutions to global economic system challenges that are appropriate to their contexts using multiple disciplinary perspectives such as cultural, historical, and scientific. (Civic/Interpersonal Skills: Global/Cultural Awareness)
                            [1] => Look for and find value in different economic perspectives expressed by others in the Western Hemisphere. (Personal Skills: Adaptability/Flexibility)
                            [2] => Make connections between information gathered and personal experiences to research economic questions. (Entrepreneurial Skills: Critical Thinking/Problem Solving)
                        )

                    [Inquiry Questions] => Array
                        (
                            [0] => How do different systems address the production of goods?
                            [1] => How are scarce resources distributed in different types of economic systems?
                            [2] => How do different economies control the means of production and distribution of goods and services?
                        )

                    [Nature and Skills of Economics] => Array
                        (
                            [0] => Economic thinkers study how and why individuals make decisions about purchases and in different locations.
                            [1] => Economic thinkers study the effects of different types of economies on global interdependence.
                            [2] => Economic thinkers explore how economic development varies and can be compared across countries in the Western Hemisphere including levels of education and average income.
                            [3] => Economic thinkers investigate how governments and the private sector cooperate to distribute goods and services, specialize, and are interdependent in the global economy.
                            [4] => Economic thinkers explain how career opportunities are influenced by the type of economic system.
                        )

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

                )

        )

    [702] => Array
        (
            [2. Investigate the role of consumers within the Western Hemisphere (PFL).] => Array
                (
                    [Students Can] => Array
                        (
                            [0] => Explain the roles of buyers and sellers in product, labor, and financial markets.
                            [1] => Describe the role of competition in the determination of prices and wages in a market economy.
                            [2] => Explore how consumer spending decisions and demand impact market economies.
                            [3] => Analyze how external factors might influence spending decisions for different individuals.
                        )

                    [Colorado Essential Skills] => Array
                        (
                            [0] => Demonstrate an understanding of cause and effect related to personal financial decisions. (Civic/Interpersonal Skills: Character)
                            [1] => Identify and explain multiple perspectives (cultural and global) when exploring economic events, ideas, and issues within the Western Hemisphere. (Civic/Interpersonal Skills: Global/Cultural Awareness)
                            [2] => Assess personal strengths and limitations with a well-grounded sense of confidence, optimism, and a growth mindset. (Personal Skills: Self-Awareness).
                        )

                    [Inquiry Questions] => Array
                        (
                            [0] => How did different societies in the Western Hemisphere define the roles of buyers and sellers in the various markets?
                            [1] => What role did the distribution of resources play in personal financial decisions?
                            [2] => What role has competition and wages played in different cultures?
                            [3] => Why is it important to analyze the various levels of a culture before understanding how individuals in that culture would make financial decisions?
                        )

                    [Nature and Skills of Economics] => Array
                        (
                            [0] => Financially capable individuals determine how history, location, and the distribution of resources have impacted financial decisions.
                            [1] => 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.
                            [2] => Financially capable individuals understand that populations within various cultures have made individual financial decisions differently throughout time and location.
                        )

                    [Disciplinary, Information, and Media Literacy] => Array
                        (
                            [0] => Analyze how and why individuals, events, and ideas develop.
                            [1] => Explain how a question represents key ideas in the field.
                            [2] => Explain points of agreement experts have about interpretations and applications of disciplinary concepts and ideas associated with a compelling question
                            [3] => Integrate multimedia as effective tools for presenting and clarifying information.
                        )

                )

        )

    [704] => Array
        (
            [1. Describe how economic systems in the Eastern Hemisphere address the problem of scarcity.] => Array
                (
                    [Students Can] => Array
                        (
                            [0] => Describe how different societies developed economic systems.  For example: the barter system, traditional, command, market, and mixed.
                            [1] => Evaluate the different economic systems in the Eastern Hemisphere, utilizing economic data. For example:  economic growth, per capita income, and standard of living.
                            [2] => Explain how trade affects the production of goods and services in different regions.
                        )

                    [Colorado Essential Skills] => Array
                        (
                            [0] => Innovate from failure, connect learning across domains, and recognize new opportunities. (Entrepreneurial Skills: Informed Risk Taking)
                        )

                    [Inquiry Questions] => Array
                        (
                            [0] => How do different types of economic systems affect societies?
                            [1] => How can economic systems be reflected using data?
                            [2] => When goods and services are scarce what might happen to price? Why?
                        )

                    [Nature and Skills of Economics] => Array
                        (
                            [0] => Economic thinkers study the relationship between local consumers and global producers.
                            [1] => Economic thinkers investigate and inform government actions to reduce or solve social issues.
                            [2] => Economic thinkers compare different economics systems to determine their impact on producers and consumers.
                        )

                    [Disciplinary, Information, and Media Literacy] => Array
                        (
                            [0] => Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).
                            [1] => Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning.
                            [2] => Explain how a question represents key ideas of a discipline.
                        )

                )

        )

    [706] => Array
        (
            [2. Investigate the role of consumers within the Eastern Hemisphere (PFL).] => Array
                (
                    [Students Can] => Array
                        (
                            [0] => Define resources from an economic and personal finance perspective.
                            [1] => Summarize how the distribution of resources impacts consumerism.
                            [2] => Compare and contrast choices available to consumers within different cultures as they developed in the Eastern Hemisphere throughout history.
                        )

                    [Colorado Essential Skills] => Array
                        (
                            [0] => Demonstrate an understanding of cause and effect related to personal decisions. (Civic/Interpersonal Skills: Character)
                            [1] => Identify and explain multiple perspectives (cultural and global) when exploring events, ideas, issues. (Civic/Interpersonal Skills: Global/Cultural Awareness)
                        )

                    [Inquiry Questions] => Array
                        (
                            [0] => What are the similarities and differences between different markets in the Eastern Hemisphere?
                        )

                    [Nature and Skills of Economics] => Array
                        (
                            [0] => Financially capable individuals understand that financial decisions have been impacted by the history, location, and distribution of resources of a place.
                            [1] => Financially capable individuals study various factors that influence production such as resources, supply and demand, and price, which affect individual consumer choices over time.
                            [2] => Financially capable individuals understand that the distribution of resources influences cultural growth and development over time and have impacted many of the different early civilizations around the world.
                            [3] => 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.
                            [4] => Financially capable individuals understand that populations within various cultures have made individual financial decisions differently throughout time and location.
                        )

                    [Disciplinary, Information, and Media Literacy] => Array
                        (
                            [0] => Explain how a question represents key ideas in the field.
                            [1] => Analyze how and why individuals, events, and ideas develop.
                            [2] => Explain points of agreement experts have about interpretations and applications of disciplinary concepts and ideas associated with a compelling question.
                        )

                )

        )

    [707] => Array
        (
            [1. Economic freedom, including free trade was important for economic growth in early American history.] => Array
                (
                    [Students Can] => Array
                        (
                            [0] => Give examples of international and regional  differences in resources, productivity, and costs that provide a basis for trade.
                            [1] => Describe the factors that lead to a nation or a region having a comparative and absolute advantage in trade.
                            [2] => Explain effects of domestic policies on international trade.
                            [3] => Explain why nations sometimes restrict trade by using quotas, tariffs, and nontariff barriers.
                        )

                    [Colorado Essential Skills] => Array
                        (
                            [0] => Make predictions and design data/information collection and analysis strategies concerning economic policy through evaluation of historical events. (Entrepreneurial Skills: Inquiry/Analysis)
                            [1] => Apply knowledge and skills as an economist and citizen  to implement sophisticated, appropriate, and workable solutions to address complex global problems using interdisciplinary perspectives independently or with others in order to inform public policy. (Civic/Interpersonal Skills: Global/Cultural Awareness).
                            [2] => Educate and inspire others using sound economic understandings to evaluate economic policy and inform economic decisions based upon consideration of past experiences. (Professional Skills: Leadership)
                        )

                    [Inquiry Questions] => Array
                        (
                            [0] => How do societies benefit from trade and exchange?
                            [1] => Why is it important for nations to control trade and exchange?
                            [2] => What are the benefits and challenges of trade at the international, national, state, local, and individual levels?
                            [3] => How does where and how you purchase products affect the social, economic, and environmental conditions?
                            [4] => What impact upon productivity results from taxation?
                            [5] => What concerns do citizens have with taxation?
                        )

                    [Nature and Skills of Economics] => Array
                        (
                            [0] => Economic thinkers choose wisely to get the most from limited resources.  They understand that trade and collaboration within a market economy is important to business and individual success.
                            [1] => Economic thinkers understand that economic actions have indirect as well as direct effects and it is important to analyze positive and negative impacts of trade agreements as critical to a nation’s success.
                            [2] => Economic thinkers understand that technological advances aid businesses in operating efficiently.
                            [3] => Economic thinkers analyze the components of economic growth in market economies because economic theories can be used to predict consequences.
                        )

                    [Disciplinary, Information, and Media Literacy] => Array
                        (
                            [0] => Gather information by taking notes, making outlines, and creating graphic organizers.
                            [1] => Read texts by using reading strategies (i.e., prior knowledge, key vocabulary words, context clues, main ideas, supporting details, and text features:  pictures, maps, text boxes).
                            [2] => Formulate appropriate research questions.
                            [3] => Draw evidence from informational texts to support analysis reflections, and research.
                        )

                )

        )

    [708] => Array
        (
            [2. Examine the role of consumer decisions and taxes within the market economies of early American history (PFL).] => Array
                (
                    [Students Can] => Array
                        (
                            [0] => Calculate how the value of money has changed over time impacting earning, spending, borrowing, and investing. For example: inflation and recession.
                            [1] => Explain factors that have impacted borrowing and investing over time.  For example: currency stability, war, and banking practices.
                            [2] => Analyze the changes in the development of human capital over time.  For example: gaining knowledge and skill through education, apprenticeship, and work experience.
                            [3] => Analyze the impact of taxes on the people of the United States over time.
                        )

                    [Colorado Essential Skills] => Array
                        (
                            [0] => Investigate to form hypotheses, make observations and draw conclusions. (Entrepreneurial Skills: Inquiry/Analysis)
                            [1] => Interpret information and draw conclusions based on the best analysis. (Entrepreneurial Skills: Critical Thinking/Problem Solving)
                        )

                    [Inquiry Questions] => Array
                        (
                            [0] => What role did taxes play in the birth of our nation?
                            [1] => What would countries look like without taxes?
                            [2] => How has the value of money changed over time and what is the impact on consumerism?
                            [3] => How did inventions impact personal financial options?
                        )

                    [Nature and Skills of Economics] => Array
                        (
                            [0] => Financially capable individuals apply the economic way of thinking which assumes that people make particular choices because they are responding to the underlying incentives.
                            [1] => Financially capable individuals study factors that lead to increased economic interdependence, increased productivity, and improved standard of living for the individuals in a society.
                            [2] => Financially capable individuals understand that there is an economic role for government in a market economy whenever the benefits of a government policy outweigh its costs.
                        )

                    [Disciplinary, Information, and Media Literacy] => Array
                        (
                            [0] => Analyze how and why individuals, events, and ideas develop and interact over the course of the text.
                            [1] => Explain how a question represents key ideas in the field.
                            [2] => Explain points of agreement experts have about interpretations and applications of disciplinary concepts and ideas associated with a compelling question.
                            [3] => Analyze and use information presented visually in a text (for example, graphs, charts, flowcharts, diagrams, models, tables) that support the words in a text.
                        )

                )

        )

    [751] => Array
        (
            [1. Analyze the relationships of different nations in the Western Hemisphere.] => Array
                (
                    [Students Can] => Array
                        (
                            [0] => Discuss advantages and disadvantages of living in an interconnected world.
                            [1] => Examine changes and connections in ideas about citizenship in different times and places in the Western Hemisphere.
                            [2] => Describe how groups and individuals influence governments within the Western Hemisphere.
                            [3] => Explain how political ideas and significant people have interacted, are interconnected, and have influenced nations.
                            [4] => Analyze political issues from national and global perspectives over time.
                            [5] => Identify historical examples illustrating how people from diverse backgrounds in the Western Hemisphere perceived and reacted to various global issues.
                        )

                    [Colorado Essential Skills] => Array
                        (
                            [0] => Examine how individuals in the Western Hemisphere interpret messages differently, how values and points of view are included or excluded, and how media can influence beliefs and behaviors. (Professional Skills: Information Literacy)
                            [1] => Plan and evaluate complex solutions to global challenges, in the Western Hemisphere, which are appropriate to their contexts, using multiple disciplinary perspectives such as cultural, historical, and scientific. (Civic/Interpersonal Skills: Global/Cultural Awareness).
                            [2] => Look for and find value in different perspectives expressed by others in the Western Hemisphere. (Personal Skills: Adaptability/Flexibility).
                        )

                    [Inquiry Questions] => Array
                        (
                            [0] => What does it mean to live in an interconnected world?
                            [1] => How can you be a productive member of the global community and a contributing citizen of the United States?
                            [2] => Why are there greater challenges and opportunities when multiple groups interact?
                            [3] => Why do national and global viewpoints sometimes differ?
                        )

                    [Nature and Skills of Civics] => Array
                        (
                            [0] => Civic-minded individuals discuss and analyze how various government decisions impact people, places, and history.
                            [1] => Civic-minded individuals analyze how the actions of individuals and groups can have a local, national, and international impact.
                            [2] => Civic-minded individuals analyze the relationship between rights and responsibility in national and global contexts.
                            [3] => Civic-minded individuals explain how 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.
                            [4] => Civic-minded individuals demonstrate how technology provides daily information regarding the interaction between the United States government and other nations.
                        )

                    [Disciplinary, Information, and Media Literacy] => Array
                        (
                            [0] => Describe how a text presents information (e.g., sequentially, comparatively, and causally).
                            [1] => Communicate and present information orally, in writing, and through the development of multimedia presentations, and other forms of technology in an effective manner.
                        )

                )

        )

    [752] => Array
        (
            [2. Systems of government in the Western Hemisphere.] => Array
                (
                    [Students Can] => Array
                        (
                            [0] => Describe different systems of government in the Western Hemisphere.
                            [1] => Identify how different systems of government relate to their citizens in the Western Hemisphere.
                            [2] => Compare the economic components of the different systems of government in the Western Hemisphere.
                            [3] => Compare the various governments and citizens' liberties in the Western Hemisphere.
                        )

                    [Colorado Essential Skills] => Array
                        (
                            [0] => Examine how individuals interpret messages differently, how values and points of view are included or excluded, and how media can influence beliefs and behaviors. (Professional Skills: Information Literacy)
                            [1] => Plan and evaluate complex solutions to global challenges, in the Western Hemisphere, which are appropriate to their contexts, using multiple disciplinary perspectives such as cultural, historical, and scientific. (Civic/Interpersonal Skills: Global/Cultural Awareness)
                            [2] => Look for and find value in different perspectives expressed by others in the Western Hemisphere. (Personal Skills: Adaptability/Flexibility)
                            [3] => Apply ethical perspectives/concepts to an ethical question/situation/scenario. (Civic/Interpersonal Skills: Character)
                        )

                    [Inquiry Questions] => Array
                        (
                            [0] => How do you define good government?
                            [1] => What evidence can you find of effective and ineffective governments in the past and the present?
                            [2] => What would a government look like if you created it?
                            [3] => What are the consequences if a government does not provide for the common good?
                        )

                    [Nature and Skills of Civics] => Array
                        (
                            [0] => Civic-minded individuals discuss and evaluate how  personal and national actions have global consequences.
                            [1] => Civic-minded individuals identify ways in which lives are enriched and challenged because of the interconnected nature of a global society.
                            [2] => Civic-minded individuals demonstrate 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.
                            [3] => Civic-minded individuals share how civic education is essential for understanding the implications of events around the world.
                        )

                    [Disciplinary, Information, and Media Literacy] => Array
                        (
                            [0] => Identify key steps in a text's description of a process related to history/social studies.
                            [1] => Evaluate the accuracy, relevance, appropriateness, and bias of online and print sources.
                            [2] => Synthesize information from multiple sources to demonstrate understanding of a topic.
                        )

                )

        )

    [753] => Array
        (
            [1. Analyze the civic similarities and differences within governmental systems in the Eastern Hemisphere.] => Array
                (
                    [Students Can] => Array
                        (
                            [0] => Describe civic virtues and principles that guide governments and societies. For example: citizenship, civic participation, and rule of law.
                            [1] => Analyze the opportunities and limitations of civic participation in societies in the Eastern Hemisphere.
                            [2] => Give examples illustrating the interactions between nations and their citizens. For example: Apartheid, human rights violations, and one-child policy of China.
                            [3] => Identify public problems and research ways in which governments address those problems. For example: hunger, disease, poverty, and pollution.
                        )

                    [Colorado Essential Skills] => Array
                        (
                            [0] => Follow a process identified by others to help generate ideas, negotiate roles and responsibilities, and respect consensus in decision making. (Civic/Interpersonal Skills: Collaboration/Teamwork)
                            [1] => Participate in social or community activities. (Civic/Interpersonal Skills: Civic Engagement)
                        )

                    [Inquiry Questions] => Array
                        (
                            [0] => How do international laws and organizations help encourage ethical governmental practices?
                            [1] => How do the aggressive actions of a nation influence other nations and international organizations?
                            [2] => What factors lead to cooperation, competition, or aggression between societies?
                            [3] => Why do governments form alliances and join international organizations?
                        )

                    [Nature and Skills of Civics] => Array
                        (
                            [0] => Civic-minded individuals know the components of various systems of government.
                            [1] => Civic-minded individuals develop criteria to apply standards of ethics and quality in evaluating the effectiveness of government.
                            [2] => Civic-minded individuals understand the connections and complexities of interactions among nations.
                        )

                    [Disciplinary, Information, and Media Literacy] => Array
                        (
                            [0] => Distinguish among fact, opinion, and reasoned judgment in a text.
                            [1] => Summarize the points an author/speaker makes and explain how each claim is supported by reasons and evidence.
                            [2] => Conduct research by locating, gathering, organizing information and data, and evaluating online and print resources.
                            [3] => Demonstrate positive social and ethical behaviors when using technology and discuss consequences of inappropriate use.
                        )

                )

        )

