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eLECTIONS State Standards - Colorado Content Standards


COLORADO STANDARDS ALL

COLORADO SEA HOMEPAGE

COLORADO CIVICS STANDARDS


Colorado Model Content Standards

CIVICS
  1. Students understand the purposes of government, and the basic constitutional principles of the United States republican form of government.
  2. Students know the structure and function of local, state, and national government and how citizen involvement shapes public policy.
  3. Students know the political relationship of the United States and its citizens to other nations and to world affairs.
  4. Students understand how citizens exercise the roles, rights and responsibilities of participation in civic life at all levels - local, state and national.
STANDARD 1: Students understand the purposes of government, and the basic constitutional principles of the United States republican form of government.

RATIONALE

Citizens need to understand different ideas about civic life, politics, and government so that they can make informed judgments, decisions and actions about the role of government. Understanding allows individuals to analyze the advantages and disadvantages of the United States system, to evaluate issues related to its design and purposes, and to offer suggestions for change and improvement. The United States written constitution sets forth the principles upon which our government is based. The successful implementation of the constitutional system of the United States is dependent upon its citizens holding civic values and principles in common that constitute the political culture of the United States and the founders' original intent. Citizens must understand the fundamental ideas of constitutional government, its history, and contemporary relevance to develop a reasoned commitment to constitutionalism and rule of law. Citizens can use these understandings as criteria to evaluate the performance of government officials and to gauge their own effectiveness as citizens.

1.1 Students know and understand what government is and what purpose it serves.

Grades 5-8

As students in grades 5-8 extend their knowledge, what they know and are able to do include:
  • explaining major ideas about why government is necessary (for example, promote the common good, protect individual rights, safety, order);
  • describing how the United States Constitution limits the power of government; and
  • comparing and contrasting various ideas about the purposes of government.
Grades 9-12

As students in grades 9-12 extend their knowledge, what they know and are able to do includes:
  • explaining how purposes of government impact the individual and society;
  • analyzing how different forms of government execute the purposes of government; and
  • analyzing and knowing how different forms of government impact the individual (for example, personal freedom and political liberty).
1.2 Students know the essential characteristics of limited and unlimited government.

Grades 5-8

As students in grades 5-8 extend their knowledge, what they know and are able to do includes:
  • comparing limited and unlimited government;
  • describing different types of government, limited, unlimited and absence of government (for example, anarchy, oligarchy, constitutional republic, authoritarian, democratic and totalitarian); and
  • explaining how rule of law differs from arbitrary decisions of a leader
Grades 9-12

As students in grades 9-12 extend their knowledge, what they know and are able to do includes:
  • comparing and contrasting limited and unlimited government (for example, constitutional republic, authoritarian, and totalitarian government);
  • comparing how constitutions promote the principles of a political system and provide the basis for government; and
  • describing how constitutions and the rule of law may limit government
1.3 Students understand the principles of the United States constitutional government.

Grades 5-8

As students in grades 5-8 extend their knowledge, what they know and are able to do includes:
  • explaining the historical foundation of the United States constitutional government (for example, the influence of the Roman Republic, Magna Carta, colonial experience, the Declaration of Independence, Articles of Confederation, the importance of the natural rights philosophy, and social contract);
  • explaining the essential principles of government stated in the United States Constitution (for example, the purposes of government as stated in the Preamble, limited government, separation of powers, checks and balances of legislative, executive and judicial branches, federalism and rule of law);
  • identifying individual rights protected by the Bill of Rights; and
  • developing and defending positions on current issues involving constitutional protection of individual rights
Grades 9-12

As students in grades 9-12 extend their knowledge, what they know and are able to do includes:
  • analyzing the political thought that influenced the development of the United States Constitution (for example, social contract theory, the major ideas of republicanism, natural rights philosophy);
  • evaluating the Federalist and Anti-Federalist positions in the context of contemporary United States society;
  • explaining how the United States Constitution is a vehicle for continuity and preserving liberty, yet allows for change; and
  • explaining the conditions which are necessary for the United States constitutional government to operate effectively (for example, the acceptance of or commitment to common constitutional principles).
1.4 Students know the distinctive characteristics of the political culture of the United States.

Grades 5-8

As students in grades 5-8 extend their knowledge, what they know and are able to do includes:
  • explaining how the shared political principles of the United States Constitution affect citizens (for example, shared political principles could be liberty, equality, justice, patriotism, limited government);
  • developing, evaluating, and defending positions on how shared political principles have affected citizens;
  • analyzing why conflicts arise, and ways in which conflicts can be resolved in a peaceful manner; and
  • describing and analyzing the processes that have led to the expansion of rights for more Americans (for example, abolition of slavery, women's suffrage, civil rights movement).
Grades 9-12

