Embedded Files
CIVICS
CIVICS
EXPRESS AN UNDERSTANDING HF HOW CIVIC PARTICIPATION AFFECTS POLICY BY APPLYING THE RIGHTS AND RESPONSIBILITIES OF A CITIZEN
ESSENTIAL: IDENTIFY WAYS IN WHICH CIVIC PARTICIPATION TAKES PLACE ACROSS MULTIPLE GROUPS.
DIFFERENTIATE AMONG EXAMPLES OF CIVIC PARTICIPATION. FOR EXAMPLE: DESCRIBE PERSONAL CONNECTIONS TO COMMUNITY EVENTS, SUCH AS VOTING, DEBATING, RUNNING FOR OFFICE, ADVOCATING, FUNDRAISING AND VOLUNTEERING.
EXPLAIN THE QUALITIES OF AN INFORMED AND ENGAGED CITIZEN.
PRACTICE CITIZENSHIP SKILLS INCLUDING, COURTESY, HONESTY, AND FAIRNESS WHEN WORKING WITH OTHERS.
IDENTIFY THE DIFFERENCE BETWEEN FACT AND OPINION
Colorado Essential Skills:
Compare one’s attitudes and beliefs about civic participation to others. (Civic Engagement)
Identify and reflect upon personal connections to community systems. (Civic Engagement)
Inquiry Questions:
How can I do when I disagree with someone or something??
Why do we vote?
What qualities make people responsible and engaged citizens?
Why do we use evidence to support our opinions?
Where can I get factual information when I need to answer questions?
Nature and Skills of Civics:
Civic-minded individuals know the importance of fairness and conflict resolution.
Civic-minded individuals understand that decisions are made cooperatively. For example: families vote on which movie to see and classes vote on which project they will do.
Disciplinary, Information, and Media Literacy:
With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
Participate in collaborative discussions by coming to discussions prepared.
Follow rules for discussions, set goals, fulfill roles in collaborative groups.
ANALYZE THE ORIGINS, STRUCTURES, AND FUNCTIONS OF GOVERNMENTS TO EVALUATE THE IMPACT ON CITIZENS AND THE GLOBAL SOCIETY
ESSENTIAL: PARTICIPATE IN MAKING DECISIONS USING DEMOCRATIC PRINCIPLES.
EXPLAIN WHY RULES ARE NEEDED
CREATE AND FOLLOW CLASSROOM RULES
EXPLAIN HOW A CLASS RULE MAY PROMOTE FAIRNESS AND RESOLVE CONFLICT, AND COMPARE AGAINST A RULE THAT DOES NOT
CONTRIBUTE TO MAKING AND MAINTAINING CLASS COMMUNITY DECISIONS
EXPLAIN THE DIFFERENCE BETWEEN DEMOCRATIC DECISION-MAKING AND DECISIONS MADE BY AUTHORITIES. FOR EXAMPLE: A PARENT, TEACHER, PRINCIPAL, AND A POLICE OFFICER.
Colorado Essential Skills:
Within democratic traditions, articulate personal strengths and challenges using information and communication technologies to express themselves. (Self-Awareness).
Recognize how personal actions have had a positive or negative impact with feedback as needed. (Self-Awarenes).
Inquiry Questions:
What would it look like to have no rules in the classroom?
How might personal actions impact outcomes?
In what ways is it enriching to have friends who are different from me?
How do I learn about others who are different from me?
Why is it important to hear and share multiple diverse perspectives?
What can you do to be an active and helpful member of your class and school?
Why is it important for all students to be treated fairly?
Nature and Skills of Civics:
Civic-minded individuals study citizen participation and structures that bring security and stability to community life.
Civic-minded individuals understand that individual actions can make the community better. For example: people clean up highways or volunteer in shelters.
Disciplinary, Information, and Media Literacy:
Interpret what is read through illustrations.
Listen and participate as a member of the classroom community.
Follow rules for discussions, set goals, fulfill roles in collaborative groups.
Scoring Guide:
Scoring Guide:
Social Studies Content Scoring Guide KDG-5th History
History
APPLY THE PROCESS OF INQUIRY TO EXAMINE AND ANALYZE HOW HISTORICAL KNOWLEDGE IS VIEWED, CONSTRUCTED, AND INTERPRETED
ESSENTIAL: ASK QUESTIONS AND DISCUSS IDEAS ABOUT THE PAST
ASK QUESTIONS AND DISCUSS IDEAS ABOUT THE PAST USING QUESTION STARTERS: WHAT DID? WHEN DID? WHO DID? WHICH DID? HOW DID? FROM WHOSE PERSPECTIVE?
IDENTIFY INFORMATION FROM PRIMARY AND/OR SECONDARY SOURCES THAT ANSWERS QUESTIONS ABOUT THE PAST AND ADDS TO COLLECTIVE MEMORY.
