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Girl Scouts Badges Grades: 11, 12 States: Colorado K-‐12 Academic Standards

AMBASSADOR: Legacy Badges Summary: As an Ambassador, girls can earn seven Legacy badges: Photographer, Coaching, Public Policy, Dinner Party, Ambassador First Aid, Ambassador Girl Scout Way, and Water.

Colorado K-‐12 Academic Standards

Health and PE

Grade: 11

CONTENT AREA CO.HE. COMPREHENSIVE HEALTH

STANDARD HE.1. Physical and Personal Wellness

CONCEPTS AND SKILLS / EVIDENCE OUTCOMES

1.3. Demonstrate ways to take responsibility for healthy eating. Students can:

EVIDENCE OUTCOMES

1.3.d. Set a goal to improve one's personal food choices that lead to a healthier diet




1.6. Develop and maintain the ongoing evaluation of factors that impact health, and modify lifestyle accordingly. Students can:

EVIDENCE OUTCOMES

1.6.a. Analyze the role of personal responsibility in maintaining and enhancing personal, family, and community wellness


STANDARD HE.3. Prevention and Risk Management


3.9. Demonstrate verbal and nonverbal communication skills and strategies to prevent violence. Students can:

EVIDENCE OUTCOMES

3.9.a. Demonstrate verbal and nonverbal ways to ask for help from a parent, other trusted adult, or friend when pressured to engage in violence

EVIDENCE OUTCOMES

3.9.b. Demonstrate verbal and nonverbal ways to refuse pressure to engage in violence

EVIDENCE OUTCOMES

3.9.d. Demonstrate effective strategies for resolving conflicts with another person in nonviolent ways

EVIDENCE OUTCOMES

3.9.e. Demonstrate verbal and nonverbal ways to stop or prevent hazing

CONTENT AREA CO.PGC.

Prepared Graduate Competencies in Comprehensive Health and Physical Education: The prepared graduate competencies are the preschool through twelfth-‐grade concepts and skills that all students who complete the Colorado education system must master to ensure their success in a postsecondary and workforce setting.

STANDARD PGC.2. Prepared Graduates in Physical and Personal Wellness:


2.3. Apply knowledge and skills to engage in lifelong healthy eating


2.4. Apply knowledge and skills necessary to make personal decisions that promote healthy relationships and sexual and reproductive health

Grade: 12




1.3. Demonstrate ways to take responsibility for healthy eating. Students can:

EVIDENCE OUTCOMES

1.3.d. Set a goal to improve one's personal food choices that lead to a healthier diet




1.6. Develop and maintain the ongoing evaluation of factors that impact health, and modify lifestyle accordingly. Students can:

EVIDENCE OUTCOMES

1.6.a. Analyze the role of personal responsibility in maintaining and enhancing personal, family, and community wellness





EVIDENCE OUTCOMES


EVIDENCE OUTCOMES


EVIDENCE OUTCOMES


EVIDENCE OUTCOMES


CONTENT AREA CO.PGC.

Prepared Graduate Competencies in Comprehensive Health and Physical Education: The prepared graduate competencies are the preschool through twelfth-‐grade concepts and skills that all students who complete the Colorado education system must master to ensure their success in a postsecondary and workforce setting.

STANDARD PGC.2. Prepared Graduates in Physical and Personal Wellness:


2.3. Apply knowledge and skills to engage in lifelong healthy eating


2.4. Apply knowledge and skills necessary to make personal decisions that promote healthy relationships and sexual and reproductive health

Language Arts

Grade: 11

CONTENT AREA CO.1. Oral Expression and Listening

STANDARD 1.1. Verbal and nonverbal cues impact the intent of communication. Students can:


1.1.b. Deliver formal oral presentations for intended purpose and audience, using effective verbal and nonverbal communication


1.1.c. Deliver oral talks with clear enunciation, vocabulary, and appropriate organization; nonverbal gestures; and tone


STANDARD 1.2. Validity of a message is determined by its accuracy and relevance. Students can:


1.2.a.

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

EVIDENCE OUTCOMES

1.2.a.i.

Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-‐reasoned exchange of ideas. (CCSS: SL.11-‐12.1a)

EVIDENCE OUTCOMES

1.2.a.vi.

Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task. (CCSS: SL.11-‐12.1b)

CONTENT AREA CO.2. Reading for All Purposes

STANDARD 2.1. Complex literary texts require critical reading approaches to effectively interpret and evaluate meaning. Students can:


2.1.a. Use Key Ideas and Details to:

EVIDENCE OUTCOMES

2.1.a.i.

Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. (CCSS: RL.11-‐12.1)

EVIDENCE OUTCOMES

2.1.a.ii.

Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. (CCSS: RL.11-‐12.2)




2.1.d. Use Range of Reading and Complexity of Text to:

EVIDENCE OUTCOMES

2.1.d.i.

By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11-‐CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. (CCSS: RL.11-‐12.10)


STANDARD 2.2. Ideas synthesized from informational texts serve a specific purpose. Students can:



EVIDENCE OUTCOMES

2.2.a.i.

Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. (CCSS: RI.11-‐12.1)

EVIDENCE OUTCOMES

2.2.a.iv. Designate a purpose for reading expository texts and use new learning to complete a specific task (such as convince an audience,

shape a personal opinion or decision, or perform an activity)




2.2.b. Use Craft and Structure to:

EVIDENCE OUTCOMES

2.2.b.i.

Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10). (CCSS: RI.11-‐12.4)




2.2.c. Use Integration of Knowledge and Ideas to:

EVIDENCE OUTCOMES

2.2.c.i.

Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses). (CCSS: RI.11-‐12.8)

EVIDENCE OUTCOMES

2.2.c.ii.

Analyze seventeenth-‐, eighteenth-‐, and nineteenth-‐century foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln's Second Inaugural Address) for their themes, purposes, and rhetorical features. (CCSS: RI.11-‐12.9)





EVIDENCE OUTCOMES

2.2.d.i.

By the end of grade 11, read and comprehend literary nonfiction in the grades 11-‐CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. (CCSS: RI.11-‐12.10)


STANDARD 2.3. Knowledge of language, including syntax and grammar, influence

the understanding of literary, persuasive, and informational texts. Students can:


2.3.d.

Acquire and use accurately general academic and domain-‐specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. (CCSS: L.11-‐12.6)

CONTENT AREA CO.3. Writing and Composition

STANDARD 3.2. Elements of informational and persuasive texts can be refined to inform or influence an audience. Students can:


3.2.a. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. (CCSS: W.11-‐12.1)

EVIDENCE OUTCOMES

3.2.a.iii.

Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. (CCSS: W.11-‐12.1c)


STANDARD 3.3. Writing demands ongoing revisions and refinements for grammar, usage, mechanics, and clarity. Students can:


3.3.a. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (CCSS: L.11-‐12.1)

EVIDENCE OUTCOMES

3.3.a.i. Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested. (CCSS: L.11-‐12.1a)

EVIDENCE OUTCOMES

3.3.a.ii. Resolve issues of complex or contested usage, consulting references (e.g., Merriam-‐Webster's Dictionary of English Usage, Garner's Modern American Usage) as needed. (CCSS: L.11-‐12.1b)




3.3.b. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. (CCSS: L.11-‐12.2)

EVIDENCE OUTCOMES

3.3.b.ii. Spell correctly. (CCSS: L.11-‐12.2b)




3.3.d.

Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (CCSS: W.11-‐12.5)


3.3.e.

Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. (CCSS: W.11-‐12.6)

CONTENT AREA CO.4. Research and Reasoning

STANDARD 4.1. Self-‐designed research provides insightful information, conclusions, and possible solutions. Students can:


4.1.d.

Use a variety of strategies (e.g. technical reading, direct observation, survey development) to collect relevant information to support the thesis/research question and explain why specific strategies were used instead of others

CONTENT AREA CO.5.

Prepared Graduate Competencies in Reading, Writing, and Communicating: The preschool through twelfth-‐grade concepts and skills that all students who complete the Colorado education system must master to ensure their success in a postsecondary and workforce setting.

STANDARD 5.1.

Collaborate effectively as group members or leaders who listen actively and respectfully pose thoughtful questions, acknowledge the ideas of others, and contribute ideas to further the group's attainment of an objective

STANDARD 5.2. Deliver organized and effective oral presentations for diverse audiences and varied purposes

STANDARD 5.5. Interpret how the structure of written English contributes to the pronunciation and meaning of complex vocabulary

STANDARD 5.6. Demonstrate comprehension of a variety of informational, literary, and persuasive texts

STANDARD 5.11. Write with a clear focus, coherent organization, sufficient elaboration, and detail

STANDARD 5.13. Apply standard English conventions to effectively communicate with written language

STANDARD 5.14. Implement the writing process successfully to plan, revise, and edit written work

STANDARD 5.15. Master the techniques of effective informational, literary, and persuasive writing

Grade: 12


STANDARD 1.1. Effective speaking in formal and informal settings requires appropriate use of methods and audience awareness. Students can:


1.1.a.

Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. (CCSS: SL.11-‐12.4)


1.1.c. Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. (CCSS: SL.11-‐12.6)


STANDARD 1.2. Effective collaborative groups accomplish goals. Students can:


1.2.a. Work with peers to promote civil, democratic discussions and decision-‐making, set clear goals and deadlines, and establish individual roles as needed. (CCSS: SL.11-‐12.1b)


1.2.b.

Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives. (CCSS: SL.11-‐12.1c)


1.2.c. Implement an effective group effort that achieves a goal


STANDARD 2.1. Literary criticism of complex texts requires the use of analysis, interpretive, and evaluative strategies. Students can:


2.1.g.

By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11-‐CCR text complexity band independently and proficiently. (CCSS: RL.11-‐12.10)


STANDARD 2.2. Interpreting and evaluating complex informational texts require the understanding of rhetoric, critical reading, and analysis skills. Students can:


2.2.c.

Use reading and note-‐taking strategies (outlining, mapping systems, skimming, scanning, key word search) to organize information and make connections within and across informational texts


2.2.g. By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11-‐CCR text complexity band independently and proficiently. (CCSS: RI.11-‐12.10)


STANDARD 3.2. Ideas, evidence, structure, and style create persuasive, academic, and technical texts for particular audiences and specific purposes. Students can:


3.2.h. Revise writing using feedback to maximize effect on audience and to calibrate purpose

CONTENT AREA CO.5.


STANDARD 5.1.


STANDARD 5.2. Deliver organized and effective oral presentations for diverse audiences and varied purposes




STANDARD 5.13. Apply standard English conventions to effectively communicate with written language

STANDARD 5.14. Implement the writing process successfully to plan, revise, and edit written work


Science

Grade: 11

CONTENT AREA CO.1. Physical Science

STANDARD 1.5. Energy exists in many forms such as mechanical, chemical, electrical, radiant, thermal, and nuclear, that can be quantified and experimentally determined. Students can:


1.5.d. Identify different energy forms, and calculate their amounts by measuring their defining characteristics

CONTENT AREA CO.3. Earth Systems Science

STANDARD 3.5. There are costs, benefits, and consequences of exploration, development, and consumption of renewable and nonrenewable resources. Students can:


3.5.b. Evaluate positive and negative impacts on the geosphere, atmosphere, hydrosphere, and biosphere in regards to resource use


3.5.c. Create a plan to reduce environmental impacts due to resource consumption


3.5.d. Analyze and interpret data about the effect of resource consumption and development on resource reserves to draw conclusions about sustainable use

CONTENT AREA CO.4.

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

STANDARD 4.10. Describe how humans are dependent on the diversity of resources provided by Earth and Sun

Grade: 12

CONTENT AREA CO.1. Physical Science

STANDARD 1.5. Energy exists in many forms such as mechanical, chemical, electrical, radiant, thermal, and nuclear, that can be quantified and experimentally determined. Students can:


1.5.d. Identify different energy forms, and calculate their amounts by measuring their defining characteristics

CONTENT AREA CO.3. Earth Systems Science

STANDARD 3.5. There are costs, benefits, and consequences of exploration, development, and consumption of renewable and nonrenewable resources. Students can:


3.5.b. Evaluate positive and negative impacts on the geosphere, atmosphere, hydrosphere, and biosphere in regards to resource use


3.5.c. Create a plan to reduce environmental impacts due to resource consumption


3.5.d. Analyze and interpret data about the effect of resource consumption and development on resource reserves to draw conclusions about sustainable use

CONTENT AREA CO.4. Prepared Graduate Competencies in Science: The preschool through twelfth-‐grade concepts and skills that all students who

complete the Colorado education system must master to ensure their success in a postsecondary and workforce setting.

STANDARD 4.10. Describe how humans are dependent on the diversity of resources provided by Earth and Sun

Social Studies

Grade: 11

CONTENT AREA CO.1. History

STANDARD 1.1.

