Rhode Island's Kindergarten Standards
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RI.1. Domain / Statement Of Enduring Knowledge: Civics and Government
Civic Life, Politics, and Government.
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1.a. Assessment Target:
Student should be able to provide a basic description of government.
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1.b. Assessment Target:
Student should be able to explain the difference between authority and power without authority, and that authority comes from custom, law, and the consent of the governed.
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1.c. Assessment Target:
Student should be able to explain why government is necessary in their classroom, school, community, state, and nation, and the basic purposes of government in the United States.
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1.d. Assessment Target:
Student should be able to explain some of the major things governments do in their school, community, state, and nation.
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1.e. Assessment Target:
Student should be able to explain the purposes of rules and laws and why they are important in their classroom, school, community, state, and nation.
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1.f. Assessment Target:
Student should be able to explain and apply criteria useful in evaluating rules and laws.
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1.g. Assessment Target:
Student should be able to explain the basic differences between limited and unlimited governments.
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1.h. Assessment Target:
Student should be able to explain why limiting the powers of government is important to their own lives.
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RI.2. Domain / Statement Of Enduring Knowledge: Civics and Government
Foundations of the American Political System.
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2.a. Assessment Target:
Student should be able to explain the importance of the fundamental values and principles of American democracy.
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2.b. Assessment Target:
Student should be able to identify some important beliefs commonly held by Americans about themselves and their government.
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2.c. Assessment Target:
Student should be able to explain the importance of Americans sharing and supporting certain values, principles, and beliefs.
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2.d. Assessment Target:
Student should be able to describe diversity in the United States and identify its benefits.
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2.e. Assessment Target:
Student should be able to identify and evaluate ways conflicts about diversity can be prevented and managed.
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2.f. Assessment Target:
Student should be able to identify ways people can work together to promote the values and principles of American democracy.
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RI.3. Domain / Statement Of Enduring Knowledge: Civics and Government
Purposes, Values, and Principles of American Democracy.
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3.a. Assessment Target:
Student should be able to describe what the United States Constitution is and why it is important.
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3.b. Assessment Target:
Student should be able to give examples of ways the national government protects individual rights and promotes the common good.
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3.c. Assessment Target:
Student should be able to explain the most important responsibilities of their state government.
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3.d. Assessment Target:
Student should be able to explain the most important responsibilities of their local government.
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3.e. Assessment Target:
Student should be able to identify the members of the legislative branches and the heads of the executive branches of their local, state, and national governments.
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RI.4. Domain / Statement Of Enduring Knowledge: Civics and Government
World Affairs.
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4.a. Assessment Target:
Student should be able to explain that the world is divided into different nations, which interact with one another.
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4.b. Assessment Target:
Student should be able to explain the major ways nations interact with one another.
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RI.5. Domain / Statement Of Enduring Knowledge: Civics and Government
Roles of the Citizen in American Democracy.
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5.a. Assessment Target:
Student should be able to explain the meaning of citizenship in the United States.
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5.b. Assessment Target:
Student should be able to explain how one becomes a citizen of the United States.
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5.c. Assessment Target:
Student should be able to explain why certain rights are important to the individual and to a democratic society.
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5.d. Assessment Target:
Student should be able to explain why certain responsibilities are important to themselves and their family, community, state, and nation.
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5.e. Assessment Target:
Student should be able to explain the importance of certain dispositions to themselves and American democracy.
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5.f. Assessment Target:
Student should be able to describe the means by which citizens can influence the decisions and actions of their government.
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5.g. Assessment Target:
Student should be able to explain the importance of political leadership and public service in their school, community, state, and nation.
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5.h. Assessment Target:
Student should be able to explain and apply criteria useful in selecting leaders in their school, community, state, and nation.
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RI.1. Domain / Statement Of Enduring Knowledge: Geography
The World in Spatial Terms.
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1.a. Assessment Target:
Student knows and understands the characteristics and purposes of geographic representations (such as maps, gloves, graphs, diagrams, aerial and other photographs, and satellite-produced images).
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1.b. Assessment Target:
Student knows and understands the characteristics and purposes of tools and technologies (such as reference works and computer-based geographic information systems).
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1.c. Assessment Target:
Student knows and understands how to display spatial information on maps and other geographic representations.
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1.d. Assessment Target:
Student knows and understands how to use appropriate geographic tools and technologies.