    [754] => Array
        (
            [2.  Nations in various regions of the Eastern Hemisphere interact with international organizations, govern, organize, and impact their societies in different ways.] => Array
                (
                    [Students Can] => Array
                        (
                            [0] => Explain the origins, functions, and structure of different governments. For example: dictatorship, totalitarianism, democracy, socialism, and communism.
                            [1] => Evaluate and analyze how various governments and organizations interact, resolve their differences, and cooperate. For example: the African Union (AU), treaties, and diplomacy.
                            [2] => Investigate examples of collaboration and interdependence between international organizations and countries. For example: the Red Cross, World Health Organization, and United Nations Educational, Scientific and Cultural Organization (UNESCO).
                        )

                    [Colorado Essential Skills] => Array
                        (
                            [0] => Apply ethical perspectives/concepts to an ethical question/situation/scenario. (Civic/Interpersonal Skills: Character)
                        )

                    [Inquiry Questions] => Array
                        (
                            [0] => What are fundamental human rights?
                            [1] => How can governmental policy lead to problems or help solve problems?
                            [2] => What is the purpose of government?
                            [3] => How can governments encourage interaction between societies and international organizations?
                        )

                    [Nature and Skills of Civics] => Array
                        (
                            [0] => Civic-minded individuals can interact, resolve their differences, and cooperate.
                            [1] => Civic-minded individuals understand that governments have different functions.
                        )

                    [Disciplinary, Information, and Media Literacy] => Array
                        (
                            [0] => Use technology for problem solving, self-directed learning, and extended learning activities.
                            [1] => Use knowledge and research skills to engage in conversation and debate around issues of common concern.
                            [2] => Present claims and findings, emphasizing main points in a focused manner with relevant descriptions, facts, details, and examples.
                        )

                )

        )

    [755] => Array
        (
            [1. Construct an understanding of the changing definition of citizenship and the expansion of rights of citizens in the United States.] => Array
                (
                    [Students Can] => Array
                        (
                            [0] => Describe instances in which major political, social, economic, or cultural changes occurred and the reasons for the changes.
                            [1] => Analyze the changing definition of citizenship and give examples of the expansion of rights.
                            [2] => Describe examples of citizens and groups who have influenced change in United States government and politics. For example: Women, American Indians, African Americans, and people in the unsettled territories.
                            [3] => Evaluate the result of various strategies for political change over time.
                            [4] => Analyze primary sources supporting democratic freedoms and the founding of our government. For example: the Declaration of Independence, Constitution, and Bill of Rights; and explain how they provide for both continuity and change.
                            [5] => Examine ways members of society may effectively voice opinions, monitor government, and bring about change nationally.
                        )

                    [Colorado Essential Skills] => Array
                        (
                            [0] => Make connections as citizens between information gathered and personal experiences to apply and/or test solutions to analyze citizenship  and examine the individual role in government. (Entrepreneurial Skills: Inquiry/Analysis)
                            [1] => Apply knowledge as citizens to set goals, make informed decisions, and transfer to new contexts about the roles and responsibilities of individual citizens. (Personal Skills: Initiative/Self-Direction)
                        )

                    [Inquiry Questions] => Array
                        (
                            [0] => What is a patriot?
                            [1] => What are the duties and responsibilities for citizens?
                            [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?
                        )

                    [Nature and Skills of Civics] => Array
                        (
                            [0] => Civic-minded individuals distinguish the powers and responsibilities of citizens, political parties, interest groups, and the media in a variety of government and non-governmental contexts.
                            [1] => Civic-minded individuals explain specific roles played by citizens. For example: voters, jurors, taxpayers, members of the armed forces, petitioners, protesters, and office-holders.
                            [2] => Civic-minded individuals examine the origins, purposes, and impact of constitutions, laws, treaties and international agreements.
                            [3] => Civic-minded individuals explain the powers and limits of the three branches of government, public officials, and bureaucracies at different levels in the United States and in other countries.
                        )

                    [Disciplinary, Information, and Media Literacy] => Array
                        (
                            [0] => Use content-specific technology tools to support learning and research.
                            [1] => Use effective decision-making and problem-solving skills in public and private life.
                            [2] => Accept responsibility for the well-being of oneself, family, and the community.
                            [3] => Conduct research by locating, gathering, organizing information and data, and evaluating online and print resources.
                            [4] => Demonstrate positive social and ethical behaviors when using technology and discuss consequences of inappropriate use.
                        )

                )

        )

    [756] => Array
        (
            [2. The purpose and place of rule of law in a constitutional system.] => Array
                (
                    [Students Can] => Array
                        (
                            [0] => Discern various types of law.
                            [1] => Evaluate the strengths of rule of law.
                            [2] => Describe and engage in various means of conflict management.
                            [3] => Explain the role and importance of the Constitution.
                            [4] => Discuss the tensions between individual rights, state law, and national law.
                            [5] => Explain how the state and federal courts' power of judicial review is reflected in the United States’ form of constitutional government.
                            [6] => Use a variety of resources to identify and evaluate issues that involve civic responsibility, individual rights, and the common good.
                        )

                    [Colorado Essential Skills] => Array
                        (
                            [0] => Make connections as citizens between information gathered and personal experiences to apply and/or test solutions to analyze the structures and functions of government. (Entrepreneurial Skills: Critical Thinking/Problem Solving)
                            [1] => Connect knowledge as citizens from personal ideas/understandings to civic engagement about the origins, structures and functions of governments. (Civic/Interpersonal Skills: Civic Engagement).
                        )

                    [Inquiry Questions] => Array
                        (
                            [0] => What is the "common good"?
                            [1] => What are key court cases and historical events in the development of the United States?
                            [2] => How have landmark Supreme Court cases impacted society?
                            [3] => What are examples of successful and unsuccessful conflict resolution in United States history and why?
                            [4] => How has the United States balanced individual rights and law?
                            [5] => Which is more effective, the rule of law or the rule of man? Why?
                        )

                    [Nature and Skills of Civics] => Array
                        (
                            [0] => Civic minded individuals read diverse sources to create understanding, critically analyze issues, and place them in historical context.
                            [1] => Civic minded individuals understand and discuss the dynamic nature of national government and the individual's role in the process.
                        )

                    [Disciplinary, Information, and Media Literacy] => Array
                        (
                            [0] => Use content specific technology tools to support learning and research.
                            [1] => Use effective decision-making and problem-solving skills in public and private life.
                            [2] => Accept responsibility for the well-being of oneself, family, and the community.
                            [3] => Apply social studies content and skills to real life situations.
                        )

                )

        )

)
Array
(
    [586] => Array
        (
            [0] => 1. Understand the nature of historical knowledge as a process of inquiry that examines and analyzes how history is viewed, constructed, and interpreted.
        )

    [587] => Array
        (
            [0] => 2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.
        )

    [588] => Array
        (
            [0] => 1. Understand the nature of historical knowledge as a process of inquiry that examines and analyzes how history is viewed, constructed, and interpreted.
        )

    [589] => Array
        (
            [0] => 2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.
        )

    [590] => Array
        (
            [0] => 1. Understand the nature of historical knowledge as a process of inquiry that examines and analyzes how history is viewed, constructed, and interpreted.
        )

    [591] => Array
        (
            [0] => 2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.
        )

    [621] => Array
        (
            [0] => 3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.
        )

    [622] => Array
        (
            [0] => 4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.
        )

    [623] => Array
        (
            [0] => 3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.
        )

    [624] => Array
        (
            [0] => 4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.
        )

    [625] => Array
        (
            [0] => 3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.
        )

    [626] => Array
        (
            [0] => 4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.
        )

    [701] => Array
        (
            [0] => 5. Understand the allocation of scarce resources in societies through analysis of individual choice,  market interaction, and public policy.
        )

    [702] => Array
        (
            [0] => 6. Apply economic reasoning skills to make informed personal financial decisions (PFL).
        )

    [704] => Array
        (
            [0] => 5. Understand the allocation of scarce resources in societies through analysis of individual choice,  market interaction, and public policy.
        )

    [706] => Array
        (
            [0] => 6. Apply economic reasoning skills to make informed personal financial decisions (PFL).
        )

    [707] => Array
        (
            [0] => 5. Understand the allocation of scarce resources in societies through analysis of individual choice,  market interaction, and public policy.
        )

    [708] => Array
        (
            [0] => 6. Apply economic reasoning skills to make informed personal financial decisions (PFL).
        )

    [751] => Array
        (
            [0] => 7. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.
        )

    [752] => Array
        (
            [0] => 8. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.
        )

    [753] => Array
        (
            [0] => 7. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.
        )

    [754] => Array
        (
            [0] => 8. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.
        )

    [755] => Array
        (
            [0] => 7. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.
        )

    [756] => Array
        (
            [0] => 8. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.
        )

)
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<h1>2020 Colorado Academic Standards Online</h1>

	<p>Use the options below to create customized views of the 2020 Colorado Academic Standards. For all standards resources, see the <a href="/standardsandinstruction">Office of Standards and Instructional Support</a>.</p>

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										<option value="12" data-caclass="caCS">Computer Science</option>
										<option value="1" data-caclass="caDAN">Dance</option>
										<option value="2" data-caclass="caDTA">Drama and Theatre Arts</option>
										<option value="4" data-caclass="caMAT">Mathematics</option>
										<option value="5" data-caclass="caMUS">Music</option>
										<option value="11" data-caclass="caPE">Physical Education</option>
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										<option value="35" class="caMUS notactive">High School/Advanced</option>
										<option value="36" class="caWL notactive">Intermediate-High</option>
										<option value="37" class="caWL notactive">Advanced-Low</option>
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					<option value="0" class="filterDefault">All Standards Categories</option>
										<option value="0" class="ca notactive">All Standards Categories</option>
										<option value="26" class="caDAN notactive">1. Movement, Technique, and Performance</option>
										<option value="27" class="caDAN notactive">2. Create, Compose, and Choreograph</option>
										<option value="28" class="caDAN notactive">3. Historical and Cultural Context</option>
										<option value="29" class="caDAN notactive">4. Reflect, Connect, and Respond</option>
										<option value="30" class="caDTA notactive">1. Create</option>
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										<option value="32" class="caDTA notactive">3. Critically Respond</option>
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										<option value="11" class="caMAT notactive">4. Geometry</option>
										<option value="4" class="caMUS notactive">1. Expression of Music</option>
										<option value="5" class="caMUS notactive">2. Creation of Music</option>
										<option value="6" class="caMUS notactive">3. Theory of Music</option>
										<option value="7" class="caMUS notactive">4. Aesthetic Valuation of Music</option>
										<option value="18" class="caRWC notactive">1. Oral Expression and Listening</option>
										<option value="19" class="caRWC notactive">2. Reading for All Purposes</option>
										<option value="20" class="caRWC notactive">3. Writing and Composition</option>
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										<option value="33" class="caVA notactive">1. Observe and Learn to Comprehend</option>
										<option value="34" class="caVA notactive">2. Envision and Critique to Reflect</option>
										<option value="35" class="caVA notactive">3. Invent and Discover to Create</option>
										<option value="36" class="caVA notactive">4. Relate and Connect to Transfer</option>
										<option value="22" class="caWL notactive">1. Communication</option>
										<option value="23" class="caWL notactive">2. Cultures/Intercultural Communication</option>
										<option value="24" class="caWL notactive">3. Connections</option>
										<option value="25" class="caWL notactive">4. Comparisons</option>
										<option value="41" class="caPE notactive">1. Movement Competence and Understanding</option>
										<option value="42" class="caPE notactive">2. Physical and Personal Wellness</option>
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			<p><strong>Current selections are shown below <em>(maximum of five)</em></strong></p>
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				<span><em>Content Area:</em> Social Studies
					// <em>Grade Level:</em> Sixth Grade
					// <em>Standard Category:</em> All Standards Categories</span>
				</p>
														<p>
				<span><a href="#" onclick="removeFilter(1);return false;"><i class="material-icons" style="color:red;vertical-align:middle;">clear</i></a></span>
				<span><em>Content Area:</em> Social Studies
					// <em>Grade Level:</em> Seventh Grade
					// <em>Standard Category:</em> All Standards Categories</span>
				</p>
														<p>
				<span><a href="#" onclick="removeFilter(2);return false;"><i class="material-icons" style="color:red;vertical-align:middle;">clear</i></a></span>
				<span><em>Content Area:</em> Social Studies
					// <em>Grade Level:</em> Eighth Grade
					// <em>Standard Category:</em> All Standards Categories</span>
				</p>
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<div class="row">
	<div class="col">
								<div class="caBlock SocialStudies">
			<div class="row ">
				<div class="col">
					<div class="standardhead">
						<div class="row">
							<div class="col-3"><p><strong>Social Studies</strong></p></div>
							<div class="col-9"><p style="text-align: right;"><strong>Sixth Grade, Standard 1. History</strong></p></div>
						</div>
					</div>
				</div>
			</div>
			<div class="row">
				<div class="col">
					<p style="text-align: right;">


	<a href="/cosocialstudies" target="_blank">Learn More About Social Studies in Colorado</a>


						| <a href="/standardsandinstruction/essentialskills" target="_blank">Read the Colorado Essential Skills</a>
						| <a href="#" onclick="$(this).closest('.caBlock').find('.gleDetail').removeClass( 'notvisible' );$(this).closest('.caBlock').find('.expanderDown').addClass('notvisible');return false;">Expand Set of GLEs Below</a>
					</p>
				</div>
			</div>
												<div class="row">
				<div class="col">

					<div class="gle">


						<p class="float-right">
							<a href="#" onclick="$(this).closest('.col').find('.gleDetail').toggleClass('notvisible');return false;">
								<i class="material-icons gleDetail expanderDown">keyboard_arrow_down</i>
								<i class="material-icons gleDetail expanderUp notvisible">keyboard_arrow_up</i>
							</a>
						</p>
						<div class="gleDetail notvisible">
							<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsPGC"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a> Prepared Graduates:</p>
							<ul style="list-style-type:none;">
														<li>1. Understand the nature of historical knowledge as a process of inquiry that examines and analyzes how history is viewed, constructed, and interpreted.</li>
													</ul>
						</div>

						<p class="gleDetail notvisible"><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsGLE"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a> 


Grade Level Expectation:


</p>
						<p style="padding-left:40px;">1. Analyze and interpret primary and secondary sources to ask and research historical questions about the Western Hemisphere.</p>
						<div class="gleDetail notvisible">
							<div class="row eorow">
								<div class="col eocol leftcol">
									<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsEO"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a> 

Evidence Outcomes:


									</p>

																						<div class="eoinfo" style="display: block;">

			<p><em>Students Can:</em></p>
	
										<ol type="a">

																			<li>Identify ways different cultures record history in the Western Hemisphere.</li>
																			<li>Analyze multiple primary and secondary sources while formulating historical questions about the Western Hemisphere. For example: art, artifacts, eyewitness accounts, letters and diaries, artifacts, real or simulated historical sites, charts, graphs, diagrams and written texts.</li>
																			<li>Gather, organize, synthesize, and critique information to determine if it is sufficient to answer historical questions about the Western Hemisphere.</li>
								
										</ol>
									</div>
																																																																	
								</div>
								<div class="col eocol rightcol">
									<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsConnections"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a> 


Academic Contexts and Connections:


									</p>

																																			<div class="eoinfo" style="display: block;">
										<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsColoradoEssentialSkills"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a><em> 


Colorado Essential Skills:

							
									</em></p>

										<ol type="1">

																			<li>Make connections between information gathered and personal experiences to research historical questions. (Strategic Learning: Critical Thinking and Problem Solving)</li>
																			<li>Engage in novel approaches, moves, directions, ideas, and/or perspectives while using inquiry and primary sources. (Entrepreneurial Skills: Creativity/Innovation)</li>
																			<li>Examine various resources, to look for and find value in different perspectives expressed by others. (Personal Skills: Adaptability/Flexibility)</li>
																			<li>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.  (Professional Skills: Information Literacy)</li>
								
										</ol>
									</div>
																													<div class="eoinfo" style="display: block;">
										<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsInquiryQuestions"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a><em> 


Inquiry Questions:

							
									</em></p>

										<ol type="1">

																			<li>What questions help us understand the development of the Western Hemisphere and the interactions of people in the region?</li>
																			<li>Why do sources on the same topic vary, and how do we determine which ones will help us effectively interpret the past?</li>
																			<li>What key primary sources help us to understand the Western Hemisphere?</li>
																			<li>How is the bias of the author of a source reflected in the source itself?</li>
								
										</ol>
									</div>
																													<div class="eoinfo" style="display: block;">
										<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsNatureandSkillsofHistory"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a><em> 


Nature and Skills of History:

							
									</em></p>

										<ol type="1">

																			<li>Historical thinkers evaluate historical sources for purpose, audience, point of view, context, reliability, and authenticity.</li>
																			<li>Historical thinkers use primary and secondary sources to develop and evaluate hypotheses and interpretations of historical events and figures that are supported by evidence.</li>
																			<li>Historical thinkers identify points of view, seek multiple sources, and develop and defend a thesis with evidence.</li>
																			<li>Historical thinkers use technology to explore and evaluate for accuracy of information.</li>
																			<li>Historical thinkers use context and content from the past is used to make connections to the present.</li>
								
										</ol>
									</div>
																													<div class="eoinfo" style="display: block;">
										<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsDisciplinaryInformationandMediaLiteracy"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a><em> 


Disciplinary, Information, and Media Literacy:

							
									</em></p>

										<ol type="1">

																			<li>Cite specific textual evidence to support analysis of primary and secondary sources</li>
																			<li>Conduct research by locating, gathering, organizing information and data, and evaluating online and print resources.</li>
																			<li>Evaluate information critically and competently.</li>
								
										</ol>
									</div>
													
								</div>
							</div>

						</div>

					</div>
				</div>

			</div>

					
												<div class="row">
				<div class="col">

					<div class="gle">


						<p class="float-right">
							<a href="#" onclick="$(this).closest('.col').find('.gleDetail').toggleClass('notvisible');return false;">
								<i class="material-icons gleDetail expanderDown">keyboard_arrow_down</i>
								<i class="material-icons gleDetail expanderUp notvisible">keyboard_arrow_up</i>
							</a>
						</p>
						<div class="gleDetail notvisible">
							<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsPGC"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a> Prepared Graduates:</p>
							<ul style="list-style-type:none;">
														<li>2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.</li>
													</ul>
						</div>

						<p class="gleDetail notvisible"><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsGLE"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a> 


Grade Level Expectation:


</p>
						<p style="padding-left:40px;">2. The historical eras, individuals, groups, ideas, and themes within regions of the Western Hemisphere and their relationships with one another.</p>
						<div class="gleDetail notvisible">
							<div class="row eorow">
								<div class="col eocol leftcol">
									<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsEO"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a> 

