Unit 7: Citizenship and Government
Embedded Files
Colorado Story Chapter: 7, lesson 2 and Chapter 9
ReadyGen Alignment: Module 4A
Skill Alignment: Drawing conclusions, understanding how larger systems (i.e. government, school boards, etc. work)
Unit Overview: How is Colorado's government structured, and what current issues is the government working on?
In this unit, students will learn about the structure of the state government in Colorado and its role in addressing current issues. They will analyze the various groups and individuals who participate in government and influence policy-making, with a particular focus on the Civil Rights era. Students will also explore current issues in Colorado, identify key stakeholders involved in shaping policy, and develop solutions to address these issues. They will develop the ability to understand and articulate both sides of a current issue, as well as identify ways to resolve these issues. By analyzing multiple perspectives and developing possible solutions to these issues, students will enhance their critical thinking, empathy, and civic engagement skills. This unit will foster an appreciation for democratic processes, diverse perspectives, and the role of active citizenship in shaping Colorado's future.
Prepared Graduates:
Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.
Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.
Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.
Grade Level Expectation(s):
History and 4. Civics
Describe the historical eras, individuals, groups, ideas and themes in Colorado history and their relationship to key events in the United States within the same historical period. (1.2)
Investigate multiple perspectives on civic issues. (4.1)
Describe the origins, structure, and functions of the Colorado government (4.2)
The highlighted evidence outcomes are the priority for all students, serving as the essential concepts and skills. It is recommended that the remaining evidence outcomes listed be addressed as time allows, representing the full breadth of the curriculum.
Students Can (Evidence Outcomes):
Explain the relationship between major events in Colorado history and events in United States history during the same era. Including but not limited to: Colorado statehood, the Ludlow and Sand Creek Massacres, creation of national parks in Colorado, the Great Depression, the Dust Bowl, Amaché, Chicano movement, and busing in Denver. (1.2.b)
Describe the impact of various technological developments. For example: Changes in mining technologies, agricultural technology (center pivot irrigation), transportation, early 20th century industrial developments, and 20th century nuclear and computer technologies. (1.2.d)
Give examples of issues faced by the state of Colorado and develop possible solutions. (4.1.a)
Provide supportive arguments for both sides of a current public policy debate involving diverse stakeholders. (4.1.b)
Discuss how various individuals and groups influence the way an issue affecting the state is viewed and resolved. Including but not limited to the contributions of African Americans, Latinos, Japanese Americans, Indigenous Peoples, LGBTQ, and religious groups. (4.1.c)
Identify and use appropriate sources to investigate and analyze multiple perspectives of issues. (4.1.d)
Explain the historical foundation and events that led to the Colorado Constitution and the formation of the three branches of Colorado government. (4.2.a)
Identify and explain a variety of roles leaders, citizens, and others play in state government. (4.2.b)
Identify and explain the services the state government provides and how those services are funded. (4.2.c)
Describe how the decisions of the state government affect local government and interact with federal government and sovereign Indigenous Nations (4.2.d)
Describe how a citizen might engage in state government to demonstrate their rights or initiate change. (4.2.e)
Colorado Essential and Nature of Skills
Recognize and describe cause-and-effect relationships within Colorado history and draw conclusions about how various events and people affected the development of the state (Critical Thinking and Analysis).
Identify and explain multiple perspectives when exploring issues faced by the state of Colorado (Global and Cultural Awareness).
Historical thinkers generate questions about individuals and groups who have shaped significant historical changes and continuities.
Civic-minded individuals understand that virtues, such as honesty, mutual respect, cooperation, and attentiveness to multiple perspectives, should be used when they interact with each other on public matters.
Civic-minded individuals understand the importance of the processes and rules by which groups of people make decisions, govern themselves, and address public problems.
Civic-minded individuals know the origins, structure, and functions of Colorado’s government and how it provides for participation, influence, and benefits. For example: Individuals can vote on ballot issues that affect taxes.
Inquiry Questions
How can government answer questions about issues in a state in various ways?
How do diverse opinions enrich a community?
How does an individual's experience and background influence perception of an issue?
Why is it important to research issues and engage in civil debates?
What would the state government look like if one of the branches had more power than the others?
Why is it important that all voices are heard by local and state government officials? For example: Groups and individuals representing African Americans, Latinos, Asian Americans, Indigenous Peoples, LGBTQ, and religious groups?
To what extent were various individuals and organizations in the state important in the development of Colorado's government?
Disciplinary, Informational, and Media Literacies
Determine the kinds of sources that will be helpful in answering compelling and supporting questions, taking into consideration the different opinions people have about how to answer the questions.
Articulate the most effective options to access information needed for a specific purpose.
Find information using technology.
Present information orally and in writing.
Use technology to access information efficiently and effectively.
Understanding the consequences of how and what one chooses to communicate.
Identifying how laws, rules, and policies need to evolve as society responds to technological advancements.
Academic Vocabulary and Language Expectations
Climate change, issue, nuclear, tariff, technology, civics, democracy, executive branch, judicial branch, legislative branch, sovereignty, tax, veto
Possible Assessments:
Chapter 9, lessons 1-2 from Colorado Story
Chapter Assessment
Writing Activities
DBQ Item Set
Lessons 1-2 Review
Chapter 7, lesson 1 from Colorado Story
Instructional Resources & Notes:
Chapter 7 from Colorado Story lesson 1 and Chapter 9 lessons 1-2
Go the the Source Activity from Colorado Story
Lesson Suggestions from Colorado Story
Supplemental Resources
Chapter 7 and Chapter 9: Hyperdoc Lessons
Activism in Colorado History: Inquiry Kit Link
Colorado Constitution: Video from PBS
Civic Action Project: Debating Multiple Perspectives on an Issue
Colorado Statehood: The Black Men and Women Who Helped Colorado Become a State
Choices and Consequences: Unit with lessons and resources about the consequences of building a ski resort on federal land
Lessons on Local Government -lessonsonlocalgovernment.com A Colorado specific resource with links and lessons directed towards local government.
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