New Colorado P-12 Academic Standards

Current Display Filter: Social Studies - All - by Specific Prepared Graduate Competency - (Remove PGC Filter)

Content Area: Social Studies
Grade Level Expectations: High School
Standard: 1. History

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

Concepts and skills students master:

1. Use the historical method of inquiry to ask questions, evaluate primary and secondary sources, critically analyze and interpret data, and develop interpretations defended by evidence

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Evaluate a historical source for point of view and historical context (DOK 2-3)
  2. Gather and analyze historical information, including contradictory data, from a variety of primary and secondary sources, including sources located on the Internet, to support or reject hypotheses (DOK 1-3)
  3. Construct and defend a written historical argument using relevant primary and secondary sources as evidence (DOK 1-4)
  4. Differentiate between facts and historical interpretations, recognizing that a historian's narrative reflects his or her judgment about the significance of particular facts (DOK 2-3)

Inquiry Questions:

  1. How does the point of view of the historian impact how history is interpreted?
  2. What qualifies an event as historically significant rather than simply noteworthy?
  3. What if the history of a war was told by the losing side?
  4. Why are historical questions important?
  5. How do historical thinkers use primary and secondary sources to formulate historical arguments?
  6. How might historical inquiry be used to make decisions on contemporary issues?

Relevance & Application:

  1. Historical information and context are used to interpret, evaluate, and inform decisions or policies regarding such issues as discrimination of various groups -women, indigenous people - throughout history and religious conflicts - the Middle East Peace process, the troubles between the United Kingdom and Northern Ireland, conflicts in Africa and genocide.
  2. The historical method of inquiry is used to continue to interpret and refine history. For example, new information and discoveries regarding the origins of the Cold War and new insights into the relationship between Europeans and Africans during the early era of colonization change the interpretation of history.

Nature Of:

  1. Historical thinkers evaluate historical sources for audience, purpose, point of view, context, and authenticity
  2. Historical thinkers use primary and secondary sources to evaluate and develop hypotheses and interpretations of historical events and figures

Content Area: Social Studies
Grade Level Expectations: Eighth Grade
Standard: 1. History

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

Concepts and skills students master:

1. Formulate appropriate hypotheses about United States history based on a variety of historical sources and perspectives

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Use and interpret documents and other relevant primary and secondary sources pertaining to United States history from multiple perspectives (DOK 1-4)
  2. Analyze evidence from multiple sources including those with conflicting accounts about specific events in United States history (DOK 1-3)
  3. Critique data for point of view, historical context, distortion, or propaganda and relevance to historical inquiry (DOK 1-3)
  4. Construct a written historical argument on the use or understanding of primary and secondary sources (DOK 1-3)

Inquiry Questions:

  1. How has the Declaration of Independence influenced other nations?
  2. Which primary documents have had the greatest impact on the people of the United States?
  3. Should and can historians be completely impartial when writing about history?
  4. What makes history different from literature?
  5. Was it "Westward Expansion" or "Territorial Convergence?"
  6. What makes a good historical question?

Relevance & Application:

  1. The context and content from the past are used to make connections to the present such as connecting the Civil War to current social and political issues, and the boom and bust cycle of economics with the Gold Rush and railroads
  2. The historical method of inquiry is used to interpret and refine history and serves as a model for inquiry. For example, historians and communities preserve historical documents, artifacts, and buildings.

Nature Of:

  1. Historical thinkers evaluate historical sources for purpose, audience, point of view, context, and authenticity.
  2. Historical thinkers use primary and secondary sources to evaluate and create hypotheses and interpretations of historical events defended with supporting evidence.

Content Area: Social Studies
Grade Level Expectations: Seventh Grade
Standard: 1. History

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

Concepts and skills students master:

1. Seek and evaluate multiple historical sources with different points of view to investigate a historical question and to formulate and defend a thesis with evidence

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Determine and explain the interdependence of people around the world during significant eras or events (DOK 1-3)
  2. Analyze historical sources for accuracy and point of view while formulating historical questions. Sources to include but not limited to art, artifacts, eyewitness accounts, letters and diaries, artifacts, real or simulated historical sites, charts, graphs, diagrams, and written texts (DOK 1-3)

Inquiry Questions:

  1. Why do people continue to research historical questions and events if books have already been written on the topic?
  2. How do historical thinkers defend a thesis using primary and secondary sources that reflect different viewpoints?
  3. How and why do historians determine periods of history?
  4. What can an artifact tell or not tell about a time period or event?

Relevance & Application:

  1. Individuals identify points of view, seek multiple sources, and develop and defend a thesis with evidence throughout life. For example, responsible citizens learn about the platforms and beliefs of candidates running for office prior to voting
  2. Technology is used to explore and evaluate accuracy of information. For example, editors check stories for accuracy and documentary film makers interview multiple individuals when making a movie.
  3. The use the context and content from the past is used to make connections to the present (e.g. the human settlement and trade route patterns)

Nature Of:

  1. Historical thinkers construct history through the gathering and analysis of historical sources.
  2. Historical thinkers construct the story of the past by interpreting events from multiple points of view and various perspectives.
  3. Historical thinkers defend a thesis with appropriate resources.

