Rhode Island

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Skills available for Rhode Island high school 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): Civics Rhode Island Social Studies Standards (adopted in 2023): Civics
Rhode Island Social Studies Standards (adopted in 2023): United States History I: Pre-European Contact to Reconstruction Rhode Island Social Studies Standards (adopted in 2023): United States History I: Pre-European Contact to Reconstruction
Rhode Island Social Studies Standards (adopted in 2023): United States History II: Late 19th Century to Present Rhode Island Social Studies Standards (adopted in 2023): United States History II: Late 19th Century to Present
Rhode Island Grade Level and Grade Span Expectations: Civics and Government Rhode Island Grade Level and Grade Span Expectations: Civics and Government

Actions

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C&G Civics and Government

C&G 1 People create and change structures of power, authority, and governance in order to accomplish common goals.
- C&G 1 (9-12) –1 Students demonstrate an understanding of origins, forms, and purposes of government by…
  - a describing or explaining competing ideas about the purposes and functions of politics and government.
  - b comparing and contrasting different forms of government and their purposes.
    - Authoritarian and democratic governments (CG-A.1)
    - Identify types of government (CG-A.2)
  - c explaining how a political ideology is reflected in the form and structure of a government (e.g., Democracy – Democratic republic).
    - Identify types of government (CG-A.2)
  - d distinguishing between the rule of law and the "rule of men" (e.g., Korematsu v. U.S. and Japanese internment during WWII).
- C&G 1 (9-12) –2 Students demonstrate an understanding of sources of authority and use of power, and how they are/can be changed, by…
  - a identifying how actions of a government affect relationships involving the individual, society and the government (e.g., Homeland Security).
  - b explaining how political authority is obtained and legitimized.
  - c examining the historical origins of power and how that power has been exercised over time (e.g., divine right, popular sovereignty, social contract, "regime of truth").
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 (9-12) –1 Students demonstrate an understanding of United States government (local, state, national) by…
  - a evaluating, taking, and defending positions on a current issue regarding the judicial protection of individual or state rights via judicial review.
  - b analyzing the basic structures of government in the U.S. (e.g., national, state, local; branches of federal government) through researching a current or historical issue or event.
  - c identifying and describing ways in which people gain or fail to gain access to the institutions of the U.S. government (local, state, national) or other political institutions (e.g., access to the U.S. political process).
  - d critically examining the principles, traditions, and precedents of American constitutional government.
- C&G 2 (9-12) –2 Students demonstrate an understanding of the democratic values and principles underlying the U.S. government by…
  - a interpreting and analyzing the sources of the U.S. democratic tradition in the Declaration of Independence, U.S. Constitution, and other documents (e.g., RI Constitution, Seneca Falls Declaration of Sentiments & Resolutions, Supreme Court decisions, Pledge of Allegiance).
  - b analyzing the inherent challenges involved in balancing majority rule and minority rights.
  - c identifying and giving examples of the discrepancies between democratic ideals and the realities of American social and political life (e.g., equal protection under the law and the reality of discrimination).
  - d discussing different historical understandings/ perspectives of democracy.
C&G 3 In a democratic society all people have certain rights and responsibilities.
- C&G 3 (9-12) –1 Students demonstrate an understanding of citizens' rights and responsibilities by…
  - a comparing and contrasting different perspective on provisions found in the Bill of Rights (e.g., flag burning and the first Amendment).
  - b comparing and contrasting human rights provided for in various seminal documents or materials (e.g., Declaration of the Rights of Man, Universal Declaration of Rights, International Convention on the Rights of the Child, and other international documents).
  - c evaluating, taking, and defending positions regarding the personal and civic responsibilities of individuals.
    - Rights and responsibilities of active citizenship (CG-G.1)
  - d analyzing the scope and limits of personal, cultural, economic, or political rights (e.g., freedom of expression vs. school dress codes, speaking one's native language vs. English-only legislation; living wage vs. minimum wage; civil liberties vs. national security).
  - e describing the criteria used for admission to citizenship in the U.S.
    - Immigration and naturalization (CG-G.2)
    - The U.S. naturalization test (CG-G.3)
- C&G 3 (9-12) –2 Students demonstrate an understanding of how individuals and groups exercise (or are denied) their rights and responsibilities by…
  - a identifying a policy at the school, local, state, national, or international level and describing how it affects individual rights.
  - b accessing the political system (e.g., letter writing, researching an issue and communicating it to the public, organizing, petitioning, boycotting/buycotting).
  - c describing and giving examples of how access to institutions can affect justice, reward, and power in the U.S.
  - d identifying and explaining ways individuals and groups have exercised their rights in order to transform society (e.g., Civil Rights Movement, women's suffrage).
    - Constitutional amendments (CG-C.3)
    - What are civil liberties and civil rights? (CG-F.1)
  - e participating in and reflecting on a decision-making experience as part of a group in your classroom, school, or community (e.g., developing classroom norms, School Improvement Team member, response to community needs, such as a food drive).
C&G 4 People engage in political processes in a variety of ways.
- C&G 4 (9-12) –1 Students demonstrate an understanding of political systems and political processes by…
  - a comparing and contrasting U.S. systems of government with others.
  - b interacting with, analyzing, and evaluating political institutions and political parties in an authentic context (using local, national, or international issues/events that are personally meaningful).
  - c analyzing and interpreting sources (print and non-print discourse/media), by distinguishing fact from opinion, and evaluating possible bias/propaganda or conflicting information within or across sources.
    - Role of the media (CG-I.1)
  - d selecting a landmark campaign or election in the American political system, explaining the historical context and its significance, and evaluating its impact.
  - e analyzing multiple perspectives on an historical or current controversial issue (e.g., immigration, environmental policy, escalation of the war in Vietnam, Brown v. Board of Education).
- C&G 4 (9-12) –2 Students demonstrate their participation in political processes by…
  - a using collaborative decision making/problem solving to consider multiple perspectives on a current political, social, or economic issue, evaluating the consequences of various options, and developing a plan of action (e.g., new school policy or local, national, or international public policy).
  - b working individually or with others to identify, propose, and carry out a community/civic engagement project/initiative (e.g., making the community aware of an issue, organizing a workshop).
  - c engaging in and reflecting upon an electoral process in a class, school, or community (e.g., become a candidate and carry out a campaign, participate in party/school nominations, work on a political campaign, volunteer to serve on a board, do polling).
- C&G 4 (9-12) –3 Students participate in a civil society by…
  - a critically reflecting on their own civic dispositions (e.g., tolerance and respect, concern for the rights and welfare of others, social responsibility, and recognition of the capacity to make a difference).
  - b identifying and describing the role that various institutions play in meeting the needs of the community.
  - c identifying and analyzing the conflicts that exist between public and private life (e.g., issues related to Homeland Security, Eminent Domain, civil liberties).
C&G 5 As members of an interconnected world community, the choices we make impact others locally, nationally, and globally.
- C&G 5 (9-12) – 1 Students demonstrate an understanding of the many ways Earth's people are interconnected by…
  - a identifying the ways the world is organized: politically, socially, culturally, economically, environmentally (e.g., nationstate).
  - b organizing information to show relationships between and among various individuals, systems, and structures (e.g., politically, socially, culturally, economically, environmentally).
- C&G 5 (9-12)-2 Students demonstrate an understanding of the benefits and challenges of an interconnected world by…
  - a describing the interconnected nature of a contemporary or historical issue.
  - b analyzing and evaluating a contemporary or historical issue (e.g., free trade versus fair trade, access to medical care and terrorism).
- C&G 5 (9-12) -3 Students demonstrate an understanding of how the choices we make impact and are impacted by, an interconnected world by…
  - a predicting outcomes and possible consequences of a conflict, event, or course of action.
  - b identifying and summarizing the intended and unintended consequences of a conflict, event, or course of action.
  - c using deliberation, negotiation, and compromise to plan and develop just solutions to problems (e.g., immigration, limited energy resources, nuclear threat) created when nations or groups act.

