Rhode Island

Rhode Island

Ages 5–11 · 18 minutes · Geography

Explore this small state and its many lighthouses

As the smallest state in the country, Rhode Island packs a big punch. From the Cliff Walk in Newport, to the Water Fire festival in Providence, to the cute harbor seals on the many sandy beaches in the state—what more could you ask for?

No prior knowledge needed.

Part of

Standards alignment

Common Core State Standards

  • D2.Geo.2.K-2 — Individually and with others, students… Use maps, graphs, photographs, and other representations to describe places and the relationships and interactions that shape them.
  • D2.Geo.6.K-2 — Individually and with others, students… Identify some cultural and environmental characteristics of specific places.
  • D2.Civ.5.K-2 — Individually and with others, students… Explain what governments are and some of their functions.
  • D2.Geo.3.K-2 — Individually and with others, students… Use maps, globes, and other simple geographic models to identify cultural and environmental characteristics of places.

Alabama

  • SS10.2.6 — Identify states, continents, oceans, and the equator using maps, globes, and technology.
  • SS10.2.10 — Identify ways people throughout the country are affected by their human and physical environments.
  • SS10.2.2.4 — Describing the history of American symbols and monuments

Alaska

  • 1 — know that places have distinctive geographic characteristics;
  • 1 — use maps and globes to locate places and regions;
  • 2 — analyze how places are formed, identified, named, and characterized;
  • 2 — understand the people and the political, geographic, economic, cultural, social, and environmental events that have shaped the history of the state, the United States, and the world;

Arizona

  • 2.G1.1 — Use and construct maps, graphs, and other geographic representations of familiar and unfamiliar places in the world; and locate physical and human features. • Key physical features include but are not limited to seven continents, oceans, lakes, rivers, mountain ranges, coasts, seas, and deserts • Key human features include but are not limited to equator, hemispheres, North and South Pole, cities, states, countries, regions, and landmarks
  • 1.H4.1 — Explain and explore origins of key American symbols, documents, landmarks, holidays, and leaders as well as their importance from the past to the present in our country. • Symbols include but are not limited to American flag, bald eagle, Statue of Liberty, White House, Washington Monument, Mount Rushmore, Liberty Bell, United States Capitol, and Arizona state symbols • Holidays include but are not limited to Columbus Day, Thanksgiving, Veterans Day, Memorial Day, Labor Day, Presidents Day, Martin Luther King Jr. Day, Independence Day, Constitution Day, and Arizona Statehood Day • Leaders include but are not limited to local and/or Tribal leaders, state leaders, and national leaders
  • 2.G1.2 — Use maps, globes, and other simple geographic models to identify and explain cultural and environmental characteristics of places in the world based on stories shared. Arizona History and Social Science Standards modified 8/23/19 Page 19
  • 5.G1.1 — Use and construct maps and graphs to represent changes in the United States. • Key concepts include but are not limited to physical and human features of the United States, the regions of the United States and their characteristics, geographic location of major events, the growth of the United States through territorial expansion, demographic changes, and the states and their capitals
  • 2.C2.1 — Describe roles and responsibilities of people in authority within our country and world.

Arkansas

  • C.1.1.4 — Describe state and national symbols and patriotic songs: • American flag • Flag etiquette • Star Spangled Banner • Recitation of Pledge of Allegiance • “Arkansas” by Eva Ware Barnett • White-Tailed Deer • Milk • Square Dance • Diamond
  • G.1.1.2 — Describe the physical and human characteristics of a place including roads, buildings, and borders using maps, globes, and photographs.
  • C.1.2.3 — Explain the functions of government using local examples such as infrastructure, safety, and rules/laws.
  • H.1.K.4 — Recognize historic figures and other people who have made an impact on history.

California

  • 1.2.1 — Locate on maps and globes their local community, California, the United States, the seven continents, and the four oceans.
  • 3.4.3 — Know the histories of important local and national landmarks, symbols, and essential documents that create a sense of community among citizens and exemplify cherished ideals (e.g., the U.S. flag, the bald eagle, the Statue of Liberty, the U.S. Constitution, the Declaration of Independence, the U.S. Capitol).
  • 4.5.4 — Explain the structures and functions of state governments, including the roles and responsibilities of their elected officials.

