Rhode Island Content Standards
Immigration to Rhode Island Education Standards
RI Civics & Government Grade Span Expectations
C&G 1: People create and change structures of power, authority, and governance in order to accomplish common goals.
C&G 1–2 Students demonstrate an understanding of sources of authority and use of power, and how they are/can be changed, by…
a. identifying how actions of a government affect relationships involving the individual, society and the government
C&G 2: The Constitution of the United States establishes a government of limited powers that are shared among different levels and branches.
C&G 2–2 Students demonstrate an understanding of the democratic values and principles underlying the U.S. government by…
c. identifying and giving examples of the discrepancies between democratic ideals and the realities of American social and political life
C&G 3: In a democratic society all people have certain rights and responsibilities.
C&G 3–1 Students demonstrate an understanding of citizens’ rights and responsibilities by…
d. analyzing the scope and limits of personal, cultural, economic, or political rights
C&G 3–2 Students demonstrate an understanding of how individuals and groups exercise (or are denied) their rights and responsibilities by…
c. describing and giving examples of how access to institutions can affect justice, reward, and power in the U.S.
C&G 4: People engage in political processes in a variety of ways.
C&G 4–1 Students demonstrate an understanding of political systems and political processes by…
e. analyzing multiple perspectives on an historical or current controversial issue
C&G 4–3 Students participate in a civil society by…
a. critically reflecting on their own civic dispositions (e.g., tolerance and respect, concern for the rights and welfare of others, social responsibility, and recognition of the capacity to make a difference)
RI Historical Perspectives Grade Span Expectations
HP 1: History is an account of human activities that is interpretive in nature.
HP 1–1 Students act as historians, using a variety of tools (e.g., artifacts and primary and secondary sources) by…
b. explaining how historical facts and historical interpretations may be different, but are related
HP 1–2 Students interpret history as a series of connected events with multiple cause-effect relationships, by…
a. explaining cause and effect relationships in order to sequence and summarize events, make connections between a series of events, or compare/contrast events
HP 2: History is a chronicle of human activities, diverse people, and the societies they form.
HP 2– 1 Students connect the past with the present by…
b. identifying and linking key ideas and concepts and their enduring implications
HP 2– 3 Students show understanding of change over time by…
b. documenting various groups and their traditions that have remained constant over time
HP 3: The study of history helps us understand the present and shape the future.
HP 3– 1 Students demonstrate an understanding of how the past frames the present by…
a. gathering evidence of circumstances and factors contributing to contemporary problems (e.g., civil rights movement, sexual revolution)
HP 3– 2 Students make personal connections in an historical context by…
b. analyzing how an historical development (e.g., cycle of poverty or prosperity, low educational attainment, “Independent Man”) has contributed to current social, economic, or political patterns
HP 5: Human societies and cultures develop and change in response to human needs and wants.
HP 5– 1 Students demonstrate an understanding that a variety of factors affect cultural diversity within a society by…
a. identifying patterns of migration and evaluating their socio-cultural impacts.
b. investigating the role of demographic factors (gender, ethnicity, class)U in creating cultural diversity in a society.
HP 5– 2 Students demonstrate an understanding that culture has affected how people in a society behave in relation to groups and their environment by…
b. analyzing how membership in particular cultural groups has affected civic engagement on the local, regional, and national level, citing evidence.
RI Geography Grade Span Expectations
G 2: Places and Regions: Physical and human characteristics (e.g., culture, experiences, etc.) influence places and regions.
G 2–1 Students understand the physical and human characteristics of places by…
a. evaluating how humans interact with physical environments to form past and present communities.
G 2–4 Students identify the ways geography contributes to how regions are defined / identified by…
b. analyzing human and physical changes in regions over time and evaluating how the geographic context contributes to those changes.
G3: Human Systems: (Movement) Human systems and human movement affect and are affected by distribution of populations and resources, relationships (cooperation and conflict), and culture.
G 3–1 Students analyze why people do/do not migrate by…
a. investigating the causes of major migrations and evaluating the impact on affected populations.
G 3–3 Students determine how geography influences human settlement, cooperation or conflict by…
a. analyzing these relationships in a given historical or current example.
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