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mastery of Social Studies concepts and 21st century skills aligned to the Colorado Academic Standards at various performance levels. The performance level descriptors are organized in a manner that assumes students demonstrating higher levels of command have mastered the concepts and skills within the lower levels. For example, a student who approached expectations has also mastered the concepts and skills included in the partially met expectations performance level.  \nStudents who Met Expectations demonstrated strong command of the Colorado Academic Standards and can typically:  \n• Analyze primary and secondary sources and connect the various eras and events in Colorado history to events in United States history.  \n• Examine how the people and cultures who have lived in Colorado have interacted with each other and have affected the development of Colorado.  \n• Explain Colorado history using historical tools such as organizing and sequencing events and reading primary sources between the physical environment and human activities such as migration.  \n• Use geographic tools to investigate and analyze settlement patterns, how people adapt to and modify the physical environment, and how places in Colorado have changed over time.  \n• Investigate questions about Colorado in relation to other places and examine the connections.  \n• Explain how the natural, human, and capital resources of Colorado have influenced the types of goods and services provided.  \n• Analyze opportunity costs and risk to make financial decisions.  \n• Analyze multiple perspectives on an issue and provide solutions.  \n• Explain the origins, structure, and functions of the Colorado government and its relationship with local and federal governments.  \nStudents who Approached Expectations demonstrated moderate command of the Colorado Academic Standards and can typically:  \n• Examine primary and secondary sources from multiple points of view to understand the history of Colorado.  \n• Determine how the people and cultures who have lived in Colorado have interacted with each other during various periods in Colorado history.  \n• Interpret maps, grids, graphs, and other geographic tools to answer questions about Colorado.  \n• Examine environmental opportunities for and environmental constraints on human activities.  \n• Identify and define types of economic incentives, choices, opportunity costs, and risks that individuals face.  \n• Connect goods and services produced throughout Colorado’s history to economic incentives.  \n• Compare arguments for both sides of a public policy debate.  \n• Describe how Colorado’s political structure developed, including the Colorado Constitution and the relationship between state and national government.  \nStudents who Partially Met Expectations demonstrated limited command of the Colorado  \nAcademic Standards and can typically:  \n• Review sources and identify individuals, groups and ideas in Colorado history.  \n• Use geographic maps to answer basic questions about Colorado geography.  \n• Identify the concepts of opportunity cost, positive incentives, and negative incentives.  \n• Identify goods and services produced in Colorado.  \n• Describe the origins and functions of the Colorado government.  \nDraft-December 2025  \nCMAS Seventh Grade Social Studies  \nPerformance Level Descriptors  \nStudents demonstrate mastery of social studies concepts and 21st century skills aligned to the Colorado Academic Standards at various performance levels. The performance level descriptors are organized in a manner that assumes students demonstrating higher levels of command have mastered the concepts and skills within the lower levels. For example, a student who approached expectations has also mastered the concepts and skills included in the partially met expectations performance level.  \nStudents who Met Expectations demonstrated strong command of the Colorado Academic S","cbCaienbmlwFTOpy","https://ap.wps.com/l/cbCaienbmlwFTOpy","pdf",601136,"English","# CMAS Fourth Grade Social Studies Performance Level Descriptors\n## Students who Met Expectations\n## Students who Approached Expectations\n## Students who Partially Met Expectations\n# CMAS Seventh Grade Social Studies Performance Level Descriptors\n## Students who Met Expectations\n## Students who Approached Expectations","[{\"question\":\"How are the performance levels organized in the CMAS Social Studies descriptors?\",\"answer\":\"The descriptors are organized so students demonstrating higher command have mastered concepts and skills included in lower levels, meaning later levels build on earlier ones.\"},{\"question\":\"What skills do students who Met Expectations typically demonstrate in Fourth Grade Social Studies?\",\"answer\":\"They typically analyze primary and secondary sources, connect Colorado and U.S. history, use historical and geographic tools, examine resources and economic influences, and explain government functions and relationships.\"},{\"question\":\"What kinds of abilities are described for students who Approached Expectations in Fourth Grade Social Studies?\",\"answer\":\"They typically examine sources from multiple points of view, interpret geographic tools to answer questions, analyze economic incentives and opportunity costs, and describe how Colorado’s political structure developed.\"}]","CMAS Fourth Grade Social Studies Performance Level Descriptors - Performance Level Descriptors | PDF",1790959340]