Rhode Island State Standards for Social Studies: Grade 9
RI.1. History: Chronological Thinking.
1.a. The student distinguishes between past, present, and future time.
1.b. The student identifies in historical narratives the temporal structure of a historical narrative or story.
1.c. The student establishes temporal order in constructing historical narratives of their own.
1.d. The student measures and calculates calendar time.
1.e. The student interprets data presented in time lines.
1.f. The student reconstructs patterns of historical succession and duration.
1.g. The student compares alternative models for periodization.
RI.2. History: Historical Comprehension.
2.a. The student reconstructs the literal meaning of a historical passage.
2.b. The student identifies the central question(s) the historical narrative addresses.
2.c. The student reads historical narratives imaginatively.
2.d. The student evidences historical perspectives.
2.e. The student draws upon data in historical maps.
2.f. The student utilizes visual and mathematical data presented in charts, tables, pie and bar graphs, flow charts, Venn diagrams, and other graphic organizers.
2.g. The student draws upon visual, literary, and musical sources.
RI.3. History: Historical Analysis and Interpretation.
3.a. The student identifies the author or source of the historical document or narrative.
3.b. The student compares and contrasts differing sets of ideas, values, personalities, behaviors, and institutions.
3.c. The student differentiates between historical facts and historical interpretations.
3.d. The student considers multiple perspectives.
3.e. The student analyzes cause-and-effect relationships and multiple causation, including the importance of the individual, the influence of ideas, and the role of chance.
3.f. The student challenges arguments of historical inevitability.
3.g. The student compares competing historical narratives.
3.h. The student holds interpretations of history as tentative.
3.i. The student evaluates major debates among historians.
3.j. The student hypothesizes the influence of the past.
RI.4. History: Historical Research Capabilities.
4.a. The student formulates historical questions.
4.b. The student obtains historical data.
4.c. The student interrogates historical data.
4.d. The student identifies the gaps in the available records, marshal contextual knowledge and perspectives of the time and place, and construct a sound historical interpretation.
RI.5. History: Historical Issues: Analysis and Decision Making.
5.a. The student identifies the issues and problems in the past.
5.b. The student marshals evidence of antecedent circumstances and contemporary factors contributing to problems and alternative courses of action.
5.c. The student identifies relevant historical antecedents.
5.d. The student evaluates alternative courses of action.
5.e. The student formulates a position or course of action on an issue.
5.f. The student evaluates the implementation of a decision.
RI.1. United States History: Era 1: Three Worlds Meet (Beginning 1620).
1.a. The student compares characteristics of societies in the Americas, Western Europe, and Western Africa that increasingly interacted after 1450.
1.b. The student knows and understands how early European exploration and colonization resulted in cultural and ecological interactions among previously unconnected peoples.
RI.2. United States History: Era 2: Colonization and Settlement (1585-1763).
2.a. The student knows and understands why the Americas attracted Europeans, why they brought enslaved Africans to their colonies, and how Europeans struggled for control on North America and the Caribbean.
2.b. The student knows and understands how political, religious, and social institutions emerged in the English colonies.
2.c. The student knows and understands how the values and institutions of European economic life took root in the colonies, and how slavery reshaped European and African life in the Americas.
RI.3. United States History: Era 3: Revolution and the New Nation (1754-1820s).
3.a. The student knows and understands the causes of the American Revolution, the ideas and interests involved in forging the revolutionary movement, and the reasons for the American victory.
3.b. The student knows and understands the impact of the American Revolution on politics, economy and society.
3.c. The student knows and understands the institutions and practices of government created during the Revolution and how they were revised between 1787 and 1815 to create the foundation of the American political system based on the U.S. Constitution and the Bill of Rights.
RI.4. United States History: Era 4: Expansion and Reform (1801-1861).
4.a. The student knows and understands the territorial expansion of the United States between 1801 and 1861, and how it affected relations with external powers and Native Americans.
