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Girl Scouts Badges Grades: 11, 12 States: Colorado K-‐12 Academic Standards
AMBASSADOR: Legacy Badges Summary: As an Ambassador, girls can earn seven Legacy badges: Photographer, Coaching, Public Policy, Dinner Party, Ambassador First Aid, Ambassador Girl Scout Way, and Water.
Colorado K-‐12 Academic Standards
Health and PE
Grade: 11
CONTENT AREA CO.HE. COMPREHENSIVE HEALTH
STANDARD HE.1. Physical and Personal Wellness
CONCEPTS AND SKILLS / EVIDENCE OUTCOMES
1.3. Demonstrate ways to take responsibility for healthy eating. Students can:
EVIDENCE OUTCOMES
1.3.d. Set a goal to improve one's personal food choices that lead to a healthier diet
CONTENT AREA CO.HE. COMPREHENSIVE HEALTH
STANDARD HE.1. Physical and Personal Wellness
CONCEPTS AND SKILLS / EVIDENCE OUTCOMES
1.6. Develop and maintain the ongoing evaluation of factors that impact health, and modify lifestyle accordingly. Students can:
EVIDENCE OUTCOMES
1.6.a. Analyze the role of personal responsibility in maintaining and enhancing personal, family, and community wellness
CONTENT AREA CO.HE. COMPREHENSIVE HEALTH
STANDARD HE.3. Prevention and Risk Management
CONCEPTS AND SKILLS / EVIDENCE OUTCOMES
3.9. Demonstrate verbal and nonverbal communication skills and strategies to prevent violence. Students can:
EVIDENCE OUTCOMES
3.9.a. Demonstrate verbal and nonverbal ways to ask for help from a parent, other trusted adult, or friend when pressured to engage in violence
EVIDENCE OUTCOMES
3.9.b. Demonstrate verbal and nonverbal ways to refuse pressure to engage in violence
EVIDENCE OUTCOMES
3.9.d. Demonstrate effective strategies for resolving conflicts with another person in nonviolent ways
EVIDENCE OUTCOMES
3.9.e. Demonstrate verbal and nonverbal ways to stop or prevent hazing
CONTENT AREA CO.PGC.
Prepared Graduate Competencies in Comprehensive Health and Physical Education: The prepared graduate competencies are 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.
STANDARD PGC.2. Prepared Graduates in Physical and Personal Wellness:
CONCEPTS AND SKILLS / EVIDENCE OUTCOMES
2.3. Apply knowledge and skills to engage in lifelong healthy eating
CONCEPTS AND SKILLS / EVIDENCE OUTCOMES
2.4. Apply knowledge and skills necessary to make personal decisions that promote healthy relationships and sexual and reproductive health
Grade: 12
CONTENT AREA CO.HE. COMPREHENSIVE HEALTH
STANDARD HE.1. Physical and Personal Wellness
CONCEPTS AND SKILLS / EVIDENCE OUTCOMES
1.3. Demonstrate ways to take responsibility for healthy eating. Students can:
EVIDENCE OUTCOMES
1.3.d. Set a goal to improve one's personal food choices that lead to a healthier diet
CONTENT AREA CO.HE. COMPREHENSIVE HEALTH
STANDARD HE.1. Physical and Personal Wellness
CONCEPTS AND SKILLS / EVIDENCE OUTCOMES
1.6. Develop and maintain the ongoing evaluation of factors that impact health, and modify lifestyle accordingly. Students can:
EVIDENCE OUTCOMES
1.6.a. Analyze the role of personal responsibility in maintaining and enhancing personal, family, and community wellness
CONTENT AREA CO.HE. COMPREHENSIVE HEALTH
STANDARD HE.3. Prevention and Risk Management
CONCEPTS AND SKILLS / EVIDENCE OUTCOMES
3.9. Demonstrate verbal and nonverbal communication skills and strategies to prevent violence. Students can:
EVIDENCE OUTCOMES
3.9.a. Demonstrate verbal and nonverbal ways to ask for help from a parent, other trusted adult, or friend when pressured to engage in violence
EVIDENCE OUTCOMES
3.9.b. Demonstrate verbal and nonverbal ways to refuse pressure to engage in violence
EVIDENCE OUTCOMES
3.9.d. Demonstrate effective strategies for resolving conflicts with another person in nonviolent ways
EVIDENCE OUTCOMES
3.9.e. Demonstrate verbal and nonverbal ways to stop or prevent hazing
CONTENT AREA CO.PGC.
Prepared Graduate Competencies in Comprehensive Health and Physical Education: The prepared graduate competencies are 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.
STANDARD PGC.2. Prepared Graduates in Physical and Personal Wellness:
CONCEPTS AND SKILLS / EVIDENCE OUTCOMES
2.3. Apply knowledge and skills to engage in lifelong healthy eating
CONCEPTS AND SKILLS / EVIDENCE OUTCOMES
2.4. Apply knowledge and skills necessary to make personal decisions that promote healthy relationships and sexual and reproductive health
Language Arts
Grade: 11
CONTENT AREA CO.1. Oral Expression and Listening
STANDARD 1.1. Verbal and nonverbal cues impact the intent of communication. Students can:
CONCEPTS AND SKILLS / EVIDENCE OUTCOMES
1.1.b. Deliver formal oral presentations for intended purpose and audience, using effective verbal and nonverbal communication
CONCEPTS AND SKILLS / EVIDENCE OUTCOMES
1.1.c. Deliver oral talks with clear enunciation, vocabulary, and appropriate organization; nonverbal gestures; and tone
CONTENT AREA CO.1. Oral Expression and Listening
STANDARD 1.2. Validity of a message is determined by its accuracy and relevance. Students can:
CONCEPTS AND SKILLS / EVIDENCE OUTCOMES
1.2.a.
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)
EVIDENCE OUTCOMES
1.2.a.i.
Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-‐reasoned exchange of ideas. (CCSS: SL.11-‐12.1a)
EVIDENCE OUTCOMES
1.2.a.vi.
Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task. (CCSS: SL.11-‐12.1b)
CONTENT AREA CO.2. Reading for All Purposes
STANDARD 2.1. Complex literary texts require critical reading approaches to effectively interpret and evaluate meaning. Students can:
CONCEPTS AND SKILLS / EVIDENCE OUTCOMES
2.1.a. Use Key Ideas and Details to:
EVIDENCE OUTCOMES
2.1.a.i.
