Rhode Island K–6 social studies standards

Identify examples and configurations of a family unit, and explain the characteristics of what makes a family (e.g., adopted families, foster families, heterosexual couple families, families with same sex caregivers, interracial families, families with a single caregiver, extended families)

Identify roles people have in a family unit, and explain how the roles relate to each other

Identify what rules and norms families have, and explain who makes them and why they exist

Explain responsibilities that members of a family have to the family unit (including to pets)

Explain ways to help at home

Identify the purpose and features of a map and a globe and the locations of where students and their classmates live (e.g., city/town, state, and country)

Identify resources near families and resources that are farther away (e.g., schools, stores, services for the unhoused, disability services)

Identify the location of the student's home address and addresses to important places and relative locations near their home

Explain the physical environment where students live

Explain how families make up neighborhoods and neighborhoods create, are a part of, and influence the larger community

Identify the characteristics of culture (e.g., food, clothing, activities, holidays, religion)

Identify family traditions as they relate to culture (e.g., food, clothing, activities, holidays, religion)

Explain ways in which where people live can affect traditions

Identify ways students can explore the different traditions of people in their community

Identify differences and similarities between the traditions of their families, their classmates' families, and those represented in literature

Identify family wants and needs, and explain how wants and needs are important in understanding the responsibilities individuals have to each other and the family as a whole

Explain ways families share and distribute resources

Explain scarcity and ways wants and needs play out with limited resources

Explain what jobs are, different types of jobs, and how they are used to obtain wants and needs

Identify ways jobs are determined by where one lives (e.g., closeness to the family) or ways jobs may determine where one lives (e.g., moving to be closer to a job)

Explain what income is and the role of money in obtaining goods and services

Explain ways jobs provide resources to the community

Identify the school's address and its location on a map

Explain the relative location of the school in relation to where the students live

Explain the relative location of the school in relation to other nearby resources such as stores, services, etc.

Analyze what the school provides for the local community socially and how the local community helps the school

Identify rules and norms of school within the classroom and in other spaces at school (e.g., cafeteria, hallways)

Analyze differences in rules in different places like at home, at school, or in public

Argue how the rules, norms, and rights at school help students to learn and teachers to teach and how they create a way for students to work together

Analyze the responsibilities of people at school and at home and how they work together to help students to learn effectively (e.g., teachers, principal, class helpers, custodian, family caregivers)

Explain responsibilities that students have to each other

Explain ways to help in the classroom and at school

Identify school symbols (e.g., mascot, school colors) and ways to show school pride

Identify the United States flag at school as a way to show national pride

Explain the words in the Pledge of Allegiance and why it is recited at school

Identify school traditions (e.g., special school-specific traditions like field day, spirit week)

Identify people, holidays, and traditions that are celebrated and the historical events they represent (e.g., Labor Day, Indigenous Peoples' Day / Columbus Day, Veterans Day, Dr. Martin Luther King, Jr. Day, Presidents' Day, Juneteenth, Memorial Day)

Identify the differences and similarities between how holidays and traditions are celebrated at school and at home

Identify buildings and places in students' neighborhoods (e.g., school, library, places of worship, community centers), and explain their locations in relation to each other

Identify boundaries of a neighborhood versus the larger community

Identify the geographical landscape of students' neighborhoods (e.g., urban, rural, suburban, has trees, hilly)

Explain what resources are available in students' neighborhoods and larger communities (e.g., schools, trees, stores, rivers, health services, recreation), and analyze how those resources are made available, and to whom

Analyze the similarities and differences between students' neighborhoods and those of their classmates (e.g., landscape, population, availability of resources)

Explain why people have responsibilities to each other, and analyze actions people take to show civility to each other

Explain community rules and norms, who makes them, and ways rules and norms contribute to the health of the community

Identify different community helpers (e.g., mayor, police, firefighters, teachers, doctors, cashiers), and analyze the ways they help people

Explain ways to help people in the local neighborhood or community

Identify where in the community students can go for help (e.g., trusted adult, emergency services), and explain how to get help (e.g., call 911, talk to school counselor)

Identify local traditions and celebrations, and explain how different communities observe them

Explain differences and similarities between cultural celebrations and traditions (e.g., Dominican Festival and Parade, Veterans Day commemorations, Founders' Day celebrations, Fourth of July parades)

Analyze similarities between celebrations and traditions learned in this unit to those learned during the unit on family and school and those learned through literature

Identify on a map or globe where the families being studied live throughout the world

Analyze similarities and differences between the characteristics of families around the globe and the students' families (e.g., homes, food, clothing, traditions)

Explain what the physical environment is like for the families being studied, and analyze how that influences their ways of life

Identify what resources are available to the families being studied, and explain how they obtain those resources and how environment influences resource availability

Identify the physical locations of the schools being studied and their locations on a map or globe