Use the historical method of inquiry to ask questions, evaluate primary and secondary sources, critically analyze and interpret data, and develop interpretations defended by evidence. Students can:


1.1.b. Gather and analyze historical information, including contradictory data, from a variety of primary and secondary sources, including sources located on the Internet, to support or reject hypotheses


STANDARD 1.2. The key concepts of continuity and change, cause and effect, complexity, unity and diversity over time. Students can:


World history (both East and West including modern world history):

EVIDENCE OUTCOMES

1.2.a. Evaluate continuity and change over the course of world history

EVIDENCE OUTCOMES

1.2.c. Analyze the complexity of events in world history




United States history (Reconstruction to the present):

EVIDENCE OUTCOMES

1.2.e. Analyze continuity and change in eras over the course of United States history

EVIDENCE OUTCOMES

1.2.f. Investigate causes and effects of significant events in United States history. Topics to include but not limited to WWI, Great Depression, Cold War

EVIDENCE OUTCOMES

1.2.g. Analyze the complexity of events in United States history. Topics to include but not limited to the suffrage movement and the Civil Rights Movement


STANDARD 1.3. The significance of ideas as powerful forces throughout history. Students can:


World history (both East and West; to include but not be limited to modern world history):

EVIDENCE OUTCOMES

1.3.c. Evaluate the historical development and impact of political thought, theory and actions

EVIDENCE OUTCOMES

1.3.d.

Analyze the origins of fundamental political debates and how conflict, compromise, and cooperation have shaped national unity and diversity. Topics to include but not limited to suffrage, Civil Rights and the role of government

EVIDENCE OUTCOMES

1.3.e.

Analyze ideas critical to the understanding of American history. Topics to include but not limited to populism, progressivism, isolationism, imperialism, anti-‐communism, environmentalism, liberalism, fundamentalism, and conservatism

CONTENT AREA CO.2. Geography

STANDARD 2.2. Explain and interpret geographic variables that influence the interactions of people, places and environments. Students can:


2.2.d. Research and interpret multiple viewpoints on issues that shaped the current policies and programs for resource use

CONTENT AREA CO.4. Civics

STANDARD 4.1. Research, formulate positions, and engage in appropriate civic participation to address local, state, and national issues or policies. Students can:


4.1.a.

Engage ethically in civic activities including discussing current issues, advocating for their rights and the rights of others, practicing their responsibilities, influencing governmental actions, and other community service learning opportunities


4.1.b. Evaluate how individuals and groups can effectively use the structure and functions of various levels of government to shape policy


4.1.c. Describe the roles and influence of individuals, groups, and the press as checks on governmental practices


4.1.d. Identify which level of government is appropriate for various policies and demonstrate an ability to appropriately engage with that level of government


STANDARD 4.2. Purposes of and limitations on the foundations, structures and functions of government. Students can:


4.2.c.

Analyze and explain the importance of the principles of democracy and the inherent competition among values to include but not be limited to freedom and security, individual rights and common good, and rights and responsibilities


STANDARD 4.3. Analyze how public policy -‐ domestic and foreign -‐ is developed at the local, state, and national levels and compare how policy-‐making occurs in other forms of government. Students can:


4.3.a. Discuss multiple perspectives on local issues and options for participating in civic life


4.3.b. Analyze and discuss multiple perspectives on state issues and option for participating in civic affairs by shaping policies


4.3.c. Explain how to monitor and influence public policy


4.3.e. Illustrate how various governments and leaders interact and evaluate how interactions among nations affect domestic and world events

CONTENT AREA CO.5.

Prepared Graduate Competencies in Social Studies: The prepared graduate competencies are the preschool through twelfth-‐grade concepts and skills that all students who complete the Colorado education system must master to ensure their success in a postsecondary and workforce setting.

STANDARD 5.1. Prepared graduates in social studies:


5.1.1. Use the tools, thinking, and practices of history, geography, economics, and civics to:

EVIDENCE OUTCOMES

5.1.1.a. Solve problems, make decisions and analyze issues from multiple perspectives as a responsible member of society

EVIDENCE OUTCOMES

5.1.1.b. Read, write, and communicate ideas

CONTENT AREA CO.5.


STANDARD 5.2. Prepared graduates in history:


5.2.1. Develop an understanding of how people view, construct and interpret history


5.2.2. Analyze key historical periods and patterns of change over time within and across nations and cultures

CONTENT AREA CO.5.


