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New Colorado P-12 Academic Standards

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Content Area: Comprehensive Health
Grade Level Expectations: High School
Standard: 4. Prevention and Risk Management in Health

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations) - (Remove PGC Filter)

Concepts and skills students master:

5. Analyze the factors that influence community and societal beliefs that underlie violence, and describe relationships, attitudes, behavior, and vulnerability to violence

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Demonstrate tolerance for individual differences (DOK 1-3)
  2. Analyze the consequences of prejudice, discrimination, bias, racism, sexism, and hate crimes (DOK 1-4)
  3. Analyze situations that could lead to different types of violence such as bullying, verbal abuse, hazing, physical assault and fighting, dating violence, acquaintance rape, sexual assault, and family violence (DOK 1-4)
  4. Demonstrate the ability to take the perspectives of others in a conflict situation (DOK 1-3)

Inquiry Questions:

  1. Under what circumstances is conflict necessary?
  2. What are strategies for preventing a conflict from escalating?
  3. Is society desensitized to violence?
  4. Are all prejudices wrong?

Relevance & Application:

  1. Police responsible for stopping and reducing crime often measure related symptoms and contributing behaviors which lead to fights, bullying, and assaults.
  2. Blogs, websites and social networks provide vast opportunities to see the perspectives of others in a conflict situation.

Nature Of:

  1. Personal responsibility is the first line of violence-freebehavior.
  2. Individual differences are linked to personal perspectives.
  3. Federal, state, and local laws are often written to prevent violence.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations) - (Remove PGC Filter)

Concepts and skills students master:

6. Analyze the underlying causes of self-harming behavior and harming others, and identify steps involved in seeking help

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Analyze the signs and symptoms of people who are in danger of harming themselves or others (DOK 1-4)
  2. Explain how self-directed violence is the result of the accumulation of multiple problems rather than just one problem (DOK 1-4)
  3. Summarize why it is important to tell an adult if there are people who are in danger of harming themselves or others (DOK 1-3)

Inquiry Questions:

  1. Why might someone think it is necessary to feel pain to feel alive?
  2. Under what circumstances should you maintain a confidence with someone who may be at risk of hurting himself or others?

Relevance & Application:

  1. School and community resources for adolescent mental and emotional health services provide support for those in need.

Nature Of:

  1. Knowledge about self harming behaviors informs decision making related to personal wellness and the wellness of others.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations) - (Remove PGC Filter)

Concepts and skills students master:

7. Identify the emotional and physical consequences of violence, and find strategies to deal with, prevent, and report them

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Analyze how power and control differences in relationships such as peer, dating, or family relationships can contribute to aggression and violence (DOK 1-4)
  2. Analyze situations that could lead to pressure to have sex (DOK 1-4)
  3. Summarize why individuals have the right to refuse sexual contact (DOK 1-4)
  4. Analyze the effects of emotional abuse (DOK 1-4)
  5. Analyze how media messages normalize violence (DOK 1-4)
  6. Explain the risks associated with choosing friends who use substances and violence to solve problems (DOK 1-3)

Inquiry Questions:

  1. Is emotional abuse as harmful as physical abuse?
  2. What are the short- and long-term effects of emotional abuse and physical abuse?
  3. Are the friends and relationships you keep a reflection of yourself or just a collection of people to keep you company?
  4. How do I know what personal boundaries to set in relationships?

Relevance & Application:

  1. School and community resources for domestic violence, abuse and rape are available to those in need.
  2. Power and control differences affect personal relationships.

Nature Of:

  1. Personal strategies can be learned to develop and enhance healthy behaviors and to avoid unsafe situations.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations) - (Remove PGC Filter)

Concepts and skills students master:

8. Access valid information and resources that provide information about sexual assault and violence

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Demonstrate the ability to access resources such as rape crisis centers that provide accurate information about sexual assault and sexual violence (DOK 1-3)
  2. Demonstrate the ability to locate reliable school and community resources to assist with problems related to violence (DOK 1-3)

Inquiry Questions:

  1. Who can I trust to talk to about sexual assault and personal violence?
  2. Under what circumstances should you maintain confidentiality with someone who has been sexually assaulted?
  3. When is it most important to turn to adult resources and/or school or community authorities for help?

Relevance & Application:

  1. School and community resources are available to assist individuals with problems related to violence.

Nature Of:

  1. Personal strategies can be learned to develop and enhance healthy behaviors and to avoid, reduce, and cope with unhealthy, risky, or potentially unsafe situations.
  2. The school and community provide valuable resources to support adolescent mental and emotional health, including providing immediate aid, protection, or shelter following an act of violence.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations) - (Remove PGC Filter)

Concepts and skills students master:

9. Demonstrate verbal and nonverbal communication skills and strategies to prevent violence

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Demonstrate verbal and nonverbal ways to ask for help from a parent, other trusted adult, or friend when pressured to engage in violence (DOK 1-3)
  2. Demonstrate verbal and nonverbal ways to refuse pressure to engage in violence (DOK 1-3)
  3. Demonstrate strategies that could be used to prevent a conflict from starting or escalating (DOK 1-3)
  4. Demonstrate effective strategies for resolving conflicts with another person in nonviolent ways (DOK 1-3)
  5. Demonstrate verbal and nonverbal ways to stop or prevent hazing (DOK 1-3)

Inquiry Questions:

  1. How can I stop violence and still keep my friends?
  2. How can I tell if someone needs help?
  3. What are different strategies for helping someone who may be at risk of being a victim of violence?
  4. When does good-natured teasing become hazing?

