Standards – Based Instructional Unit by Unit Curriculum Guide

Subject: Social Studies

COURSE: Rhode Island Studies GRADE/LEVEL: 11 & 12

Topic #1: Geography and Geology
Graduation Expectation Outcomes:
1.2 Analyzing and evaluating information.
2.1 Working cooperatively.
2.2 Applying problem solving strategies.
2.3 Utilizing resources and time effectively.
2.4 Accessing, compiling, interpreting and presenting data and information.
3.3 Accepting and understanding the benefits and consequences of his/ her behavior.
3.4 Participating in community service, leadership roles, and / or school activities.
4.1 Reading widely and critically.
4.2 Writing clearly, concisely and persuasively.
4.3 Speaking, listening and interpreting effectively.
Rhode Island Grade Span Expectations for Government and Civics and Historical Perspectives:
v  G&C 5: As members of an interconnected world community, the choices we make impact other locally, nationally and globally.
v  HP 3: The study of history helps us understand the present and shape the future.
National Standards in Historical Thinking:
v  Standard II: Historical Comprehension
v  Standard III: Historical Analysis and Interpretation
v  Standard IV: Historical Research Capabilities
v  Standard V: Historical Issues – Analysis and Decision Making / Rhode Island Grade Span Expectations for Government and Civics and Historical Perspectives Benchmarks:
G&C 5-1: The many ways Earth’s people are interconnected.
G&C 5-2: The benefits and challenges of an interconnected world.
G&C 5-3: How the choices we make impact and are impacted by an interconnected.
HP 3-1: Demonstrate an understanding of how the past frames the present.
HP 3-2: Make personal connections in an historical context.
National Standards in Historical Thinking Benchmarks:
v  Evidence historical perspectives
v  Draw upon data and historical maps.
v  Utilize visual and mathematical data presented in charts, tables, pie and bar graphs, flow charts, Venn diagrams, and other graphic organizers.
v  Hypothesize the influence of the past.
v  Obtain historical data.
v  Interrogate historical data.
v  Evaluate alternative courses of action.
v  Formulate a position or course of action on an issue and evaluate decisions.
Grade Span Expectations
R2/R3 Vocabulary
R4/R5/R6/R16 Analyzing Literary Text
R7/R8 Analyzing Informational Text
R9/R10/R11/R12/R13 Reading Comprehension
R14/R15/R17 Breadth of Reading
W1/W9 Writing Conventions
W2/W3: Response to Text
W4/W5: Narrative
W6/W7/W8: Informational Writing
W10/W11: Writing Process / Habit of Writing
W12/W13/W14 Expressive Writing
OC1: Interactive Listening
OC2: Make Oral Presentations
SS1: Comprehension
SS2: Analysis and Interpretation
SS3: Research
T1:Basic operations and concepts
T2: Social, ethical, and human issues
T3: Technology productivity tools
T4: Technology communications tools
T5: Technology research tools
T6: Technology problem-solving and decision-making tools
Essential Questions:
¨  How does geographical location play an enormous role in fashioning Rhode Island history?
¨  How did Rhode Island develop its unique name, motto and other state factual information?
¨  How did the formation of Narragansett Bay contribute to Rhode Island’s economy, maritime and tourism?
¨  How do the people of Rhode Island and the current environmental conditions affect Narragansett Bay?
¨  What were the impacts of the major storms in Rhode Island and how does it affect the way we prepare for inclement weather conditions today?
Content Topics
¨  Rhode Island Map Skills
¨  Rhode Island Cities and Towns
¨  Rhode Island Historical Landmarks
¨  Rhode Island State Factual Information
¨  Formation of Narragansett Bay
¨  Narragansett Bay Today
¨  Major Storms in Rhode Island
Student Learning Tasks and Opportunities
¨  The students will be able to locate cities, towns and major landmarks on maps of the state of Rhode Island.
¨  The students will be able to explain the origin of Rhode Island factual history.
¨  The students will examine the formation of the Narragansett Bay and its impact on Rhode Island Society.
¨  The students will compare the impact of major storms on Rhode Island’s geography as well as its people.
Instructional Resources and Equipment
¨  Rhode Island Maps
¨  Rhode Island Tourism Guide
¨  Student Texts
¨  Television and Video Equipment
¨  Primary sources
¨  Supplementary readings
¨  Cartoon Images
Assessment Tasks:
¨  Rhode Island map activities
¨  Quizzes
¨  Tests
¨  Class Discussion
¨  Historical Perspective Writing Assignment


