Rhode Island

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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.

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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

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1 Communities as Places

SS1.1.1 Understanding community
- SS1.1.1 Explain what makes a community a community.
  - SS1.1.1.a Explain the meaning of community.
    - What is a community? (1-C.1)
  - SS1.1.1.b Identify the people who make up a community.
  - SS1.1.1.c Explain the use of buildings and places that are part of a community.
    - Government services (1-A.3)
  - SS1.1.1.d Explain the availability of resources, goods, and services that are available in a community (e.g., stores, library, schools).
    - Government services (1-A.3)
SS1.1.2 Reading maps and understanding directions
- SS1.1.2 Explain how to read a map for various purposes such as identifying addresses and sharing directions.
  - SS1.1.2.a Identify students' home addresses and addresses for other family members and friends.
  - SS1.1.2.b Identify components of maps (e.g., compass rose, where things are in relation to each other, taking a bird's eye view of a place).
  - SS1.1.2.c Identify places of the world on physical and electronic maps.
  - SS1.1.2.d Explain how to give directions using a physical map and an electronic mapping tool.
    - Left and right (1-H.1)
    - Use cardinal directions (1-I.2)
SS1.1.3 Physical features of the local community
- SS1.1.3 Explain the physical features of the local community and its available goods and services.
  - SS1.1.3.a Identify the landscape around students' homes and in their communities (such as urban, rural, suburban, has trees, hilly).
  - SS1.1.3.b Identify places that provide resources, goods, and services near their homes and in the community, and explain how those resources are made available, and to whom.
    - Government services (1-A.3)
    - Goods and services (1-J.3)
  - SS1.1.3.c Explain the different types of homes in students' communities (e.g., houses, apartments, shelters).
  - SS1.1.3.d Identify that there may be people who are unhoused in their communities and there may be shelters and services that are available to them.
SS1.1.4 Natural resources in the local community
- SS1.1.4 Explain the use of available natural resources in the local community.
  - SS1.1.4.a Identify natural resources (e.g., forests, water, land) in the local community, and explain how the community uses those resources.
    - Natural resources (1-J.5)
  - SS1.1.4.b Explain how humans can change those resources (e.g., by adding things such as buildings and fisheries, damming a river to make a reservoir for drinking water, community expansion over open land).
  - SS1.1.4.c Explain how natural resources can contribute to jobs (e.g., forestry, construction, fishing, and mining).

2 People in the Community

SS1.2.1 Culture and diversity in the community
- SS1.2.1 Analyze the culture and diversity in local communities.
  - SS1.2.1.a Identify the meanings of "culture" and "diversity," and explain the characteristics of culture.
  - SS1.2.1.b Identify cultures represented in students' communities and where in the world those cultures originated from, and explain characteristics of their cultures (e.g., food traditions, clothing traditions, art and musical traditions, religious beliefs, heritage celebrations).
  - SS1.2.1.c Identify local Indigenous communities (e.g., Nahaganset (Narragansett), Nehantick and Eastern Nehantick (Niantic), Nipmuc, Manissean, Massachuset, and Wampanoag (Pokanoket), and explain characteristics of their cultures (e.g., food traditions, regalia, art and musical traditions, heritage celebrations).
  - SS1.2.1.d Analyze similarities and differences between cultures in their communities.
  - SS1.2.1.e Explain ways people show pride or belonging to their community.
SS1.2.2 How communities change
- SS1.2.2 Analyze the ways communities change.
  - SS1.2.2.a Identify narratives of immigrant populations within the local community, what they brought to the community (e.g., skills, cultural items from their home country, traditions from their home country), and how immigration can change what a community is like.
  - SS1.2.2.b Explain factors that may attract people to migrate into a community (e.g., access to jobs, affordable housing, access to parks and greenspaces, quality of schools, availability of goods and services, family).
  - SS1.2.2.c Explain factors that may cause people to migrate out of a community (e.g., change in jobs, cost of living, family).
  - SS1.2.2.d Analyze human-environmental factors that have changed the local community (e.g., damming a river to make a reservoir, cutting down trees for buildings and to make space for more housing, severe weather events).