STANDARD 5.3. Prepared graduates in geography:


5.3.1. Develop spatial understanding, perspectives, and personal connections to the world

CONTENT AREA CO.5.


STANDARD 5.5. Prepared graduates in civics:


5.5.1. Analyze and practice rights, roles, and responsibilities of citizens

Grade: 12


STANDARD 1.1.







World history (both East and West including modern world history):

EVIDENCE OUTCOMES

1.2.a. Evaluate continuity and change over the course of world history

EVIDENCE OUTCOMES

1.2.c. Analyze the complexity of events in world history




United States history (Reconstruction to the present):

EVIDENCE OUTCOMES

1.2.e. Analyze continuity and change in eras over the course of United States history

EVIDENCE OUTCOMES

1.2.f. Investigate causes and effects of significant events in United States history. Topics to include but not limited to WWI, Great Depression, Cold War

EVIDENCE OUTCOMES

1.2.g. Analyze the complexity of events in United States history. Topics to include but not limited to the suffrage movement and the Civil Rights Movement


STANDARD 1.3. The significance of ideas as powerful forces throughout history. Students can:


World history (both East and West; to include but not be limited to modern world history):

EVIDENCE OUTCOMES

1.3.c. Evaluate the historical development and impact of political thought, theory and actions

EVIDENCE OUTCOMES

1.3.d.

Analyze the origins of fundamental political debates and how conflict, compromise, and cooperation have shaped national unity and diversity. Topics to include but not limited to suffrage, Civil Rights and the role of government

EVIDENCE OUTCOMES

1.3.e.

Analyze ideas critical to the understanding of American history. Topics to include but not limited to populism, progressivism, isolationism, imperialism, anti-‐communism, environmentalism, liberalism, fundamentalism, and conservatism

CONTENT AREA CO.2. Geography

STANDARD 2.2. Explain and interpret geographic variables that influence the interactions of people, places and environments. Students can:


2.2.d. Research and interpret multiple viewpoints on issues that shaped the current policies and programs for resource use




4.1.a.



4.1.b. Evaluate how individuals and groups can effectively use the structure and functions of various levels of government to shape policy


4.1.c. Describe the roles and influence of individuals, groups, and the press as checks on governmental practices


4.1.d. Identify which level of government is appropriate for various policies and demonstrate an ability to appropriately engage with that level of government


STANDARD 4.2. Purposes of and limitations on the foundations, structures and functions of government. Students can:


4.2.c.

Analyze and explain the importance of the principles of democracy and the inherent competition among values to include but not be limited to freedom and security, individual rights and common good, and rights and responsibilities


STANDARD 4.3. Analyze how public policy -‐ domestic and foreign -‐ is developed at the local, state, and national levels and compare how policy-‐making occurs in other forms of government. Students can:


4.3.a. Discuss multiple perspectives on local issues and options for participating in civic life


4.3.b. Analyze and discuss multiple perspectives on state issues and option for participating in civic affairs by shaping policies


4.3.c. Explain how to monitor and influence public policy


4.3.e. Illustrate how various governments and leaders interact and evaluate how interactions among nations affect domestic and world events

CONTENT AREA CO.5.





EVIDENCE OUTCOMES

5.1.1.a. Solve problems, make decisions and analyze issues from multiple perspectives as a responsible member of society

EVIDENCE OUTCOMES


CONTENT AREA CO.5.


STANDARD 5.2. Prepared graduates in history:


5.2.1. Develop an understanding of how people view, construct and interpret history


5.2.2. Analyze key historical periods and patterns of change over time within and across nations and cultures

CONTENT AREA CO.5.


STANDARD 5.3. Prepared graduates in geography:


5.3.1. Develop spatial understanding, perspectives, and personal connections to the world

CONTENT AREA CO.5.





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Colorado K-‐12 Academic Standards

Health and PE

Grade: 11





EVIDENCE OUTCOMES


EVIDENCE OUTCOMES


EVIDENCE OUTCOMES


EVIDENCE OUTCOMES


Grade: 12





EVIDENCE OUTCOMES


EVIDENCE OUTCOMES


EVIDENCE OUTCOMES


EVIDENCE OUTCOMES


Language Arts

Grade: 11


STANDARD 1.2. Validity of a message is determined by its accuracy and relevance. Students can:


1.2.a.

