A Correlation of

© 2003 to the

Colorado Academic Standards and Suggested Grade Level Expectations for Civics, Geography & History Grades K-6

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Scott Foresman Social Studies This document demonstrates the high degree of success students will achieve when using Scott Foresman Social Studies in meeting the objectives of the Colorado Academic Standards and Suggested Grade Level Expectations. Correlation page references are to the Teacher Edition, which contains facsimile Pupil Edition pages. Scott Foresman is pleased to introduce our new Scott Foresman Social Studies, Kindergarten through Grade 6 - the social studies program that helps every child become an active, involved, and informed citizen.

Content Scott Foresman Social Studies content covers the key social studies strands: Citizenship, Culture, Economics, Geography, Government, History and Science/Technology. Scott Foresman Social Studies content is organized for a flexible teaching plan. If time is short, teachers may use the Quick Teaching Plan to cover the core content and skills or to add depth, teachers may use the wealth of information in each unit.

Accessibility Scott Foresman Social Studies provides systematic instruction to improve comprehension and to reach out to all learners. In every unit, reading skills are developed through built-in lessons. Target comprehension skills are pre-taught and then applied throughout the unit for sustained practice. Graphic organizers provide support for every skill.

Motivation Scott Foresman Social Studies is filled with compelling visuals, intriguing facts, and exciting real-world learning. Smithsonian Visual Lessons were developed exclusively for Scott Foresman in cooperation with the Smithsonian Institution. Dorling Kindersley Visual Lessons provide bold, large-as life photographs with interesting, easy-to-read expository captions. Music lessons introduce or reinforce important concepts and vocabulary. Discovery Channel school projects provide exclusive, hands-on unit projects which synthesize and enhance learning. A special feature entitled You Are There, provides captivating suspense-packed reading that builds excitement and lets students experience the event from a personal perspective. A Web-Based Information Center continually updates information, maps, and biographies.

Accountability Scott Foresman Social Studies provides built-in skill lessons in every unit and multiple assessment tools to develop thinking citizens. Informal assessment opportunities monitor children’s learning and provide If/then guidelines with specific reteaching strategies and effective practice. Formal assessment opportunities assess children’s learning and provide practice for key test-taking skills. Test-taking strategy lessons provide test preparation for national and state tests.

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TABLE OF CONTENTS

CIVICS…….………………………………...……………………………………….………..…1

GEOGRAPHY…………………………………………………………………….…………....19

HISTORY…………………………………………………………………..…………………...59

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Scott Foresman Social Studies to the Colorado Academic Standards and Suggested Grade Level Expectations CIVICS Kindergarten The purpose of the suggested grade-level expectations is to show content and skills expected of students grades K-8 to enable them to meet the Colorado model content standards for civics. Standard 1: Students understand the purposes of government, and the basic constitutional principles of the United States republican form of government. Kindergarten students will: 1.1 Define “constitution”, “government” and “democracy”; recognize that family members make and enforce rules and settle disputes Kindergarten: 12-13, 27-30, 35-38, 42, 81-84 1.2 Give an example of people using power and authority like school crossing guards and teachers Kindergarten: 12-13, 43-46, 85-88 1.3 Tell about the U.S. Constitution and the first ten amendments (Bill of Rights) Kindergarten: Can be developed from 267-270 1.4 Identify great leaders and symbols of political culture—George Washington, Betsy Ross, Thomas Jefferson, American flag, Statue of Liberty, Mt. Rushmore and the White House Kindergarten: 244-245, 251-254 1.5 Make and post a constitution of class rules, rights and responsibilities Kindergarten: 12-13, 35-38, 81-84

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Scott Foresman Social Studies

Colorado Grade Level Expectations

Standard 2: Students know the structure and function of local, state, and national government and how citizen involvement shapes public policy. Kindergarten students will: 2.1 Identify school rules about what kindergarteners can and cannot do, e.g.: using the crosswalk, safety rules, voting on decisions Kindergarten: 12-13, 35-38 2.2 Name people who have authority to enforce rules in the school, e.g.: teachers, administrators, secretaries, custodians, etc. Kindergarten: 12-13, 35-38, 43-46 2.3 Identify people and groups of people who apply rules, e.g.: police, judges, legislators, Governor, current U.S. President Kindergarten: 85-88, 267-270 2.4 Tell how students monitor and influence school rules by getting informed and discussing the issues Kindergarten: 35-42 Standard 3: Students know the political relationship of the United States and its citizens to other nations and to world affairs. Kindergarten students will: 3.1 Locate the U.S., Canada and Mexico (neighbors) on a globe and map Kindergarten: Can be developed from 221-224 3.2 Locate on a globe or map the nation from which their family originally came Kindergarten: 19-22, 320

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Scott Foresman Social Studies

Colorado Grade Level Expectations

3.3 Define “international” and give an example of a group or organization that works in many countries, e.g.: International Red Cross Kindergarten: Can be developed from 217-224 Standard 4: Students understand how citizens exercise the rules, rights and responsibilities of participation in civic life at all levels – local, state, and national. Kindergarten students will: 4.1 Define “citizen” and explain how students are citizens in a school, community, state and country Kindergarten: 12-13, 35-42, 81-84 4.2 Identify a family decision needing to be made (where to go on a vacation), in which all family members discuss the options and arrive at a decision Kindergarten: 139-142, 325-328 4.3 Tell what “freedom of speech” and “freedom of religion” mean Kindergarten: Can be developed from 251-254 4.4 Identify important characteristics of a good citizen in the school (obeys rules, helps others) Kindergarten: 12-13, 35-42, 81-84 Grade One Standard 1: Students understand the purposes of government, and the basic constitutional principles of the United States republican form of government. First grade students will: 1.1 Define “citizen,” “constitution,” and “government”; discuss matters of importance to all classroom citizens, i.e.: bus safety, crosswalk rules, and lunchroom procedures Grade 1: 22-25, 27a, 186-187, 218-221

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Scott Foresman Social Studies

Colorado Grade Level Expectations

1.2 Display pictures of community helpers like fire fighters, mail carriers and librarians Grade 1: 22-25, 27a, 46-47, 70-71 1.3 Explain the Bill of Rights protected in the U.S. Constitution Grade 1: Can be developed from 70-71, 218-221 1.4 Identify symbols of American political culture, i.e.: American flag, Liberty Bell, eagle, etc. Grade 1: H6-H7, 16, 22-25, 186-187, 208-211 1.5 Make and post a Grade 1 constitution of rules, rights, and responsibilities Grade 1: H4-H5, 22-25 Standard 2: Students know the structure and function of local, state, and national government and how citizen involvement shapes public policy. First grade students will: 2.1 Explain the purpose of the school’s Student Handbook Grade 1: H4-H5, 22-25, 27a 2.2 Explain the steps in settling a dispute or resolving a problem in the classroom Grade 1: H4-H5 2.3 Explain the reasons for having classroom and school rules (safety, fairness, order) Grade 1: 4-5, 22-25, 27a

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Scott Foresman Social Studies

Colorado Grade Level Expectations

2.4 Identify how students can influence school rules by studying issues, discussing, and taking concerns to people in authority Grade 1: 26-27 Standard 3: Students know the political relationship of the United States and its citizens to other nations and to world affairs. First grade students will: 3.1 Locate the U.S. and hemispheres (northern, southern, western, eastern) on the world globe and map Grade 1: 16, 74-77 3.2 Locate the nation of origin of three folk tales used in class Grade 1: 176-177, 266-267 Standard 4: Students understand how citizens exercise the rules, rights and responsibilities of participation in civic life at all levels – local, state, and national. First grade students will: 4.1 Identify the criteria for citizenship in the United States Grade 1: 186-187 4.2 Explain the responsibilities of a good school citizen, e.g.: protecting property, showing courtesy to all, obeying rules, and getting informed Grade 1: H4-H5, 70-71, 186-187 4.3 Bring an artifact or symbol of the right to own property, e.g.: backpack, lunchbox, dog tag, photo of automobile Grade 1: Can be developed from 242-243

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Scott Foresman Social Studies

Colorado Grade Level Expectations

4.4 Identify three purposes of the school’s recycling center Grade 1: 170-173 Grade Two Standard 1: Students understand the purposes of government, and the basic constitutional principles of the United States republican form of government. Second grade students will: 1.1 Discuss ways in which teachers and principals enforce rules and settle disputes Grade 2: 4-5, 8-11 1.2 Define “limited” and “unlimited” government and give an example of people using power and authority, such as police officers Grade 2: 114-115, 154-157, 166-169 1.3 Identify the function of the Colorado Constitution Grade 2: Can be developed from 160-163, 166 1.4 Explain the importance of respect for laws in the school and community, i.e.: playground safety, speed limits, voting Grade 2: H4-H5, 4-5, 8-11 1.5 Make and post a constitution for Grade 2 rules, rights, and responsibilities; discuss ways the constitution protects all class members Grade 2: H4-H5, 4-5, 8-11

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Scott Foresman Social Studies

Colorado Grade Level Expectations

Standard 2: Students know the structure and function of local, state, and national government and how citizen involvement shapes public policy. Second grade students will: 2.1 Identify some state and national laws about property rights and voting rights Grade 2: 150-151, 154-157, 160-163, 166-169, 172-175 2.2 Explain a limit of authority in a school, e.g.: the right to a hearing before punishment Grade 2: Can be developed from 8-11, 156 2.3 Explain what makes a good law and rule, e.g.: reasonable, fair, promotes the common good Grade 2: 8-11, 169 2.4 Identify criteria for laws and rules, e.g.: enforceable, effective Grade 2: 8-11 Standard 3: Students know the political relationship of the United States and its citizens to other nations and to world affairs. Second grade students will: 3.1 Label flags and currency from Mexico and Canada (U.S. neighbors) Grade 2: 186-187 3.2 Bring and explain an item from home which came from a foreign country Grade 2: 134-137

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Scott Foresman Social Studies

Colorado Grade Level Expectations

Standard 4: Students understand how citizens exercise the rules, rights and responsibilities of participation in civic life at all levels – local, state, and national. Second grade students will: 4.1 Recite the Pledge of Allegiance to symbolize citizenship in the U.S. Grade 2: H6 4.2 Explain the reasons for flag ceremonies and national holidays (Fourth of July, Memorial Day, Martin Luther King Day, etc.) Grade 2: 180-183, 256-259 4.3 Discuss how a student can exercise his/her rights in a school controversy, e.g.: gathering information, discussing both sides (pro and con), voting on a topic like “eliminating school recess” Grade 2: 14-15, 152-153 4.4 Define “leadership” and give characteristics of a good leader Grade 2: H4-H5, 170-171, 178-179, 183 Grade Three Standard 1: Students understand the purposes of government, and the basic constitutional principles of the United States republican form of government. Third grade students will: 1.1 Describe what school and the community might be like without a constitution and government Grade 3: 354-355, 368, 370-371, 376-379, 390-395 1.2 Define “limited” and “unlimited” government and explain why the power of a government should be limited Grade 3: 360, 362-363, 370-371

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Scott Foresman Social Studies

Colorado Grade Level Expectations

1.3 Write the names of three rights protected by the Colorado Constitution Grade 3: Can be developed from 368, 370-371 1.4 Identify American leaders in American political culture, e.g.: Pocahontas, Chief Ouray, John Smith, Anne Hutchinson, and Sojourner Truth Grade 3: 190-191, 236-237, 364-365, 370-371, 374-375 1.5 Compare the similarities and differences between the U.S. Constitution and Grade 3 rights and responsibilities Grade 3: 368, 370-371, 376-379 Standard 2: Students know the structure and function of local, state, and national government and how citizen involvement shapes public policy. Third grade students will: 2.1 Define “tax” and give examples of state and national taxes Grade 3: 355, 377, 384-387 2.2 Identify different kinds of decisions (individual and group) made in a school, e.g.: policy regarding soda pop being sold; choices for lunch; taking a field trip or picnic? Grade 3: H4-H5, 282-283, 300-305 2.3 Explain three types of law—juvenile, criminal, and civil Grade 3: Can be developed from 76-77 2.4 Describe how the criteria for a good law are developed, i.e.: discussing, debating and voting on what is fair, reasonable and enforceable Grade 3: 370-371, 376-379

