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					Rhode Island Grade Span Expectations (GSEs) for Civics & Government and Historical Perspectives/R.I. History: Grades 9-12, Extended Learning
 C&G 1: People create and change structures of power, authority, and governance in order to accomplish common goals.
        GSEs for HS Proficiency                   GSEs for Extended                Essential                                          Potential Topics/Resources
                                                      Learning                     Questions
 C&G 1 (9-12) –1                                  C&G 1 (Ext) –1                                           Related GLEs/GSEs:
 Students demonstrate an                          Students demonstrate                                     R-7, R-8 Informational texts
 understanding of origins, forms, and             an understanding of                                      R-15 Reading for Research
 purposes of government by…                       origins, forms, and                                      W- 2, 3 Response to Text
                                                  purposes of
                                                  government by…
 a. describing or explaining competing ideas      a. analyzing competing      Why do people need              The Royal Charter
 about the purposes and functions of politics     ideas about the purposes    government? Where               Dorr Rebellion
 and government                                   and functions of politics   does government come            Bloodless Revolution
                                                  and government              from?

 b. comparing and contrasting different forms                                 How are government           Development of government in RI from various towns to charter to constitution
 of government and their purposes                                             structures similar or         Providence, 1640 (http://www.yale.edu/lawweb/avalon/states/ri01.htm)
                                                                              different?                    Portsmouth, 1641 (http://www.yale.edu/lawweb/avalon/states/ri02.htm)
                                                                              Why do certain cultures       Providence Plantations Patent 1643
                                                                              have different                  (http://www.yale.edu/lawweb/avalon/states/ri03.htm)
                                                                              governments?                  Charter to Constitution (http://www.rilin.state.ri.us/Lawrevision/lawsumry.htm)
                                                                                                            Royal Charter 1663
                                                                                                              (http://www2.sec.state.ri.us/special_projects/0304_Owners_Manual/pdf/charter.pdf)
                                                                                                            RI Constitution (http://www.rilin.state.ri.us/gen_assembly/RiConstitution/riconst.html)
 c. explaining how a political ideology is                                    What purposes can be          The Royal Charter contrasted with the U.S. Constitution
 reflected in the form and structure of a                                     served by different forms
 government (e.g., Democracy – Democratic                                     of government?
 republic)

 d. distinguishing between the rule of law and                                How is the rule of law          Examples of corruption v. clean-government reform
 the “rule of men” (e.g., Korematsu v. U.S.                                   different from the rule of
 and Japanese internment during WWII)                                         individual men/women?
 C&G 1 (9-12) –2                                  C&G 1 (Ext) –2                                           Related GLEs/GSEs:
 Students demonstrate an                          Students demonstrate                                     W- 2, 3 Response to Text
 understanding of sources of                      an understanding of                                      W- 6, 7, 8 Informational Writing
 authority and use of power, and how              sources of authority
 they are/can be changed, by…                     and use of power, and
                                                  how they are/can be
                                                  changed by…
 a. identifying how actions of a government                                   How do the actions of a         Joshua Verin (http://www.ricw.ri.gov/committees/comm_verin.php)
 affect relationships involving the individual,                               government affect               Warning-out system
 society and the government (e.g., Homeland                                   individuals and society?        Evolution of marriage laws, divorce, property, primogeniture, etc.
 Security)
 b. explaining how political authority is                                     Who gets power and              U.S. Declaration of Independence
 obtained and legitimized                                                     why?                            May 4th 1776 RI Renunciation of Allegiance
                                                                              How do people attain            Atherton Narragansett Mortgage
                                                                              power?                          Scituate Reservoir
 c. examining the historical origins of power                                 How is power used               Rhode Island government
 and how that power has been exercised over                                   and/or abused?                  American colonies
 time (e.g., divine right, popular sovereignty,                                                               Origins of government
 social contract, “regime of truth”)


    1                                                                         Final Version – December 2008
Rhode Island Grade Span Expectations (GSEs) for Civics & Government and Historical Perspectives/R.I. History: Grades 9-12, Extended Learning

