Rhode Island Content Standards
The Early Archaeology of Rhode Island Education Standards
RI Civics & Government Grade Span Expectations
C&G 3: In a democratic society all people have certain rights and responsibilities.
C&G 3–2 Students demonstrate an understanding of how of individuals and groups exercise (or are denied) their rights and responsibilities by…
b. identifying and explaining how an action taken by an individual or a group impacts the rights of others
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)
b. identifying and describing the role that various institutions play in meeting the needs of the community
C&G 5: As members of an interconnected world community, the choices we make impact others locally, nationally, and globally.
C&G 5-2 Students demonstrate an understanding of the benefits and challenges of an interconnected world by…
a. describing the interconnected nature of a contemporary or historical issue
b. analyzing and evaluating a contemporary or historical issue (e.g., free trade versus fair trade, access to medical care and terrorism)
C&G 5-3 Students demonstrate an understanding of how the choices we make impact and are impacted by, an interconnected world by…
a. predicting outcomes and possible 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 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
d. using technological tools in historical research
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. identifying and linking key ideas and concepts and their enduring implications
HP 2–2 Students chronicle events and conditions by…
a. creating narratives based on a particular historical point of view
b. synthesizing information from multiple sources to formulate an historical interpretation (e.g., document-based questions, quantitative data, material artifacts of RI)
HP 2–3 Students show understanding of change over time by…
a. tracing patterns chronologically in history to describe changes on domestic, social, or economic life (e.g., immigration trends, land use patterns, naval military history)
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
b. formulating a position or course of action on a current issue from a choice of carefully evaluated options, taking into account the historical underpinnings (e.g., casino issue and American Indian sovereignty; current national border debate and RI historical perspective)
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
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…
a. citing specific evidence to explain how geographic factors impacted a civilization’s adaptation, development or decline
b. citing specific evidence from a society/civilization to explain how shared events affect how individuals and societies adapt and change
HP 4–2 Students demonstrate an understanding that innovations, inventions, change, and expansion cause increased interaction among people (e.g., cooperation or conflict) by…
a. evaluating the effect of technology and innovation on promoting territorial expansion.
b. proving whether innovation and invention have been beneficial or detrimental to society.
c. describing how inventions and technological improvements relate to settlement, population growth, and success of a civilization/ country/ nation.
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 how movement (e.g., ideas, people, technology) impacts cultural diversity.
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.
b. contrasting how cultural groups have conflicted over land use issues.
c. evaluating how societies addressed environmental challenges in ways that shaped their cultural practices.
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 (e.g., primary documents, secondary sources, oral histories) to identify different historical narratives and perspectives about the same events.
RI Geography Grade Span Expectations
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 3–1 Students understand why people do/do not migrate by…
a. analyzing how migration affects a population.
G 4: Environment and Society: Patterns emerge as humans settle, modify, and interact on Earth’s surface to limit or promote human activities.
G 4-2 Students explain how humans react or adapt to an ever-changing physical environment by…
a. analyzing the impact of human reactions to environmental changes and identifying and providing alternate solutions with supporting evidence.
RI Economics Grade Span Expectations
E 2: Producers and consumers locally, nationally, and internationally engage in the exchange of goods and services.
E 2–1 Students demonstrate an understanding of the variety of ways producers and consumers exchange goods and services by…
b. comparing and contrasting different market systems by having students explain the role of the buyers and sellers in those systems.