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Scott Foresman Social Studies

Colorado Grade Level Expectations

Standard 3: Students know the political relationship of the United States and its citizens to other nations and to world affairs. Third grade students will: 3.1 Explain a current event involving the U.S. and another country in the Western Hemisphere Grade 3: Can be developed from 79, 91 3.2 Explain what a U.S. citizen should possess when traveling in another country, e.g.: passport, visa, currency, immunization, and embassy information Grade 3: Can be developed from 84-87 3.3 Learn about the United Nations, and explain what UNICEF does around the world Grade 3: Can be developed from 402-403 Standard 4: Students understand how citizens exercise the rules, rights and responsibilities of participation in civic life at all levels – local, state, and national. Third grade students will: 4.1 Describe how a school T-shirt is a symbol of school citizenship Grade 3: Can be developed from 90-91 4.2 Sing and explain the meaning of the National Anthem Grade 3: Can be developed from 350-351 4.3 Explain how the school’s canned food drive for the needy expresses responsibilities of good citizens Grade 3: H4-H5, 376-379, 398-403

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Scott Foresman Social Studies

Colorado Grade Level Expectations

4.4 Define and give an example of a “good public servant” Grade 3: 376-379, 390-397, 402-403 Grade Four Standard 1: Students understand the purposes of government, and the basic constitutional principles of the United States republican form of government. Fourth grade students will: 1.1 Define “democracy” and “republican government” and explain the purpose of the Colorado Constitution Grade 4: 47-49 1.2 Explain three limits on government, e.g.: search warrants required; fair trials required; quartering soldiers in people’s homes prohibited Grade 4: 50-52, 57-59 1.3 Write the main reason for each of the Bill of Rights Grade 4: 52, 57-59 1.4 Analyze some great American reformers, documents, and symbols in American political culture—Declaration of Independence, “Spirit of 76”, Frederick Douglass, Susan B. Anthony, Abraham Lincoln, the White House, and the Great Seal of the U.S. Grade 4: 51, 136-141, 203, R24-R35 1.5 Compare a posted copy of the Bill of Rights with a posted copy of the Grade Four constitution Grade 4: H4-H5, 52

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Scott Foresman Social Studies

Colorado Grade Level Expectations

Standard 2: Students know the structure and function of local, state, and national government and how citizen involvement shapes public policy. Fourth grade students will: 2.1 Define and explain the role of a “conflict mediator” Grade 4: H5, 63 2.2 Explain how the types of law (juvenile, criminal, civil) promote the common good and protect individual rights Grade 4: 57-59 2.3 Predict what might happen in a school for one day if no rules or laws were enforced and suggest two ways the school might restore order Grade 4: H4-H5, 58-59 Standard 3: Students know the political relationship of the United States and its citizens to other nations and to world affairs. Fourth grade students will: 3.1 Explain a current event involving Colorado and an Eastern Hemisphere country example: Colorado trade with Japan Grade 4: Can be developed from 81-85, 414 3.2 Calculate the value of $1000 in Mexican pesos and Canadian dollars using the current exchange rate—discuss where they could get more for their money, where less Grade 4: Can be developed from 74-75 3.3 Describe a major U.S., Mexico, and Canada treaty—NAFTA, others Grade 4: Can be developed from 81-85

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Scott Foresman Social Studies

Colorado Grade Level Expectations

Standard 4: Students understand how citizens exercise the rules, rights and responsibilities of participation in civic life at all levels – local, state, and national. Fourth grade students will: 4.1 Collect and explain a display of symbols of citizenship—birth certificate, school ID card, social security card, passport Grade 4: 43-44, 47, 57 4.2 Identify official sites where the Colorado flag flies and the reasons citizens show honor at these sites Grade 4: Can be developed from R25 4.3 Explain the rights expressed in the Declaration of Independence Grade 4: 197, R28-R31 4.4 Write a paragraph to the Colorado Governor about how to preserve public parks Grade 4: Can be developed from H20-H21, 29, 296-297, 370-371 Grade Five Standard 1: Students understand the purposes of government, and the basic constitutional principles of the United States republican form of government. Fifth grade students will: 1.1 Explain what life is like for people who have no “established” rights, e.g., immigrants, refugees Grade 5: 10, 418-419, 421-425, 466-475, 568-571 1.2 Describe the difference between the “rule of law” and arbitrary decisions of a leader “outside of the law” Grade 5: Can be developed from 14-17

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Scott Foresman Social Studies

Colorado Grade Level Expectations

1.3 Compare and contrast the Preamble to the Constitution and the 13th , 14th , and 15th Amendments Grade 5: 14-17, 519 1.4 Describe American leaders in American political cultural change, e.g.: Abraham Lincoln, Frederick Douglass, Harriett Tubman, Booker T. Washington, Franklin Roosevelt, and many others Grade 5: 421-423, 475, 483, 623, 645 1.5 Analyze the importance of the Gettysburg Address and the 13th, 14th, and 15th Amendments Grade 5: 508, 519 Standard 2: Students know the structure and function of local, state, and national government and how citizen involvement shapes public policy. Fifth grade students will: 2.1 Explain the similarities between the state and national branches of government— Executive, Legislative, and Judicial Grade 5: 339, 348-349 2.2 Describe how the “balance of power” among the Executive, Legislative and Judicial branches operates Grade 5: 348-349 2.3 Identify methods of “conflict management”—negotiation, mediation, arbitration, and litigation Grade 5: 345-347, 353

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Scott Foresman Social Studies

Colorado Grade Level Expectations

2.4 Explain how political parties and campaigns help shape public policies— Democrats, Republicans, Libertarians, Green Party, etc. Grade 5: 364, 368-369, 602-603 Standard 3: Students know the political relationship of the United States and its citizens to other nations and to world affairs. Fifth grade students will: 3.1 Contrast political formations (nations, countries) with physical formations (land and continents) Grade 5: Can be developed from R4-R15 3.2 Explain “foreign policy” and explain a selected current U.S. foreign policy Grade 5: 373, 380-384, 434-435, 578-582, 636-641 3.3 Give an example of how U.S. foreign policy affects the lives of ordinary U.S. citizens, e.g.: sending American citizens to a war zone; saving American lives by interceding for them in a foreign country Grade 5: 636-641, 652-653, 655, 659-660, 664-665 Standard 4: Students understand how citizens exercise the rules, rights and responsibilities of participation in civic life at all levels – local, state, and national. Fifth grade students will: 4.1 Define “naturalization” and describe how to become a citizen of the U.S. Grade 5: 16, 568-571 4.2 Analyze how “voluntary public service” and “jury duty” fulfill some of a citizen’s responsibility Grade 5: 16

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Scott Foresman Social Studies

Colorado Grade Level Expectations

4.3 Summarize the rights declared in the Declaration of Independence and the U.S. Constitution Grade 5: 299, 348, 354 4.4 Explain the importance of voting in local, state, and national elections Grade 5: 16, 404, 517-520, 612, 646 Grade Six Standard 1: Students understand the purposes of government, and the basic constitutional principles of the United States republican form of government. Sixth grade students will: 1.1 Explain what life may have been like for American women who had fewer acknowledged rights before 1920 than today Grade 6: 532, 639 1.2 Differentiate between anarchy, oligarchy, authoritarianism, and totalitarianism Grade 6: Can be developed from 252-253, 282-292, 548-554 1.3 Describe how the U.S. Constitution built upon the Magna Carta Grade 6: 398, 472-473 1.4 Identify American reformers and symbols of political culture—“melting pot”, “sweat shop,” Jane Addams, Teddy Roosevelt, W. E. B. DuBois, Ida B. Wells, Eugene Debs, Martin Luther King, Jr., Robert Kennedy, and others Grade 6: Can be developed from 480-481, 588-589 1.5 Explain the principles of “majority rule” and “minority rights” in representative government Grade 6: Can be developed from 532, 608-609

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Scott Foresman Social Studies

Colorado Grade Level Expectations

Standard 2: Students know the structure and function of local, state, and national government and how citizen involvement shapes public policy. Sixth grade students will: 2.1 Identify the current U.S. President, Colorado Governor, Colorado Senators and members of the House of Representatives Grade 6: Can be developed from H4-H5, 458 2.2 Explain which powers are primarily state powers (education, law enforcement, and highways) Grade 6: Can be developed from 458 2.3 Explain how interest groups and leaders influence public policy—AFL-CIO, Martin Luther King, Jr., and others Grade 6: 480, 588-589, 611, 621 Standard 3: Students know the political relationship of the United States and its citizens to other nations and to world affairs. Sixth grade students will: 3.1 Demonstrate how in America, government expands from the local level to the county, state, national and international levels and contrast to other countries Grade 6: 458, 544, 546-547, 577, 607-609 3.2 Compare what powers in foreign policy are given to the three branches of government by the U.S. Constitution—Executive branch, Legislative branch, and Judicial branch, e.g.: signing a treaty, declaring war Grade 6: Can be developed from 458, 572, 578 3.3 Define “diplomacy” and explain how the U.S. government has mediated international disputes of many kinds, e.g.: Balkans, Ireland, Mideast, etc. Grade 6: 618, 637-639

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Scott Foresman Social Studies

Colorado Grade Level Expectations

Standard 4: Students understand how citizens exercise the rules, rights and responsibilities of participation in civic life at all levels – local, state, and national. Sixth grade students will: 4.1 Read and grade themselves on the U.S. citizenship/naturalization test Grade 6: Can be developed from H4-H5 4.2 Compare the roles of the U.S. military services—Air Force, Army, Marines, and Navy, and discuss how serving in the military serves one’s country Grade 6: Can be developed from 528-529, 584-585 4.3 Explain how racial and sexual harassment deprive citizens of their rights Grade 6: Can be developed from H4 4.4 Give an example of how participating in political life can help solve problems Grade 6: H5

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Colorado Grade Level Expectations

Scott Foresman Social Studies

Scott Foresman Social Studies to the Colorado Academic Standards and Suggested Grade Level Expectations GEOGRAPHY Standard 1: Students know how to use and construct maps, globes and other geographic tools to locate and derive information about people, places, and environments. 6.2 Students know how to use maps, globes, and other geographic tools to acquire, process, and report information from a spatial perspective. Kindergarten students will:  understand what maps, globes and other geographic tools represent and how they are used; Kindergarten: 31-34, 73-76, 309-224  understand that the same features can be represented by maps made to different scales; Kindergarten: Can be developed from 31-34, 210-211  understand what the different colors on a topographic map mean. Kindergarten: Can be developed from 202-203

First and second grade students will:  understand the standard orientation of maps and globes (where North, South, East and West are located); find different directions on the map; Grade 1: H10-H14, 60-61, 120-121 Grade 2: 124-125

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Scott Foresman Social Studies

Colorado Grade Level Expectations

 understand that maps contain legends with symbols explaining various features and can explain various symbols; Grade 1: 54-55 Grade 2: H12-H13, 20-21  interpret simple unfamiliar maps; Grade 1: H12-H14, 54-55, 120-121, 200-201 Grade 2: 20-21, 60-61, 124-125, 184-185, 214-215  draw simple maps of familiar areas; Grade 1: 54-55 Grade 2: 19-21, 33, 46  create maps to illustrate a story. Grade 1: Can be developed from 54-55, 60-61, 120-121 Grade 2: Can be developed from 16-19, 202-205, 210-213, 216-225 Third grade students will: do all of the above at a higher level plus:  measure straight-line distances using a bar scale; Grade 3: 32-33, 35-63  know how to use an atlas and some on-line resources to find geographic information. Grade 3: H14-H18, 212-213 Fourth grade students will: do all of the above at a higher level plus:  measure various distances using map scales; Grade 4: H13, 86-87, 89

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Scott Foresman Social Studies