3 Working in the Community

SS1.3.1 Goods and services in the community
- SS1.3.1 Analyze the use of goods and services in the local community.
  - SS1.3.1.a Identify what goods and services are available in students' communities.
    - Goods and services (1-J.3)
  - SS1.3.1.b Identify individuals, organizations and businesses that provide goods and services within students' communities (e.g., schools, stores, police, senior centers, shelters, town/city government).
    - Producers and consumers (1-J.4)
  - SS1.3.1.c Explain scarcity, and analyze ways community organizations and businesses respond to community needs.
    - Government services (1-A.3)
    - Scarcity and choices (1-J.2)
  - SS1.3.1.d Explain how goods and services are distributed in times of emergency (e.g., clean water, community shelters).
SS1.3.2 Jobs and careers
- SS1.3.2 Analyze different jobs and careers and how they contribute to the community and economy.
  - SS1.3.2.a Explain the purpose of jobs.
    - Jobs community helpers do (1-C.2)
    - Trade and money (1-J.6)
  - SS1.3.2.b Identify different types of jobs and careers, and explain the tools and resources needed to fulfill these jobs.
    - Jobs community helpers do (1-C.2)
    - Tools community helpers use (1-C.3)
  - SS1.3.2.c Explain job opportunities within students' communities and why some jobs are not locally available, and analyze how different jobs make different contributions to the community.
    - Jobs community helpers do (1-C.2)
  - SS1.3.2.d Explain how people's wants and needs can be different and how different incomes support different types of wants and needs.
    - Needs and wants (1-J.1)
SS1.3.3 How money works
- SS1.3.3 Explain the role of money and how people handle scarcity and abundance.
  - SS1.3.3.a Explain ways people make, buy, and sell goods and services.
    - Producers and consumers (1-J.4)
  - SS1.3.3.b Explain ways people may change how they budget for needs and wants if they face a scarcity of money and/or resources.
  - SS1.3.3.c Explain how people can have abundance of money and/or resources that may allow them to save for the future and/or share with others.

4 Governing in the Community

SS1.4.1 Community citizenship
- SS1.4.1 Analyze the rights and responsibilities that come with being a citizen of a community.
  - SS1.4.1.a Identify the characteristics of, and explain the responsibilities of citizenship.
    - Good citizenship (1-A.4)
  - SS1.4.1.b Analyze the differences between human rights (e.g., access to food, shelter, clean water) and civil rights (e.g., voting rights, having representation in governments).
  - SS1.4.1.c Identify the characteristics of human rights (e.g., equality, universality, inclusivity), and explain how students can help to promote human rights (e.g., volunteering at a food bank, running a food drive, trash clean up at a park, other service projects).
  - SS1.4.1.d Explain the roles of people who make rules and laws (e.g., mayor, school committee, town/city council).
    - Authority figures (1-A.2)
  - SS1.4.1.e Explain ways that people who participate in making the laws and rules can help to create equality and fairness for all people.
SS1.4.2 Community leaders
- SS1.4.2 Explain who community leaders are, both elected and non-elected, and the characteristics of a community leader.
  - SS1.4.2.a Explain the election process for leaders and the responsibilities (e.g., decision making, serving the community) that come with leadership.
  - SS1.4.2.b Explain how leaders create and enforce rules and laws for the common good of the community.
    - Rules and laws (1-A.1)
    - Authority figures (1-A.2)
  - SS1.4.2.c Explain how leaders represent the members of a community.
  - SS1.4.2.d Explain how leaders such as community and grassroot leaders are leaders not through elections, but because they have worked to bring change to their communities.
SS1.4.3 Rules and responsibilities
- SS1.4.3 Analyze the norms, rules, and responsibilities in a community and how different rules and responsibilities apply in different settings.
  - SS1.4.3.a Explain ways rules, norms, and rights in all settings create a way for people to live and work together.
    - Rules and laws (1-A.1)
  - SS1.4.3.b Explain the rules and norms of home, school, and the local community, and analyze the ways power is distributed between people at school, at home, and in public.
    - Rules and laws (1-A.1)
  - SS1.4.3.c Analyze ways rules may change depending on the setting.
SS1.4.4 Resolving problems
- SS1.4.4 Explain how to resolve problems in different settings.
  - SS1.4.4.a Identify leaders who have helped people resolve their problems (e.g., mayor, judge, Abraham Lincoln, Dr. Martin Luther King, Jr., Susan B. Anthony, Mahatma Gandhi, Malala Yousafzai), and explain their roles in resolution.
  - SS1.4.4.b Explain ways problems at home or school can be resolved (e.g., asking for help from trusted adults, communicating).
    - Good citizenship (1-A.4)
  - SS1.4.4.c Explain ways people in a society work together to resolve conflicts in the community.
    - Good citizenship (1-A.4)
SS1.4.5 Creating positive social change
- SS1.4.5 Explain how people create positive social change and the ways students can contribute.
  - SS1.4.5.a Explain the meaning of social change.
  - SS1.4.5.b Identify people who have brought change to society, and explain the actions they took to achieve change.
  - SS1.4.5.c Explain how to create change through voting.
  - SS1.4.5.d Explain how to create change through service and community actions (e.g., town hall meetings, peaceful protests, marches), and ways students can be a part of those actions.

