a: making, applying, and enforcing rules (home, school, community).

b: comparing similarities between a rule and a law.

c: citing examples of services that local and state governments provide for the common good.

a: identifying authority figures who make, apply, and enforce rules (e.g., family, school, police, firefighters, etc.) and explaining how there are limits to their power (e.g., What are police not allowed to do?).

b: recognizing, describing, and demonstrating the characteristics of leadership and fair decision making, and explaining how they affect others.

a: identifying the levels (local, state, national) and three branches of government, as defined by the U.S. Constitution, and the roles and purposes of each (e.g., checks and balances).

b: describing the U.S. Constitution and Bill of Rights and explaining why they are important.

a: identifying and explaining the meaning of symbols and national holidays used to depict Americans shared democratic values, principles, and beliefs (e.g., colors of the American flag, Pledge of Allegiance, bald eagle, Presidents' Day, Independence Day).

b: using a variety of sources (e.g., Bill of Rights, Declaration of Independence, 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, E Pluribus Unum represents national unity, This Land is Your Land represents respect for diversity).

c: exhibiting and explaining what it means to be a responsible member of a group to achieve a common goal (e.g., problem solving, task completion, etc.) and self-monitoring effectiveness in a group.

a: exhibiting respect for self, parents, teachers, authority figures (police, fire, doctors, community leaders), and others, and demonstrating an understanding of others' points of view.

b: using a variety of sources (e.g., primary sources, secondary sources, literature, videos) to provide examples of individuals' and groups' rights and responsibilities (e.g., justice, equality, and diversity).

a: demonstrating and explaining how personal choices can affect rights, responsibilities and privileges of self and others (e.g., bullying, breaking rules, intruding on others' space, interference with others' rights to learn).

b: working cooperatively in a group, demonstrating individual/personal accountability (e.g., dividing responsibilities, taking on individual roles) to complete a task (e.g., in-class group projects, civic or community activities, school-wide groups or clubs working toward a common goal).

c: explaining different ways conflicts can be resolved, how conflicts and resolutions can affect people, and describing the resolution of conflicts by the courts or other authorities.

a: identifying forms and levels (e.g., voting vs. running for office, organizing a meeting vs. attending a meeting) of civic participation and how it affects the common good (local, state, national, world).

a: engaging in a variety of forms of participation (e.g., voting, petition, survey) and explaining the purpose of each form.

a: identifying problems, planning and implementing solutions, and evaluating the outcomes in the classroom, school, community, state, nation, or world (e.g., problem of global warming/solutions - recycling, energy conservation).

b: explaining how individuals can take responsibility for their actions and how their actions impact the community.

a: explaining how current events around the world affect our lives (e.g., trade, war, conflict-resolution, global warming).

b: locating where different nations are in the world in relation to the United States (e.g., related to current events, literature, trade books).

a: exploring current issues using a variety of print and non-print sources (e.g., Where does our food come from and what happens if there is a drought?).

a: listing and explaining the pros and cons of personal and organizational (e.g., businesses, governments, other groups) decisions (e.g., donations to global charities).

a: describing the difference between primary and secondary sources and interpreting information from each (e.g., asking and answering questions, making predictions).

b: classifying objects, artifacts, and symbols from long ago and today and describing how they add to our understanding of the past.

c: organizing information obtained to answer historical questions.

a: describing and organizing a sequence of significant events in Rhode Island history (e.g., interpreting and analyzing data in timelines).

b: explaining and inferring how a sequence of events affected people of Rhode Island (e.g., settlement or changes in community/Rhode Island, Hurricane Katrina).

a: investigating and explaining the origin, name, or significance of local and Rhode Island geographic and human-made features.

a: describing, defining, and illustrating by example Rhode Island historical individuals, groups and events (e.g., Roger Williams, Native Americans, immigrant groups) and how they relate to the context (e.g., conditions of the time, events before and after).