Colorado Grade Level Expectations

 read maps and globes using longitude and latitude, coordinates, degrees; Grade 4: H11, H15, 408-409, 419  understand meridians and time zones (the International Date Line); Grade 4: 54-55, 63  understand relief maps - elevations and depressions. Grade 4: 170-171, 185, 372 Fifth grade students will: do all of the above plus:  interpret aerial graphs and maps of communities; Grade 5: Can be developed from H6-H14, 24-30  design custom maps with desired information, using mapping symbols; Grade 5: 328, 453-454, 591  construct diagrams and charts to display spatial information. Grade 5: 12-13, 378-379, 391, 591 Sixth grade students will: do all of the above plus:  understand the concept of the Tropics of Cancer and Capricorn - what they represent, what they are due to and their significance in terms of seasons and temperature on Earth; Grade 6: H8-H9, 23, 104-105, 194-195, 371  understand the essence of climate zones: Arctic, Tropic, Temperate; Grade 6: 23, 104-105, 371

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Scott Foresman Social Studies

Colorado Grade Level Expectations

 locate and explain the Arctic Circle and the Antarctic Circle; Grade 6: H8-H9, 194-195, 205, R19  understand how a flat map represents the round globe - Mercator, conic and plane projections. Grade 6: H10, 166-167, 183, R4-R19

1.2 Students develop knowledge of Earth to locate people, places and environments. Kindergarten students will:  identify major topographic features such as rivers, lakes, mountains, valleys; Kindergarten: 193-208  recognize the shape of, and locate the seven continents on a map or a globe; Kindergarten: 217-224  locate the Atlantic and Pacific Oceans; Kindergarten: 217-220  locate the North and South Poles; Kindergarten: 221-224  locate North America (the continental United States, Alaska, and Hawaii). Kindergarten: 217-224

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Scott Foresman Social Studies

Colorado Grade Level Expectations

First and second grade students will: do all of the above plus:  name and locate the town, city, or community, as well as the state where they live; Grade 1: 74-75, R8-R9 Grade 2: 30-33, 36, R8-R9  identify major oceans: Pacific, Atlantic, Indian, Arctic; Grade 1: 76-77, R4-R5 Grade 2: 38-39, R4-R5  demonstrate more expanded knowledge about the seven continents; Grade 1: 76-77, R2-R4 Grade 2: 36-41, R2-R7  locate all of the major countries in North America, in relation to each-other; Grade 1: 76-77, R2-R4 Grade 2: 36-39, R2-R7  name and locate the original thirteen colonies; and locate major cities on the East Coast with historical significance related to them; Grade 1: 74-75, 202-205, R8-R9 Grade 2: 210-221, R8-R9  locate: the Equator, the North and South Hemispheres and Poles; Grade 1: H11, R4-R5 Grade 2: 38-39  locate major mountains and rivers in the United States; Grade 1: Can be developed from 150-153 Grade 2: 30-33, 56-61, 222-225

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Scott Foresman Social Studies

Colorado Grade Level Expectations

 demonstrate expanded knowledge of topographical features, such as: peninsula, harbor, bay, island; and locate some such features within and bordering North America. Grade 1: 150-155, R10-R11 Grade 2: 56-61, R10-R11 Second grade students will: do all of the above plus:  identify additional geographical terms and features, such as: coast, valley, prairie, desert, oasis; Grade 2: 56-61, R10-R11  demonstrate knowledge on the continent of Asia and locate major countries: China, India, Japan (islands), Russia; Grade 2: 38-39, 271-275, 284-285, R4-R5  demonstrate knowledge of the major geographical features of the Asian continent: major rivers, mountains, cities, demographics; Grade 2: Can be developed from 38-39, 271-275, 284-285, R4-R5  demonstrate knowledge of the geography of the Classical Ancient World - the region of the Mediterranean and Aegean seas; Grade 2: 270-277, R4-R5  demonstrate knowledge of the Western Expansion in North America – the new states, the routes, the migrations, etc.; Grade 2: H14, 222-229, R8-R9  demonstrate knowledge of the geography of the American Civil War; Grade 2: R8-R9

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Scott Foresman Social Studies

Colorado Grade Level Expectations

 name and locate the 48 contiguous states, plus Alaska and Hawaii, and some major topographical features in them, as well as adjoining bodies of water; Grade 2: 30-33, R8-R9  demonstrate knowledge of countries in South America. Grade 2: 38-39, R4-R5 Third grade students will: do all of the above plus:  demonstrate knowledge of topographical features such as: boundary, channel, delta isthmus, plateau, reservoir, strait; Grade 3: 172-173, 175, 178-179, 400-401, R12-R13  demonstrate knowledge of the geography of Canada: a. locate relative to the United States; b. areas of French and British heritage; c. Rocky Mountains; d. Hudson Bay, St. Lawrence River, Yukon River; e. major provinces; f. major cities. Grade 3: 224-227  demonstrate knowledge on the location and characteristics of the important rivers of the world, on all continents; Grade 3: Can be developed from 178-181, R4-R5  demonstrate expanded knowledge on the geography of the Classical Ancient World: a. the Mediterranean, Aegean, Adriatic, Red and Black seas, including the straits of Gibraltar, the Bosphorus, the Suez Canal; b. Greece, Italy, France, Spain, North Africa, Asia Minor; and major cities of historical significance; Grade 3: 30-31, 337, 358-359, 406-407, R2-R5

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Scott Foresman Social Studies

Colorado Grade Level Expectations

 demonstrate knowledge of the geography of Scandinavia (including Greenland, Iceland, Newfoundland) as it relates to the history of the Vikings; Grade 3: Can be developed from 210-211, R2-R5  demonstrate knowledge of the geography of North America (including islands), as it relates to the earliest Americans, European exploration and settlement; Grade 3: 209-210, 242-245  demonstrate expanded knowledge on the thirteen original colonies, with emphasis on the New England colonies, and the Middle Atlantic colonies; Grade 3: Can be developed from 366-368 Fourth grade students will: do all of the above plus:  locate and discuss major mountain ranges throughout the World; Grade 4: H13, 11-13, 16, R6-R7  discuss the altitude of high mountains throughout the World; Grade 4: 11-13, 16-17, 365, 373, R6-R7  demonstrate knowledge of the geography of countries in Europe, Asia the Middle East and Africa; Grade 4: R4-R7  demonstrate knowledge of the geography of the areas significant from the perspective of the American Revolution and the formation of the United States. Grade 4: 130-131, 196

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Scott Foresman Social Studies

Colorado Grade Level Expectations

Fifth grade students will: do all of the above plus:  locate and demonstrate knowledge about the great lakes of the world (all continents); Grade 5: 676-677, 689, R7, R9  identify and locate Central and South America, and the their largest countries on a globe or maps; Grade 5: H8-H10, 684-685, 687, 689, R4-R9  demonstrate knowledge about major relief features in Central and South America (the Amazon River, the Andes, etc.); Grade 5: H8-H10, 684-685, 687, 689, R4-R9  locate the ancient Mezoamerican civilizations; Grade 5: 66-71  locate the activities of the Conquistadors; Grade 5: 66-71  locate the voyages of the European explorers and tradesmen; Grade 5: 110-115, 134-139, 164-167  locate the activities of the slave trade; Grade 5: 113, 206-207  locate Russia in relation to its early growth and expansion; climate; Grade 5: 500, 578-579, R4-R5

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Scott Foresman Social Studies

Colorado Grade Level Expectations

 locate the Japanese islands in relation to its development and religion; climate; Grade 5: 579, 629, R4-R5  demonstrate knowledge about the U.S.A. a. the fifty states and their capitals; b. the Civil War, the states and sites where it was fought; c. reconstruction and westward expansion after the Civil War; d. major American Indian tribes and their original territories. Grade 5: 24-30, 76-85, 492-496, 506-511, 538-541 Sixth grade students will: do all of the above plus:  locate and discuss the great deserts of the world (hot and cold); Grade 6: 78-81, 370-373, 662, R6-R7  demonstrate knowledge of the geography of the Middle East, in relation to its old civilizations, and the rise of important religions; Grade 6: 34-37, 40-43, 48-50, 54-59  demonstrate expanded knowledge of the geography of Ancient Greece and Rome, in relation to important historical events of antiquity; Grade 6: 246-251, 276-277  demonstrate knowledge of the geography of Western Europe, in relation to historical periods and events such as the Age of Enlightenment, the French Revolution, the Industrial Revolution, the Arts of the time, the sociology of the time; Grade 6: 392-396, 400-411, 430-437, 466-471, 474-481  demonstrate knowledge of the geography of Latin America, in relation to the history of the Independence Movements; Grade 6: 459-463

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Scott Foresman Social Studies

Colorado Grade Level Expectations

 demonstrate expanded knowledge of the geography of the U.S. and the world in relation to nineteenth century immigration, industrialization, urbanization, social reforms. Grade 6: 474-481, 656-657

1.3 Students know how to analyze the dynamic spatial organization of people, places and environments. Kindergarten students will:  describe their home in relation to the location of the school, the park, the grocery store, the place where his/her parents work, etc.; Kindergarten: 69-76, 209-212  demonstrate awareness of where his/her out-of-state relatives live; Kindergarten: 213-216  begin to understand the relationship between climate and human/animal lifestyles. Kindergarten: 185-188

First through fourth grade students will:  understand how latitude affects climate, and demonstrate his/her understanding through examples; Grade 1: Grade 2: Grade 3: Grade 4:

Can be developed from 142-145 62-67 150-153, 155, 182-183 7, 18-23, 172-173, 308-310, 378-383

 understand how the availability of water affects human lifestyles; Grade 1: Grade 2: Grade 3: Grade 4:

Can be developed from 150-155 62-67 142-147, 178-181 12-13, 116-121, 172-173, 308-310, 378-383

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Scott Foresman Social Studies

Colorado Grade Level Expectations

 discuss the relationship between climate and human development in the "Cradle of Civilization" - Mesopotamia, and, later, in Egypt, in Central America; and elsewhere. Grade 1: Grade 2: Grade 3: Grade 4:

Can be developed from 142-145 Can be developed from 66-67 Can be developed from 150-153, 155, 182-183 Can be developed from 18-23

Fifth through sixth grade students will: do all of the above plus:  trace and/or draw custom maps featuring information according to the desired use of the maps; Grade 5: 328, 453-454, 591 Grade 6: 235, 419  analyze maps, in order to discover and summarize information about geographical areas; Grade 5: 26-27 Grade 6: H8-H15, 49, 210, 371, R2-R19  organize information obtained through the reading of maps in graphs, diagrams, and other visual aids, in order to illustrate specific demographic, physical and other topics; Grade 5: 8-9, 32-33, 58-59, 378-379 Grade 6: 104-105, 490-491, 562-563, 634-635, 658-659  gather field information and record it on custom maps; Grade 5: Can be developed from H6-H20 Grade 6: Can be developed from H6-H7, H20-H21  trace on maps the spread of human migrations, cultures, languages, religions, diseases; Grade 5: 54-55, 110-115, 142-145, 206-207, 405-406 Grade 6: 130, 296, 332, 373, 436

30

Scott Foresman Social Studies

Colorado Grade Level Expectations

 discover patterns of human habitation and activities through the study of maps; Grade 5: 29, 234, 342, 378-379, 556 Grade 6: 15, 130, 448, 457, 658-659  discuss the places of the world that America depends on for imported resources and goods. Grade 5: 20, 438-445 Grade 6: 630-633 Standard 2: Students know the physical and human characteristics of places, and use this knowledge to define and study regions and their patterns of change. 2.1 Students know the physical characteristics of places. Kindergarten students will:  explain why one place is better than another to build a house on; Kindergarten: 23-26, 69-72, 155-158, 193-204  differentiate between natural and human characteristics of places; Kindergarten: 193-208, 225-228, 275-278  understand the existence of, and describe areas such as deserts, rain forests, plains, mountains, bodies of water, urban areas, etc. Kindergarten: 69-72, 193-208, 275-278

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Scott Foresman Social Studies

Colorado Grade Level Expectations

First through fourth grade students will:  demonstrate expanding ability to differentiate between natural and human characteristics of places; Grade 1: Grade 2: Grade 3: Grade 4:

