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 the U.S. Constitution, U.N. Rights of the Child, "I Have A Dream" speech).
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...
a identifying the functions of the three branches of government; and analyzing and describing the interrelationship among the branches (i.e., checks and balances/cause and effect, separation of powers).
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 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.
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).
b evaluating alternative courses of action, (keeping in mind the context of the time), ethical considerations, and the interest of those affected by the decision, and determining the long- and short-term consequences (e.g., Post WWII use of Narragansett Bay - tourism vs. oil refinery).
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...
a recognizing and reflecting on how the similarities of human issues across time periods influence their own personal histories (e.g., so what? How does this relate to me?).
b recognizing and reflecting on how the differences of human issues across time periods influence their own personal histories (e.g., so what? How does this relate to me?).
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).
HP 5 (7-8)-2 Students demonstrate an understanding that culture has affected how people in a society behave in relation to groups and their environment by...
a comparing and contrasting how cultural expectations impact people's behavior and role in different communities/societies (e.g., student protocols in 1800 vs. today).
b using an historical context, describe how diversity contributes to cultural diffusion, acculturation, or assimilation (e.g., "Melting Pot").
c describing how environment (e.g., physical, cultural, etc.) or changes in that environment affects a civilization/country/nation (e.g., settlement, conflicts, transportation, climate change, commerce).