Standards – Based Instructional Unit by Unit Curriculum Guide
Subject: Social Studies
COURSE: Rhode Island Studies GRADE/LEVEL: 11 & 12
Topic #1: Geography and GeologyGraduation 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 3.3 Accepting and understanding the benefits and consequences of his/ her behavior.
v 3.4 Participating in community service, leadership roles, and / or school activities.
v 4.1 Reading widely and critically.
v 4.2 Writing clearly, concisely and persuasively.
v 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 ContributorsGraduation 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 SlaveryGraduation 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.