    C&G 2: The Constitution of the United States establishes a government of limited powers that
    are shared among different levels and branches.
          GSEs for HS Proficiency          GSEs for Extended Learning                                           Essential Questions                      Potential Topics/Resources
    C&G 2 (9-12) –1                                       C&G 2 (Ext) –1                                                                                 Related GLEs/GSEs:
    Students demonstrate an understanding of              Students demonstrate an                                                                        R-7, R-8 Informational texts
    United States government (local, state,               understanding of United States                                                                 R-15 Reading for Research
    national) by…                                         government (local, state, national)                                                            W- 2, 3 Response to Text
                                                          by…                                                                                            W- 6, 7, 8 Informational Writing
    a. evaluating, taking, and defending positions on                                                 What is the purpose of judicial review? What         Separation of Church and State –
    a current issue regarding the judicial protection                                                 are the traits of judicial review? What are the       freedom of conscience
    of individual or state rights via judicial review                                                 strengths and weaknesses of the practice of          Gordon Brothers trials 1844
                                                                                                      judicial review? How does judicial review enrich     Jim Taricani
                                                                                                      democratic values?
    b. analyzing the basic structures of government                                                   Do the structures of government in the U.S.         Separation of powers debate –
    in the U.S. (e.g., national, state, local; branches                                               effectively serve the general welfare?               Common Cause Rhode Island
    of federal government) through researching a
    current or historical issue or event

    c. identifying and describing ways in which           c. analyzing how people gain or fail to     Whose Constitution is this?                         Property ownership and poll taxes –
    people gain or fail to gain access to the             gain access to the institutions of the      How do people gain access, or fail to gain           effects of various classes, industrial
    institutions of the U.S. government (local, state,    U.S. government (local, state, national)    access, to the levers [levels?] of power in U.S.     workers, etc.
    national) or other political institutions (e.g.,      or other political institutions (e.g.,      government, and how does that affect justice?       Open access to government
    access to the U.S. political process)                 access to the U.S. political process)                                                            records, meetings, etc.

    d. critically examining the principles, traditions,                                               What principles, traditions and precedents          Bill of Rights
    and precedents of American constitutional                                                         shaped American constitutional government           U.S. Constitution
    government                                                                                        and how?

    C&G 2 (9-12) –2                                       C&G 2 (Ext) –2                                                                                 Related GLEs/GSEs:
    Students demonstrate an understanding of              Students demonstrate an                                                                        R-7, R-8 Informational texts
    the democratic values and principles                  understanding of the democratic                                                                R-15 Reading for Research
    underlying the US government by…                      values and principles underlying the                                                           W- 2, 3 Response to Text
                                                          U.S. government by…                                                                            W- 6, 7, 8 Informational Writing
    a. interpreting and analyzing the sources of the                                                  How do the United States’ enduring documents         Plantation Agreement at Providence
    U.S. democratic tradition in the Declaration of                                                   reflect democratic values and principles?             (1640)
    Independence, U.S. Constitution, and other                                                                                                             Stephen Hopkins’ Rights of the
    documents (e.g., RI Constitution, Seneca Falls                                                                                                          Colonies Examined (1764)
    Declaration of Sentiments & Resolutions,
    Supreme Court decisions, Pledge of Allegiance)
    b. analyzing the inherent challenges involved in                                                  What are the challenges of majority rule?             Eminent domain: Scituate Reservoir
    balancing majority rule and minority rights                                                                                                             Temperance movement
                                                                                                                                                            Marriage rights/divorce
    c. identifying and giving examples of the             c. analyzing the discrepancies between      Are there differences between what is and what        Slavery
    discrepancies between democratic ideals and           democratic ideals and the realities of      should be in American democracy?                      Inequalities in voting and education
    the realities of American social and political life   American social and political life (e.g.,                                                         Bristol Customs District – Jefferson
    (e.g., equal protection under the law and the         equal protection under the law and the                                                             and the DeWolfs
    reality of discrimination)                            reality of discrimination)

    d. discussing different historical understandings/                                                What are the democratic principles/values that      Americanization movements 1900-
    perspectives of democracy                                                                         Americans hold in common? Where is there             1925, cultural vs. political practices
                                                                                                      conflict between the democratic principles and
                                                                                                      values Americans hold?

    2                                                                            Final Version – December 2008
Rhode Island Grade Span Expectations (GSEs) for Civics & Government and Historical Perspectives/R.I. History: Grades 9-12, Extended Learning