Analyze similarities and differences between the characteristics of schools around the globe and the students' school (e.g., school buildings, schedules, who gets to go, grades/ages)

Explain what the physical environment is like at the school location, and analyze how that influences the ways a school is organized and run

Identify the physical locations of the neighborhoods being looked at and their locations on a map or globe

Analyze similarities and differences between the characteristics of neighborhoods around the globe and the students' neighborhoods (e.g., the way the neighborhood is organized spatially, who neighborhood leaders are, what traditions are celebrated, what buildings and places are there)

Analyze differences among urban, suburban, and rural neighborhoods around the globe and the relationship to population

Explain what the physical environment is like for the neighborhoods being studied, and analyze how that influences the way a neighborhood is organized

Identify what resources, goods, and services are available in the neighborhoods being studied, and explain how people obtain those resources and how the environment influences resource availability

Identify what political power is and who has political power in a society.

Explain how political power is and has been obtained and used to govern communities and individuals with attention to their intersectional identities and lived experiences.

Analyze the purpose of government and the use of power, including balancing order and freedom, to advance and control different communities and individuals based on their intersectional identities and lived experiences.

Argue how power can be distributed and used to create a more equitable society for communities and individuals based on their intersectional identities and lived experiences.

Identify what rules and laws are, and who has the power to make them, in different settings and cultures that are familiar and unfamiliar to students.

Explain why rules and laws exist, and how they are implemented by and for individuals and communities based on their intersectional identities and lived experiences.

Analyze how rules and laws positively and/or negatively impact different individuals and communities based on their intersectional identities and lived experiences.

Argue how rules and laws can be used to create an equitable society.

Identify what rights and responsibilities individuals and communities have in a society and who can take advantage of them.

Explain different ways communities and individuals inform themselves, exercise their rights and responsibilities, and engage formally and/or informally in political processes.

Analyze how individuals and communities have been included or excluded from the political process based on their intersectional identities and lived experiences and the impact these actions have had on their rights, responsibilities, and the functioning of a democratic society.

Argue for a possible solution to make rights equitable and the roles of those involved in pursuing that solution.

Identify the ways that different political systems utilize economic systems to organize and distribute goods and services to individuals and communities.

Explain how those traditionally privileged and marginalized across intersecting identities can influence and interact with economic systems.

Analyze how inequities within the economic system have been addressed or sustained by the actions of those traditionally privileged and marginalized.

Argue how different economic systems can create more equitable outcomes for individuals and communities, particularly for those traditionally marginalized from the economic system.

Identify the individuals and communities involved in the production of any good or service, the materials needed for producing them, where and how the materials are obtained, and the various interrelationships among all of these elements.

Explain who has the power to make decisions related to the means of production and the effects those decisions have on individuals and communities

Analyze how individuals and communities acting through intersectional identities and lived experiences can affect the means of production.

Argue whether the costs and benefits of an aspect of the means of production equitably serve all individuals and communities.

Identify the choices communities make about how to use resources based on the scarcity of that resource, including those that are familiar and unfamiliar.

Explain how scarcity affects the cost and availability of desired goods and services, and who has the power to influence the factors related to cost and availability and why.

Analyze how decisions affecting access to goods and services are influenced by systems of power and cultural norms including how these effects of decisions create more equitable or inequitable outcomes.

Argue how a resource can be used differently to create a more equitable outcome for individuals and communities including how individuals and communities can influence systems of power to achieve that change.

Identify the characteristics of human systems, physical systems, and the environment, and ways they interact at local, regional and/or global levels.

Explain how humans and their societies and institutions affect, modify and/or preserve the environment, as well as how the modifications of the physical environment affect physical, behavioral, and diverse cultural systems.

Analyze how individuals and societies at local, regional and/or global levels influence political, economic, and social decision-making.

Argue how decisions about resources and the environment made by individuals and/or communities impact current and future peoples differently and how those decisions might be made more equitable.

Identify maps, globes, and other geographic tools and technologies that are used to describe where places are located both absolutely and relatively across time, space, and distance.

Explain how the characteristics and elements of maps, globes, geographic tools, and other technologies are used and selected to identify and describe local, regional and/or global locations.

Analyze multiple types of maps, charts, and graphs and how they are used to interpret topographical information, draw inferences about the development of societies, and determine how places shape events and how places may be changed by events.

Argue how the systematic analysis of the spatial patterns provides an integral understanding of a place or region and supports equitable decisions about climate and land use.

Identify historical events that are culturally relevant to global, national, and local histories and connect to students' intersectional identities and lived experiences.

Explain multiple causes and effects of historical events, centering and representing the voices and experiences of individuals and communities who were agents of change and resistance.

Analyze multiple sources to compare and contrast historical events through the lenses of identity, power, and resistance.

