Monday, September 27, 2021

AV#237 - Teaching history and race – How about this CRT? A Curriculum Review Template!

  

From the guidelines of what is taught in at least 40 middle schools in Colorado



Two forces converge. 1) The conversation about what we teach in history degenerates into a shouting match. More partisan than productive.[ii] 2) Our history standards are again faulted for being too vague (see sidebar). No surprise. I see an opportunity.


Time’s July cover story called it “a long-running fight over how to teach America’s story to the next generation.”[iii] Critical race theory, The New York Times 1619 Project, President Trump’s 1776 Commission, etc. Instead of engaging in this ugly battle, I wish to share a 30-year-old curriculum guide. Not a product of today’s culture wars.

 

“Colorado flunks history” [i]

By Michael J. Petrilli and David Griffith, The Podium,

Aug. 11, 2021 

   Like most states, Colorado has seen its share of controversy related to critical race theory. Yet that noisy debate obscures a far more serious problem: In too many places, U.S. history has become an afterthought.

   That may be the most important takeaway from a new report we at the Thomas B. Fordham Institute just released , which evaluates the K–12 civics and U.S. history standards adopted by all 50 states … Yet our bipartisan team ... experts awarded just five jurisdictions “exemplary” ratings — and a woeful 20 states were deemed “inadequate.”

   Sadly, the latter group includes Colorado. 

   What makes the Centennial State’s standards so bad? According to our reviewers, its civics standards “relentlessly emphasize skills at the expense of knowledge” while its U.S. history standards are “complicated, confusing, and very light on actual history.”

   [Given what we know about the state of the adults’ knowledge – e.g., “only half of American adults can name the three branches of government,”] what are the odds that young Coloradans understand, say, the concept of equal protection given that neither Brown v Board of Education nor the Fourteenth Amendment is mentioned in the state’s current social studies standards? (And how meaningful can any conversation about race relations in the U.S. be if students haven’t internalized such basic content?)

   It’s time to stop arguing over things like critical race theory and focus on what we can agree on: Americans need a better understanding of their history and democratic institutions. 

   Colorado, your students are counting on you. 

Michael J. Petrilli and David Griffith are president and senior research and policy associate at the Thomas B. Fordham Institute, respectively.
Given our commitment to local control in public education, Coloradans do not want our standards to overstep and become curriculum-specific dictates. I accept that. But at the school and classroom level, we need to be explicit. 

I addressed this ten years ago: AV#76 - Colorado scores an F on our history standards – and what we can do about it, March 2011.[iv] My focus: our standards failed to mention World War II. (Equally true today.[v]) It mattered to me then; my dad, who served, was still alive 10 years ago. 

There I presented a curriculum guide used by two public Colorado schools where I had taught. I shared the topics and events in that guide, 25 bullet points, under three headings: “The Rise of Totalitarianism in Europe,” “The War in Europe and at Home, 1939-1945,” and “The War in the Pacific, and the End of the War.” 

Given the CRT controversy, this time I go to that same curriculum to share how it addresses civil rights, race, and African-American history.

It is worth adding that, by my estimate, over 40 middle schools in Colorado have adopted and use this curriculum. It comes from the Core Knowledge Content Guidelines. These schools are located across the state, from Grand Junction to Lamar, Fort Collins to Pueblo. (At the Core Knowledge Foundation’s website, see the map of Colorado and the 90-plus CK-affiliated schools.[vi]) This curriculum, then, has been embraced by a wide range of communities—liberal and conservative. As an example, we have seven Core Knowledge charter schools here in right-of-center Douglas County. I have not heard of any partisan debates about the content of the history taught in our CK middle schools, the grades I taught in Parker. So I expect what you will read here will be palatable to the majority of Coloradans.

I taught English, not History. But I was able to make connections with what I knew my students were learning across the hall in their social studies class. Pages 3 and 4 reveal key elements of the African-American history and the Civil Rights Movement they had studied. Their background knowledge enabled me to develop (Addendum A) units around Core Knowledge-recommended readings from Booker T. Washington, W.E.B. Du Bois, Zora Neale Hurston, Maya Angelou, Dr. Martin Luther King, Jr, and Malcolm X. (AV #45 – Teaching English and “Civic Learning” – A unit on The African-American Experience – Six Writers – 1860’s to 1960’s, Jan. 2006. (I am glad to know much better lesson plans are now available.)