Colorado

  • SS.1.4.2 — Identify and explain how the significance of notable people, places, holidays, and civic symbols reflect the origins and values of the government and its citizens.
  • SS.2.2.1 — Use geographic terms and tools to locate and describe spatial patterns and places.
  • SS.2.4.2 — Explain the roles and characteristics of people who govern different communities.
  • SS.3.2.1 — Use geographic tools to develop spatial thinking skills.
  • SC.K.3.2.a — Use a model to represent the relationship between the needs of different plants and animals (including humans) and the places they live.

Connecticut

  • GEO 3.3 — Use maps of different scales to describe the locations of cultural and environmental characteristics.
  • GEO 2.6 — Identify cultural and environmental characteristics of a place/region.
  • GEO 3.2 — Use maps, satellite images, photographs, and other representations to explain relationships between the locations of places and regions and their environmental characteristics.
  • CIV 1.1 — Describe roles and responsibilities of people in authority (local/state/national e.g., judge, mayor, governor, police).

Delaware

  • G.1.K-3a — Students will understand the nature and uses of maps, globes, and other geo-graphics. Grade K and Grade 3
  • K-3a — Students will use the concepts of place and region to explain simple patterns of connections between and among places across the country and the world. Grade 3
  • G.1.4-5a — Students will demonstrate development of mental maps of Delaware and of the United States which include the relative location and characteristics of major physical features, political divisions, and human settlements. Grade 4
  • H.4.K-3b — Students will develop an awareness of major events and people in United States and Delaware history. • Who lives here and how did they get here? (immigrants, demographics, ethnic and religious groups) • Important people in our past • Different kinds of communities in Delaware and the United States

Florida

  • SS.3.G.2.5 — Identify natural and man-made landmarks in the United States, Canada, Mexico, and the Caribbean.
  • SS.5.G.1.6 — Locate and identify states, capitals, and United States Territories on a map.
  • SS.2.G.1.2 — Using maps and globes, locate the student's hometown, Florida, and North America, and locate the state capital and the national capital.

Georgia

  • SS1G3.b — Locate the major oceans: Arctic, Atlantic, Pacific, Southern, and Indian Ocean.
  • S3L1.b — Construct an explanation of how external features and adaptations (camouflage, hibernation, migration, mimicry) of animals allow them to survive in their habitat.
  • S3L1.a — Ask questions to differentiate between plants, animals, and habitats found within Georgia's geographic regions.
  • SS2CG2.b — Governor (leader of our state) and Atlanta, GA – State Capitol Building

Hawaii

  • SS.1.2.13.2 — Describe some physical features of continents and oceans in the world
  • SS.1.2.14.3 — Investigate cultural and environmental characteristics of your community
  • SS.2.3.13.4 — Describe major geographic features of places using maps, photos, and other geographic representations
  • SS.1.1.13.3 — Use maps and map features to describe places
  • SS.2.1.6.1 — Investigate school, community, and national leaders and their responsibilities

Idaho

  • 1.SS.2.1.4 — Identify continents and large bodies of water on a globe or a map.
  • 1.SS.4.2.1 — Identify the significance of symbols in the United States.
  • 5.SS.2.1.4 — Name and locate the 50 States and their Capitals, and U.S. Territories.
  • 2.SS.4.2.1 — Explain important customs, symbols, and celebrations that represent the development of American beliefs and principles.

Illinois

  • SS.2.G.1 — With guidance and support, use print and digital maps, globes and other simple geographic models to identify cultural and environmental characteristics of places.
  • SS.2.G.2 — With guidance and support, identify some cultural and environmental characteristics of your community and compare to other places or regions.
  • SS.2.CV.1 — With guidance and support, identify features and functions of governments.
  • SS.3.G.1 — Use print and digital maps, globes, and other simple geographic models to identify topographic and other graphic representations of both familiar and unfamiliar locations.

Indiana

  • 1.G.2 — Identify and describe continents, hemispheres, oceans, cities, and roads on maps and globes. (E)
  • 5.G.2 — Use maps and globes to locate states, capitals, major cities, major rivers, the Great Lakes, and mountain ranges in the United States. (E)
  • 1.H.2 — Identify American songs and symbols, and discuss their origins.