As students in grades 9-12 extend their knowledge, what they know and are able to do includes:
  • analyzing how amendments, laws, and landmark decisions have helped fulfill the promise of the Constitution;
  • analyzing the relationship between the Constitution and the political culture in which it exists;
  • developing, evaluating, and defending positions about the importance of adhering to constitutional principles in managing conflicts over diverse viewpoints (for example, taxation, civil rights, and balance of power); and
  • developing, evaluating, and defending positions on the effectiveness of the Constitution and Bill of Rights in protecting the rights of all citizens
1.5 Students know the fundamental democratic principles inherent in the United States concept of a constitutional democratic republic

Grades 5-8

As students in grades 5-8 extend their knowledge, what they know and are able to do includes:
  • explaining the meaning and importance of each of the following traditional principles of representative government individual rights (for example, the rights to life, liberty, and property), the common good, self-government, justice, and equality;
  • identifying and applying to contemporary situations the fundamental principles of representative government of the United States (for example, rule by consent of the people, representative democracy, rule of law, the importance of citizen participation, limited government, balancing individual and social needs, majority rule and minority rights).
Grades 9-12

As students in grades 9-12 extend their knowledge, what they know and are able to do includes:
  • developing and defending positions on issues in which traditional principles of representative government are in conflict, using historical and contemporary examples (for example, conflicts between liberty and equality, between individual rights and the common good);
  • developing, evaluating, and defending positions about historical and contemporary efforts to act according to constitutional principles (for example, abolition movement, desegregation of schools, civil rights movements); and
  • developing, evaluating, and defending positions on contemporary issues on the balance between individual rights and the common good.
STANDARD 2: Students know the structure and function of local, state, and national government and how citizen involvement shapes public policy.

RATIONALE

Preservation of the United States constitutional system requires the participation of an attentive and knowledgeable citizenry. An understanding of political process and the Constitution enhances responsible participation. Law pervades United States society; it is the mechanism through which policy is expressed and debated, disputes resolved, and government limited. When citizens participate by evaluating, monitoring, and influencing policy at the local, state, and national levels, our system will thrive and continue.

2.1 Students know the organization and functions of local, state, and national governments.

Grades 5-8

As students in grades 5-8 extend their knowledge, what they know and are able to do includes:
  • explaining major responsibilities of national, state, and local governments;
  • explaining the rationale for taxes and the purposes for which taxes are used;
  • identifying their representatives in the legislative branches, heads of executive, and judicial branches;
    • and
  • explaining which level of government they should contact to get information, express their opinions or get help on specific issues.
Grades 9-12

As students in grades 9-12 extend their knowledge, what they know and are able to do includes:
  • analyzing how the organization of the local, state, and national governments influences the formulation and implementation of policy (for example, weak versus strong mayoral system, unicameral versus bicameral legislature, legislative approval of presidential appointments);
  • explaining why states have their own constitutions and the relationship of state constitutions to the federal constitution (for example, the "roots" of colonial assemblies, strong state governments);
  • evaluating the tension between citizens' desire for government services and benefits, and the costs associated with providing those; and
  • describing major provisions of the Colorado Constitution.
2.2 Students know how power, authority, and responsibility are distributed, shared, and limited through federalism as established by the United States Constitution.

Grades 5-8

As students in grades 5-8 extend their knowledge, what they know and are able to do includes:
  • explaining how the Constitution divides the powers of government among the executive, legislative, and judicial branches, and how each branch can check the powers of another; and
  • explaining how and why powers are distributed between local, state, and national governments (for example, shared power such as to tax, borrow money, regulate voting; functions primarily exercised by state governments, such as education, law enforcement, highways; and distribution of power reflects the value of local decision-making and local control).
Grades 9-12

As students in grades 9-12 extend their knowledge, what they know and are able to do includes:
  • analyzing how the design of the United States Constitution balances and checks to prevent the abuse of power (for example, Marbury v. Madison, Supreme Court packing under New Deal, Watergate); and
  • developing, evaluating, and defending positions on historical and contemporary conflicts over the respective roles, balance of power, and responsibility between local, state, and federal government.
2.4 Students know how public policy is developed at the local, state, and national levels.

Grades 5-8

As students in grades 5-8 extend their knowledge, what they know and are able to do includes:
  • defining public policy and identifying examples at local, state and national levels;
  • describing how the public agenda is shaped by political leaders, interest groups, media, state and federal courts, and individual citizens;
  • explaining how political parties, campaigns, and elections influence policy formation;
  • evaluating the role of the media and public opinion in formulating public policy; and
  • explaining how changing demographics affect civic responsibility.
Grades 9-12

As students in grades 9-12 extend their knowledge, what they know and are able to do includes:
  • evaluating the contemporary roles of voters, political parties, associations, and groups in local, state, and national politics (for example, political action committees, interest groups, think tanks, unions, professional organizations);
  • analyzing a current public policy issue at local, state, or national levels and evaluating the alternative positions (for example, welfare reform);
  • explaining why conflicts within traditional principles of representative government may make agreement on issues of public policy difficult (for example, affirmative action, gun control, environmental protection, capital punishment, growth, welfare reform); and
  • developing, evaluating, and defending positions about the role of media and public opinion in United States politics (for example, ways that government and media influence public opinion and the behavior of public officials).
STANDARD 4: Students understand how citizens exercise the roles, rights and responsibilities of participation in civic life at all levels - local, state, and national.

