Colorado

1 History

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

  • 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?

      • Identify facts and opinions (3-J.1)

    • 3 What types of questions do historians ask about the past?

    • 4 Why do historians use multiple sources in studying history?

  • Relevance and 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 History:

    • 1 Historical thinkers evaluate historical sources for purpose and context.

      • Benjamin Franklin (3-D.1)
      • Paul Revere (3-D.2)
      • Abraham Lincoln (3-D.6)
      • Harriet Tubman (3-D.9)
      • Rosa Parks (3-D.16)

    • 2 Historical thinkers use sources to distinguish fact from fiction.

      • Identify facts and opinions (3-J.1)

• 2 People in the past influence the development and interaction of different communities or regions

  • Inquiry Questions:

    • 1 How have different groups of people both lived together and interacted with each other in the past?

      • Benjamin Franklin (2-B.1)
      • Paul Revere (2-B.2)
      • Frederick Douglass (2-B.7)
      • Susan B. Anthony (2-B.8)
      • Harriet Tubman (2-B.9)
      • Sitting Bull (2-B.10)
      • Amelia Earhart (2-B.14)
      • Thurgood Marshall (2-B.15)
      • Rosa Parks (2-B.16)
      • Jackie Robinson (2-B.17)
      • Cesar Chavez (2-B.18)
      • Martin Luther King Jr. (2-B.19)

    • 2 What types of questions do people ask to learn about the past?

    • 3 How has the region changed and yet remained the same over time?

      • Thomas Jefferson (2-B.3)
      • Davy Crockett (2-B.4)
      • John Deere (2-B.5)
      • Abraham Lincoln (2-B.6)
      • Thomas Edison (2-B.11)
      • Theodore Roosevelt (2-B.12)
      • George Washington Carver (2-B.13)
      • Neil Armstrong (2-B.20)
      • Bill Gates (2-B.21)

  • Relevance and Application:

    • 1 The context and information from the past is used to make connections and inform decisions in the present. For example, the development and traditions of various groups in a region affect the economic development, tourist industry and the cultural make-up of a community.

    • 2 Technological developments continue to evolve and affect the present and permit innovation in a region. For example, Hispanics influence the culture in Pueblo; the military affects the culture in the Pikes Peak region; and the ski industry and mining affect the mountains.

  • Nature of History:

    • 1 Historical thinkers ask questions to guide their research into the past.

    • 2 Historical thinkers analyze the interaction, patterns, and contributions of various cultures and groups in the past.

2 Geography

• 1 Use various types of geographic tools to develop spatial thinking

  • Inquiry Questions:

    • 1 What questions do geographers ask?

    • 2 How does the geography of where we live influence how we live?

    • 3 How do physical features provide opportunities and challenges to regions?

    • 4 How have the cultural experiences of groups in different regions influenced practices regarding the local environment?

  • Relevance and Application:

    • 1 Individuals and businesses use geographic tools to answer questions about places and locations such as where to locate a business or park, and how to landscape a yard.

    • 2 Spatial thinking involves analysis, problem-solving, and pattern prediction.

    • 3 Individuals develop spatial thinking to organize and make connections such as reading a map and understanding where you are, where you want to go, and how to get to the destination.

      • Read a letter-number grid (3-A.1)
      • Use a letter-number grid (3-A.2)
      • Read a map: cardinal directions (3-A.3)

  • Nature of Geography:

    • 1 Spatial thinkers use and interpret information from geography tools to investigate geographic questions.

    • 2 Spatial thinkers analyze connections among places.

• 2 The concept of regions is developed through an understanding of similarities and differences in places

  • Inquiry Questions:

    • 1 Are regions in the world more similar or different?

    • 2 Why do people describe regions using human or physical characteristics?

    • 3 What are geographic characteristics of a region?

      • Identify urban, suburban, and rural areas (3-A.10)
      • Compare urban, suburban, and rural areas (3-A.11)

    • 4 How do cultures lead to similarities and differences between regions?

  • Relevance and Application:

    • 1 Individuals compare and contrast characteristics of regions when making decisions and choices such as where to send children to school, what part of town to live in, what type of climate suits personal needs, and what region of a country to visit.