    C&G 3: In a democratic society, all people have certain rights and responsibilities.
           GSEs for HS Proficiency                   GSEs for Extended Learning                       Essential Questions                 Potential Topics/Resources
    C&G 3 (9-12) –1                                  C&G 3 (Ext) –1                                                                       Related GLEs/GSEs:
    Students demonstrate an                          Students demonstrate an                                                              R-7, R-8 Informational texts
    understanding of citizens’ rights and            understanding of citizens’ rights                                                    R-15 Reading for Research
    responsibilities by…                             and responsibilities by…                                                             W- 2, 3 Response to Text
                                                                                                                                          W- 6, 7, 8 Informational Writing
    a. comparing and contrasting different           a. evaluating, taking, and defending        Was the Bill of Rights necessary?         Roger Williams’ letter to Providence with ship
    perspective on provisions found in the Bill of   positions on provisions found in the Bill   Why do we need a Bill of Rights?           metaphor [remove] writings
    Rights (e.g., flag burning and the first         of Rights                                   How are rights defined differently in      (http://college.hmco.com/english/heath/syllabuild
    Amendment)                                                                                   various contexts?                          /iguide/williamr.html)
                                                                                                 To what extent are they protected?        Pawtucket crèche


    b. comparing and contrasting human rights                                                    What are an individual’s personal         Rhode Island Royal Charter and access to
    provided for in various seminal documents or                                                 and civic responsibilities?                waters of Narragansett Bay – Native rights to
    materials (e.g., Declaration of the Rights of                                                                                           land and water
    Man, Universal Declaration of Rights,
    International Convention on the Rights of the
    Child, and other international documents)

    c. evaluating, taking, and defending positions                                               When are your rights limited for the      Taxation, care for the poor
    regarding the personal and civic                                                             general welfare?                          Obedience to the law
    responsibilities of individuals                                                              How do you resolve the sources of
                                                                                                 conflict that you personally have with
                                                                                                 the system?

    d. analyzing the scope and limits of personal,                                               Who should be a citizen?                  Native American voting rights – Narragansett
    cultural, economic, or political rights (e.g.,                                                                                          “detribalization” – sovereignty and dual
    freedom of expression vs. school dress codes,                                                                                           citizenship
    speaking one’s native language vs. English-                                                                                            Sentinelist controversy – French-Canadian &
    only legislation; living wage vs. minimum                                                                                               Irish Catholic struggle for power
    wage; civil liberties vs. national security)                                                                                           1922 Peck Act – English-only education and the
                                                                                                                                            impact on French and Italian parochial schools




    3                                                                          Final Version – December 2008
Rhode Island Grade Span Expectations (GSEs) for Civics & Government and Historical Perspectives/R.I. History: Grades 9-12, Extended Learning

    C&G 3: In a democratic society, all people have certain rights and responsibilities. (continued)
         GSEs for HS Proficiency                       GSEs for Extended Learning                              Essential Questions                   Potential Topics/Resources
    C&G 3 (9-12) –2                                 C&G 3 (Ext) –2                                                                                   Related GLEs/GSEs:
    Students demonstrate an                         Students demonstrate an                                                                          R-7, R-8 Informational texts
    understanding of how individuals                understanding of how individuals                                                                 R-15 Reading for Research
    and groups exercise (or are                     and groups exercise (or are denied)                                                              W- 2, 3 Response to Text
    denied) their rights and                        their rights and responsibilities by…                                                            W- 6, 7, 8 Informational Writing
    responsibilities by…
    a. identifying a policy at the school, local,   a. evaluating, taking, and defending a             How do public policies directly affect your      Bilingual Education
    state, national, or international level and     position regarding a policy at the school,         life?                                            Voting age & other requirements to vote
    describing how it affects individual rights     local, state, national, or international level                                                      Workers’ rights
                                                    that affects individual rights                                                                      Qualifications for citizenship

    b. accessing the political system (e.g.,                                                           How do you access the political system?        Open records and public meetings –
    letter writing, researching an issue and                                                                                                           Common Cause
    communicating it to the public, organizing,
    petitioning, boycotting/buycotting)

    c. describing and giving examples of how        c. analyzing how access to institutions            To what degree can access to justice and       Senators Anthony, Aldrich, Pastore
    access to institutions can affect justice,      affects justice, reward, and power in the U.S.     power be limited?                              Irish power in government employ and
    reward, and power in the U.S.                                                                                                                      church life
                                                                                                                                                      Labor movement
    d. identifying and explaining ways              d. critiquing and proposing alternatives to        How is American society transformed?           Civil Rights Movement
    individuals and groups have exercised           social, political, or economic injustices; using                                                  Women’s suffrage
    their rights in order to transform society      evidence to make predictions about how                                                            Dorr Rebellion
    (e.g., Civil Rights Movement, women’s           society might be transformed in the future                                                        Labor movements
    suffrage)

    e. participating in and reflecting on a         e. reflecting on participation in school           What responsibilities do I have in school      Student government/campaigns
    decision-making experience as part of a         governance and/or youth leadership                 governance?                                    Service learning projects
    group in your classroom, school, or             development
    community (e.g., developing classroom
    norms, School Improvement Team
    member, response to community needs,
    such as a food drive)