4.b. The student knows and understands how the industrial revolution, increasing immigration, the rapid expansion of slavery, and the westward movement changed the lives of Americans and led toward regional tensions.
4.c. The student knows and understands the extension, restriction, and reorganization of political democracy after 1800.
4.d. The student knows and understands the sources and character of cultural, religious, and social reform movements in the antebellum period.
RI.5. United States History: Era 5: Civil War and Reconstruction (1850-1877).
5.a. The student knows and understands the causes of the Civil War.
5.b. The student knows and understands the course and character of the Civil War and its effects on the American people.
5.c. The student knows and understands how various reconstruction plans succeeded or failed.
RI.6. United States History: Era 6: The Development of the Industrial United States (1870-1900).
6.a. The student knows and understands how the rise of corporations, heavy industry, and mechanized farming transformed the American people.
6.b. The student knows and understands the massive immigration after 1870 and how new social patterns, conflicts and ideas of national unity developed amid growing cultural diversity.
6.c. The student knows and understands the rise of the American labor movement and how political issues reflected social and economic changes.
6.d. The student knows and understands Federal Indian policy and the United States foreign policy after the Civil War.
RI.7. United States History: Era 7: The Emergency of Modern America (1890-1930).
7.a. The student knows and understands how Progressives and others addressed problems of industrial capitalism, urbanization, and political corruption.
7.b. The student knows and understands the changing role of the United States in world affairs through World War I.
7.c. The student knows and understands how the United States changed from the end of World War I to the eve of the Great Depression.
RI.8. United States History: Era 8: The Great Depression and World War II (1929-1945).
8.a. The student knows and understands the causes of the Great Depression and how it affected American Society.
8.b. The student knows and understands how the New Deal addressed the Great Depression, transformed American federalism, and initiated the welfare state.
8.c. The student knows and understands the causes and course of World War II, the character of the war at home and abroad, and its reshaping of the U.S. role in world affairs.
RI.9. United States History: Era 9: Postwar United States (1945 to early 1970s).
9.a. The student knows and understands the economic boom and social transformation of postwar United States.
9.b. The student knows and understands how the Cold War and conflicts in Korea and Vietnam influenced domestic and international politics.
9.c. The student knows and understands domestic policies after World War II.
9.d. The student knows and understands the struggle for racial and gender equality and the extension of civil Liberties.
RI.10. United States History: Era 10: Contemporary United States (1968 to the Present).
10.a. The student knows and understands recent developments in foreign and domestic polities.
10.b. The student knows and understands economic, social, and cultural developments in contemporary United States.
RI.1. World History: Era 1: The Beginnings of Human Society.
1.a. The student knows and understands the biological and cultural processes that gave rise to the earliest human communities.
1.b. The student knows and understands the process that led to the emergency of agricultural societies around the world.
RI.2. World History: Era 2: Early Civilizations and the Emergence of Pastoral Peoples, 4000-1000 BCE.
2.a. The student knows and understands the biological and cultural processes that gave rise to the earliest human communities.
2.b. The student knows and understands the processes that led to the emergency of agricultural societies around the world.
2.c. The student knows and understands the major characteristics of civilization and how civilizations emerged in Mesopotamia, Egypt, and the Indus Valley.
2.d. The student knows and understands how agrarian societies spread and new states emerged in the third and second millennia BCE.
RI.3. World History: Era 3: Classical Traditions, Major Religions, and Giant Empires, 1000 BCE-300 CE.
3.a. The student knows and understands the innovation and change from 1000-600 BCE: horses, ships, iron, and monotheistic faith.
3.b. The student knows and understands the emergency of Aegean civilization and how interrelations developed among peoples of the eastern Mediterranean and Southwest Asia, 600-200 BCE.
3.c. The student knows and understands how major religions and large-scale empires arose in the Mediterranean basin, China, and India, 500 BCE-300 CE.
