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Rhode Island Content Standards

African American Civil Rights in Rhode Island Educational 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 1–1 Students demonstrate an understanding of origins, forms, and purposes of government by…
a. describing or explaining competing ideas about the purposes and functions of politics and government
d. distinguishing between the rule of law and the “rule of men”

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 2–1 Students demonstrate an understanding of United States government (local, state, national) by…
c. identifying and describing ways in which people gain or fail to gain access to the institutions of the U.S. government (local, state, national) or other political institutions
d. critically examining the principles, traditions, and precedents of American constitutional government

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 3–2 Students demonstrate an understanding of how individuals and groups exercise (or are denied) their rights and responsibilities by…
d. identifying and explaining ways individuals and groups have exercised their rights in order to transform society

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 5: As members of an interconnected world community, the choices we make impact others locally, nationally, and globally.
C&G 5-3 Students demonstrate an understanding of how the choices we make impact and are impacted by, an interconnected world by…
b. identifying and summarizing the intended and unintended consequences of a conflict, event, or course of action

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…
a. formulating historical questions, obtaining, analyzing, evaluating historical primary and secondary print and non-print sources
b. explaining how historical facts and historical interpretations may be different, but are related
c. identifying, describing, or analyzing multiple perspectives on an historical trend or event

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…
a. explaining origins of major historical events
b. identifying and linking key ideas and concepts and their enduring implications
c. analyzing and evaluating how national and world events have impacted Rhode Island and how Rhode Island has impacted national and world events

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

HP 3–2 Students make personal connections in an historical context (e.g., source-to-source, source-to-self, source-to-world) by…
a. articulating an understanding of the meaning, implications, and impact of historical events on their lives today
b. analyzing how an historical development has contributed to current social, economic, or political patterns

HP 4: Historical events and human/natural phenomena impact and are influenced by ideas and beliefs.
HP 4–1 Students demonstrate an understanding that geographic factors and shared past events affect human interactions and changes in civilizations by…
c. citing historical evidence that geographic factors affected decision-making by policy-makers.

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.

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…
a. analyzing how membership in particular cultural groups has affected civic engagement on the local, regional, and national level, citing evidence.

HP 5– 3 Various perspectives have led individuals and/or groups to interpret events or phenomena differently and with historical consequences by…
a. utilizing sources to identify different historical narratives and perspectives about the same events.
b. describing how the historical perspectives of leaders and decision makers served to shape and influence public policy using primary sources as 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 2–2 Students distinguish between regions and places by…
a. analyzing and explaining how concepts of site and situation can explain the uniqueness of places.

G 2–3 Students identify different perspectives that individuals/ groups have by…
a. evaluating the cultural and regional differences for potential bias from written or verbal sources.

G 3: 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 3–3 Students determine how geography influences human settlement, cooperation or conflict by…
a. analyzing these relationships in a given historical or current example.

G 4: Environment and Society: Patterns emerge as humans settle, modify, and interact on Earth’s surface to limit or promote human activities.
G 4–3 Students explain how human actions modify the physical environment by…
a. comparing and contrasting the physical, social, and economic impacts to suit and satisfy human needs.

RI Economics Grade Span Expectations
E 1: Individuals and societies make choices to address the challenges and opportunities of scarcity and abundance.
E 1–1 Students demonstrate an understanding of basic economic concepts by…
b. applying the concept that economic choices often have long-run intended and unintended consequences in real world situations and historical contexts.

E 3: Individuals, institutions and governments have roles in economic systems.
E 3– 1 Students demonstrate an understanding of the interdependence created by economic decisions by…
a. identifying and evaluating the benefits and costs of alternative public policies and assess who enjoys the benefits and bears the costs.

E 3– 2 Students demonstrate an understanding of the role of government in a global economy by…
a. evaluating how policy makers encourage or discourage economic activity.

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