      • Identify urban, suburban, and rural areas (3-A.10)
      • Compare urban, suburban, and rural areas (3-A.11)

    • 2 Individuals and businesses make economic, political, and personal decisions such as where to farm, where to locate industry, and where to plant a garden based on geographic characteristics of a region.

      • Identify urban, suburban, and rural areas (3-A.10)
      • Compare urban, suburban, and rural areas (3-A.11)

    • 3 Individuals and business understand how geography influences the development of rural, urban, and suburban areas.

      • Identify urban, suburban, and rural areas (3-A.10)
      • Compare urban, suburban, and rural areas (3-A.11)

  • Nature of Geography:

    • 1 Spatial thinkers create and use spatial representations of Earth.

    • 2 Spatial thinkers evaluate geographic data and represent it visually.

3 Economics

• 1 Describe producers and consumers and how goods and services are exchanged

  • Inquiry Questions:

    • 1 How does an individual know when an exchange benefits both parties?

    • 2 What would happen if there was no such item as money?

    • 3 Would you rather be a producer, consumer, or a mix of both?

      • Producers and consumers (3-H.4)

    • 4 What happens when a producer cannot make enough to meet consumer demand?

      • Producers and consumers (3-H.4)
      • Understand quantity supplied and quantity demanded (3-I.1)
      • Understand overall supply and demand (3-I.2)
      • Create and use supply and demand curves (3-I.3)

    • 5 What would happen if consumers did not want what a producer made?

      • Producers and consumers (3-H.4)
      • Understand quantity supplied and quantity demanded (3-I.1)
      • Understand overall supply and demand (3-I.2)
      • Create and use supply and demand curves (3-I.3)

    • 6 What would the world look like if there were no transportation that could move goods more than 50 miles?

  • Relevance and Application:

    • 1 Production and consumption are essential components of markets and affect everyday life. For example, not enough high-demand toys are produced during Christmas meaning the prices will be higher. Not enough clean drinking water causes higher prices for bottled water.

      • Producers and consumers (3-H.4)
      • Understand quantity supplied and quantity demanded (3-I.1)
      • Understand overall supply and demand (3-I.2)
      • Create and use supply and demand curves (3-I.3)
      • Identify shortage and surplus (3-I.4)
      • Identify shortage and surplus with graphs (3-I.5)
      • Identify shortage and surplus with data (3-I.6)

    • 2 Goods and services are exchanged in multiple ways and are a part of everyday life such as purchasing or trading items.

      • Goods and services (3-H.3)

    • 3 Production, consumption, and the exchange of goods and services are interconnected in the world. For example, vegetables from California are sold at a Colorado markets and an ice storm in Florida affects orange juice supplies for the world, ingredients from different areas of the United States are shipped to one area for a business to create a candy bar which is then shipped throughout the world.

      • Goods and services (3-H.3)
      • Producers and consumers (3-H.4)

  • Nature of Economics:

    • 1 Economic thinkers analyze trade and the use of money.

    • 2 Economic thinkers describe and study the importance of exchange in a community.

• 2 Describe how to meet short term financial goals

  • Inquiry Questions:

    • 1 What would happen if an individual spent all earning on entertainment?

    • 2 Why do individuals give away money?

    • 3 How would an individual decide between purchasing a want or a need?

  • Relevance and Application:

    • 1 Personal financial goal setting is a lifelong activity and short-term goal setting is essential to that process. For example, students save for a fish aquarium or skateboard.

    • 2 Analysis of various options and creating short- and long-term goals for borrowing is a lifelong skill. For example, adults borrow to buy a car or a vacation.

  • Nature of Economics:

    • 1 Financially responsible individuals create goals and work toward meeting them.

    • 2 Financially responsible individuals understand the cost and the accountability associated with borrowing.

      • Banks (4-O.1)

4 Civics

• 1 Respecting the views and rights of others is a key component of a democratic society

  • Inquiry Questions:

    • 1 Why might an individual make a choice to participate in the community?

    • 2 What are the essential elements of compromise that enable conflict to be transformed into agreement?

    • 3 Why is personal advocacy important in a community with diverse views?

    • 4 What would a community be like if individuals from various groups did not respect each other's rights and views?

