Draft GSEs for RI Civics & Government and History
GSEs for Economics Strand
|E 1: Individuals and societies make choices to address the challenges and opportunities of scarcity and abundance. |
|GSEs for Grades K-2 |GSEs for Grades 3-4 |GSEs for Grades 5-6 |GSEs for Grades 7-8 |GSEs for HS Proficiency |GSEs for HS Extended Learning |
|E 1 (K-2) –1 |E 1 (3-4) –1 |E 1 (5-6) –1 |E 1 (7-8) –1 |E 1 (9-12) –1 |E 1 (Ext) –1 |
|Students demonstrate an |Students demonstrate an |Students demonstrate an |Students demonstrate an |Students demonstrate an |Students demonstrate an |
|understanding of basic economic |understanding of basic economic |understanding of basic economic |understanding of basic economic |understanding of basic economic |understanding of basic economic |
|concepts by… |concepts by… |concepts by… |concepts by… |concepts by… |concepts by… |
|a. identifying human, natural, |a. differentiating between human, |a. differentiating between |a. explaining the relationship |a. applying the concept that | |
|and capital resources. |natural, and capital resources. |human, natural, capital, |between resources and industry. |choices involve trade-offs in | |
| | |man-made, and renewable vs. | |real world situations or | |
| | |finite resources. | |historical contexts. | |
|b. explaining how the |b. identifying the types of |b. identifying the role of |b. explaining the relationship |b. applying the concept that | |
|availability of resources affects|resources available and the |producers and consumers in |between the producers in an |economic choices often have | |
|production of goods and offering |corresponding goods and services |real-world and historical |real-world and historical |long-run intended and unintended | |
|of services and their |produced in real-world and |context. |context. |consequences in real world | |
|consumption. |historical context (e.g., Rhode | | |situations and historical | |
| |Island today or in different | | |contexts. | |
| |historical periods: RI colony | | | | |
| |boatbuilding and agricultural | | | | |
| |production were primary, late | | | | |
| |1800’s industrial products were | | | | |
| |primary). | | | | |
|c. identifying positive and |c. explaining how positive and |c. identifying and |c. researching and analyzing the |c. evaluating historical and | |
|negative economic incentives that|negative incentives influence |differentiating between surplus,|impact of surplus, subsistence, |contemporary choices using | |
|affect behavior and choice that |behavior and choices (e.g., costs |subsistence, and scarcity. |and scarcity. |marginal analysis. | |
|best satisfies an economic want. |vs. benefits received). | | | | |
| | | | | | |
| | | | |d. analyzing how and why economic| |
| | | | |systems have changed over time. | |
|E 1 (K-2) –2 |E 1 (3-4) –2 |E 1 (5-6) –2 |E 1 (7-8) –2 |E 1 (9-12) –2 |E 1 (Ext) –2 |
|Students demonstrate an |Students demonstrate an |Students demonstrate an |Students demonstrate an |Students demonstrate an |Students demonstrate an |
|understanding that scarcity and |understanding that scarcity and |understanding that scarcity and |understanding that scarcity and |understanding that scarcity and |understanding that scarcity and |
|abundance causes individuals to |abundance causes individuals to |abundance causes individuals to |abundance causes individuals to |abundance causes individuals to |abundance causes individuals to |
|make economic choices by… |make economic choices by… |make economic choices by… |make economic choices by… |make economic choices by… |make economic choices by… |
|a. recognizing and discussing the|a. explaining how scarcity |a. comparing the cost and |a. explaining the pros and cons |a. applying the concept that | |
|differences between basic wants |requires people to make choices |benefits of consumer and producer|of consumer and producer choices.|personal choices often have | |
|and needs. |due to their unlimited needs and |choices to determine the value. | |long-run intended and unintended | |
| |wants with limited resources. | | |consequences using historical | |
| | | | |examples. | |
| | |b. providing examples of how a |b. describing how a society’s |b. evaluating personal choices | |
| | |society defines or determines |definition or determination of |using a cost-benefit analysis. | |
| | |wealth. |value affects distribution of | | |
| | | |wealth and consumer choices. | | |
|E 1 (K-2) –3 |E 1 (3-4) –3 |E 1 (5-6) –3 |E 1 (7-8) –3 |E 1 (9-12) –3 |E 1 (Ext) –3 |
|Students demonstrate an |Students demonstrate an |Students demonstrate an |Students demonstrate an |Students demonstrate an |Students demonstrate an |
|understanding that societies |understanding that societies |understanding that societies |understanding that societies |understanding that societies |understanding that societies |