Iowa

  • SL.K.4 — Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
  • SS.2.8 — Explain the purpose of different government functions. (21st century skills)
  • SS.K.14. — Compare environmental characteristics in Iowa with other places.

Kansas

  • Benchmark 3.3.1 — The student will recognize and evaluate how societies are shaped by the identities, beliefs, and practices of individuals and groups.
  • Standard 3.3 — Societies are shaped by the identities, beliefs, and practices of individuals and groups.
  • Benchmark 4.5.1 — The student will recognize and evaluate dynamic relationships that impact lives in communities, states, and nations.
  • Standard 4.5 — Relationships among people, places, ideas, and environments are dynamic.

Kentucky

  • 2.G.GR.1 — Examine geographic features of places in North America, using a variety of geographic data, including maps, photos and other geographic tools.
  • Maps show where things are located. One can map the shapes and kinds of land and water in any area.
  • RI.1.7 — Use the visuals and details in a text to describe its key ideas.

Louisiana

  • 2.21 — Describe geographic features and physical characteristics of places in the United States and the world, including mountains, hills, plains, deserts, coasts, islands, peninsulas, lakes, oceans, and rivers.
  • 3.20 — Describe the geographic features of places in the United States.
  • 3.21 — Interpret geographic features of the United States using a variety of tools such as different types of maps and photos.

Maine

  • SL.3.K.a — Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
  • K-ESS3-1 — Use a model to represent the relationship between the needs of different plants and animals (including humans) and the places they live.

Maryland

  • identifying continents and oceans near and far from Maryland on maps and globe.
  • identifying continents and oceans near and far from Maryland on maps and globe.

Massachusetts

  • 1.T2.3 — Explain that a city that is called a capital is the center of government for a state or nation.
  • 3.T2.2 — On a political map of the current United States, locate the New England states (Connecticut, Rhode Island, Massachusetts, New Hampshire, Vermont, and Maine).
  • RI.PK.6 — With prompting and support, “read” illustrations in an informational picture book by describing facts learned from the pictures (e.g., how a seed grows into a plant).

Michigan

  • 4–G1.0.3 — Use geographic tools and technologies, stories, songs, and pictures to answer geographic questions about the United States.
  • 4–G1.0.1 — Identify questions geographers ask in examining the United States.
  • K–G1.0.1 — Recognize that maps and globes represent places.

Minnesota

  • 4.3.2.4.1 — Name and locate states and territories, major cities and state capitals in the United States.
  • 0.1.2.2.1 — Describe symbols, songs and traditions that identify our nation and state. For example: American Flag, bald eagle, White House, Statue of Liberty, Pledge of Allegiance, Minnesota state flag.
  • 2.3.1.1.3 — Use maps, photos or other geographic tools to identify and locate major landmarks or major physical features of the United States. For example: Physical features—the Atlantic Coast, Rocky Mountains, Mississippi River, Lake Superior. Landmarks—Statue of Liberty, Angel Island, Gateway Arch in St. Louis, Mount Rushmore, Crazy Horse Memorial.
  • 4.3.2.3.1 — Locate and identify the physical and human characteristics of places in the United States, and also Canada or Mexico. For example: Physical characteristics—landforms (Rocky Mountains), ecosystems (forest), bodies of water (Mississippi River, Hudson Bay), soil, vegetation, weather and climate. Human characteristics— structures (Statue of Liberty), bridges (Golden Gate Bridge), canals (Erie Canal), cities, political boundaries, population distribution, settlement patterns, language, ethnicity, nationality, religious beliefs.
  • 0L.1.2.1.2 — Make observations of plants and animals to compare the diversity of life in different habitats. (P: 3, CC: 1, CI: LS4)

Mississippi

  • K.H.1.2 — Identify school, community, state, and national symbols.
  • 3.CI.2.3 — Recognize locations where government is practiced at the national, state, and local levels.
  • 5.10.2 — Identify and label each of the 50 states on a map.
  • 5.9.2 — Identify school, community, state, and national symbols (e.g., United States flag, American eagle, etc.).

Missouri

  • 4.EG.5.B.a — Name and locate specific regions, states, capitals, river systems and mountain ranges in the United States based on historical or current topics.
  • 4.EG.5.C.a — Identify and compare physical characteristics of specific regions within the nation.
  • 4.EG.5.F.a — Identify different regions in the United States and analyze how their characteristics affect people who live there.