150-155, R10-R11 56-66, R10-R11 38-45, 48-50, 142-147, 172-173, 178-181 10-17, 142-143, 210-213, 246-249, 368-375

 demonstrate deeper knowledge about particular large geographic areas, such as the Sahara desert, the Amazon rain forest, the Arctic, the Goby Desert, etc. Grade 1: Grade 2: Grade 3: Grade 4:

Can be developed from 150-155, R10-R11 56-60, R10-R11 42-147, 150-153, 182-183 10-17, 178-183, 346-348, 368-374, R6-R7

Fifth through sixth grade students will: do all of the above plus:  describe and compare the physical characteristics of places, using a variety of visual materials and data sources; Grade 5: 25-26, 32-33, 676-677, 689, R14-R15 Grade 6: 78-81, 100-103, 370-373, 392-395, 660-663  describe and compare human characteristics of places; Grade 5: 34-38, 210-214, 538-541, 546-552, 571 Grade 6: 88, 474-481, 634-635, 654-657, 664-667  examine and explain human impact on the landscape/environment; Grade 5: 34-38, 40-41, 210-214, 546-552, 571 Grade 6: 37, 87-88, 100-103, 654-667  identify and analyze how technology shapes the physical and human characteristics of places. Grade 5: 408-413, 538-541, 544-545, 562-566 Grade 6: 18-23, 88, 112, 474-481, 660-667

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Scott Foresman Social Studies

Colorado Grade Level Expectations

2.2 Students know how and why people define regions. Kindergarten students will:  begin to understand why some regions are populated by many people, and others - by few, or none; Kindergarten: 193-204  begin to understand how human activities (such as deforestation, the building of dams, irrigation, etc.) can change the nature of regions. Kindergarten: 193-208, 225-228

First through fourth grade students will:  understand why some regions are populated by many people, and others - by few, or none; Grade 1: Grade 2: Grade 3: Grade 4:

150-155, R10-R11 24-27, 30-33, 36-39 18-23, 38-45, 48-55, 172-173, 186-189 7, 12-13, 18-23, 240-241, 413

 understand how human activities (such as deforestation, the building of dams, irrigation, etc.) can change the nature of regions. Grade 1: Grade 2: Grade 3: Grade 4:

116-119, 156-159, 170-175 24-27, 66-71, 76-79, 82-89, 228-229 18-23, 38-45, 48-55, 318-319, 398-401 116-121, 142-143, 178-183, 232-239, 314-317

Fifth through sixth grade students will: do all of the above plus:  identify and describe regions in terms of physical and human characteristics; Grade 5: 25-26, 32-38, 210-214, 546-552, 676-677 Grade 6: 34-39, 100-103, 186-189, 208-211, 370-373

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Scott Foresman Social Studies

Colorado Grade Level Expectations

 explain how regions are connected through cultural ties, trade, language, resources, through the use of maps; Grade 5: 24-30, 176-183, 240-243, 438-445, 464-467 Grade 6: 373, 448, 630-633, 648, 664-667  explain how regions change over space and time. Grade 5: 24-30, 176-183, 240-243, 438-445, 464-467 Grade 6: 208-211, 392-395, 614-618, 620-623, 654-657

2.3 Students know how culture and experience influence people's perceptions of places and regions. Kindergarten students will:  understand that peoples have adapted to living in their parts of the world; Kindergarten: 155-158, 193-204  begin to identify characteristics of the lifestyles of peoples who live in particular regions; Kindergarten: 193-204  begin to understand why peoples like living in places that others find inhospitable (the Eskimos, the Bedouins, for example). Kindergarten: 193-204

First through fourth grade students will:  identify characteristics of the lifestyles of peoples who live in particular regions; Grade 1: Grade 2: Grade 3: Grade 4:

74-77, 150-155, 258-261 24-27, 40-41, 56-66, 202-205, 228-229 18-31, 38-45, 48-55, 186-189 116-121, 188-192, 256-259, 332-334, 394-400

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Scott Foresman Social Studies

Colorado Grade Level Expectations

 understand why peoples like living in places that others find inhospitable (the Eskimos, the Bedouins, for example). Grade 1: Grade 2: Grade 3: Grade 4:

74-77, 150-155, 258-261 56-66, 202-205 142-147, 150-153, 155, 172-173, 175 12-13, 22-23, 346-348, 396-399, 405

Fifth through Sixth grade students will: do all of the above plus:  gather and compare information on how people of different backgrounds view the same place or region; Grade 5: 142-145, 176-182, 210-214, 464-467, 568-574 Grade 6: 144-145, 216-217, 364-365, 624-625  compare ways in which people of different cultural origins build out and name places in the same regions; Grade 5: 60-62, 82-84, 88-91, 94-97, 176-182 Grade 6: 168-180, 212-215, 218-224, 374-378, 380-385  explain why immigrants to the United States hold on to customs from their home countries. Grade 5: 10, 568-571 Grade 6: Can be developed from 656-657 Standard 3: Students understand how physical processes shape the Earth's surface patterns and systems. 3.1 Students know the physical processes that shape Earth's surface patterns. Kindergarten students will:  identify and describe some of the Earth's physical elements - air, land water, plants and animals; Kindergarten: 193-208

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Scott Foresman Social Studies

Colorado Grade Level Expectations

 begin to understand the nature of the Solar system and how the Earth-Sun relationship affects climate; Kindergarten: 185-192

First through fourth grade students will:  demonstrate understanding that the Earth's climate is subject to cycles of higher or lower temperatures; and that such a cycle, known as the Ice Age, for example, has made possible for the first humans to arrive in America (from Asia) through a land bridge; Grade 1: Grade 2: Grade 3: Grade 4:

Can be developed from 142-145, 190-191 62-67 Can be developed from 150-153, 155, 182-183 18-23, 39, 67

 understand how physical processes from within and without the Earth affect the Earth surface and climate. Grade 1: Grade 2: Grade 3: Grade 4:

150-156 62-67 150-153, 155, 182-183, 194-195 18-23, 172-173, 176-177, 300-304, 374-375

Fifth through Sixth grade students will: do all of the above plus:  understand and describe how the environment can affect human settlement and vice versa; Grade 5: 34-38, 76-80, 88-91, 408-415, 538-541 Grade 6: 78-81, 122-127, 228-229, 654-657, 660-663  identify the elements of ecosystems and explain how they are related to life within; Grade 5: 34-38, 88-91, 94-97, 546-552, 689 Grade 6: 228-229, 660-663

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Scott Foresman Social Studies

Colorado Grade Level Expectations

 research and explain how physical processes influence ecosystems; Grade 5: 24-30, 34-38, 689 Grade 6: 228-229, 660-663  explain the distribution of types of ecosystems and their impact on human populations; Grade 5: 34-38, 176-182, 378-379, 546-552, 689 Grade 6: 228-229, 660-663  analyze the importance of distance in human interaction. Grade 5: 30, 86-87, 408-415, 562-566, 660-661 Grade 6: 198-200, 334-338, 386-387, 456-458, 668-671

3.2 Students know the characteristics and distributions of physical systems of land, air, water, plants, and animals. Kindergarten students will:  tell where some plants, animals and people live, and where they do not live and why; Kindergarten: 185-204  begin to understand how climate influences vegetation patterns, and how that, in turn, influences animal and human life; Kindergarten: 185-192  describe the environment of the area where they live. Kindergarten: 69-72, 185-192

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Scott Foresman Social Studies

Colorado Grade Level Expectations

First through fourth grade students will:  demonstrate understanding of how climate influences vegetation patterns, and how that, in turn, influences animal and human life; Grade 1: Grade 2: Grade 3: Grade 4:

142-145, 148-149 62-71 150-153, 155, 182-183 18-23, 67, 178-183, 308-313, 346-348

 demonstrate understanding of the ability of plants, animals and humans to adapt to living in various and changing environments; Grade 1: Grade 2: Grade 3: Grade 4:

142-145, 148-149, 164-167, 174-175 62-71, 202-204 142-147 67, 178-183, 246-249, 308-313, 346-348

 describe the environment of the area where they live and areas they have visited or have heard about, or have studied about. Grade 1: Grade 2: Grade 3: Grade 4:

50-53, 56-57, 74-77, 150-155 30-33, 62-67, 210-213, 222-225, 228-229 18-23, 38-43, 48-55, 142-147, 178-181 104-109, 166-169, 242-249, 308-313, 368-373

Fifth through sixth grade students will: do all of the above plus:  identify and describe the physical components of the Earth's atmosphere, lithosphere, hydrosphere, and biosphere (e.g. climates, land forms, bodies of water, ecosystems); Grade 5: 19, 29, 58-59, R16-R17 Grade 6: 34-39, 104-105, 210, 228-229, R20-R21  understand how natural processes create or change land forms, and give actual geographic locations as examples; Grade 5: 24-30, 621, R16-R17 Grade 6: 10-17, 122-127, R20-R21

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Scott Foresman Social Studies

Colorado Grade Level Expectations

 define renewable and non-renewable Earth resources; Grade 5: 36 Grade 6: 666  predict the consequences of physical processes on the Earth's surface and weather conditions. Grade 5: 29, 58-59, 621, 687, 689 Grade 6: 660-663 Standard 4: Students understand how economic, political, cultural, and social processes interact to shape patterns of human populations, interdependence, cooperation, and conflict. 4.1 Students know the characteristics, location, distribution, and migration of human populations. Kindergarten students will:  differentiate between small and large human settlements; Kindergarten: 23-26, 69-72, 89-92, 275-278  speak about the migration of the members of their own families; Kindergarten: Can be developed from 301-304, 317-320  identify some cities with large populations in this country; Kindergarten: Can be developed from 213-216, 275-278  identify some countries with large populations. Kindergarten: Can be developed from 217-220

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Scott Foresman Social Studies

Colorado Grade Level Expectations

First through fourth grade students will:  discuss the countries of origin of their ancestors, and locate them; Grade 1: Grade 2: Grade 3: Grade 4:

74-77, 258-261 36-41, 250-253 74-79, 84-89 43, 132-133

 identify and locate cities with large populations in this country; Grade 1: Grade 2: Grade 3: Grade 4:

56-57, 74-77 30-33 48-53 R12-R13, 131, 142-146, 210-213, 410-415

 identify and locate countries with large populations; Grade 1: Grade 2: Grade 3: Grade 4:

74-77 36-39 Can be developed from 48-55, R4-R5 R4-R5

 use maps to describe and explain population densities in parts of the world. Grade 1: Grade 2: Grade 3: Grade 4:

Can be developed from 74-77 Can be developed from 36-39, R4-R5 Can be developed from 48-55, R4-R5 R4-R5

Fifth through sixth grade students will: do all of the above plus:  describe and discuss the reasons for human migrations (e.g. famine, slave trade, wars, persecution) after studying related literature; Grade 5: 113, 176-182, 206-207, 405-406, 438-447 Grade 6: 372-373, 448-449, 615, 656-657

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Scott Foresman Social Studies

Colorado Grade Level Expectations

 create graphs depicting population numbers and distribution; Grade 5: 8-9, 378-379 Grade 6: 634-635, 651, 654-659  describe the influence of population on environment; Grade 5: 24-30, 34-41, 378-379 Grade 6: 654-657, 660-663, 673  analyze the characteristics of a certain population. Grade 5: 8-9, 378-379, 568-571 Grade 6: 634-635, 654-659

4.2 Students know the nature and spatial distribution of cultural patterns. Kindergarten students will:  understand some of the elements of culture: food, clothing/adornment of the body, tools and weapons, housing/shelter, modes of transportation, languages, customs, etc. Kindergarten: 23-26, 93-96, 251-254, 267-274, 309-324

First through fourth grade students will:  understand a greater number of the elements of culture, and how many of them are shaped by the geography of the region where people live (recreation, religion, arts, etc.) Grade 1: Grade 2: Grade 3: Grade 4:

62-67, 142-145, 148-149, 208-215, 258-261 180-183, 186-189, 236-237, 256-261, 264-271 26-31, 78-79, 104-109, 114-117, 120-125 43-44, 107, 256-261, 274-275, 394-399