    4                                                                               Final Version – December 2008
   Rhode Island Grade Span Expectations (GSEs) for Civics & Government and Historical Perspectives/R.I. History: Grades 9-12, Extended Learning

C&G 4: People engage in political processes in a variety of ways.
             GSEs for HS Proficiency                            GSEs for Extended Learning                           Essential Questions                    Potential Topics/Resources
C&G 4 (9-12) –1                                               C&G 4 (Ext)–1                                                                                 Related GLEs/GSEs:
Students demonstrate an understanding of political            Students demonstrate an                                                                       R-15 Reading for Research
systems and political processes by…                           understanding of political systems and                                                        W- 2, 3 Response to Text
                                                              political processes by…                                                                       W- 6, 7, 8 Informational Writing
a. comparing and contrasting U.S. systems of                                                                  How does the U.S. system of                     U.S. government
government with others                                                                                        government differ from other                    World governments
                                                                                                              governments?
b. interacting with, analyzing, and evaluating political      b. interacting with political institutions      What is the effect of political parties and    Current events/contemporary issues
institutions and political parties in an authentic context    and/or political parties in order to evaluate   other political institutions on shaping the    Politics
(using local, national, or international issues/events        how they shape the public agenda                public agenda? How are political               Local/state government policy
that are personally meaningful)                                                                               parties/institutions shaping the public
                                                                                                              agenda?
c. analyzing and interpreting sources (print and non-         c. critically analyzing a media piece (e.g.,    What is the role and influence of a free       (GSE R-10-8.4)
print discourse/media), by distinguishing fact from           political advertisements, news broadcasts,      press in the political process?                News media formats
opinion, and evaluating possible bias/propaganda or           talk radio shows) and assessing its impact
conflicting information within or across sources              on public opinion and behavior

d. selecting a landmark campaign or election in the           d. evaluating the significance of landmark      Why are some elections “more                   1824 – RI shift from Democratic states’ rights to
American political system, explaining the historical          campaigns and elections in the American         important” than others?                         Whig federal protections for manufactures
context and its significance, and evaluating its impact       political system                                                                               1840 – Modern campaigning, popular
                                                                                                                                                              movements
                                                                                                                                                             1860 – North and South, slavery and secession
                                                                                                                                                             1934 – RI’s shift from Republican to Democratic
                                                                                                                                                              majorities
e. analyzing multiple perspectives on an historical or        e. analyzing multiple perspectives on           How do we avoid “present-mindedness”           Policies: immigration, environment, education
current controversial issue (e.g., immigration,               historical or current controversial issues to   in exploring controversial historical          Political cartoons, speeches
environmental policy, escalation of the war in Vietnam,       illustrate the complexity involved in           issues?
Brown v. Board of Education)                                  obtaining political agreement on contested      How does discourse reflect different
                                                              public issues (e.g., perspectives on            points of view (e.g., political cartoons,
                                                              immigration)                                    speeches, written documents)?
C&G 4 (9-12) –2                                               C&G 4 (Ext) –2                                                                                Related GLEs/GSEs:
Students demonstrate their participation in political         Students demonstrate their                                                                    R-15 Reading for Research
processes by…                                                 participation in political processes by…
a. using collaborative decision making/problem solving                                                        Can there be more than one solution to         Current events/contemporary issues
to consider multiple perspectives on a current political,                                                     a major problem in society?                    Local/state/national/international public policy
social, or economic issue, evaluating the                                                                     Can every problem be solved
consequences of various options, and developing a                                                             completely?
plan of action (e.g., new school policy or local, national,
or international public policy)

b. working individually or with others to identify,                                                           How can people collaborate to solve the        Service learning projects
propose, and carry out a community/civic engagement                                                           problems of the world?
project/initiative (e.g., making the community aware of                                                       In what ways can I affect change in my
an issue, organizing a workshop)                                                                              own community?

c. engaging in and reflecting upon an electoral process                                                       How is an effective civic project planned      School, local, state, national elections
in a class, school, or community (e.g., become a                                                              and carried out for lasting change?            Community boards (e.g., zoning board,
candidate and carry out a campaign, participate in                                                            Why does my vote matter?                        environmental commission)
party/school nominations, work on a political campaign,                                                       How does the nature of a campaign
volunteer to serve on a board, do polling)                                                                    influence the final result?

