Rhode Island Content Standards
On the Burning of His Majesty’s Schooner, The Gaspee 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. examining the historical origins of power and how that power has been exercised over time
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 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 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 5: As members of an interconnected world community, the choices we make impact others locally, nationally, and globally.
C&G 5– 1 Students demonstrate an understanding of the many ways Earth’s people are interconnected by…
b. organizing information to show relationships between and among various individuals, systems, and structures
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
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 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
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
HP 3: The study of history helps us understand the present and shape the future.
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 5: Human societies and cultures develop and change in response to human needs and wants.
HP 5–3 Various perspectives have led individuals and/or groups to interpret events or phenomena differently and with historical consequences by…
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 4: Environment and Society: Patterns emerge as humans settle, modify, and interact on Earth’s surface to limit or promote human activities.
G 4–1 Students explain how humans depend on their environment by…
a. researching and reporting specific examples of how human dependence on the environment has impacted political, economic, and/or social decisions.
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 1–2 Students demonstrate an understanding that scarcity and abundance causes individuals to make economic choices by…
a. applying the concept that personal choices often have long-run intended and unintended consequences using historical examples.
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 policymakers encourage or discourage economic activity.