41

Scott Foresman Social Studies

Colorado Grade Level Expectations

Fifth through Sixth grade students will: do all of the above plus:  use interviews with real people to define cultural change; Grade 5: H18, 284-285, 356-357 Grade 6: H20  differentiate among different cultures in Colorado; Grade 5: Can be developed from 82-85, 88-91, 232-236, 438-441 Grade 6: Can be developed from 212-215  differentiate among different cultures in other parts of the world; Grade 5: 66-71, 102-104, 106-109, 142-145, 156-162 Grade 6: 114-117, 136-143, 168-180, 190-193, 374-378  use cultural clues/artifacts to identify historical migrations; Grade 5: 54-57, 206-207, 405-406, 570-571, 628 Grade 6: 10-16, 18-23, 26-29, 130, 448-449  analyze the impact of various cultures on physical elements of the Earth; Grade 5: 60-64, 102-104, 106-109, 142-145, 156-162 Grade 6: 18-23, 34-39, 190-193, 218-224, 370-373  use a variety of maps to research information regarding the location and movements of various cultures; Grade 5: 76-80, 82-85, 88-91, 94-97, 106-109 Grade 6: 130, 220, 286, 383, 409  analyze geographical factors that have generated cultural change. Grade 5: 76-80, 82-85, 88-91, 94-97, 106-109 Grade 6: 18-23, 26-29, 78-81, 222-224, 408-410

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Scott Foresman Social Studies

Colorado Grade Level Expectations

4.3 Students know the patterns and networks of economic interdependence. Kindergarten students will:  identify what kind of economic activity their parents participate in to earn a living; Kindergarten: 119-126, 131-134  identify some economic activities in areas of Colorado (agriculture, mining, resorts, etc); Kindergarten: Can be developed from 119-126  describe some economic networks used in daily life, such as transportation. Kindergarten: 159-162, 271-274, 313-316

First through fourth grade students will:  identify major economic activities in Colorado and other States, and in other countries; Grade 1: Grade 2: Grade 3: Grade 4:

74-77, 108-111 112-115, 120-123, 134-137 160-165, 318-323, 334-336, 338-341 66-74, 210-213, 314-319, 338-340, 410-415

 describe economic networks used in daily life, such as transportation, banking, telephone system, etc.; Grade 1: Grade 2: Grade 3: Grade 4:

104-105, 124-127, 246-253 120-123, 126-129, 134-137, 228-229, 278-283 242-244, 246-247, 290-295, 306-308, 334-336 80-85, 142-146, 210-213, 232-237, 280-282

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Scott Foresman Social Studies

Colorado Grade Level Expectations

 identify major economic activities in the countries that they have studied about. Grade 1: Grade 2: Grade 3: Grade 4:

74-77, 108-111, 258-261 134-137, 278-283 338-341 72-79, 116-121, 264-266, 338-340, 410-415

Fifth through sixth grade students will: do all of the above plus:  identify economic activities within a region and examine the reasons for their locations; Grade 5: 18-22, 34-38, 408-413, 546-552, 562 Grade 6: 630-633  explain the need for trade among regions, based on local availability of resources and goods; Grade 5: 18-22, 30 Grade 6: 630-633, 664-667  construct maps to illustrate historical patterns of human origins and activities; Grade 5: 54-57, 60-64, 156-162 Grade 6: 10-16, 18-23, 37-39, 78-81, 475-477  compile examples of cultural and economic reasons for changes in human societies; Grade 5: 18-22, 82-85, 276-282, 416-425, 464-467 Grade 6: 114-117, 334-341, 444-449, 576-581, 620-623  analyze systems to deliver services and goods; Grade 5: 18-22, 30, 538-541, 544-545, 661 Grade 6: 475, 630-633

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Scott Foresman Social Studies

Colorado Grade Level Expectations

 discuss world trade and explain the systems that support it. Grade 5: 18-22 Grade 6: 630-633

4.4 Students know the processes, patterns, and functions of human settlement. Kindergarten students will:  discuss stories about far-away lands and people and compare their lives with that of their own community; Kindergarten: 255-266, 301-304  discuss their parents' occupation and how it relates to the part of the country where their family lives. Kindergarten: 119-126, 131-134, 213-216

First through fourth grade students will:  discuss differences between prehistoric and modern human settlements in this part of the country; Grade 1: Grade 2: Grade 3: Grade 4:

Can be developed from 190-191, 194-195 24-27, 202-205 Can be developed from 18-23, 208-209 39, 67, 142-146, 210-213, 410-417

 discuss differences between rural and urban human settlements; Grade 1: Grade 2: Grade 3: Grade 4:

56-57 24-27 38-43, 48-57 142-146, 210-213, 268-275, 345-348, 410-417

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Scott Foresman Social Studies

Colorado Grade Level Expectations

 demonstrate understanding of spatial characteristics of parts of the city (residential, central business, recreational, etc.); Grade 1: Grade 2: Grade 3: Grade 4:

50-53, 56-57 16-27 48-57 142-146, 210-213, 410-417

 guess and/or explain the reasons for the location of certain cities/settlements in relation to the relief and resources available in the area. Grade 1: Grade 2: Grade 3: Grade 4:

74-77, 150-155 24-27, 30-33, 36-39, 76-79, 112-115 18-26, 142-147, 150-155, 172-173, 178-181 10-23, 142-146, 210-213, 314-317, 410-417

Fifth through Sixth grade students will: do all of the above plus:  use maps to compare and contrast historic factors that have changed land use in a region; Grade 5: 82-85, 106-109, 142-145, 408-415 Grade 6: 18-23, 78-81, 228-229, 444-449  deduct geographical reasons for human settlements in specific areas; Grade 5: 24-30, 34-38, 438-447, 538-541, R12-R13 Grade 6: 34-38, 78-81, 100-103, 370-373, 392-395  classify cities according to their human and environmental characteristics; Grade 5: 378-379, 571, R12-R13 Grade 6: Can be developed from 476-477, R4-R5  compare patterns of land use and human settlement in various regions; Grade 5: 24-30, 176-182 Grade 6: 34-38, 78-81, 100-103, 370-373, 392-395

46

Scott Foresman Social Studies

Colorado Grade Level Expectations

 classify cities according to their physical characteristics; Grade 5: 378-379, 571, R12-R15 Grade 6: Can be developed from 476-477, R4-R5  analyze the process of the creation of a megalopolis. Grade 5: Can be developed from 378-379, R12-R13 Grade 6: Can be developed from 476-477, 654-659

4.5 Students know how cooperation and conflict among people influence the division and control of the Earth's surface. Kindergarten students will:  discuss stories about the native Americans and conflicts among the tribes; Kindergarten: 255-258, 263-266  discuss stories about the first Europeans in America and their search for gold and silver (for some), and for freedom and living space (for others). Kindergarten: 259-262

First through fourth grade students will:  understand that today's residents of Colorado/the U.S. are relative newcomers; Grade 1: Grade 2: Grade 3: Grade 4:

190-191, 196-199, 202-205 66-67, 202-205, 210-225, 228-229, 270-271 84-90, 208-211 39, 67, 256-259, 394-397, 400-406

 understand the meaning of country boundaries and why people have created them; Grade 1: Grade 2: Grade 3: Grade 4:

Can be developed from 74-77 36-39 Can be developed from 18-23, 26-31 14-15

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Scott Foresman Social Studies

Colorado Grade Level Expectations

 understand that all human conflicts are based on competition for land and its resources and can give examples from the content of their history lessons; Grade 1: Grade 2: Grade 3: Grade 4:

190-191, 196-199, 202-205 66-67, 202-205, 210-225, 228-229 208-211, 228-229 40-42, 66-69, 126-129, 188-193, 324-328

 understand the configuration of a town/city within a county, within state, within a country, a continent, the Earth. Grade 1: Grade 2: Grade 3: Grade 4:

74-77 8-11, 30-33, 36-39 10-15, 18-23 H8-H9, 4-5, 30, R2-R15

Fifth through Sixth grade students will: do all of the above plus:  describe political, social, and economic divisions throughout early American history; Grade 5: 60-64, 142-150, 168-173, 224-227, 416-425 Grade 6: 456-458  understand and describe how people divide the Earth's surface into different types of territorial units; Grade 5: R4-R6, R10-R13 Grade 6: H6-H7, 498-503, R4-R5  analyze the reasons for divisions and cooperation among peoples, in terms of geography. Grade 5: 18-22, 30, 34-38, 142-145 Grade 6: 444-449, 630-633, 644-649, 664-667

48

Scott Foresman Social Studies

Colorado Grade Level Expectations

Standard 5: Students understand the effects of interactions between human and physical systems and the changes in meaning, use, distribution, and importance of resources. 5.1 Students know how human actions modify the physical environment. Kindergarten students will:  discuss various types of human housing - from caves to high-rise apartments; Kindergarten: 23-26, 155-158  begin to understand that some regions are populated by many people, and others - by few, or none; Kindergarten: 193-204

First through fourth grade students will:  demonstrate understanding of why some regions are populated by many people, and others - by few, or none; Grade 1: 150-155 Grade 2: 24-27, 30-33, 36-39 Grade 3: 18-23, 38-45, 48-55, 172-173, 186-189 Grade 4: 7, 12-13, 18-23, 240-241, 413  understand how human activities (such as deforestation, the building of dams, irrigation, etc.) can change the nature of regions; Grade 1: Grade 2: Grade 3: Grade 4:

150-161, 170-175 24-27, 56-67, 76-79, 82-89, 228-229 18-23, 38-45, 48-55, 318-319, 398-401 H6-H7, 116-121, 178-183, 314-317, 384-388

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Scott Foresman Social Studies

Colorado Grade Level Expectations

 understand how human activities impact the lives of animals, and of other people. Grade 1: Grade 2: Grade 3: Grade 4:

150-161, 170-175 66-67, 202-205, 270-275 18-23, 38-45, 48-55, 160-165, 398-401 116-121, 178-183, 308-313, 338-343, 346-348

Fifth through Sixth grade students will: do all of the above plus:  examine the factors that have caused the disappearance of an animal or plant species; Grade 5: 34-38, 40-41, 680-681, 684-685, 687 Grade 6: 228-229, 660-663  understand the interrelatedness of environmental systems and its impact on life (human and other); Grade 5: 34-38, 40-41 Grade 6: 228-229, 660-663  describe ways in which humans adapt to physical changes in the Earth's environments; Grade 5: 29, 54-57, 60-64, 88-91, 94-97 Grade 6: 10-17, 18-25  explain how environmental changes in one place affect other places (acid rain, pollution, pesticides, etc.); Grade 5: Can be developed from H6-H7 Grade 6: 476-477, 660-663  predict new ways for humans to adapt to their environments; Grade 5: Can be developed from H6-H7 Grade 6: 664-667

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Colorado Grade Level Expectations

 use maps to track the influence of environmental changes from one place to another. Grade 5: Can be developed from H6-H7 Grade 6: 228-229, 660-663, 673

5.2 Students know how physical systems affect human systems. Kindergarten students will:  understand why people can build housing in some places and not in other; Kindergarten: 23-26, 69-72, 155-158, 193-204  understand the need to keep the environment clean. Kindergarten: 81-84, 225-228

First through fourth grade students will:  understand that surface relief has a major impact on human activities; Grade 1: Grade 2: Grade 3: Grade 4:

150-156 56-67 142-147, 172-173, 175, 178-181, 186-189 10-17, 104-109, 166-171, 300-304, 368-375

 understand that climatic changes over time bring changes in human habitation and activities; Grade 1: Grade 2: Grade 3: Grade 4:

Can be developed from 142-145, 164-167, 190-191 66-67, 202-205 150-155, 182-183 39, 67, 172-173, 308-313, 378-383

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Colorado Grade Level Expectations

 understand the causes of natural disasters. Grade 1: Grade 2: Grade 3: Grade 4:

Can be developed from 150-156 Can be developed from 56-69 Can be developed from 142-147 10-17, 176-177, 374-375

