Rhode Island Social Studies Standards: Roger Williams and the Founding of Rhode Island
Anchor Standards: Civics and Government
CG.P Power
2. Explain how political power is and has been obtained and used to govern communities
and individuals with attention to their intersectional identities and lived experiences.
3. Analyze the purpose of government and the use of power, including balancing order
and freedom, to advance and control different communities and individuals based on their
intersectional identities and lived experiences.
CG.RL: Rules and Laws
1. Identify what rules and laws are, and who has the power to make them, in different
settings and cultures that are familiar and unfamiliar to students.
2. Explain why rules and laws exist, and how they are implemented by and for
individuals and communities based on their intersectional identities and lived
experiences.
3. Analyze how rules and laws positively and/or negatively impact different individuals
and communities based on their intersectional identities and lived experiences.
CG.RR: Rights and Responsibilities
1. Identify what rights and responsibilities individuals and communities have in a society
and who can take advantage of them.
3. Analyze how individuals and communities have been included or excluded from the
political process based on their intersectional identities and lived experiences and the
impact these actions have had on their rights, responsibilities, and the functioning of a
democratic society.
4. Argue for a possible solution to make rights equitable and the roles of those involved
in pursuing that solution.
Anchor Standards: History
H.CC: Change / Continuity
1. Identify historical events that are culturally relevant to global, national, and local
histories and connect to students’ intersectional identities and lived experiences.
3. Analyze multiple sources to compare and contrast historical events through the lenses
of identity, power, and resistance.
4. Argue how social change, intersectional identities, and lived experiences are crucial to
the study and practice of history.
H.HP: Historical Perspectives
1. Identify key people, central ideas, and the mechanisms by which stories are told and
retold regarding an event or series of events, centering the voices of historical actors and
groups engaged in resistance and change.
2. Explain the purpose, audience, and perspective of multiple types of sources (art, music,
oral histories, pamphlets, film, texts, etc.) relating to a historical event or series of events,
individual, or group of people, including indications of bias toward or against the subject
portrayed.
3. Analyze multiple types of sources, including art, music, oral histories, pamphlets, film,
texts, etc., through a critical reflection of the creators’ and students’ intersectional
identities and lived experiences.
4. Argue, using multiple narratives rooted in identity, power, and resistance, how history
itself is an interpretation of events.
H.IG: Individuals / Groups
1. Identify peoples, events, technologies, and ideas involved in historical and social
change in various geographical and temporal locations.
2. Explain how historical and social change have been and continue to be accomplished
in relation to systems of power, identity, and resistance.
Anchor Standards: Geography
G.HPE: Human, Physical, and Environmental Interactions
2. Explain how humans and their societies and institutions affect, modify and/or preserve
the environment, as well as how the modifications of the physical environment affect
physical, behavioral, and diverse cultural systems.
4. Argue how decisions about resources and the environment made by individuals and/or
communities impact current and future peoples differently and how those decisions might
be made more equitable.
G.HSP: Human Systems and Populations
3. Analyze how human systems and the distribution of populations interact with and
impact physical systems, and how conflict and access to resources influence physical
systems. 4. Argue how the relationship between populations and physical systems influence
decision making about the equitable access to resources and land at the local, regional,
and/or global levels.
Anchor Standards: Economics
E.SA: Scarcity / Abundance
1. Identify the choices communities make about how to use resources based on the
scarcity of that resource, including those that are familiar and unfamiliar.
3. Analyze how decisions affecting access to goods and services are influenced by
systems of power and cultural norms including how these effects of decisions create more
equitable or inequitable outcomes.
E.EG: Economics / Government
2. Explain how those traditionally privileged and marginalized across intersecting
identities can influence and interact with economic systems.
3. Analyze how inequities within the economic system have been addressed or sustained
by the actions of those traditionally privileged and marginalized.
Rhode Island Social Studies Content Standards
Grade 4: Living and Working Together in Rhode Island
Inquiry Topic 2: Indigenous Peoples, Roger Williams, and Rhode Island Colonists
SS4.2.1: Indigenous peoples in Rhode Island
SS4.2.2: Roger Williams and the Massachusetts Bay and Plymouth Colonies
SS4.2.3: The founding of the Colony of Rhode Island and Providence Plantations
SS4.2.4: Indigenous peoples and relationships with the Rhode Island colonists
Grade 5: United States History-Pre-European Contact to Reconstruction
Inquiry Topic 2: European Arrival in North America and Colonial Growth
SS5.2.1: European colonization
SS5.2.2: Building the colonies
SS5.2.3: Indigenous peoples and European colonists
SS5.2.4: Development of slavery and the African slave trade
High School- United States History I: Pre-European Contact to Reconstruction
Inquiry Topic 1: Colonial North America
SSHS.USI.1.1: Indigenous peoples of North America
SSHS.USI.1.2: The impact of European colonization on Indigenous life
SSHS.USI.1.3: Establishing the colonies
SSHS.USI.1.4: The emergence of the trans-Atlantic slave trade