5 Communities around the World

SS1.5.1 Learning about nearby communities
- SS1.5.1 Analyze the similarities and differences in the characteristics of nearby local communities.
  - SS1.5.1.a Identify neighboring communities around students' homes and school (e.g., another city/town, an Indigenous community, a nearby ethnic enclave) and their locations on a map.
  - SS1.5.1.b Identify the topography of the neighboring communities (e.g., trees or no trees, hills, beach), and analyze differences between urban, suburban, and rural communities and the relationship to population.
  - SS1.5.1.c Identify the availability of resources in the neighboring communities.
  - SS1.5.1.d Analyze the similarities and differences of the neighboring communities and those of the students.
    - Compare cities and rural areas (1-C.4)
SS1.5.2 Learning about other communities in the United States
- SS1.5.2 Analyze the similarities and differences in the characteristics of communities throughout the United States.
  - SS1.5.2.a Identify the physical locations of the communities being studied and their locations on a map or globe, explain what the physical environment is like for the communities being looked at, and analyze the ways environment influences their ways of life.
  - SS1.5.2.b Identify the resources, goods, and services available, and explain how people obtain those resources and the influences of environment on resource availability.
  - SS1.5.2.c Analyze the similarities and differences of the communities being looked at and those of the students (e.g., ways of life, traditions, celebrations, the way communities are organized spatially, types of government).
SS1.5.3 Learning about other communities in the world
- SS1.5.3 Analyze the similarities and differences in the characteristics of communities throughout the world.
  - SS1.5.3.a Identify physical locations of the communities being looked at and their locations on a map, explain what the physical environment is like for the communities being looked at, and analyze the ways environment influences their ways of life.
  - SS1.5.3.b Identify what resources, goods, and services are available to the communities being looked at, and explain ways they obtain those resources and the influences of environment on resource availability.
  - SS1.5.3.c Analyze the similarities and differences of the communities being looked at and those of the students (e.g., ways of life, traditions, celebrations, the way communities are organized spatially, community leaders, language, currency).

Rhode Island

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Actions

1 Communities as Places

SS1.1.1 Understanding community

SS1.1.1 Explain what makes a community a community.

SS1.1.1.a Explain the meaning of community.

SS1.1.1.b Identify the people who make up a community.

SS1.1.1.c Explain the use of buildings and places that are part of a community.

SS1.1.1.d Explain the availability of resources, goods, and services that are available in a community (e.g., stores, library, schools).

SS1.1.2 Reading maps and understanding directions

SS1.1.2 Explain how to read a map for various purposes such as identifying addresses and sharing directions.

SS1.1.2.a Identify students' home addresses and addresses for other family members and friends.

SS1.1.2.b Identify components of maps (e.g., compass rose, where things are in relation to each other, taking a bird's eye view of a place).

SS1.1.2.c Identify places of the world on physical and electronic maps.

SS1.1.2.d Explain how to give directions using a physical map and an electronic mapping tool.

SS1.1.3 Physical features of the local community

SS1.1.3 Explain the physical features of the local community and its available goods and services.

SS1.1.3.a Identify the landscape around students' homes and in their communities (such as urban, rural, suburban, has trees, hilly).

SS1.1.3.b Identify places that provide resources, goods, and services near their homes and in the community, and explain how those resources are made available, and to whom.

SS1.1.3.c Explain the different types of homes in students' communities (e.g., houses, apartments, shelters).

SS1.1.3.d Identify that there may be people who are unhoused in their communities and there may be shelters and services that are available to them.

SS1.1.4 Natural resources in the local community

SS1.1.4 Explain the use of available natural resources in the local community.

SS1.1.4.a Identify natural resources (e.g., forests, water, land) in the local community, and explain how the community uses those resources.

SS1.1.4.b Explain how humans can change those resources (e.g., by adding things such as buildings and fisheries, damming a river to make a reservoir for drinking water, community expansion over open land).

SS1.1.4.c Explain how natural resources can contribute to jobs (e.g., forestry, construction, fishing, and mining).

2 People in the Community

SS1.2.1 Culture and diversity in the community

SS1.2.1 Analyze the culture and diversity in local communities.

SS1.2.1.a Identify the meanings of "culture" and "diversity," and explain the characteristics of culture.

SS1.2.1.b Identify cultures represented in students' communities and where in the world those cultures originated from, and explain characteristics of their cultures (e.g., food traditions, clothing traditions, art and musical traditions, religious beliefs, heritage celebrations).