Evidence Outcomes:


									</p>

																						<div class="eoinfo" style="display: block;">

			<p><em>Students Can:</em></p>
	
										<ol type="a">

																			<li>Explain how people, products, cultures, and ideas interact and are interconnected in the Western Hemisphere and how they have impacted modern times.</li>
																			<li>Determine and explain the historical context of key people, events, and ideas over time including the examination of different perspectives from people involved. For example: Aztec, Maya, Inca, Inuit, early Native American cultures of North America, major explorers, colonizers of countries in the Western Hemisphere, and the Columbian Exchange.</li>
																			<li>Identify examples of the social, political, cultural, and economic development in key areas of the Western Hemisphere.</li>
								
										</ol>
									</div>
																																																																	
								</div>
								<div class="col eocol rightcol">
									<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsConnections"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a> 


Academic Contexts and Connections:


									</p>

																																			<div class="eoinfo" style="display: block;">
										<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsColoradoEssentialSkills"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a><em> 


Colorado Essential Skills:

							
									</em></p>

										<ol type="1">

																			<li>Make connections between information gathered and personal experiences to research historical questions. (Entrepreneurial Skills: Critical Thinking/Problem Solving)</li>
																			<li>Engage in novel approaches, moves, directions, ideas, and/or perspectives while using inquiry and primary sources. (Entrepreneurial Skills: Creativity/Innovation)</li>
																			<li>Plan and evaluate complex solutions to global challenges within the Western Hemisphere using multiple disciplinary perspectives such as cultural, historical, and scientific. (Civic Interpersonal Skills: Global/Cultural Awareness)</li>
																			<li>Examine various resources, to look for and find value in different perspectives expressed by others. (Personal Skills: Adaptability/Flexibility)</li>
								
										</ol>
									</div>
																													<div class="eoinfo" style="display: block;">
										<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsInquiryQuestions"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a><em> 


Inquiry Questions:

							
									</em></p>

										<ol type="1">

																			<li>Why have civilizations succeeded and failed?</li>
																			<li>To what extent does globalization depend on a society's resistance to and adaptation to change over time?</li>
																			<li>What factors influenced the development of civilizations and nations in the Western Hemisphere?</li>
								
										</ol>
									</div>
																													<div class="eoinfo" style="display: block;">
										<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsNatureandSkillsofHistory"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a><em> 


Nature and Skills of History:

							
									</em></p>

										<ol type="1">

																			<li>Historical thinkers analyze patterns and themes across time.</li>
																			<li>Historical thinkers study the people, places, ideas, and events in the Western Hemisphere to construct the story of history from multiple perspectives.</li>
																			<li>Historical thinkers use chronology to organize time.</li>
																			<li>Historical thinkers examine, interpret, and evaluate data for point of view, historical context, or propaganda and use it to inform decisions on the current world today.</li>
																			<li>Historical thinkers investigate how philosophies and ideas from the Aztec, Maya, Inca, and others in history continue to inform and affect the present.</li>
																			<li>Historical thinkers research how technological developments continue to evolve and affect the present.</li>
								
										</ol>
									</div>
																													<div class="eoinfo" style="display: block;">
										<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsDisciplinaryInformationandMediaLiteracy"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a><em> 


Disciplinary, Information, and Media Literacy:

							
									</em></p>

										<ol type="1">

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

						</div>

					</div>
				</div>

			</div>

					
		</div>

					<div class="caBlock SocialStudies">
			<div class="row ">
				<div class="col">
					<div class="standardhead">
						<div class="row">
							<div class="col-3"><p><strong>Social Studies</strong></p></div>
							<div class="col-9"><p style="text-align: right;"><strong>Sixth Grade, Standard 2. Geography</strong></p></div>
						</div>
					</div>
				</div>
			</div>
			<div class="row">
				<div class="col">
					<p style="text-align: right;">


	<a href="/cosocialstudies" target="_blank">Learn More About Social Studies in Colorado</a>


						| <a href="/standardsandinstruction/essentialskills" target="_blank">Read the Colorado Essential Skills</a>
						| <a href="#" onclick="$(this).closest('.caBlock').find('.gleDetail').removeClass( 'notvisible' );$(this).closest('.caBlock').find('.expanderDown').addClass('notvisible');return false;">Expand Set of GLEs Below</a>
					</p>
				</div>
			</div>
												<div class="row">
				<div class="col">

					<div class="gle">


						<p class="float-right">
							<a href="#" onclick="$(this).closest('.col').find('.gleDetail').toggleClass('notvisible');return false;">
								<i class="material-icons gleDetail expanderDown">keyboard_arrow_down</i>
								<i class="material-icons gleDetail expanderUp notvisible">keyboard_arrow_up</i>
							</a>
						</p>
						<div class="gleDetail notvisible">
							<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsPGC"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a> Prepared Graduates:</p>
							<ul style="list-style-type:none;">
														<li>3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.</li>
													</ul>
						</div>

						<p class="gleDetail notvisible"><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsGLE"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a> 


Grade Level Expectation:


</p>
						<p style="padding-left:40px;">1. Use geographic tools and resources to research and make geographic inferences and predictions about the Western Hemisphere.</p>
						<div class="gleDetail notvisible">
							<div class="row eorow">
								<div class="col eocol leftcol">
									<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsEO"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a> 

Evidence Outcomes:


									</p>

																						<div class="eoinfo" style="display: block;">

			<p><em>Students Can:</em></p>
	
										<ol type="a">

																			<li>Use geographic tools to identify, locate and describe places and regions in the Western Hemisphere, to solve problems. For example: latitude, longitude, scale on maps, globes, and other resources such as GPS and satellite imagery.</li>
																			<li>Collect, analyze, and synthesize data from geographic tools to compare regions in the Western Hemisphere.</li>
																			<li>Examine geographic sources to formulate questions and investigate responses.</li>
																			<li>Interpret, apply, and communicate geographic data to justify potential solutions to problems in the Western Hemisphere at the local, state, national, and global levels.</li>
								
										</ol>
									</div>
																																																																	
								</div>
								<div class="col eocol rightcol">
									<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsConnections"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a> 


Academic Contexts and Connections:


									</p>

																																			<div class="eoinfo" style="display: block;">
										<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsColoradoEssentialSkills"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a><em> 


Colorado Essential Skills:

							
									</em></p>

										<ol type="1">

																			<li>Apply knowledge to set goals, make informed decisions and transfer to new contexts. (Personal Skills: Initiative/Self-Direction)</li>
																			<li>Engage in novel approaches, directions, ideas, and/or perspectives while using inquiry and primary sources.  (Entrepreneurial Skills: Creativity/Innovation)</li>
																			<li>Plan and evaluate complex solutions to global challenges, within the Western Hemisphere, which are appropriate to their contexts using multiple disciplinary perspectives, such as cultural, historical, and scientific. (Civic Interpersonal Skills: Global/Cultural Awareness)</li>
																			<li>Using geographic tools and resources, demonstrate task management attributes associated with producing high quality products including the abilities to: (a) Work positively and ethically; (b) Manage time and projects effectively; (c) Multi-task, and;  (d) Clearly communicate with others. (Professional Skills: Task/Time Management).</li>
								
										</ol>
									</div>
																													<div class="eoinfo" style="display: block;">
										<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsInquiryQuestions"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a><em> 


Inquiry Questions:

							
									</em></p>

										<ol type="1">

																			<li>How can geographic tools be used to solve problems in the future?</li>
																			<li>Why does where we live influence how we live?</li>
																			<li>How do populations, physical features, resources, and perceptions of places and regions change over time?</li>
																			<li>How have geographic factors influenced human settlement, economic activity, and land acquisition?</li>
								
										</ol>
									</div>
																													<div class="eoinfo" style="display: block;">
										<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsNatureandSkillsofGeography"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a><em> 


Nature and Skills of Geography:

							
									</em></p>

										<ol type="1">

																			<li>Spatial thinkers use geographic tools to develop spatial thinking and awareness skills.</li>
																			<li>Spatial thinkers use geographic tools to help to solve problems in daily life. For example: a car GPS is used to find a location, maps are used by tourists, and directions are found on the internet.</li>
																			<li>Geographic thinkers evaluate patterns that connect people in the Western Hemisphere to the rest of the world.</li>
																			<li>Geographic thinkers explore how technology is used by individuals and businesses to answer geographic problems such as the spread of disease, migration patterns, and distribution and loss of resources like water supplies.</li>
								
										</ol>
									</div>
																													<div class="eoinfo" style="display: block;">
										<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsDisciplinaryInformationandMediaLiteracy"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a><em> 


Disciplinary, Information, and Media Literacy:

							
									</em></p>

										<ol type="1">

																			<li>Integrate visual information such as charts, graphs, photographs, videos, or maps, with other information in print and digital texts.</li>
																			<li>Explain and justify decisions and shared content through the use of online maps, graphs, charts, data and diagrams.</li>
																			<li>Manage the flow of information from a wide variety of sources.</li>
																			<li>Present arguments or information in a logical sequence with a clear claim, supportive evidence, and effective presence that builds credibility.</li>
																			<li>Generate questions to guide research, gather information from print and digital sources, determine biases and credibility of sources, cite sources accurately, and use evidence to answer their research question</li>
								
										</ol>
									</div>
													
								</div>
							</div>

						</div>

					</div>
				</div>

			</div>

					
												<div class="row">
				<div class="col">

					<div class="gle">


						<p class="float-right">
							<a href="#" onclick="$(this).closest('.col').find('.gleDetail').toggleClass('notvisible');return false;">
								<i class="material-icons gleDetail expanderDown">keyboard_arrow_down</i>
								<i class="material-icons gleDetail expanderUp notvisible">keyboard_arrow_up</i>
							</a>
						</p>
						<div class="gleDetail notvisible">
							<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsPGC"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a> Prepared Graduates:</p>
							<ul style="list-style-type:none;">
														<li>4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.</li>
													</ul>
						</div>

						<p class="gleDetail notvisible"><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsGLE"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a> 


Grade Level Expectation:


</p>
						<p style="padding-left:40px;">2. Regional differences and perspectives in the Western Hemisphere impact human and environmental interactions.</p>
						<div class="gleDetail notvisible">
							<div class="row eorow">
								<div class="col eocol leftcol">
									<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsEO"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a> 

Evidence Outcomes:


									</p>

																						<div class="eoinfo" style="display: block;">

			<p><em>Students Can:</em></p>
	
										<ol type="a">

																			<li>Classify and analyze the types of human and geographic connections between places.</li>
																			<li>Identify physical features of the Western Hemisphere and explain their effects on people who reside in the region.</li>
																			<li>Analyze positive and negative interactions of human and physical systems in the Western Hemisphere and give examples of how people have adapted to their physical environment.</li>
								
										</ol>
									</div>
																																																																	
								</div>
								<div class="col eocol rightcol">
									<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsConnections"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a> 


Academic Contexts and Connections:


									</p>

																																			<div class="eoinfo" style="display: block;">
										<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsColoradoEssentialSkills"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a><em> 


Colorado Essential Skills:

							
									</em></p>

										<ol type="1">

																			<li>Look for and find value in different perspectives expressed by others in the Western Hemisphere.  (Personal Skills: Adaptability/Flexibility)</li>
																			<li>Plan and evaluate complex solutions to global challenges within the Western Hemisphere which are appropriate to their contexts using multiple disciplinary perspectives such as cultural, historical, and scientific. (Civic Interpersonal Skills: Global/Cultural Awareness)</li>
																			<li>Apply knowledge to set goals, make informed decisions and transfer to new contexts. (Personal Skills: Initiative/Self-Direction)</li>
								
										</ol>
									</div>
																													<div class="eoinfo" style="display: block;">
										<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsInquiryQuestions"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a><em> 


Inquiry Questions:

							
									</em></p>

										<ol type="1">

																			<li>What are different ways to define the Western Hemisphere based on human and physical systems?</li>
																			<li>How have people interacted with the environment over time in a positive or negative way?</li>
																			<li>How has globalization affected people and places?</li>
																			<li>In what ways are places on Earth interdependent?</li>
								
										</ol>
									</div>
																													<div class="eoinfo" style="display: block;">
										<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsNatureandSkillsofGeography"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a><em> 


Nature and Skills of Geography:

							
									</em></p>

										<ol type="1">

																			<li>Geographic thinkers examine places and regions and the connections among them.</li>
																			<li>Geographic thinkers study how human and physical systems vary and interact to make better choices, decisions, and predictions. For example: resource distribution or trade is based on geographic features and environmental changes which affect business decisions.</li>
																			<li>Geographic thinkers analyze data regarding physical and human systems to make informed choices regarding production, trade, and resource acquisition.</li>
																			<li>Geographic thinkers use geographic information about human and physical systems to make decisions such as establishing trade routes, locating cities, trade centers and capitals, and establishing outposts and security systems like forts and walls.</li>
								
										</ol>
									</div>
																													<div class="eoinfo" style="display: block;">
										<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsDisciplinaryInformationandMediaLiteracy"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a><em> 


Disciplinary, Information, and Media Literacy:

							
									</em></p>

										<ol type="1">

																			<li>Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text.</li>
																			<li>Demonstrate positive social and ethical behaviors when using technology and discuss consequences of inappropriate use.</li>
																			<li>Use information accurately and creatively for the issue or problem at hand.</li>
																			<li>Analyze different texts (including experiments, simulations, video, or multimedia texts) to compare and contrast competing theories, points of view, and arguments in the discipline.</li>
								
										</ol>
									</div>
													
								</div>
							</div>

						</div>

					</div>
				</div>

			</div>

					
		</div>

					<div class="caBlock SocialStudies">
			<div class="row ">
				<div class="col">
					<div class="standardhead">
						<div class="row">
							<div class="col-3"><p><strong>Social Studies</strong></p></div>
							<div class="col-9"><p style="text-align: right;"><strong>Sixth Grade, Standard 3. Economics</strong></p></div>
						</div>
					</div>
				</div>
			</div>
			<div class="row">
				<div class="col">
					<p style="text-align: right;">


	<a href="/cosocialstudies" target="_blank">Learn More About Social Studies in Colorado</a>


						| <a href="/standardsandinstruction/essentialskills" target="_blank">Read the Colorado Essential Skills</a>
						| <a href="#" onclick="$(this).closest('.caBlock').find('.gleDetail').removeClass( 'notvisible' );$(this).closest('.caBlock').find('.expanderDown').addClass('notvisible');return false;">Expand Set of GLEs Below</a>
					</p>
				</div>
			</div>
												<div class="row">
				<div class="col">

					<div class="gle">


						<p class="float-right">
							<a href="#" onclick="$(this).closest('.col').find('.gleDetail').toggleClass('notvisible');return false;">
								<i class="material-icons gleDetail expanderDown">keyboard_arrow_down</i>
								<i class="material-icons gleDetail expanderUp notvisible">keyboard_arrow_up</i>
							</a>
						</p>
						<div class="gleDetail notvisible">
							<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsPGC"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a> Prepared Graduates:</p>
							<ul style="list-style-type:none;">
														<li>5. Understand the allocation of scarce resources in societies through analysis of individual choice,  market interaction, and public policy.</li>
													</ul>
						</div>

						<p class="gleDetail notvisible"><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsGLE"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a> 


Grade Level Expectation:


</p>
						<p style="padding-left:40px;">1. Investigate how societies create different economic systems in the Western Hemisphere.</p>
						<div class="gleDetail notvisible">
							<div class="row eorow">
								<div class="col eocol leftcol">
									<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsEO"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a> 

Evidence Outcomes:


									</p>

																						<div class="eoinfo" style="display: block;">

			<p><em>Students Can:</em></p>
	
										<ol type="a">

																			<li>Describe how economic systems in the Western Hemisphere (such as traditional, command, market, and mixed) allocate resources.</li>
																			<li>Use economic reasoning to explain how specialization of production can result in more interdependence. For example: international trade patterns.</li>
								
										</ol>
									</div>
																																																																	
								</div>
								<div class="col eocol rightcol">
									<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsConnections"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a> 


Academic Contexts and Connections:


									</p>

																																			<div class="eoinfo" style="display: block;">
										<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsColoradoEssentialSkills"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a><em> 


Colorado Essential Skills:

							
									</em></p>

										<ol type="1">

																			<li>Plan and evaluate complex solutions to global economic system challenges that are appropriate to their contexts using multiple disciplinary perspectives such as cultural, historical, and scientific. (Civic/Interpersonal Skills: Global/Cultural Awareness)</li>
																			<li>Look for and find value in different economic perspectives expressed by others in the Western Hemisphere. (Personal Skills: Adaptability/Flexibility)</li>
																			<li>Make connections between information gathered and personal experiences to research economic questions. (Entrepreneurial Skills: Critical Thinking/Problem Solving)</li>
								
										</ol>
									</div>
																													<div class="eoinfo" style="display: block;">
										<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsInquiryQuestions"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a><em> 


Inquiry Questions:

							
									</em></p>

										<ol type="1">

																			<li>How do different systems address the production of goods?</li>
																			<li>How are scarce resources distributed in different types of economic systems?</li>
																			<li>How do different economies control the means of production and distribution of goods and services?</li>
								
										</ol>
									</div>
																													<div class="eoinfo" style="display: block;">
										<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsNatureandSkillsofEconomics"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a><em> 


Nature and Skills of Economics:

							
									</em></p>

										<ol type="1">

																			<li>Economic thinkers study how and why individuals make decisions about purchases and in different locations.</li>
																			<li>Economic thinkers study the effects of different types of economies on global interdependence.</li>
																			<li>Economic thinkers explore how economic development varies and can be compared across countries in the Western Hemisphere including levels of education and average income.</li>
																			<li>Economic thinkers investigate how governments and the private sector cooperate to distribute goods and services, specialize, and are interdependent in the global economy.</li>
																			<li>Economic thinkers explain how career opportunities are influenced by the type of economic system.</li>
								
										</ol>
									</div>
																													<div class="eoinfo" style="display: block;">
										<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsDisciplinaryInformationandMediaLiteracy"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a><em> 


Disciplinary, Information, and Media Literacy:

							
									</em></p>

										<ol type="1">

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

						</div>

					</div>
				</div>

			</div>

					
												<div class="row">
				<div class="col">

					<div class="gle">


						<p class="float-right">
							<a href="#" onclick="$(this).closest('.col').find('.gleDetail').toggleClass('notvisible');return false;">
								<i class="material-icons gleDetail expanderDown">keyboard_arrow_down</i>
								<i class="material-icons gleDetail expanderUp notvisible">keyboard_arrow_up</i>
							</a>
						</p>
						<div class="gleDetail notvisible">
							<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsPGC"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a> Prepared Graduates:</p>
							<ul style="list-style-type:none;">
														<li>6. Apply economic reasoning skills to make informed personal financial decisions (PFL).</li>
													</ul>
						</div>