|develop different ways to deal |develop different ways to deal |develop different ways to deal |develop different ways to deal |develop different ways to deal |develop different ways to deal |
|with scarcity and abundance by… |with scarcity and abundance by… |with scarcity and abundance by… |with scarcity and abundance by… |with scarcity and abundance by… |with scarcity and abundance by… |
|a. identifying how goods and |a. comparing the advantages and |a. describing the distribution of|a. explaining the relationship |a. differentiating between | |
|services are shared as a family |disadvantages of allocating |goods and services. |between availability, |subsistence, traditional, mixed, | |
|(e.g., taking turns washing |various goods and services (e.g.,| |distribution, and allocation of |command, and market economies. | |
|dishes, setting the table, |sharing class toys, student time | |goods and services. | | |
|sharing clothes, etc.) |on playground equipment during | | | | |
| |recess, etc.). | | | | |
| | |b. identifying how scarcity |b. explaining how scarcity |b. evaluating how societies | |
| | |impacts the movement of people |impacts the organization of |differ in their management of the| |
| | |and goods. |society and development of |factors of production (land, | |
| | | |civilization. |labor, capital, and | |
| | | | |entrepreneurship). | |
|E 2: Producers and consumers locally, nationally, and internationally engage in the exchange of goods and services. |
|GSEs for Grades K-2 |GSEs for Grades 3-4 |GSEs for Grades 5-6 |GSEs for Grades 7-8 |GSEs for HS Proficiency |GSEs for HS Extended Learning |
|E 2 (K-2) – 1 |E 2 (3-4) –1 |E 2 (5-6) – 1 |E 2 (7-8) –1 |E 2 (9-12)– 1 |E 2 (Ext)–1 |
|Students demonstrate an |Students demonstrate an |Students demonstrate an |Students demonstrate an |Students demonstrate an |Students demonstrate an |
|understanding of the variety of|understanding of the variety of |understanding of the variety of |understanding of the variety of |understanding of the variety of |understanding of the variety of |
|ways producers and consumers |ways producers and consumers |ways producers and consumers |ways producers and consumers |ways producers and consumers |ways producers and consumers |
|exchange goods and services by…|exchange goods and services by… |exchange goods and services by… |exchange goods and services by… |exchange goods and services by… |exchange goods and services by… |
|a. identifying the ways in |a. explaining the interdependence|a. identifying the benefits and |a. explaining how and why |a. analyzing the role of income, | |
|which people exchange goods and|of buyers and sellers within |barriers of different means of |incentives (price, advertising, |price, competition, profit, | |
|services (e.g., barter, money, |various markets (e.g., barter, |exchange (e.g., barter, credit, |supply, or need) affect how buyers|property rights, and | |
|commodity money). |money, commodity money). |and currency). |and sellers interact to determine |specialization in the economy. | |
| | | |market value. | | |
|b. explaining how prices affect|b. identifying factors that |b. identifying and explaining how|b. comparing and contrasting |b. analyzing the roles of supply | |
|the choices people make about |affect price (e.g., |supply, demand, and incentives |different market systems by having|and demand in an economy. | |
|buying or selling goods or |scarcity/abundance, incentives, |affect consumer and producer |students explain the role of the | | |
|services. |competition). |decision making (e.g., division |buyers and sellers in those | | |
| | |of labor/specialization). |systems. | | |
|c. describing how people can |c. explaining how market forces |c. comparing and contrasting |c. predicting the impact of |c. analyzing local, regional, | |
|earn income by exchanging the |determine the amount of income |incentives (i.e., advertising and|incentives, like advertising, on |national, and global markets for | |
|use of their labor (physical or|for most people (e.g., people |marketing) related to consumer |the way producers and consumers |goods and services. | |
|mental work) for wages or |with rare skills can charge |spending. |exchange goods. | | |
|salaries. |more). | | | | |
|E 2 (K-2) – 2 |E 2 (3-4) – 2 |E 2 (5-6) – 2 |E 2 (7-8) – 2 |E 2 (9-12) – 2 |E 2 (Ext) – 2 |
|Students analyze how |Students analyze how Innovations |Students analyze how Innovations |Students analyze how Innovations |Students analyze how Innovations |Students analyze the interactions|
|innovations and technology |and technology affects the |and technology affects the |and technology affects the |and technology affects the |of technology, costs, and demands|
|affects the exchange of goods |exchange of goods and services |exchange of goods and services |exchange of goods and services by…|exchange of goods and services by…|in a competitive market by… |
|and services by… |by… |by… | | | |