The most recent “State of Charter Schools Triennial Report” [i] (CDE, March 2020) listed the educational models used in the state’s (then 255) charters.

Core Knowledge was the second most common. 

1.      College Prep                                           99

2.      Core Knowledge                                  80*

3.      STEAM/STEM                                      25

4.      Classical                                                24

5.      Early College                                        17

6.      Montessori                                            15

*Over 40 of these schools teach grades 7-8.

 

 

 

 

 

 


I believe the Core Knowledge history guide can be a meaningful template for districts and schools conducting a Curriculum Review. To be sure, the list of events and names you will see is imperfect. A school community might study the CK bullet points and ask: If we don’t teach this, why not? And what is missing? Improve it; update it. Moreover, a list is just that; it does not speak to how the material is taught or to the perspective and understanding teachers bring to these events, court decisions, or persons of note. All critical. But we must start with the content. Something substantive and clear. As Fordham’s latest critique of Colorado’s history standards points out, this is not what we get from the state.


From “The State of State Standards for Civics and U.S. History in 2021” [viii]

A 50-state Review. 377 pages. Published June 2021.

COLORADO (see pages 73-77)     Civics: D  Total Score: 3/10     History: D  Total Score: 3/10

 Overview - Colorado’s civics and U.S. History standards are inadequate. In general, they fail to specifically reference essential content, and the sporadic lists of persons or events that accompany the broad grade-level expectations don’t delineate a proper scope or sequence. A complete revision of the standards is recommended.…

 Colorado’s U.S. History standards are complicated, confusing, and very light on actual history. What little guidance they do provide is usually too vague and broad to be useful— especially in higher grades.

 Recommendation: Strengthen substantive historical coverage to provide teachers and districts with meaningful content guidance.

 

[GOOD NEWS: Colorado will update its Social Studies Standards in 2022. See Addendum B for recommendations from the History, Culture, Social Contributions, and Civil Government in Education Commission (June 2021) that will inform some of this review. You will see considerable overlap in the Core Knowledge guidelines and what this Commission recommends for high school students. If such recommendations prove too specific to be included in the state standards, perhaps more districts and schools—beyond the 40 Core Knowledge middle schools—will consider adopting components of the CK guidelines.]

 

Did we expect too much of 8th graders? As I review the topics included—how did my colleague cover it all!—perhaps this is more than can be addressed, in sufficient depth, in one year. In our school most students read at or above grade level; they were up to the task. In many cases, though, it would make sense to weave some of the curriculum written for 8th grade into expectations for grade 9. It is a course of study, I might add, that provides a strong foundation for students who will later take AP U.S History (see Addendum C).

 

 

 **


Core Knowledge Sequence - History and Geography - excerpts from sections for grades 6-8 [ix]

 

Grade Six: “Teachers: The sixth grade American History guidelines pick up chronologically with the World History guidelines on mid-nineteenth century industrialism and its consequences.”

Includes two main sections: extensive coverage of Immigration, Industrialization, and Urbanization, followed by this section on Reform, with these specifics.

• Reform for African-Americans

 Ida B. Wells: campaign against lynching

 Booker T. Washington: Tuskegee Institute, Atlanta Exposition Address, “Cast down your bucket where you are”

 W. E. B. DuBois: founding of NAACP, “The problem of the twentieth century is the problem of the color line,” The Souls of Black Folk

 

Grades Seven and Eight: “Teachers: Central themes … in grades 7 and 8 are growth and change in democracy, and interactions with world forces, particularly nationalism and totalitarianism. Fundamental principles and structure of American government are reviewed in a civics unit” (in grade 8).

 Grade Seven – Sections include:

I.                 America Becomes a World Power

II.                World War I: “The Great War,” 1914-1918

III.              The Russian Revolution

IV.              America from the Twenties to the New Deal (details, see below)

V.               World War II

DETAILS FOR IV. - America from the Twenties to the New Deal

  •   Isolationalism: restrictions on immigration, Red Scare, Sacco and Vanzetti, Ku Klux Klan
  •  “New Negro” movement, Harlem Renaissance

 African American exodus from segregated South to northern cities

 W. E. B. Du Bois: The Souls of Black Folk, NAACP (review from grade 6)

 Zora Neale Hurston, Countee Cullen, Langston Hughes

 “The Jazz Age”: Duke Ellington, Louis Armstrong

 Marcus Garvey, black separatist movement

 