Standards – Based Instructional Unit by Unit Curriculum Guide

Subject: Social Studies

COURSE: Rhode Island Studies GRADE/LEVEL: 11 & 12

Topic #2: Native Americans and Rhode Island Contributors
Graduation Expectation Outcomes:
v  1.2 Analyzing and evaluating information.
v  2.1 Working cooperatively.
v  2.2 Applying problem solving strategies.
v  2.3 Utilizing resources and time effectively.
v  2.4 Accessing, compiling, interpreting and presenting data and information.
v  3.2 Recognizing and respecting the diversity and individuality of others.
v  3.3 Accepting and understanding the benefits and consequences of his/ her behavior.
v  4.1 Reading widely and critically.
v  4.2 Writing clearly, concisely and persuasively.
v  4.3 Speaking, listening and interpreting effectively.
v  4.4 Mastering technology as a means of communication.
Rhode Island Grade Span Expectations for Government and Civics and Historical Perspectives:
v  G&C 1: People create and change structures of power, authority and governance in order to accomplish common goals.
v  G&C 2: The Constitution of the United States establishes a government of limited powers that are shared among different levels and branches.
v  G&C 3: In a Democratic society, all people have certain rights and responsibilities.
v  G&C 4: People engage in political processes in a variety of ways.
v  G&C 5: As members of an interconnected world community, the choices we make impact other locally, nationally and globally.
v  HP 1: History is an account of human activities that is interpretive in nature.
v  HP 2: History is a chronicle of human activities, diverse people, and the societies they form.
v  HP 3: The study of history helps us understand the present and shape the future.
National Standards in Historical Thinking:
v  Standard I: Chronological Thinking
v  Standard II: Historical Comprehension
v  Standard III: Historical Analysis and Interpretation
v  Standard IV: Historical Research Capabilities
v  Standard V: Historical Issues – Analysis and Decision Making / Rhode Island Grade Span Expectations for Government and Civics and Historical Perspectives Benchmarks:
G&C 1-1: Origins, forms and purposes of government.
G&C 1-2: Sources of authority and use of power, and how they are / can be changed.
G&C 2-1: The United States government (local, state, national)
G&C 2-2: The democratic values and principles underlying the U.S. government.
G&C 3-1: Citizens rights and responsibilities.
G&C 3-2: How individuals and groups exercise or are denied their rights and responsibilities.
G&C 4-1: Political systems and political processes.
G&C 4-2: Their participation in political processes.
G&C 4-3: Their participation in a civil society.
G&C 5-1: The many ways Earth’s people are interconnected.
G&C 5-2: The benefits and challenges of an interconnected world.
G&C 5 -3: How the choices we make impact and are impacted by an interconnected.
HP 1-1: Act as historians, using a variety of tools.
HP 1-2: Interpret history as a series of connected events with multiple cause effect relationships.
HP 2-1: Connect the past with the present.
HP 2-2: Chronicle events and conditions.
HP 2-3: Show understanding of change over time.
HP 3-1: Demonstrate an understanding of how the past frames the present.
HP 3-2: Make personal connections in an historical context.
National Standards in Historical Thinking Benchmarks:
v  Distinguish between past, present and future time.
v  Reconstruct the literal meaning of a historical passage.
v  Identify the central question(s) the historical narrative addresses.
v  Evidence historical perspectives.
v  Identify the author or source of the historical document or narrative.
v  Compare and contrast differing sets of ideas, values, personalities, behaviors and institutions.
v  Consider multiple perspectives, analyze cause and effect relationships and multiple causation, including the importance of the individual, the influence of ideas, and the role of chance.
v  Challenge arguments of historical inevitability.
v  Evaluate major debates among historians.
v  Hypothesize the influence of the past.
v  Formulate historical questions.
v  Obtain historical data.
v  Interrogate historical data.
v  Identify issues and problems in the past.
v  Marshal evidence of antecedent circumstances and contemporary factors contributing to problems and alternative courses of action.
v  Identify relevant historical antecedents.
v  Evaluate alternative courses of action.
v  Formulate a position or course of action on an issue and evaluate decisions.
Grade Span Expectations
R2/R3 Vocabulary
R4/R5/R6/R16 Analyzing Literary Text
R7/R8 Analyzing Informational Text
R9/R10/R11/R12/R13 Reading Comprehension
R14/R15/R17 Breadth of Reading
W1/W9 Writing Conventions
W2/W3: Response to Text
W4/W5: Narrative
W6/W7/W8: Informational Writing
W10/W11: Writing Process / Habit of Writing
W12/W13/W14 Expressive Writing
OC1: Interactive Listening
OC2: Make Oral Presentations
SS1: Comprehension
SS2: Analysis and Interpretation
SS3: Research
T1:Basic operations and concepts
T2: Social, ethical, and human issues
T3: Technology productivity tools
T4: Technology communications tools
T5: Technology research tools