Argue how social change, intersectional identities, and lived experiences are crucial to the study and practice of history.

Identify key people, central ideas, and the mechanisms by which stories are told and retold regarding an event or series of events, centering the voices of historical actors and groups engaged in resistance and change.

Explain the purpose, audience, and perspective of multiple types of sources (art, music, oral histories, pamphlets, film, texts, etc.) relating to a historical event or series of events, individual, or group of people, including indications of bias toward or against the subject portrayed.

Analyze multiple types of sources, including art, music, oral histories, pamphlets, film, texts, etc., through a critical reflection of the creators' and students' intersectional identities and lived experiences.

Argue, using multiple narratives rooted in identity, power, and resistance, how history itself is an interpretation of events.

Identify the characteristics of populations based on their size, place, region, and cultural demographics, as well as identifying patterns of migration.

Explain how and why a population's characteristics, including their spatial distribution, growth, and movement, have divided, organized, and unified areas of Earth's surface and impacted both human and physical systems.

Analyze how human systems and the distribution of populations interact with and impact physical systems, and how conflict and access to resources influence physical systems.

Argue how the relationship between populations and physical systems influence decision-making about the equitable access to resources and land at the local, regional, and/or global levels.

Identify peoples, events, technologies, and ideas involved in historical and social change in various geographical and temporal locations.

Explain how historical and social change have been and continue to be accomplished in relation to systems of power, identity, and resistance.

Analyze historical change through the intersectional identities and lived experiences of people who have accomplished social change throughout history in relation to systems of power, identity, and resistance.

Argue how all individuals can act as local, national, and/or global agents of social change by using lessons learned from history.

Explain the meaning of community

Identify the people who make up a community

Explain the use of buildings and places that are part of a community

Explain the availability of resources, goods, and services that are available in a community (e.g., stores, library, schools)

Identify students' home addresses and addresses for other family members and friends

Identify components of maps (e.g., compass rose, where things are in relation to each other, taking a bird's eye view of a place)

Identify places of the world on physical and electronic maps

Explain how to give directions using a physical map and an electronic mapping tool

Identify the landscape around students' homes and in their communities (such as urban, rural, suburban, has trees, hilly)

Identify places that provide resources, goods, and services near their homes and in the community, and explain how those resources are made available, and to whom

Explain the different types of homes in students' communities (e.g., houses, apartments, shelters)

Identify that there may be people who are unhoused in their communities and there may be shelters and services that are available to them

Identify natural resources (e.g., forests, water, land) in the local community, and explain how the community uses those resources

Explain how humans can change those resources (e.g., by adding things such as buildings and fisheries, damming a river to make a reservoir for drinking water, community expansion over open land)

Explain how natural resources can contribute to jobs (e.g., forestry, construction, fishing, and mining)

Identify the meanings of "culture" and "diversity," and explain the characteristics of culture

Identify cultures represented in students' communities and where in the world those cultures originated from, and explain characteristics of their cultures (e.g., food traditions, clothing traditions, art and musical traditions, religious beliefs, heritage celebrations)

Identify local Indigenous communities (e.g., Nahaganset (Narragansett), Nehantick and Eastern Nehantick (Niantic), Nipmuc, Manissean, Massachuset, and Wampanoag (Pokanoket), and explain characteristics of their cultures (e.g., food traditions, regalia, art and musical traditions, heritage celebrations)

Analyze similarities and differences between cultures in their communities

Explain ways people show pride or belonging to their community

Identify narratives of immigrant populations within the local community, what they brought to the community (e.g., skills, cultural items from their home country, traditions from their home country), and how immigration can change what a community is like

Explain factors that may attract people to migrate into a community (e.g., access to jobs, affordable housing, access to parks and greenspaces, quality of schools, availability of goods and services, family)

Explain factors that may cause people to migrate out of a community (e.g., change in jobs, cost of living, family)

Analyze human-environmental factors that have changed the local community (e.g., damming a river to make a reservoir, cutting down trees for buildings and to make space for more housing, severe weather events)

Identify what goods and services are available in students' communities

Identify individuals, organizations and businesses that provide goods and services within students' communities (e.g., schools, stores, police, senior centers, shelters, town/city government)

Explain scarcity, and analyze ways community organizations and businesses respond to community needs

Explain how goods and services are distributed in times of emergency (e.g., clean water, community shelters)

Explain the purpose of jobs

Identify different types of jobs and careers, and explain the tools and resources needed to fulfill these jobs

Explain job opportunities within students' communities and why some jobs are not locally available, and analyze how different jobs make different contributions to the community

Explain how people's wants and needs can be different and how different incomes support different types of wants and needs

Explain ways people make, buy, and sell goods and services

Explain ways people may change how they budget for needs and wants if they face a scarcity of money and/or resources

Explain how people can have abundance of money and/or resources that may allow them to save for the future and/or share with others