Grade Eight - Sections include: 

            I.     The Decline of European Colonialism

            II.    The Cold War

            III.   The Civil Rights Movement (details below)

IV.   The Vietnam War and the Rise of Social Activism

V.    The Middle East and Oil Politics

VI.   The End of the Cold War: The Expansion of Democracy and Continuing Challenges


VII.   Civics: The Constitution – Principles and Structure of American Democracy

• Overview of the U.S. Constitution

• Bill of Rights (details include)

  Amendments protecting individual rights from infringement (1-3)

  Amendments protecting those accused of crimes (5-8), Miranda ruling

  Amendments reserving powers to the people and the states (9 and 10)

  Amendments 13 and 19

• Legislative branch: role and powers of Congress

• Executive branch: role and powers of the presidency

• Judiciary: Supreme Court as Constitutional interpreter


VIII.   Geography of Canada and Mexico

 

DETAILS for - III. The Civil Rights Movement

• Segregation

       Plessy v. Ferguson, doctrine of “separate but equal”

       “Jim Crow” laws

 

• Post-war steps toward desegregation

     Jackie Robinson breaks color barrier in baseball

     Truman desegregates Armed Forces

     Adam Clayton Powell, Harlem congressman

     Integration of public schools: Brown v. Board of Education (1954), Thurgood Marshall

 

• Montgomery Bus Boycott, Rosa Parks


• Southern “massive resistance”

     Federal troops open schools in Little Rock, Arkansas

     Murder of Medgar Evers

     Alabama Governor George Wallace “stands in schoolhouse door”

 

• Nonviolent challenges to segregation: “We shall overcome”

 Woolworth lunch counter sit-ins                                                     

  Freedom riders, CORE

  Black voter registration drives

  Martin Luther King, Jr.

  Southern Christian Leadership Conference

  March on Washington, “I have a dream” speech

  “Letter from Birmingham Jail”

  Selma to Montgomery March


• President Johnson and the civil rights movement

  The Great Society, War on Poverty, Medicare

  Civil Rights Act of 1964, Voting Rights Act of 1965, affirmative action

 

• African American militance

  Malcolm X

  Black Power, Black Panthers

  Watts and Newark riots

 

• Assassinations of Martin Luther King, Jr., and Robert F. Kennedy


Additional Core Knowledge Resources

The Core Knowledge Anthology of African-American Literature, Music, and Art https://www.coreknowledge.org/product/grace-abounding/

Core Classic, The Narrative of the Life of Frederick Douglass

free teacher’s guide is available for download.

https://www.coreknowledge.org/blog/diversity-in-core-knowledge/

  









 

**



Addendum A


The African-American Experience – Six Writers

Grade Level or Special Area: 8   

Written by: Peter Huidekoper (2005)                                        

Length of Unit: 10 lessons (17-18 classes), 4 weeks, 40-45 minutes per class                   

 

ABSTRACT

A.              This unit explores speeches, essays, and autobiographical works by six important African-American writers, covering roughly 100 years—from 1865-1965. Students will be asked to examine questions about equality and justice in America, as seen through the eyes of these six men and women. Students will look for similarities and differences between the beliefs and approaches of Booker T. Washington and W.E.B. Du Bois, and between Rev. Martin Luther King, Jr. and Malcolm X, as they advocated for justice. In addition, students will gain a better appreciation for the techniques and the voice in the autobiographical pieces by Washington, Zora Neale Hurston, and Maya Angelou.

B.               Content from the Core Knowledge Sequence

1.                excerpt from Up From Slavery by Booker T. Washington–Realms of Gold: vol. 1

2.                speech by Washington - “Atlanta Exposition Address” – Realms: vol. 1

3.                speech by W.E.B. Du Bois – “Address at Founding of Niagara Movement” – Realms: vol. 1

4.                excerpt from Dust Tracks on a Road by Zora Neale Hurston – Realms: vol. 3

(NOTE: Realms of Gold mistakenly titles her autobiography, Dust Tracks on the Road.)

