Standard: 1.  History

The study of history prepares students to develop critical thinking skills in an effort to explain the human experience through events of the past. Discerning clarity from the jumble of conflicting facts and sources, students get a clearer picture of how individuals, communities, and the world connect, both past and present. History develops moral understanding, defines identity and creates an appreciation of how things change, while building judgment and decision-making skills. History enhances the ability to read varied sources and develop the skills necessary to analyze, interpret, and communicate.

History inspires by exposing students to the wonders and beauty of the past. The historical perspective prepares for an ever-changing future by helping to understand changes in the past. It allows students to gain perspective and develop better judgment by discovering and uncovering the complexity of human beings. This allows students to better understand themselves as individuals and their place in a complex and often confusing society. History provides examples of ethical behavior and the context for change, and illustrates the importance of responsible members of society in both our country and our world. 

History is a critical component in the future success of a student in the 21st-century world. Inquiry is the central component of historical thinking. Students learn the skills of reading, interpreting, and analyzing historical sources and develop the ability to craft a well-constructed and communicated historical argument. History teaches the interpretive, analytical, and critical thinking skills that will allow students to become productive citizens in the future.

Prepared Graduate Competencies in the History standard are:

• Develop an understanding of how people view, construct, and interpret the history
• Analyze key historical periods and patterns of change over time within and across nations and cultures

Pre-K 
Grade Level Expectations  

1. Change and sequence over time

Kindergarten
Grade Level Expectations  

1. Ask questions, share information and discuss ideas about the past
2. The first component in the concept of chronology is to place information in sequential order

1st Grade
Grade Level Expectations  

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

2nd Grade
Grade Level Expectations  

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

3rd Grade
Grade Level Expectations  

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

4th Grade
Grade Level Expectations  

1. Colorado History

5th Grade
Grade Level Expectations  

1. Analyze historical sources from multiple points of view to develop an understanding of historical context – U.S. History

6th Grade
Grade Level Expectations  

1. Analyze and interpret historical sources to ask and research historical questions
2. Western Hemisphere history

7th Grade
Grade Level Expectations  

1. Eastern Hemisphere history

8th Grade
Grade Level Expectations  

1. U.S. History

High School 9 – 12 Grades
Grade Level Expectations  

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
2. The key concepts of continuity and change, cause and effect, complexity, unity and diversity over time
3. The significance of ideas as powerful forces throughout history

The study of geography creates an informed person with an understanding of spatial perspective and technologies for spatial analysis; and an awareness of the interdependence of the world regions and resources, and how places are connected at the local, national, and global scales. Students understand the complexity and interrelatedness of people, places, and environments. Geography helps students appreciate the dynamic relationships and complexity of the world. 

The skills, concepts, and knowledge acquired in geography are fundamental literacy components for a 21st-century student. The use of critical thinking, information literacy, collaboration, self-direction, and invention are apparent in every facet of geographic education. Geography helps students develop a framework for understanding the world, ultimately contributing to the creation of informed citizens.

Prepared Graduate Competencies in the Geography standard are:

• Develop spatial understanding, perspectives, and personal connections to the world
• Examine places and regions and the connections among them

Pre-K 
Grade Level Expectations  

1. Develop spatial understanding, perspectives, and connections to the world

Kindergarten
Grade Level Expectations  

1. People belong to different groups and live in different places around the world that can be found on a map or globe

1st Grade
Grade Level Expectations  

1. Geographic tools such as maps and globes represent places

2nd Grade
Grade Level Expectations  

1. Geographic terms and tools are used to describe space and place

3rd Grade
Grade Level Expectations  

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

4th Grade
Grade Level Expectations  

1. Colorado Geography

5th Grade
Grade Level Expectations  

1. U.S. Geography

6th Grade
Grade Level Expectations  

1. Use geographic tools to solve problems
2. Western Hemisphere geography

7th Grade
Grade Level Expectations  

1. Use geographic tools to gather data and make geographic inferences and predictions 
2. Eastern Hemisphere geography

8th Grade
Grade Level Expectations  

1. Use geographic tools to analyze patterns in human and physical systems
2. Conflict and cooperation occur over space and resources

High School 9 – 12 Grades
Grade Level Expectations  

1.  The interconnected nature of the world, its people and places

Geometric sense allows students to comprehend space and shape. Students analyze the characteristics and relationships of shapes and structures, engage in logical reasoning, and use tools and techniques to determine measurement. Students learn that geometry and measurement are useful in representing and solving problems in the real world as well as in mathematics.