Identify the characteristics of, and explain the responsibilities of citizenship

Analyze the differences between human rights (e.g., access to food, shelter, clean water) and civil rights (e.g., voting rights, having representation in governments)

Identify the characteristics of human rights (e.g., equality, universality, inclusivity), and explain how students can help to promote human rights (e.g., volunteering at a food bank, running a food drive, trash clean up at a park, other service projects)

Explain the roles of people who make rules and laws (e.g., mayor, school committee, town/city council)

Explain ways that people who participate in making the laws and rules can help to create equality and fairness for all people

Explain the election process for leaders and the responsibilities (e.g., decision making, serving the community) that come with leadership

Explain how leaders create and enforce rules and laws for the common good of the community

Explain how leaders represent the members of a community

Explain how leaders such as community and grassroot leaders are leaders not through elections, but because they have worked to bring change to their communities

Explain ways rules, norms, and rights in all settings create a way for people to live and work together

Explain the rules and norms of home, school, and the local community, and analyze the ways power is distributed between people at school, at home, and in public

Analyze ways rules may change depending on the setting

Identify leaders who have helped people resolve their problems (e.g., mayor, judge, Abraham Lincoln, Dr. Martin Luther King, Jr., Susan B. Anthony, Mahatma Gandhi, Malala Yousafzai), and explain their roles in resolution

Explain ways problems at home or school can be resolved (e.g., asking for help from trusted adults, communicating)

Explain ways people in a society work together to resolve conflicts in the community

Explain the meaning of social change

Identify people who have brought change to society, and explain the actions they took to achieve change

Explain how to create change through voting

Explain how to create change through service and community actions (e.g., town hall meetings, peaceful protests, marches), and ways students can be a part of those actions

Identify neighboring communities around students' homes and school (e.g., another city/town, an Indigenous community, a nearby ethnic enclave) and their locations on a map

Identify the topography of the neighboring communities (e.g., trees or no trees, hills, beach), and analyze differences between urban, suburban, and rural communities and the relationship to population

Identify the availability of resources in the neighboring communities

Analyze the similarities and differences of the neighboring communities and those of the students

Identify the physical locations of the communities being studied and their locations on a map or globe, explain what the physical environment is like for the communities being looked at, and analyze the ways environment influences their ways of life

Identify the resources, goods, and services available, and explain how people obtain those resources and the influences of environment on resource availability

Analyze the similarities and differences of the communities being looked at and those of the students (e.g., ways of life, traditions, celebrations, the way communities are organized spatially, types of government)

Identify physical locations of the communities being looked at and their locations on a map, explain what the physical environment is like for the communities being looked at, and analyze the ways environment influences their ways of life

Identify what resources, goods, and services are available to the communities being looked at, and explain ways they obtain those resources and the influences of environment on resource availability

Analyze the similarities and differences of the communities being looked at and those of the students (e.g., ways of life, traditions, celebrations, the way communities are organized spatially, community leaders, language, currency)

Identify geographical map and globe terms (e.g., compass rose, map key, latitude, and longitude, time zones)

Identify latitude and longitude in geographical terms as ways of showing absolute location

Identify the relative locations of students' homes and schools, and explain the difference between absolute location and relative locations

Explain the different uses of maps and globes and how they show different features such as populations, culture, socio-political lines, and topographies

Identify the locations of the seven continents and the five oceans

Identify the equator, Prime Meridian, and four hemispheres on a map and globe, and explain what those features are

Identify the physical characteristics and locations of different land features around the world (e.g., Amazon rainforest, Sahara Desert, Mount Everest, Great Barrier Reef), and explain how people interact with those locations (e.g., resources available for human use, how people adapt to living in different places)

Identify the characteristics and locations of different types of bodies of water around the globe (e.g., Mediterranean Sea, Great Lakes, Nile River), and explain how humans use them

Identify the different types of natural resources that are available around the world, and analyze who has access to them

Explain ways that natural resources are important to plant and animal life, as well as humans

Explain how people get and utilize natural resources (e.g., metals for technology, wood for housing, water for drinking, land for farming, sun for energy)

Analyze how access to natural resources affects human population and settlement

Identify resources that are man-made (e.g., reservoirs, hydroelectricity), and analyze how they help sustain human settlement

Analyze ways throughout time people have adapted to living in different environments (e.g., mountains, deserts, rainforests, woodlands, cold climates, warm climates)

Explain that different environments provide different resources for human habitation, and analyze how that can encourage human settlement

Explain types of natural disasters (e.g., hurricanes, floods, blizzards, drought, wildfires), and analyze how they can affect human settlement and population

Analyze ways that natural disasters can change the economic situation of people (e.g., destruction of property, access to food sources, access to clean water)