Rhode Island

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Actions

C&G Civics and Government

C&G 1 People create and change structures of power, authority, and governance in order to accomplish common goals.

C&G 1 (9-12) –1 Students demonstrate an understanding of origins, forms, and purposes of government by…

a describing or explaining competing ideas about the purposes and functions of politics and government.

b comparing and contrasting different forms of government and their purposes.

c explaining how a political ideology is reflected in the form and structure of a government (e.g., Democracy – Democratic republic).

d distinguishing between the rule of law and the "rule of men" (e.g., Korematsu v. U.S. and Japanese internment during WWII).

C&G 1 (9-12) –2 Students demonstrate an understanding of sources of authority and use of power, and how they are/can be changed, by…

a identifying how actions of a government affect relationships involving the individual, society and the government (e.g., Homeland Security).

b explaining how political authority is obtained and legitimized.

c examining the historical origins of power and how that power has been exercised over time (e.g., divine right, popular sovereignty, social contract, "regime of truth").

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 (9-12) –1 Students demonstrate an understanding of United States government (local, state, national) by…

a evaluating, taking, and defending positions on a current issue regarding the judicial protection of individual or state rights via judicial review.

b analyzing the basic structures of government in the U.S. (e.g., national, state, local; branches of federal government) through researching a current or historical issue or event.

c identifying and describing ways in which people gain or fail to gain access to the institutions of the U.S. government (local, state, national) or other political institutions (e.g., access to the U.S. political process).

d critically examining the principles, traditions, and precedents of American constitutional government.