         5                                                                              Final Version – December 2008
Rhode Island Grade Span Expectations (GSEs) for Civics & Government and Historical Perspectives/R.I. History: Grades 9-12, Extended Learning

    G&C 4: People engage in political processes in a variety of ways. (continued)
          GSEs for HS Proficiency                       GSEs for Extended Learning                           Essential Questions                  Potential Topics/Resources
    C&G 4 (9-12) –3                                   C&G 4 (Ext) –3                                                                              Related GLEs/GSEs:
    Students participate in a civil society           Students participate in a civil society                                                     R-15 Reading for Research
    by…                                               by…                                                                                         W- 6, 7, 8 Informational Writing
    a. critically reflecting on their own civic                                                       What does it take to be a “good” citizen?    Ebenezer Knight Dexter
    dispositions (e.g., tolerance and respect,                                                        What is required of each of us to live
    concern for the rights and welfare of others,                                                     together in a civil society?
    social responsibility, and recognition of the
    capacity to make a difference)


    b. identifying and describing the role that       b. understanding and analyzing the assets       What exists in our community to help us      Community organizations and services
    various institutions play in meeting the          and needs of their communities and the          live in a civil society?                     Non-profits
    needs of the community                            interactions with various institutions (e.g.,
                                                      interest and advocacy groups, the not-for-
                                                      profit sector)

    c. identifying and analyzing the conflicts that                                                   Where does public and private life           Scituate Reservoir
    exist between public and private life (e.g.,                                                      overlap? Where are they in conflict?         Hillsgrove/ T.F. Green Airport
    issues related to Homeland Security,
    Eminent Domain, civil liberties)




    6                                                                              Final Version – December 2008
Rhode Island Grade Span Expectations (GSEs) for Civics & Government and Historical Perspectives/R.I. History: Grades 9-12, Extended Learning

    C&G 5: As members of an interconnected world community, the choices we make impact others locally, nationally, and globally.
    GSEs for HS Proficiency         GSEs for Extended Learning     Essential Questions       Potential Topics/Resources
    C&G 5 (9-12) – 1                                   C&G 5 (Ext) – 1                                                             Related GLEs/GSEs:
    Students demonstrate an understanding              Students demonstrate an                                                     R-15 Reading for Research
    of the many ways Earth’s people are                understanding of the many ways
    interconnected by…                                 Earth’s people are interconnected by
    a. identifying the ways the world is                                                       How is the world organized?          Model UN
    organized: politically, socially, culturally,                                              In what ways is the world            Capital Forum
    economically, environmentally (e.g. nation-                                                organized?                           Formal and informal organizations: ex: Nation-
    state)                                                                                                                           State, WTO, IMF, Transnational Corporations,
                                                                                                                                     United Nations, al Qaeda, Red Cross)
    b. organizing information to show                                                          How do individuals, systems and      Merchants and Farmers
    relationships between and among various                                                    structures relate to and interact    Raw materials and industrial production
    individuals, systems, and structures (e.g.                                                 with each other?                     Maritime culture and the Atlantic world
    politically, socially, culturally, economically,
    environmentally)
    C&G 5 (9-12)-2                                     C&G 5-2 (Ext)                                                               Related GLEs/GSEs:
    Students demonstrate an understanding              Students demonstrate an                                                     R-15 Reading for Research
    of the benefits and challenges of an               understanding of the benefits and                                           W-6,7,8 Informational Writing
    interconnected world by…                           challenges of an interconnected world
    a. describing the interconnected nature of a                                               How are issues globally                 Free Trade vs. Fair Trade
    contemporary or historical issue                                                           interconnected?                         HIV/Aids
                                                                                                                                       Immigration vs. emigration
                                                                                                                                       Cultural diffusion
                                                                                                                                       Energy
                                                                                                                                       Environment vs. economic development
    b. analyzing and evaluating a contemporary                                                 How can global issues affect            Economics – price of oil (supply/demand)
    or historical issue (e.g. free trade versus fair                                           people differently?                     Environment vs. economic development
    trade, access to medical care and                                                                                                  Nation study (e.g., China’s views vs. U.S. views)
    terrorism)

