RI.C&G. Civics & 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 (K-2)-1. Students demonstrate an understanding of United States government (local, state, national) by…

C&G 2 (K-2)-1.a. Identifying elected leadership titles/basic role at different levels of government (e.g., mayor is the leader of a city, governor is the leader of the state, president is the leader of the country).

C&G 2 (K-2)-2. Students demonstrate an understanding of the democratic values and principles underlying the U.S. government by…

C&G 2 (K-2)-2.a. Identifying symbols and national holidays used to depict Americans’ shared democratic values, principles, and beliefs (e.g., American flag, Pledge of Allegiance, Presidents’ Day, Independence Day).

C&G 2 (K-2)-2.b. Using a variety of sources (e.g., trade books, picture books, songs, artwork) to illustrate the basic values and principles of democracy (e.g., Statue of Liberty represents freedom, Independent Man on State House represents individual rights, Grand Old Flag represents national unity, This Land is Your Land represents respect for diversity).

C&G 3. In a democratic society all people have certain rights and responsibilities.

C&G 3 (K-2)-2. Students demonstrate an understanding of how individuals and groups exercise (or are denied) their rights and responsibilities by…

C&G 3 (K-2)-2.a. Demonstrating personal and group rights and responsibility (e.g., self-managing behavior, time, space, and materials).

C&G 4. People engage in political processes in a variety of ways.

C&G 4 (K-2)-1. Students demonstrate an understanding of political systems and political processes by…

C&G 4 (K-2)-1.a. Identifying forms of civic participation (e.g., voting, conducting a survey).

C&G 4 (K-2)-2. Students demonstrate their participation in political processes by…

C&G 4 (K-2)-2.a. Experiencing a variety of forms of participation (e.g., voting, conducting a survey, writing a class letter about an issue of concern).

C&G 4 (K-2)-3. Students participate in a civil society by…

C&G 4 (K-2)-3.a. Identifying problems, planning and implementing solutions in the classroom, school, and community (e.g., problem of litter/solutions -each picks up one piece of trash, recycle, plan a clean-up day, etc.).

C&G 5. As members of an interconnected world community, the choices we make impact others locally, nationally, and globally.

C&G 5 (K-2)-1. Students demonstrate an understanding of the many ways earth’s people are interconnected by…

C&G 5 (K-2)-1.a. Exploring and discussing ways we interact with others around the world (e.g., food, clothing, transportation, tourism, news).

C&G 5 (K-2)-2. Students demonstrate an understanding of the benefits and challenges of an interconnected world by…

C&G 5 (K-2)-2.a. Using a variety of print and non-print sources to explore other people and places.

RI.HP. Historical Perspectives/Rhode Island History

HP 2. History is a chronicle of human activities, diverse people, and the societies they form.

HP 2 (K-2)-3. Students show understanding of change over time by…

HP 2 (K-2)-3.a. Exploring and describing similarities and differences in objects, artifacts, and technologies from the past and present (e.g., transportation, communication, school and home life).

HP 4. Historical events and human/natural phenomena impact and are influenced by ideas and beliefs.

HP 4 (K-2)-2. Students demonstrate an understanding that innovations, inventions, change, and expansion cause increased interaction among people (e.g., cooperation or conflict) by…

HP 4 (K-2)-2.a. Identifying innovations or inventions that have impacted interaction between people (e.g., the invention of the telephone allowed people to talk to each other at a distance).

HP 5. Human societies and cultures develop and change in response to human needs and wants.

HP 5 (K-2)-1. Students demonstrate an understanding that a variety of factors affect cultural diversity within a society by…

HP 5 (K-2)-1.a. Recognizing cultural differences and similarities between individuals, groups, or communities (e.g., customs, beliefs, language, religious faiths).

RI.G. Geography

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 (K-2)-1. Students understand maps, globes, and other geographic tools and technologies by…

G 1 (K-2)-1.a. Identifying the purpose of a variety of maps.

G 1 (K-2)-2. Students identify the characteristics and features of maps by…

G 1 (K-2)-2.a. Recognizing elements of a map (e.g., key, scale, compass rose).

G 1 (K-2)-2.b. Explaining how the elements are used (e.g., key explains symbols; scale indicates distance; compass rose indicates direction).

G 2. Places and Regions: Physical and human characteristics (e.g., culture, experiences, etc.) influence places and regions.

G 2 (K-2)-1. Students understand the physical and human characteristics of places by…

G 2 (K-2)-1.a. Identifying and describing natural/physical features (e.g., river, mountains, oceans, weather, climate).

G 2 (K-2)-2. Students distinguish between regions and places by…

G 2 (K-2)-2.a. Identifying natural/physical features of different places and regions.

G 2 (K-2)-4. Students understand how geography contributes to how regions are defined / identified by…

G 2 (K-2)-4.b. Identifying natural physical boundaries of places (e.g., rivers, mountains).

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 (K-2)-2. Students understand the interrelationships of geography with resources by…

G 3 (K-2)-2.a. Identifying geographic origins of specific resources (e.g., fish from sea, wheat from plains).

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 (K-2)-1. Students explain how humans depend on their environment by…

G 4 (K-2)-1.a. Identifying basic environmental resources needed in daily life (e.g., water, air, food).

G 4 (K-2)-3. Students explain how human actions modify the physical environment by…

G 4 (K-2)-3.a. Identifying examples of how people can change the space around them (e.g., a field can be made into a playground, a tree can become a place for a tree house, an empty lot can be changed into a garden).

RI.E. Economics

E 1. Individuals and societies make choices to address the challenges and opportunities of scarcity and abundance.

E 1 (K-2)-1. Students demonstrate an understanding of basic economic concepts by…

E 1 (K-2)-1.a. Identifying human, natural, and capital resources.

E 1 (K-2)-1.c. Identifying positive and negative economic incentives that affect behavior and choice that best satisfies an economic want.

E 1 (K-2)-2. Students demonstrate an understanding that scarcity and abundance causes individuals to make economic choices by…

E 1 (K-2)-2.a. Recognizing and discussing the differences between basic wants and needs.

E 2. Producers and consumers locally, nationally, and internationally engage in the exchange of goods and services.

E 2 (K-2)-1. Students demonstrate an understanding of the variety of ways producers and consumers exchange goods and services by…

E 2 (K-2)-1.a. Identifying the ways in which people exchange goods and services (e.g., barter, money, commodity money).

E 2 (K-2)-1.c. Describing how people can earn income by exchanging the use of their labor (physical or mental work) for wages or salaries.

E 3. Individuals, institutions and governments have roles in economic systems.

E 3 (K-2)-1. Students demonstrate an understanding of the interdependence created by economic decisions by…

E 3 (K-2)-1.b. Recognizing the purposes of money and how it can be used (e.g., personal savings, personal spending).