Montana

  • SS.G.5.1 — identify and label US regions, territories, states and their capitals/major cities;
  • SS.CG.2.1 — explain the roles of people who help govern different communities including tribal communities; and
  • SS.CG.3.3 — identify key symbols of nations.
  • SS.G.K — The geography content standard for kindergarten is that each student will use maps, and other representations, to describe place characteristics.

Nebraska

  • SS 3.3.1.d — Locate specific places on maps and globes.
  • SS 4.1.2.b — Investigate the meaning of state symbols, songs, and holidays.
  • SS 5.3.1.a — Use maps and atlases to locate major human and physical features in the United States.

Nevada

  • SS.1.16 — Explain the purpose of different government functions, including but not limited to: garbage collection, passing and enforcing laws, road building, and schools.

New Hampshire

  • SS.GE.2.1.3 — Identify major physical and human features in the United States and on Earth, e.g., cities, oceans, or continents. (Themes: C: People, Places and Environment, G: Science, Technology, and Society)
  • SS.HI.2.1.1 — Identify national and New Hampshire celebrations, monuments, symbols and documents, e.g., flags, Fourth of July, Lincoln Memorial, Constitution. (Themes: A: Conflict and Cooperation, B: Civic Ideals, Practices, and Engagement, E: Cultural Development, Interaction, and Change)
  • SS.HI.4.1.3 — Describe the significance of national and New Hampshire celebrations, monuments, symbols and documents, e.g., Veteran's Day, the Statue of Liberty, Old Man of the Mountain, and the preamble to the New Hampshire Constitution. (Themes: B: Civic Ideals, Practices, and Engagement, C: People, Places and Environment)

New Jersey

  • 6.1.2.Geo.HE.3 — Identify cultural and environmental characteristics of different regions in New Jersey and the United States.
  • 6.1.5.CivicsPI.5 — Explain how government functions at the local, county, and state level.
  • 6.1.5.GeoSV.4 — Use a variety of geographic representations to describe the similarities and differences between places in New Jersey, the United States and the world (e.g., maps, data visualizations, graphs, diagrams, aerial and other photographs, GPS).
  • 6.1.5.GeoSV.2 — Use maps to explain the impact of location and place on the relationships between places in New Jersey, the United States and other countries.

New Mexico

  • 1.18 — Use a variety of maps to locate specific places and identify major landforms, bodies of water, and other places of significance around the United States.
  • K.10 — Identify the local, state, and national symbols (e.g., flag, bird, song).
  • 5.27 — Using a map, identify and locate the 50 states in the United States and know the capitals of each state along with the surrounding U.S. territories.

New York

  • 1.5b — Maps are used to locate important places in the community, state, and nation, such as capitals, monuments, hospitals, museums, schools, and cultural centers. * According to the Dignity for All Students Act, “others” includes, but is not limited to, people of different races, weights, national origins, ethnic groups, religions, religious practices, mental or physical abilities, sexual orientations, gender identity, and sexes.
  • 3 — Geography
  • 3.1a — Earth is comprised of water and large land masses that can be divided into distinct regions.
  • 2.4b — Communities have leaders who are responsible for making laws and enforcing laws.

North Carolina

  • K.G.1.1 — Use maps, globes, and/or digital representations to locate places in the classroom, school, community, and around the world.
  • 2.G.1.1 — Recognize absolute and relative location of various settlements, territories, and states in the development of the American nation.
  • K.G.1.2 — Identify physical features of places using maps, globes, and/or digital representations.
  • 3.C&G.1.2 — Classify the roles and responsibilities of leaders in state and local government.

North Dakota

  • 5.R.1 — Comprehend information during and after listening to a grade-level text.
  • 5.C.4 — Use grade-appropriate, conversational, general academic, and domain-specific words and phrases.
  • 5.C.6 — Engage in a range of discussions using active listening skills, posing and responding to specific questions to clarify information.