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. (CCSS: RL.11-‐12.1)
EVIDENCE OUTCOMES
2.1.a.ii.
Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. (CCSS: RL.11-‐12.2)
CONTENT AREA CO.2. Reading for All Purposes
STANDARD 2.1. Complex literary texts require critical reading approaches to effectively interpret and evaluate meaning. Students can:
CONCEPTS AND SKILLS / EVIDENCE OUTCOMES
2.1.d. Use Range of Reading and Complexity of Text to:
EVIDENCE OUTCOMES
2.1.d.i.
By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11-‐CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. (CCSS: RL.11-‐12.10)
CONTENT AREA CO.2. Reading for All Purposes
STANDARD 2.2. Ideas synthesized from informational texts serve a specific purpose. Students can:
CONCEPTS AND SKILLS / EVIDENCE OUTCOMES
2.2.a. Use Key Ideas and Details to:
EVIDENCE OUTCOMES
2.2.a.i.
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. (CCSS: RI.11-‐12.1)
EVIDENCE OUTCOMES
2.2.a.iv. Designate a purpose for reading expository texts and use new learning to complete a specific task (such as convince an audience,
shape a personal opinion or decision, or perform an activity)
CONTENT AREA CO.2. Reading for All Purposes
STANDARD 2.2. Ideas synthesized from informational texts serve a specific purpose. Students can:
CONCEPTS AND SKILLS / EVIDENCE OUTCOMES
2.2.b. Use Craft and Structure to:
EVIDENCE OUTCOMES
2.2.b.i.
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10). (CCSS: RI.11-‐12.4)
CONTENT AREA CO.2. Reading for All Purposes
STANDARD 2.2. Ideas synthesized from informational texts serve a specific purpose. Students can:
CONCEPTS AND SKILLS / EVIDENCE OUTCOMES
2.2.c. Use Integration of Knowledge and Ideas to:
EVIDENCE OUTCOMES
2.2.c.i.
Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses). (CCSS: RI.11-‐12.8)
EVIDENCE OUTCOMES
2.2.c.ii.
Analyze seventeenth-‐, eighteenth-‐, and nineteenth-‐century foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln's Second Inaugural Address) for their themes, purposes, and rhetorical features. (CCSS: RI.11-‐12.9)
CONTENT AREA CO.2. Reading for All Purposes
STANDARD 2.2. Ideas synthesized from informational texts serve a specific purpose. Students can:
CONCEPTS AND SKILLS / EVIDENCE OUTCOMES
2.2.d. Use Range of Reading and Complexity of Text to:
EVIDENCE OUTCOMES
2.2.d.i.
By the end of grade 11, read and comprehend literary nonfiction in the grades 11-‐CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. (CCSS: RI.11-‐12.10)
CONTENT AREA CO.2. Reading for All Purposes
STANDARD 2.3. Knowledge of language, including syntax and grammar, influence
the understanding of literary, persuasive, and informational texts. Students can:
CONCEPTS AND SKILLS / EVIDENCE OUTCOMES
2.3.d.
Acquire and use accurately general academic and domain-‐specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. (CCSS: L.11-‐12.6)
CONTENT AREA CO.3. Writing and Composition
STANDARD 3.2. Elements of informational and persuasive texts can be refined to inform or influence an audience. Students can:
CONCEPTS AND SKILLS / EVIDENCE OUTCOMES
3.2.a. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. (CCSS: W.11-‐12.1)
EVIDENCE OUTCOMES
3.2.a.iii.
Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. (CCSS: W.11-‐12.1c)
CONTENT AREA CO.3. Writing and Composition
STANDARD 3.3. Writing demands ongoing revisions and refinements for grammar, usage, mechanics, and clarity. Students can:
CONCEPTS AND SKILLS / EVIDENCE OUTCOMES
3.3.a. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (CCSS: L.11-‐12.1)
EVIDENCE OUTCOMES
3.3.a.i. Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested. (CCSS: L.11-‐12.1a)
EVIDENCE OUTCOMES
3.3.a.ii. Resolve issues of complex or contested usage, consulting references (e.g., Merriam-‐Webster's Dictionary of English Usage, Garner's Modern American Usage) as needed. (CCSS: L.11-‐12.1b)
CONTENT AREA CO.3. Writing and Composition
STANDARD 3.3. Writing demands ongoing revisions and refinements for grammar, usage, mechanics, and clarity. Students can:
CONCEPTS AND SKILLS / EVIDENCE OUTCOMES
3.3.b. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. (CCSS: L.11-‐12.2)
EVIDENCE OUTCOMES
3.3.b.ii. Spell correctly. (CCSS: L.11-‐12.2b)
CONTENT AREA CO.3. Writing and Composition
STANDARD 3.3. Writing demands ongoing revisions and refinements for grammar, usage, mechanics, and clarity. Students can:
CONCEPTS AND SKILLS / EVIDENCE OUTCOMES
3.3.d.
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (CCSS: W.11-‐12.5)
CONCEPTS AND SKILLS / EVIDENCE OUTCOMES
3.3.e.
Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. (CCSS: W.11-‐12.6)
CONTENT AREA CO.4. Research and Reasoning
STANDARD 4.1. Self-‐designed research provides insightful information, conclusions, and possible solutions. Students can:
CONCEPTS AND SKILLS / EVIDENCE OUTCOMES
4.1.d.
Use a variety of strategies (e.g. technical reading, direct observation, survey development) to collect relevant information to support the thesis/research question and explain why specific strategies were used instead of others
CONTENT AREA CO.5.
Prepared Graduate Competencies in Reading, Writing, and Communicating: 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.
STANDARD 5.1.
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
STANDARD 5.2. Deliver organized and effective oral presentations for diverse audiences and varied purposes
STANDARD 5.5. Interpret how the structure of written English contributes to the pronunciation and meaning of complex vocabulary
STANDARD 5.6. Demonstrate comprehension of a variety of informational, literary, and persuasive texts
STANDARD 5.11. Write with a clear focus, coherent organization, sufficient elaboration, and detail
STANDARD 5.13. Apply standard English conventions to effectively communicate with written language
STANDARD 5.14. Implement the writing process successfully to plan, revise, and edit written work
STANDARD 5.15. Master the techniques of effective informational, literary, and persuasive writing
Grade: 12
CONTENT AREA CO.1. Oral Expression and Listening
STANDARD 1.1. Effective speaking in formal and informal settings requires appropriate use of methods and audience awareness. Students can:
CONCEPTS AND SKILLS / EVIDENCE OUTCOMES
1.1.a.
Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. (CCSS: SL.11-‐12.4)
CONCEPTS AND SKILLS / EVIDENCE OUTCOMES
1.1.c. Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. (CCSS: SL.11-‐12.6)
CONTENT AREA CO.1. Oral Expression and Listening
STANDARD 1.2. Effective collaborative groups accomplish goals. Students can:
CONCEPTS AND SKILLS / EVIDENCE OUTCOMES
1.2.a. Work with peers to promote civil, democratic discussions and decision-‐making, set clear goals and deadlines, and establish individual roles as needed. (CCSS: SL.11-‐12.1b)
CONCEPTS AND SKILLS / EVIDENCE OUTCOMES
1.2.b.
Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives. (CCSS: SL.11-‐12.1c)
CONCEPTS AND SKILLS / EVIDENCE OUTCOMES
1.2.c. Implement an effective group effort that achieves a goal
CONTENT AREA CO.2. Reading for All Purposes
STANDARD 2.1. Literary criticism of complex texts requires the use of analysis, interpretive, and evaluative strategies. Students can:
CONCEPTS AND SKILLS / EVIDENCE OUTCOMES
2.1.g.
By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11-‐CCR text complexity band independently and proficiently. (CCSS: RL.11-‐12.10)
CONTENT AREA CO.2. Reading for All Purposes
STANDARD 2.2. Interpreting and evaluating complex informational texts require the understanding of rhetoric, critical reading, and analysis skills. Students can:
CONCEPTS AND SKILLS / EVIDENCE OUTCOMES
2.2.c.
Use reading and note-‐taking strategies (outlining, mapping systems, skimming, scanning, key word search) to organize information and make connections within and across informational texts
CONCEPTS AND SKILLS / EVIDENCE OUTCOMES
2.2.g. By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11-‐CCR text complexity band independently and proficiently. (CCSS: RI.11-‐12.10)
CONTENT AREA CO.3. Writing and Composition
STANDARD 3.2. Ideas, evidence, structure, and style create persuasive, academic, and technical texts for particular audiences and specific purposes. Students can:
CONCEPTS AND SKILLS / EVIDENCE OUTCOMES
3.2.h. Revise writing using feedback to maximize effect on audience and to calibrate purpose
CONTENT AREA CO.5.
Prepared Graduate Competencies in Reading, Writing, and Communicating: 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.
STANDARD 5.1.
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
STANDARD 5.2. Deliver organized and effective oral presentations for diverse audiences and varied purposes
STANDARD 5.5. Interpret how the structure of written English contributes to the pronunciation and meaning of complex vocabulary
STANDARD 5.6. Demonstrate comprehension of a variety of informational, literary, and persuasive texts
STANDARD 5.11. Write with a clear focus, coherent organization, sufficient elaboration, and detail
STANDARD 5.13. Apply standard English conventions to effectively communicate with written language
STANDARD 5.14. Implement the writing process successfully to plan, revise, and edit written work
STANDARD 5.15. Master the techniques of effective informational, literary, and persuasive writing
Science
Grade: 11
CONTENT AREA CO.1. Physical Science
STANDARD 1.5. Energy exists in many forms such as mechanical, chemical, electrical, radiant, thermal, and nuclear, that can be quantified and experimentally determined. Students can:
CONCEPTS AND SKILLS / EVIDENCE OUTCOMES
1.5.d. Identify different energy forms, and calculate their amounts by measuring their defining characteristics
CONTENT AREA CO.3. Earth Systems Science
STANDARD 3.5. There are costs, benefits, and consequences of exploration, development, and consumption of renewable and nonrenewable resources. Students can:
CONCEPTS AND SKILLS / EVIDENCE OUTCOMES
3.5.b. Evaluate positive and negative impacts on the geosphere, atmosphere, hydrosphere, and biosphere in regards to resource use
CONCEPTS AND SKILLS / EVIDENCE OUTCOMES
3.5.c. Create a plan to reduce environmental impacts due to resource consumption
CONCEPTS AND SKILLS / EVIDENCE OUTCOMES
3.5.d. Analyze and interpret data about the effect of resource consumption and development on resource reserves to draw conclusions about sustainable use
CONTENT AREA CO.4.
Prepared Graduate Competencies in Science: 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.
STANDARD 4.10. Describe how humans are dependent on the diversity of resources provided by Earth and Sun
Grade: 12
CONTENT AREA CO.1. Physical Science
STANDARD 1.5. Energy exists in many forms such as mechanical, chemical, electrical, radiant, thermal, and nuclear, that can be quantified and experimentally determined. Students can:
CONCEPTS AND SKILLS / EVIDENCE OUTCOMES
1.5.d. Identify different energy forms, and calculate their amounts by measuring their defining characteristics
CONTENT AREA CO.3. Earth Systems Science
STANDARD 3.5. There are costs, benefits, and consequences of exploration, development, and consumption of renewable and nonrenewable resources. Students can:
CONCEPTS AND SKILLS / EVIDENCE OUTCOMES
3.5.b. Evaluate positive and negative impacts on the geosphere, atmosphere, hydrosphere, and biosphere in regards to resource use
CONCEPTS AND SKILLS / EVIDENCE OUTCOMES
3.5.c. Create a plan to reduce environmental impacts due to resource consumption
CONCEPTS AND SKILLS / EVIDENCE OUTCOMES
3.5.d. Analyze and interpret data about the effect of resource consumption and development on resource reserves to draw conclusions about sustainable use
CONTENT AREA CO.4. Prepared Graduate Competencies in Science: 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.
STANDARD 4.10. Describe how humans are dependent on the diversity of resources provided by Earth and Sun
Social Studies
Grade: 11
CONTENT AREA CO.1. History
STANDARD 1.1.