3.d. The student knows and understands the development of early agrarian civilizations in Mesoamerica.
3.e. The student knows and understands major global trends from 1000 BCE-300 CE.
RI.4. World History: Era 4: Expanding Zones of Exchange and Encounter, 300-1000 CE.
4.a. The student knows and understands the Imperial crises and their aftermath, 300-700 CE.
4.b. The student knows and understands the causes and consequences of the rise of Islamic civilization in the 7th-10th centuries.
4.c. The student knows and understands major developments in East Asia and Southeast Asia in the era of the Tang dynasty, 600-900 CE.
4.d. The student knows and understands the search for political, social, and cultural redefinition in Europe, 500-1000 CE.
4.e. The student knows and understands the development of agricultural societies and new states in tropical Africa and Oceania.
4.f. The student knows and understands the rise of centers of civilization in Mesoamerica and Andean South America in the first millennium CE.
4.g. The student knows and understands the major global trends from 3000-1000 CE.
RI.5. World History: Era 5: Intensified Hemispheric Interactions, 1000-1500 CE.
5.a. The student knows and understands the maturing of an interregional system of communication, trade, and cultural exchange in an era of Chinese economic power and Islamic expansion.
5.b. The student knows and understands the redefining of European society and culture, 1000-1300 CE.
5.c. The student knows and understands the rise of the Mongol empire and its consequences for Eurasian peoples, 1200-1300.
5.d. The student knows and understands the growth of states, towns, and trade in Sub-Saharan Africa between the 11th and 15th centuries.
5.e. The student knows and understands the patterns of crisis and recovery in Afro-Eurasia, 1300-1450.
5.f. The student knows and understands the expansion of states and civilizations in the Americas, 1000-1500.
5.g. The student knows and understands the major global trends from 1000-1500 CE.
RI.6. World History: Era 6: The Emergency of the First Global Age, 1450-1770.
6.a. The student knows and understands how the transoceanic inter-linking of all major regions of the world from 1450-1600 led to global transformations.
6.b. The student knows and understands how European society experienced political, economic, and cultural transformations in an age of global intercommunication, 1450-1750.
6.c. The student knows and understands how large territorial empires dominated much of Eurasia between the 16th and 18th centuries.
6.d. The student knows and understands economic, political, and cultural interrelations among peoples of Africa, Europe and the Americas, 1500-1750.
6.e. The student knows and understands transformations in Asian societies in the era of European expansion.
6.f. The student knows and understands the major global trends from 1450-1770.
RI.7. World History: Era 7: An Age of Revolutions 1750-1914.
7.a. The student knows and understands the causes and consequences of political revolutions in the late 18th and early 19th centuries.
7.b. The student knows and understands the causes and consequences of the agricultural and industrial revolutions 1700-1850.
7.c. The student knows and understands the transformation of Eurasian societies in an era of global trade and rising European power, 1750-1870.
7.d. The student knows and understands patterns of nationalism, state building, and social reform in Europe and the Americas, 1830-1914.
7.e. The student knows and understands patterns of global change in the era of Western military and economic domination, 1800-1914.
7.f. The student knows and understands the major global trends from 1750-1914.
RI.8. World History: Era 8: A Half-Century of Crisis and Achievement, 1900-1945.
8.a. The student knows and understands the reform, revolution, and social change in the world economy of the early century.
8.b. The student knows and understands the causes and global consequences of World War I.
8.c. The student knows and understands the search for peace and stability in the 1920s and 1930s.
8.d. The student knows and understands the causes and global consequences of World War II.
8.e. The student knows and understands the major global trends from 1900 to the end of World War II.
RI.9. World History: Era 9: The 20th Century Since 1945: Promises and Paradoxes.
9.a. The student knows and understands how post-World War II reconstruction occurred, new international power relations took shape, and colonial empires broke up.
9.b. The student knows and understands the search for community, stability, and peace in an interdependent world.
