Industrialization in 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 – 1: Student 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
C&G 1 – 2: Student 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 (e.g., Homeland Security)
b. explaining how political authority is obtained and legitimized
C&G 2: The Constitution of the United States established a government of limited powers that are shared among different levels and branches.
C&G 2 – 1: Student demonstrate an understanding of the 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 (e.g., access to the U.S. political process)
C&G 2 – 2: Student demonstrate an understanding of the democratic values and principles underlying the U.S. government by
b. analyzing the inherent challenges involved in balancing majority rule and minority rights
c. identifying and giving examples of the discrepancies between democratic ideals and the realities of American social and political life (e.g., equal protection under the law and the reality of discrimination)
d. discussing different historical understandings/ perspectives of democracy
C&G 3: In a democratic society, all people have certain rights and responsibilities.
C&G 3 -1: Student demonstrate an understanding of citizens’ rights and responsibilities by
c. evaluating, taking, and defending positions regarding the personal and civic responsibilities of individuals
d. analyzing the scope and limits of personal, cultural, economic, or political rights
C&G 3 -2: Student demonstrate an understanding of how individuals and groups exercise (or are denied) their rights and responsibilities by
a. identifying a policy at the school, local, state, national, or international
level and describing how it affects individual rights
c. describing and giving examples of how access to institutions can affect justice, reward, and power in the U.S.
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: Student demonstrate an understanding of political systems and political processes by
c. analyzing and interpreting sources (print and non-print discourse/media), by distinguishing fact from opinion, and evaluating possible bias/propaganda or conflicting information within or across sources
d. selecting a landmark campaign or election in the American political system, explaining the historical context and its significance,
e. analyzing multiple perspectives on an historical or current controversial issue
C&G 4 -2: Student demonstrate an understanding of their participation in political processes by
a. using collaborative decision making/problem solving to consider multiple perspectives on a current political, social, or economic issue, evaluating the consequences of various options, and developing a plan of action
C&G 4 -3: Student demonstrate an understanding of their participation in a civil society by
b. identifying and describing the role that various institutions play in
meeting the needs of the community
c. identifying and analyzing the conflicts that exist between public and private life
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 (e.g., politically, socially, culturally, economically, environmentally)
C&G 5 -2: Student 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: Student 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
b. identifying and summarizing the intended and unintended consequences of a conflict, event, or course of action
c. using deliberation, negotiation, and compromise to plan and develop just solutions to problems (e.g., immigration, limited energy resources, nuclear threat) created when nations or groups act
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 by using a variety of tools (e.g., artifacts and primary/secondary sources) by
a. formulating historical questions, obtaining, analyzing, evaluating historical primary and secondary print and nonprint 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
b. documenting various groups (e.g., formal: nongovernment organizations, religious; informal: family, clan) 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
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 (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
HP 4 -1: Students understand geographic factors and shared past events affect human interactions by
b. analyzing conflict that is based on unresolved historical-geographical differences
c. citing historical evidence that geographic factors affected decision making by policy-makers.
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.
HP 5: Human societies and cultures develop and change in response to human needs and wants.
HP5 -1: Students understand 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) in creating cultural diversity in a society.
HP5 -2: Students understand how culture has affected how people in a society behave in relation to groups by
a. analyzing how membership in particular cultural groups has affected civic engagement on the local, regional, and national level, citing evidence
c. evaluating how societies addressed environmental challenges in ways that shaped their cultural practices.
HP5 -3: Students understand how 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
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.
G2 -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.
G2 -2: Students distinguish between regions and places by
a. analyzing and explaining how concepts of site and situation can explain the uniqueness of places.
G2 -4: Students identify the ways geography contributes to how regions are defined / identified by
a. comparing and contrasting regional characteristics to understand human events.
b. analyzing human and physical changes in regions over time and evaluating how the geographic context contributes to those changes.
RI Economics Grade Span Expectations
E 1: Individuals and societies make choices to address the challenges and opportunities of scarcity and abundance.
E1 -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.
E1 -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 2: Producers and consumers locally, nationally, and internationally engage in the exchange of goods and services.
E2 -1: Students demonstrate an understanding of the variety of ways producers and consumers exchange goods and services by
b. analyzing the roles of supply and demand in an economy.