eLECTIONS - State Standards


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eLECTIONS State Standards - Rhode Island RHODE ISLAND SEA HOMEPAGE RHODE ISLAND STANDARDS ALL RHODE ISLAND CIVICS AND GOVERNMENT STANDARDS (DRAFT DOCUMENT) (Word Document) Draft Grade Span Expectations for Rhode Island Government & Civics Strand G&C 1: People create and change structures of power, authority, and governance in order to accomplish common goals. Grade Span Expectations for Grades 7-8 G&C 1 (7-8) -1 Students demonstrate an understanding of origins, forms, and purposes of government by… identifying and explaining the origins and basic functions of government comparing and contrasting different forms of government (e.g., dictatorship, democracy, theocracy, republic monarchy, anarchy) explaining what happens when political structures do or do not meet the needs of people explaining how geography and economics influence the structure of government G&C 1 (7-8)-2 Students demonstrate an understanding of sources of authority and use of power, and how they are/can be changed by… 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) explaining why the rule of law is necessary to the role of government (e.g., debate/ Robert's Rules of Order, classroom procedures) DOK 2 defining and identifying the nature of authority and sources of power Grade Span Expectations for High School Proficiency G&C 1 (9-12) -1 Students demonstrate an understanding of origins, forms, and purposes of government by … describing or explaining competing ideas about the purposes and functions of politics and government comparing and contrasting different forms of government and their purposes explaining how a political ideology is reflected in the form and structure of a government (e.g., Democracy - Democratic republic) distinguishing between the rule of law and the "rule of men" ( i.e., Korematsu v. U.S. and Japanese internment during WWII) G&C 1 (9-12) -2 Students demonstrate an understanding of sources of authority and use of power, and how they are/can be changed, by… identifying how actions of a government affect relationships involving the individual, society and the government (e.g., Homeland Security) explaining how political authority is obtained and legitimized DOK 2 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") Grade Span Expectations for High School Extended Learning G&C 1 (Ext) -1 Students demonstrate an understanding of origins, forms, and purposes of government by… analyzing competing ideas about the purposes and functions of politics and government G&C 1 (Ext) -2 Students demonstrate an understanding of sources of authority and use of power, and how they are/can be changed by… G&C 3: In a democratic society all people have certain rights and responsibilities. Grade Span Expectations for Grades 7-8 G&C 3 (7-8) -1 Students demonstrate an understanding of citizens' rights and responsibilities by… defining and applying the concepts: "civic"(adj.), "civics"(n), "civil," "citizen," and "rights" evaluating and defending a position on issues involving individual rights (personal, economic, legal, or political rights reflected in the Bill of Rights) analyzing and defending a position on an issue involving civic responsibilities (personal, economic, legal or political rights) providing examples that reflect conflicts between individual rights and the common good, within the context of civic responsibility G&C 3 (7-8) -2 Students demonstrate an understanding of how of individuals and groups exercise (or are denied) their rights and responsibilities by… identifying an issue, proposing solutions, and developing an action plan to resolve the issue identifying and explaining how an action taken by an individual or a group impacts the rights of others identifying the impact of an historic court case Grade Span Expectations for High School Proficiency G&C 3 (9-12) -1 Students demonstrate an understanding of citizens' rights and responsibilities by… comparing and contrasting different perspective on provisions found in the Bill of Rights (e.g., flag burning and the first Amendment) 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) evaluating, taking, and defending positions regarding the personal and civic responsibilities of individuals 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) DOK 3 describing the criteria used for admission to citizenship in the US G&C 3 (9-12) -2 Students demonstrate an understanding of how individuals and groups exercise (or are denied) their rights and responsibilities by… identifying a policy at the school, local, state, national, or international level and describing how it affects individual rights accessing the political system (e.g., letter writing, researching an issue and communicating it to the public, organizing, petitioning, boy/buycotting) describing and giving examples of how access to institutions can affect justice, reward, and power in the U.S. identifying and explaining ways individuals and groups have exercised their rights in order to transform society (e.g., Civil Rights Movement, women's suffrage) 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) Grade Span Expectations for High School Extended Learning G&C 3 (Ext) -1 Students demonstrate an understanding of citizens' rights and responsibilities by… evaluating, taking, and defending positions on provisions found in the Bill of Rights critically examining the criteria used for admission to citizenship in the US G&C 3 (Ext) -2 Students demonstrate an understanding of how individuals and groups exercise (or are denied) their rights and responsibilities by… a. evaluating, taking, and defending a position regarding a policy at the school, local, state, national, or international level that affects individual rights c. analyzing how access to institutions affects justice, reward, and power in the U.S. critiquing and proposing alternatives to social, political, or economic injustices; using evidence to make predictions about how society might be transformed in the future reflecting on participation in school governance and/or youth leadership development G&C 4: People engage in political processes in a variety of ways. Grade Span Expectations for Grades 7-8 G&C 4 (7-8) -1 Students demonstrate an understanding of political systems and political processes by… explaining how leaders are selected or elected (election process, public agenda, special interest groups, and media) describing how and why individuals identify themselves politically (Federalist, Anti-federalist, suffragette, pacifist, nationalists, socialists) evaluating the strengths and weaknesses of various political systems (dictatorship, oligarchy, monarchy, democracy, theocracy) examining how elections are/can be vehicles of change recognizing multiple perspectives on historical or current controversial issues G&C 4 (7-8)-2 Students demonstrate their participation in political processes by… 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) describing their role and impact in the voting process engaging in the political process (e.g., mock elections) Grade Span Expectations for High School Proficiency G&C 4 (9-12) -1 Students demonstrate an understanding of political systems and political processes by… comparing and contrasting U.S. systems of government with others 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) 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 (GSE R-10-8.4) selecting a landmark campaign or election in the American political system, explaining the historical context and its significance, and evaluating its impact 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) G&C 4 (9-12) -2 Students demonstrate their participation in political processes by… 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) 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) 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) Grade Span Expectations for High School Extended Learning G&C 4 (Ext)-1 Students demonstrate an understanding of political systems and political processes by… interacting with political institutions and/or political parties in order to evaluate how they shape the public agenda critically analyzing a media piece (e.g., political advertisements, news broadcasts, talk radio shows) and assessing its impact on public opinion and behavior evaluating the significance of landmark campaigns and elections in the American political system analyzing multiple perspectives on historical or current controversial issues to illustrate the complexity involved in obtaining political agreement on contested public issues (e.g., perspectives on immigration) Back
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