5.                10 poems:

a.      from Core Knowledge Sequence:

4th Grade: “Life Doesn’t Frighten Me,” by Maya Angelou (88),

                   “Dreams,” by Langston Hughes (88)

5th Grade: “Incident,” by Countee Cullen (p. 110) “I, Too, Sing America” (110)

6th Grade: “Sympathy,” by Paul Dunbar (135), “Women Work,” by Maya Angelou (135), “Lift Ev’ry Voice and Sing,” by James Weldon Johnson (135)     

7th Grade: “Harlem,” by Langston Hughes (160)

                                  b.  from Realms: vol. 3 –  “Theme for English B,” by Langston Hughes,

                                                    “We Real Cool,” Gwendolyn Brooks    

6.                excerpt from Gandhi’s speech “Non-cooperation” – Realms: vol. 3

7.                speech by Malcolm X: “On African Self-Hatred” – Realms: vol. 3

from Core Knowledge Sequence (184)

8.                excerpt from I Know Why the Caged Bird Sings by Maya Angelou 

9.                essay by Rev. Martin Luther King, Jr. – “Letter from Birmingham City Jail”

10.             speech by King: “I Have a Dream”

11.             This unit also touches on or develops more deeply content in Core Knowledge Sequence for History and Geography, including:

4th Grade: “Reconstruction” (117)

5th Grade: “Reform for African-Americans (143)

Booker T. Washington: Tuskegee Institute, Atlanta Exposition

Address, “Cast down your buckets where you are”

W.E.B. Du Bois: founding of NAACP, “The problem of the 20th

                    century is the problem of the color line”

7th Grade: “America in the Twenties” (164)

“New Negro” movement, Harlem Renaissance –

               includes Du Bois, Hurston, Cullen, and Hughes

8th Grade: “The Civil Rights Movement” (188) - includes King, “I Have a

Dream” speech, “Letter from Birmingham City Jail,” African American militance, Malcolm X, and Black Power

 

The full summary of this unit is 36 pages. I would be glad to send to anyone interested in seeing it.

 

Addendum B – Recommended Changes for Colorado’s Social Studies Standards

 

House Bill 19-1192 called for the creation of a History, Culture, Social Contributions, and Civil Government in Education Commission.[x] In June the Commission produced a 75-page report. Here are some of its recommendations.[xi] The suggested changes were printed in red. I have done the same.

In addition, I have underlined the many occasions where the specifics match those in the Core Knowledge Content Guidelines.

Few specific changes are proposed for grades K-8, but a number are made for high school standards.

8th grade

 

Inquiry Questions. To what extent did the 13th Amendment truly end slavery? (p. 58)

Inquiry Questions. How have various people from different eras in our nation’s history promoted change in the face of opposition and what democratic principles were advanced? Consider Malcolm X, Martin Luther King, Black Panthers, etc. (p. 60)

High School

Grade Level Expectation: 2. Key concepts of continuity and change, cause and effect, complexity, unity and diversity, and significant ideas in the United States from Reconstruction to the present.

(from pages 64-65)

c. Analyze the complexity of events throughout United States history. For example: the Civil Rights Movement including sit-ins, the bus boycott, Ku Klux Klan (KKK) rallies, and the Voting Rights Act of 1964; migration, immigration and displacement, Anti-Chinese immigration legislation, the creation of ICE, Japanese-American Internment, and continued colonization of Indigenous lands; landmark Supreme Court cases including Heart of Atlanta Motel Inc. vs. United States, Loving vs. Virginia, Obergefell v. Hodges, and Bostock v. Clayton County; the war on drugs, the war on terror that lead to anti-Middle Eastern discrimination, and mass media.

d. Examine and evaluate issues of identity-based inclusion and exclusion from Reconstruction to present. For example: the systemic impact of racism and nativism such as continued colonization of Indigenous lands, Jim Crow, Affirmative Action, the War on Drugs, inequalities in the education system, the prison system as a form of modern-day slavery and the evolution of modern policing from slave patrols, the definition and role of patriotism, expansion and reductions of rights, and the role of religion including the African Methodist Episcopal, Southern Baptist and Nation of Islam.

g. Analyze the origins of fundamental political debates and how opposing perspectives, cooperation and/or conflict have shaped national unity and/or division. For example: Human and civil rights such as slavery, the rights of women, Indigenous peoples, African Americans, Latinos, Asian Americans, LGBTQ individuals, and people experiencing poverty; organizations like Student NonViolent Coordinating Committee (SNCC), the National Association for the Advancement of  Colored People (NAACP), and the KKK, and the role of government.