9.c. The student knows and understands the major global trends since World War II.
RI.10. World History: World History Across the Eras.
10.a. The student knows and understands the long-term changes and recurring patterns in world history.
RI.1. Civics and Government: Civic Life, Politics, and Government.
1.a. Student should be able to explain the meaning of the terms civic life, politics, and government.
1.b. Student should be able to explain the major arguments advanced for the necessity of politics and government.
1.c. Student should be able to explain the essential characteristics of limited and unlimited government.
1.d. Student should be able to evaluate, take, and defend positions on the importance of the rule of law and on the sources, purposes, and functions of law.
1.e. Student should be able to explain and evaluate the argument that civil society is a prerequisite of limited government.
1.f. Student should be able to explain and evaluate competing ideas regarding the relationship between political and economic freedoms.
1.g. Student should be able to explain different uses of the term constitution and to distinguish between governments with a constitution and a constitutional government.
1.h. Student should be able to explain the various purposes served by constitutions.
1.i. Student should be able to evaluate, take, and defend positions on what conditions contribute to the establishment and maintenance of constitutional government.
1.j. Student should be able to describe the major characteristics of systems of shared powers and of parliamentary systems.
1.k. Student should be able to explain the advantages and disadvantages of confederal, federal, and unitary systems of government.
1.l. Student should be able to evaluate, take, and defend positions on how well alternative forms of representation serve the purposes of constitutional government.
RI.2. Civics and Government: Foundations of the American Political System.
2.a. Student should be able to explain the central ideas of American constitutional government and their history.
2.b. Student should be able to explain the extent to which Americans have internalized the values and principles of the Constitution and attempted to make its ideals realities.
2.c. Student should be able to explain how the following characteristics tend to distinguish American society from most other societies.
2.d. Student should be able to evaluate, take, and defend positions on the importance of voluntarism in American society.
2.e. Student should be able to evaluate, take, and defend positions on the contemporary role of organized groups in American social and political life.
2.f. Student should be able to evaluate, take, and defend positions on issues regarding diversity in American life.
2.g. Student should be able to explain the importance of shared political and civic beliefs and values to the maintenance of constitutional democracy in an increasingly diverse American society.
2.h. Student should be able to describe the character of American political conflict and explain factors that usually prevent it or lower its intensity.
2.i. Student should be able to explain the meaning of the terms liberal and democracy in the phrase liberal democracy.
2.j. Student should be able to explain how and why ideas of classical republicanism are reflected in the values and principles of American constitutional democracy.
2.k. Student should be able to evaluate, take, and defend positions on what the fundamental values and principles of American political life are and their importance to the maintenance of constitutional democracy.
2.l. Student should be able to evaluate, take, and defend positions on issues in which fundamental values and principles may be in conflict.
2.m. Student should be able to evaluate, take, and defend positions about issues concerning the disparities between American ideals and realities.
RI.3. Civics and Government: Purposes, Values, and Principles of American Democracy.
3.a. Student should be able to explain how the United States Constitution grants and distributes power to national and state government and how it seeks to prevent the abuse of power.
3.b. Student should be able to evaluate, take, and defend positions on issues regarding the distribution of powers and responsibilities within the federal system.
3.c. Student should be able to evaluate, take, and defend positions on issues regarding the purposes, organization, and functions of the institutions of the national government.
3.d. Student should be able to evaluate, take, and defend positions on issues regarding the major responsibilities of the national government for domestic and foreign policy.
3.e. Student should be able to evaluate, take, and defend positions on issues regarding how government should raise money to pay for its operations and services.
3.f. Student should be able to evaluate, take, and defend positions on issues regarding the proper relationship between the national government and the state and local governments.
3.g. Student should be able to evaluate, take, and defend positions on issues regarding the relationships between state and local governments and citizen access to those governments.
3.h. Student should be able to identify the major responsibilities of their state and local governments and evaluate how well they are being fulfilled.