Fifth through Sixth grade students will: do all of the above plus:  understand how population growth affects air, land and water quality, and how they impact the physical environment; Grade 5: 378-379, 571 Grade 6: 476-477, 654-657, 660-663  explore the positive and negative effects of humans on the environment; Grade 5: 34-38, 40-41 Grade 6: 228-229, 476-477, 660-663  explain how people's lives are influenced by population movements. Grade 5: 8-10, 142-145, 168-173, 378-379, 568-575 Grade 6: 10-16, 18-23, 448-449, 476-477, 654-659

5.3 Students know the changes that occur in the meaning, use, location, distribution, and importance of resources. Kindergarten students will:  compare the size of settlements they know today, with their size years ago; Kindergarten: 275-278  understand why all human settlements are located near rivers; Kindergarten: Can be developed from 193-208

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Scott Foresman Social Studies

Colorado Grade Level Expectations

 begin to understand that resources are necessary for human existence; Kindergarten: 225-228  begin to understand what kinds of resources are necessary for human existence. Kindergarten: 225-228

First through fifth grade students will:  understand what kinds of resources are necessary for human existence; Grade 1: Grade 2: Grade 3: Grade 4: Grade 5:

100-101, 156-159 76-79, 82-89 160-165, 318-323 26-31, 112-121, 182-183, 314-315, 384-388 34-38

 understand that resources are not distributed equally everywhere; Grade 1: Grade 2: Grade 3: Grade 4: Grade 5:

156-159 76-79, 82-89, 134-137 160-165, 318-323 26-31, 112-121, 182-183, 314-315, 384-388 34-38

 understand the difference between renewable and non-renewable resources; Grade 1: Grade 2: Grade 3: Grade 4: Grade 5:

Can be developed from 156-159, 170-173 Can be developed from 76-79, 82-89 319 29, 182-183, 314-315, 384-388 36

 begin to understand that existing resources are not unlimited, and will not last forever; Grade 1: 156-159, 170-173 Grade 2: 76-79, 82-89 Grade 3: 160-165, 318-323, 398-401

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Colorado Grade Level Expectations

Grade 4: 26-31, 112-121, 182-183, 314-315, 384-388 Grade 5: 34-38, 40-41  begin to understand that, as some resources are depleted, people develop technologies to use different resources; Grade 1: Grade 2: Grade 3: Grade 4: Grade 5:

Can be developed from 156-159, 170-173 Can be developed from 76-79, 82-89 160-165, 318-323 26-31, 182-183, 314-315, 384-388 34-38, 40-41

 understand the need for careful management of resources; Grade 1: Grade 2: Grade 3: Grade 4: Grade 5:

156-159, 170-173 82-89 160-165, 318-323, 398-401 26-31, 112-121, 182-183, 314-315, 384-388 34-38

 understand the need for exploration for new resources. Grade 1: Grade 2: Grade 3: Grade 4: Grade 5:

156-159, 170-173 Can be developed from 76-79, 82-89 160-165, 318-323 26-31, 182-183, 314-315, 384-388 34-38

Fifth through Sixth grade students will: do all of the above plus:  track specific resources' distribution throughout the world; Grade 5: Can be developed from 34-38 Grade 6: 659, 664-667, 673  compare countries and their development based on their available resources; Grade 5: Can be developed from 34-38 Grade 6: 630-633, 664-667

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Colorado Grade Level Expectations

 examine current impact of resource use; Grade 5: 34-38, 40-41 Grade 6: 660-667  predict the changes to a region with better management and resource use; Grade 5: 34-38, 40-41 Grade 6: 660-667  examine and report how energy resources in different countries are used. Grade 5: Can be developed from 34-38 Grade 6: 664-667 Standard 6: Students apply knowledge of people, places, and environments to understand the past and present and to plan for the future. 6.1 Students know how to apply geography to understand the past. Kindergarten students will:  compare the housing of people from different historical periods and point out the influence of geography on it; Kindergarten: 23-26, 155-158

First through fifth grade students will:  demonstrate understanding that climates have changed over time; Grade 1: Grade 2: Grade 3: Grade 4: Grade 5:

Can be developed from 142-145 62-67 150-155, 182-183 18-23, 39, 67, 172-173, 378-383 29, 54-57

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Scott Foresman Social Studies

Colorado Grade Level Expectations

 understand that changing environments have influenced and are influencing people and events in the past and present; Grade 1: Grade 2: Grade 3: Grade 4: Grade 5:

150-155, 190-191, 196-199, 202-205 66-67 18-23, 26-29, 142-147, 150-155, 178-181 39, 67, 338-343, 346-348, 394-397 34-38, 88-91, 156-162

 use maps to describe the human and environmental factors that have marked the history of various regions. Grade 1: Grade 2: Grade 3: Grade 4: Grade 5:

Can be developed from 74—77, 196-205 66-67, 202-205, 272-275 26, 191, 210, 220, 252 22, 167, 234, 347, 372 159, 305, 387, 473, 550

Fifth through Sixth grade students will: do all of the above plus:  identify the various geographic aspects of a region; Grade 5: 24-30, R6-R7 Grade 6: 100-103, 122-127, 186-189, 208-210, 392-395  analyze the impact human migration has had on regions and countries; Grade 5: 8-10, 43, 54-57, 142-145, 568-571 Grade 6: 654-659  examine how various regions/countries deal with social, economic and political changes. Grade 5: 608-614, 624-630, 636-649, 652-655, 662-663 Grade 6: 606-612, 620-623, 630-633, 636-641, 644-649  explain how competition for resources causes conflict. Grade 5: 34-38, 142-145, 156-162 Grade 6: 444-449, 486-489, 492-496, 546, 664-667

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Colorado Grade Level Expectations

6.2 Students know how to apply geography to understand the present and plan for the future. Kindergarten students will:  describe their own home, where it is located, and what is in its vicinity. Kindergarten: 23-26, 31-34, 69-72, 89-92, 155-158  describe what kind of home/world they would like to live in, in the future. Kindergarten: 23-26, 119-126, 155-159, 225-228

First through fifth grade students will:  observe and describe community issues from a spatial perspective: the building of new houses in the neighborhood, heavy traffic, etc.; Grade 1: Grade 2: Grade 3: Grade 4: Grade 5:

50-53, 56-57 16-19, 25-27, 154-157 10-15, 38-45, 48-55, 398-401 142-146, 210-213, 276-282, 416 Can be developed from H6-H7, 571

 explain how human-induced factors can change the environment (development versus conservation); Grade 1: Grade 2: Grade 3: Grade 4: Grade 5:

170-173 24-27, 82-85 18-23, 142-147, 160-167, 318-323, 398-401 142-146, 268-272, 338-340, 342-343, 400-406 34-38, 40-41

 compare attitudes of people from different cultures towards social issues, including the role of the two sexes and make projections about the future. Grade 1: Grade 2: Grade 3: Grade 4: Grade 5:

Can be developed from 258-261 Can be developed from 36-41, 272-275 Can be developed from 26-31, 48-55, 208-209 43-44, 136-139, 200-201, 205-207, 256-261 416-425, 470-482

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Colorado Grade Level Expectations

Fifth through Sixth grade students will: do all of the above plus:  examine various social, political and economic regions and see how they are different from past to present; Grade 5: 176-181, 370-377, 430-438, 464-467, 554-557 Grade 6: 106-112, 334-338, 492-496, 576-580, 606-612  show how environments and resources have affected various areas from past to present; Grade 5: 34-38, 76-80, 156-162, 464-467, 546-552 Grade 6: 78-81, 370-373  predict the future of regions based on available resources and human interaction. Grade 5: 30, 34-38, 40-41 Grade 6: 660-671  explain and discuss the need for responsible environmental management practices. Grade 5: 34-38, 40-41 Grade 6: 228-229, 660-671

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Colorado Grade Level Expectations

Scott Foresman Social Studies

Scott Foresman Social Studies to the Colorado Academic Standards and Suggested Grade Level Expectations History Standard 1: Students understand the chronological organization of history and know how to organize events and people into major eras to identify and explain historical relationships. Kindergarten students will:  distinguish between past, present, and future time, such as “before and after,” “yesterday,” “today,” and “tomorrow” Kindergarten: 127-130, 255-262, 267-274, 313-316  create a brief historical narrative that chronologically organizes people and events in the history of their family heritage, school, neighborhood, local community Kindergarten: 19-22  identify the beliefs and related behavior of characters in stories from times past, and the consequences of their actions Kindergarten: 255-270  know the “birthday” of our nation, July 4 Kindergarten: 93-96, 243, 267-270

First grade students will:  differentiate broad categories of historical time such as “long, long ago,” “yesterday,” “today,” and “tomorrow” Grade 1: 114-115, 122-123, 196-199, 202-205, 242-243

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Colorado Grade Level Expectations

 create timelines that show people and events in sequence using days, weeks, months, years, decades, centuries Grade 1: 28-31, 146-147, 166, 180, 252-253  use a calendar and distinguish between day, week, month, and year Grade 1: 20-21  identify examples of change and continuity in their own lives, the history of their school and community, and in the ways people lived long ago and today Grade 1: 12-13, 190-191, 210-211, 242-243, 246-253

Second grade students will:  distinguish between past, present, and future time Grade 2: 202-205, 210-213, 222-225, 262-263, 272-275  create an historical narrative of their own, such as their families’, their school’s, or community’s history or construct a brief oral narrative describing, in sequence, a past event Grade 2: 200-201, 250-253  develop “picture timelines” of their own lives or events in the history of their own or another family, using photos from home, drawing pictures to fill any gaps, and arranging the set chronologically to identify events or actions and their consequences Grade 2: 226-227, 250-253  compare rural, urban, and suburban communities and describe how the local community has changed physically and demographically over time in Colorado Grade 2: 22-27, 62-67

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Colorado Grade Level Expectations

Third grade students will:  discuss the general chronological order of significant people, groups and events in the history of the community Grade 3: 13, 26-29, 90-95, 114-115  sequence events by days, weeks, months, and years Grade 3: 87, 248-249, 286-287  create an historical narrative of their own, such as their family’s, their school’s, or community’s history (e.g. compare a student’s day in Colorado from the 19 th century to the present), establish a chronology for the story, providing a beginning, a middle, and an end Grade 3: 35, 101  group events by broadly defined eras in the history of their local community Grade 3: 84-86, 114-117, 208-211, 242-244, 250-255  identify events or actions and their consequences as shown in local or family history Grade 3: 74-77, 242-244, 250-255

Fourth grade students will:  construct time lines of significant historical developments in Colorado, identifying the dates at which each occurred, and place them sequentially along a date line that marks at evenly spaced intervals the years, decades, and/or centuries of the time period under investigation Grade 4: R42-R43  create a brief historical narrative that chronologically organizes people and events in a select period of Colorado history Grade 4: R42-R44

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Colorado Grade Level Expectations

 create time lines that show people and events in sequence by years, decades, centuries Grade 4: 134-135, 151, 217  describe a cause and effect relationship in a sequence of events Grade 4: 146, 228-229, 245, 249, 284

Fifth grade students will:  demonstrate a chronological understanding of the study of the Colonial Era (1500 – 1754) including characteristics of English colonies in North America; differences among Spanish, French and English colonies; the interaction of Native American, black, and colonial cultures, the “planting” and nurturing of new societies Grade 5: 159-173, 176-182, 202-205, 210-221, 224-227  demonstrate a chronological understanding of the study of the Revolutionary Era (1754-1783) including the causes of the revolution, the establishment of the government through the Declaration of Independence and the consequences of the Revolution Grade 5: 268-273, 276-283, 286-291, 296-308, 314-319  construct various time lines of American history from pre-Columbian times to 1877, highlighting landmark dates, technological and economic changes, social movements, military conflicts, and presidential elections Grade 5: 54-57, 142-145, 296-308, 402-413, 506-511  trace patterns of change and continuity in the history of their community, state, nation and in the laws of various people of various cultures from long ago until the post Civil War period Grade 5: 82-85, 246-251, 338-350, 416-420, 516-521

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Colorado Grade Level Expectations