    C&G 5 (9-12) -3                                    C&G 5 (Ext)-3                                                               Related GLEs/GSEs:
    Students demonstrate an understanding              Students demonstrate an                                                     R-15 Reading for Research
    of how the choices we make impact and              understanding of how the choices we                                         W-6,7,8 – Informational Writing
    are impacted by, an interconnected                 make impact and are impacted by, an
    world by…                                          interconnected world by…
    a. predicting outcomes and possible                                                        Do the benefits of living in an       Personal and collective actions: Consumer
    consequences of a conflict, event, or                                                      interconnected world outweigh          choices, human/environmental interaction,
    course of action                                                                           the challenges? In what ways?         Personal vs. Public Choices: Ride bike/Drive car
                                                                                                                                      (personal), Kyoto Protocol (Public)
                                                                                                                                     Reduce, Re-use, recycle
    b. identifying and summarizing the intended                                                What are the potential               Current events
    and unintended consequences of a conflict,                                                 consequences of conflict or a        U.S. history
    event, or course of action                                                                 course of action?                    Rhode Island history

    c. using deliberation, negotiation, and                                                    How can solutions to global             Current events
    compromise to plan and develop just                                                        problems be constructed that            Economics – energy, trade, oil, food prices
    solutions to problems (e.g., immigration,                                                  support the general welfare?            Immigration
    limited energy resources, nuclear threat)                                                  Is there such a thing as a “just        Cultural conflict
    created when nations or groups act                                                         solution” for all?



    7                                                                          Final Version – December 2008
Rhode Island Grade Span Expectations (GSEs) for Civics & Government and Historical Perspectives/R.I. History: Grades 9-12, Extended Learning

    HP 1: History is an account of human activities that is interpretive in nature.
           GSEs for HS Proficiency                      GSEs for Extended Learning                       Essential Questions                 Potential Topics/Resources
    HP 1 (9-12) –1                                      HP 1 (Ext) –1                                                                        Related GLEs/GSEs:
    Students act as historians, using a                 Students act as historians, using                                                    R-15 Reading for Research
    variety of tools (e.g., artifacts and               a variety of tools (e.g., artifacts                                                  R-7, R-8 Informational texts
    primary and secondary sources) by…                  and primary and secondary                                                            W-6,7,8 Informational Writing
                                                        sources) by…
    a. formulating historical questions, obtaining,                                                 What sources have the most                  RI Constitution, art, oral history
    analyzing, evaluating historical primary and                                                    relevant, accurate information?             Writings of Elizabeth Buffum Chace
    secondary print and non-print sources (e.g., RI                                                 How do various sources support or           Providence Grays – finding Messer St. Grounds
    Constitution, art, oral history, writings of                                                    disprove historical theses or show          Origins of place names
    Elizabeth Buffum Chace)                                                                         new angles?
    b. explaining how historical facts and historical                                               Whose history is it?                        Slave trade in RI
    interpretations may be different, but are                                                       Why are accounts of the same
    related (e.g., slavery in RI v. economic benefit                                                historical events different?
    to RI)
    c. identifying, describing, or analyzing multiple                                               How does analyzing multiple                 Industrial Revolution in RI
    perspectives on an historical trend or event                                                    perspectives enhance our                    Gradual emancipation & Abolition
    (e.g. mill worker v. mill owners during                                                         understanding of history?                   RI government: separation of powers
    Industrial Revolution in RI; separation of
    powers in RI government)
    d. using technological tools in historical          d. using a variety of technological tools                                               RI Libraries image databases
    research                                            in historical research and interpretation                                                (http://www.provlib.org.ri_image/Providence_Libr
                                                        (e.g., master database of graveyards;                                                    ary/index.html)
                                                        census records, online school reports,                                                  Mapping with historic maps and contemporary
                                                        online state tax records)                                                                satellite images
    HP 1 (9-12) –2                                      HP 1 (Ext) –2                                                                        Related GLEs/GSEs:
    Students interpret history as a series              Students interpret history as a                                                      R-15 Reading for Research
    of connected events with multiple                   series of connected events with                                                      R-7, R-8 Informational texts
    cause-effect relationships, by…                     multiple cause-effect                                                                W-6,7,8 Informational Writing
                                                        relationships, by…
    a. explaining cause and effect relationships in     a. analyzing cause and effect               How does what we know change              Chronological charting – stratigraphy, timelines,
    order to sequence and summarize events,             relationships showing multiple              over time?                                 etc.
    make connections between a series of events,        causation (e.g., industrialization and      How are certain events interrelated       Turning points
    or compare/contrast events                          immigration, King Philip’s War;             and what is the significance of that      Development of RI relationship with the U.S.
                                                        detribalization and retribalization)        connection?                                Navy
    b. interpreting and constructing visual data        b. analyzing visual data in order to        How have places, societies, people,       Transforming RI Mills
    (e.g., timelines, charts, graphs, flowchart,        explain historical continuity and change    etc. changed over time? How have          Architecture and the built environment – map
    historical films, political cartoons) in order to   (e.g. timeline of Rhode Island’s path to    they remained consistent?                  morphing, roadways, etc.
    explain historical continuity and change (e.g.,     Revolution) (How did architectural          How does visual data aid                  Census records and evolution of measurements
    timeline of Rhode Island’s path to Revolution;      changes in RI mirror historical trends? –   understanding of historical continuity    Dating objects based on visual characteristics –
    Why is Rhode Island first to declare                Mills transformed into living and work      and change?                                styles, materials, and tastes
    independence, but last colony to ratify the         spaces)
    Constitution?)




