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Rhode Island Content Standards

Narragansett History 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 1–2 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

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 4: People engage in political processes in a variety of ways.
C&G 4–3 Students participate in a civil society by…
a. critically reflecting on their own civic dispositions

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

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 and Rhode Island History 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

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– 2 Students chronicle events and conditions by…
a. creating narratives based on a particular historical point of view

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
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

HP 3– 2 Students make personal connections in an historical context (e.g., source-to-source, source-to-self, source-to-world) by…
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…
b. analyzing conflict that is based on unresolved historical-geographical differences

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…
b. investigating the role of demographic factors in creating cultural diversity in a society
c. analyzing the contribution of diverse cultural elements

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

RI Geography Grade Span Expectations
G 1: The World in Spatial Terms: Understanding and interpreting the organization of people, places, and environments on Earth’s surface provides an understanding of the world in spatial terms.
G 1–1 Students understand maps, globes, and other geographic tools and technologies by…
c. analyzing how place shapes events and how places may be changed by events

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 2–3 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 3–1 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.

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…
a. 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

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