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1.e. Assessment Target:
Student knows and understands the locations of places within the local community and in nearby communities.
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1.f. Assessment Target:
Student knows and understands the location of Earth's continents and oceans in relation to each other and to principal parallels and meridians.
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1.g. Assessment Target:
Student knows and understands the location of major physical and human features in the United States and on Earth.
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1.h. Assessment Target:
Student knows and understands the spatial elements of point, line, area, and volume.
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1.i. Assessment Target:
Student knows and understands the spatial concepts of location, distance, direction, scale, movement, and region.
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1.j. Assessment Target:
Student knows and understands that places and features are distributed spatially across Earth's surface.
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1.k. Assessment Target:
Student knows and understands the causes and consequences of spatial interaction on Earth's surface.
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RI.2. Domain / Statement Of Enduring Knowledge: Geography
Places and Regions.
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2.a. Assessment Target:
Student knows and understands the physical characteristics of places (e.g., landforms, bodies of water, soil, vegetation, and weather and climate).
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2.b. Assessment Target:
Student knows and understands the human characteristics of places (e.g., population distributions, settlement patterns, languages, ethnicity, nationality, and religious beliefs).
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2.c. Assessment Target:
Student knows and understands how physical and human processes together shape places.
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2.d. Assessment Target:
Student knows and understands the concept of region as an area of Earth's surface with unifying geographic characteristics.
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2.e. Assessment Target:
Student knows and understands the similarities and differences among regions.
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2.f. Assessment Target:
Student knows and understands the ways in which regions change.
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2.g. Assessment Target:
Student knows and understands how to describe the student's own community and region from different perspectives.
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2.h. Assessment Target:
Student knows and understands ways in which different people perceive places and regions.
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RI.3. Domain / Statement Of Enduring Knowledge: Geography
Physical Systems.
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3.a. Assessment Target: Student knows and understands the components of Earth's physical systems
the atmosphere, lithosphere, hydrosphere, and biosphere.
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3.b. Assessment Target:
Student knows and understands how patterns (location, distribution, and association) of features on Earth's surface are shaped by physical processes.
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3.c. Assessment Target:
Student knows and understands how Earth-Sun relations affect conditions on Earth.
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3.d. Assessment Target:
Student knows and understands the components of ecosystems.
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3.e. Assessment Target:
Student knows and understands the distribution and patterns of ecosystems.
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3.f. Assessment Target:
Student knows and understands how humans interact with ecosystems.
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RI.4. Domain / Statement Of Enduring Knowledge: Geography
Human Systems.
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4.a. Assessment Target:
Student knows and understands the spatial distribution of population.
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4.b. Assessment Target:
Student knows and understands the characteristics of populations at different scales (local to global).
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4.c. Assessment Target:
Student knows and understands the causes and effects of human migration.
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4.d. Assessment Target:
Student knows and understands how the characteristics of culture affect the ways in which people live.
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4.e. Assessment Target:
Student knows and understands how patterns of culture vary across Earth's surface.
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4.f. Assessment Target:
Student knows and understands how cultures change.
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4.g. Assessment Target:
Student knows and understands the location and spatial distribution of economic activities.
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4.h. Assessment Target:
Student knows and understands the factors that influence the location and spatial distribution of economic activities.
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4.i. Assessment Target:
Student knows and understands the transportation and communication networks used in daily life.
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4.j. Assessment Target:
Student knows and understands the types and spatial patterns of settlement.
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4.k. Assessment Target:
Student knows and understands the factors that affect where people settle.
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4.l. Assessment Target:
Student knows and understands how spatial patterns of human settlement change.
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4.m. Assessment Target:
Student knows and understands the spatial characteristics of cities.
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4.n. Assessment Target:
Student knows and understands the types of territorial units.
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4.o. Assessment Target:
Student knows and understands the extent and characteristics of political, social, and economic units at different scales (local to global).
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4.p. Assessment Target:
Student knows and understands how people divide Earth's surface.
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4.q. Assessment Target:
Student knows and understands how cooperation and conflict affect places in the local community.
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RI.5. Domain / Statement Of Enduring Knowledge: Geography
Environment and Society.
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5.a. Assessment Target:
Student knows and understands how people depend on the physical environment.
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5.b. Assessment Target:
Student knows and understands how people modify the physical environment.
