Rhode Island

$Rhode Island flag$

Skills available for Rhode Island first-grade social studies standards

Standards are in black and IXL social studies skills are in dark green. Hold your mouse over the name of a skill to view a sample question. Click on the name of a skill to practice that skill.

Show alignments for:

Rhode Island Social Studies Standards (adopted in 2023) Rhode Island Social Studies Standards (adopted in 2023)
Rhode Island Grade Level and Grade Span Expectations Rhode Island Grade Level and Grade Span Expectations

Actions

Print standards

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 (K-2)-1 Students demonstrate an understanding of origins, forms, and purposes of government by...
  - a identifying rules and consequences for not following them in different settings (e.g., home, bus, classroom, cafeteria, etc.) and explaining why we need rules and who makes the rules.
    - Rules and laws (1-A.1)
    - Authority figures (1-A.2)
  - b evaluating the rules in different settings (e.g., Is this a good rule and why/why not?).
    - Rules and laws (1-A.1)
  - c exploring examples of services (e.g., post office, police, fire, garbage collection) provided in their own community.
- C&G 1 (K-2)-2 Students demonstrate an understanding of sources of authority and use of power, and how they are/can be changed by...
  - a identifying authority figures who make, apply, and enforce rules (e.g., family, school, police, firefighters, etc.) and how these people help to meet the needs of the common good.
    - Rules and laws (1-A.1)
    - Authority figures (1-A.2)
  - b recognizing and describing the characteristics of leadership and fair decision making, and explaining how they affect others (e.g., line leader, team captain).
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...
  - 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...
  - 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).
  - 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 identifying individual roles in a group and acting as a productive member of a group.
C&G 3 In a democratic society all people have certain rights and responsibilities.
- C&G 3 (K-2)-1 Students demonstrate an understanding of citizens' rights and responsibilities by...
  - a exhibiting respect (e.g., waiting one's turn, respecting differences, sharing, etc.) for self, parents, teachers, authority figures (police, fire, doctors, community leaders), and others.
- C&G 3 (K-2)-2 Students demonstrate an understanding of how individuals and groups exercise (or are denied) their rights and responsibilities by...
  - a demonstrating personal and group rights and responsibility (e.g., self-managing behavior, time, space, and materials).
    - Good citizenship (1-A.4)
  - b working cooperatively in a group, sharing responsibilities or individual roles within a group.
    - Good citizenship (1-A.4)
  - c identifying feelings and situations that lead to conflict and describing ways people solve problems effectively.
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...
  - 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...
  - 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...
  - 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...
  - 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...
  - a using a variety of print and non-print sources to explore other people and places.
- C&G 5 (K-2)-3 Students demonstrate an understanding of how the choices we make impact, and are impacted by an interconnected world, by...
  - a listing the pros and cons of personal decisions (e.g., littering, recycling).

HP Historical Perspectives/Rhode Island History

HP 1 History is an account of human activities that is interpretive in nature.
- HP 1 (K-2)-1 Students act as historians, using a variety of tools (e.g., artifacts and primary and secondary sources) by...
  - a identifying and categorizing the kinds of information obtained from a variety of artifacts and documents (e.g., What would this artifact tell us about how people lived?).
    - Which source should you use? (1-K.1)
  - b distinguishing objects, artifacts, and symbols from long ago and today (e.g., passage of time documented through family photos, evolution of household appliances).
- HP 1 (K-2)-2 Students interpret history as a series of connected events with multiple cause-effect relationships, by...
  - a describing and organizing a sequence of various events in personal, classroom, or school life (e.g., organizing and interpreting data in timelines).
  - b explaining how a sequence of events affected people in home, classroom, or school (e.g., getting a new student in the classroom).
    - Introduction to timelines (1-L.4)
HP 2 History is a chronicle of human activities, diverse people, and the societies they form.
- HP 2 (K-2)-1 Students connect the past with the present by...
  - a recognizing the origin, name, or significance of local geographic and human-made features (e.g., school, street, park, city, river, monuments).
- HP 2 (K-2)-2 Students chronicle events and conditions by...
  - a describing, defining, and illustrating a sequence of events from personal, classroom, school, or community life (e.g., timeline or self-made informational text showing key events).
- HP 2 (K-2)-3 Students show understanding of change over time by...
  - 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 3 The study of history helps us understand the present and shape the future.
- HP 3 (K-2)-1 Students demonstrate an understanding of how the past frames the present by...
  - a identifying how events and people shape family and school life (e.g., How would your life change if you moved to another place? What would happen if your school closed? What would happen if there were no school buses?).
- HP 3 (K-2)-2 Students make personal connections in an historical context (e.g., source-to-source, source-to-self, source-to-world) by...
  - a using a variety of sources (e.g., photographs, written text, clothing, oral history) to reconstruct their past and understand the present.
HP 4 Historical events and human/natural phenomena impact and are influenced by ideas and beliefs.
- HP 4 (K-2)-1 Students demonstrate an understanding that geographic factors and shared past events affect human interactions and changes in civilizations by...
  - a identifying geographic factors that can affect how people interact (e.g., students in the same desk cluster are more likely to interact).
    - Compare cities and rural areas (1-C.4)
  - b identifying events that can affect how people interact (e.g., beginning kindergarten means you play with classmates; moving to a new place means you need to make new friends).
- 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...
  - 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).
    - Then and now: transportation and communication (1-E.1)
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...
  - a recognizing cultural differences and similarities between individuals, groups, or communities (e.g., customs, beliefs, language, religious faiths).
    - What is a community? (1-C.1)
- HP 5 (K-2)-2 Students demonstrate an understanding that culture has affected how people in a society behave in relation to groups and their environment by...
  - a describing daily life for individuals in a cultural community.
  - b identifying different cultures present in the local community.
- HP 5 (K-2)-3 Various perspectives have led individuals and/or groups to interpret events or phenomena differently and with historical consequences by...
  - a describing how people with different perspectives view events in different ways.