						<p class="gleDetail notvisible"><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsGLE"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a> 


Grade Level Expectation:


</p>
						<p style="padding-left:40px;">2. Investigate the role of consumers within the Western Hemisphere (PFL).</p>
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									<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsEO"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a> 

Evidence Outcomes:


									</p>

																						<div class="eoinfo" style="display: block;">

			<p><em>Students Can:</em></p>
	
										<ol type="a">

																			<li>Explain the roles of buyers and sellers in product, labor, and financial markets.</li>
																			<li>Describe the role of competition in the determination of prices and wages in a market economy.</li>
																			<li>Explore how consumer spending decisions and demand impact market economies.</li>
																			<li>Analyze how external factors might influence spending decisions for different individuals.</li>
								
										</ol>
									</div>
																																																																	
								</div>
								<div class="col eocol rightcol">
									<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsConnections"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a> 


Academic Contexts and Connections:


									</p>

																																			<div class="eoinfo" style="display: block;">
										<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsColoradoEssentialSkills"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a><em> 


Colorado Essential Skills:

							
									</em></p>

										<ol type="1">

																			<li>Demonstrate an understanding of cause and effect related to personal financial decisions. (Civic/Interpersonal Skills: Character)</li>
																			<li>Identify and explain multiple perspectives (cultural and global) when exploring economic events, ideas, and issues within the Western Hemisphere. (Civic/Interpersonal Skills: Global/Cultural Awareness)</li>
																			<li>Assess personal strengths and limitations with a well-grounded sense of confidence, optimism, and a growth mindset. (Personal Skills: Self-Awareness).</li>
								
										</ol>
									</div>
																													<div class="eoinfo" style="display: block;">
										<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsInquiryQuestions"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a><em> 


Inquiry Questions:

							
									</em></p>

										<ol type="1">

																			<li>How did different societies in the Western Hemisphere define the roles of buyers and sellers in the various markets?</li>
																			<li>What role did the distribution of resources play in personal financial decisions?</li>
																			<li>What role has competition and wages played in different cultures?</li>
																			<li>Why is it important to analyze the various levels of a culture before understanding how individuals in that culture would make financial decisions?</li>
								
										</ol>
									</div>
																													<div class="eoinfo" style="display: block;">
										<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsNatureandSkillsofEconomics"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a><em> 


Nature and Skills of Economics:

							
									</em></p>

										<ol type="1">

																			<li>Financially capable individuals determine how history, location, and the distribution of resources have impacted financial decisions.</li>
																			<li>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.</li>
																			<li>Financially capable individuals understand that populations within various cultures have made individual financial decisions differently throughout time and location.</li>
								
										</ol>
									</div>
																													<div class="eoinfo" style="display: block;">
										<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsDisciplinaryInformationandMediaLiteracy"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a><em> 


Disciplinary, Information, and Media Literacy:

							
									</em></p>

										<ol type="1">

																			<li>Analyze how and why individuals, events, and ideas develop.</li>
																			<li>Explain how a question represents key ideas in the field.</li>
																			<li>Explain points of agreement experts have about interpretations and applications of disciplinary concepts and ideas associated with a compelling question</li>
																			<li>Integrate multimedia as effective tools for presenting and clarifying information.</li>
								
										</ol>
									</div>
													
								</div>
							</div>

						</div>

					</div>
				</div>

			</div>

					
		</div>

					<div class="caBlock SocialStudies">
			<div class="row ">
				<div class="col">
					<div class="standardhead">
						<div class="row">
							<div class="col-3"><p><strong>Social Studies</strong></p></div>
							<div class="col-9"><p style="text-align: right;"><strong>Sixth Grade, Standard 4. Civics</strong></p></div>
						</div>
					</div>
				</div>
			</div>
			<div class="row">
				<div class="col">
					<p style="text-align: right;">


	<a href="/cosocialstudies" target="_blank">Learn More About Social Studies in Colorado</a>


						| <a href="/standardsandinstruction/essentialskills" target="_blank">Read the Colorado Essential Skills</a>
						| <a href="#" onclick="$(this).closest('.caBlock').find('.gleDetail').removeClass( 'notvisible' );$(this).closest('.caBlock').find('.expanderDown').addClass('notvisible');return false;">Expand Set of GLEs Below</a>
					</p>
				</div>
			</div>
												<div class="row">
				<div class="col">

					<div class="gle">


						<p class="float-right">
							<a href="#" onclick="$(this).closest('.col').find('.gleDetail').toggleClass('notvisible');return false;">
								<i class="material-icons gleDetail expanderDown">keyboard_arrow_down</i>
								<i class="material-icons gleDetail expanderUp notvisible">keyboard_arrow_up</i>
							</a>
						</p>
						<div class="gleDetail notvisible">
							<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsPGC"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a> Prepared Graduates:</p>
							<ul style="list-style-type:none;">
														<li>7. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.</li>
													</ul>
						</div>

						<p class="gleDetail notvisible"><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsGLE"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a> 


Grade Level Expectation:


</p>
						<p style="padding-left:40px;">1. Analyze the relationships of different nations in the Western Hemisphere.</p>
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								<div class="col eocol leftcol">
									<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsEO"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a> 

Evidence Outcomes:


									</p>

																						<div class="eoinfo" style="display: block;">

			<p><em>Students Can:</em></p>
	
										<ol type="a">

																			<li>Discuss advantages and disadvantages of living in an interconnected world.</li>
																			<li>Examine changes and connections in ideas about citizenship in different times and places in the Western Hemisphere.</li>
																			<li>Describe how groups and individuals influence governments within the Western Hemisphere.</li>
																			<li>Explain how political ideas and significant people have interacted, are interconnected, and have influenced nations.</li>
																			<li>Analyze political issues from national and global perspectives over time.</li>
																			<li>Identify historical examples illustrating how people from diverse backgrounds in the Western Hemisphere perceived and reacted to various global issues.</li>
								
										</ol>
									</div>
																																																																	
								</div>
								<div class="col eocol rightcol">
									<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsConnections"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a> 


Academic Contexts and Connections:


									</p>

																																			<div class="eoinfo" style="display: block;">
										<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsColoradoEssentialSkills"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a><em> 


Colorado Essential Skills:

							
									</em></p>

										<ol type="1">

																			<li>Examine how individuals in the Western Hemisphere interpret messages differently, how values and points of view are included or excluded, and how media can influence beliefs and behaviors. (Professional Skills: Information Literacy)</li>
																			<li>Plan and evaluate complex solutions to global challenges, in the Western Hemisphere, which are appropriate to their contexts, using multiple disciplinary perspectives such as cultural, historical, and scientific. (Civic/Interpersonal Skills: Global/Cultural Awareness).</li>
																			<li>Look for and find value in different perspectives expressed by others in the Western Hemisphere. (Personal Skills: Adaptability/Flexibility).</li>
								
										</ol>
									</div>
																													<div class="eoinfo" style="display: block;">
										<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsInquiryQuestions"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a><em> 


Inquiry Questions:

							
									</em></p>

										<ol type="1">

																			<li>What does it mean to live in an interconnected world?</li>
																			<li>How can you be a productive member of the global community and a contributing citizen of the United States?</li>
																			<li>Why are there greater challenges and opportunities when multiple groups interact?</li>
																			<li>Why do national and global viewpoints sometimes differ?</li>
								
										</ol>
									</div>
																													<div class="eoinfo" style="display: block;">
										<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsNatureandSkillsofCivics"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a><em> 


Nature and Skills of Civics:

							
									</em></p>

										<ol type="1">

																			<li>Civic-minded individuals discuss and analyze how various government decisions impact people, places, and history.</li>
																			<li>Civic-minded individuals analyze how the actions of individuals and groups can have a local, national, and international impact.</li>
																			<li>Civic-minded individuals analyze the relationship between rights and responsibility in national and global contexts.</li>
																			<li>Civic-minded individuals explain how 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.</li>
																			<li>Civic-minded individuals demonstrate how technology provides daily information regarding the interaction between the United States government and other nations.</li>
								
										</ol>
									</div>
																													<div class="eoinfo" style="display: block;">
										<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsDisciplinaryInformationandMediaLiteracy"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a><em> 


Disciplinary, Information, and Media Literacy:

							
									</em></p>

										<ol type="1">

																			<li>Describe how a text presents information (e.g., sequentially, comparatively, and causally).</li>
																			<li>Communicate and present information orally, in writing, and through the development of multimedia presentations, and other forms of technology in an effective manner.</li>
								
										</ol>
									</div>
													
								</div>
							</div>

						</div>

					</div>
				</div>

			</div>

					
												<div class="row">
				<div class="col">

					<div class="gle">


						<p class="float-right">
							<a href="#" onclick="$(this).closest('.col').find('.gleDetail').toggleClass('notvisible');return false;">
								<i class="material-icons gleDetail expanderDown">keyboard_arrow_down</i>
								<i class="material-icons gleDetail expanderUp notvisible">keyboard_arrow_up</i>
							</a>
						</p>
						<div class="gleDetail notvisible">
							<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsPGC"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a> Prepared Graduates:</p>
							<ul style="list-style-type:none;">
														<li>8. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.</li>
													</ul>
						</div>

						<p class="gleDetail notvisible"><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsGLE"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a> 


Grade Level Expectation:


</p>
						<p style="padding-left:40px;">2. Systems of government in the Western Hemisphere.</p>
						<div class="gleDetail notvisible">
							<div class="row eorow">
								<div class="col eocol leftcol">
									<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsEO"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a> 

Evidence Outcomes:


									</p>

																						<div class="eoinfo" style="display: block;">

			<p><em>Students Can:</em></p>
	
										<ol type="a">

																			<li>Describe different systems of government in the Western Hemisphere.</li>
																			<li>Identify how different systems of government relate to their citizens in the Western Hemisphere.</li>
																			<li>Compare the economic components of the different systems of government in the Western Hemisphere.</li>
																			<li>Compare the various governments and citizens' liberties in the Western Hemisphere.</li>
								
										</ol>
									</div>
																																																																	
								</div>
								<div class="col eocol rightcol">
									<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsConnections"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a> 


Academic Contexts and Connections:


									</p>

																																			<div class="eoinfo" style="display: block;">
										<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsColoradoEssentialSkills"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a><em> 


Colorado Essential Skills:

							
									</em></p>

										<ol type="1">

																			<li>Examine how individuals interpret messages differently, how values and points of view are included or excluded, and how media can influence beliefs and behaviors. (Professional Skills: Information Literacy)</li>
																			<li>Plan and evaluate complex solutions to global challenges, in the Western Hemisphere, which are appropriate to their contexts, using multiple disciplinary perspectives such as cultural, historical, and scientific. (Civic/Interpersonal Skills: Global/Cultural Awareness)</li>
																			<li>Look for and find value in different perspectives expressed by others in the Western Hemisphere. (Personal Skills: Adaptability/Flexibility)</li>
																			<li>Apply ethical perspectives/concepts to an ethical question/situation/scenario. (Civic/Interpersonal Skills: Character)</li>
								
										</ol>
									</div>
																													<div class="eoinfo" style="display: block;">
										<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsInquiryQuestions"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a><em> 


Inquiry Questions:

							
									</em></p>

										<ol type="1">

																			<li>How do you define good government?</li>
																			<li>What evidence can you find of effective and ineffective governments in the past and the present?</li>
																			<li>What would a government look like if you created it?</li>
																			<li>What are the consequences if a government does not provide for the common good?</li>
								
										</ol>
									</div>
																													<div class="eoinfo" style="display: block;">
										<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsNatureandSkillsofCivics"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a><em> 


Nature and Skills of Civics:

							
									</em></p>

										<ol type="1">

																			<li>Civic-minded individuals discuss and evaluate how  personal and national actions have global consequences.</li>
																			<li>Civic-minded individuals identify ways in which lives are enriched and challenged because of the interconnected nature of a global society.</li>
																			<li>Civic-minded individuals demonstrate 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.</li>
																			<li>Civic-minded individuals share how civic education is essential for understanding the implications of events around the world.</li>
								
										</ol>
									</div>
																													<div class="eoinfo" style="display: block;">
										<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsDisciplinaryInformationandMediaLiteracy"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a><em> 


Disciplinary, Information, and Media Literacy:

							
									</em></p>

										<ol type="1">

																			<li>Identify key steps in a text's description of a process related to history/social studies.</li>
																			<li>Evaluate the accuracy, relevance, appropriateness, and bias of online and print sources.</li>
																			<li>Synthesize information from multiple sources to demonstrate understanding of a topic.</li>
								
										</ol>
									</div>
													
								</div>
							</div>

						</div>

					</div>
				</div>

			</div>

					
		</div>

			
							<div class="caBlock SocialStudies">
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				<div class="col">
					<div class="standardhead">
						<div class="row">
							<div class="col-3"><p><strong>Social Studies</strong></p></div>
							<div class="col-9"><p style="text-align: right;"><strong>Seventh Grade, Standard 1. History</strong></p></div>
						</div>
					</div>
				</div>
			</div>
			<div class="row">
				<div class="col">
					<p style="text-align: right;">


	<a href="/cosocialstudies" target="_blank">Learn More About Social Studies in Colorado</a>


						| <a href="/standardsandinstruction/essentialskills" target="_blank">Read the Colorado Essential Skills</a>
						| <a href="#" onclick="$(this).closest('.caBlock').find('.gleDetail').removeClass( 'notvisible' );$(this).closest('.caBlock').find('.expanderDown').addClass('notvisible');return false;">Expand Set of GLEs Below</a>
					</p>
				</div>
			</div>
												<div class="row">
				<div class="col">

					<div class="gle">


						<p class="float-right">
							<a href="#" onclick="$(this).closest('.col').find('.gleDetail').toggleClass('notvisible');return false;">
								<i class="material-icons gleDetail expanderDown">keyboard_arrow_down</i>
								<i class="material-icons gleDetail expanderUp notvisible">keyboard_arrow_up</i>
							</a>
						</p>
						<div class="gleDetail notvisible">
							<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsPGC"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a> Prepared Graduates:</p>
							<ul style="list-style-type:none;">
														<li>1. Understand the nature of historical knowledge as a process of inquiry that examines and analyzes how history is viewed, constructed, and interpreted.</li>
													</ul>
						</div>

						<p class="gleDetail notvisible"><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsGLE"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a> 


Grade Level Expectation:


</p>
						<p style="padding-left:40px;">1. Use a variety of primary and secondary sources from multiple perspectives to formulate an appropriate thesis supported by evidence.</p>
						<div class="gleDetail notvisible">
							<div class="row eorow">
								<div class="col eocol leftcol">
									<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsEO"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a> 

Evidence Outcomes:


									</p>

																						<div class="eoinfo" style="display: block;">

			<p><em>Students Can:</em></p>
	
										<ol type="a">

																			<li>Utilize primary and secondary sources to explain the interdependence and uniqueness among peoples in the Eastern Hemisphere during significant eras or events; including their influence on modern society. For example: the Silk Road and cultural diffusion, and the Chinese inventions of gunpowder and compass.</li>
																			<li>Examine primary and secondary sources to identify points of view while formulating historical claims and questions. For example: art, eyewitness accounts, letters and diaries, artifacts, historical sites, charts, graphs, diagrams, and written texts.</li>
								
										</ol>
									</div>
																																																																	
								</div>
								<div class="col eocol rightcol">
									<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsConnections"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a> 


Academic Contexts and Connections:


									</p>

																																			<div class="eoinfo" style="display: block;">
										<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsColoradoEssentialSkills"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a><em> 


Colorado Essential Skills:

							
									</em></p>

										<ol type="1">

																			<li>Make connections between information gathered and personal experiences to generate a thesis. (Entrepreneurial Skills: Critical Thinking/Problem Solving)</li>
																			<li>Engage in novel approaches, ideas, and/or perspectives while using inquiry and primary and secondary sources. (Entrepreneurial Skills: Creativity/Innovation)</li>
																			<li>Look for different historical perspectives expressed in primary and secondary sources. (Personal Skills: Adaptability/Flexibility)</li>
								
										</ol>
									</div>
																													<div class="eoinfo" style="display: block;">
										<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsInquiryQuestions"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a><em> 


Inquiry Questions:

							
									</em></p>

										<ol type="1">

																			<li>Why is continued questioning of historical events beneficial?</li>
																			<li>How can various primary and secondary perspectives in history be beneficial in understanding past and current issues?</li>
																			<li>Why is it advantageous to identify historical roots of change?</li>
																			<li>How can an artifact be utilized to interpret history?</li>
								
										</ol>
									</div>
																													<div class="eoinfo" style="display: block;">
										<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsNatureandSkillsofHistory"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a><em> 


Nature and Skills of History:

							
									</em></p>

										<ol type="1">

																			<li>Historical thinkers construct history through the gathering and analysis of historical sources.</li>
																			<li>Historical thinkers construct the story of the past by interpreting events from multiple points of view and various perspectives.</li>
																			<li>Historical thinkers defend a supported position with appropriate resources.</li>
								
										</ol>
									</div>
																													<div class="eoinfo" style="display: block;">
										<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsDisciplinaryInformationandMediaLiteracy"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a><em> 


Disciplinary, Information, and Media Literacy:

							
									</em></p>

										<ol type="1">

																			<li>Determine the main idea(s) or relevant information of a primary or secondary source.</li>
																			<li>Analyze multiple points of  view to establish a comparative approach to interpretation.</li>
																			<li>Utilize valid reasoning to develop a supported position on a historic matter.</li>
																			<li>Cite specific textual evidence to support analysis of primary and secondary sources.</li>
																			<li>Evaluate the reliability, accuracy, relevance, and bias of online and print sources.</li>
								
										</ol>
									</div>
													
								</div>
							</div>

						</div>

					</div>
				</div>

			</div>

					
												<div class="row">
				<div class="col">

					<div class="gle">


						<p class="float-right">
							<a href="#" onclick="$(this).closest('.col').find('.gleDetail').toggleClass('notvisible');return false;">
								<i class="material-icons gleDetail expanderDown">keyboard_arrow_down</i>
								<i class="material-icons gleDetail expanderUp notvisible">keyboard_arrow_up</i>
							</a>
						</p>
						<div class="gleDetail notvisible">
							<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsPGC"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a> Prepared Graduates:</p>
							<ul style="list-style-type:none;">
														<li>2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.</li>
													</ul>
						</div>