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5.c. Assessment Target:
Student knows and understands that the physical environment can both accommodate and be endangered by human activities.
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5.d. Assessment Target:
Student knows and understands how variations within the physical environment produce spatial patterns that affect human adaptation.
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5.e. Assessment Target:
Student knows and understands the ways in which the physical environment provides opportunities for people.
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5.f. Assessment Target:
Student knows and understands the ways in which the physical environment constrains human activities.
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5.g. Assessment Target:
Student knows and understands the characteristics of renewable, nonrenewable, and flow resources.
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5.h. Assessment Target:
Student knows and understands the spatial distribution of resources.
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5.i. Assessment Target:
Student knows and understands the role of resources in daily life.
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RI.6. Domain / Statement Of Enduring Knowledge: Geography
Uses of Geography.
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6.a. Assessment Target:
Student knows and understands how places and geographic contexts change over time.
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6.b. Assessment Target:
Student knows and understands that people's perceptions of places and geographic contexts change over time.
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6.c. Assessment Target:
Student knows and understands that geographic contexts influence people and events over time.
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6.d. Assessment Target:
Student knows and understands the dynamic character of geographic contexts.
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6.e. Assessment Target:
Student knows and understands how people's perceptions affect their interpretation of the world.
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6.f. Assessment Target:
Student knows and understands the spatial dimensions of social and environmental problems.
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RI.1. Domain / Statement Of Enduring Knowledge: History
Chronological Thinking.
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1.a. Assessment Target:
The student distinguishes between past, present, and future time.
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1.b. Assessment Target:
The student identifies the temporal structure of a historical narrative or story.
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1.c. Assessment Target:
The student establishes temporal order in constructing students' own historical narratives.
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1.d. Assessment Target:
The student measures and calculates calendar time.
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1.e. Assessment Target:
The student interprets data presented in time lines.
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1.f. Assessment Target:
The student creates time lines.
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1.g. Assessment Target:
The student explains change and continuity over time.
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RI.2. Domain / Statement Of Enduring Knowledge: History
Historical Comprehension.
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2.a. Assessment Target:
The student identifies the author or source of the historical document or narrative.
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2.b. Assessment Target:
The student reconstructs the literal meaning of a historical passage.
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2.c. Assessment Target:
The student identifies the central question(s) the historical narrative addresses.
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2.d. Assessment Target:
The student reads historical narratives imaginatively.
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2.e. Assessment Target:
The student appreciates historical perspectives.
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2.f. Assessment Target:
The student draws upon data in historical maps.
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2.g. Assessment Target:
The student draws upon visual and mathematical data presented in graphs.
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2.h. Assessment Target:
The student draws upon visual data presented in photographs, paintings, cartoons, and architectural drawings.
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RI.3. Domain / Statement Of Enduring Knowledge: History
Historical Analysis and Interpretation.
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3.a. Assessment Target:
The student formulates questions to focus their inquiry or analysis.
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3.b. Assessment Target:
The student compares and contrasts differing sets of ideas, values, personalities, behaviors, and institutions.
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3.c. Assessment Target:
The student analyzes historical fiction.
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3.d. Assessment Target:
The student distinguishes between fact and fiction.
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3.e. Assessment Target:
The student compares different stories about a historical figure, era, or event.
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3.f. Assessment Target:
The student analyzes illustrations in historical stories.
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RI.4. Domain / Statement Of Enduring Knowledge: History
Historical Research Capabilities.
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4.a. Assessment Target:
The student formulates historical questions.
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4.b. Assessment Target:
The student analyzes the interests and values of the various people involved.
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4.c. Assessment Target:
The student interrogates historical data.
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4.d. Assessment Target:
The student marshals needed knowledge of the time and place, and construct a story, explanation, or historical narrative.
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RI.5. Domain / Statement Of Enduring Knowledge: History
Historical Issues: Analysis and Decision Making.
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5.a. Assessment Target:
The student identifies problems and dilemmas in the past.
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5.b. Assessment Target:
The student analyzes the interests and values of the various people involved.
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5.c. Assessment Target:
The student identifies causes of the problem or dilemma.
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5.d. Assessment Target:
The student proposes alternative choices for addressing the problem.
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5.e. Assessment Target:
The student formulates a position or course of action on an issue.
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5.f. Assessment Target:
The student identifies the solution chosen.
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5.g. Assessment Target:
The student evaluates the consequences of a decision.
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