|a. identifying how technology |a. explaining how innovations and|a. identifying how inventions, |a. describing how inventions, |a. investigating and synthesizing | |
|has changed over time and |technology can have positive or |innovations, and technology |innovations, and technology |the role of technology in solving | |
|explaining how they affect the |negative effects on how people |stimulate economic growth. |stimulate economic growth by |and/or creating economic issues of| |
|way people live, work, or play.|produce or exchange goods and | |expanding markets, creating |the past and present. | |
| |services. | |related industries, and improving | | |
| | | |the flow of goods and services. | | |
| | |b. providing examples of how |b. explaining how innovations and | | |
| | |innovations and technology |technology positively or | | |
| | |positively or negatively impact |negatively impact industries, | | |
| | |industries, economies, cultures, |economies, cultures, and | | |
| | |and individuals. |innovations. | | |
|E 3: Individuals, institutions and governments have roles in economic systems. |
|GSEs for Grades K-2 |GSEs for Grades 3-4 |GSEs for Grades 5-6 |GSEs for Grades 7-8 |GSEs for HS Proficiency |GSEs for HS Extended Learning |
|E 3 (K-2) – 1 |E 3 (3-4) –1 |E 3 (5-6) – 1 |E 3 (7-8) –1 |E 3 (9-12) – 1 |E 3 (Ext) – 1 |
|Students demonstrate an |Students demonstrate an |Students demonstrate an |Students demonstrate an |Students demonstrate an |Students demonstrate an |
|understanding of the |understanding of the |understanding of the |understanding of the |understanding of the |understanding of the |
|interdependence created by |interdependence created by |interdependence created by |interdependence created by |interdependence created by |interdependence created by |
|economic decisions by… |economic decisions by… |economic decisions by… |economic decisions by… |economic decisions by… |economic decisions by… |
|a. identifying how the classroom |a. comparing how individuals, |a. depicting the cyclical |a. explaining the cyclical |a. identifying and evaluating the| |
|community members exchange and |institutions, and governments |relationship of the participants |relationship of the participants |benefits and costs of alternative| |
|consume resources. (e.g. teacher |interact within an economy (e.g. |within an economy (e.g., barter, |within an economy (e.g., barter, |public policies and assess who | |
|distributes limited school |entrepreneurs start new |feudal system, global economy). |feudal system, global economy). |enjoys the benefits and bears the| |
|supplies among the students; |businesses; individuals save | | |costs. | |
|students take turns using |money in banks, government | | | | |
|stations). |redistributes money through | | | | |
| |taxing and spending). | | | | |
|b. recognizing the purposes of |b. describing how money makes it | | |b. evaluating the government’s |b. anticipating the impact of |
|money and how it can be used |easier to trade, borrow, or save,| | |monetary and fiscal policies. |federal government and Federal |
|(e.g., personal savings, personal|and compare the value of goods | | | |Reserve System macroeconomic |
|spending), |and services. | | | |policy decision on themselves and|
| | | | | |others. |
|E 3 (K-2) – 2 |E 3 (3-4) – 2 |E 3 (5-6) – 2 |E 3 (7-8) – 2 |E 3 (9-12) – 2 |E 3 (Ext)– 2 |
|Students demonstrate an |Students demonstrate an |Students demonstrate an |Students demonstrate an |Students demonstrate an |Students demonstrate an |
|understanding of the role of |understanding of the role of |understanding of the role of |understanding of the role of |understanding of the role of |understanding of the role of |
|government in a global economy |government in a global economy |government in a global economy |government in a global economy |government in a global economy |government in a global economy |
|by… |by… |by… |by… |by… |by… |
| |a. identifying how government |a. identifying how governments |a. explaining how government |a. evaluating how policymakers | |
| |redistributes tax income for |provide goods and services in a |succeeds or fails to provide |encourage or discourage economic | |
| |public benefit through taxes |market economy by taxing and |support in a market economy. |activity. | |
| |(e.g., paying for work force |borrowing. | | | |
| |training through schools). | | | | |
| | |b. citing examples of how |b. identifying and evaluating the|b. interpreting source materials | |
| | |government policies can |benefits and cost of alternative |(e.g., media reports) about | |
| | |positively or negatively impact |public policies and assess who |economic conditions and explain | |
| | |an economy. |enjoys the benefits and bears the|how these conditions influence | |
| | | |cost. |decisions made by policy makers. | |
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