Analyze environmental situations that may cause people to migrate (e.g., migration away from a location to escape a natural disaster, migration to a location that has access to more resources)

Analyze ways recent changes in the Earth's climate have affected various communities (e.g., erosion and flooding of coastal Alaskan villages, droughts in the Western United States)

Explain the characteristics of culture (e.g., food, clothing, music, art, education, government)

Identify cultures from different areas of the world, and analyze their similarities and differences (it is suggested that teachers use student backgrounds or student choice to choose groups to learn about)

Identify Indigenous peoples from different areas of the world, explain the characteristics of their cultures, and analyze their similarities and differences

Analyze the shared experiences, values, and rituals that many people around the world experience (e.g., popular culture such as movies, music, fast food restaurants, shared historical events, sports, fandoms)

Explain human activities that change the environment (e.g., deforestation, damming rivers)

Identify the different types of pollution caused by humans, and analyze the ways pollution can affect the environment (e.g., smoke from wildfires, remnants of plastics in landfills and ocean waters, carbon dioxide emissions from industrialization)

Explain ways that individuals and communities can combat pollution through means such as reducing, reusing, and recycling the use of plastics, rubbers, glasses, and paper

Analyze ways that changes in the environment affect animal habitats and populations

Analyze ways large-scale environmental changes can lead to an increase in natural disasters (e.g., stronger hurricanes, longer periods of drought, increase in wildfires)

Explain ways that people can help the environment (e.g., recycling, creating renewable energy such as solar energy, composting, planting trees, urban gardening, ecotourism)

Analyze the reasons people have moved and migrated to other places whether they need to, want to, or are forced to (e.g., family, seasonal work, war, a change in the environment like drought, enslavement)

Analyze differences between voluntary migrants, refugees, and people who are enslaved

Analyze ways mass migrations of people can affect locations (e.g., depletion of resources, a change in the environment) and other people (e.g., colonialism's effects on Indigenous peoples, additional strain on resources)

Identify what cultural heritage is, and explain ways global cultures are represented by students' families and communities

Explain ways that local traditions, celebrations, and holidays have global and cultural influences

Explain the characteristics of local traditions, celebrations, and holidays (e.g., food, clothing, activities, religion), identify what parts of the world they are from, and analyze the similarities and differences between them

Explain the difference between imports and exports, and identify ways goods and services are distributed throughout the world

Explain why areas of the world that have a surplus of certain resources trade with areas that have less and vice versa

Identify ways individuals and governments are involved in an interdependent global economy

Analyze the influences of the global economy on peoples' jobs and who benefits

Identify the historical evolution of communications such as the printing press (newspapers, books), radio, telephones, the internet

Analyze the influences of the internet on the speed of communication between people

Analyze the different ways people utilize global communications (e.g., keeping in touch with family, playing video games with distant friends, for commerce)

Explain the responsibilities people around the world have to each other in an interconnected world

Explain the responsibilities governments around the world have to each other

Analyze the decisions that people and governments make that can affect the rest of the world (e.g., medical, environmental)

Analyze ways people work together to resolve global issues such as climate change, wars, and disease

Identify different types of governments (e.g., monarchies, oligarchies, democracies), and analyze their structures

Explain the titles and responsibilities of governmental global leaders such as prime minister, emperor/empress, president, and analyze their roles and responsibilities

Explain how individuals and groups have become global leaders through their actions and advocacy for positive change

Identify the benefits of diplomacy, and explain ways that governments work together to resolve problems, prevent wars, and keep peace

Explain ways leaders in government set international rules about issues such as health, the environment, war, and peace (e.g., United Nations, G-7 Summit)

Explain how governmental and non-governmental organizations help individuals and communities internationally deal with issues such scarcity, health, environment, etc. (e.g., World Health Organization, World Trade Organization, Peace Corps, Doctors Without Borders)

Explain ways that individuals can contribute to the resolution of world issues (e.g., by working for or volunteering their time at the above-named organizations)

Identify mass conflicts (e.g., civil wars, political instability, and persecution)

Identify the causes of wars (e.g., history of unresolved conflict, quest for power over people, quest for power over resources), and explain how they impact people

Explain ways governments can resolve conflicts (e.g., agreeing to a cease fire, negotiating a treaty, signing an agreement)

Identify what peace is, and explain ways people try to achieve it

Identify historical figures who brought positive social change (e.g., Mahatma Gandhi, Dr. Martin Luther King, Jr., Mother Teresa, Nelson Mandela, Susan B Anthony, Jane Goodall), and explain how they impacted change throughout the world and the challenges they faced

Identify contemporary individuals and groups who are working on positive social change (e.g., Greta Thunberg, scientists who work on vaccines, people working for human rights, and front-line workers such as firefighters, police, teachers, doctors, and nurses) and explain how they impact change and the challenges they face

