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ULTIMATE CURRICULUM FRAMEWORK GOALS You Decide

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ULTIMATE CURRICULUM FRAMEWORK GOALS You Decide Content Area Social Studies Grade/Course Grade 04 School Year 2019-20 Framework Number: Name 03: Governing Colorado – From Citizens to Elected Officials Pacing within Semester 5 weeks within Semester 2 ULTIMATE CURRICULUM FRAMEWORK GOALS Ultimate Performance Task The Ultimate Performance Task for this Framework is: You Decide Tú decides (Spanish version) The most important performance we want learners to be able to do with the acquired content knowledge and skills of this framework is: ● accessing and analyzing information. ● collaboration across networks and leading by influence. ● initiative and entrepreneurialism. Transfer Goal(s) Students will be able to independently use their learning to … ● collaborate across networks to analyze real-world issues facing Colorado citizens. ● access and analyze multiple perspectives on an issue to become a well-informed citizen. ● demonstrate initiative and entrepreneurialism by presenting an authentic solution to a problem facing Colorado. Meaning Goals BIG IDEAS / UNDERSTANDINGS ESSENTIAL QUESTIONS Students will understand that … Students will keep considering: ● decisions of the U.S. government affect the decisions of the ● Does a system of checks and balances provide us with an Colorado government. effective and efficient state government? ● Colorado’s branches of government are designed to check and ● Do states need local control? balance each other so no one branch has all the power. ● Why do people’s opinions on a topic differ, and how does this ● various individuals and groups influence the way an issue enrich a community? affecting the state is viewed and resolved. ● How does what’s happening around the United States influence ● how people feel about an issue depends on their point of view. the people and government of Colorado? ● What would Colorado be like without a state government? IDEAS IMPORTANTES / CONOCIMIENTOS PREGUNTAS ESENCIALES Los estudiantes comprenderán que… Los estudiantes seguirán teniendo en cuenta: ● las decisiones del gobierno de los Estados Unidos afectan a las ● ¿El equilibrio de poderes nos da un gobierno estatal eficiente y decisiones del gobierno de Colorado. eficaz? ● los poderes gubernamentales de Colorado están diseñados ● ¿Los estados necesitan el control local? para equilibrarse entre ellos, para que ninguna rama tenga ● ¿Por qué difieren las opiniones de las personas acerca de un todo el poder. tema y cómo enriquece esto a la comunidad? ● diversos grupos e individuos influyen en cómo se ve y se ● ¿Cómo lo que sucede en todo los Estados Unidos influye en el resuelve un asunto que afecte al estado. pueblo y el gobierno de Colorado? ● lo que opina el pueblo acerca de un asunto depende su punto ● ¿Cómo sería Colorado sin gobierno estatal? de vista. Acquisition Goals In order to reach the ULTIMATE GOALS, students must have acquired the following knowledge, skills, and vocabulary. However, depending on the student, it MAY NOT be necessary to teach everything listed. Students Can: Students will be skilled at … ● Explain the historical foundation and events that led to the ● identifying and analyzing valid primary source documents for Colorado Constitution and the formation of the three varying approaches, viewpoints and interpretations. branches of Colorado government. ● creating a visual representation of the three branches of the ● Identify and explain a variety of roles leaders, citizens, and Colorado government including each branch’s responsibility. others play in state government. ● identifying and explaining the services provided by the state ● Identify and explain the services the state government government and how those services are funded. provides and how those services are funded. ● describing how the decisions of the state government affects ● Describe how the decisions of the state government affect local government. local government and interact with federal law. ● providing supportive arguments for both sides of a public ● Describe how a citizen might engage in state government to policy debate. demonstrate their rights or initiate change. ● placing events of history in chronological order to understand ● Provide supportive arguments for both sides of a current cause and effect. public policy debate. Colorado Essential Skills: ● Explain, through multiple perspectives, the cause-and-effect relationships in the human interactions among people and ● Recognize how members of a community rely on each cultures that have lived in or migrated to Colorado. For other to make decisions and enact