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):

• Use and interpret documents and other relevant primary and secondary sources pertaining to United States history from multiple diverse perspectives. (1.1.a)

• Analyze evidence from multiple sources including those with conflicting accounts about specific events in both Colorado and United States history. For example: Indigenous Peoples’, Hawaiian/Pacific Islander, and African American perspectives on Western colonization and enslavement; Asian American and Latinos’ perspectives on immigration; and the Indian Removal Act, the Buffalo Soldiers, and the Sand Creek Massacre. (1.1.b)

• Critique data for point of view, historical context, distortion, or propaganda and relevance to historical inquiry. (1.1.c)

• Construct a written historical argument supported by relevant evidence and logical reasoning demonstrating the use or understanding of primary and secondary sources. (1.1.d)

• Synthesize data from multiple sources in order to connect those sources to the traditional historical narrative. (1.1.e)

• Determine and explain the historical context of key people and events from the Revolutionary War Era through Reconstruction including the examination of different perspectives. For example: Grievances from the colonists against the British Parliament, the Constitutional Convention, the role of abolitionists, contributions and grievances from Indigenous Peoples and African Americans, and the causes and effects of the Civil War. (1.2.a)

• Analyze causes and effects of major conflicts from the origins of the American Revolution through Reconstruction. (1.2.e)

• Describe major political and/or social changes that affected the definition of citizenship, expanded or restricted the rights of citizens, and how those changes impacted women, Indigenous Peoples, African Americans, Latinos, Asian Americans, LGBTQ, religious minorities, and people living in annexed territories. (4.1.a)

• Analyze the relationship between the debate about citizenship and national identity in early U.S History, and how those ideas shaped political institutions and society. (4.1.b)

• Compare how the leadership of various individuals has influenced the United States government and politics. For example: Women, American Indians, African Americans, and people in the unsettled territories. (4.1.c)

• Evaluate the results of various strategies used to enact political change over time. (4.1.d)

• Examine ways members of society may effectively and civilly voice opinions, monitor government, and bring about change on a local, state, and national level, and which could have global implications. (4.1.f)

• Evaluate the strengths of rule of law. (4.2.a)

• Apply knowledge about the three branches of government and how they interact with one another to historical and contemporary problems. (4.2.c)

• Discuss the tensions between individual rights and liberties with state, tribal, and national laws. (4.2.e)

• Use a variety of resources, including Supreme Court decisions, to identify and evaluate issues that involve civic responsibility, individual rights, and the common good. (4.2.g)