Prepared Graduate Competencies in the 4. Shape, Dimension, and Geometric Relationships Mathematics standard are:

• Understand quantity through estimation, precision, order of magnitude, and comparison. The reasonableness of answers relies on the ability to judge appropriateness, compare, estimate, and analyze error 
• Make sound predictions and generalizations based on patterns and relationships that arise from numbers, shapes, symbols, and data
• Apply transformation to numbers, shapes, functional representations, and data
• Make claims about relationships among numbers, shapes, symbols, and data and defend those claims by relying on the properties that are the structure of mathematics
• Use critical thinking to recognize problematic aspects of situations, create mathematical models, and present and defend solutions

Pre-K 
Grade Level Expectations  

1. Shapes can be observed in the world and described in relation to one another 

Evidence Outcomes
Students can: 

1. Match, sort, group and name basic shapes found in the natural environment
2. Use words to describe attributes of objects
3. Follow directions to arrange, order, or position objects
4. Measurement is used to compare objects

Evidence Outcomes
Students can:

1. Describe the order of common events
2. Group objects according to their size using standard and non-standard forms (height, weight, length, or color brightness) of measurement

Kindergarten
Grade Level Expectations  

1. Shapes can be described by characteristics and position and created by composing and decomposing

Evidence Outcomes
Students can:

1. Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres). (CCSS: K.G)
2. Analyze, compare, create, and compose shapes. (CCSS: K.G)
3. Measurement is used to compare and order objects

Evidence Outcomes
Students can:

1. Describe and compare measurable attributes. (CCSS: K.MD)
2. Classify objects and count the number of objects in each category. (CCSS: K.MD)

1st Grade
Grade Level Expectations  

1. Shapes can be described by characteristics and position and created by composing and 

decomposing

Evidence Outcomes
Students can:

1. Distinguish between defining attributes versus non-defining attributes. (CCSS: 1.G.1)
2. Build and draw shapes to possess defining attributes. (CCSS: 1.G.1)
3. Compose two-dimensional shapes or three-dimensional shapes to create a composite shape, and compose new shapes from the composite shape. (CCSS: 1.G.2)
4. Measurement is used to compare and order objects and events

Evidence Outcomes
Students can:

1. Measure lengths indirectly and by iterating length units. (CCSS: 1.MD)

2nd Grade
Grade Level Expectations  

1. Shapes can be described by their attributes and used to represent part/whole relationships
2. Some attributes of objects are measurable and can be quantified using different tools

3rd Grade
Grade Level Expectations  

1. Geometric figures are described by their attributes
2. Linear and area measurement are fundamentally different and require different units of measure

4th Grade
Grade Level Expectations  

1. Appropriate measurement tools, units, and systems are used to measure different attributes of objects and time

Evidence Outcomes
Students can:

1. Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit. (CCSS: 4.MD)
2. Geometric figures in the plane and in space are described and analyzed by their attributes

5th Grade
Grade Level Expectations  

1. Properties of multiplication and addition provide the foundation for volume an attribute of solids.
2. Geometric figures can be described by their attributes and specific locations in the plane

6th Grade
Grade Level Expectations  

1. Objects in space and their parts and attributes can be measured and analyzed

7th Grade
Grade Level Expectations  

1. Modeling geometric figures and relationships leads to informal spatial reasoning and proof
2. Linear measure, angle measure, area, and volume are fundamentally different and require different units of measure

8th Grade
Grade Level Expectations  

1. Transformations of objects can be used to define the concepts of congruence and similarity
2. Direct and indirect measurement can be used to describe and make comparisons