change. example: American Indians, Spanish explorers, (Civic/Interpersonal Skills: Collaboration/Teamwork) trappers/traders, and settlers after westward expansion. ● Regulate reactions to differing perspectives. (Personal Skills: Adaptability/Flexibility) ● Identify and explain multiple perspectives when exploring issues faced by the state of Colorado. (Civic/Interpersonal Skills: Global/Cultural Awareness) ● Participate in social or community activities. ● Set goals and develop strategies which take into account positive and negative incentives in order to remain focused on learning goals. (Personal Skills: Perseverance/Resilience) Vocabulary / Vocabulario Tier 1 / Nivel 1 Tier 2 / Nivel 2 Tier 3 / Nivel 3 (everyday words) (general academic words) (domain-specific words) ● local / local ● debate / debate ● checks and balances / equilibrio de ● responsibility / responsabilidad ● citizenship / ciudadanía poderes ● power / poder ● government / gobierno ● legislative / legislativo ● opinion / opinión ● taxes / impuestos ● executive / ejecutivo ● argument / argumento ● voting / votación ● judicial / judicial ● licensing / regulación ● governor / gobernador ● federal / federal ● constitution / constitución ● branch / rama ● services / servicios ● capital vs. capitol / capital vs. capitolio Optional Learning Plan Other Evidence of Understanding ● Connections from School to Home – Activities for home ● Colorado Government Quiz involving parents (Spanish on reverse side from English). ● How a Bill Becomes a Law Quiz Teachers choose appropriate activities. ● The Colorado Story – Chapter 7: Government and Civics; and Chapter 9: Government for All of Us. This textbook covers all units and standards. It is a comprehensive book with a teacher’s guide, student workbook, audiobook, and ELL resources. Need a login to view some additional resources. ● Colorado General Assembly – Website containing information regarding the General Assembly including legislator websites, committees, bills in process, audio and video broadcasts, etc. ● Lessons on Local Government – Great site for lessons/resources The ULTIMATE GOALS were developed from these standards: “Unwrapped” Priority Standards Supporting Standards Colorado Academic Social Studies Standards Standard 3 – Economics SS.4.3.1: People respond to positive and negative incentives Standard 4 – Civics SS.4.4.1: IDENTIFY, INVESTIGATE, and ANALYZE multiple perspectives on civic issues. SS.4.4.1.b: Provide supportive arguments for both sides of a current public policy debate (DOK 1-3) SS.4.4.2.a: EXPLAIN the historical foundation and events that led to the Colorado Constitution and the formation of the three branches of Colorado government. SS.4.4.2.b: Identify and explain a variety of roles leaders, citizens, and others play in state government (DOK 1-3) SS.4.4.2.c: Identify and explain the services state government provides and how those services are funded (DOK 1-3) SS.4.4.2.d: Describe how the decisions of the state government affect local government and interact with federal law (DOK 1-3) SS.4.4.2.e: Describe how a citizen might engage in state government to demonstrate their rights or initiate change. Standard 1 - History SS.4.1.2.c: Describe both past and present interactions among the people and cultures in Colorado. For example: American Indians, Spanish explorers, trappers/traders, and settlers after westward expansion. Common Core State Standards (CCSS): Reading – Informational Text Key Ideas and Details RI.4.1: REFER to details and examples in a text when EXPLAINING what the text says explicitly and when DRAWING inferences from the text Common Core State Standards (CCSS): Writing Text Types and Purposes W.4.1: WRITE opinion pieces on topics or texts, supporting a point of view with reasons and information Common Core State Standards (CCSS): Speaking and Listening Comprehension and Collaboration SL.4.1: Engage effectively in a range of COLLABORATIVE DISCUSSIONS (one-on-one, in groups, and teacher-led) with diverse partners on grade 04 topics and texts, BUILDING on others’ ideas and EXPRESSING their own clearly SL.4.1.a: Come to discussions PREPARED, having read or studies required material; explicitly DRAW on that preparation and other information known about the topic to explore ideas under discussion SL.4.1.b: FOLLOW agreed upon rules for discussions and carry out assigned roles SL.4.1.c: POSE and RESPOND to specific questions to CLARIFY or FOLLOW UP on information, and MAKE comments that contribute to the discussion and LINK to the remarks of others SL.4.1.d: REVIEW the key ideas expressed and EXPLAIN own ideas and understanding light of the discussion ©Copyright Eagle County Schools 2017.
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