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. Students can:
CONCEPTS AND SKILLS / EVIDENCE OUTCOMES
1.1.b. 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
CONTENT AREA CO.1. History
STANDARD 1.2. The key concepts of continuity and change, cause and effect, complexity, unity and diversity over time. Students can:
CONCEPTS AND SKILLS / EVIDENCE OUTCOMES
World history (both East and West including modern world history):
EVIDENCE OUTCOMES
1.2.a. Evaluate continuity and change over the course of world history
EVIDENCE OUTCOMES
1.2.c. Analyze the complexity of events in world history
CONTENT AREA CO.1. History
STANDARD 1.2. The key concepts of continuity and change, cause and effect, complexity, unity and diversity over time. Students can:
CONCEPTS AND SKILLS / EVIDENCE OUTCOMES
United States history (Reconstruction to the present):
EVIDENCE OUTCOMES
1.2.e. Analyze continuity and change in eras over the course of United States history
EVIDENCE OUTCOMES
1.2.f. Investigate causes and effects of significant events in United States history. Topics to include but not limited to WWI, Great Depression, Cold War
EVIDENCE OUTCOMES
1.2.g. Analyze the complexity of events in United States history. Topics to include but not limited to the suffrage movement and the Civil Rights Movement
CONTENT AREA CO.1. History
STANDARD 1.3. The significance of ideas as powerful forces throughout history. Students can:
CONCEPTS AND SKILLS / EVIDENCE OUTCOMES
World history (both East and West; to include but not be limited to modern world history):
EVIDENCE OUTCOMES
1.3.c. Evaluate the historical development and impact of political thought, theory and actions
EVIDENCE OUTCOMES
1.3.d.
Analyze the origins of fundamental political debates and how conflict, compromise, and cooperation have shaped national unity and diversity. Topics to include but not limited to suffrage, Civil Rights and the role of government
EVIDENCE OUTCOMES
1.3.e.
Analyze ideas critical to the understanding of American history. Topics to include but not limited to populism, progressivism, isolationism, imperialism, anti-‐communism, environmentalism, liberalism, fundamentalism, and conservatism
CONTENT AREA CO.2. Geography
STANDARD 2.2. Explain and interpret geographic variables that influence the interactions of people, places and environments. Students can:
CONCEPTS AND SKILLS / EVIDENCE OUTCOMES
2.2.d. Research and interpret multiple viewpoints on issues that shaped the current policies and programs for resource use
CONTENT AREA CO.4. Civics
STANDARD 4.1. Research, formulate positions, and engage in appropriate civic participation to address local, state, and national issues or policies. Students can:
CONCEPTS AND SKILLS / EVIDENCE OUTCOMES
4.1.a.
Engage ethically in civic activities including discussing current issues, advocating for their rights and the rights of others, practicing their responsibilities, influencing governmental actions, and other community service learning opportunities
CONCEPTS AND SKILLS / EVIDENCE OUTCOMES
4.1.b. Evaluate how individuals and groups can effectively use the structure and functions of various levels of government to shape policy
CONCEPTS AND SKILLS / EVIDENCE OUTCOMES
4.1.c. Describe the roles and influence of individuals, groups, and the press as checks on governmental practices
CONCEPTS AND SKILLS / EVIDENCE OUTCOMES
4.1.d. Identify which level of government is appropriate for various policies and demonstrate an ability to appropriately engage with that level of government
CONTENT AREA CO.4. Civics
STANDARD 4.2. Purposes of and limitations on the foundations, structures and functions of government. Students can:
CONCEPTS AND SKILLS / EVIDENCE OUTCOMES
4.2.c.
Analyze and explain the importance of the principles of democracy and the inherent competition among values to include but not be limited to freedom and security, individual rights and common good, and rights and responsibilities
CONTENT AREA CO.4. Civics
STANDARD 4.3. Analyze how public policy -‐ domestic and foreign -‐ is developed at the local, state, and national levels and compare how policy-‐making occurs in other forms of government. Students can:
CONCEPTS AND SKILLS / EVIDENCE OUTCOMES
4.3.a. Discuss multiple perspectives on local issues and options for participating in civic life
CONCEPTS AND SKILLS / EVIDENCE OUTCOMES
4.3.b. Analyze and discuss multiple perspectives on state issues and option for participating in civic affairs by shaping policies
CONCEPTS AND SKILLS / EVIDENCE OUTCOMES
4.3.c. Explain how to monitor and influence public policy
CONCEPTS AND SKILLS / EVIDENCE OUTCOMES
4.3.e. Illustrate how various governments and leaders interact and evaluate how interactions among nations affect domestic and world events
CONTENT AREA CO.5.
Prepared Graduate Competencies in Social Studies: The prepared graduate competencies are 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.
STANDARD 5.1. Prepared graduates in social studies:
CONCEPTS AND SKILLS / EVIDENCE OUTCOMES
5.1.1. Use the tools, thinking, and practices of history, geography, economics, and civics to:
EVIDENCE OUTCOMES
5.1.1.a. Solve problems, make decisions and analyze issues from multiple perspectives as a responsible member of society
EVIDENCE OUTCOMES
5.1.1.b. Read, write, and communicate ideas
CONTENT AREA CO.5.
Prepared Graduate Competencies in Social Studies: The prepared graduate competencies are 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.
STANDARD 5.2. Prepared graduates in history:
CONCEPTS AND SKILLS / EVIDENCE OUTCOMES
5.2.1. Develop an understanding of how people view, construct and interpret history
CONCEPTS AND SKILLS / EVIDENCE OUTCOMES
5.2.2. Analyze key historical periods and patterns of change over time within and across nations and cultures
CONTENT AREA CO.5.
Prepared Graduate Competencies in Social Studies: The prepared graduate competencies are 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.
STANDARD 5.3. Prepared graduates in geography:
CONCEPTS AND SKILLS / EVIDENCE OUTCOMES
5.3.1. Develop spatial understanding, perspectives, and personal connections to the world
CONTENT AREA CO.5.
Prepared Graduate Competencies in Social Studies: The prepared graduate competencies are 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.
STANDARD 5.5. Prepared graduates in civics:
CONCEPTS AND SKILLS / EVIDENCE OUTCOMES
5.5.1. Analyze and practice rights, roles, and responsibilities of citizens
Grade: 12
CONTENT AREA CO.1. History
STANDARD 1.1.