    8                                                                             Final Version – December 2008
Rhode Island Grade Span Expectations (GSEs) for Civics & Government and Historical Perspectives/R.I. History: Grades 9-12, Extended Learning

    HP 2: History is a chronicle of human activities, diverse people, and the societies they form.
              GSEs for HS Proficiency                           GSEs for Extended Learning                   Essential Questions          Potential Topics/Resources
    HP 2 (9-12)– 1                                            HP 2 (Ext)–1                                                                Related GLEs/GSEs:
    Students connect the past with the present by…            Students connect the past with the                                          R-15 Reading for Research
                                                              present by…                                                                 R-7, R-8 Informational texts
                                                                                                                                          W-6,7,8 Informational Writing
    a. explaining origins of major historical events (e.g.,   a. tracing and analyzing how a present         What events/factors led up      Industrial Revolution in Rhode Island
    Industrial Revolution in Rhode Island)                    situation or problem has been                  to major historical events      Government regulation of Gaming
                                                              constructed/affected by its historical roots   or trends? How have those       Birth of the Navy
                                                              (e.g., deindustrialization in Rhode Island)    events or trends affected       Opening of Japan
                                                                                                             the present day?
    b. identifying and linking key ideas and concepts                                                        What are the enduring         Narragansett Tribal recognition
    and their enduring implications (e.g., separation of                                                     implications of key           Separation of church and state in RI
    church and state in Rhode Island)                                                                        historical ideas and          Localization (town-focus) rather than county-focus
                                                                                                             concepts?
    c. analyzing and evaluating how national and world        c. researching a current state, national or    What was/is RI’s place in       Slave trade
    events have impacted Rhode Island and how                 world issue and predicting future              history?                        Commodore Matthew Perry & trade with Japan
    Rhode Island has impacted national and world              implications for RI or propose a course of                                     Ava Belmont and Newport Women’s Suffrage meetings
    events (e.g., women’s liberation movement;                action                                                                         RI in the Civil War – wartime industrial production
    Commodore Matthew Perry of RI opens trade with
    Japan; Quonset Hut; slave trade)
    HP 2 (9-12) – 2                                           HP 2 (Ext) – 2                                                              Related GLEs/GSEs:
    Students chronicle events and conditions by…              Students chronicle events and                                               R-15 Reading for Research
                                                              conditions by…                                                              W-6,7,8 Informational Writing
    a. creating narratives based on a particular              a. critiquing historical narratives for        How do the conditions of      Great Trolley Car Strike of 1901-02
    historical point of view (e.g., unemployed WWII vet,      historical accuracy or points of view          the time affect events?       A Forgotten History of the Slave Trade and Slavery in New
    home front in WWII, oil refinery promoter,                                                                                              England
    environmental activist in Rhode Island; slave or free                                                                                  Sons of Providence: the Brown Brothers, the Slave Trade
    black in Newport, slave holder, trader or investor)                                                                                     and the American Revolution
                                                                                                                                           Slavery and Justice Committee website
                                                                                                                                           Black suffrage in the Dorr War – speeches by Frederick
                                                                                                                                            Douglas
    b. synthesizing information from multiple sources to                                                     How does the information      Industry – imports and exports, census records, state tax
    formulate an historical interpretation (e.g.,                                                            gathered support an            records, etc.
    document-based questions, quantitative data,                                                             historical thesis?            RI Veterans experiences
    material artifacts of RI)                                                                                                              RI Banking Crisis
    HP 2 (9-12)– 3                                            HP 2 (Ext)– 3                                                               Related GLEs/GSEs:
    Students show understanding of change over                Students show understanding of                                              R-15 Reading for Research
    time by…                                                  change over time by…                                                        W-6,7,8 Informational Writing
    a. tracing patterns chronologically in history to         a. tracing patterns chronologically in         How do patterns show          Transformation of RI economy from industry to tourism
    describe changes on domestic, social, or economic         history to describe changes on domestic,       change over time? What        Farming/large estates to suburban developments
    life (e.g. immigration trends, land use patterns,         social, or economic life and predicting        future events might be
    naval military history)                                   events that might occur in the future,         predicted based on those
                                                              based on those patterns                        patterns?
    b. documenting various groups (e.g., formal: non-         b. documenting various groups and their        What are non-                 Clubs and religious societies, mutual aid societies, sports
    government organizations, religious; informal:            ideas that have remained constant over         governmental groups and        teams (RI Reds, Providence Grays), street gangs
    family, clan) and their traditions that have remained     time and analyzing why they have or have       what do they do?
    constant over time (e.g., religious denomination,         not endured
    fishing industry, formal and informal design, town
    financial meeting, lotteries)