High School 9th – 12th Grade
Grade Level Expectations  

1. Objects in the plane can be transformed, and those transformations can be described and analyzed mathematically
2. Concepts of similarity are foundational to geometry and its applications
3. Objects in the plane can be described and analyzed algebraically
4. Attributes of two- and three-dimensional objects are measurable and can be quantified

Evidence Outcomes
Students can:

1. Visualize relationships between two-dimensional and three-dimensional objects. (CCSS: G-GMD)
2. Objects in the real world can be modeled using geometric concepts

Evidence Outcomes
Students can:

1. Apply geometric concepts in modeling situations. (CCSS: G-MG)

Learning of word meanings occurs rapidly from birth through adolescence within communicative relationships. Everyday interactions with parents, teachers, peers, friends, and community members shape speech habits and knowledge of language. Language is the means to higher mental functioning, that which is a species-specific skill, unique to humans as a generative means for thinking and communication. Through linguistic oral communication, logical thinking develops and makes possible critical thinking, reasoning, development of information literacy, application of collaboration skills, self-direction, and invention. 

Prepared Graduate Competencies in Reading, Writing, and Communicating Standards:

The preschool through twelfth-grade concepts and skills that all students who complete the Colorado education system must master to ensure their success in a postsecondary and workforce setting.

Prepared Graduates:

• Collaborate effectively as group members or leaders who listen actively and respectfully pose thoughtful questions, acknowledge the ideas of others, and contribute ideas to further the group’s attainment of an objective
• Deliver organized and effective oral presentations for diverse audiences and varied purposes
• Use language appropriate for purpose and audience
• Demonstrate skill in inferential and evaluative listening
• Interpret how the structure of written English contributes to the pronunciation and meaning of complex vocabulary
• Demonstrate comprehension of a variety of informational, literary, and persuasive texts
• Evaluate how an author uses words to create mental imagery, suggest mood, and set tone
• Read a wide range of literature (American and world literature) to understand important universal themes and the human experience
• Seek feedback, self-assess, and reflect on personal learning while engaging with increasingly more difficult texts
• Engage in a wide range of nonfiction and real-life reading experiences to solve problems, judge the quality of ideas, or complete daily tasks
• Write with a clear focus, coherent organization, sufficient elaboration, and detail
• Effectively use content-specific language, style, tone, and text structure to compose or adapt writing for different audiences and purposes
• Apply standard English conventions to effectively communicate with written language
• Implement the writing process successfully to plan, revise, and edit written work
• Master the techniques of effective informational, literary, and persuasive writing
• Discriminate and justify a position using traditional lines of rhetorical argument and reasoning
• Articulate the position of self and others using experiential and material logic
• Gather information from a variety of sources; analyze and evaluate the quality and relevance of the source; and use it to answer complex questions
• Use primary, secondary, and tertiary written sources to generate and answer research questions
• Evaluate explicit and implicit viewpoints, values, attitudes, and assumptions concealed in speech, writing, and illustration
• Demonstrate the use of a range of strategies, research techniques, and persistence when engaging with difficult texts or examining complex problems or issues
• Exercise ethical conduct when writing, researching, and documenting sources

Pre-K 
Grade Level Expectations  

1. Conceptual understanding conveyed through vocabulary words can occur using a variety of modalities

Evidence Outcomes
Students can: 

1. Identify and sort common objects, events, pictures, words, colors, shapes, and textures into various classifications
2. Begin to identify and use special concepts (first/last, over/under, etc.)
3. Demonstrate use of vocabulary in oral language to express ideas and events 
4. Begin to understand that everyday words such as "cold" relate to extended vocabulary words such as "chilly"
5. Listening and comprehension skills are required to be clearly understood

Evidence Outcomes
Students can:

1. Use language to express ideas in complete sentences (with support of sentence stems as needed)
2. Recite songs, poems, and stories with repeated rhyme
3. Listen with comprehension, and follow two-step directions
4. Remember spoken information for a short period of time
5. Early knowledge of phonemic awareness is the building block of understanding language