Sixth grade students will:  construct various time lines of history in the regional development of the Western Hemisphere from 2000 B.C. to the present, highlighting landmark dates, technological changes, major political and military events. Grade 6: 168-181, 201, 456-463, 543, 644-649  trace patterns of change and continuity in the Western Hemisphere from long ago throughout the 20 th century, using a variety of information sources. Grade 6: 218-224, 456-463, 543, 633, 644-649 Standard 2: Students know how to use the processes and resources of historical inquiry. Kindergarten students will:  pose questions about the lives of children in the past Kindergarten: 19-22, 255-278, 313-316  identify examples of connections between past and present in their own lives (e.g., new family members, change of address) Kindergarten: 19-22, 313-316

First grade students will:  form questions to direct their investigation and analysis of family artifacts, historical documents, sites, and other records of the past Grade 1: 18-19, 114-115, 194-195, 210-211, 242-243  listen to or read historical stories, myths, or legends, and compare, contrast, and discuss, the different experiences of people in the various tales. Grade 1: 176-177, 266-267

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Colorado Grade Level Expectations

 recognize how writing, photographs, and graphs show events in the past (e.g., daily journals, class scrapbook, hundred day time line) Grade 1: 66-67, 210-211, 242-243, 250-251  identify examples of connections between past and present in their own lives Grade 1: 102-103, 212-215, 224-225, 242-243, 246-253

Second grade students will:  pose and answer questions about the lives of children and families in the past Grade 2: 22-23, 202-205, 210-213, 250-253, 272-275  gather information about the past from fiction and non-fiction books, oral history , photographs and graphs Grade 2: H14, 208-209, 214-215, 276-277, 284-285  read geographic symbols and identify the geographic features of places represented in picture maps, air photos, and terrain models of places now and in the past (e.g. name and locate the town, city, community, or state where they reside.) Grade 2: H12-H13, 20-21, 60-61, 66-67, 214-215  analyze historical fiction on such criteria as the accuracy of the story’s historical details and sequence of events Grade 2: Can be developed from 284-285  compare and contrast their daily lives with those of their parents and grandparents Grade 2: 250-253, 272-275

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Colorado Grade Level Expectations

 trace the history of a family through the use of primary sources including artifacts, photographs, interviews, and documents Grade 2: 250-253, 272-275

Third grade students will:  pose and answer questions about the history of their community Grade 3: 84-86, 230-235, 258-263, 266-269  gather information about the past from fiction and non-fiction books, oral histories, photographs, newspapers, and art work Grade 3: H14-H18, 112-113, 212-213, 324-325, 406-407  read geographic symbols, map scales, and directional indicators in order to obtain information from historical maps such as: the geographic features of the setting in which they occurred, their absolute and relative locations, and the distance and direction involved Grade 3: 32-33, 98-99, 210, 222-223, 388-389  use available technology to obtain historical information Grade 3: H14-H18, 212-213  identify various sources of historical information and verify those sources as legitimate, accurate, and balanced in presentation. Grade 3: H14-H18, 166-167, 212-213, 228-229, 362-363  identify how diaries, historical photographs and art work are used to record history Grade 3: 84-85, 112-113, 264-265, 374-375

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Colorado Grade Level Expectations

 present examples of connections between past events and present day situations Grade 3: 123, 208-211  compare evidence we have from settlers in the west, Native American Indians, and journalists that show how various people lived in North America in the 18 the and 19 th centuries. Grade 3: 242-247, 250-255, 258-263, 266-269, 326-327

Fourth grade students will:  gather historical data from oral history, interviews, diaries, letters, newspapers, speeches, texts, maps, photographs, and artwork. (Topics may vary widely, but techniques for verifying information should be constant.) Grade 4: H16-H22, 140-141, 274-275, 344-345, 350-351  use available technology to obtain historical information Grade 4: H17, 262-263  identify, analyze, and make generalizations about life in Colorado history using primary sources including artifacts, diaries, letters, photographs, art, documents and newspaper archives Grade 4: 330-331, R42-R43  distinguish fact from fiction by comparing documentary sources addressing historical figures and events with fictionalized characters and events of common eras. Grade 4: 74, 179, 271, 310, 354-355  summarize and sequence major events in Colorado history from 1876 to the present and locate significant places and events on a map of the state. Grade 4: R42-R43

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Colorado Grade Level Expectations

Fifth grade students will:  pose and answer questions about key events in the history of the early United States Grade 5: 156-173, 216-220, 268-273, 370-376, 464-467  suggest how things might have turned out differently if those involved in a historical event in our nation’s history had chosen a different course of action Grade 5: 296-300, 314-319, 344-347, 405-406, 484-487  analyze historical narratives to identify the facts the author involved has provided, and evaluate the credibility of the generalization or interpretation the author has presented Grade 5: 222-223, 284-285, 320-321, 468-469, 584-585  compare the characters and events in historical fiction with primary sources such as the historical sites themselves; artifacts of the time available in museums, journals, diaries, and photos of the historical figures in the story; and news articles and other records from the period in order to judge the historical accuracy of the story Grade 5: 287, 374, 424-425, 544-545, 584-585  locate on a United States map major physical features, bodies of water, exploration and trade routes, the states that entered the union up to 1877, and identify the states that formed the Confederacy during the Civil War (draw a map of the Confederate States) Grade 5: 24-30, 134-141, 176-182, 370-375, 477-479  Discuss what our country would be like today if the Confederates won the Civil War Grade 5: 464-467, 484-487, 492-496, 506-511, 516-521

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Colorado Grade Level Expectations

Sixth grade students will:  pose and answer questions based on the history of the early North, Central, and South American civilizations Grade 6: 174-181, 196-201, 441, 446-449, 456-463  gather information from multiple sources, including electronic databases, to understand events from varying perspectives Grade 6: 216-217, 364-365, 450-451, 472-473, 624-625  interpret information from historical maps, photographs, art works and other artifacts of the past. Grade 6: 210-211, 222-225, 447, 502  analyze the regional development of Latin American and the Caribbean vis-àvis physical, economic and cultural characteristics and historical evolution from 1000 A.D. to the present Grade 6: 168-181, 196-201 Standard 3: Students understand that societies are diverse and have changed over time. Kindergarten students will:  describe the history of national and community celebrations (e.g., Labor Day, Veterans Day, Memorial Day, Cinco de Mayo, Juneteenth, etc.) Kindergarten: 93-96, 267-270, 309-312  explore the history of at least one group of Native Americans from the western plains Kindergarten: 255-258, 263-266

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Colorado Grade Level Expectations

First grade students will:  identify various national holidays and the heroism and achievements of the people associated with them Grade 1: 184-187, 212-217  become familiar with the people and ways of life of at least one Native American tribe or nation, such as: Blackfoot, Comanche, Crow, Kiowa, Dakota, Ute, Cheyenne, Arapaho, Lakota (Sioux) Grade 1: 188-195  recognize how the presence, interactions, and contributions of various groups and cultures have affected the school, neighborhood, community, and state Grade 1: 50-53, 68-71  identify reasons for living in a group Grade 1: 50-53, 56-57, 70-71  recognize that there are families and cultures around the world (e.g., the culture of Mexico and Meso-Americans, Sudan, Ukraine, etc.) Grade 1: 258-261, 264-265

Second grade students will:  describe various holidays & celebrations in different cultures Grade 2: 180-183, 256-263  identify the cultural heritage evident in their neighborhoods or schools (e.g., restaurants, and stores) Grade 2: 8-11, 16-19, 256-261

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Colorado Grade Level Expectations

 identify ways that people in neighborhoods can help and support each other (e.g., yard care, Neighborhood Watch, snow shoveling, etc.) Grade 2: 8-13, 112-115, 154-157

Third grade students will:  compare various family structures in Mexico, Canada, and the United States, etc. Grade 3: Can be developed from 104-109  identify the cultural heritage evident in their community (e.g., restaurants, stores, and place names) Grade 3: 90-95, 104-109, 114-117  explain the cultural origins of place names in the community Grade 3: 18-23  identify ways that people in communities have helped and supported each other now and in the past Grade 3: 10-15, 74-79

Fourth grade students will:  recognize how the presence, interactions, and contributions of various groups and cultures have affected the school, neighborhood, community, and state Grade 4: 43, 126-129, 198-201, 256-259, 394-397  describe the history, interactions, and contributions of various people and cultures that have lived in or migrated to the area that is now Colorado (e.g. Anasazi [cliff dwellers], early Hispanic) Grade 4: Can be developed from 324-328, 332-337

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Colorado Grade Level Expectations

 identify the location of Mexican and other settlements in Colorado (e.g. Bent’s Fort, Ft. Garland, etc.) Grade 4: R42-R44  compare how and why people traveled to Colorado; and the major trails (Santa Fe, Smoky Hill, Overland, etc.) which they used Grade 4: 68-69, 80-81, R42-R44  identify reasons for living in social groups Grade 4: 126-129, 188-192, 256-261, 324-328, 394-397  describe important components of the common cultural heritage of the United States as a whole (e.g., English language, government, family structure, and education.) Grade 4: 43-44, 46-52, 56-59, 90-91

Fifth grade students will:  describe growth and change in America from colonial times to 1861 with emphasis on territorial exploration, expansion, and settlement, including the Louisiana Purchase, the Lewis and Clark expedition, the acquisition of Florida, Texas, Oregon, and California (note the effects of geography on settlement.) Grade 5: 373-377, 403, 430-436, 438-445, 450-451  describe the growth and change in America from 1801 to 1861 with emphasis on the effects of geography, climate, canals and river systems, economic incentives, and “frontier spirit”, which influenced the movement of people, goods, and services Grade 5: 370-377, 403, 411-415, 431-433, 438-445

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Colorado Grade Level Expectations

 describe the physical, cultural, historical, and economic differences among the three colonial regions: New England Colonies, Middle Colonies, Southern Colonies Grade 5: 156-162, 168-173, 176-182, 199, 210-214  describe the growth and change in America from colonial times to 1861 with emphasis on the principal relationship between the United States and Canada and the European powers (include discussion of the Monroe Doctrine), and describe how international relationships influenced western expansion Grade 5: 246-251, 315, 373, 380-384, 403

Sixth grade students will:  describe the history, interactions, and contributions of various peoples and cultures that have lived in or migrated, immigrated, or were brought into the Western Hemisphere’s history. Grade 6: 174-181, 196-201, 441, 446-449, 456-463  explain the key historical issues in Central American and U.S. relations (including the Panama Canal) and current issues of poverty and government instability throughout South and Central America (consider what common factors create governmental instability.) Grade 6: 216-217, 364-365, 450-451, 472-473, 624-625  explain the issues brought forth by cultural diversity in Canada Grade 6: 210-211, 222-225, 447, 502  compare Incan to Aztec and Mayan Civilizations Grade 6: 168-181, 196-201 Standard 4: Students understand how science, technology, and economic activity have developed, changed, and affected societies throughout history. Kindergarten students will:

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Colorado Grade Level Expectations

 distinguish between needs and wants Kindergarten: 142-158  discuss computers, telephones, and other communication tools. Kindergarten: 41, 142

First grade students will:  identify scientific and technological developments that affect the family or school environment (e.g., computers, copy machines, telephones, television, kitchen appliances and cars) Grade 1: 102-103, 164-167, 242-243, 246-253  give examples of different ways that resources can be allocated (e.g., sharing, authority, and “first-come, first-served”.) Grade 1: Can be developed from 22-25  draw upon pictures, stories, and field trips to local museums in order to write a story or draw a picture that explains the changes in family life that occurred when the family no longer had to hunt for food, could be supported on smaller plots of land, and could acquire surplus for storage and trading Grade 1: 164-167

Second grade students will:  identify technological developments that affect the neighborhood (e.g., street lights, water service, electricity.) Grade 2: 8-11, 112-115, 278-281  identify money as a limited resource Grade 2: 126-129