Explain ways that students can contribute to positive change on small and large scales (e.g., in their schools, community, country, or world)

Explain how geographers use tools to understand the features of the globe and the inhabitants of the Earth

Explain ways that archeologists study the physical evidence left behind by humans to understand human culture

Explain approaches historians take to analyze and interpret the past using primary and secondary sources

Explain ways anthropologists work with people today to learn about their cultures

Analyze ways that oral traditions inform what we know about the past

Analyze how the work of these social scientists establishes knowledge of human development throughout time and peoples' relationships with each other and the environment

Explain features of a map (e.g., cardinal directions, key/legends, map scales, latitude and longitude)

Identify major geographical features of North America (e.g., climate zones, bodies of water, mountains, deserts)

Identify land bordering countries to the United States (e.g., Canada, Mexico), and explain relationships the U.S. has with them (e.g., trade, ways leaders work together, sharing resources)

Identify the regions that make up the United States on a map including their states and territories

Explain ways states and territories differ and the rights afforded to those born in each area (e.g., political rights, voting rights)

Identify the location of the capital of the United States and the White House

Explain the role of the President, Vice President, and other Cabinet leaders (e.g., Secretary of State, Secretary of the Treasury, Secretary of the Interior), and identify the current people who hold those positions

Identify who state representatives are (e.g., governors, senators) and explain that they are elected positions, and that they represent the people of their states

Identify the type of government the United States has and analyze the reasons we have a government

Analyze the differences between rules and laws

Identify the symbolism associated with the United States (e.g., Flag of the United States, National anthem, bald eagle, Great Seal of the United States, words of the Pledge of Allegiance, National motto), and explain the reasons those symbols are used and their meanings

Identify population and demographic statistics (e.g., gender, ethnic backgrounds, religions) of the United States, and analyze what the data describes about the country

Identify major industries of the United States (e.g., healthcare, education services, finance and insurance, manufacturing, technology), and analyze the ways they support jobs and the economy

Identify major imports and exports of the United States, and explain which countries are trading partners

Identify major geographical features of the Northeast (e.g., Atlantic coastline, Appalachian Mountains, woodlands, Hudson River, eastern portion of the Great Lakes) on a map and explain their importance to the region

Explain different climate zones and weather patterns in areas of the Northeast

Identify major natural resources in the Northeast (e.g., granite, iron ore, lumber, fish - freshwater and marine) and explain their importance to the region

Identify the states and capitals in the Northeastern region of the United States (Connecticut, Delaware, Maine, Maryland, Massachusetts, New Hampshire, New Jersey, New York, Pennsylvania, Rhode Island, Vermont, and the District of Columbia) and where they are located on a map

Identify when each state in the Northeast became a state, and explain why

Identify the symbolism associated with the states (e.g., flag, state motto, state flower, state bird), and explain the reasons those symbols are used

Identify different Indigenous groups in the Northeast (e.g., Mohawk, Oneida, Narragansett, Wampanoag, Massachuset, Wabanaki), their location on a map, and explain the ways they continue their cultural traditions today (e.g., through food, regalia, music, art, language, community gatherings and celebrations)

Explain the reasons different early colonial European immigrants (e.g., Dutch, English, including Pilgrims, French, Germans) came to the Northeast, and analyze the patterns of their settlements

Explain how people from Africa were forced to move to the United States through the transatlantic slave trade and analyze the effects of that trade in the Northeast

Identify immigrant groups that have come to the Northeast over time (e.g., Brazilians, Cambodians, Cape Verdeans, Chinese, Colombians, Dominicans, French-Canadians, Guatemalans, Haitians, Hmong, Portuguese, Puerto Ricans, Indians, Irish, Mexicans, Salvadorans, Somalis, Vietnamese, and people from other regions of the world), explain their reasons for leaving their home country and coming to the United States, and analyze the ways they continue traditions today (e.g., through food, music, art, language, community gatherings and celebrations)

Identify population and demographic statistics (e.g., gender, ethnic backgrounds, religions) of the Northeast, and analyze what the data describes about the region

Identify major cities of the Northeast and their locations, analyze why the cities are located where they are, and argue the ways that geography and access to resources impacted the growth of these cities

Identify notable landmarks (e.g., the country's capital in Washington D.C., Statue of Liberty, Liberty Bell, sites from the American Revolution, national and state parks) and explain their importance (e.g., supports tourism, creates community pride)

Identify major industries in the Northeast (e.g., technology, manufacturing, education, healthcare, tourism, service industry), explain how they support jobs and the economy, and argue the ways geography and the environment impacted the growth of these industries

Identify major geographical features of the Southeast (e.g., Appalachian Mountains, Gulf of Mexico, Mississippi River, Atlantic Ocean) on a map, and explain their importance to the region