Kindergarten
Grade Level Expectations

1. Oral communication skills are built within a language-rich environment

Evidence Outcomes
Students can: 

1. Express words and word meanings as encountered in books and conversation
2. Use new vocabulary that is directly taught through reading, speaking, and listening
3. Relate new vocabulary to prior knowledge
4. Communication relies on effective verbal and nonverbal skills

Evidence Outcomes
Students can: 

1. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. (CCSS: SL.K.2)
2. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. (CCSS: SL.K.3)

1st Grade
Grade Level Expectations

1. Multiple strategies develop and expand oral vocabulary

Evidence Outcomes
Students can: 

1. Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. (CCSS: SL.1.4)
2. Verbal and nonverbal language is used to express and receive information

Evidence Outcomes
Students can: 

1. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. (CCSS: SL.1.2)
2. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. (CCSS: SL.1.3)

2nd Grade
Grade Level Expectations

1. Discussions contribute and expand on the ideas of self and others

Evidence Outcomes
Students can: 

1. Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. (CCSS: SL.2.4)
2. Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.  (CCSS: SL.2.6)
3. Use content-specific vocabulary to ask questions and provide information
4. New information can be learned and better dialogue created by listening actively

Evidence Outcomes
Students can: 

1. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. (CCSS: SL.2.2)
2. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. (CCSS: SL.2.3)

3rd Grade
Grade Level Expectations

1. Oral communication is used both informally and formally

Evidence Outcomes
Students can: 

1. Speak clearly, using appropriate volume and pitch for the purpose and audience
2. Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.  (CCSS: SL.3.6)
3. Use grammatically correct language for the audience and specific vocabulary to communicate ideas and supporting details

4th Grade
Grade Level Expectations

1. A clear communication plan is necessary to effectively deliver and receive information

Evidence Outcomes
Students can: 

1. Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. (CCSS: SL.4.2)
2. Identify the reasons and evidence a speaker provides to support particular points. (CCSS: SL.4.3)

5th Grade
Grade Level Expectations

1. Listening strategies are techniques that contribute to understanding different situations and serving different purposes

Evidence Outcomes
Students can: 

1. Model a variety of active listening strategies (eye contact, note-taking, questioning, formulating clarifying questions)

6th Grade
Grade Level Expectations

1. Successful group discussions require planning and participation by all

Evidence Outcomes
Students can: 

1. Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study. (CCSS: SL.6.2)
2. Recognize the difference between informal and formal language and make choices appropriate for group purposes

7th Grade
Grade Level Expectations

1. Small and large group discussions rely on active listening and the effective contributions of all participants

Evidence Outcomes
Students can: 

1. Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study. (CCSS: SL.7.2)

8th Grade
Grade Level Expectations

1. Communication skills and interviewing techniques are required to gather information and to develop and deliver oral presentations

Evidence Outcomes
Students can: 

1. Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation. (CCSS: SL.8.2)
2. A variety of response strategies clarifies meaning or messages
3. Ask questions to clarify inferences

9th Grade
Grade Level Expectations

1. Listening critically to comprehend a speaker’s message requires mental and physical strategies to direct and maintain attention

Evidence Outcomes
Students can: 

1. Give verbal and nonverbal feedback to the speaker
2. Ask clarifying questions

10th Grade
Grade Level Expectations

1. Effectively operating in small and large groups to accomplish a goal requires active listening

Evidence Outcomes
Students can: 

1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. (CCSS: SL.9-10.1)

11th Grade

Grade Level Expectations

1. Validity of a message is determined by its accuracy and relevance

Evidence Outcomes
Students can: 

1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. (CCSS: SL.11-12.1)

12th Grade
Grade Level Expectations

1. Effective speaking in formal and informal settings requires appropriate use of methods and audience awareness

Evidence Outcomes
Students can: 

1. Choose specific words and word order for intended effect and meaning
2. Select appropriate technical or specialized language

Students know and understand the processes and interactions of Earth’s systems and the structure and dynamics of Earth and other objects in space. 