Relevance & Application:

  1. Effective conflict resolution strategies?both verbal and non-verbal are learned over time when the temptation to accept pressure is resisted.
  2. Hostage negotiators utilize conflict resolution strategies to avoid violence and the escalation of conflict.
  3. Effective refusal skills can be used to resist pressures to engage in unhealthy behaviors and situations.

Nature Of:

  1. Personal strategies can be learned to develop and enhance healthy behaviors and to avoid, reduce, and cope with unhealthy, risky, or potentially unsafe situations.

Content Area: Comprehensive Health
Grade Level Expectations: Eighth Grade
Standard: 4. Prevention and Risk Management in Health

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations) - (Remove PGC Filter)

Concepts and skills students master:

4. Analyze the factors that influence violent and nonviolent behavior

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Identify media and cultural messages that could lead to different types of violence, including sexual violence (DOK 1-3)
  2. Examine the presence of violence in the media and its possible effects on violent behavior (DOK 1-3)
  3. Describe external influences that could lead to violence (DOK 1-3)
  4. Identify verbal and nonverbal communication that constitutes sexual harassment (DOK 1-2)
  5. Recognize behaviors that are perceived as sexually coercive (DOK 1-2)
  6. Explain that rape and sexual assault should be reported to a trusted adult (DOK 1-3)
  7. Understand that sexual assault is a crime and must be reported (DOK 1)

Inquiry Questions:

  1. Is peaceful behavior the same as non-violent? Why or why not?
  2. Would a media-free life diminish assaults?
  3. What would I do if I saw someone being sexually harassed?

Relevance & Application:

  1. Sexual violence and harassment are unacceptable behaviors that result in legal consequences.
  2. Technology has changed the way sexual exploitation and harassment occurs.

Nature Of:

  1. Culture, media and social influences affect violent and non violent behavior.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations) - (Remove PGC Filter)

Concepts and skills students master:

5. Demonstrate ways to advocate for a positive, respectful school and community environment that supports pro-social behavior

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Demonstrate how to prevent or stop bullying as a bystander, perpetrator, or victim (DOK 1-3)
  2. Stand up for those being bullied (DOK 1-4)
  3. Advocate for a positive and respectful school environment that supports pro-social behavior (DOK 1-4)

Inquiry Questions:

  1. How do I know if someone is being bullied?
  2. What if my friend is a bully?

Relevance & Application:

  1. Positive behavior support and other school and community programs advocate for pro-social behavior.

Nature Of:

  1. Personal strategies can be learned to develop and enhance healthy behaviors and to avoid, reduce, and cope with unhealthy, risky, or potentially unsafe situations.

Content Area: Comprehensive Health
Grade Level Expectations: Sixth Grade
Standard: 4. Prevention and Risk Management in Health

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations) - (Remove PGC Filter)

Concepts and skills students master:

3. Demonstrate self-management skills to reduce violence and actively participate in violence prevention

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Describe the short- and long-term consequences of violence on perpetrators, victims, and bystanders
  2. Explain the role of bystanders in escalating, preventing, or stopping bullying, fighting, hazing, or violence
  3. Describe strategies to avoid physical fighting and violence
  4. Identify a variety of nonviolent ways to respond when angry or upset
  5. Demonstrate the ability to identify a trusted adult to whom school or community violence should be reported (DOK 1-3)
  6. Describe the dangers of and actions to be taken if weapons are seen or suspected in schools (DOK 1-2)
  7. Demonstrate ways of solving conflicts nonviolently such as conflict resolution and diffusion (DOK 1-3)

Inquiry Questions:

  1. How can one person reduce violence?
  2. What are positive and negative effects of weapons on society?
  3. What situations lead to physical fighting and violence?
  4. Why is it my job to stop violence?

Relevance & Application:

  1. The presence of weapons increases the risk of serious injuries.
  2. There are school and community resources to help with violence issues.

Nature Of:

  1. Personal strategies can be learned to develop and enhance healthy behaviors and to avoid, reduce, and cope with unhealthy, risky, or potentially unsafe situations.

Content Area: Comprehensive Health
Grade Level Expectations: Fifth Grade
Standard: 4. Prevention and Risk Management in Health

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations) - (Remove PGC Filter)

Concepts and skills students master:

2. Demonstrate pro-social behaviors that reduce the likelihood of physical fighting, violence, and bullying

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Identify factors that influence both violent and nonviolent behaviors and attitudes (DOK 1-3)
  2. Explain the significance and impact of as well as the short- and long-term consequences of bullying (DOK 1-3)
  3. Demonstrate pro-social communication skills and strategies (DOK 1-3)
  4. Identify resources, including safe people or adults, regarding violence in the school and community (DOK 1-2)

Inquiry Questions:

  1. Why do people become violent?
  2. What is the difference between bullying and aggression?
  3. Why is it important to report incidents of bullying?
  4. What types of communication can help you avoid fighting and bullying?
  5. How can we demonstrate appreciation and value for differences?
  6. How do I know who to tell about an unsafe situation?
  7. How do people become prejudiced?