Content Area: Social Studies
Grade Level Expectations: Sixth Grade
Standard: 1. History

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

Concepts and skills students master:

1. Analyze and interpret historical sources to ask and research historical questions

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Identify ways different cultures record history (DOK 1)
  2. Interpret documents and data from multiple primary and secondary sources while formulating historical questions. Sources to include but not limited to art, artifacts, eyewitness accounts, letters and diaries, artifacts, real or simulated historical sites, charts, graphs, diagrams and written texts (DOK 1-3)
  3. Critique information to determine if it is sufficient to answer historical questions (DOK 1-3)

Inquiry Questions:

  1. What questions help us understand the development and interaction of peoples in the Western Hemisphere?
  2. How can different sources on the same topic vary and how can we determine which sources are most helpful in interpreting the past?
  3. What are the key primary sources that help to understand the history of the Western Hemisphere?
  4. How does the author or creator of a source influence the interpretation?

Relevance & Application:

  1. Individuals identify points of view, seek multiple sources, and develop and defend a thesis with evidence throughout life.
  2. Technology is used to explore and evaluate for accuracy of information.
  3. The context and content from the past is used to make connections to the present.

Nature Of:

  1. Historical thinkers evaluate historical sources for purpose, audience, point of view, context, reliability and authenticity.
  2. Historical thinkers use primary and secondary sources to evaluate and develop hypotheses and interpretations of historical events and figures that are supported by evidence.

Content Area: Social Studies
Grade Level Expectations: Fifth Grade
Standard: 1. History

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

Concepts and skills students master:

1. Analyze historical sources from multiple points of view to develop an understanding of historical context

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Identify different ways of dating historical sources to understand historical context (DOK 1)
  2. Examine significant historical documents. Topics to include but not limited to the Stamp Act, the Declaration of Independence, and the Constitution (DOK 1)
  3. Create timelines of eras and themes in North America from 1491 through the American Revolution (DOK 1-2)
  4. Analyze cartoons, artifacts, artwork, charts, and graphs related to eras and themes in North America from 1491 through the American Revolution (DOK 1-3)

Inquiry Questions:

  1. How do sources with varied perspectives help us to understand what happened in the past?
  2. Why is important to understand the historical context of events?
  3. How might history be different without the Declaration of Independence?

Relevance & Application:

  1. Historical information from multiple perspectives is used to interpret, evaluate, and inform; and make decisions and policies regarding various issues. For example, some accounts of the American Revolution refer to American patriots while others refer to American rebels.
  2. The historical method of inquiry allows individuals to continue to interpret and refine history. For example, political cartoonists portray multiple perspectives of events, and newspapers may be biased in coverage of events throughout time.

Nature Of:

  1. Historical thinkers analyze and interpret primary and secondary sources to make inferences about various time periods and show cause-and-effect relationships.
  2. Historical thinkers seek people, places, and events that tell the story of history from multiple perspectives.
  3. Historical thinkers examine data for point of view, historical context, distortion, or propaganda.

Content Area: Social Studies
Grade Level Expectations: Fourth Grade
Standard: 1. History

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

Concepts and skills students master:

1. Organize and sequence events to understand the concepts of chronology and cause and effect in the history of Colorado

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Construct a timeline of events showing the relationship of events in Colorado history with events in United States and world history (DOK 1-2)
  2. Analyze primary source historical accounts related to Colorado history to understand cause-and-effect relationships (DOK 2-3)
  3. Explain the cause-and-effect relationships in the interactions among people and cultures that have lived in or migrated to Colorado (DOK 1-2)
  4. Identify and describe how major political and cultural groups have affected the development of the region (DOK 1-2)

Inquiry Questions:

  1. How have past events influenced present day Colorado and the Rocky Mountain region?
  2. Why is it important to know the sequence of events and people in Colorado history?
  3. How can primary sources help us learn about the past or create more questions about our state's history?
  4. What social and economic decisions caused people to locate in various regions of Colorado?

Relevance & Application:

  1. Individuals recognize important events and can put them in chronological in order to understand cause and effect such as migration west and clashes with Native Americans; discovery of gold and the Gold Rush; the growth of cities and towns and the development of law; the development of the state Constitution; and prohibition of slavery.

Nature Of:

  1. Historical thinkers analyze patterns and themes throughout time.
  2. Historical thinkers use chronology to organize time and to study cause-and-effect relationships.
  3. Historical thinkers use primary sources as references for research.

Content Area: Social Studies
Grade Level Expectations: Third Grade
Standard: 1. History

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

Concepts and skills students master:

1. Use a variety of sources to distinguish historical fact from fiction

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Compare factual historical sources with works of fiction about the same topic (DOK 1-2)
  2. Use a variety of historical sources including artifacts, pictures and documents to help define factual historical evidence (DOK 1-2)
  3. Compare information from multiple sources recounting the same event (DOK 1-2)

Inquiry Questions:

  1. How do historical fact, opinion and fiction uniquely influence an individual's understanding of history?
  2. How do historical thinkers determine the accuracy of history?
  3. What types of questions do historians ask about the past?
  4. Why do historians use multiple sources in studying history?