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. Students can:
CONCEPTS AND SKILLS / EVIDENCE OUTCOMES
1.1.b. 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
CONTENT AREA CO.1. History
STANDARD 1.2. The key concepts of continuity and change, cause and effect, complexity, unity and diversity over time. Students can:
CONCEPTS AND SKILLS / EVIDENCE OUTCOMES
World history (both East and West including modern world history):
EVIDENCE OUTCOMES
1.2.a. Evaluate continuity and change over the course of world history
EVIDENCE OUTCOMES
1.2.c. Analyze the complexity of events in world history
CONTENT AREA CO.1. History
STANDARD 1.2. The key concepts of continuity and change, cause and effect, complexity, unity and diversity over time. Students can:
CONCEPTS AND SKILLS / EVIDENCE OUTCOMES
United States history (Reconstruction to the present):
EVIDENCE OUTCOMES
1.2.e. Analyze continuity and change in eras over the course of United States history
EVIDENCE OUTCOMES
1.2.f. Investigate causes and effects of significant events in United States history. Topics to include but not limited to WWI, Great Depression, Cold War
EVIDENCE OUTCOMES
1.2.g. Analyze the complexity of events in United States history. Topics to include but not limited to the suffrage movement and the Civil Rights Movement
CONTENT AREA CO.1. History
STANDARD 1.3. The significance of ideas as powerful forces throughout history. Students can:
CONCEPTS AND SKILLS / EVIDENCE OUTCOMES
World history (both East and West; to include but not be limited to modern world history):
EVIDENCE OUTCOMES
1.3.c. Evaluate the historical development and impact of political thought, theory and actions
EVIDENCE OUTCOMES
1.3.d.
Analyze the origins of fundamental political debates and how conflict, compromise, and cooperation have shaped national unity and diversity. Topics to include but not limited to suffrage, Civil Rights and the role of government
EVIDENCE OUTCOMES
1.3.e.
Analyze ideas critical to the understanding of American history. Topics to include but not limited to populism, progressivism, isolationism, imperialism, anti-‐communism, environmentalism, liberalism, fundamentalism, and conservatism
CONTENT AREA CO.2. Geography
STANDARD 2.2. Explain and interpret geographic variables that influence the interactions of people, places and environments. Students can:
CONCEPTS AND SKILLS / EVIDENCE OUTCOMES
2.2.d. Research and interpret multiple viewpoints on issues that shaped the current policies and programs for resource use
CONTENT AREA CO.4. Civics
STANDARD 4.1. Research, formulate positions, and engage in appropriate civic participation to address local, state, and national issues or policies. Students can:
CONCEPTS AND SKILLS / EVIDENCE OUTCOMES
4.1.a.
Engage ethically in civic activities including discussing current issues, advocating for their rights and the rights of others, practicing their responsibilities, influencing governmental actions, and other community service learning opportunities
CONCEPTS AND SKILLS / EVIDENCE OUTCOMES
4.1.b. Evaluate how individuals and groups can effectively use the structure and functions of various levels of government to shape policy
CONCEPTS AND SKILLS / EVIDENCE OUTCOMES
4.1.c. Describe the roles and influence of individuals, groups, and the press as checks on governmental practices
CONCEPTS AND SKILLS / EVIDENCE OUTCOMES
4.1.d. Identify which level of government is appropriate for various policies and demonstrate an ability to appropriately engage with that level of government
CONTENT AREA CO.4. Civics
STANDARD 4.2. Purposes of and limitations on the foundations, structures and functions of government. Students can:
CONCEPTS AND SKILLS / EVIDENCE OUTCOMES
4.2.c.
Analyze and explain the importance of the principles of democracy and the inherent competition among values to include but not be limited to freedom and security, individual rights and common good, and rights and responsibilities
CONTENT AREA CO.4. Civics
STANDARD 4.3. Analyze how public policy -‐ domestic and foreign -‐ is developed at the local, state, and national levels and compare how policy-‐making occurs in other forms of government. Students can:
CONCEPTS AND SKILLS / EVIDENCE OUTCOMES
4.3.a. Discuss multiple perspectives on local issues and options for participating in civic life
CONCEPTS AND SKILLS / EVIDENCE OUTCOMES
4.3.b. Analyze and discuss multiple perspectives on state issues and option for participating in civic affairs by shaping policies
CONCEPTS AND SKILLS / EVIDENCE OUTCOMES
4.3.c. Explain how to monitor and influence public policy
CONCEPTS AND SKILLS / EVIDENCE OUTCOMES
4.3.e. Illustrate how various governments and leaders interact and evaluate how interactions among nations affect domestic and world events
CONTENT AREA CO.5.
Prepared Graduate Competencies in Social Studies: The prepared graduate competencies are 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.
STANDARD 5.1. Prepared graduates in social studies:
CONCEPTS AND SKILLS / EVIDENCE OUTCOMES
5.1.1. Use the tools, thinking, and practices of history, geography, economics, and civics to:
EVIDENCE OUTCOMES
5.1.1.a. Solve problems, make decisions and analyze issues from multiple perspectives as a responsible member of society
EVIDENCE OUTCOMES
5.1.1.b. Read, write, and communicate ideas
CONTENT AREA CO.5.
Prepared Graduate Competencies in Social Studies: The prepared graduate competencies are 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.
STANDARD 5.2. Prepared graduates in history:
CONCEPTS AND SKILLS / EVIDENCE OUTCOMES
5.2.1. Develop an understanding of how people view, construct and interpret history
CONCEPTS AND SKILLS / EVIDENCE OUTCOMES
5.2.2. Analyze key historical periods and patterns of change over time within and across nations and cultures
CONTENT AREA CO.5.
Prepared Graduate Competencies in Social Studies: The prepared graduate competencies are 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.
STANDARD 5.3. Prepared graduates in geography:
CONCEPTS AND SKILLS / EVIDENCE OUTCOMES
5.3.1. Develop spatial understanding, perspectives, and personal connections to the world
CONTENT AREA CO.5.
Prepared Graduate Competencies in Social Studies: The prepared graduate competencies are 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.
STANDARD 5.5. Prepared graduates in civics:
CONCEPTS AND SKILLS / EVIDENCE OUTCOMES
5.5.1. Analyze and practice rights, roles, and responsibilities of citizens
AMBASSADOR: Financial Literacy & Cookie Badges Summary: Ambassadors can earn two additional badges each year to support entrepreneurship. Financial Literacy badges are: On My Own and Good Credit. Cookie Business badges are: Research & Development and P&L.