 

Addendum C 

Selections from “AP U.S. History - Course and Exam Description – Effective Fall 2020”*

Unit 5- From 1844-1877 - TOPIC 5.10 Reconstruction

Required Course Content

THEMATIC FOCUS - Politics and Power

Debates fostered by social and political groups about the role of government in American social, political, and economic life shape government policy, institutions, political parties, and the rights of citizens.

LEARNING OBJECTIVE

Unit 5: Learning Objective

Explain the effects of government policy during Reconstruction on society from 1865 to 1877.

HISTORICAL DEVELOPMENTS

KC-5.3.II.ii   Reconstruction altered relationships between the states and the federal government and led to debates over new definitions of citizenship, particularly regarding the rights of African Americans, women, and other minorities.

KC-5.3.II.A  The 13th Amendment abolished slavery, while the 14th and 15th amendments granted African Americans citizenship, equal protection under the laws, and voting rights.

KC-5.3.II.B  The women’s rights movement was both emboldened and divided over the 14th and 15th amendments to the Constitution.

KC-5.3.II.C   Efforts by radical and moderate Republicans to change the balance of power between Congress and the presidency and to reorder race relations in the defeated South yielded some short-term successes. Reconstruction opened up political opportunities and other leadership roles to former slaves, but it ultimately failed, due both to determined Southern resistance and the North’s waning resolve.

 

 

Unit 6 - From 1865-1890  - TOPIC 6:4 - “The “New South”

THEMATIC FOCUS  -  American and National Identity

The development of and debates about democracy, freedom, citizenship, diversity, and individualism shape American national identity, cultural values, and beliefs about American exceptionalism, and in turn, these ideas shape political institutions and society. Throughout American history, notions of national identity and culture have coexisted with varying degrees of regional and group identities.

LEARNING OBJECTIVE

Unit 6: Learning Objective C

Explain how various factors contributed to continuity and change in the “New South” from 1877 to 1898.

HISTORICAL DEVELOPMENTS

KC-6.1.II.D   Despite the industrialization of some segments of the Southern economy—a change promoted by Southern leaders who called for a “New South”—agriculture based on sharecropping and tenant farming continued to be the primary economic activity in the South.

KC-6.3.II.C   The Supreme Court decision in Plessy v. Ferguson that upheld racial segregation helped to mark the end of most of the political gains African Americans made during Reconstruction. Facing increased violence, discrimination, and scientific theories of race, African American reformers continued to fight for political and social equality.

 

Unit 8 - From 1945-1980  - TOPIC: 8:10    The African American Civil Rights Movement (1960s)

5.B  Explain how a historical development or process relates to another historical development or process. Debates fostered by social and political groups about the role of government in American social, political, and economic life shape government policy, institutions, political parties, and the rights of citizens.

LEARNING OBJECTIVE

Explain the various ways in which the federal government responded to the calls for the expansion of civil rights.

HISTORICAL DEVELOPMENTS

KC-8.2.I.B.ii  The three branches of the federal government used measures including the Civil Rights Act of 1964 to promote greater racial equality.

KC-8.2.III.B.ii  A series of Supreme Court decisions expanded civil rights and individual liberties.

THEMATIC FOCUS Politics and Power

Debates fostered by social and political groups about the role of government in American social, political, and economic life shape government policy, institutions, political parties, and the rights of citizens.

LEARNING OBJECTIVE

 Explain the various ways in which the federal government responded to the calls for the expansion of  civil rights.

HISTORICAL DEVELOPMENTS

KC-8.2.I.B.ii  The three branches of the federal government used measures including the Civil Rights Act of 1964 to promote greater racial equality.

KC-8.2.III.B.ii  A series of Supreme Court decisions expanded civil rights and individual liberties.

 

*College Board, https://apcentral.collegeboard.org/pdf/ap-us-history-course-and-exam-description.pdf

 

 

Endnotes

[ii] “Local School Boards Are Banning Critical Race Theory. Here’s How That Looks in 7 Districts,” by Stephen Sawchuk,  August 25, 2021, https://www.edweek.org/leadership/local-school-boards-are-also-banning-lessons-on-race-heres-how-that-looks-in-7-districts/2021/08

 “State GOP lawmakers try to limit lessons,” by Bryan Anderson, Associated Press, May 30, 2021.

https://apnews.com/article/race-and-ethnicity-racial-injustice-business-education-government-and-politics-905c354a805cec1785160cf21f04c7ec

“What Progressives, and What Conservatives Are Fighting,” by Ross Douthat, The New York Times, June 26, 2021. https://www.nytimes.com/2021/06/26/opinion/critical-race-theory-schools-history.htm

“The History Wars – Patriotism and polarization,” The Economist, July 10, 2021.