						<p class="gleDetail notvisible"><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsGLE"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a> 


Grade Level Expectation:


</p>
						<p style="padding-left:40px;">2. The historical context of significant current events, individuals, groups, ideas, and themes within regions of the Eastern Hemisphere and their relationships with one another.</p>
						<div class="gleDetail notvisible">
							<div class="row eorow">
								<div class="col eocol leftcol">
									<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsEO"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a> 

Evidence Outcomes:


									</p>

																						<div class="eoinfo" style="display: block;">

			<p><em>Students Can:</em></p>
	
										<ol type="a">

																			<li>Identify and explain the historical context of key people, regions, events, and ideas; including the roots of current issues. For example: Mansa Musa, the conflicts in the Middle East, the Black Death, and Confucianism.</li>
																			<li>Investigate and evaluate the social, political, cultural and technological development of regions in the Eastern Hemisphere. For example: the river valley civilizations, Hammurabi’s Code, the Hellenistic period, and the printing press.</li>
																			<li>Describe the interactions and contributions of various peoples and cultures that have lived in or migrated within/to the Eastern Hemisphere.  For example: conflicts over land and resources between countries, the foundations of world religions, East/West contact, settlement patterns, and the historical roots of current issues.</li>
								
										</ol>
									</div>
																																																																	
								</div>
								<div class="col eocol rightcol">
									<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsConnections"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a> 


Academic Contexts and Connections:


									</p>

																																			<div class="eoinfo" style="display: block;">
										<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsColoradoEssentialSkills"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a><em> 


Colorado Essential Skills:

							
									</em></p>

										<ol type="1">

																			<li>Examine how individuals interpret messages differently, how values and points of view are included or excluded, and how media can influence beliefs and behaviors. (Professional Skills: Information Literacy)</li>
								
										</ol>
									</div>
																													<div class="eoinfo" style="display: block;">
										<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsInquiryQuestions"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a><em> 


Inquiry Questions:

							
									</em></p>

										<ol type="1">

																			<li>How does the rise or collapse of a government affect surrounding societies over time?</li>
																			<li>How have ideas fundamentally changed various cultures in the Eastern Hemisphere?</li>
																			<li>How has technology shaped the development of civilizations?</li>
																			<li>What key ideas from ancient Eastern Hemisphere eras continue to demonstrate importance in modern times?</li>
								
										</ol>
									</div>
																													<div class="eoinfo" style="display: block;">
										<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsNatureandSkillsofHistory"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a><em> 


Nature and Skills of History:

							
									</em></p>

										<ol type="1">

																			<li>Historical thinkers analyze patterns and themes throughout time to understand current events.</li>
																			<li>Historical thinkers construct history using a variety of sources.</li>
																			<li>Historical thinkers consider multiple points of view to interpret history and outcomes.</li>
																			<li>Historical thinkers use chronology to organize time.</li>
																			<li>Historical thinkers examine data for contextual meaning and various interpretations.</li>
								
										</ol>
									</div>
																													<div class="eoinfo" style="display: block;">
										<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsDisciplinaryInformationandMediaLiteracy"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a><em> 


Disciplinary, Information, and Media Literacy:

							
									</em></p>

										<ol type="1">

																			<li>Utilizing textual evidence, analyze the development and changes of people, events and ideas.</li>
																			<li>Interpret information presented in diverse media and formats (e.g., visually, quantitatively, and orally) and explain how it contributes to a topic, text, or issue under study.</li>
								
										</ol>
									</div>
													
								</div>
							</div>

						</div>

					</div>
				</div>

			</div>

					
		</div>

					<div class="caBlock SocialStudies">
			<div class="row ">
				<div class="col">
					<div class="standardhead">
						<div class="row">
							<div class="col-3"><p><strong>Social Studies</strong></p></div>
							<div class="col-9"><p style="text-align: right;"><strong>Seventh Grade, Standard 2. Geography</strong></p></div>
						</div>
					</div>
				</div>
			</div>
			<div class="row">
				<div class="col">
					<p style="text-align: right;">


	<a href="/cosocialstudies" target="_blank">Learn More About Social Studies in Colorado</a>


						| <a href="/standardsandinstruction/essentialskills" target="_blank">Read the Colorado Essential Skills</a>
						| <a href="#" onclick="$(this).closest('.caBlock').find('.gleDetail').removeClass( 'notvisible' );$(this).closest('.caBlock').find('.expanderDown').addClass('notvisible');return false;">Expand Set of GLEs Below</a>
					</p>
				</div>
			</div>
												<div class="row">
				<div class="col">

					<div class="gle">


						<p class="float-right">
							<a href="#" onclick="$(this).closest('.col').find('.gleDetail').toggleClass('notvisible');return false;">
								<i class="material-icons gleDetail expanderDown">keyboard_arrow_down</i>
								<i class="material-icons gleDetail expanderUp notvisible">keyboard_arrow_up</i>
							</a>
						</p>
						<div class="gleDetail notvisible">
							<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsPGC"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a> Prepared Graduates:</p>
							<ul style="list-style-type:none;">
														<li>3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.</li>
													</ul>
						</div>

						<p class="gleDetail notvisible"><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsGLE"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a> 


Grade Level Expectation:


</p>
						<p style="padding-left:40px;">1. Use geographic tools and resources to research topics in the Eastern Hemisphere to make geographic inferences and predictions.</p>
						<div class="gleDetail notvisible">
							<div class="row eorow">
								<div class="col eocol leftcol">
									<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsEO"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a> 

Evidence Outcomes:


									</p>

																						<div class="eoinfo" style="display: block;">

			<p><em>Students Can:</em></p>
	
										<ol type="a">

																			<li>Use maps and  geographic tools to find patterns in human systems and/or physical features.</li>
																			<li>Collect, classify, and analyze data to make geographic inferences and predictions.</li>
																			<li>Apply inquiry and research utilizing geographic tools. For example: GPS and satellite imagery.</li>
																			<li>Interpret maps to make inferences and predictions.</li>
								
										</ol>
									</div>
																																																																	
								</div>
								<div class="col eocol rightcol">
									<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsConnections"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a> 


Academic Contexts and Connections:


									</p>

																																			<div class="eoinfo" style="display: block;">
										<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsColoradoEssentialSkills"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a><em> 


Colorado Essential Skills:

							
									</em></p>

										<ol type="1">

																			<li>Test hypotheses/prototype with planned process for getting feedback. (Entrepreneurial Skills: Inquiry/Analysis).</li>
																			<li>Evaluate information through the use of spatial technologies. (Professional Skills: Use Information/Communication Technologies).</li>
								
										</ol>
									</div>
																													<div class="eoinfo" style="display: block;">
										<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsInquiryQuestions"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a><em> 


Inquiry Questions:

							
									</em></p>

										<ol type="1">

																			<li>How are different types of maps important in understanding various types of information?</li>
																			<li>How could geographic data be used for both positive and negative results?</li>
																			<li>What is the importance of using various geographic tools to analyze topics?</li>
								
										</ol>
									</div>
																													<div class="eoinfo" style="display: block;">
										<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsNatureandSkillsofGeography"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a><em> 


Nature and Skills of Geography:

							
									</em></p>

										<ol type="1">

																			<li>Spatial thinkers use geographic tools to discover and investigate geographic patterns.</li>
																			<li>Spatial thinkers use knowledge about the environment to study its influence on individuals and groups.</li>
								
										</ol>
									</div>
																													<div class="eoinfo" style="display: block;">
										<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsDisciplinaryInformationandMediaLiteracy"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a><em> 


Disciplinary, Information, and Media Literacy:

							
									</em></p>

										<ol type="1">

																			<li>Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source.</li>
																			<li>Draw evidence from informational texts to support analysis reflection, and research.</li>
																			<li>Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.</li>
																			<li>Conduct an inquiry-based research project that applies critical-thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge.</li>
								
										</ol>
									</div>
													
								</div>
							</div>

						</div>

					</div>
				</div>

			</div>

					
												<div class="row">
				<div class="col">

					<div class="gle">


						<p class="float-right">
							<a href="#" onclick="$(this).closest('.col').find('.gleDetail').toggleClass('notvisible');return false;">
								<i class="material-icons gleDetail expanderDown">keyboard_arrow_down</i>
								<i class="material-icons gleDetail expanderUp notvisible">keyboard_arrow_up</i>
							</a>
						</p>
						<div class="gleDetail notvisible">
							<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsPGC"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a> Prepared Graduates:</p>
							<ul style="list-style-type:none;">
														<li>4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.</li>
													</ul>
						</div>

						<p class="gleDetail notvisible"><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsGLE"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a> 


Grade Level Expectation:


</p>
						<p style="padding-left:40px;">2. Regional differences and perspectives in the Eastern Hemisphere impact human and environmental interactions.</p>
						<div class="gleDetail notvisible">
							<div class="row eorow">
								<div class="col eocol leftcol">
									<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsEO"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a> 

Evidence Outcomes:


									</p>

																						<div class="eoinfo" style="display: block;">

			<p><em>Students Can:</em></p>
	
										<ol type="a">

																			<li>Determine how physical and political features impact cultural diffusion and regional differences. For example: modern environmental issues, cultural patterns, trade barriers, and economic interdependence.</li>
																			<li>Examine the geographic location and distribution of resources within a region to determine the economic and social impact on its people.  For example: Middle Eastern water rights, the acceptance of refugees from other countries, and the Salt Trade.</li>
								
										</ol>
									</div>
																																																																	
								</div>
								<div class="col eocol rightcol">
									<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsConnections"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a> 


Academic Contexts and Connections:


									</p>

																																			<div class="eoinfo" style="display: block;">
										<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsColoradoEssentialSkills"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a><em> 


Colorado Essential Skills:

							
									</em></p>

										<ol type="1">

																			<li>Look for and find value in different perspectives expressed by others. (Personal Skills: Adaptability/Flexibility)</li>
																			<li>Plan and evaluate complex solutions to global challenges using multiple disciplinary perspectives such as cultural, historical, and scientific. (Civic/Interpersonal Skills: Global/Cultural Awareness)</li>
								
										</ol>
									</div>
																													<div class="eoinfo" style="display: block;">
										<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsInquiryQuestions"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a><em> 


Inquiry Questions:

							
									</em></p>

										<ol type="1">

																			<li>How do geographers apply information from a variety of sources?</li>
																			<li>How can a location be in different regions at the same time?</li>
																			<li>How do regional issues affect larger areas?</li>
																			<li>How do geographic characteristics impact regional issues?</li>
								
										</ol>
									</div>
																													<div class="eoinfo" style="display: block;">
										<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsNatureandSkillsofGeography"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a><em> 


Nature and Skills of Geography:

							
									</em></p>

										<ol type="1">

																			<li>Geographic thinkers study cultural groups in order to explain how they view a region and evaluate the use of resources in a region to predict and propose future uses.</li>
																			<li>Geographic thinkers study the various definitions of regions.</li>
								
										</ol>
									</div>
																													<div class="eoinfo" style="display: block;">
										<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsDisciplinaryInformationandMediaLiteracy"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a><em> 


Disciplinary, Information, and Media Literacy:

							
									</em></p>

										<ol type="1">

																			<li>Analyze informational text(s) to better understand and evaluate the author's perspective and purpose.</li>
																			<li>Evaluate the reasons and evidence that authors use to support their arguments and specific claims  in informational text(s).</li>
																			<li>Distinguish among fact, opinion, and reasoned judgment in a text.</li>
																			<li>Identify propaganda, censorship, and bias in texts and other forms of media.</li>
								
										</ol>
									</div>
													
								</div>
							</div>

						</div>

					</div>
				</div>

			</div>

					
		</div>

					<div class="caBlock SocialStudies">
			<div class="row ">
				<div class="col">
					<div class="standardhead">
						<div class="row">
							<div class="col-3"><p><strong>Social Studies</strong></p></div>
							<div class="col-9"><p style="text-align: right;"><strong>Seventh Grade, Standard 3. Economics</strong></p></div>
						</div>
					</div>
				</div>
			</div>
			<div class="row">
				<div class="col">
					<p style="text-align: right;">


	<a href="/cosocialstudies" target="_blank">Learn More About Social Studies in Colorado</a>


						| <a href="/standardsandinstruction/essentialskills" target="_blank">Read the Colorado Essential Skills</a>
						| <a href="#" onclick="$(this).closest('.caBlock').find('.gleDetail').removeClass( 'notvisible' );$(this).closest('.caBlock').find('.expanderDown').addClass('notvisible');return false;">Expand Set of GLEs Below</a>
					</p>
				</div>
			</div>
												<div class="row">
				<div class="col">

					<div class="gle">


						<p class="float-right">
							<a href="#" onclick="$(this).closest('.col').find('.gleDetail').toggleClass('notvisible');return false;">
								<i class="material-icons gleDetail expanderDown">keyboard_arrow_down</i>
								<i class="material-icons gleDetail expanderUp notvisible">keyboard_arrow_up</i>
							</a>
						</p>
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							<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsPGC"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a> Prepared Graduates:</p>
							<ul style="list-style-type:none;">
														<li>5. Understand the allocation of scarce resources in societies through analysis of individual choice,  market interaction, and public policy.</li>
													</ul>
						</div>

						<p class="gleDetail notvisible"><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsGLE"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a> 


Grade Level Expectation:


</p>
						<p style="padding-left:40px;">1. Describe how economic systems in the Eastern Hemisphere address the problem of scarcity.</p>
						<div class="gleDetail notvisible">
							<div class="row eorow">
								<div class="col eocol leftcol">
									<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsEO"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a> 

Evidence Outcomes:


									</p>

																						<div class="eoinfo" style="display: block;">

			<p><em>Students Can:</em></p>
	
										<ol type="a">

																			<li>Describe how different societies developed economic systems.  For example: the barter system, traditional, command, market, and mixed.</li>
																			<li>Evaluate the different economic systems in the Eastern Hemisphere, utilizing economic data. For example:  economic growth, per capita income, and standard of living.</li>
																			<li>Explain how trade affects the production of goods and services in different regions.</li>
								
										</ol>
									</div>
																																																																	
								</div>
								<div class="col eocol rightcol">
									<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsConnections"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a> 


Academic Contexts and Connections:


									</p>

																																			<div class="eoinfo" style="display: block;">
										<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsColoradoEssentialSkills"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a><em> 


Colorado Essential Skills:

							
									</em></p>

										<ol type="1">

																			<li>Innovate from failure, connect learning across domains, and recognize new opportunities. (Entrepreneurial Skills: Informed Risk Taking)</li>
								
										</ol>
									</div>
																													<div class="eoinfo" style="display: block;">
										<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsInquiryQuestions"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a><em> 


Inquiry Questions:

							
									</em></p>

										<ol type="1">

																			<li>How do different types of economic systems affect societies?</li>
																			<li>How can economic systems be reflected using data?</li>
																			<li>When goods and services are scarce what might happen to price? Why?</li>
								
										</ol>
									</div>
																													<div class="eoinfo" style="display: block;">
										<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsNatureandSkillsofEconomics"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a><em> 


Nature and Skills of Economics:

							
									</em></p>

										<ol type="1">

																			<li>Economic thinkers study the relationship between local consumers and global producers.</li>
																			<li>Economic thinkers investigate and inform government actions to reduce or solve social issues.</li>
																			<li>Economic thinkers compare different economics systems to determine their impact on producers and consumers.</li>
								
										</ol>
									</div>
																													<div class="eoinfo" style="display: block;">
										<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsDisciplinaryInformationandMediaLiteracy"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a><em> 


Disciplinary, Information, and Media Literacy:

							
									</em></p>

										<ol type="1">

																			<li>Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).</li>
																			<li>Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning.</li>
																			<li>Explain how a question represents key ideas of a discipline.</li>
								
										</ol>
									</div>
													
								</div>
							</div>

						</div>

					</div>
				</div>

			</div>

					
												<div class="row">
				<div class="col">

					<div class="gle">


						<p class="float-right">
							<a href="#" onclick="$(this).closest('.col').find('.gleDetail').toggleClass('notvisible');return false;">
								<i class="material-icons gleDetail expanderDown">keyboard_arrow_down</i>
								<i class="material-icons gleDetail expanderUp notvisible">keyboard_arrow_up</i>
							</a>
						</p>
						<div class="gleDetail notvisible">
							<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsPGC"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a> Prepared Graduates:</p>
							<ul style="list-style-type:none;">
														<li>6. Apply economic reasoning skills to make informed personal financial decisions (PFL).</li>
													</ul>
						</div>

						<p class="gleDetail notvisible"><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsGLE"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a> 


Grade Level Expectation:


</p>
						<p style="padding-left:40px;">2. Investigate the role of consumers within the Eastern Hemisphere (PFL).</p>
						<div class="gleDetail notvisible">
							<div class="row eorow">
								<div class="col eocol leftcol">
									<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsEO"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a> 

Evidence Outcomes:


									</p>

																						<div class="eoinfo" style="display: block;">

			<p><em>Students Can:</em></p>
	
										<ol type="a">

																			<li>Define resources from an economic and personal finance perspective.</li>
																			<li>Summarize how the distribution of resources impacts consumerism.</li>
																			<li>Compare and contrast choices available to consumers within different cultures as they developed in the Eastern Hemisphere throughout history.</li>
								
										</ol>
									</div>
																																																																	
								</div>
								<div class="col eocol rightcol">
									<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsConnections"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a> 


Academic Contexts and Connections:


									</p>

																																			<div class="eoinfo" style="display: block;">
										<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsColoradoEssentialSkills"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a><em> 


Colorado Essential Skills:

							
									</em></p>

										<ol type="1">

																			<li>Demonstrate an understanding of cause and effect related to personal decisions. (Civic/Interpersonal Skills: Character)</li>
																			<li>Identify and explain multiple perspectives (cultural and global) when exploring events, ideas, issues. (Civic/Interpersonal Skills: Global/Cultural Awareness)</li>
								
										</ol>
									</div>
																													<div class="eoinfo" style="display: block;">
										<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsInquiryQuestions"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a><em> 


Inquiry Questions:

							
									</em></p>

										<ol type="1">

																			<li>What are the similarities and differences between different markets in the Eastern Hemisphere?</li>
								
										</ol>
									</div>
																													<div class="eoinfo" style="display: block;">
										<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsNatureandSkillsofEconomics"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a><em> 