3.i. Student should be able to evaluate, take, and defend positions on the role and importance of law in the American political system.
3.j. Student should be able to evaluate, take, and defend positions on current issues regarding judicial protection of individual rights.
3.k. Student should be able to evaluate, take, and defend positions about how the public agenda is set.
3.l. Student should be able to evaluate, take, and defend positions about the role of public opinion in American politics.
3.m. Student should be able to evaluate, take, and defend positions on the influence of the media on American political life.
3.n. Student should be able to evaluate, take, and defend positions about the roles of political parties, campaigns, and elections in American politics.
3.o. Student should be able to evaluate, take, and defend positions about the contemporary roles of associations and groups in American politics.
3.p. Student should be able to evaluate, take, and defend positions about the formation and implementation of public policy.
RI.4. Civics and Government: World Affairs.
4.a. Student should be able to explain how the world is organized politically.
4.b. Student should be able to explain how nation-states interact with each other.
4.c. Student should be able to evaluate, take, and defend positions on the purposes and functions of international organizations in the world today.
4.d. Student should be able to explain the principal foreign policy positions of the United States and evaluate their consequences.
4.e. Student should be able to evaluate, take, and defend positions about how United States foreign policy is made and the means by which it is carried out.
4.f. Student should be able to evaluate, take, and defend positions on foreign policy issues in light of American national interests, values, and principles.
4.g. Student should be able to evaluate, take, and defend positions about the impact of American political ideas on the world.
4.h. Student should be evaluate, take, and defend positions about the effects of significant international political developments on the United States and other nations.
4.i. Student should be able to evaluate, take, and defend positions about the effects of significant economic, technological, and cultural developments in the United States and other nations.
4.j. Student should be able to evaluate, take, and defend positions about what the response of American government at all levels should be to world demographic and environmental developments.
4.k. Student should be able to evaluate, take, and defend positions about what the relationship of the United States should be to international organizations.
RI.5. Civics and Government: Roles of the Citizen in American Democracy.
5.a. Student should be able to explain the meaning of Citizenship in the United States.
5.b. Student should be able to evaluate, take, and defend positions on issues regarding the criteria used for naturalization.
5.c. Student should be able to evaluate, take, and defend positions on issue involving personal rights.
5.d. Student should be able to evaluate, take, and defend positions on issues regarding political rights.
5.e. Student should be able to evaluate, take, and defend positions on issues involving economic rights.
5.f. Student should be able to evaluate, take, and defend positions on the relationship among personal, political, and economic rights.
5.g. Student should be able to evaluate, take, and defend positions on issues regarding the proper scope and limits of rights.
5.h. Student should be able to evaluate, take, and defend positions on issues regarding the personal responsibilities of citizens in American constitutional democracy.
5.i. Student should be able to evaluate, take, and defend positions on issues regarding civic responsibilities of citizens in American constitutional democracy.
5.j. Student should be able to evaluate, take, and defend positions on the importance to American constitutional democracy of dispositions that lead individuals to become independent members of society.
5.k. Student should be able to evaluate, take, and defend positions on the importance to American constitutional democracy of dispositions that foster respect for individual worth and human dignity.
5.l. Student should be able to evaluate, take, and defend positions on the importance to American constitutional democracy of dispositions that incline citizens to public affairs.
5.m. Student should be able to evaluate, take, and defend positions on the importance to American constitutional democracy of dispositions that facilitate thoughtful and effective participation in public affairs.
5.n. Student should be able to evaluate, take, and defend positions on the relationship between politics and the attainment of individual and public goals.
5.o. Student should be able to explain the difference between political and social participation.
5.p. Student should be able to evaluate, take, and defend positions about the means that citizens should use to monitor and influence the formation and implementation of public policy.
5.q. Student should be able to evaluate, take, and defend positions about the functions of leadership in an American constitutional democracy.
