Social Studies Worksheets and Study Guides Sixth Grade. Ancient Greece

The resources above correspond to the standards listed below:

California Content Standards

CA.6. World History and Geography: Ancient Civilizations
6.4. Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of Ancient Greece.
6.4.1. Discuss the connections between geography and the development of city-states in the region of the Aegean Sea, including patterns of trade and commerce among Greek city-states and within the wider Mediterranean region.
6.4.2. Trace the transition from tyranny and oligarchy to early democratic forms of government and back to dictatorship in ancient Greece, including the significance of the invention of the idea of citizenship (e.g., from Pericles' Funeral Oration).
6.4.3. State the key differences between Athenian, or direct, democracy and representative democracy.
6.4.6. Compare and contrast life in Athens and Sparta, with emphasis on their roles in the Persian and Peloponnesian Wars.
6.4.7. Trace the rise of Alexander the Great and the spread of Greek culture eastward and into Egypt.
6.4.8. Describe the enduring contributions of important Greek figures in the arts and sciences (e.g., Hypatia, Socrates, Plato, Aristotle, Euclid, Thucydides).
CA.6-8.HSSA. Historical and Social Sciences Analysis Skills: The intellectual skills noted below are to be learned through, and applied to, the content standards for grades six through eight. They are to be assessed only in conjunction with the content standards in grades six through eight. In addition to the standards for grades six through eight, students demonstrate the following intellectual reasoning, reflection, and research skills.
6-8.CST. Chronological and Spatial Thinking
6-8.CST.1. Students explain how major events are related to one another in time.
6-8.CST.3. Students use a variety of maps and documents to identify physical and cultural features of neighborhoods, cities, states, and countries and to explain the historical migration of people, expansion and disintegration of empires, and the growth of economic systems.
6-8.REP. Research, Evidence, and Point
6-8.REP.1. Students frame questions that can be answered by historical study and research.
6-8.HI. Historical Interpretation
6-8.HI.1. Students explain the central issues and problems from the past, placing people and events in a matrix of time and place.
6-8.HI.2. Students understand and distinguish cause, effect, sequence, and correlation in historical events, including the long-and short-term causal relations.
6-8.HI.3. Students explain the sources of historical continuity and how the combination of ideas and events explains the emergence of new patterns.
6-8.HI.4. Students recognize the role of chance, oversight, and error in history.
6-8.HI.5. Students recognize that interpretations of history are subject to change as new information is uncovered.
CA.CC.RH.6-8. Reading Standards for Literacy in History/Social Studies
Craft and Structure
RH.6-8.4. Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
RH.6-8.5. Describe how a text presents information (e.g., sequentially, comparatively, causally).
Range of Reading and Level of Text Complexity
RH.6-8.10. By the end of grade 8, read and comprehend history/social studies texts in the grades 6–8 text complexity band independently and proficiently.
Standards

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