Nature and Skills of Economics:

							
									</em></p>

										<ol type="1">

																			<li>Financially capable individuals understand that financial decisions have been impacted by the history, location, and distribution of resources of a place.</li>
																			<li>Financially capable individuals study various factors that influence production such as resources, supply and demand, and price, which affect individual consumer choices over time.</li>
																			<li>Financially capable individuals understand that the distribution of resources influences cultural growth and development over time and have impacted many of the different early civilizations around the world.</li>
																			<li>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.</li>
																			<li>Financially capable individuals understand that populations within various cultures have made individual financial decisions differently throughout time and location.</li>
								
										</ol>
									</div>
																													<div class="eoinfo" style="display: block;">
										<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsDisciplinaryInformationandMediaLiteracy"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a><em> 


Disciplinary, Information, and Media Literacy:

							
									</em></p>

										<ol type="1">

																			<li>Explain how a question represents key ideas in the field.</li>
																			<li>Analyze how and why individuals, events, and ideas develop.</li>
																			<li>Explain points of agreement experts have about interpretations and applications of disciplinary concepts and ideas associated with a compelling question.</li>
								
										</ol>
									</div>
													
								</div>
							</div>

						</div>

					</div>
				</div>

			</div>

					
		</div>

					<div class="caBlock SocialStudies">
			<div class="row ">
				<div class="col">
					<div class="standardhead">
						<div class="row">
							<div class="col-3"><p><strong>Social Studies</strong></p></div>
							<div class="col-9"><p style="text-align: right;"><strong>Seventh Grade, Standard 4. Civics</strong></p></div>
						</div>
					</div>
				</div>
			</div>
			<div class="row">
				<div class="col">
					<p style="text-align: right;">


	<a href="/cosocialstudies" target="_blank">Learn More About Social Studies in Colorado</a>


						| <a href="/standardsandinstruction/essentialskills" target="_blank">Read the Colorado Essential Skills</a>
						| <a href="#" onclick="$(this).closest('.caBlock').find('.gleDetail').removeClass( 'notvisible' );$(this).closest('.caBlock').find('.expanderDown').addClass('notvisible');return false;">Expand Set of GLEs Below</a>
					</p>
				</div>
			</div>
												<div class="row">
				<div class="col">

					<div class="gle">


						<p class="float-right">
							<a href="#" onclick="$(this).closest('.col').find('.gleDetail').toggleClass('notvisible');return false;">
								<i class="material-icons gleDetail expanderDown">keyboard_arrow_down</i>
								<i class="material-icons gleDetail expanderUp notvisible">keyboard_arrow_up</i>
							</a>
						</p>
						<div class="gleDetail notvisible">
							<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsPGC"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a> Prepared Graduates:</p>
							<ul style="list-style-type:none;">
														<li>7. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.</li>
													</ul>
						</div>

						<p class="gleDetail notvisible"><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsGLE"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a> 


Grade Level Expectation:


</p>
						<p style="padding-left:40px;">1. Analyze the civic similarities and differences within governmental systems in the Eastern Hemisphere.</p>
						<div class="gleDetail notvisible">
							<div class="row eorow">
								<div class="col eocol leftcol">
									<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsEO"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a> 

Evidence Outcomes:


									</p>

																						<div class="eoinfo" style="display: block;">

			<p><em>Students Can:</em></p>
	
										<ol type="a">

																			<li>Describe civic virtues and principles that guide governments and societies. For example: citizenship, civic participation, and rule of law.</li>
																			<li>Analyze the opportunities and limitations of civic participation in societies in the Eastern Hemisphere.</li>
																			<li>Give examples illustrating the interactions between nations and their citizens. For example: Apartheid, human rights violations, and one-child policy of China.</li>
																			<li>Identify public problems and research ways in which governments address those problems. For example: hunger, disease, poverty, and pollution.</li>
								
										</ol>
									</div>
																																																																	
								</div>
								<div class="col eocol rightcol">
									<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsConnections"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a> 


Academic Contexts and Connections:


									</p>

																																			<div class="eoinfo" style="display: block;">
										<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsColoradoEssentialSkills"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a><em> 


Colorado Essential Skills:

							
									</em></p>

										<ol type="1">

																			<li>Follow a process identified by others to help generate ideas, negotiate roles and responsibilities, and respect consensus in decision making. (Civic/Interpersonal Skills: Collaboration/Teamwork)</li>
																			<li>Participate in social or community activities. (Civic/Interpersonal Skills: Civic Engagement)</li>
								
										</ol>
									</div>
																													<div class="eoinfo" style="display: block;">
										<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsInquiryQuestions"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a><em> 


Inquiry Questions:

							
									</em></p>

										<ol type="1">

																			<li>How do international laws and organizations help encourage ethical governmental practices?</li>
																			<li>How do the aggressive actions of a nation influence other nations and international organizations?</li>
																			<li>What factors lead to cooperation, competition, or aggression between societies?</li>
																			<li>Why do governments form alliances and join international organizations?</li>
								
										</ol>
									</div>
																													<div class="eoinfo" style="display: block;">
										<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsNatureandSkillsofCivics"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a><em> 


Nature and Skills of Civics:

							
									</em></p>

										<ol type="1">

																			<li>Civic-minded individuals know the components of various systems of government.</li>
																			<li>Civic-minded individuals develop criteria to apply standards of ethics and quality in evaluating the effectiveness of government.</li>
																			<li>Civic-minded individuals understand the connections and complexities of interactions among nations.</li>
								
										</ol>
									</div>
																													<div class="eoinfo" style="display: block;">
										<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsDisciplinaryInformationandMediaLiteracy"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a><em> 


Disciplinary, Information, and Media Literacy:

							
									</em></p>

										<ol type="1">

																			<li>Distinguish among fact, opinion, and reasoned judgment in a text.</li>
																			<li>Summarize the points an author/speaker makes and explain how each claim is supported by reasons and evidence.</li>
																			<li>Conduct research by locating, gathering, organizing information and data, and evaluating online and print resources.</li>
																			<li>Demonstrate positive social and ethical behaviors when using technology and discuss consequences of inappropriate use.</li>
								
										</ol>
									</div>
													
								</div>
							</div>

						</div>

					</div>
				</div>

			</div>

					
												<div class="row">
				<div class="col">

					<div class="gle">


						<p class="float-right">
							<a href="#" onclick="$(this).closest('.col').find('.gleDetail').toggleClass('notvisible');return false;">
								<i class="material-icons gleDetail expanderDown">keyboard_arrow_down</i>
								<i class="material-icons gleDetail expanderUp notvisible">keyboard_arrow_up</i>
							</a>
						</p>
						<div class="gleDetail notvisible">
							<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsPGC"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a> Prepared Graduates:</p>
							<ul style="list-style-type:none;">
														<li>8. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.</li>
													</ul>
						</div>

						<p class="gleDetail notvisible"><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsGLE"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a> 


Grade Level Expectation:


</p>
						<p style="padding-left:40px;">2.  Nations in various regions of the Eastern Hemisphere interact with international organizations, govern, organize, and impact their societies in different ways.</p>
						<div class="gleDetail notvisible">
							<div class="row eorow">
								<div class="col eocol leftcol">
									<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsEO"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a> 

Evidence Outcomes:


									</p>

																						<div class="eoinfo" style="display: block;">

			<p><em>Students Can:</em></p>
	
										<ol type="a">

																			<li>Explain the origins, functions, and structure of different governments. For example: dictatorship, totalitarianism, democracy, socialism, and communism.</li>
																			<li>Evaluate and analyze how various governments and organizations interact, resolve their differences, and cooperate. For example: the African Union (AU), treaties, and diplomacy.</li>
																			<li>Investigate examples of collaboration and interdependence between international organizations and countries. For example: the Red Cross, World Health Organization, and United Nations Educational, Scientific and Cultural Organization (UNESCO).</li>
								
										</ol>
									</div>
																																																																	
								</div>
								<div class="col eocol rightcol">
									<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsConnections"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a> 


Academic Contexts and Connections:


									</p>

																																			<div class="eoinfo" style="display: block;">
										<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsColoradoEssentialSkills"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a><em> 


Colorado Essential Skills:

							
									</em></p>

										<ol type="1">

																			<li>Apply ethical perspectives/concepts to an ethical question/situation/scenario. (Civic/Interpersonal Skills: Character)</li>
								
										</ol>
									</div>
																													<div class="eoinfo" style="display: block;">
										<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsInquiryQuestions"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a><em> 


Inquiry Questions:

							
									</em></p>

										<ol type="1">

																			<li>What are fundamental human rights?</li>
																			<li>How can governmental policy lead to problems or help solve problems?</li>
																			<li>What is the purpose of government?</li>
																			<li>How can governments encourage interaction between societies and international organizations?</li>
								
										</ol>
									</div>
																													<div class="eoinfo" style="display: block;">
										<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsNatureandSkillsofCivics"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a><em> 


Nature and Skills of Civics:

							
									</em></p>

										<ol type="1">

																			<li>Civic-minded individuals can interact, resolve their differences, and cooperate.</li>
																			<li>Civic-minded individuals understand that governments have different functions.</li>
								
										</ol>
									</div>
																													<div class="eoinfo" style="display: block;">
										<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsDisciplinaryInformationandMediaLiteracy"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a><em> 


Disciplinary, Information, and Media Literacy:

							
									</em></p>

										<ol type="1">

																			<li>Use technology for problem solving, self-directed learning, and extended learning activities.</li>
																			<li>Use knowledge and research skills to engage in conversation and debate around issues of common concern.</li>
																			<li>Present claims and findings, emphasizing main points in a focused manner with relevant descriptions, facts, details, and examples.</li>
								
										</ol>
									</div>
													
								</div>
							</div>

						</div>

					</div>
				</div>

			</div>

					
		</div>

			
							<div class="caBlock SocialStudies">
			<div class="row ">
				<div class="col">
					<div class="standardhead">
						<div class="row">
							<div class="col-3"><p><strong>Social Studies</strong></p></div>
							<div class="col-9"><p style="text-align: right;"><strong>Eighth Grade, Standard 1. History</strong></p></div>
						</div>
					</div>
				</div>
			</div>
			<div class="row">
				<div class="col">
					<p style="text-align: right;">


	<a href="/cosocialstudies" target="_blank">Learn More About Social Studies in Colorado</a>


						| <a href="/standardsandinstruction/essentialskills" target="_blank">Read the Colorado Essential Skills</a>
						| <a href="#" onclick="$(this).closest('.caBlock').find('.gleDetail').removeClass( 'notvisible' );$(this).closest('.caBlock').find('.expanderDown').addClass('notvisible');return false;">Expand Set of GLEs Below</a>
					</p>
				</div>
			</div>
												<div class="row">
				<div class="col">

					<div class="gle">


						<p class="float-right">
							<a href="#" onclick="$(this).closest('.col').find('.gleDetail').toggleClass('notvisible');return false;">
								<i class="material-icons gleDetail expanderDown">keyboard_arrow_down</i>
								<i class="material-icons gleDetail expanderUp notvisible">keyboard_arrow_up</i>
							</a>
						</p>
						<div class="gleDetail notvisible">
							<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsPGC"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a> Prepared Graduates:</p>
							<ul style="list-style-type:none;">
														<li>1. Understand the nature of historical knowledge as a process of inquiry that examines and analyzes how history is viewed, constructed, and interpreted.</li>
													</ul>
						</div>

						<p class="gleDetail notvisible"><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsGLE"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a> 


Grade Level Expectation:


</p>
						<p style="padding-left:40px;">1. Investigate and evaluate primary and secondary sources about United States history from the American Revolution through Reconstruction to formulate and defend a point of view with textual evidence.</p>
						<div class="gleDetail notvisible">
							<div class="row eorow">
								<div class="col eocol leftcol">
									<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsEO"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a> 

Evidence Outcomes:


									</p>

																						<div class="eoinfo" style="display: block;">

			<p><em>Students Can:</em></p>
	
										<ol type="a">

																			<li>Use and interpret documents and other relevant primary and secondary sources pertaining to United States history from multiple perspectives.</li>
																			<li>Analyze evidence from multiple sources including those with conflicting accounts about specific events in United States history.</li>
																			<li>Critique data for point of view, historical context, distortion, or propaganda and relevance to historical inquiry.</li>
																			<li>Construct a written historical argument supported by evidence demonstrating the use or understanding of primary and secondary sources.</li>
								
										</ol>
									</div>
																																																																	
								</div>
								<div class="col eocol rightcol">
									<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsConnections"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a> 


Academic Contexts and Connections:


									</p>

																																			<div class="eoinfo" style="display: block;">
										<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsColoradoEssentialSkills"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a><em> 


Colorado Essential Skills:

							
									</em></p>

										<ol type="1">

																			<li>Interpret information as historians and draw conclusions based on the best analysis using primary and secondary sources. (Entrepreneurial Skills: Critical Thinking/Problem Solving)</li>
																			<li>Synthesize ideas as historians in original and surprising ways examining multiple perspectives from the American Revolution through Reconstruction.  (Entrepreneurial Skills: Creativity/Innovation)</li>
																			<li>Make predictions as historians and design data/information collection to analyze conflicting perspectives.  (Entrepreneurial Skills: Inquiry/Analysis)</li>
								
										</ol>
									</div>
																													<div class="eoinfo" style="display: block;">
										<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsInquiryQuestions"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a><em> 


Inquiry Questions:

							
									</em></p>

										<ol type="1">

																			<li>How has the Declaration of Independence influenced other nations?</li>
																			<li>Which primary documents have had the greatest impact on the people of the United States?</li>
																			<li>Should and can historians be completely impartial when writing about history?</li>
								
										</ol>
									</div>
																													<div class="eoinfo" style="display: block;">
										<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsNatureandSkillsofHistory"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a><em> 


Nature and Skills of History:

							
									</em></p>

										<ol type="1">

																			<li>Historical thinkers interpret history through the use of primary and secondary sources to cite specific evidence to support analysis.</li>
																			<li>Historical thinkers use primary and secondary sources to evaluate and create hypotheses of historical events and include supporting evidence to defend their claim.</li>
																			<li>Historical thinkers analyze modern and historical maps, through geographic tools, to explain how historical events are shaped by geography.</li>
																			<li>Historical thinkers use technology to produce and present primary and secondary sources clearly and efficiently.</li>
																			<li>Historical thinkers use the context and content from the past to make connections to the present. For example: connecting the Civil War to current social and political issues, and the boom and bust cycle of economics with the Gold Rush and railroads.</li>
																			<li>Historical thinkers use the historical method of inquiry to interpret and refine history and serves as a model for inquiry. For example, historians and communities preserve historical documents, artifacts, and buildings.</li>
								
										</ol>
									</div>
																													<div class="eoinfo" style="display: block;">
										<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsDisciplinaryInformationandMediaLiteracy"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a><em> 


Disciplinary, Information, and Media Literacy:

							
									</em></p>

										<ol type="1">

																			<li>Seek information from varied sources and perspectives to develop informed opinions and creative solutions.</li>
																			<li>Answer a historical question through the interpretation of primary sources.</li>
																			<li>Develop a clear sense of historical time, past, present and future in order to identify the sequence in which events occurred.</li>
																			<li>Conduct research by locating, gathering and organizing information  to present orally and in writing by using appropriate technology resources to support learning.</li>
								
										</ol>
									</div>
													
								</div>
							</div>

						</div>

					</div>
				</div>

			</div>

					
												<div class="row">
				<div class="col">

					<div class="gle">


						<p class="float-right">
							<a href="#" onclick="$(this).closest('.col').find('.gleDetail').toggleClass('notvisible');return false;">
								<i class="material-icons gleDetail expanderDown">keyboard_arrow_down</i>
								<i class="material-icons gleDetail expanderUp notvisible">keyboard_arrow_up</i>
							</a>
						</p>
						<div class="gleDetail notvisible">
							<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsPGC"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a> Prepared Graduates:</p>
							<ul style="list-style-type:none;">
														<li>2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.</li>
													</ul>
						</div>

						<p class="gleDetail notvisible"><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsGLE"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a> 


Grade Level Expectation:


</p>
						<p style="padding-left:40px;">2. The historical eras, individuals, groups, ideas and themes from the origins of the American Revolution through Reconstruction.</p>
						<div class="gleDetail notvisible">
							<div class="row eorow">
								<div class="col eocol leftcol">
									<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsEO"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a> 

Evidence Outcomes:


									</p>

																						<div class="eoinfo" style="display: block;">

			<p><em>Students Can:</em></p>
	
										<ol type="a">

																			<li>Determine and explain the historical context of key people and events from the origins of the American Revolution through Reconstruction including the examination of different perspectives. For example:  grievances from the colonists against Parliament, the Constitutional Convention, causes and effects of the Civil War.</li>
																			<li>Evaluate continuity and change over the course of United States history by examining various eras and determining major sources of conflict and compromise.</li>
																			<li>Examine factors that motivated the military and economic expansion from the American Revolution through Reconstruction.</li>
																			<li>Evaluate the impact of gender, age, ethnicity and class during this time period and the impact of these demographic groups on the events of the time period.</li>
																			<li>Analyze causes and effects of major conflicts from the origins of the American Revolution through Reconstruction.</li>
																			<li>Analyze ideas that are critical to the understanding of American history.  For example: ideals involved in major events and movements, such as representative democracy, federalism, capitalism, abolition, temperance, nativism, and expansionism.</li>
								
										</ol>
									</div>
																																																																	
								</div>
								<div class="col eocol rightcol">
									<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsConnections"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a> 


Academic Contexts and Connections:


									</p>

																																			<div class="eoinfo" style="display: block;">
										<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsColoradoEssentialSkills"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a><em> 


Colorado Essential Skills:

							
									</em></p>

										<ol type="1">

																			<li>Interpret information as historians and draw conclusions based on multiple perspectives about the United States. (Entrepreneurial Skills: Critical Thinking/Problem Solving)</li>
																			<li>Synthesize ideas as historians in original and surprising ways about historical eras, individuals, groups, ideas and themes. (Entrepreneurial Skills: Creativity/Innovation)</li>
																			<li>Make predictions  as historians and design data/information collection and analysis strategies to recognize continuity and change through time. (Entrepreneurial Skills: Inquiry/Analysis)</li>
								
										</ol>
									</div>
																													<div class="eoinfo" style="display: block;">
										<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsInquiryQuestions"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a><em> 


Inquiry Questions:

							
									</em></p>

										<ol type="1">

																			<li>How have the basic values and principles of American democracy changed over time and in what ways have they been preserved?</li>
																			<li>To what extent are the ideas of the American Revolution and the United States Constitution still affecting the world today?</li>
																			<li>What would the United States be like if the British had won the American Revolution?</li>
																			<li>To what extent was the Civil War an extension of the American Revolution?</li>
								
										</ol>
									</div>
																													<div class="eoinfo" style="display: block;">
										<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsNatureandSkillsofHistory"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a><em> 


Nature and Skills of History:

							
									</em></p>

										<ol type="1">

																			<li>Historical thinkers interpret history through the use of primary and secondary sources to cite specific evidence to support analysis.</li>
																			<li>Historical thinkers  use primary and secondary sources to evaluate and create hypotheses of historical events and include supporting evidence to defend their claim.</li>
																			<li>Historical thinkers analyze modern and historical maps, through geographic tools, to explain how historical events are shaped by geography.</li>
																			<li>Historical thinkers use technology to produce and present primary and secondary sources clearly and efficiently.</li>
																			<li>Historical thinkers use the context and content from the past to make connections to the present.</li>
																			<li>Historical thinkers use the historical method of inquiry to interpret and refine history and serves as a model for inquiry. For example: historians and communities preserve historical documents, artifacts, and buildings.</li>
								
										</ol>
									</div>
																													<div class="eoinfo" style="display: block;">
										<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsDisciplinaryInformationandMediaLiteracy"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a><em> 


Disciplinary, Information, and Media Literacy:

							
									</em></p>

										<ol type="1">

																			<li>Seek information from varied sources and perspectives to develop informed opinions and creative solutions.</li>
																			<li>Answer a historical question through the interpretation of primary sources.</li>
																			<li>Develop a clear sense of historical time, past, present and future in order to identify the sequence in which events occurred.</li>
																			<li>Conduct research by locating, gathering and organizing information to present orally and in writing by using appropriate technology resources to support learning.</li>
								
										</ol>
									</div>
													
								</div>
							</div>

						</div>

					</div>
				</div>

			</div>

					
		</div>

					<div class="caBlock SocialStudies">
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				<div class="col">
					<div class="standardhead">
						<div class="row">
							<div class="col-3"><p><strong>Social Studies</strong></p></div>
							<div class="col-9"><p style="text-align: right;"><strong>Eighth Grade, Standard 2. Geography</strong></p></div>
						</div>
					</div>
				</div>
			</div>
			<div class="row">
				<div class="col">
					<p style="text-align: right;">


	<a href="/cosocialstudies" target="_blank">Learn More About Social Studies in Colorado</a>


						| <a href="/standardsandinstruction/essentialskills" target="_blank">Read the Colorado Essential Skills</a>
						| <a href="#" onclick="$(this).closest('.caBlock').find('.gleDetail').removeClass( 'notvisible' );$(this).closest('.caBlock').find('.expanderDown').addClass('notvisible');return false;">Expand Set of GLEs Below</a>
					</p>
				</div>
			</div>
												<div class="row">
				<div class="col">

					<div class="gle">


						<p class="float-right">
							<a href="#" onclick="$(this).closest('.col').find('.gleDetail').toggleClass('notvisible');return false;">
								<i class="material-icons gleDetail expanderDown">keyboard_arrow_down</i>
								<i class="material-icons gleDetail expanderUp notvisible">keyboard_arrow_up</i>
							</a>
						</p>
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							<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsPGC"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a> Prepared Graduates:</p>
							<ul style="list-style-type:none;">
														<li>3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.</li>
													</ul>
						</div>

						<p class="gleDetail notvisible"><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsGLE"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a> 


Grade Level Expectation:


</p>
						<p style="padding-left:40px;">1. Use geographic tools to research and analyze patterns in human and physical systems in the United States.</p>
						<div class="gleDetail notvisible">
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									<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsEO"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a> 

Evidence Outcomes:


									</p>

																						<div class="eoinfo" style="display: block;">

			<p><em>Students Can:</em></p>
	
										<ol type="a">

																			<li>Interpret maps and other geographic tools as a primary source to analyze a historic issue.</li>
																			<li>Describe the nature and spatial distribution of cultural patterns.</li>
																			<li>Recognize the patterns and networks of economic interdependence.</li>
																			<li>Explain the establishment of human settlements in relationship to physical attributes and important regional connections.</li>
																			<li>Calculate and analyze population trends.</li>
								
										</ol>
									</div>
																																																																	
								</div>
								<div class="col eocol rightcol">
									<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsConnections"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a> 


Academic Contexts and Connections:


									</p>

																																			<div class="eoinfo" style="display: block;">
										<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsColoradoEssentialSkills"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a><em> 


Colorado Essential Skills:

							
									</em></p>

										<ol type="1">

																			<li>Interpret information and draw conclusions using demographic information based on the best analysis to understand patterns of change in human and physical systems.  (Entrepreneurial Skills: Critical Thinking/Problem Solving)</li>
																			<li>Synthesize ideas in original and surprising ways to demonstrate understanding of demographic patterns of movement and their impact upon the physical systems of the United States. (Entrepreneurial Skills:  Creativity/Innovation)</li>
																			<li>Organize geographic information through the use of technologies to develop greater understanding of a historical event or action. (Professional Skills:  Use Information and Communication Technologies).</li>
																			<li>As a geographer, demonstrate ways to adapt and reach workable solutions as a geographer when considering the use of limited resources and their impact upon political and historical events. (Personal Skills: Adaptability/Flexibility).</li>
								
										</ol>
									</div>
																													<div class="eoinfo" style="display: block;">
										<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsInquiryQuestions"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a><em> 


Inquiry Questions:

							
									</em></p>

										<ol type="1">

																			<li>How has human settlement  including migration influenced and been influenced by changes in physical systems and culture?</li>
																			<li>How can geographic tools help explore patterns in human and physical systems?</li>
																			<li>How have people and the environment interacted to produce changes over time?</li>
																			<li>How is human activity limited by the environment?</li>
																			<li>How has the environment influenced human activity?</li>
								
										</ol>
									</div>
																													<div class="eoinfo" style="display: block;">
										<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsNatureandSkillsofGeography"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a><em> 


Nature and Skills of Geography:

							
									</em></p>

										<ol type="1">

																			<li>Spatial thinkers use habits of mind which include recognition of concepts of space, interpretation, and analysis of spatial representations.</li>
																			<li>Spatial thinkers apply spatial reasoning to understand historical events and recognize patterns.</li>
																			<li>Spatial thinkers use cognitive skills fundamental to spatial thinking by combining spatial visualization, spatial orientation, and spatial relation including recognition of spatial distributions and patterns to connect locations and associate and correlate spatially distributed phenomena.</li>
																			<li>Geographic thinkers respond to historical and spatial literature to understand issues from a spatial perspective.</li>
								
										</ol>
									</div>
																													<div class="eoinfo" style="display: block;">
										<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsDisciplinaryInformationandMediaLiteracy"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a><em> 


Disciplinary, Information, and Media Literacy:

							
									</em></p>

										<ol type="1">

																			<li>Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.</li>
																			<li>Apply reading and writing strategies to construct and express knowledge.</li>
								
										</ol>
									</div>
													
								</div>
							</div>

						</div>

					</div>
				</div>

			</div>

					
												<div class="row">
				<div class="col">

					<div class="gle">


						<p class="float-right">
							<a href="#" onclick="$(this).closest('.col').find('.gleDetail').toggleClass('notvisible');return false;">
								<i class="material-icons gleDetail expanderDown">keyboard_arrow_down</i>
								<i class="material-icons gleDetail expanderUp notvisible">keyboard_arrow_up</i>
							</a>
						</p>
						<div class="gleDetail notvisible">
							<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsPGC"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a> Prepared Graduates:</p>
							<ul style="list-style-type:none;">
														<li>4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.</li>
													</ul>
						</div>

						<p class="gleDetail notvisible"><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsGLE"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a> 


Grade Level Expectation:


</p>
						<p style="padding-left:40px;">2. Competition for control of space and resources in early American history.</p>
						<div class="gleDetail notvisible">
							<div class="row eorow">
								<div class="col eocol leftcol">
									<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsEO"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a> 

Evidence Outcomes:


									</p>

																						<div class="eoinfo" style="display: block;">

			<p><em>Students Can:</em></p>
	
										<ol type="a">

																			<li>Analyze how economic, political, cultural, and social processes interact to shape patterns of human population, interdependence, cooperation and conflict.</li>
																			<li>Compare how differing geographic perspectives apply to a historic issue.</li>
																			<li>Interpret from a geographic perspective the expansion of the United States by addressing issues of land, security, access, and sovereignty.</li>
								
										</ol>
									</div>
																																																																	
								</div>
								<div class="col eocol rightcol">
									<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsConnections"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a> 


Academic Contexts and Connections:


									</p>

																																			<div class="eoinfo" style="display: block;">
										<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsColoradoEssentialSkills"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a><em> 


Colorado Essential Skills:

							
									</em></p>

										<ol type="1">

																			<li>Interpret information and draw conclusions as geographers based on the best analysis to recognize and understand  the processes that interact in shaping human population patterns and historical events. (Entrepreneurial Skills: Critical Thinking/Problem Solving).</li>
																			<li>Synthesize ideas in original and surprising ways while comparing differing geographic perspectives.  (Entrepreneurial Skills: Creativity/Innovation)</li>
																			<li>Act on creative ideas to make a tangible and useful contribution to analyze and explain interdependence, cooperation and conflict over space and resources in early American history. (Entrepreneurial Skills: Informed Risk Taking)</li>
																			<li>Demonstrate ways to adapt and reach workable solutions in understanding differing perspectives over use of resources and space. (Personal Skills: Adaptability/Flexibility)</li>
								
										</ol>
									</div>
																													<div class="eoinfo" style="display: block;">
										<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsInquiryQuestions"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a><em> 


Inquiry Questions:

							
									</em></p>

										<ol type="1">

																			<li>How will the location of resources lead to cooperation or conflict in the future?</li>
																			<li>How has conflict over space and resources influenced human migration?</li>
																			<li>How have differing perspectives regarding resource and land use, occupancy, and ownership led to cooperative policies or conflict?</li>
																			<li>How would human settlement patterns be different if people did not trade resources with others?</li>
								
										</ol>
									</div>
																													<div class="eoinfo" style="display: block;">
										<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsNatureandSkillsofGeography"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a><em> 


Nature and Skills of Geography:

							
									</em></p>

										<ol type="1">

																			<li>Geographic thinkers evaluate the allocation of resources and the use of space to understand relationships.</li>
																			<li>Geographic thinkers recognize that different perspectives affect cooperation and conflict over space and resources.</li>
								
										</ol>
									</div>
																													<div class="eoinfo" style="display: block;">
										<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsDisciplinaryInformationandMediaLiteracy"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a><em> 


Disciplinary, Information, and Media Literacy:

							
									</em></p>

										<ol type="1">

																			<li>Cite specific textual evidence to support analysis of primary and secondary sources.</li>
																			<li>Distinguish among fact, opinion, and reasoned judgment in a text.</li>
																			<li>Read to identify cause-and-effect relationships, compare and contrast information, fact vs. opinion, and author bias.</li>
																			<li>Evaluate the accuracy, relevance, appropriateness, and bias of online and print sources.</li>
																			<li>Identify propaganda, censorship, and bias in the media.</li>
								
										</ol>
									</div>
													
								</div>
							</div>

						</div>

					</div>
				</div>

			</div>

					
		</div>

					<div class="caBlock SocialStudies">
			<div class="row ">
				<div class="col">
					<div class="standardhead">
						<div class="row">
							<div class="col-3"><p><strong>Social Studies</strong></p></div>
							<div class="col-9"><p style="text-align: right;"><strong>Eighth Grade, Standard 3. Economics</strong></p></div>
						</div>
					</div>
				</div>
			</div>
			<div class="row">
				<div class="col">
					<p style="text-align: right;">


	<a href="/cosocialstudies" target="_blank">Learn More About Social Studies in Colorado</a>


						| <a href="/standardsandinstruction/essentialskills" target="_blank">Read the Colorado Essential Skills</a>
						| <a href="#" onclick="$(this).closest('.caBlock').find('.gleDetail').removeClass( 'notvisible' );$(this).closest('.caBlock').find('.expanderDown').addClass('notvisible');return false;">Expand Set of GLEs Below</a>
					</p>
				</div>
			</div>
												<div class="row">
				<div class="col">

					<div class="gle">


						<p class="float-right">
							<a href="#" onclick="$(this).closest('.col').find('.gleDetail').toggleClass('notvisible');return false;">
								<i class="material-icons gleDetail expanderDown">keyboard_arrow_down</i>
								<i class="material-icons gleDetail expanderUp notvisible">keyboard_arrow_up</i>
							</a>
						</p>
						<div class="gleDetail notvisible">
							<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsPGC"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a> Prepared Graduates:</p>
							<ul style="list-style-type:none;">
														<li>5. Understand the allocation of scarce resources in societies through analysis of individual choice,  market interaction, and public policy.</li>
													</ul>
						</div>

						<p class="gleDetail notvisible"><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsGLE"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a> 


Grade Level Expectation:


</p>
						<p style="padding-left:40px;">1. Economic freedom, including free trade was important for economic growth in early American history.</p>
						<div class="gleDetail notvisible">
							<div class="row eorow">
								<div class="col eocol leftcol">
									<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsEO"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a> 

Evidence Outcomes:


									</p>

																						<div class="eoinfo" style="display: block;">

			<p><em>Students Can:</em></p>
	
										<ol type="a">

																			<li>Give examples of international and regional  differences in resources, productivity, and costs that provide a basis for trade.</li>
																			<li>Describe the factors that lead to a nation or a region having a comparative and absolute advantage in trade.</li>
																			<li>Explain effects of domestic policies on international trade.</li>
																			<li>Explain why nations sometimes restrict trade by using quotas, tariffs, and nontariff barriers.</li>
								
										</ol>
									</div>
																																																																	
								</div>
								<div class="col eocol rightcol">
									<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsConnections"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a> 


Academic Contexts and Connections:


									</p>

																																			<div class="eoinfo" style="display: block;">
										<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsColoradoEssentialSkills"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a><em> 


Colorado Essential Skills:

							
									</em></p>

										<ol type="1">

																			<li>Make predictions and design data/information collection and analysis strategies concerning economic policy through evaluation of historical events. (Entrepreneurial Skills: Inquiry/Analysis)</li>
																			<li>Apply knowledge and skills as an economist and citizen  to implement sophisticated, appropriate, and workable solutions to address complex global problems using interdisciplinary perspectives independently or with others in order to inform public policy. (Civic/Interpersonal Skills: Global/Cultural Awareness).</li>
																			<li>Educate and inspire others using sound economic understandings to evaluate economic policy and inform economic decisions based upon consideration of past experiences. (Professional Skills: Leadership)</li>
								
										</ol>
									</div>
																													<div class="eoinfo" style="display: block;">
										<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsInquiryQuestions"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a><em> 


Inquiry Questions:

							
									</em></p>

										<ol type="1">

																			<li>How do societies benefit from trade and exchange?</li>
																			<li>Why is it important for nations to control trade and exchange?</li>
																			<li>What are the benefits and challenges of trade at the international, national, state, local, and individual levels?</li>
																			<li>How does where and how you purchase products affect the social, economic, and environmental conditions?</li>
																			<li>What impact upon productivity results from taxation?</li>
																			<li>What concerns do citizens have with taxation?</li>
								
										</ol>
									</div>
																													<div class="eoinfo" style="display: block;">
										<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsNatureandSkillsofEconomics"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a><em> 


Nature and Skills of Economics:

							
									</em></p>

										<ol type="1">

																			<li>Economic thinkers choose wisely to get the most from limited resources.  They understand that trade and collaboration within a market economy is important to business and individual success.</li>
																			<li>Economic thinkers understand that economic actions have indirect as well as direct effects and it is important to analyze positive and negative impacts of trade agreements as critical to a nation’s success.</li>
																			<li>Economic thinkers understand that technological advances aid businesses in operating efficiently.</li>
																			<li>Economic thinkers analyze the components of economic growth in market economies because economic theories can be used to predict consequences.</li>
								
										</ol>
									</div>
																													<div class="eoinfo" style="display: block;">
										<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsDisciplinaryInformationandMediaLiteracy"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a><em> 


Disciplinary, Information, and Media Literacy:

							
									</em></p>

										<ol type="1">

																			<li>Gather information by taking notes, making outlines, and creating graphic organizers.</li>
																			<li>Read texts by using reading strategies (i.e., prior knowledge, key vocabulary words, context clues, main ideas, supporting details, and text features:  pictures, maps, text boxes).</li>
																			<li>Formulate appropriate research questions.</li>
																			<li>Draw evidence from informational texts to support analysis reflections, and research.</li>
								
										</ol>
									</div>
													
								</div>
							</div>

						</div>

					</div>
				</div>

			</div>

					
												<div class="row">
				<div class="col">

					<div class="gle">


						<p class="float-right">
							<a href="#" onclick="$(this).closest('.col').find('.gleDetail').toggleClass('notvisible');return false;">
								<i class="material-icons gleDetail expanderDown">keyboard_arrow_down</i>
								<i class="material-icons gleDetail expanderUp notvisible">keyboard_arrow_up</i>
							</a>
						</p>
						<div class="gleDetail notvisible">
							<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsPGC"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a> Prepared Graduates:</p>
							<ul style="list-style-type:none;">
														<li>6. Apply economic reasoning skills to make informed personal financial decisions (PFL).</li>
													</ul>
						</div>

						<p class="gleDetail notvisible"><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsGLE"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a> 


Grade Level Expectation:


</p>
						<p style="padding-left:40px;">2. Examine the role of consumer decisions and taxes within the market economies of early American history (PFL).</p>
						<div class="gleDetail notvisible">
							<div class="row eorow">
								<div class="col eocol leftcol">
									<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsEO"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a> 

Evidence Outcomes:


									</p>

																						<div class="eoinfo" style="display: block;">

			<p><em>Students Can:</em></p>
	
										<ol type="a">

																			<li>Calculate how the value of money has changed over time impacting earning, spending, borrowing, and investing. For example: inflation and recession.</li>
																			<li>Explain factors that have impacted borrowing and investing over time.  For example: currency stability, war, and banking practices.</li>
																			<li>Analyze the changes in the development of human capital over time.  For example: gaining knowledge and skill through education, apprenticeship, and work experience.</li>
																			<li>Analyze the impact of taxes on the people of the United States over time.</li>
								