Ohio

  • 1.5 — Places are distinctive because of their physical characteristics (land forms and bodies of water) and human characteristics (structures built by people).
  • K.LS.2 — Living things have physical traits and behaviors, which influence their survival.
  • 3.5 — Daily life is influenced by the agriculture, industry and natural resources in different communities.
  • K.LS.1 — Living things have specific characteristics and traits.

Oklahoma

  • 4.2.5 — Identify and locate on a political map the fifty states and the United States capitol.
  • 4.3.2 — Examine the characteristics of culture, including the distribution and complexity of the regions of the United States. A. Identify the characteristics of culture (language, customs, beliefs, food, clothing, shelter) and compare the cultural characteristics of different regions of the United States. B. Explain how the characteristics of culture affect the ways in which people live.
  • 1.2.5 — Describe community customs and traditions as basic elements of culture.

Oregon

  • 2.5 — Identify city and civic leaders and their functions.
  • 2.12 — Identify relative location of school and community in the state, nation and the world.

Pennsylvania

  • 7.1.3.B — Identify and locate places and regions.
  • 7.2.3.A — Identify the physical characteristics of places and regions.
  • 7.1.3.A — Identify geographic tools and their uses.
  • 7.3.3.E — Identify the human characteristics of places and regions by their political activities.
  • 7.3.3.D — Identify the human characteristics of places and regions by their economic activities.

Rhode Island

  • SS3.2.2 — States in the Northeast Explain the states that make up the Northeastern region including their admittance to the United States and their identities
  • SS4.1.2 — Geography and environment of Rhode Island Explain the geography and environment of Rhode Island including natural resources
  • SS4.5.3 — Peoples and industries in Rhode Island today Argue how industries, diverse peoples, and landmarks impact the development of state identity

South Carolina

  • 3.1.3.PR — Identify the spatial hierarchy of political and physical geographic features. This indicator prompts students to inquire about spatial hierarchies (i.e. scale) to understand connections between Earth's systems. Political features include cities, states, and countries. Physical features include forests, mountains, oceans, and rivers.
  • K.G.2 — Utilize sources of geographic information (e.g., digital sources, maps, or photographs/images) to define and identify cultural and/or natural features.This indicator was developed to encourage inquiry into natural features, such as mountains, oceans, and rivers and cultural features, such as buildings, restaurants, roads, and stores.
  • 1-LS1-1.DCI.A: — Structure and Function All organisms have external parts. Different animals use their body parts in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in food, water, and air. Plants also have different parts (roots, stems, leaves, flowers, fruits) that help them survive and grow. NRC Framework Link
  • 1.CG.2 — Describe the basic purpose, structure, and functions of South Carolina's government at both the local and state level. This indicator was developed to encourage inquiry into the hierarchy of local and state government, how they work together, and the basic responsibilities they have for the people of South Carolina.

South Dakota

  • 3.C.1.1 — Research and explain the meaning behind South Dakota’s symbols
  • 4.G.1.1 — Locate major political and physical features of South Dakota and the United States on a map or globe
  • K.G.1.1 — Recognize that maps and globes represent places
  • K.SL.4 — Describe familiar people, places, things, and events. With prompting and support, provide additional detail.
  • 2-LS4-1 — Make observations of plants and animals to compare the diversity of life in different habitats.

Tennessee

  • 3.09 — Identify and locate the fifty states of the U.S.
  • 1.01 — Describe the cultural aspects of a place, including a student’s community and state.

Texas

  • 1.13A — explain state and national patriotic symbols, including the United States and Texas flags, the Liberty Bell, the Statue of Liberty, and the Alamo;
  • 1.4B — locate and explore the community, Texas, and the United States on maps and globes.
  • 2.11D — identify symbols such as state and national birds and flowers and Uncle Sam; and
  • 2.4A — identify major landforms and bodies of water, including each of the seven continents and each of the oceans, on maps and globes; and
  • 2.1B — identify and explain the significance of various community, state, and national landmarks such as monuments and government buildings.

Utah

  • 2.2.3.b — Identify community and state symbols, documents and landmarks (e.g., city hall, county courthouse, state capitol, Utah State Constitution, flag, holidays).
  • K.2.3.b — Recognize state and national symbols (e.g., state and national flags, bald eagle, seagull, Statue of Liberty).
  • 2.3.2.c — Locate your city, the State of Utah, and the United States on a variety of maps or on a globe.