Relevance & Application:

  1. The ability to distinguish fact from fiction is used to make informed decisions. For example, consumers must critically analyze advertisements for facts, and nonfiction writers must verify historical accuracy.
  2. The ability to distinguish historical fact from fiction allows local museums and other tourist attractions to relate truthful accounts of the past.

Nature Of:

  1. Historical thinkers evaluate historical sources for purpose and context.
  2. Historical thinkers use sources to distinguish fact from fiction.

Content Area: Social Studies
Grade Level Expectations: Second Grade
Standard: 1. History

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

Concepts and skills students master:

1. Identify historical sources and utilize the tools of a historian

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Identify community and regional historical artifacts and generate questions about their function and significance (DOK 1-3)
  2. Explain the past through oral or written firsthand accounts of history (DOK 1-2)
  3. Explain the information conveyed by historical timelines (DOK 1-2)
  4. Identify history as the story of the past preserved in various sources (DOK 1)
  5. Create timelines to understand the development of important community traditions and events (DOK 1-3)

Inquiry Questions:

  1. How can two people understand the same event differently?
  2. Why is it important to use more than one source for information?
  3. How can putting events in order by time help describe the past?
  4. What kinds of tools and sources do historical thinkers use to investigate the past?

Relevance & Application:

  1. The ability to identify reliable historical sources is essential to searching for and communicating information. For example, individuals searching on the Internet must find reliable sources for information; reporters must find reliable information for news stories; and historians must use scholarly sources when writing nonfiction pieces.
  2. The tools of historians are used to share thoughts and ideas about the past such as selecting a historical name for a building, school, park, or playground; recounting a news event in the neighborhood; and using a timeline to gauge progress toward the completion of a project.

Nature Of:

  1. Historical thinkers gather firsthand accounts of history through oral histories.
  2. Historical thinkers use artifacts and documents to investigate the past.

Content Area: Social Studies
Grade Level Expectations: First Grade
Standard: 1. History

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

Concepts and skills students master:

1. Describe patterns and chronological order of events of the recent past

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Arrange life events in chronological order (DOK 1)
  2. Identify the components of a calendar. Topics to include but not limited to days of the week, months, and notable events (DOK 1)
  3. Identify past events using a calendar (DOK 1)
  4. Use words related to time, sequence, and change (DOK 1)

Inquiry Questions:

  1. Why is it important to know the order of events?
  2. How are current patterns similar to and different from those experienced by people who lived in a community in the past?

Relevance & Application:

  1. Events are recorded in sequential order to increase understanding, see relationships, understand cause and effect, and organize information. For example, scientists record information about experiments in sequential order so they can replicate them, and law enforcement re-creates timelines to find missing people or solve crimes.
  2. Groups of individuals use similar tools for the organization of sequential information in order to communicate in a clear manner.

Nature Of:

  1. Historical thinkers understand the importance of comparing and contrasting in identifying patterns and trends.
  2. Historical thinkers use chronology to sequence events.

Content Area: Social Studies
Grade Level Expectations: Kindergarten
Standard: 1. History

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

Concepts and skills students master:

1. Ask questions, share information and discuss ideas about the past

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Ask questions about the past using question starters. Questions to include but not limited to: What did? Where? When did? Which did? Who did? Why did? How did? (DOK 1-2)
  2. Identify information from narrative stories that answer questions about the past and add to our collective memory and history (DOK 1-2)
  3. Use correctly the word "because" in the context of personal experience or stories of the past using words. Words to include but not limited to past, present, future, change, first, next, last (DOK 1)

Inquiry Questions:

  1. How are lives of people from the past similar and different from our lives today?
  2. Why is it important to ask questions about the past?
  3. What is history?

Relevance & Application:

  1. Individuals identify historical information in stories, photographs, buildings, and documents in their immediate surroundings such as movies, books, poems, paintings and other forms of art.
  2. The asking of questions about the past helps to understand the present and plan for the future. For example, newspaper reporters investigate the history of a topic in order to write a well-rounded piece.

Nature Of:

  1. Historical thinkers ask questions to guide investigations of people, places, and events in the past.

Content Area: Social Studies
Grade Level Expectations: Preschool
Standard: 1. History

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

Concepts and skills students master:

1. Change and sequence over time

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Use words and phrases correctly related to chronology and time. Words to include but not limited to past, present future, before, now, and later. (DOK 1)
  2. Select examples from pictures that illustrate past, present, and future (DOK 1)
  3. Sequence a simple set of activities or events (DOK 1)
  4. Identify an example of change over time on topics to include but not limited to their own growth (DOK 1)

Inquiry Questions:

  1. How have you grown and changed over time?
  2. What are important events in your past, your families past, or the past of an adult you know?

Relevance & Application:

  1. Change occurs over time and has an impact on individuals and society.
  2. Sequence and sequencing helps with understanding, such as the sequence of equations in mathematics.
  3. Technology is used to record change and sequence. For example, clocks, calendars, and timelines record change.

Nature Of:

  1. Historical thinkers study and describe past events and change over time in the lives of people.
  2. Historical thinkers organize past events using chronology.