RATIONALE

In order to function effectively as citizens, it is essential that students understand the nature of citizenship and the roles that citizens must play. Citizenship in the United States brings with it rights and responsibilities both at the personal and public levels, including the responsibility to be informed regarding matters of public policy. Citizens who know about and exercise rights and responsibilities ensure that the constitutional republic of the United States is preserved. Informed voting is commonly perceived as the major way in which citizens can participate in government. Students should understand the many other ways that they can participate in civic life on an ongoing basis. Understanding and commitment to exercising the roles and skills related to citizenship, students can help influence and shape public policy and contribute to the maintenance of our way of life.

Grades 5-8

As students in grades 5-8 extend their knowledge, what they know and are able to do includes:
  • explaining the meaning of citizenship in the United States;
  • describing how to become a citizen in the United States (for example, the process of naturalization); and
  • identifying significant characteristics of an effective citizen (for example, civic virtue, common courtesy, respect for person and property, civic and personal responsibility, and honest and fair dealings).
Grades 9-12

As students in grades 9-12 extend their knowledge, what they know and are able to do includes:
  • explaining the rights and obligations of United States citizens;
  • comparing and analyzing the rights and responsibilities of citizens and non-citizens in the United States; and
  • evaluating the usefulness of the following characteristics of an effective citizen to participate effectively in public life (for example, civic virtue, common courtesy, respect for person and property, civic and personal responsibility, and honest and fair dealings).
4.2 Students know how citizens can fulfill their responsibilities for preserving the constitutional republic.

Grades 5-8

As students in grades 5-8 extend their knowledge, what they know and are able to do includes:
  • identifying civic responsibilities (for example, accepting responsibility for the consequences of one's actions as a citizen, considering the rights and interests of others, voting, obeying the law, paying taxes, performing voluntary public service, jury service, serving in the armed forces);
  • identifying contemporary issues that involve civic responsibilities and analyzing various positions on those responsibilities (for example, accepting responsibility for the consequences of one's actions, considering the rights and interests of others, voting, obeying the law, paying taxes, performing voluntary public service, jury service, serving in the armed forces); and
  • analyzing the implications of not fulfilling citizen responsibilities.
Grades 9-12

As students in grades 9-12 extend their knowledge, what they know and are able to do includes:
  • evaluating whether and when their obligations as citizens require that their personal desires and interests be balanced with the public good;
  • evaluating what to do when individual beliefs or constitutional principles are in conflict; and
  • identifying and evaluating how the characteristics of an effective citizen promote the preservation of the republic.
4.3 Students know how citizens can exercise their rights.

Grades K-4

In grades K-4, what students know and are able to do includes:
  • identifying important individual economic, personal, and political rights (for example, freedom of religion, freedom of speech, right to own property).
Grades 5-8

As students in grades 5-8 extend their knowledge, what they know and are able to do includes:
  • distinguishing between personal and political rights (for example, freedom of religion, freedom of speech, right to own property);
  • identifying and analyzing responses to situations involving historic and contemporary threats to the meaning of political rights (for example, right to vote, petition, assembly) as distinguished from personal rights (for example, free speech to express personal taste, freedom of conscience, freedom of movement, privacy rights);
  • identifying and evaluating situations involving conflict between rights and proposing solutions to the conflict within the scope and limits of those rights; and
  • using historical and legal sources of personal and political rights to defend the exercise of rights of citizens in a given situation (for example, Declaration of Independence, Constitution, Bill of Rights, court decisions).
Grades 9-12

As students in grades 9-12 extend their knowledge, what they know and are able to do includes:
  • identifying the scope and limits of rights (for example, all rights have limits);
  • explaining considerations and criteria commonly used in determining what limits should be placed on specific rights (for example, clear and present danger, national security, public safety);
  • evaluating different positions on contemporary issues that involve rights of citizens (for example, restricted membership in organizations, sexual harassment, school prayer, refusal of medical care); and
  • describing and evaluating historical or current examples of citizen movements to ensure rights of all citizens.
4.4 Students know how citizens can participate in civic life.

Grades 5-8

As students in grades 5-8 extend their knowledge, what they know and are able to do includes:
  • explaining the meaning of civic life, politics, and government;
  • identifying and applying criteria useful in selecting political leaders at local, state, and national levels;
  • explaining how participation in civic and political life can help to solve problems; and
  • describing how to influence public policy in the politics and governments of their own classrooms and schools.
Grades 9-12

As students in grades 9-12 extend their knowledge, what they know and are able to do includes:
  • evaluating the effectiveness of various forms of political participation (for example, voting, attending political and governmental meetings, contacting public officials);
  • describing various ways one can exercise leadership and participate in public affairs (for example, campaigning);
  • demonstrating understanding of strategies for monitoring and influencing current public policy (for example, writing to a public official, writing letters to the editor, working with advocacy groups, working on a political campaign or using technology to monitor and influence legislation); and
  • describing the role of civil disobedience.