EXPLORE DIFFERENCES AND SIMILARITIES IN THE LIVES OF CHILDREN AND FAMILIES OF LONG AGO COMPARED TO TODAY.
EXPERIENCE AND BRING LANGUAGE TO: THEN AND NOW (HOW CHILDREN LIVED LONG AGO COMPARED TO TODAY
USE CORRECTLY THE WORD "BECAUSE" IN THE CONTEXT OF PERSONAL EXPERIENCE OR STORIES OF THE PAST.
Colorado Essential Skills:
Recognize and describe cause-and-effect relationships about the past. (Civic Engagement)
Demonstrate curiosity about the past. (Creativity and Innovation)
Inquiry Questions:
What is history?
What do primary sources tell me about the past?
How are lives of people from the past similar and different from our lives today?
What makes something a primary source?
Nature and Skills of History:
Historical thinkers ask and answer questions to guide investigations of people, places, and events in the past.
Historical thinkers ask and answer questions about the past.
Historical thinkers determine the kinds of sources that will be helpful in answering questions about the past.
Historical thinkers communicate conclusions using print, oral, and/or digital technologies to share their ideas about the past with others.
Disciplinary, Information, and Media Literacy:
Generate questions and/or answers when presented with historical sources.
Interpret what is read through illustrations.
Listen to stories to gain information on a main idea.
Gather information and present orally.
ANALYZE HISTORICAL TIME PERIODS AND PATTERNS OF CONTINUITY AND CHANGE, THROUGH MULTIPLE PERSPECTIVES, WITHIN AND AMONG CULTURES AND SOCIETIES
ESSENTIAL: UNDERSTAND THAT THE SEQUENCE OF EVENTS IS IMPORTANT WHEN DESCRIBING THE PAST.
SEQUENCE INFORMATION USING WORDS. FOR EXAMPLE: PRESENT, FUTURE, DAYS, WEEKS, MONTHS, YEARS, FIRST, NEXT, LAST, BEFORE, AND AFTER.
EXPLAIN WHY KNOWING THE ORDER OF EVENTS IS IMPORTANT
EXPLORE DIFFERENCES AND SIMILARITIES IN THE LIVES OF CHILDREN AND FAMILIES FROM DIFFERENT TIME PERIODS BY USING A VARIETY OF SOURCES. FOR EXAMPLE: PERSONAL ARTIFACTS AND STORIES, TEXTS, PICTURES, AND VIDEOS FROM DIFFERENT SOCIETIES.
Colorado Essential Skills:
Recognize and describe patterns in the sequence of events from the past. (CRITICAL THINKING AND ANALYSIS)
Inquiry Questions:
Why is it important to know the order of events?
How is your life and/or family different from other children and families of the past?
What happened yesterday and today, and what might happen tomorrow?
How have you grown and changed over time?
Nature and Skills of History:
Historians arrange events in the order of their occurrence.
Historians examine change and/or continuity over a period of time.
Disciplinary, Information, and Media Literacy:
Apply disciplinary concepts of change and continuity to the study of the past.
Gather information and present orally.
Scoring Guides
Scoring Guides
Social Studies: Historical Thinking Skills Scoring Guide K-2Social Studies Content Scoring Guide KDG-5th GEOGRAPHY
GEOGRAPHY
APPLY GEOGRAPHIC REPRESENTATIONS AND PERSPECTIVES TO ANALYZE HUMAN MOVEMENT, SPATIAL PATTERNS, SYSTEMS, AND THE CONNECTIONS AND RELATIONSHIPS AMONG THEM
ESSENTIAL: RECOGNIZE THAT GEOGRAPHIC TOOLS REPRESENT PLACES AND SPACES.
DISTINGUISH BETWEEN A MAP AND A GLOBE AS WAYS TO SHOW PLACES PEOPLE LIVE AND OTHER PHYSICAL FEATURES.
USE GEOGRAPHIC TOOLS TO DESCRIBE PLACES. EG: GLOBES, MAPS, AND GPS.
Colorado Essential Skills:
Find information through the use of geographic technologies. (CRITICAL THINKING AND ANALYSIS)
Inquiry Questions:
What information can a map tell me about the places and spaces people live?
What information can a globe tell me about the places and spaces people live?
Nature and Skills of Geography:
Spatial thinkers distinguish between a map and globe to show places where people live.
Disciplinary, Information, and Media Literacy:
Use developmentally appropriate technology resources to present learning.
Identify vocabulary through illustrations.
Interpret what is read through illustrations.
Generate questions and/or answers when presented with geographic tools such as maps, globes, etc..