5.r. Student should be able to explain the importance of knowledge to competent and responsible participation in American democracy.
RI.1. Economics.
1.a. Student understands that productive resources are limited.
1.b. Student understands that effective decision making requires comparing the additional costs of alternatives with the additional benefits.
1.c. Student understands that different methods can be used to allocate goods and services.
1.d. Student understands that people respond predictably to positive and negative incentives.
1.e. Student understands that voluntary exchange occurs only when all participating parties expect to gain.
1.f. Student understands that when individuals, regions, and nations specialize in what they can produce at the lowest cost and then trade with others, both production and consumption increase.
1.g. Student understands that markets exist when buyers and sellers interact.
1.h. Student understands that prices send signals and provide incentives to buyers and sellers.
1.i. Student understands that competition among sellers lowers costs and prices, and encourages producers to produce more of what consumers are willing and able to buy.
1.j. Student understands that institutions evolve in market economies to help individuals and groups accomplish their goals.
1.k. Student understands that money makes it easier to trade, borrow, save, invest, and compare the value of goods and services.
1.l. Student understands that interest rates, adjusted for inflation, rise and fall to balance the amount saved with the amount borrowed, which affects the allocation of scarce resources between present and future uses.
1.m. Student understands that income for most people is determined by the market value of the productive resources they sell.
1.n. Student understands that entrepreneurs are people who take the risks of organizing productive resources to make goods and services.
1.o. Student understands that investment in factories, machinery, new technology, and in the health, education, and training of people can raise future standards of living.
1.p. Student understands that there is an economic role for government in a market economy whenever the benefits of a government policy outweigh its costs.
1.q. Student understands that costs of government policies sometimes exceed benefits.
1.r. Student understands that a nation's overall levels of income, employment, and prices are determined by the interaction of spending and production decisions made by all households, firms, government agencies, and others in the economy.
1.s. Student understands that unemployment imposes costs on individuals and nations.
1.t. Student understands that federal government budgetary policy and the Federal Reserve System's monetary policy influence the overall levels of employment, output, and prices.
RI.1. Geography: The World in Spatial Terms.
1.a. Student knows and understands how to use maps and other graphic representations to depict geographic problems.
1.b. Student knows and understands how to use technologies to represent and interpret Earth's physical and human systems.
1.c. Student knows and understands how to use geographic representations and tools to analyze, explain, and solve geographic problems.
1.d. Student knows and understands how to use mental maps of physical and human features of the world to answer complex geographic questions.
1.e. Student knows and understands how mental maps reflect the human perception of places.
1.f. Student knows and understands how mental maps influence spatial and environmental decision-making.
1.g. Student knows and understands the generalizations that describe and explain spatial interaction.
1.h. Student knows and understands the models that describe patterns of spatial organization.
1.i. Student knows and understands the spatial behavior of people.
1.j. Student knows and understands how to apply concepts and models of spatial organization to make decisions.
RI.2. Geography: Places and Regions.
2.a. Student knows and understands the meaning and significance of places.
2.b. Student knows and understands the changing physical and human characteristics of places.
2.c. Student knows and understands how relationships between humans and the physical environment lead to the formation of places and to a sense of personal and community identity.
2.d. Student knows and understands how multiple criteria can be used to define a region.
2.e. Student knows and understands the structure of regional systems.
2.f. Student knows and understands the ways in which physical and human regional systems are interconnected.
2.g. Student knows and understands how to use regions to analyze geographic issues.
2.h. Student knows and understands why places and regions serve as symbols for individuals and society.
2.i. Student knows and understands why different groups of people within a society view places and regions differently.
2.j. Student knows and understands how changing perceptions of places and regions reflect cultural change.
RI.3. Geography: Physical Systems.
3.a. Student knows and understands the dynamics of the four basic components of Earth's physical systems; the atmosphere, biosphere, lithosphere, and hydrosphere.
3.b. Student knows and understands the interaction of Earth's physical systems.