    9                                                                              Final Version – December 2008
Rhode Island Grade Span Expectations (GSEs) for Civics & Government and Historical Perspectives/R.I. History: Grades 9-12, Extended Learning



    HP 3: The study of history helps us understand the present and shape the future.
         GSEs for HS Proficiency                       GSEs for Extended Learning                           Essential Questions                  Potential Topics/Resources
    HP 3 (9-12) – 1                                 HP 3 (Ext) – 1                                                                               Related GLEs/GSEs:
    Students demonstrate an                         Students demonstrate an understanding                                                        R-15 Reading for Research
    understanding of how the past frames            of how the past frames the present by…                                                       W-6,7,8 Informational Writing
    the present by…
    a. gathering evidence of circumstances          a. tracking implementation of a decision;       How does our understanding of the past        Gaming in the state constitution
    and factors contributing to contemporary        analyzing the interests it served; estimating   inform/instruct our actions in the future?    Separation of powers
    problems (e.g., civil rights movement,          the position, power, and priority of each       What’s the point of studying history?         Environmental impacts of/on the fishing
    sexual revolution)                              stakeholder; and predicting continuing costs                                                   industry
                                                    and benefits from a variety of perspectives                                                   Housing stock and affordable housing
                                                    (e.g., public school funding in RI or U.S.)                                                   Bridges and highways and their impacts on
                                                                                                                                                   growing/declining communities
    b. formulating a position or course of          b. formulating and presenting a position or     How does the historical background of a       Education reform – Horace Mann and the
    action on a current issue from a choice of      course of action on a current issue in a        current issue influence one’s position or      Prussian system to NCLB
    carefully evaluated options, taking into        public forum                                    course of action, and how one                 Zoning v. landowners rights
    account the historical underpinnings (e.g.,                                                     communicates that position or course of       NAFTA
    casino issue and American Indian                                                                action?
    sovereignty; current national border
    debate and RI historical perspective)
    HP 3 (9-12) – 2                                 HP 3 (Ext)– 2                                                                                Related GLEs/GSEs:
    Students make personal connections              Students make personal connections in                                                        R-15 Reading for Research
    in an historical context (e.g., source-to-      an historical context (e.g., source-to-                                                      W-6,7,8 Informational Writing
    source, source-to-self, source-to-              source, source-to-self, source-to-world)                                                     W- 2, 3 Write in Response to text
    world) by…                                      by…
    a. articulating an understanding of the         a. using knowledge of historical ideas and      What are my personal values? What             Closing of the Navy in Rhode Island at
    meaning, implications, and impact of            concepts and their enduring implications, to    shaped them/How have they evolved?             Quonset Point
    historical events on their lives today (e.g.,   formulate a philosophy statement based on       What impacts my life now?                     Volunteer army
    closing of the Navy in Rhode Island at          personal values                                                                               Ratification of RI Constitution
    Quonset Point; volunteer army; ratification                                                                                                   Whaling industry
    of RI Constitution; whaling industry,
    access to the shore, declining birth rates)
    b. analyzing how an historical                  b. presenting an analysis of an historical      How are current problems related to           Institutional racism/sexism
    development (e.g. cycle of poverty or           development to a public forum                   historical developments? How much does        Bill of Rights
    prosperity, low educational attainment,                                                         an historical development contribute to       Development of the electric system and
    “Independent Man”) has contributed to                                                           current problems?                              conversion from coal gas
    current social, economic, or political                                                                                                        20th century urban decline and preservation
    patterns                                                                                                                                       of historic buildings




    10                                                                            Final Version – December 2008

				
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