Rhode Island

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Skills available for Rhode Island eighth-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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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)-1 Students demonstrate an understanding of origins, forms, and purposes of government by

      • a identifying and explaining the origins and basic functions of government

      • b comparing and contrasting different forms of government (e.g., dictatorship, democracy, theocracy, republic, monarchy)

      • c explaining what happens when political structures do or do not meet the needs of people (e.g., democracy v. anarchy)

      • d explaining how geography and economics influence the structure of government

    • 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

      • 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)

      • b explaining why the rule of law is necessary to the role of government (e.g., debate/ Robert’s Rules of Order, classroom procedures)

      • c defining and identifying the nature of authority and sources of power

  • 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 (7-8)-1 Students demonstrate an understanding of United States government (local, state, national) by

    • C&G 2 (7-8)-2 Students demonstrate an understanding of the democratic values and principles underlying the U.S. government by

      • a explaining how democratic values are reflected in enduring documents, political speeches (discourse), and group actions

      • b using a variety of sources to identify and defend a position on a democratic principle (e.g., self-government in Declaration of Independence, women’s rights in Seneca Falls Declaration, Habeas Corpus in Laws of 12 Tables, freedom of religion in Washington’s letter to the Touro Synagogue)

      • c exhibiting and explaining what it means to be a responsible citizen in the state and nation

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

    • C&G 3 (7-8)-1 Students demonstrate an understanding of citizens’ rights and responsibilities by

      • a defining and applying the concepts: “civic” (adj.), “civics” (n), “civil,” “citizen,” and “rights”

      • b evaluating and defending a position on issues involving individual rights (personal, economic, legal, or political rights reflected in the Bill of Rights)

      • c analyzing and defending a position on an issue involving civic responsibilities (personal, economic, legal or political rights)

      • d providing examples that reflect conflicts between individual rights and the common good, within the context of civic responsibility

    • C&G 3 (7-8)-2 Students demonstrate an understanding of how of individuals and groups exercise (or are denied) their rights and responsibilities by

      • a identifying an issue, proposing solutions, and developing an action plan to resolve the issue

      • b identifying and explaining how an action taken by an individual or a group impacts the rights of others

      • c identifying the impact of an historic court case

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

    • C&G 4 (7-8)-1 Students demonstrate an understanding of political systems and political processes by

      • a explaining how various factors affect how leaders are selected or elected through an election process (e.g., election process, public agenda, special interest groups, and media)

      • b describing how and why individuals identify themselves politically (e.g., Federalist, Anti-federalist, suffragette, pacifist, nationalists, socialists)

      • c evaluating the strengths and weaknesses of various political systems (e.g., dictatorship, oligarchy, monarchy, democracy, theocracy)

      • d examining how elections are/can be vehicles of change

      • e recognizing multiple perspectives on historical or current controversial issues

    • C&G 4 (7-8)-2 Students demonstrate their participation in political processes by

      • a expressing and defending an informed opinion and presenting their opinion to an audience beyond the classroom (e.g., political cartoon, letter, speech, emailing Congressional membership)

      • b describing their role and impact in the voting process

      • c engaging in the political process (e.g., mock elections)

    • C&G 4 (7-8)-3 Students participate in a civil society by

      • a demonstrating an understanding and empathy for the opinions of others (e.g., listening to and asking relevant questions, considering alternative perspectives, voicing alternative points of view, recognizing bias)

      • b demonstrating the ability to compromise (e.g., offering solutions, persisting to resolve issues)

      • c recognizing the cause(s) and effect(s) of taking a civil action

      • d utilizing a variety of reliable sources to develop an informed opinion

  • 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)-1 Students demonstrate an understanding of the many ways Earth’s people are interconnected by

      • a tracing and explaining social, technological, geographical, economical, and cultural connections for a given society of people (e.g., trade, transportation, communication)

      • b identifying, describing, and explaining how people are politically, economically, environmentally, militarily, and (or) diplomatically connected (e.g., World Bank, UN, NATO, European Union)

    • 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)-3 Students demonstrate an understanding of how the choices we make impact and are impacted by an interconnected world by

      • a making predictions as to the effects of personal consumer, environmental, communication, and eventual political choices (e.g., hybrid cars, local v. imported)

      • b summarizing a significant situation; proposing and defending actions to be taken or not taken (e.g., pollution, consumption, conservation)

Historical Perspectives/Rhode Island History