Prepared Graduate Competencies in the Earth Systems Science standards:

• Apply and understanding that energy exists in various forms, and its transformation and conservation occur in processes that are predictable and measurable*
• Describe and interpret how Earth’s geologic history and place in space are relevant to our understanding of the processes that have shaped our planet
• Evaluate evidence that Earth’s geosphere, atmosphere, hydrosphere, and biosphere interact as a complex system
• Describe how humans are dependent on the diversity of resources provided by Earth and Sun *Physical Science PGC

Pre-K 
Grade Level Expectations  

1. Earth’s materials have properties and characteristics that affect how we use those materials
2. Events such as night, day, the movement of objects in the sky, weather, and seasons have patterns

Evidence Outcomes
Students can: 

1. Identify, predict, and extend patterns based on observations and representations of objects in the sky, daily weather, and seasonal changes
2. Observe and describe patterns observed over the course of a number of days and nights, possibly including differences in the activities or appearance of plants and animals

Kindergarten 
Grade Level Expectations  

1. The sun provides heat and light to Earth

Evidence Outcomes
Students can: 

1. Investigate, explain, and describe that the Sun provides heat and light to Earth
2. Analyze and interpret temperature data between day (when the Sun shines on our area) and night (when the Sun does not shine on our area)
3. Investigate and communicate findings about what happens when the Sun’s light is blocked

1st Grade
Grade Level Expectations  

1.   Earth’s materials can be compared and classified based on their properties

2nd Grade
Grade Level Expectations  

1.   Weather and the changing seasons impact the environment and organisms such as humans, plants, and other animals

Evidence Outcomes
Students can: 

1. a) Use evidence to develop a scientific explanation for how the weather and changing seasons impacts the organisms such as humans, plants, and other animals – and the environment
2. b) Analyze and interpret data such as temperatures in different locations (Sun or shade) at different times and seasons as evidence of how organisms and the environment are influenced by the weather and changing seasons

3rd Grade
Grade Level Expectations  

1. Earth’s materials can be broken down and/or combined into different materials such as rocks, minerals, rock cycle, formation of soil, and sand – some of which are usable resources for human activity

4th Grade
Grade Level Expectations  

1. Earth is part of the solar system, which includes the Sun, Moon, and other bodies that orbit the Sun in predictable patterns that lead to observable paths of objects in the sky as seen from Earth

Evidence Outcomes
Students can: 

1. Gather, analyze, and interpret data about components of the solar system
2. Utilize direct and indirect evidence to investigate the components of the solar system 
3. Gather, analyze, and interpret data about the Sunrise and Sunset, and Moon movements and phases 
4. Develop a scientific explanation regarding relationships of the components of the solar system

5th Grade
Grade Level Expectations  

1. Earth and Sun provide a diversity of renewable and nonrenewable resources
2. Earth’s surface changes constantly through a variety of processes and forces
3. Evaluate evidence that Earth’s geosphere, atmosphere, hydrosphere, and biosphere interact as a complex system

6th Grade 
Grade Level Expectations  

1. Complex interrelationships exist between Earth’s structure and natural processes that over time are both constructive and destructive
2. Water on Earth is distributed and circulated through oceans, glaciers, rivers, ground water, and the atmosphere
3. Earth’s natural resources provide the foundation for human society’s physical needs. Many natural resources are nonrenewable on human timescales, while others can be renewed or recycled

7th Grade
Grade Level Expectations  

1.   Earth Geology Standards

8th Grade
Grade Level Expectations  

1. The solar system is comprised of various objects that orbit the Sun and are classified based on their characteristics
2. The relative positions and motions of Earth, Moon, and Sun can be used to explain observable effects such as seasons, eclipses, and Moon phases

High School  9th – 12th Grade
Grade Level Expectations  

1. The history of the universe, solar system and Earth can be inferred from evidence left from past events
2. As part of the solar system, Earth interacts with various extraterrestrial forces and energies such as gravity, solar phenomena, electromagnetic radiation, and impact events that influence the planet’s geosphere, atmosphere, and biosphere in a variety of ways