3.c. Student knows and understands the spatial variation in the consequences of physical processes across Earth's surface.
3.d. Student knows and understands the distribution and characteristics of ecosystems.
3.e. Student knows and understands the biodiversity and productivity of ecosystems.
3.f. Student knows and understands the importance of ecosystems in peoples understanding of environmental issues.
RI.4. Geography: Human Systems.
4.a. Student knows and understands trends in world population numbers and patterns.
4.b. Student knows and understands the impact of human migration on physical human systems.
4.c. Student knows and understands the impact of culture on ways of life in different regions.
4.d. Student knows and understands how cultures shape the character of a region.
4.e. Student knows and understands the spatial characteristics of the processes of cultural convergence and divergence.
4.f. Student knows and understands the classification, characteristics, and spatial distribution of economic systems.
4.g. Student knows and understands how places of various size function as centers of economic activity.
4.h. Student knows and understands the increasing economic interdependence of the world's countries.
4.i. Student knows and understands the functions, sizes, and spatial arrangements of urban area.
4.j. Student knows and understands the differing characteristics of settlement in developing and developed countries.
4.k. Student knows and understands the processes that change the internal structure of urban areas.
4.l. Student knows and understands the evolving forms of present-day urban area.
4.m. Student knows and understands why and how cooperation and conflict are involved in shaping the distribution of social, political, and economic spaces on Earth at different scale .
4.n. Student knows and understands the impact of multiple spatial divisions on people's daily lives.
4.o. Student knows and understands how differing points of view and self-interests play a role in conflict over territory and resources.
RI.5. Geography: Environment and Society.
5.a. Student knows and understands the role of technology in the capacity of the physical environment to accommodate human modification.
5.b. Student knows and understands the significance of the global impacts of human modification of the physical environment.
5.c. Student knows and understands how to apply appropriate models and information to understand environmental problems.
5.d. Student knows and understands how changes in the physical environment can diminish its capacity to support human activity.
5.e. Student knows and understands strategies to respond to constraints placed on human systems by the physical environment.
5.f. Student knows and understands how humans perceive and react to natural hazards.
5.g. Student knows and understands how the spatial distribution of resources affects patterns of human settlement.
5.h. Student knows and understands how resource development and use change over time.
5.i. Student knows and understands the geographic results of policies and programs for resource use and management.
RI.6. Geography: Uses of Geography.
6.a. Student knows and understands how processes of spatial change affect events and conditions.
6.b. Student knows and understands how changing perceptions of places and environments affect the spatial behavior of people.
6.c. Student knows and understands the fundamental role that geographical context has played in affecting events in history.
6.d. Student knows and understands how different points of view influence the development of policies designed to use and manage Earth's resources.
6.e. Student knows and understands contemporary issues in the context of spatial and environmental perspectives.
6.f. Student knows and understands how to use geographic knowledge, skills, and perspectives to analyze problems and make decisions.
RI.1. Psychology: Introduction and Research Methods.
1.a. Student understands contemporary perspectives used by psychologists to understand behavior and mental processes in context.
1.b. Student understands major subfields and career opportunities that comprise psychology.
1.c. Student understands research strategies used by psychologists to explore behavior and mental processes.
1.d. Student understands purpose and basic concepts of statistics.
1.e. Student understands ethical issues in research with human and other animals that are important to psychologists.
1.f. Student understands development of psychology as an empirical science.
RI.2. Psychology: Biological Bases of Behavior.
2.a. Student understands structure and function of the neuron.
2.b. Student understands organization of the nervous system.
2.c. Student understands hierarchical organization of the structure and function of the brain.
2.d. Student understands technologies and clinical methods for studying the brain.
2.e. Student understands specialized functions of the brain's hemispheres.
2.f. Student understands structure and function of the endocrine system.
2.g. Student understands how heredity interacts with environment to influence behavior.