T6: Technology problem-solving and decision-making tools
Essential Questions:
¨  Who were Rhode Islanders first inhabitants and what was their impact upon the state?
¨  How did Native American culture shape the state of Rhode Island?
¨  What were the very first English settlements surrounding Narragansett Bay?
¨  What was the relationship between Roger Williams and the Native Americans in Rhode Island?
¨  How did Roger Williams’ principle of “Liberty of Conscience” establish a religious precedent of Rhode Island?
¨  What major events occurred to ignite tension between the Native Americans and Rhode Island settlers?
¨  What were the specific customs and rituals of the Native Americans in Rhode Island?
¨  How did Roger Williams come to settle in Rhode Island?
¨  What influence did Roger Williams have on the state of Rhode Island?
¨  How did Roger Williams’ political ideas shape not only the Rhode Island government but also the federal government’s ideas?
¨  What was the influence of Anne Hutchinson on the state of Rhode Island?
¨  What was the influence of William Coddington on the state of Rhode Island?
¨  What was the influence of Samuel Gorton on the state of Rhode Island?
¨  What was the influence of John Clarke on the state of Rhode Island?
¨  How did John Clarke obtain the official Rhode Island charter from Charles II in 1663?
¨  What were the primary principles set forth by the major contributors in their respective territories?
¨  What were the major principles of the first Rhode Island Charter?
¨  What were the pros and cons of the first Rhode Island Charter?
¨  What were the major principles in the charter of 1663?
¨  Why did the charter of 1663 remain the basis of Rhode Island’s state government?
¨  Who were the Quakers and how did their radical views affect the state of Rhode Island?
¨  Why did Rhode Island not persecute the Quakers for their beliefs?
¨  How did the government change in Rhode Island after the charter?
¨  How was Rhode Island’s economy affected after the adoption of the Charter of 1663?
Content Topics
¨  Native American tribes in Rhode Island
¨  Early Rhode Island Settlements
¨  Roger Williams
¨  Native American Culture
¨  Anne Hutchinson
¨  William Coddington
¨  John Clarke
¨  Samuel Gorton
¨  Rhode Island Charter
¨  Quakers
¨  Rhode Island General Assembly
Student Learning Tasks and Opportunities
¨  Students will evaluate the major impact that Native Americans had on the state of Rhode Island.
¨  Students will verify how Native American culture shaped the state of Rhode Island.
¨  Students will investigate the very first English settlements surrounding Narragansett Bay.
¨  Students will assess the relationship between Roger Williams and the Native Americans in Rhode Island.
¨  Students will depict Roger Williams’ principle of “Liberty of Conscience” and show how it established a religious precedent in Rhode Island.
¨  Students will discuss how various major events ignited tension between the Native Americans and Rhode Island settlers.
¨  Students will analyze the specific customs and rituals of the Native Americans in Rhode Island.
¨  Students will examine how did Roger Williams came to settle in Rhode Island.
¨  Students will investigate the major influences of Roger Williams on the state of Rhode Island.
¨  Students will formulate ideas about Roger Williams’ political ideas and how they shaped not only the Rhode Island government but also the federal government’s ideas.
¨  Students will examine the influence of the major contributors (Hutchinson, Coddington, Clarke, and Gorton) on the state of Rhode Island.
¨  Students will imagine how John Clarke obtained the official Rhode Island charter from Charles II in 1663.
¨  Student will identify Rhode Island’s unique form of governmental organization and how it played a direct role in shaping citizen engagement and the issues and challenges of a Democratic society.
¨  Students will formulate opinions about the issue of social equality when the Quakers arrived in Rhode Island.
¨  Students will analyze who the Quakers were and how their radical views affected the state of Rhode Island.
¨  Students will decide why Rhode Island did not persecute the Quakers for their beliefs.
¨  Students will examine how the charter embodied all powers of the government.
¨  Students will debate the important changes in Rhode Island’s economy that occurred after the adoption of the Charter of 1663.
Instructional Resources and Equipment
¨  Student Texts
¨  Television and Video Equipment
¨  Primary sources
¨  Map
¨  Supplementary readings/ documents
¨  PowerPoint presentation
¨  Field Trips
¨  Newspaper articles
Assessment Tasks:
¨  Quizzes
¨  Tests
¨  Class Discussion
¨  Historical Perspective Writing Assignment
¨  Historical Reading with discussion and questions
¨  Totem pole activity
¨  Reactionary papers
¨  Debate


Standards – Based Instructional Unit by Unit Curriculum Guide

Subject: Social Studies

COURSE: Rhode Island Studies GRADE/LEVEL: 11 & 12

Topic #3: Triangular Trade and Slavery
Graduation Expectation Outcomes:
v  1.2 Analyzing and evaluating information.
v  2.1 Working cooperatively.
v  2.2 Applying problem solving strategies.
v  2.3 Utilizing resources and time effectively.