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Colorado Grade Level Expectations

 describe choices about how to spend limited resources and discuss the fact that these choices have consequences Grade 2: 104-109, 126-129  describe how people obtain goods and services (barter, trade, and money.) Grade 2: 104-107, 120-123, 134-139  identify food production and consumption long ago and today including the role of farmers, processors, distributors, weather, and land and water resources Grade 2: 68-75  identify how limits on resources require people to choose what to produce and what to consume Grade 2: 104-107, 120-123  identify economic reasons for people moving west Grade 2: 222-225, 228-229  explain how the decision made by pioneers to go west altered the availability of resources for Native Americans (killing of buffalo, etc.) Grade 2: 222-225

Third grade students will:  describe the impact of various technological developments on the local community (e.g., irrigation, transportation, and communication.) Grade 3: 242-247, 250-255, 258-269

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Scott Foresman Social Studies

Colorado Grade Level Expectations

 describe economic needs and wants of a community (e.g., education, recreation, transportation, and city services.) Grade 3: 290-295, 300-303, 355, 384-387  identify economic resources of the community (e.g., goods and services.) Grade 3: 318-323, 355  explain how supply and demand affects the resources in a community Grade 3: 306-311

Fourth grade students will:  compare the lives of groups affected by changes and developments in tools and equipment (e.g., “hunters and gatherers” in contrast to the lives of people who cultivated plants and raised domesticated animals for food.) Were the tools different? Why? Grade 4: 126-129, 188-192, 256-261, 324-328, 394-397  identify or describe individual achievements of scientists and inventors from many cultures Grade 4: 132, 135  describe the economic reasons why people move to and from a location* Grade 4: 43

Fifth grade students will:  describe the general characteristics of economic systems (e.g. scarcity, growth, distribution of goods and services, production, and consumption.) Grade 5: 18-22

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Scott Foresman Social Studies

Colorado Grade Level Expectations

 describe growth and change in America from colonial times to 1861 including the impact of inventions such as the cotton gin, McCormick reaper, steamboat, and steam locomotive on life in America Grade 5: 408-413  describe growth and change in America from colonial times to 1861 including the development and use of money, saving, and credit Grade 5: 204-207, 407

Sixth grade students will:  identify and explain the consequences of scientific and technological changes (e.g. navigation, transportation, printing, weaponry, agriculture, communication, and medicine.) Grade 6: 18-21, 351, 354, 434-435, 668-671  explain how societies are and have been linked by economic factors Grade 6: 431, 543, 630-633  distinguish between developed and developing countries in the Western Hemisphere and relate the level of development to the quality of life. (What part does education play in development, or the lack thereof?) Grade 6: Can be developed from 606-612  analyze the impact of European expansion into the Americas in view of the trade in slaves, tobacco, rum, fur, and gold; and economic and cultural transformations (e.g. plants like tobacco and corn became available in new places; arrival of the horse in the Americas, etc.) Grade 6: 180, 215, 441, 444-449

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Scott Foresman Social Studies

Colorado Grade Level Expectations

Standard 5: Students understand political institutions and theories that have developed and changed over time. Kindergarten students will:  learn patriotic songs, the Pledge of Allegiance, and the National Anthem. Kindergarten: 242-243, 251-254  identify examples of rules, such as sharing and taking turns, and the consequences of breaking them Kindergarten: 12-13, 27-30, 35-38, 81-84  identify examples of honesty, courage, determination, individual responsibility and patriotism in American history in stories, in folklore, and in everyday life Kindergarten: 12-13, 27-30, 35-38, 82-83, 85-88

First grade students will:  identify national symbols, heroes, and holidays in the United States (e.g., flag, eagle, July 4th , Pledge of Allegiance, George Washington as “father of our country”.) Grade1: H6-H7, 208-217, 224-225  explain the making of rules by direct democracy (everyone votes on the rules) and by representative government (a smaller elected body makes the rules) with examples of both in their classroom, school and community Grade1: 22-25, 70-71, 218-221

Second grade students will:  explain the need for and benefits of rules & personal responsibility in a neighborhood or community (Civics) Grade 2: H4-H5, 8-11, 82-85, 154-157, 180-183

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Scott Foresman Social Studies

Colorado Grade Level Expectations

 give examples of various ways decisions are made (e.g., majority vote, compromise, and personal) (Civics) Grade 2: H5, 14-15, 108-109, 154-157, 172-175  give examples of how families and communities depend on each other (e.g., community services, and citizen participation.) Grade 2: 112-115, 154-157, 172-175  explain the difference between making laws, carrying out laws, and determining if laws have been violated; and identify the government bodies that perform these functions at the local, state, and national levels Grade 2: 154-157, 160-163, 166-169, 172-175

Third grade students will:  explain why cities and towns have laws to maintain order and protect citizens (Civics) Grade 3: 370-371, 376-379  describe the functions of city government (Civics) Grade 3: 384-387, 390-395  give examples of different heads of government (e.g., presidents, kings, mayors, and governors.) Grade 3: 358-361, 366-371, 390-395  describe how political leadership is acquired in the community Grade 3: 376-379

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Scott Foresman Social Studies

Colorado Grade Level Expectations

 list ways citizens can interact with local government (e.g., letter writing, and public meetings.) Grade 3: 376-379, 384-387, 398-401  explain the need for balance between individual rights and mutual cooperation for people to live and work together in communities Grade 3: 370-371, 376-379  explain the fundamental ideals and principles that form the foundation of our republican form of government including inalienable rights (“life, liberty, and the pursuit of happiness”), the rule of law, justice, and equality under the law Grade 3: 358-361, 366-371

Fourth grade students will:  identify historical figures from diverse backgrounds in the United States who have advanced the rights of individuals, and promoted the common good Grade 4: 53, 139, 207  identify and study the contents of the Constitution of Colorado and the United States Constitution as important documents (Civics) (Discuss ways in which these documents affect our lives.) Grade 4: 46-52  explain the importance of national celebrations, symbols, and ideas in their historical context as well as today Grade 4: 43-44, R24-R25  describe the purpose, structure, and functions of state government (Civics) Grade 4: 49

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Scott Foresman Social Studies

Colorado Grade Level Expectations

 explain why rules and laws have been established and enforced in states and nations Grade 4: 46-52  give examples of how individuals in various groups have gained, lost, or maintained political rights, freedoms, and power in the history of Colorado Grade 4: Can be developed from 139-141, 324-328, 394-397  give examples of how states and regions have become interdependent Grade 4: 82, 143, 146, 212-213, 414  predict how Colorado’s expanding role in a world economy might affect the future of the state (e.g., Denver International Airport)* (What problems come with growth?) Grade 4: 82, 414

Fifth grade students will:  explain the causes, major figures, and consequences of the American Revolution (e.g. “No taxation without representation,” Intolerable Acts, Paul Revere’s ride, Declaration of Independence, George Washington, Thomas Jefferson, Valley Forge, etc.) Grade 5: 268-273, 276-283, 286-291, 296-308, 314-319  study and analyze the ideas set forth in the United States Constitution and the Bill of Rights as related to British and American heritage; including the Magna Carta, the English Bill of Rights, the Mayflower Compact, and the Articles of Confederation Grade 5: 14-17, 162, 170, 338-340, 344-355

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Scott Foresman Social Studies

Colorado Grade Level Expectations

 relate the United States Constitution and the Bill of Rights to the powers granted to the Congress, the president, the Supreme Court and those reserved to the states Grade 5: 14-17, 344-355  describe the challenges faced by the new United States government, with emphasis on the writing of the new constitution in 1787 and the struggles over ratification and the addition of a Bill of Rights Grade 5: 344-355  give examples of extensions and restrictions of political and civil rights in United States history (e.g. Emancipation Proclamation, slavery) Grade 5: 224-227, 416-425, 470-482, 500, 516-523  describe how attributes of various Colonial people affected their individual rights in that era (e.g. gender, racial identity, national origin, property ownership, religion, legal status.) Grade 5: 148-150, 168-173, 176-182, 202-203, 224-227

Sixth grade students will:  describe how other nations have pursued, established, and maintained democratic forms of government Grade 6: 606-612  give examples of how states and regions have become interdependent (e.g. the North American Free Trade Agreement (NAFTA.) Grade 6: 630-633  explain the key historical issues in South America in the struggle for independence Grade 6: 462

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Scott Foresman Social Studies

Colorado Grade Level Expectations

 explain Mexico’s history from Spanish Conquest through the Mexican Revolution of 1910 (Discuss how Mexico’s government has affected its economy.) Grade 6: 446-447, 459-461 Standard 6: Students know that religious and philosophical ideas have been powerful forces throughout history. Kindergarten students will:  recite the Pledge of Allegiance and recognize it as a statement of our country’s foundation. Kindergarten: 251-254  participate in various forms of artistic expression (e.g., folk dances, songs, games, and visual arts.) Kindergarten: 50, 100, 176-177, 242-243, 321-324  Share songs of many faiths Kindergarten: Can be developed from 93-96, 267-270, 309-312

First grade students will:  identify traditions in their family (e.g., Thanksgiving traditions, Kwanzaa, Hanukkah, Christmas, etc.) Grade 1: 62-67, 212-215  identify celebrations in their families Grade 1: 62-67, 212-215

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Scott Foresman Social Studies

Colorado Grade Level Expectations

 participate in various forms of artistic expression (e.g., folk dances, songs, games, and visual arts.) Grade 1: 102-103, 176-177, 224-225, 266-267

Second grade students will:  recognize that families have different traditions Grade 2: 250-253, 256-261  recite the Pledge of Allegiance and recognize it as a statement of our country’s foundation Grade 2: H6, 180-181  identify celebrations and practices traditional in their communities (e.g., harvest days, cultural celebrations, and historical celebrations.) Grade 2: 16-19, 256-261  identity various art forms used in celebrations (e.g., dance, music, parades and holiday decorations.) Grade 2: 16-19, 256-261  learn formulations of the “Golden Rule” as expressed in major religions and ethical teachings, and practice applying it in their treatment of others Grade 2: Can be developed from 8-11

Third grade students will:  recognize that families have different traditions based on their individual beliefs and values Grade 3: 104-106

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Scott Foresman Social Studies

Colorado Grade Level Expectations

 identify the variety of churches, service, and other organizations and the importance they play in their community Grade 3: Can be developed from 10-15, 74-79  give examples of forms of expression that depict the history, daily life and beliefs of their community (e.g., art, architecture, and community celebrations.) Grade 3: 104-106, 114-117, 120-124

Fourth grade students will:  recognize that peoples develop traditions that transmit their beliefs & ideas (e.g., marriage ceremonies, feasts, naming of infants.) Grade 4: 43-44  give examples of how the beliefs of people are reflected in the celebrations and practices of their communities Grade 4: 43-44  give examples of religious beliefs of Native Americans in Colorado Grade 4: Can be developed from 324-328, 394-397  Give examples of forms of expression that depict the history, daily life and beliefs of various peoples (e.g., folk tales, ballads, dance and architecture.) Grade 4: 90-91, 152-153, 224-225, 286-287, 420-421

Fifth grade students will:  describe religious traditions of various ethnic groups in Colonial United States Grade 5: 149, 168-173, 184-185, 218, 237

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Scott Foresman Social Studies

Colorado Grade Level Expectations

 describe religious developments in United States history (e.g. the Puritans, the Christian Abolitionists, the Mission System, the Mormon Trek, the founding of “utopian” religious communities.) Grade 5: 172-173, 218, 234-237, 418, 441  give examples of how religious and philosophical beliefs defined standards of right and wrong, good and evil, and justice and injustice in Colonial America Grade 5: 149, 168-173, 184-185, 218, 237

Sixth grade students will:  describe different religious concepts that have developed throughout history (e.g. monotheism and polytheism.) Grade 6: 54-57, 114-117, 136-143, 294-297, 330-333  describe how societies have used various forms of arts, dance, theater, and music to express their religious beliefs and philosophical ideas throughout history Grade 6: 148-149, 432-433, 506-507, 592-593  explain how stories, myths, and other forms of literature and oral traditions reflect the beliefs of cultures and societies Grade 6: 64-65, 232-233, 308-309, 416-417, 674-675  Study and explain the artistic, religious, oral traditions, and the architecture of the Incas, Aztecs, and Mayas Grade 6: 168-179, 190-201

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