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

EVIDENCE OUTCOMES

1.2.a.i.

Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-‐reasoned exchange of ideas. (CCSS: SL.11-‐12.1a)





EVIDENCE OUTCOMES

2.1.a.i.

Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. (CCSS: RL.11-‐12.1)

EVIDENCE OUTCOMES

2.1.a.ii.

Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. (CCSS: RL.11-‐12.2)





EVIDENCE OUTCOMES

2.1.d.i.

By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11-‐CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. (CCSS: RL.11-‐12.10)





EVIDENCE OUTCOMES

2.2.a.i.

Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. (CCSS: RI.11-‐12.1)

EVIDENCE OUTCOMES

2.2.a.iv. Designate a purpose for reading expository texts and use new learning to complete a specific task (such as convince an audience, shape a personal opinion or decision, or perform an activity)




2.2.b. Use Craft and Structure to:

EVIDENCE OUTCOMES

2.2.b.i.

Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10). (CCSS: RI.11-‐12.4)





EVIDENCE OUTCOMES

2.2.d.i.

By the end of grade 11, read and comprehend literary nonfiction in the grades 11-‐CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. (CCSS: RI.11-‐12.10)


STANDARD 2.3. Knowledge of language, including syntax and grammar, influence the understanding of literary, persuasive, and informational texts. Students can:


2.3.d.

Acquire and use accurately general academic and domain-‐specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. (CCSS: L.11-‐12.6)




3.3.e.

Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. (CCSS: W.11-‐12.6)

CONTENT AREA CO.5.


STANDARD 5.1.






Grade: 12


STANDARD 1.2. Effective collaborative groups accomplish goals. Students can:


1.2.a. Work with peers to promote civil, democratic discussions and decision-‐making, set clear goals and deadlines, and establish individual roles as needed. (CCSS: SL.11-‐12.1b)


1.2.b.

Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives. (CCSS: SL.11-‐12.1c)


1.2.c. Implement an effective group effort that achieves a goal


STANDARD 2.1. Literary criticism of complex texts requires the use of analysis, interpretive, and evaluative strategies. Students can:


2.1.g.

By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11-‐CCR text complexity band independently and proficiently. (CCSS: RL.11-‐12.10)


STANDARD 2.2. Interpreting and evaluating complex informational texts require the understanding of rhetoric, critical reading, and analysis skills. Students can:


2.2.c.

Use reading and note-‐taking strategies (outlining, mapping systems, skimming, scanning, key word search) to organize information and make connections within and across informational texts


2.2.g. By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11-‐CCR text complexity band independently and proficiently. (CCSS: RI.11-‐12.10)

CONTENT AREA CO.5.


STANDARD 5.1.






Mathematics

Grade: 11

CONTENT AREA CO.1. Number Sense, Properties, and Operations

STANDARD 1.2. Quantitative reasoning is used to make sense of quantities and their relationships in problem situations. Students can:


1.2.a. Reason quantitatively and use units to solve problems (CCSS: N-‐Q)

EVIDENCE OUTCOMES

1.2.a.v.

Design and use a budget, including income (net take-‐home pay) and expenses (mortgage, car loans, and living expenses) to demonstrate how living within your means is essential for a secure financial future (PFL)

CONTENT AREA CO.2. Patterns, Functions, and Algebraic Structures

STANDARD 2.2. Quantitative relationships in the real world can be modeled and solved using functions. Students can:


2.2.d. Model personal financial situations

EVIDENCE OUTCOMES

2.2.d.ii. Evaluate* the costs and benefits of credit (PFL)

EVIDENCE OUTCOMES

2.2.d.iii. Analyze various lending sources, services, and financial institutions (PFL)

Grade: 12

CONTENT AREA CO.1. Number Sense, Properties, and Operations

STANDARD 1.2. Quantitative reasoning is used to make sense of quantities and their relationships in problem situations. Students can:


1.2.a. Reason quantitatively and use units to solve problems (CCSS: N-‐Q)

EVIDENCE OUTCOMES

1.2.a.v.

Design and use a budget, including income (net take-‐home pay) and expenses (mortgage, car loans, and living expenses) to demonstrate how living within your means is essential for a secure financial future (PFL)

CONTENT AREA CO.2. Patterns, Functions, and Algebraic Structures

STANDARD 2.2. Quantitative relationships in the real world can be modeled and solved using functions. Students can:


2.2.d. Model personal financial situations

EVIDENCE OUTCOMES

2.2.d.ii. Evaluate* the costs and benefits of credit (PFL)

EVIDENCE OUTCOMES

2.2.d.iii. Analyze various lending sources, services, and financial institutions (PFL)

Social Studies

Grade: 11


STANDARD 1.1.