Colorado K-‐12 Academic Standards
Health and PE
Grade: 11
CONTENT AREA CO.HE. COMPREHENSIVE HEALTH
STANDARD HE.3. Prevention and Risk Management
CONCEPTS AND SKILLS / EVIDENCE OUTCOMES
3.9. Demonstrate verbal and nonverbal communication skills and strategies to prevent violence. Students can:
EVIDENCE OUTCOMES
3.9.a. Demonstrate verbal and nonverbal ways to ask for help from a parent, other trusted adult, or friend when pressured to engage in violence
EVIDENCE OUTCOMES
3.9.b. Demonstrate verbal and nonverbal ways to refuse pressure to engage in violence
EVIDENCE OUTCOMES
3.9.d. Demonstrate effective strategies for resolving conflicts with another person in nonviolent ways
EVIDENCE OUTCOMES
3.9.e. Demonstrate verbal and nonverbal ways to stop or prevent hazing
Grade: 12
CONTENT AREA CO.HE. COMPREHENSIVE HEALTH
STANDARD HE.3. Prevention and Risk Management
CONCEPTS AND SKILLS / EVIDENCE OUTCOMES
3.9. Demonstrate verbal and nonverbal communication skills and strategies to prevent violence. Students can:
EVIDENCE OUTCOMES
3.9.a. Demonstrate verbal and nonverbal ways to ask for help from a parent, other trusted adult, or friend when pressured to engage in violence
EVIDENCE OUTCOMES
3.9.b. Demonstrate verbal and nonverbal ways to refuse pressure to engage in violence
EVIDENCE OUTCOMES
3.9.d. Demonstrate effective strategies for resolving conflicts with another person in nonviolent ways
EVIDENCE OUTCOMES
3.9.e. Demonstrate verbal and nonverbal ways to stop or prevent hazing
Language Arts
Grade: 11
CONTENT AREA CO.1. Oral Expression and Listening
STANDARD 1.2. Validity of a message is determined by its accuracy and relevance. Students can:
CONCEPTS AND SKILLS / EVIDENCE OUTCOMES
1.2.a.
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)
EVIDENCE OUTCOMES
1.2.a.i.
Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-‐reasoned exchange of ideas. (CCSS: SL.11-‐12.1a)
CONTENT AREA CO.2. Reading for All Purposes
STANDARD 2.1. Complex literary texts require critical reading approaches to effectively interpret and evaluate meaning. Students can:
CONCEPTS AND SKILLS / EVIDENCE OUTCOMES
2.1.a. Use Key Ideas and Details to:
EVIDENCE OUTCOMES
2.1.a.i.
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. (CCSS: RL.11-‐12.1)
EVIDENCE OUTCOMES
2.1.a.ii.
Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. (CCSS: RL.11-‐12.2)
CONTENT AREA CO.2. Reading for All Purposes
STANDARD 2.1. Complex literary texts require critical reading approaches to effectively interpret and evaluate meaning. Students can:
CONCEPTS AND SKILLS / EVIDENCE OUTCOMES
2.1.d. Use Range of Reading and Complexity of Text to:
EVIDENCE OUTCOMES
2.1.d.i.
By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11-‐CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. (CCSS: RL.11-‐12.10)
CONTENT AREA CO.2. Reading for All Purposes
STANDARD 2.2. Ideas synthesized from informational texts serve a specific purpose. Students can:
CONCEPTS AND SKILLS / EVIDENCE OUTCOMES
2.2.a. Use Key Ideas and Details to:
EVIDENCE OUTCOMES
2.2.a.i.
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. (CCSS: RI.11-‐12.1)
EVIDENCE OUTCOMES
2.2.a.iv. Designate a purpose for reading expository texts and use new learning to complete a specific task (such as convince an audience, shape a personal opinion or decision, or perform an activity)
CONTENT AREA CO.2. Reading for All Purposes
STANDARD 2.2. Ideas synthesized from informational texts serve a specific purpose. Students can:
CONCEPTS AND SKILLS / EVIDENCE OUTCOMES
2.2.b. Use Craft and Structure to:
EVIDENCE OUTCOMES
2.2.b.i.
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10). (CCSS: RI.11-‐12.4)
CONTENT AREA CO.2. Reading for All Purposes
STANDARD 2.2. Ideas synthesized from informational texts serve a specific purpose. Students can:
CONCEPTS AND SKILLS / EVIDENCE OUTCOMES
2.2.d. Use Range of Reading and Complexity of Text to:
EVIDENCE OUTCOMES
2.2.d.i.
By the end of grade 11, read and comprehend literary nonfiction in the grades 11-‐CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. (CCSS: RI.11-‐12.10)
CONTENT AREA CO.2. Reading for All Purposes
STANDARD 2.3. Knowledge of language, including syntax and grammar, influence the understanding of literary, persuasive, and informational texts. Students can:
CONCEPTS AND SKILLS / EVIDENCE OUTCOMES
2.3.d.
Acquire and use accurately general academic and domain-‐specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. (CCSS: L.11-‐12.6)
CONTENT AREA CO.3. Writing and Composition
STANDARD 3.3. Writing demands ongoing revisions and refinements for grammar, usage, mechanics, and clarity. Students can:
CONCEPTS AND SKILLS / EVIDENCE OUTCOMES
3.3.e.
Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. (CCSS: W.11-‐12.6)
CONTENT AREA CO.5.
Prepared Graduate Competencies in Reading, Writing, and Communicating: 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.
STANDARD 5.1.
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
STANDARD 5.5. Interpret how the structure of written English contributes to the pronunciation and meaning of complex vocabulary
STANDARD 5.6. Demonstrate comprehension of a variety of informational, literary, and persuasive texts
STANDARD 5.11. Write with a clear focus, coherent organization, sufficient elaboration, and detail
STANDARD 5.15. Master the techniques of effective informational, literary, and persuasive writing
Grade: 12
CONTENT AREA CO.1. Oral Expression and Listening
STANDARD 1.2. Effective collaborative groups accomplish goals. Students can:
CONCEPTS AND SKILLS / EVIDENCE OUTCOMES
1.2.a. Work with peers to promote civil, democratic discussions and decision-‐making, set clear goals and deadlines, and establish individual roles as needed. (CCSS: SL.11-‐12.1b)
CONCEPTS AND SKILLS / EVIDENCE OUTCOMES
1.2.b.
Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives. (CCSS: SL.11-‐12.1c)
CONCEPTS AND SKILLS / EVIDENCE OUTCOMES
1.2.c. Implement an effective group effort that achieves a goal
CONTENT AREA CO.2. Reading for All Purposes
STANDARD 2.1. Literary criticism of complex texts requires the use of analysis, interpretive, and evaluative strategies. Students can:
CONCEPTS AND SKILLS / EVIDENCE OUTCOMES
2.1.g.
By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11-‐CCR text complexity band independently and proficiently. (CCSS: RL.11-‐12.10)
CONTENT AREA CO.2. Reading for All Purposes
STANDARD 2.2. Interpreting and evaluating complex informational texts require the understanding of rhetoric, critical reading, and analysis skills. Students can:
CONCEPTS AND SKILLS / EVIDENCE OUTCOMES
2.2.c.
Use reading and note-‐taking strategies (outlining, mapping systems, skimming, scanning, key word search) to organize information and make connections within and across informational texts
CONCEPTS AND SKILLS / EVIDENCE OUTCOMES
2.2.g. By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11-‐CCR text complexity band independently and proficiently. (CCSS: RI.11-‐12.10)
CONTENT AREA CO.5.
Prepared Graduate Competencies in Reading, Writing, and Communicating: 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.
STANDARD 5.1.
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
STANDARD 5.5. Interpret how the structure of written English contributes to the pronunciation and meaning of complex vocabulary
STANDARD 5.6. Demonstrate comprehension of a variety of informational, literary, and persuasive texts
STANDARD 5.11. Write with a clear focus, coherent organization, sufficient elaboration, and detail
STANDARD 5.15. Master the techniques of effective informational, literary, and persuasive writing
Mathematics
Grade: 11
CONTENT AREA CO.1. Number Sense, Properties, and Operations
STANDARD 1.2. Quantitative reasoning is used to make sense of quantities and their relationships in problem situations. Students can:
CONCEPTS AND SKILLS / EVIDENCE OUTCOMES
1.2.a. Reason quantitatively and use units to solve problems (CCSS: N-‐Q)
EVIDENCE OUTCOMES
1.2.a.v.
Design and use a budget, including income (net take-‐home pay) and expenses (mortgage, car loans, and living expenses) to demonstrate how living within your means is essential for a secure financial future (PFL)
CONTENT AREA CO.2. Patterns, Functions, and Algebraic Structures
STANDARD 2.2. Quantitative relationships in the real world can be modeled and solved using functions. Students can:
CONCEPTS AND SKILLS / EVIDENCE OUTCOMES
2.2.d. Model personal financial situations
EVIDENCE OUTCOMES
2.2.d.ii. Evaluate* the costs and benefits of credit (PFL)
EVIDENCE OUTCOMES
2.2.d.iii. Analyze various lending sources, services, and financial institutions (PFL)
Grade: 12
CONTENT AREA CO.1. Number Sense, Properties, and Operations
STANDARD 1.2. Quantitative reasoning is used to make sense of quantities and their relationships in problem situations. Students can:
CONCEPTS AND SKILLS / EVIDENCE OUTCOMES
1.2.a. Reason quantitatively and use units to solve problems (CCSS: N-‐Q)
EVIDENCE OUTCOMES
1.2.a.v.
Design and use a budget, including income (net take-‐home pay) and expenses (mortgage, car loans, and living expenses) to demonstrate how living within your means is essential for a secure financial future (PFL)
CONTENT AREA CO.2. Patterns, Functions, and Algebraic Structures
STANDARD 2.2. Quantitative relationships in the real world can be modeled and solved using functions. Students can:
CONCEPTS AND SKILLS / EVIDENCE OUTCOMES
2.2.d. Model personal financial situations
EVIDENCE OUTCOMES
2.2.d.ii. Evaluate* the costs and benefits of credit (PFL)
EVIDENCE OUTCOMES
2.2.d.iii. Analyze various lending sources, services, and financial institutions (PFL)
Social Studies
Grade: 11
CONTENT AREA CO.1. History
STANDARD 1.1.
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. Students can:
CONCEPTS AND SKILLS / EVIDENCE OUTCOMES
1.1.b. 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
CONTENT AREA CO.3. Economics
STANDARD 3.1. Productive resources -‐natural, human, capital-‐ are scarce; therefore, choices are made about how individuals, businesses, governments, and societies allocate these resources. Students can:
CONCEPTS AND SKILLS / EVIDENCE OUTCOMES
3.1.d. Identify influential entrepreneurs and describe how they have utilized resources to produce goods and services
CONTENT AREA CO.3. Economics
STANDARD 3.4. Design, analyze, and apply a financial plan based on short-‐ and long-‐term financial goals (PFL). Students can:
CONCEPTS AND SKILLS / EVIDENCE OUTCOMES
3.4.a. Develop a financial plan including a budget based on short-‐ and long-‐ term goals
CONCEPTS AND SKILLS / EVIDENCE OUTCOMES
3.4.d. Identify sources of personal income and likely deductions and expenditures as a basis for a financial plan
CONTENT AREA CO.3. Economics
STANDARD 3.5. Analyze strategic spending, saving, and investment options to achieve the objectives of diversification, liquidity, income, and growth (PFL). Students can:
CONCEPTS AND SKILLS / EVIDENCE OUTCOMES
3.5.a. Compare and contrast the variety of investments available for a diversified portfolio
CONCEPTS AND SKILLS / EVIDENCE OUTCOMES
3.5.b. Evaluate factors to consider when managing savings and investment accounts
CONCEPTS AND SKILLS / EVIDENCE OUTCOMES
3.5.c. Explain how economic cycles affect personal financial decisions
CONCEPTS AND SKILLS / EVIDENCE OUTCOMES
3.5.d. Describe the appropriate types of investments to achieve the objectives of liquidity, income and growth
CONTENT AREA CO.3. Economics
STANDARD 3.6. The components of personal credit to manage credit and debt(PFL). Students can:
CONCEPTS AND SKILLS / EVIDENCE OUTCOMES
3.6.a. Analyze various lending sources, services, and financial institutions
CONCEPTS AND SKILLS / EVIDENCE OUTCOMES
3.6.b. Investigate legal and personal responsibilities affecting lenders and borrowers
CONCEPTS AND SKILLS / EVIDENCE OUTCOMES
3.6.c. Make connections between building and maintaining a credit history and its impact on lifestyle
CONTENT AREA CO.3. Economics
STANDARD 3.7. Identify, develop, and evaluate risk-‐management strategies (PFL). Students can:
CONCEPTS AND SKILLS / EVIDENCE OUTCOMES
3.7.a. Differentiate between types of insurance
CONCEPTS AND SKILLS / EVIDENCE OUTCOMES
3.7.b. Explain the function and purpose of insurance
CONTENT AREA CO.4. Civics
STANDARD 4.1. Research, formulate positions, and engage in appropriate civic participation to address local, state, and national issues or policies. Students can:
CONCEPTS AND SKILLS / EVIDENCE OUTCOMES
4.1.a.
