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Rhode Island Content Standards

Rhode Island, Slavery, and the Slave Trade 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 –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…
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 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

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 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
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

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

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 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…
c. analyzing the contribution of diverse cultural elements

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.

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 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 2–3 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 2–4 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.
E 1–1 Students demonstrate an understanding of basic economic concepts by…
c. applying the concept that economic choices often have long-run intended and unintended consequences in real world situations and historical contexts.

E 2: Producers and consumers locally, nationally, and internationally engage in the exchange of goods and services.
E 2– 2 Students analyze how Innovations and technology affects the exchange of goods and services by…
a. investigating and synthesizing the role of technology in solving and/or creating economic issues of the past and present.

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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