CONTENT AREA CO.3. Economics

STANDARD 3.1. Productive resources -‐natural, human, capital-‐ are scarce; therefore, choices are made about how individuals, businesses, governments, and societies allocate these resources. Students can:


3.1.d. Identify influential entrepreneurs and describe how they have utilized resources to produce goods and services


STANDARD 3.4. Design, analyze, and apply a financial plan based on short-‐ and long-‐term financial goals (PFL). Students can:


3.4.a. Develop a financial plan including a budget based on short-‐ and long-‐ term goals


3.4.d. Identify sources of personal income and likely deductions and expenditures as a basis for a financial plan


STANDARD 3.5. Analyze strategic spending, saving, and investment options to achieve the objectives of diversification, liquidity, income, and growth (PFL). Students can:


3.5.a. Compare and contrast the variety of investments available for a diversified portfolio


3.5.b. Evaluate factors to consider when managing savings and investment accounts


3.5.c. Explain how economic cycles affect personal financial decisions


3.5.d. Describe the appropriate types of investments to achieve the objectives of liquidity, income and growth


STANDARD 3.6. The components of personal credit to manage credit and debt(PFL). Students can:


3.6.a. Analyze various lending sources, services, and financial institutions


3.6.b. Investigate legal and personal responsibilities affecting lenders and borrowers


3.6.c. Make connections between building and maintaining a credit history and its impact on lifestyle


STANDARD 3.7. Identify, develop, and evaluate risk-‐management strategies (PFL). Students can:


3.7.a. Differentiate between types of insurance


3.7.b. Explain the function and purpose of insurance




4.1.a.


CONTENT AREA CO.5. Prepared Graduate Competencies in Social Studies: The prepared graduate competencies are the preschool through twelfth-‐grade concepts and skills that all students who complete the Colorado

education system must master to ensure their success in a postsecondary and workforce setting.




EVIDENCE OUTCOMES


CONTENT AREA CO.5.


STANDARD 5.4. Prepared graduates in economics:


5.4.2. Acquire the knowledge and economic reasoning skills to make sound financial decisions (PFL)

CONTENT AREA CO.5.





Grade: 12


STANDARD 1.1.





STANDARD 3.1. Productive resources -‐natural, human, capital-‐ are scarce; therefore, choices are made about how individuals, businesses, governments, and societies allocate these resources. Students can:


3.1.d. Identify influential entrepreneurs and describe how they have utilized resources to produce goods and services


STANDARD 3.4. Design, analyze, and apply a financial plan based on short-‐ and long-‐term financial goals (PFL). Students can:


3.4.a. Develop a financial plan including a budget based on short-‐ and long-‐ term goals


3.4.d. Identify sources of personal income and likely deductions and expenditures as a basis for a financial plan


STANDARD 3.5. Analyze strategic spending, saving, and investment options to achieve the objectives of diversification, liquidity, income, and growth (PFL). Students can:


3.5.a. Compare and contrast the variety of investments available for a diversified portfolio


3.5.b. Evaluate factors to consider when managing savings and investment accounts


3.5.c. Explain how economic cycles affect personal financial decisions


3.5.d. Describe the appropriate types of investments to achieve the objectives of liquidity, income and growth


STANDARD 3.6. The components of personal credit to manage credit and debt(PFL). Students can:


3.6.a. Analyze various lending sources, services, and financial institutions


3.6.b. Investigate legal and personal responsibilities affecting lenders and borrowers


3.6.c. Make connections between building and maintaining a credit history and its impact on lifestyle


STANDARD 3.7. Identify, develop, and evaluate risk-‐management strategies (PFL). Students can:


3.7.a. Differentiate between types of insurance


3.7.b. Explain the function and purpose of insurance




4.1.a.


CONTENT AREA CO.5.





EVIDENCE OUTCOMES


CONTENT AREA CO.5.


STANDARD 5.4. Prepared graduates in economics:


5.4.2. Acquire the knowledge and economic reasoning skills to make sound financial decisions (PFL)

CONTENT AREA CO.5.





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