EXAMINE THE CHARACTERISTICS OF PLACES AND REGIONS, AND THE CHANGING NATURE AMONG GEOGRAPHIC AND HUMAN INTERACTIONS
ESSENTIAL: IDENTIFY HOW THE ENVIRONMENT INFLUENCES THE WAY PEOPLE LIVE
IDENTIFY WAYS STUDENTS' LIVES ARE SIMILAR AND DIFFERENT FROM THOSE IN OTHER COMMUNITIES..
IDENTIFY HOW THE ENVIRONMENT, GEOGRAPHIC FEATURES, AND CLIMATE IMPACT LIFESTYLES. FOR EXAMPLE: FOOD, SPORTS, SHELTER, TRANSPORTATION, SCHOOL, ETC.
Colorado Essential Skills:
Compare attitudes and beliefs as an individual to others. (SOCIAL AWARENESS)
Recognize and describe cause-and-effect relationships between people and their surroundings. (SOCIAL AWARENESS)
Inquiry Questions:
What would it be like to live in another community, region, city, state, or country?
How do the environment, geographic features, and climate impact how people live within a community?
What makes a community special to the people who live there, and how is it different from what makes our community special?
Nature and Skills of Geography:
Geographic thinkers investigate other cultures and how they have been influenced by the climate, physical geography, and cultures of an area.
Geographic thinkers understand that people live in different settings and interact with their environment based on location. For example: people living in colder climates wear more clothes, and people in areas where there are floods live on higher ground or in houses on stilts.
Scoring Guides
Scoring Guides
Social Studies: Historical Thinking Skills Scoring Guide K-2Social Studies Content Scoring Guide KDG-5th eCONOMICS
eCONOMICS
APPLY ECONOMIC REASONING SKILLS TO MAKE INFORMED PERSONAL FINANCIAL DECISIONS
ESSENTIAL: EXPLAIN HOW INDIVIDUALS MAKE CHOICES BASED ON NEEDS AND WANTS
IDENTIFY THE COSTS AND BENEFITS OF A CHOICE AN INDIVIDUAL MAKES WHEN ACQUIRING AN ITEM.
RECOGNIZE AND ENGAGE IN WAYS TO USE ANOTHER INDIVIDUAL'S ITEMS. FOR EXAMPLE: ASKING FOR PERMISSION TO SHARE AND TAKING TURNS. OWNERSHIP AND SHARING.
Colorado Essential Skills:
Recognize that problems can be identified and possible solutions can be created when making choices. (Critical Thinking and Analysis).
Inquiry Questions:
What are the benefits and costs of ownership? For example: borrowing a toy from a friend or owning one of your own?
What do we do if there is not enough of something we all want (scarcity)?
How can we take care of the resources that belong to everyone (e.g., water, air, etc.)?
Nature and Skills of Economics:
Economic thinkers study ownership as a key principle of economics.
Economic thinkers understand that some items are more desired than others and are more in demand.
Individuals interact with each other and the concept of ownership on a daily basis. For example, people purchase items for their use, donate items for others to use, and ask for permission to use someone else's items.
Disciplinary, Information, and Media Literacy:
Apply disciplinary concepts such as decision-making techniques to make a choice.
Technology is used to indicate and keep track of ownership. For example: pets may have microchips and libraries use barcodes to keep track of their books.
ESSENTIAL: DESCRIBE CHOICES PEOPLE MAKE ABOUT HOW TO USE THE MONEY THEY EARN
RECOGNIZE CHOICES PEOPLE MAKE WITH THEIR MONEY AND EXPLAIN HOW FINANCIAL DECISIONS ARE MADE
EXPLAIN HOW MONEY GIVES PEOPLE THE ABILITY TO BUY GOODS AND SERVICES
IDENTIFY THE DIFFERENCE BETWEEN A WANT AND A NEED AND HOW THAT IMPACTS PURCHASING DECISIONS WHEN RESOURCES ARE LIMITED. FOR EXAMPLE: BUYING A HEALTHY SNACK VS. A CANDY BAR; NEW SHOES VS. A NEW TOY; A COAT VS. A NEW GAME.
Colorado Essential Skills:
Make personal financial decisions based on spending options. (Self-Advocacy and Initiative)
Determine how to spend money depending on values and choices. (Self-Advocacy and Initiative)
Demonstrate curiosity, imagination and eagerness to learn more. (Creativity/Innovation)
Inquiry Questions:
What is money/currency? For example: cash, coins, credit card and debit card
How do people make choices when they want something?
How do people make choices about what to buy when there isn't enough money to buy everything? For example: balancing wants and needs.
What is the difference between a want and a need?
What are things all humans need?
How can money help people to meet their wants and needs?
Nature and Skills of Economics
Financially capable individuals differentiate between wants and needs.
Financially capable individuals make choices about purchasing to serve wants and needs. For example: parents pay bills prior to purchasing movie tickets or toys.
Scoring Guides:
Scoring Guides:
Social Studies Content Scoring Guide KDG-5th 
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