Explain different climate zones and weather patterns in areas of the Southeast

Identify major natural resources in the Southeast (e.g., agriculture - rice, cotton, citrus, sugar cane, tobacco, peanuts; oil; natural gas; coal; phosphate; fish - freshwater and marine), and explain their importance to the region

Identify the states and capitals in the Southeastern region of the United States (Alabama, Arkansas, Florida, Georgia, Kentucky, Louisiana, Mississippi, North Carolina, South Carolina, Tennessee, Virginia, and West Virginia) and where they are located

Identify the U.S. territories and capitals considered part of the Southeastern region (Puerto Rico, United States Virgin Islands) and where they are located

Identify when each state and territory in the Southeast became a state or joined the United States and explain why

Identify the symbolism associated with the states and territories (e.g., flag, state motto, state flower, state bird), and explain the reasons those symbols are used

Identify different Indigenous groups in the Southeast (e.g., Chickasaw, Choctaw, Cherokee, Creek, Natchez, Seminole, Taino), their location on a map, and explain the ways they continue their cultural traditions today (e.g., through food, regalia, music, art, language, community gatherings and celebrations)

Identify the reasons different early colonial European immigrants (e.g., English, French, Spanish) came to the Southeast, and analyze the patterns of their settlements

Explain how people from Africa were forced to move to the United States through the transatlantic slave trade, and analyze the effects of that trade in the Southeast

Identify immigrant groups that have come to the Southeast over time (e.g., English, French, Scottish, Scotch-Irish, Germans, Mexicans, Spanish, and people from many Central American countries and other regions of the world), explain their reasons for leaving their home country and coming to the United States, and explain the ways they continue traditions today (e.g, through food, music, art, language, community gatherings and celebrations)

Identify population and demographic statistics (e.g., gender, ethnic backgrounds, religions) of the Southeast and analyze what the data describes about the region

Identify major cities of the Southeast and their locations, analyze why the cities are located where they are, and argue the ways that geography and access to resources impacted the growth of these cities

Identify notable landmarks (e.g., Kennedy Space Center, Edmund Pettus (Selma) Bridge, Music City, national and state parks) and explain their importance (e.g., supports tourism, creates community pride)

Identify major industries in the Southeast (e.g., agriculture, steel manufacturing, coal mining, lumber industry, service industry, tourism), explain how they support jobs and the economy, and argue the ways geography and the environment impacted the growth of these industries

Explain major geographical features of the Midwest (e.g., Great Plains, Great Lakes, Missouri River, Ohio River, upper Mississippi River) on a map and explain their importance to the region

Explain different climate zones and weather patterns of the Midwest

Identify major natural resources in the Midwest (e.g., coal, petroleum, natural gas, crude oil, minerals, agriculture - hogs, corn, soybeans, wheat) and explain their importance to the region

Identify the states and capitals in the Midwestern region of the United States (Illinois, Indiana, Iowa, Kansas, Michigan, Minnesota, Missouri, Nebraska, North Dakota, Ohio, South Dakota, Wisconsin) and where they are located on a map

Identify when each state in the Midwest became a state and explain why

Identify the symbolism associated with the states (e.g., flag, state motto, state flower, state bird) and explain the reasons those symbols are used

Identify the different Indigenous groups in the Midwest (e.g., Dakota, Huron, Omaha, Kickapoo, Kiowa, Lakota, Osage, Ojibwa, Pawnee, Quapaw, Sioux), their location on a map, and explain the ways they continue their cultural traditions today (e.g., through food, regalia, music, art, language, community gatherings and celebrations), paying particular attention to the differences in traditions of groups living near the Great Lakes and those living on the Great Plains

Identify the reasons different early colonial European immigrants (e.g., French, Spanish, English) came to the Midwest and analyze the patterns of their settlements

Identify immigrant groups that came to the Midwest over time (e.g., Germans, Irish, Poles, Jews, Hungarians, Czechs, Swedes, Norwegians, Black Americans moving north, and people from other regions of the world), explain their reasons for leaving their home countries and coming to the United States, and explain the ways they continue traditions today (e.g., through food, music, art, language, community gatherings and celebrations)

Identify population and demographic statistics (e.g., gender, ethnic backgrounds, religions) of the Midwest and analyze what the data describes about the region

Identify major cities of the Midwest and their locations, analyze why the cities are located where they are, and argue the ways that geography and access to resources impacted the growth of these cities

Identify notable landmarks (e.g., Gateway Arch, Great Plains, national and state parks) and explain their importance

Identify major industries in the Midwest (e.g., agriculture - beef, wheat, corn, soybeans, banking, car manufacturing), explain how they support jobs and the economy, and argue the ways geography and the environment impacted the growth of these industries

Identify major geographical features of the Southwest (e.g., Rio Grande, Colorado River, parts of the Mojave, Sonoran, and Chihuahuan deserts, part of the Rocky Mountains) on a map and explain their importance to the region