										</ol>
									</div>
																																																																	
								</div>
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Academic Contexts and Connections:


									</p>

																																			<div class="eoinfo" style="display: block;">
										<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsColoradoEssentialSkills"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a><em> 


Colorado Essential Skills:

							
									</em></p>

										<ol type="1">

																			<li>Investigate to form hypotheses, make observations and draw conclusions. (Entrepreneurial Skills: Inquiry/Analysis)</li>
																			<li>Interpret information and draw conclusions based on the best analysis. (Entrepreneurial Skills: Critical Thinking/Problem Solving)</li>
								
										</ol>
									</div>
																													<div class="eoinfo" style="display: block;">
										<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsInquiryQuestions"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a><em> 


Inquiry Questions:

							
									</em></p>

										<ol type="1">

																			<li>What role did taxes play in the birth of our nation?</li>
																			<li>What would countries look like without taxes?</li>
																			<li>How has the value of money changed over time and what is the impact on consumerism?</li>
																			<li>How did inventions impact personal financial options?</li>
								
										</ol>
									</div>
																													<div class="eoinfo" style="display: block;">
										<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsNatureandSkillsofEconomics"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a><em> 


Nature and Skills of Economics:

							
									</em></p>

										<ol type="1">

																			<li>Financially capable individuals apply the economic way of thinking which assumes that people make particular choices because they are responding to the underlying incentives.</li>
																			<li>Financially capable individuals study factors that lead to increased economic interdependence, increased productivity, and improved standard of living for the individuals in a society.</li>
																			<li>Financially capable individuals understand that there is an economic role for government in a market economy whenever the benefits of a government policy outweigh its costs.</li>
								
										</ol>
									</div>
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										<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsDisciplinaryInformationandMediaLiteracy"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a><em> 


Disciplinary, Information, and Media Literacy:

							
									</em></p>

										<ol type="1">

																			<li>Analyze how and why individuals, events, and ideas develop and interact over the course of the text.</li>
																			<li>Explain how a question represents key ideas in the field.</li>
																			<li>Explain points of agreement experts have about interpretations and applications of disciplinary concepts and ideas associated with a compelling question.</li>
																			<li>Analyze and use information presented visually in a text (for example, graphs, charts, flowcharts, diagrams, models, tables) that support the words in a text.</li>
								
										</ol>
									</div>
													
								</div>
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							<div class="col-3"><p><strong>Social Studies</strong></p></div>
							<div class="col-9"><p style="text-align: right;"><strong>Eighth Grade, Standard 4. Civics</strong></p></div>
						</div>
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					<p style="text-align: right;">


	<a href="/cosocialstudies" target="_blank">Learn More About Social Studies in Colorado</a>


						| <a href="/standardsandinstruction/essentialskills" target="_blank">Read the Colorado Essential Skills</a>
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							<ul style="list-style-type:none;">
														<li>7. Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.</li>
													</ul>
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						<p class="gleDetail notvisible"><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsGLE"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a> 


Grade Level Expectation:


</p>
						<p style="padding-left:40px;">1. Construct an understanding of the changing definition of citizenship and the expansion of rights of citizens in the United States.</p>
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Evidence Outcomes:


									</p>

																						<div class="eoinfo" style="display: block;">

			<p><em>Students Can:</em></p>
	
										<ol type="a">

																			<li>Describe instances in which major political, social, economic, or cultural changes occurred and the reasons for the changes.</li>
																			<li>Analyze the changing definition of citizenship and give examples of the expansion of rights.</li>
																			<li>Describe examples of citizens and groups who have influenced change in United States government and politics. For example: Women, American Indians, African Americans, and people in the unsettled territories.</li>
																			<li>Evaluate the result of various strategies for political change over time.</li>
																			<li>Analyze primary sources supporting democratic freedoms and the founding of our government. For example: the Declaration of Independence, Constitution, and Bill of Rights; and explain how they provide for both continuity and change.</li>
																			<li>Examine ways members of society may effectively voice opinions, monitor government, and bring about change nationally.</li>
								
										</ol>
									</div>
																																																																	
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Academic Contexts and Connections:


									</p>

																																			<div class="eoinfo" style="display: block;">
										<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsColoradoEssentialSkills"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a><em> 


Colorado Essential Skills:

							
									</em></p>

										<ol type="1">

																			<li>Make connections as citizens between information gathered and personal experiences to apply and/or test solutions to analyze citizenship  and examine the individual role in government. (Entrepreneurial Skills: Inquiry/Analysis)</li>
																			<li>Apply knowledge as citizens to set goals, make informed decisions, and transfer to new contexts about the roles and responsibilities of individual citizens. (Personal Skills: Initiative/Self-Direction)</li>
								
										</ol>
									</div>
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										<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsInquiryQuestions"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a><em> 


Inquiry Questions:

							
									</em></p>

										<ol type="1">

																			<li>What is a patriot?</li>
																			<li>What are the duties and responsibilities for citizens?</li>
																			<li>What are the various roles of government?</li>
																			<li>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?</li>
																			<li>How have the meanings of American ideals remained the same and changed over time?</li>
								
										</ol>
									</div>
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Nature and Skills of Civics:

							
									</em></p>

										<ol type="1">

																			<li>Civic-minded individuals distinguish the powers and responsibilities of citizens, political parties, interest groups, and the media in a variety of government and non-governmental contexts.</li>
																			<li>Civic-minded individuals explain specific roles played by citizens. For example: voters, jurors, taxpayers, members of the armed forces, petitioners, protesters, and office-holders.</li>
																			<li>Civic-minded individuals examine the origins, purposes, and impact of constitutions, laws, treaties and international agreements.</li>
																			<li>Civic-minded individuals explain the powers and limits of the three branches of government, public officials, and bureaucracies at different levels in the United States and in other countries.</li>
								
										</ol>
									</div>
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Disciplinary, Information, and Media Literacy:

							
									</em></p>

										<ol type="1">

																			<li>Use content-specific technology tools to support learning and research.</li>
																			<li>Use effective decision-making and problem-solving skills in public and private life.</li>
																			<li>Accept responsibility for the well-being of oneself, family, and the community.</li>
																			<li>Conduct research by locating, gathering, organizing information and data, and evaluating online and print resources.</li>
																			<li>Demonstrate positive social and ethical behaviors when using technology and discuss consequences of inappropriate use.</li>
								
										</ol>
									</div>
													
								</div>
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							<ul style="list-style-type:none;">
														<li>8. Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.</li>
													</ul>
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						<p class="gleDetail notvisible"><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsGLE"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a> 


Grade Level Expectation:


</p>
						<p style="padding-left:40px;">2. The purpose and place of rule of law in a constitutional system.</p>
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Evidence Outcomes:


									</p>

																						<div class="eoinfo" style="display: block;">

			<p><em>Students Can:</em></p>
	
										<ol type="a">

																			<li>Discern various types of law.</li>
																			<li>Evaluate the strengths of rule of law.</li>
																			<li>Describe and engage in various means of conflict management.</li>
																			<li>Explain the role and importance of the Constitution.</li>
																			<li>Discuss the tensions between individual rights, state law, and national law.</li>
																			<li>Explain how the state and federal courts' power of judicial review is reflected in the United States’ form of constitutional government.</li>
																			<li>Use a variety of resources to identify and evaluate issues that involve civic responsibility, individual rights, and the common good.</li>
								
										</ol>
									</div>
																																																																	
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Academic Contexts and Connections:


									</p>

																																			<div class="eoinfo" style="display: block;">
										<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsColoradoEssentialSkills"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a><em> 


Colorado Essential Skills:

							
									</em></p>

										<ol type="1">

																			<li>Make connections as citizens between information gathered and personal experiences to apply and/or test solutions to analyze the structures and functions of government. (Entrepreneurial Skills: Critical Thinking/Problem Solving)</li>
																			<li>Connect knowledge as citizens from personal ideas/understandings to civic engagement about the origins, structures and functions of governments. (Civic/Interpersonal Skills: Civic Engagement).</li>
								
										</ol>
									</div>
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										<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsInquiryQuestions"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a><em> 


Inquiry Questions:

							
									</em></p>

										<ol type="1">

																			<li>What is the "common good"?</li>
																			<li>What are key court cases and historical events in the development of the United States?</li>
																			<li>How have landmark Supreme Court cases impacted society?</li>
																			<li>What are examples of successful and unsuccessful conflict resolution in United States history and why?</li>
																			<li>How has the United States balanced individual rights and law?</li>
																			<li>Which is more effective, the rule of law or the rule of man? Why?</li>
								
										</ol>
									</div>
																													<div class="eoinfo" style="display: block;">
										<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsNatureandSkillsofCivics"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a><em> 


Nature and Skills of Civics:

							
									</em></p>

										<ol type="1">

																			<li>Civic minded individuals read diverse sources to create understanding, critically analyze issues, and place them in historical context.</li>
																			<li>Civic minded individuals understand and discuss the dynamic nature of national government and the individual's role in the process.</li>
								
										</ol>
									</div>
																													<div class="eoinfo" style="display: block;">
										<p><a style="cursor: pointer" data-toggle="modal" data-target="#myModalDefinitionsDisciplinaryInformationandMediaLiteracy"><img src="/apps/standards/images/icon-info.png" alt="More information icon"></a><em> 


Disciplinary, Information, and Media Literacy:

							
									</em></p>

										<ol type="1">

																			<li>Use content specific technology tools to support learning and research.</li>
																			<li>Use effective decision-making and problem-solving skills in public and private life.</li>
																			<li>Accept responsibility for the well-being of oneself, family, and the community.</li>
																			<li>Apply social studies content and skills to real life situations.</li>
								
										</ol>
									</div>
													
								</div>
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	      			<p><strong>Prepared Graduates:</strong></p>
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	      					<p>The P-12 concepts and skills that all students who complete the Colorado education system must master to ensure their success in a postsecondary and workforce setting.</p>
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	      					<p><em>What do students need to know?</em></p>
	      					<p><strong>Grade Level Expectation: High Schools</strong>:<br>
	      					The articulation of the concepts and skills of a standard that indicates a student is making progress toward being a prepared graduate.</p>
	      					<p><strong>Grade Level Expectations</strong>:<br>
	      					The articulation, at each grade level, the concepts and skills of a standard that indicates a student is making progress toward being ready for high school.</p>

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	      					<p><em>How do we know that a student can do it?</em></p>
	      					<p>The indication that a student is meeting an expectation at the mastery level.</p>
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					<p>Academic context and connections are the subject-specific elements needed to create context for learning. This right side section highlights essential skills, practices and other important connections necessary for students to understand, apply and transfer the knowledge and skills within the Grade Level Expectation.</p>
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	      			<p><strong>Inquiry Questions:</strong></p>
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	      					<p>Sample questions intended to promote deeper thinking, reflection and refined understandings precisely related to the grade level expectation.</p>
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	      					<p>Examples of how the grade level expectation is applied at home, on the job or in a real-world, relevant context.</p>
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					<p>The characteristics and viewpoint one keeps as a result of mastering the grade level expectation.</p>
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					<p>Embed standards throughout daily routines, within and across the environment and activities to ensure developmentally appropriate learning opportunities.</p>
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				<p><strong>Colorado Essential Skills</strong></p>
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					<p>The critical skills needed to prepare students to successfully enter the workforce or educational opportunities beyond high school embedded within statute (C.R.S. 22-7-1005) and identified by the Colorado Workforce Development Committee.</p>
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				<p><strong>Colorado Essential Skills and Mathematical Practices</strong></p>
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					<p>This section describes ways students engage with the mathematical content using mathematical practices and essential skills needed to prepare students to successfully enter the workforce or educational opportunities beyond high school pursuant to Colorado Revised Statute 22-7-1005 and identified by the Colorado Workforce Development Committee.</p>
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				<p><strong>Inquiry Questions</strong></p>
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					<p>The sample questions that are intended to promote deeper thinking, reflection and refined understandings precisely related to the grade level expectation.</p>
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				<p><strong>Coherence Connections</strong></p>
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					<p>This section describes how the content described by the Grade Level Expectation and Evidence Outcomes builds from content learned in prior grades, connects to content in the same grade, and supports student learning in later grades.</p>
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				<p><strong>Elaboration on the GLE</strong></p>
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					<p>This section provides greater context for the Grade Level Expectation (GLE) through a description of the understanding about the core ideas that should be developed by students.</p>
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				<p><strong>Colorado Essential Skills and Science and Engineering Practices</strong></p>
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					<p>Skills and major practices that scientists employ as they investigate and build models and theories about the world.  These terms are used to emphasize that engaging in scientific investigation requires not only skill but also knowledge that is specific to each practice. </p>
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				<p><strong>Cross Cutting Concepts</strong></p>
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					<p>The crosscutting concepts have application across all domains of science. As such, they provide one way of linking across the domains through core ideas.</p>
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				<p><strong>Computer Science Practices</strong></p>
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					<p>This section highlights computer science practices connected to the GLE which describe the behaviors and ways of thinking that computationally literate students use to fully engage in today’s data-rich and interconnected world.  The practices naturally integrate with one another and contain language that intentionally overlaps to illuminate the connections among them.</p>
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				<p><strong>Essential Questions</strong></p>
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					<p>These "big picture" questions ask students to more deeply explore the concepts and skills expressed in the GLE.</p>
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				<p><strong>Essential Reasoning Skills</strong></p>
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					<p>These skills develop critical thinking, building awareness to multiple perspectives, and engage students in "thinking about their thinking" and to consider their own attitudes, beliefs, and biases on issues.</p>
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				<p><strong>Colorado Essential Skills and Real-World Application</strong></p>
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					<p>The critical skills needed to prepare students to successfully enter the workforce or educational opportunities beyond high school embedded within statute (C.R.S. 22-7-1005) and identified by the Colorado Workforce Development Committee. Connections to how these skills relate to lifelong learning have been provided.</p>
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				<p><strong>Expand and Connect</strong></p>
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					<p>Ideas that can be used to expand student thinking around the concepts, connect to other musical concepts, or connect to other content areas outside of music. </p>
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				<p><strong>Colorado Essential Skills and Meaning Making</strong></p>
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					<p>Ways in which students demonstrate the ability to form, grapple with, and convey concepts and ideas through visual art and design with real-world application.</p>
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				<p><strong>Learning Experience and Transfer</strong></p>
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					<p>Ideas that can be used to expand student thinking, encourage conceptual curiosity, and connect multiple disciplines and literacies.</p>
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				<p><strong>Nature and Skills of History</strong></p>
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					<p>The characteristics and viewpoint one keeps as a result of mastering the grade level expectation.</p>
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				<p><strong>Nature and Skills of Geography</strong></p>
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					<p>The characteristics and viewpoint one keeps as a result of mastering the grade level expectation.</p>
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					<p>The characteristics and viewpoint one keeps as a result of mastering the grade level expectation.</p>
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	      					<p>The characteristics and viewpoint one keeps as a result of mastering the grade level expectation.</p>
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					<p>The disciplinary, information, and media literacy skills necessary to demonstrate mastery of the Evidence Outcomes. </p>
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				<p><strong>Nature of Dance</strong></p>
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					<p>The characteristics and viewpoint one keeps as a  result of mastering the grade level expectation</p>
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				<p><strong>Health Skills</strong></p>
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					<p>This section connects and focuses on the key health specific skills connected to this grade level expectation.</p>
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				<p><strong>Components of a Physically Literate Individual</strong></p>
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					<p>Connects the GLE to physical literacy and how it supports students ability to move with competence and confidence in a wide variety of physical activities in multiple environments that benefit the healthy development of the whole person. </p>
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			$("#srchFltrSt ." + selectedClass + ", #srchFltrSt .default").removeClass( "hidden" );
			$(".srchFltr02").removeClass( "hidden" );
		} else {
			$(".srchFltr02").addClass( "hidden" );
			$("#srchFltrSt").val("0");
		}
	}


	function updateSearchForm() {
		var searchItem01a = $("#srchFltrCa").val();
		var searchItem01b = $("#srchFltrGl").val();
		var searchItem01c = $("#srchFltrSt").val();

		// var searchItem02a = $("#srchFltrCa").val();
		// var searchItem02b = $("#srchFltrGl").val();
		// var searchItem02c = $("#srchFltrSt").val();

		// var searchItem03a = $("#srchFltrCa").val();
		// var searchItem03b = $("#srchFltrGl").val();
		// var searchItem03c = $("#srchFltrSt").val();

		var searchVar1 = searchItem01a + ',' + searchItem01b + ',' + searchItem01c;
		var searchVar2 = "0" // searchItem02a + ',' + searchItem02b + ',' + searchItem02c;
		var searchVar3 = "0" // searchItem03a + ',' + searchItem03b + ',' + searchItem03c;

		$("#searchForm").attr("action", "/apps/standards/" + searchVar1 + "/" + searchVar2 + "/" + searchVar3 + "/");

		if (searchItem01b != "0") {
			$("#searchForm").submit();
		}

	}

	function displayFilters() {
		var thefilter01a = $("#srchFltrCa option[value='8']").text();
		$("#fltr0a").text(thefilter01a);
		var thefilter01b = $("#srchFltrGl option[value='8']").text();
		$("#fltr0b").text(thefilter01b);
		var thefilter01c = $("#srchFltrSt option[value='0']").text();
		$("#fltr0c").text(thefilter01c);
	}

	function buildCurrentFilter() {
	    		currentFilter.push("8,8,0");
				currentFilter.push("8,9,0");
				currentFilter.push("8,10,0");
			}

	function buildSearchSet() {
		if (($("#srchFltrCa option:selected").val() != "0") && ($("#srchFltrGl option:selected").val() != "0")) {
			currentFilter.push($("#srchFltrCa option:selected").val() + "," + $("#srchFltrGl option:selected").val() + "," + $("#srchFltrSt option:selected").val());
		}
		
		$("#searchForm").attr("action", "/apps/standards/" + currentFilter.join("/"));
		return true;
	}

	function removeFilter(theFilter) {
		currentFilter.splice(theFilter, 1);
		// currentFilter[theFilter] = 0;
		$("#searchForm").attr("action", "/apps/standards/" + currentFilter.join("/"));
		$("#searchForm").submit();
	}


	$(function() {
		// $("#srchFltrCa").val("8");
		// $("#srchFltrGl").val("8");
		// $("#srchFltrSt").val("0");
		// cleanSearch();
		// displayFilters();
		// buildCurrentFilter();
	});

</script>

  </body>
</html>