Engage ethically in civic activities including discussing current issues, advocating for their rights and the rights of others, practicing their responsibilities, influencing governmental actions, and other community service learning opportunities
CONTENT AREA CO.5. Prepared Graduate Competencies in Social Studies: The prepared graduate competencies are 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.
STANDARD 5.1. Prepared graduates in social studies:
CONCEPTS AND SKILLS / EVIDENCE OUTCOMES
5.1.1. Use the tools, thinking, and practices of history, geography, economics, and civics to:
EVIDENCE OUTCOMES
5.1.1.b. Read, write, and communicate ideas
CONTENT AREA CO.5.
Prepared Graduate Competencies in Social Studies: The prepared graduate competencies are 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.
STANDARD 5.4. Prepared graduates in economics:
CONCEPTS AND SKILLS / EVIDENCE OUTCOMES
5.4.2. Acquire the knowledge and economic reasoning skills to make sound financial decisions (PFL)
CONTENT AREA CO.5.
Prepared Graduate Competencies in Social Studies: The prepared graduate competencies are 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.
STANDARD 5.5. Prepared graduates in civics:
CONCEPTS AND SKILLS / EVIDENCE OUTCOMES
5.5.1. Analyze and practice rights, roles, and responsibilities of citizens
Grade: 12
CONTENT AREA CO.1. History
STANDARD 1.1.
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. Students can:
CONCEPTS AND SKILLS / EVIDENCE OUTCOMES
1.1.b. 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
CONTENT AREA CO.3. Economics
STANDARD 3.1. Productive resources -‐natural, human, capital-‐ are scarce; therefore, choices are made about how individuals, businesses, governments, and societies allocate these resources. Students can:
CONCEPTS AND SKILLS / EVIDENCE OUTCOMES
3.1.d. Identify influential entrepreneurs and describe how they have utilized resources to produce goods and services
CONTENT AREA CO.3. Economics
STANDARD 3.4. Design, analyze, and apply a financial plan based on short-‐ and long-‐term financial goals (PFL). Students can:
CONCEPTS AND SKILLS / EVIDENCE OUTCOMES
3.4.a. Develop a financial plan including a budget based on short-‐ and long-‐ term goals
CONCEPTS AND SKILLS / EVIDENCE OUTCOMES
3.4.d. Identify sources of personal income and likely deductions and expenditures as a basis for a financial plan
CONTENT AREA CO.3. Economics
STANDARD 3.5. Analyze strategic spending, saving, and investment options to achieve the objectives of diversification, liquidity, income, and growth (PFL). Students can:
CONCEPTS AND SKILLS / EVIDENCE OUTCOMES
3.5.a. Compare and contrast the variety of investments available for a diversified portfolio
CONCEPTS AND SKILLS / EVIDENCE OUTCOMES
3.5.b. Evaluate factors to consider when managing savings and investment accounts
CONCEPTS AND SKILLS / EVIDENCE OUTCOMES
3.5.c. Explain how economic cycles affect personal financial decisions
CONCEPTS AND SKILLS / EVIDENCE OUTCOMES
3.5.d. Describe the appropriate types of investments to achieve the objectives of liquidity, income and growth
CONTENT AREA CO.3. Economics
STANDARD 3.6. The components of personal credit to manage credit and debt(PFL). Students can:
CONCEPTS AND SKILLS / EVIDENCE OUTCOMES
3.6.a. Analyze various lending sources, services, and financial institutions
CONCEPTS AND SKILLS / EVIDENCE OUTCOMES
3.6.b. Investigate legal and personal responsibilities affecting lenders and borrowers
CONCEPTS AND SKILLS / EVIDENCE OUTCOMES
3.6.c. Make connections between building and maintaining a credit history and its impact on lifestyle
CONTENT AREA CO.3. Economics
STANDARD 3.7. Identify, develop, and evaluate risk-‐management strategies (PFL). Students can:
CONCEPTS AND SKILLS / EVIDENCE OUTCOMES
3.7.a. Differentiate between types of insurance
CONCEPTS AND SKILLS / EVIDENCE OUTCOMES
3.7.b. Explain the function and purpose of insurance
CONTENT AREA CO.4. Civics
STANDARD 4.1. Research, formulate positions, and engage in appropriate civic participation to address local, state, and national issues or policies. Students can:
CONCEPTS AND SKILLS / EVIDENCE OUTCOMES
4.1.a.
Engage ethically in civic activities including discussing current issues, advocating for their rights and the rights of others, practicing their responsibilities, influencing governmental actions, and other community service learning opportunities
CONTENT AREA CO.5.
Prepared Graduate Competencies in Social Studies: The prepared graduate competencies are 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.
STANDARD 5.1. Prepared graduates in social studies:
CONCEPTS AND SKILLS / EVIDENCE OUTCOMES
5.1.1. Use the tools, thinking, and practices of history, geography, economics, and civics to:
EVIDENCE OUTCOMES
5.1.1.b. Read, write, and communicate ideas
CONTENT AREA CO.5.
Prepared Graduate Competencies in Social Studies: The prepared graduate competencies are 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.
STANDARD 5.4. Prepared graduates in economics:
CONCEPTS AND SKILLS / EVIDENCE OUTCOMES
5.4.2. Acquire the knowledge and economic reasoning skills to make sound financial decisions (PFL)
CONTENT AREA CO.5.
Prepared Graduate Competencies in Social Studies: The prepared graduate competencies are 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.
STANDARD 5.5. Prepared graduates in civics:
CONCEPTS AND SKILLS / EVIDENCE OUTCOMES
5.5.1. Analyze and practice rights, roles, and responsibilities of citizens