C&G 2 (9-12) –2 Students demonstrate an understanding of the democratic values and principles underlying the U.S. government by…

a interpreting and analyzing the sources of the U.S. democratic tradition in the Declaration of Independence, U.S. Constitution, and other documents (e.g., RI Constitution, Seneca Falls Declaration of Sentiments & Resolutions, Supreme Court decisions, Pledge of Allegiance).

b analyzing the inherent challenges involved in balancing majority rule and minority rights.

c identifying and giving examples of the discrepancies between democratic ideals and the realities of American social and political life (e.g., equal protection under the law and the reality of discrimination).

d discussing different historical understandings/ perspectives of democracy.

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

C&G 3 (9-12) –1 Students demonstrate an understanding of citizens' rights and responsibilities by…

a comparing and contrasting different perspective on provisions found in the Bill of Rights (e.g., flag burning and the first Amendment).

b comparing and contrasting human rights provided for in various seminal documents or materials (e.g., Declaration of the Rights of Man, Universal Declaration of Rights, International Convention on the Rights of the Child, and other international documents).

c evaluating, taking, and defending positions regarding the personal and civic responsibilities of individuals.

d analyzing the scope and limits of personal, cultural, economic, or political rights (e.g., freedom of expression vs. school dress codes, speaking one's native language vs. English-only legislation; living wage vs. minimum wage; civil liberties vs. national security).

e describing the criteria used for admission to citizenship in the U.S.

C&G 3 (9-12) –2 Students demonstrate an understanding of how individuals and groups exercise (or are denied) their rights and responsibilities by…

a identifying a policy at the school, local, state, national, or international level and describing how it affects individual rights.

b accessing the political system (e.g., letter writing, researching an issue and communicating it to the public, organizing, petitioning, boycotting/buycotting).

c describing and giving examples of how access to institutions can affect justice, reward, and power in the U.S.

d identifying and explaining ways individuals and groups have exercised their rights in order to transform society (e.g., Civil Rights Movement, women's suffrage).

e participating in and reflecting on a decision-making experience as part of a group in your classroom, school, or community (e.g., developing classroom norms, School Improvement Team member, response to community needs, such as a food drive).

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

C&G 4 (9-12) –1 Students demonstrate an understanding of political systems and political processes by…

a comparing and contrasting U.S. systems of government with others.

b interacting with, analyzing, and evaluating political institutions and political parties in an authentic context (using local, national, or international issues/events that are personally meaningful).

c analyzing and interpreting sources (print and non-print discourse/media), by distinguishing fact from opinion, and evaluating possible bias/propaganda or conflicting information within or across sources.

d selecting a landmark campaign or election in the American political system, explaining the historical context and its significance, and evaluating its impact.

e analyzing multiple perspectives on an historical or current controversial issue (e.g., immigration, environmental policy, escalation of the war in Vietnam, Brown v. Board of Education).

C&G 4 (9-12) –2 Students demonstrate their participation in political processes by…

a using collaborative decision making/problem solving to consider multiple perspectives on a current political, social, or economic issue, evaluating the consequences of various options, and developing a plan of action (e.g., new school policy or local, national, or international public policy).

b working individually or with others to identify, propose, and carry out a community/civic engagement project/initiative (e.g., making the community aware of an issue, organizing a workshop).

c engaging in and reflecting upon an electoral process in a class, school, or community (e.g., become a candidate and carry out a campaign, participate in party/school nominations, work on a political campaign, volunteer to serve on a board, do polling).

C&G 4 (9-12) –3 Students participate in a civil society by…

a critically reflecting on their own civic dispositions (e.g., tolerance and respect, concern for the rights and welfare of others, social responsibility, and recognition of the capacity to make a difference).

b identifying and describing the role that various institutions play in meeting the needs of the community.

c identifying and analyzing the conflicts that exist between public and private life (e.g., issues related to Homeland Security, Eminent Domain, civil liberties).

C&G 5 As members of an interconnected world community, the choices we make impact others locally, nationally, and globally.

C&G 5 (9-12) – 1 Students demonstrate an understanding of the many ways Earth's people are interconnected by…

a identifying the ways the world is organized: politically, socially, culturally, economically, environmentally (e.g., nationstate).

b organizing information to show relationships between and among various individuals, systems, and structures (e.g., politically, socially, culturally, economically, environmentally).

C&G 5 (9-12)-2 Students demonstrate an understanding of the benefits and challenges of an interconnected world by…

a describing the interconnected nature of a contemporary or historical issue.

b analyzing and evaluating a contemporary or historical issue (e.g., free trade versus fair trade, access to medical care and terrorism).

C&G 5 (9-12) -3 Students demonstrate an understanding of how the choices we make impact and are impacted by, an interconnected world by…

a predicting outcomes and possible consequences of a conflict, event, or course of action.

b identifying and summarizing the intended and unintended consequences of a conflict, event, or course of action.

c using deliberation, negotiation, and compromise to plan and develop just solutions to problems (e.g., immigration, limited energy resources, nuclear threat) created when nations or groups act.