Relevance & Application:

  1. Non-violence is always an option in conflict.
  2. Gangs are examples of bullying groups.
  3. Bullying and violence can have long term emotional and physical consequences.

Nature Of:

  1. Culture, media and social influences affect violent and non violent behavior.
  2. Individuals have a personal responsibility to develop, maintain, and enhance healthy behaviors.
  3. Making good health decisions requires the ability to evaluate reliable resources.

Content Area: Comprehensive Health
Grade Level Expectations: Fourth Grade
Standard: 4. Prevention and Risk Management in Health

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations) - (Remove PGC Filter)

Concepts and skills students master:

3. Demonstrate skills necessary to prevent a conflict from escalating to violence

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Demonstrate simple conflict resolution techniques to diffuse a potentially violent situation (DOK 1-3)
  2. Describe situations that lead to violence, the consequences of violent behavior, and the importance of resolving conflict through effective communication skills (DOK 1-3)
  3. Discuss methods for making decisions to avoid conflicts or violence (DOK 1-3)
  4. Explain the positive alternatives to using violence (DOK 1-2)
  5. Explain the dangers of having weapons at home, in school, and in the community (DOK 1-2)
  6. Explain the importance of respecting the personal space and boundaries of others (DOK 1-2)

Inquiry Questions:

  1. What is conflict resolution?
  2. What if there was no violence in the world?
  3. How can you promote peaceful problem solving?

Relevance & Application:

  1. Physical and emotional consequences of violence have a significant impact on society.

Nature Of:

  1. Conflict resolution is a lifelong skill.
  2. Effective communication and personal skills can develop, maintain, and enhance healthy behaviors.

Content Area: Comprehensive Health
Grade Level Expectations: Third Grade
Standard: 4. Prevention and Risk Management in Health

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations) - (Remove PGC Filter)

Concepts and skills students master:

2. Describe pro-social behaviors that enhance healthy interactions with others

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Give examples of pro-social behaviors such as helping others, being respectful of others, cooperation, consideration, and not teasing others (DOK 1)
  2. Describe some of the ways that young children can be helpful intentionally (DOK 1-2)
  3. Describe the importance of self-control and ways to manage anger (DOK 1-3)

Inquiry Questions:

  1. How would it feel if you were teased for having a certain eye color?
  2. How do you feel when you are helpful to others?
  3. Why do people get angry?
  4. How can you tell if someone is angry?

Relevance & Application:

  1. Helping others in school and the community is a pro-social behavior.
  2. Self-control can be used to manage anger.

Nature Of:

  1. Anger management is a lifelong skill.
  2. Tolerance, appreciation, and understanding of diversity are important to learn and practice.

Content Area: Comprehensive Health
Grade Level Expectations: Second Grade
Standard: 4. Prevention and Risk Management in Health

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations) - (Remove PGC Filter)

Concepts and skills students master:

3. Explain why bullying is harmful and how to respond appropriately

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Understand why it is wrong to tease others (DOK 1-3)
  2. Identify why making fun of others is harmful to self and others (DOK 1-3)
  3. Describe the difference between bullying and teasing (DOK 1-2)
  4. Explain what to do if you or someone else is being bullied (DOK 1-2)

Inquiry Questions:

  1. How does the old saying, "walk a mile in the other person's shoes" apply to teasing and bullying?
  2. If it's just "making fun" then how can it be harmful?

Relevance & Application:

  1. A number of professionals can help when someone is being bullied or teased, including but not limited to counselors, psychologists, police, or trusted adults.

Nature Of:

  1. Tolerance, appreciation, and understanding of diversity are important skills to learn and practice.

Content Area: Comprehensive Health
Grade Level Expectations: Kindergarten
Standard: 4. Prevention and Risk Management in Health

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations) - (Remove PGC Filter)

Concepts and skills students master:

1. Identify the importance of respecting the personal space and boundaries of self and others

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Identify "appropriate" and "inappropriate" touches (DOK 1-4)
  2. Identify characteristic of a trusted adult (DOK 1-4)
  3. Demonstrate how to tell a trusted adult if inappropriate touching occurs to self or others (DOK 1-4)
  4. Explain that each person has the right to tell others not to touch his or her body (DOK 1-4)

Inquiry Questions:

  1. What is respect?
  2. Why is it important to respect myself?
  3. What would it be like if nobody respected anybody else?
  4. What is privacy?

Relevance & Application:

  1. Different situations and settings have varied rules about personal space.
  2. Boundaries are applied to nations, cities and people

Nature Of:

  1. Every individual has the right to personal space and boundaries.