a: interpreting and explaining similarities and differences in objects, artifacts, technologies, ideas, or beliefs (e.g., religious, economic, education, self-government) from the past and present (e.g., transportation or communication in the community, RI, U.S.).

a: recognizing and interpreting how events, people, problems, and ideas shape life in the community and in Rhode Island.

a: using a variety of sources (e.g., photographs, written text, clothing, oral history) to reconstruct the past, understand the present, and make predictions for the future.

a: identifying how geographic factors impact interactions (e.g., distance between settlements; rivers can be barriers to movement or facilitate transportation).

b: identifying how events impact interactions (e.g., arrival of the Mayflower initiated interactions between British colonists and Wampanoag tribe).

a: explaining how innovations or inventions have impacted interactions between people, communities, regions, and nations.

b: identifying how expansion has influenced interactions between people.

a: comparing cultural differences and similarities between individuals, groups, or communities (e.g., customs, beliefs, language, religious faiths).

a: comparing how members within cultures interact with each other and their environment.

b: identifying how a culture has changed over time.

a: comparing how people with different perspectives view events in different ways.

a: accurately using maps to identify locations.

b: identifying relationships between time, space, and distance.

c: organizing information about people, places, and environments in a spatial context (e.g., the school is to the east of the store; the house is northeast of the mountains).

a: applying map skills to represent a location (e.g., design a map).

b: identifying and describing locations.

a: explaining ways in which geographical features determine how people live and work (e.g., living near the ocean gives opportunity to be fishermen or marine biologist).

b: explaining how natural/physical features and human-made features makes a place unique.

a: defining a region and its associated places (e.g., the region of New England includes the city of Providence; a city can have several neighborhoods).

b: explaining the difference between regions and places (e.g., a desert region is dry, rainforest regions are wet; Providence is densely populated, Exeter is sparsely populated).

a: contrasting how people in different places describe their physical environments (e.g., people who live in a desert will give very high value to water; people who live next to a lake may take water for granted).

a: describing how physical geography defines boundaries of regions.

a: comparing reasons why people have moved.

a: comparing products produced locally and far away (e.g., apples from Scituate, oranges from Florida).

a: describing how features of a place influence human decision making (e.g., activities, settlement, employment).

b: describing how features of a place affect human cooperation or conflict.

a: identifying how needs can be met by the environment (e.g., we grow food to eat.).

a: identifying ways in which the physical environment is stressed by human activity using examples from the local community (e.g., pollution in the Narragansett Bay means people cannot fish for food).

b: generating a possible solution for a community environmental problem (e.g., if there is a lot of litter, create an action plan to clean it up).

a: using maps and graphs to illustrate changes in the physical environment of the local community or region.

b: comparing and contrasting the effects of changing a place (e.g., irrigation creates opportunity to produce crops).

a: differentiating between human, natural, and capital resources.

b: identifying the types of resources available and the corresponding goods and services produced in real-world and historical context (e.g., Rhode Island today or in different historical periods: RI colony boatbuilding and agricultural production were primary, late 1800's industrial products were primary).

c: explaining how positive and negative incentives influence behavior and choices (e.g., costs vs. benefits received).

a: explaining how scarcity requires people to make choices due to their unlimited needs and wants with limited resources.

a: comparing the advantages and disadvantages of allocating various goods and services (e.g., sharing class toys, student time on playground equipment during recess, etc.).

a: explaining the interdependence of buyers and sellers within various markets (e.g., barter, money, commodity money).

b: identifying factors that affect price (e.g., scarcity/abundance, incentives, competition).

c: explaining how market forces determine the amount of income for most people (e.g., people with rare skills can charge more).

a: explaining how innovations and technology can have positive or negative effects on how people produce or exchange goods and services.

a: comparing how individuals, institutions, and governments interact within an economy (e.g. entrepreneurs start new businesses; individuals save money in banks, government redistributes money through taxing and spending).

b: describing how money makes it easier to trade, borrow, or save, and compare the value of goods and services.

a: identifying how government redistributes tax income for public benefit through taxes (e.g., paying for work force training through schools).