2.h. Student understands how psychological mechanisms are influenced by evolution.
RI.3. Psychology: Sensation and Perception.
3.a. Student understands basic concepts explaining the capabilities and limitations of sensory processes.
3.b. Student understands interaction of the person and the environment in determining perception.
3.c. Student understands nature of attention.
RI.4. Psychology: Motivation and Emotion.
4.a. Student understands motivational concepts.
4.b. Student understands biological and environmental cues instigating basic drives or motives.
4.c. Student understands major theories of motivation.
4.d. Student understands interaction of biological and cultural factors in the development of motives.
4.e. Student understands role of values and expectancies in determining choice and strength of motivation.
4.f. Student understands physiological, affective, cognitive, and behavioral aspects of emotions and the interactions among these aspects.
4.g. Student understands effects of motivation and emotion on perception, cognition, and behavior.
RI.5. Psychology: Stress, Coping, and Health.
5.a. Student understands sources of stress.
5.b. Student understands physiological reactions to stress.
5.c. Student understands psychological reactions to stress.
5.d. Student understands cognitive and behavioral strategies for dealing with stress and promoting health.
RI.6. Psychology: Lifespan development.
6.a. Student understands development as a lifelong process.
6.b. Student understands research techniques used to gather data on the developmental process.
6.c. Student understands stage theories of development.
6.d. Student understands issues surrounding the developmental process (nature/nurture, continuity/discontinuity, stability/instability, critical periods).
6.e. Student understands impact of technology on aspects of the lifespan.
RI.7. Psychology: Learning.
7.a. Student understands characteristics of learning.
7.b. Student understands principles of classical conditioning.
7.c. Student understands principles of operant conditioning.
7.d. Student understands components of cognitive learning.
7.e. Student understands roles of biology and culture in determining learning.
RI.8. Psychology: Memory.
8.a. Student understands encoding, or getting information into memory.
8.b. Student understands short-term and long-term memory systems.
8.c. Student understands retrieval, or getting information out of memory.
8.d. Student understands biological bases of memory.
8.e. Student understands methods for improving memory.
RI.9. Psychology: Thinking and Language.
9.a. Student understands basic elements comprising thought.
9.b. Student understands strategies and obstacles involved in problem solving and decision making.
9.c. Student understands structural features of language.
9.d. Student understands theories and developmental stages of language acquisition.
9.e. Student understands links between thinking and language.
RI.10. Psychology: States of Consciousness.
10.a. Student understands characteristics of sleep and theories that explain why we sleep.
10.b. Student understands theories used to explain and interpret dreams.
10.c. Student understands basic phenomena and uses of hypnosis.
10.d. Student understands categories of psychoactive drugs and their effects.
RI.11. Psychology: Individual Differences.
11.a. Student understands concepts related to measurement of individual differences.
11.b. Student understands influence and interaction of heredity and environment on individual differences.
11.c. Student understands nature of intelligence.
11.d. Student understands nature of intelligence testing.
RI.12. Psychology: Personality and Assessment.
12.a. Student understands what is meant by personality and personality constructs.
12.b. Student understands personality approaches and theories.
12.c. Student understands assessment tools used in personality.
RI.13. Psychology: Psychological Disorders.
13.a. Student understands characteristics and origins of abnormal behavior.
13.b. Student understands methods used in exploring abnormal behavior.
13.c. Student understands major categories of abnormal behavior.
13.d. Student understands impact of mental disorders.
RI.14. Psychology: Treatment of Psychological Disorders.
14.a. Student understands prominent methods used to treat people with disorders.
14.b. Student understands types of practitioners who implement treatment.
14.c. Student understands legal and ethical challenges involved in delivery of treatment.
RI.15. Psychology: Social and Cultural Dimensions of Behavior.
15.a. Student understands social judgment and attitudes.
15.b. Student understands social and cultural categories.
15.c. Student understands group processes.
15.d. Student understands social influence.