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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