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...
  - a identifying the purpose of a variety of maps.
    - Introduction to maps (1-I.1)
  - b describing where places are located on a map using relative distance and direction.
  - c organizing information about people places and environments in a spatial context (e.g., the school is next to a store; a student's house is across the street from the park).
- G 1 (K-2)-2 Students identify the characteristics and features of maps by...
  - a recognizing elements of a map (e.g., key, scale, compass rose).
    - Use cardinal directions (1-I.2)
    - Use a map key (1-I.3)
  - b explaining how the elements are used (e.g., key explains symbols; scale indicates distance; compass rose indicates direction).
    - Use cardinal directions (1-I.2)
    - Use a map key (1-I.3)
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...
  - a identifying and describing natural/physical features (e.g., river, mountains, oceans, weather, climate).
  - b identifying and describing human-made features (e.g., buildings, streets, bridges).
    - Identify human and physical features (1-G.3)
- G 2 (K-2)-2 Students distinguish between regions and places by...
  - a identifying natural/physical features of different places and regions.
  - b comparing and contrasting human-made features of different places and regions.
    - Identify human and physical features (1-G.3)
- G 2 (K-2)-3 Students understand different perspectives that individuals/groups have by...
  - b identifying and describing how people in different places view their environments (e.g., home, classroom, neighborhood, community).
    - Compare cities and rural areas (1-C.4)
- G 2 (K-2)-4 Students understand how geography contributes to how regions are defined/identified by...
  - 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)-1 Students understand why people do/do not migrate by...
  - a describing a reason why people have or have not moved.
- G 3 (K-2)-2 Students understand the interrelationships of geography with resources by...
  - a identifying geographic origins of specific resources (e.g., fish from sea, wheat from plains).
    - Natural resources (1-J.5)
- G 3 (K-2)-3 Students understand how geography influences human settlement, cooperation or conflict by...
  - a describing how features of a place influence what activities do or do not take place there (e.g., soccer field on a flat plain, not on a hill).
  - b describing how people who live near each other sometimes help each other (e.g., sharing set of markers among a desk cluster).
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...
  - a identifying basic environmental resources needed in daily life (e.g., water, air, food).
    - Needs and wants (1-J.1)
    - Natural resources (1-J.5)
- G 4 (K-2)-2 Students explain how humans react or adapt to an ever-changing physical environment by...
  - a identifying examples of how changes in the environment can change people's behavior (e.g., we change how we dress depending on the weather or season).
- G 4 (K-2)-3 Students explain how human actions modify the physical environment by...
  - 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).
    - Identify human and physical features (1-G.3)
  - b describing why people change the space around them.

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...
  - a identifying human, natural, and capital resources.
    - Natural resources (1-J.5)
  - b explaining how the availability of resources affects production of goods and offering of services and their consumption.
    - Scarcity and choices (1-J.2)
  - 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...
  - a recognizing and discussing the differences between basic wants and needs.
    - Needs and wants (1-J.1)
- E 1 (K-2)-3 Students demonstrate an understanding that societies develop different ways to deal with scarcity and abundance by...
  - a identifying how goods and services are shared as a family (e.g., taking turns washing dishes, setting the table, sharing clothes, etc.).
    - Goods and services (1-J.3)
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...
  - a identifying the ways in which people exchange goods and services (e.g., barter, money, commodity money).
    - Goods and services (1-J.3)
    - Producers and consumers (1-J.4)
  - b explaining how prices affect the choices people make about buying or selling goods or services.
  - c describing how people can earn income by exchanging the use of their labor (physical or mental work) for wages or salaries.
- E 2 (K-2)-2 Students analyze how innovations and technology affects the exchange of goods and services by...
  - a identifying how technology has changed over time and explaining how they affect the way people live, work, or play.
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...
  - a identifying how the classroom community members exchange and consume resources. (e.g. teacher distributes limited school supplies among the students; students take turns using stations).
  - b recognizing the purposes of money and how it can be used (e.g., personal savings, personal spending).