  • Relevance and Application:

    • 1 Respect for the views of others helps to learn and understand various perspectives, thoughts, and cultures. For example, environmentalists, industry, and government work together to solve issues around energy and other resources.

    • 2 Technology provides the opportunity to research multiple views on issues to better understand the evolution of rights. For example, lawyers research court findings and individuals engage in civic discourse regarding issues of the day through the Internet.

  • Nature of Civics:

    • 1 Responsible community members take the opportunity to make positive changes in their community.

      • Benjamin Franklin (3-D.1)
      • Paul Revere (3-D.2)
      • Thomas Jefferson (3-D.3)
      • Davy Crockett (3-D.4)
      • John Deere (3-D.5)
      • Abraham Lincoln (3-D.6)
      • Frederick Douglass (3-D.7)
      • Susan B. Anthony (3-D.8)
      • Harriet Tubman (3-D.9)
      • Sitting Bull (3-D.10)
      • Thomas Edison (3-D.11)
      • Theodore Roosevelt (3-D.12)
      • George Washington Carver (3-D.13)
      • Amelia Earhart (3-D.14)
      • Thurgood Marshall (3-D.15)
      • Rosa Parks (3-D.16)
      • Jackie Robinson (3-D.17)
      • Cesar Chavez (3-D.18)
      • Martin Luther King Jr. (3-D.19)
      • Neil Armstrong (3-D.20)
      • Bill Gates (3-D.21)

    • 2 Responsible community members recognize the value of respecting the rights and views of others.

• 2 The origins, structure, and functions of local government

  • Inquiry Questions:

    • 1 How are local governments and citizens interdependent?

      • Local government (3-E.2)

    • 2 How do individuals get involved in their local government?

      • Local government (3-E.2)

    • 3 How do local governments and citizens help each other?

      • Local government (3-E.2)

    • 4 Why do people create governments?

      • Purpose of government (3-E.1)

    • 5 How do people, places, and events help us understand the ideals of democratic government?

      • Benjamin Franklin (3-D.1)
      • Paul Revere (3-D.2)
      • Thomas Jefferson (3-D.3)
      • Davy Crockett (3-D.4)
      • Abraham Lincoln (3-D.6)
      • Frederick Douglass (3-D.7)
      • Susan B. Anthony (3-D.8)
      • Harriet Tubman (3-D.9)
      • Thurgood Marshall (3-D.15)
      • Rosa Parks (3-D.16)
      • Cesar Chavez (3-D.18)
      • Martin Luther King Jr. (3-D.19)
      • Purpose of government (3-E.1)
      • The American flag (3-F.4)
      • The Washington Monument (3-F.6)
      • The Lincoln Memorial (3-F.7)
      • The Statue of Liberty (3-F.8)
      • Mount Rushmore (3-F.11)

  • Relevance and Application:

    • 1 Knowledge of the origins, structure, and functions of local government enables participation in the democratic process. For example, groups and governments work together to create a safe environment in the community.

      • Purpose of government (3-E.1)
      • Local government (3-E.2)

  • Nature of Civics:

    • 1 Responsible community members are involved in their local government.

      • Local government (3-E.2)

    • 2 Responsible community members know how personal advocacy and involvement can lead to change in communities.

      • Benjamin Franklin (3-D.1)
      • Paul Revere (3-D.2)
      • Thomas Jefferson (3-D.3)
      • Davy Crockett (3-D.4)
      • John Deere (3-D.5)
      • Abraham Lincoln (3-D.6)
      • Frederick Douglass (3-D.7)
      • Susan B. Anthony (3-D.8)
      • Harriet Tubman (3-D.9)
      • Sitting Bull (3-D.10)
      • Thomas Edison (3-D.11)
      • Theodore Roosevelt (3-D.12)
      • George Washington Carver (3-D.13)
      • Amelia Earhart (3-D.14)
      • Thurgood Marshall (3-D.15)
      • Rosa Parks (3-D.16)
      • Jackie Robinson (3-D.17)
      • Cesar Chavez (3-D.18)
      • Martin Luther King Jr. (3-D.19)
      • Neil Armstrong (3-D.20)
      • Bill Gates (3-D.21)

    • 3 Responsible community members use negotiation as an inherent part of decision-making.