SS1.2.1.d Analyze similarities and differences between cultures in their communities.

SS1.2.1.e Explain ways people show pride or belonging to their community.

SS1.2.2 How communities change

SS1.2.2 Analyze the ways communities change.

SS1.2.2.a Identify narratives of immigrant populations within the local community, what they brought to the community (e.g., skills, cultural items from their home country, traditions from their home country), and how immigration can change what a community is like.

SS1.2.2.b Explain factors that may attract people to migrate into a community (e.g., access to jobs, affordable housing, access to parks and greenspaces, quality of schools, availability of goods and services, family).

SS1.2.2.c Explain factors that may cause people to migrate out of a community (e.g., change in jobs, cost of living, family).

SS1.2.2.d Analyze human-environmental factors that have changed the local community (e.g., damming a river to make a reservoir, cutting down trees for buildings and to make space for more housing, severe weather events).

3 Working in the Community

SS1.3.1 Goods and services in the community

SS1.3.1 Analyze the use of goods and services in the local community.

SS1.3.1.a Identify what goods and services are available in students' communities.

SS1.3.1.b Identify individuals, organizations and businesses that provide goods and services within students' communities (e.g., schools, stores, police, senior centers, shelters, town/city government).

SS1.3.1.c Explain scarcity, and analyze ways community organizations and businesses respond to community needs.

SS1.3.1.d Explain how goods and services are distributed in times of emergency (e.g., clean water, community shelters).

SS1.3.2 Jobs and careers

SS1.3.2 Analyze different jobs and careers and how they contribute to the community and economy.

SS1.3.2.a Explain the purpose of jobs.

SS1.3.2.b Identify different types of jobs and careers, and explain the tools and resources needed to fulfill these jobs.

SS1.3.2.c Explain job opportunities within students' communities and why some jobs are not locally available, and analyze how different jobs make different contributions to the community.

SS1.3.2.d Explain how people's wants and needs can be different and how different incomes support different types of wants and needs.

SS1.3.3 How money works

SS1.3.3 Explain the role of money and how people handle scarcity and abundance.

SS1.3.3.a Explain ways people make, buy, and sell goods and services.

SS1.3.3.b Explain ways people may change how they budget for needs and wants if they face a scarcity of money and/or resources.

SS1.3.3.c Explain how people can have abundance of money and/or resources that may allow them to save for the future and/or share with others.

4 Governing in the Community

SS1.4.1 Community citizenship

SS1.4.1 Analyze the rights and responsibilities that come with being a citizen of a community.

SS1.4.1.a Identify the characteristics of, and explain the responsibilities of citizenship.

SS1.4.1.b Analyze the differences between human rights (e.g., access to food, shelter, clean water) and civil rights (e.g., voting rights, having representation in governments).

SS1.4.1.c Identify the characteristics of human rights (e.g., equality, universality, inclusivity), and explain how students can help to promote human rights (e.g., volunteering at a food bank, running a food drive, trash clean up at a park, other service projects).

SS1.4.1.d Explain the roles of people who make rules and laws (e.g., mayor, school committee, town/city council).

SS1.4.1.e Explain ways that people who participate in making the laws and rules can help to create equality and fairness for all people.

SS1.4.2 Community leaders

SS1.4.2 Explain who community leaders are, both elected and non-elected, and the characteristics of a community leader.

SS1.4.2.a Explain the election process for leaders and the responsibilities (e.g., decision making, serving the community) that come with leadership.

SS1.4.2.b Explain how leaders create and enforce rules and laws for the common good of the community.

SS1.4.2.c Explain how leaders represent the members of a community.

SS1.4.2.d Explain how leaders such as community and grassroot leaders are leaders not through elections, but because they have worked to bring change to their communities.

SS1.4.3 Rules and responsibilities

SS1.4.3 Analyze the norms, rules, and responsibilities in a community and how different rules and responsibilities apply in different settings.

SS1.4.3.a Explain ways rules, norms, and rights in all settings create a way for people to live and work together.

SS1.4.3.b Explain the rules and norms of home, school, and the local community, and analyze the ways power is distributed between people at school, at home, and in public.

SS1.4.3.c Analyze ways rules may change depending on the setting.

SS1.4.4 Resolving problems

SS1.4.4 Explain how to resolve problems in different settings.

SS1.4.4.a Identify leaders who have helped people resolve their problems (e.g., mayor, judge, Abraham Lincoln, Dr. Martin Luther King, Jr., Susan B. Anthony, Mahatma Gandhi, Malala Yousafzai), and explain their roles in resolution.