Rhode Island World-Class Standards
RI.C&G. Civics & Government
C&G 1. People create and change structures of power, authority, and governance in order to accomplish common goals.
C&G 1 (7-8)-2. Students demonstrate an understanding of sources of authority and use of power, and how they are/can be changed by…
C&G 1 (7-8)-2.a. Comparing and contrasting the key stages of development of the rule of law, as presented in various enduring/significant documents (e.g., Magna Carta, Preamble of U.S. Constitution, U.N. Rights of the Child, “I Have A Dream” speech).
C&G 5. As members of an interconnected world community, the choices we make impact others locally, nationally, and globally.
C&G 5 (7-8)-2. Students demonstrate an understanding of the benefits and challenges of an interconnected world by…
C&G 5 (7-8)-2.a. Identifying and discussing factors that lead to the breakdown of order among societies and the resulting consequences (e.g., abolition of slavery, terrorism, Fall of Roman Empire, civil war).
RI.HP. Historical Perspectives/Rhode Island History
HP 1. History is an account of human activities that is interpretive in nature.
HP 1 (7-8)-1. Students act as historians, using a variety of tools (e.g., artifacts and primary and secondary sources) by…
HP 1 (7-8)-1.c. Asking and answering historical questions, evaluating sources of information, organizing the information, and evaluating information in terms of relevance and comprehensiveness.
HP 1 (7-8)-2. Students interpret history as a series of connected events with multiple cause-effect relationships, by…
HP 1 (7-8)-2.a. Investigating and analyzing historical and visual data in order to draw connections between a series of events.
HP 2. History is a chronicle of human activities, diverse people, and the societies they form.
HP 2 (7-8)-2. Students chronicle events and conditions by…
HP 2 (7-8)-2.a. Identifying key events and people of a particular historical era or time period (e.g., centuries, BCE, “The Sixties”).
HP 2 (7-8)-2.b. Correlating key events to develop an understanding of the historical perspective of the time period in which they occurred (e.g., Jacksonian Democracy and Dorr’s Rebellion, water power and steam power, WWII and women at work).
HP 3. The study of history helps us understand the present and shape the future.
HP 3 (7-8)-2. Students make personal connections in an historical context (e.g., source-to-source, source-to-self, source-to-world) by…
HP 3 (7-8)-2.c. Comparing and contrasting the cultural influences that shape individuals and historical events (e.g., Conversion of Quakers from slave holders to abolitionists, emergence of mill villages, Gordon Trial).
E 3. Individuals, institutions and governments have roles in economic systems.
E 3 (7-8)-1. Students demonstrate an understanding of the interdependence created by economic decisions by…
E 3 (7-8)-1.a. Explaining the cyclical relationship of the participants within an economy (e.g., barter, feudal system, global economy).
RI.RH.6-8. Reading Standards for Literacy in History/Social Studies
Craft and Structure
RH.6-8.4. Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
RH.6-8.5. Describe how a text presents information (e.g., sequentially, comparatively, causally).
Range of Reading and Level of Text Complexity
RH.6-8.10. By the end of grade 8, read and comprehend history/social studies texts in the grades 6-8 text complexity band independently and proficiently.