“The History Wars – The Politics of Teaching America’s Past” (cover story), by Olivia B. Waxman, Time Magazine, July 12, 2021.

“Efforts to teach about racism and bias have increased across the United States,” by Catherine Stout and Gabrielle LaMarr LeMee, Chalkbeat, updated July 22, 2021.

https://www.chalkbeat.org/22525983/map-critical-race-theory-legislation-teaching-racism

“District 49 thought to be first district in state to ban critical race theory,” by Isaac Odell, Colorado Springs Gazette, Aug. 12, 2021, https://gazette.com/news/district-49-board-votes-to-ban-critical-race-theory/article_26ddab8e-fbe2-11eb-aba4-47d31770c99a.html

[iii] “The History Wars - The of Teaching America’s Past,” by Olivia B. Waxman, Time, July 5-12, 2021.

[iv] Another View, https://anotherviewphj.blogspot.com/2011/03/av76-colorado-scores-f-on-our-history.html. Fordham has presented similar criticisms for over 20 years now: “State History Standards – An Appraisal of Standards in 37 States and the District of Columbia,” Colorado standards: “Grade D, marginally useful,” p. 27, Feb. 1998. And again in 2003: “Colorado earns a D when it comes to setting standards for teaching U.S. history,” by Monte Whaley, The Denver Post, Sept 23, 2003.

[v] This is how specific the Colorado’s Social Studies standards are, at present, regarding what is usually considered the most significant event of the 20th century.

Grades 1-6: nothing on WWII

Grades 7-8: nothing on WWII. Focus of 7th grade history: Eastern Hemisphere. Focus of 8th grade history: American  Revolution through Reconstruction.

High School:

Grade Level Expectation: (from page 103 of 125 pages)

3. Key concepts of continuity and change, cause and effect, complexity, unity and diversity, and significant ideas throughout the world from the Renaissance to the present.

Evidence Outcomes Students Can:

a. Evaluate continuity and change over the course of world history. For example: social and political movements related to nationality, ethnicity, and gender; revolutions; the World Wars, the Holocaust, the Cold War; and independence movements/decolonization.

b. Investigate causes and effects of significant events throughout world history. For example: the Renaissance; the Protestant Reformation; the Industrial Revolution; the French, Russian, and Chinese Revolutions; the World Wars; genocides; and the Arab Spring movement.

                https://www.cde.state.co.us/cosocialstudies/2020cas-ss-p12

[vi] https://www.coreknowledge.org/community/core-knowledge-schools/

This map includes public and private schools. According to this (dated) map, Colorado has more Core Knowledge-affiliated schools than any other state in the country. Colorado 93; Arizona 79; Texas 35; Florida-33; Minnesota 27.

[ix] Core Knowledge Sequence Content and Skill Guidelines for Grades K–8, Ninth printing of Core Knowledge Sequence for K–8; Prior editions © 1988, 1990, 1991, 1992, 1993, 1995, 1997, 1998, 1999; Third printing of Core Knowledge Preschool Sequence; Prior editions © 1997, 2000 Core Knowledge Foundation, https://www.coreknowledge.org/wp-content/, /2016/09/CKFSequence_Rev.pdf.

[x] HB 19-1192: CONCERNING THE INCLUSION OF MATTERS RELATING TO AMERICAN MINORITIES IN THE TEACHING OF SOCIAL CONTRIBUTIONS IN CIVIL GOVERNMENT IN PUBLIC SCHOOLS, AND, IN CONNECTION THEREWITH, ESTABLISHING THE HISTORY, CULTURE, SOCIAL CONTRIBUTIONS, AND CIVIL GOVERNMENT IN EDUCATION COMMISSION TO MAKE RECOMMENDATIONS TO INCLUDE … IN THE TEACHING AND CONTENT STANDARDS FOR HISTORY AND CIVICS, https://leg.colorado.gov/sites/default/files/documents/2019A/bills/2019a_1192_enr.pdf

[xi] http://www.cde.state.co.us/standardsandinstruction/hb191192commissionreport

 

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