Rhode Island

Show alignments for:

Actions

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 (K-2)-1 Students demonstrate an understanding of origins, forms, and purposes of government by...

a identifying rules and consequences for not following them in different settings (e.g., home, bus, classroom, cafeteria, etc.) and explaining why we need rules and who makes the rules.

b evaluating the rules in different settings (e.g., Is this a good rule and why/why not?).

c exploring examples of services (e.g., post office, police, fire, garbage collection) provided in their own community.

C&G 1 (K-2)-2 Students demonstrate an understanding of sources of authority and use of power, and how they are/can be changed by...

a identifying authority figures who make, apply, and enforce rules (e.g., family, school, police, firefighters, etc.) and how these people help to meet the needs of the common good.

b recognizing and describing the characteristics of leadership and fair decision making, and explaining how they affect others (e.g., line leader, team captain).

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...

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...

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 identifying individual roles in a group and acting as a productive member of a group.

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

C&G 3 (K-2)-1 Students demonstrate an understanding of citizens' rights and responsibilities by...

a exhibiting respect (e.g., waiting one's turn, respecting differences, sharing, etc.) for self, parents, teachers, authority figures (police, fire, doctors, community leaders), and others.

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

a demonstrating personal and group rights and responsibility (e.g., self-managing behavior, time, space, and materials).

b working cooperatively in a group, sharing responsibilities or individual roles within a group.

c identifying feelings and situations that lead to conflict and describing ways people solve problems effectively.

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...

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...

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...

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...

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...

a using a variety of print and non-print sources to explore other people and places.

C&G 5 (K-2)-3 Students demonstrate an understanding of how the choices we make impact, and are impacted by an interconnected world, by...

a listing the pros and cons of personal decisions (e.g., littering, recycling).

HP Historical Perspectives/Rhode Island History

HP 1 History is an account of human activities that is interpretive in nature.

HP 1 (K-2)-1 Students act as historians, using a variety of tools (e.g., artifacts and primary and secondary sources) by...

a identifying and categorizing the kinds of information obtained from a variety of artifacts and documents (e.g., What would this artifact tell us about how people lived?).

b distinguishing objects, artifacts, and symbols from long ago and today (e.g., passage of time documented through family photos, evolution of household appliances).

HP 1 (K-2)-2 Students interpret history as a series of connected events with multiple cause-effect relationships, by...

a describing and organizing a sequence of various events in personal, classroom, or school life (e.g., organizing and interpreting data in timelines).

b explaining how a sequence of events affected people in home, classroom, or school (e.g., getting a new student in the classroom).

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

HP 2 (K-2)-1 Students connect the past with the present by...

a recognizing the origin, name, or significance of local geographic and human-made features (e.g., school, street, park, city, river, monuments).

HP 2 (K-2)-2 Students chronicle events and conditions by...

a describing, defining, and illustrating a sequence of events from personal, classroom, school, or community life (e.g., timeline or self-made informational text showing key events).

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

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 3 The study of history helps us understand the present and shape the future.

HP 3 (K-2)-1 Students demonstrate an understanding of how the past frames the present by...

a identifying how events and people shape family and school life (e.g., How would your life change if you moved to another place? What would happen if your school closed? What would happen if there were no school buses?).

HP 3 (K-2)-2 Students make personal connections in an historical context (e.g., source-to-source, source-to-self, source-to-world) by...

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

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

HP 4 (K-2)-1 Students demonstrate an understanding that geographic factors and shared past events affect human interactions and changes in civilizations by...

a identifying geographic factors that can affect how people interact (e.g., students in the same desk cluster are more likely to interact).

b identifying events that can affect how people interact (e.g., beginning kindergarten means you play with classmates; moving to a new place means you need to make new friends).

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...

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...

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

HP 5 (K-2)-2 Students demonstrate an understanding that culture has affected how people in a society behave in relation to groups and their environment by...

a describing daily life for individuals in a cultural community.

b identifying different cultures present in the local community.

HP 5 (K-2)-3 Various perspectives have led individuals and/or groups to interpret events or phenomena differently and with historical consequences by...

a describing how people with different perspectives view events in different ways.

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...

a identifying the purpose of a variety of maps.

b describing where places are located on a map using relative distance and direction.

c organizing information about people places and environments in a spatial context (e.g., the school is next to a store; a student's house is across the street from the park).

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