Vermont

  • D2.Geo.6.K-2 — Individually and with others, students… Identify some cultural and environmental characteristics of specific places.
  • D2.Civ.5.K-2 — Individually and with others, students… Explain what governments are and some of their functions.
  • D2.Geo.2.K-2 — Individually and with others, students… Use maps, graphs, photographs, and other representations to describe places and the relationships and interactions that shape them.
  • D2.Geo.3.K-2 — Individually and with others, students… Use maps, globes, and other simple geographic models to identify cultural and environmental characteristics of places.

Virginia

  • 1.6.c — The student will apply history and social science skills to develop geographic skills by locating Virginia, the United States, continents, and oceans on maps and globes.
  • 2.4.a — The student will apply history and social science skills to recognize state and national symbols including, but not limited to locating the Virginia and United States capitals and capitol buildings.
  • USI.1.c — The student will apply history and social science skills to understand the geography of North America by locating the 50 states.
  • Skill.2.b — The student will apply history and social science skills to the content by applying geographic skills to identify and understand geographic features and connections.

Washington

  • G1.3.2 — Investigate the physical, political, and cultural characteristics of places, regions, and people in North America, including the location of the fifty states within the regions of the United States.
  • G2.2.1 — Identify some common and unique cultural and environmental characteristics of specific places.
  • C2.3.2 — Identify the basic function of government and laws in the community or city.
  • G1.2.3 — Use maps, graphs, photographs and other representations to describe places and the relationships and interactions that shape them.

Washington, D.C.

  • 1.19 — Locate and explain physical features on maps.
  • 1.23 — Describe how location, weather and physical environment affect the way people live, including the effects on their food, clothing, shelter, transportation and recreation.
  • 2.4 — Identify and locate the seven continents and five oceans using maps, and describe major geographic features around the world.

West Virginia

  • Use maps, graphs, photographs, and other representations to describe places.
  • SS.3.13 — Distinguish between a continent, country, state and capital.
  • SS.5.17 — Compare and contrast the various regions of the United States; locate each of the fifty United States and correlate them with their regions.
  • SS.3.19 — Compare and contrast regions of the United States in regard to plant and animal life, landforms, climate and human interactions with the environment.

Wisconsin

  • SS.PS1.a.K-1 — Describe symbols, songs, and traditions that identify our state and country. Assess the importance of rules and laws at home, in school, and in the community.
  • SS.PS3.c.1 — Compare basic political institutions (e.g., what a government is and how it differs at the city, state, tribal, country, and global level), and the roles they serve in their lives and in the lives of others (e.g., make laws, create order).
  • SS.Geog4.a.4 — Describe how certain places may have meanings that distinguish them from other places (e.g., cemetery, places of worship, state or national parks, historical park, or battlefield). Compare and contrast the human characteristics of rural, suburban, urban, and tribal locations in Wisconsin and the United States. Identify and describe how people may view places in the community differently (e.g., students and senior citizens responding to a new playground).

Wyoming

  • SS2.1.2 — Identify the symbols and traditional practices, including those of Indigenous Tribes of Wyoming (e.g. Arapaho and Shoshone flags, songs, and pledges), that honor patriotism in the United States.
  • SS2.5.1 — Spatial Use a map, globe, and mental mapping to identify familiar areas and simple patterns and create maps using various media. 2-ESS2-2
  • SS2.5.2 — Physical Place and Region Identify, describe, and use local physical and human characteristics to discuss the similarities and differences between parts of the community (e.g., neighborhoods, schools, towns, and reservation communities). RL.1.2, RL.2.3 RI.1.3, Rl.2.2, RI.2.10 W.K.2, W.K.7 W.1.1, W.1.7 W.2.1, W.2.7 SL.K.4, SL.1.4, SL.2.2
  • SS2.5.3 — Human Place and Movement Use the human features of a community to describe what makes that community unique (e.g., cultural, language, religion, food, clothing, political, economic, population, and types of jobs in an area) and why others move to or from that place. RL.1.2, RL.2.3 RI.1.3, Rl.2.2, RI.2.10 W.K.2, W.K.7 W.1.1, W.1.7 W.2.1 W.2.7 SL.K.4, SL.1.4, SL.2.2 K-2-ETS1-1