Explain different climate zones and weather patterns in areas of the Southwest

Identify major natural resources in the Southwest (e.g., coal, copper, iron, silver, silicon, lumber, fish - freshwater and marine) and explain their importance to the region

Identify the states and capitals in the Southwestern region of the United States (Arizona, New Mexico, Oklahoma, and Texas) and where they are located on a map

Identify when each state in the Southwest became a state and explain why

Identify the symbolism associated with the states (e.g., flag, state motto, state flower, state bird) and the explain reasons those symbols are used

Identify the different Indigenous groups in the Southwest (e.g., Ancestral Puebloans, Apache, Cherokee, Hopi, Kiowa, Diné, Zuni), their location on a map, and explain the ways they continue their cultural traditions today (e.g., through food, regalia, music, art, language, community gatherings and celebrations)

Identify the reasons Spanish colonial immigrants moved into the Southwest and analyze the patterns of their settlements

Identify immigrant groups that have come to the Southwest over time (e.g., white and Black Americans moving west, Mexicans, and people from other Central American countries and other regions of the world), explain their reasons for leaving their home country and coming to the United States, and the ways they continue traditions today (e.g, through food, music, art, language, community gatherings and celebrations)

Identify population and demographic statistics (e.g., gender, ethnic backgrounds, religions) of the Southwest and analyze what the data describes about the region

Identify major cities of the Southwest and their locations, analyze why the cities are located where they are, and argue the ways that geography and access to resources impacted the growth of cities

Identify notable landmarks (e.g., Los Alamos, Alamo Mission, numerous national and state parks) and explain their importance (e.g., supports tourism, creates community pride)

Identify major industries in the Southwest (e.g., agriculture - cattle, sheep, alfalfa, hay, mining, manufacturing, oil, natural gas, tourism), explain how they support jobs and the economy, and argue the ways geography and the environment impacted the growth of these industries

Identify major geographical features of the West (e.g., Pacific Ocean, Sierra Nevada Mountains, part of the Rocky Mountains, Mojave and Great Basin deserts, Mount Saint Helens, Mauna Loa) on a map and explain their importance to the region

Explain different climate zones and weather patterns in areas of the West

Identify major natural resources in the West (e.g., minerals, crude oil, fish - freshwater and marine, timber) and explain their importance to the region

Identify the states and their capitals in the Western region of the United States (Alaska, California, Colorado, Hawaii, Idaho, Montana, Nevada, Oregon, Utah, Washington, and Wyoming) and where they are located

Identify the U.S. territories and capitals considered part of the Western region of the United States (American Samoa, Guam, Midway Islands, Northern Mariana Islands, and Wake Island) and where they are located

Identify when each state and territory in the West became a state or joined the United States and explain why

Identify the symbolism associated with the states and territories (e.g., flag, state motto, state flower, state bird) and explain the reasons those symbols are used

Identify the different Indigenous groups in the West (e.g., Athabaskan, Cahuilla, Chamorros, Chumash, Hawaiian, Haida, Paiute, Salish, Tlingit, Washoe, Yurok), their location on a map, and explain the ways they continue their cultural traditions today (e.g., through food, regalia, music, art, language, community gatherings and celebrations) including differences in traditions of groups living in the Pacific Northwest, the Great Basin, Alaska, Hawaii, southern California, and the territories

Identify the reasons colonial European immigrants (e.g., Spanish, Russian) came to the West and analyze the patterns of their settlements

Identify immigrant groups that came to the West over time (e.g., Chinese, Japanese, Mexicans, white and Black Americans moving west, and people from other Central American countries and other regions of the world), explain their reasons for leaving their home country and coming to the United States, and analyze the ways they continue traditions today (e.g, through food, music, art, language, community gatherings and celebrations)

Identify population and demographic statistics (e.g., gender, ethnic backgrounds, religions) of the West and analyze what the data describes about the region

Identify major cities of the West and their locations, analyze why the cities are located where they are, and argue the ways that geography and access to resources impacted the growth of these cities

Identify notable landmarks (e.g., California missions, Hoover Dam, Route 66, numerous national and state parks) and explain their importance (e.g., supports tourism, creates community pride)

Identify the major industries in the West (e.g., mining, oil, gas, forestry, health care, technology, tourism), explain how they support jobs and the economy, and argue the ways geography and the environment impacted the growth of these industries

Identify the geographical features of students' cities/towns and explain the significance of each

Explain the importance of the natural resources available in students' cities/towns

Identify the locations and explain the importance of parks in students' cities/towns

Identify cities and towns that border those of the students

Identify the major geographical features and environment of Rhode Island (e.g., climate, bodies of water) and explain their significance

Identify the natural resources available in Rhode Island (e.g., freshwater and marine fish, lumber, agriculture) and explain their significance