Social Studies Worksheets and Study Guides Sixth Grade. Ancient Greece

The resources above correspond to the standards listed below:

Maryland College and Career-Ready Standards

MD.1.0. Political Science: Students will understand the historical development and current status of the fundamental concepts and processes of authority, power, and influence, with particular emphasis on the democratic skills and attitudes necessary to become responsible citizens.
1.A. The foundations and function of government
1.A.1. Examine the necessity and purpose of government in early world history
1.A.1.a. Identify and compare forms of government and various distributions of power, such as those found in ancient civilizations, dynastic China, absolute and Constitutional monarchies
1.A.1.b. Summarize the positions taken on government by political philosophers from early civilizations through the middle ages
1.A.2. Analyze the historic events, documents, and practices in early world history that are the foundations of political systems
1.A.2.a. Examine and report on the roots of democratic principles in world history, such as Sumerian written law, Hammurabi's code, Greek city-states, Roman Republicanism, and the British Constitution (Magna Carta, English Bill of Rights)
1.B. Individual and group participation in the political system
1.B.1. Analyze the methods used by individuals and groups to shape governmental policy and actions in early world history
1.B.1.a. Compare methods used in early world history to change governments, such as coups, elections and revolts
1.B.1.b. Examine the role of citizens in Greek city-states and the Roman Republic/Empire
1.B.2. Analyze the importance of civic participation as a citizen of early world history
1.B.2.b. Explain why common people did not have a voice in ancient civilizations
1.C. Protecting rights and maintaining order
1.C.1. Analyze the individual rights and responsibilities in an ancient world civilization
1.C.1.a. Describe the importance of citizenship in ancient Rome and Greece
1.C.2. Evaluate how ancient governments around the world protected or failed to protect the rights of individuals and groups
1.C.2.b. Compare power and authority of rulers in Ancient Egypt, India, Persia and China v. The protection of citizens in Greek city-states
MD.2.0. Peoples of the Nation and World: Students will understand the diversity and commonality, human interdependence, and global cooperation of the people of Maryland, the United States and the world through both a multicultural and historic perspective.
2.A. Elements of culture
2.A.1. Describe characteristics that historians use to organize people into cultures
2.A.1.a. Describe how location and environment influenced early world cultures
2.A.1.b. Describe and compare elements of culture such as art, music, religion, government, social structure, education, values, beliefs and customs, from civilizations in early world history
2.A.1.c. Describe the social, political, and religious character of societies in early world history
2.B. Cultural diffusion
2.B.1. Explain how cultural diffusion influenced the development of cultures
2.B.1.a. Identify cultural groups within a region in early world history
2.B.2. Analyze how increased diversity in early world history resulted from immigration, settlement patterns and economic development
2.B.2.a. Examine the practices and beliefs of world religions and philosophies including monotheism and polytheism
2.B.2.b. Describe the impact of various religions on a civilization, such as its effect on political, economic and social systems
MD.3.0. Geography; Students will use geographic concepts and processes to examine the role of culture, technology, and the environment in the location and distribution of human activities and spatial connections throughout time.
3.A. Using geographic tools
3.A.1. Use geographic tools to locate places and describe the human and physical characteristics in early world history
3.A.1.a. Use maps to compare geographic locations of civilizations from world history to: Mesopotamia; Africa including Egypt, Nubia/Kush and sub-Saharan Africa; Indus River Valley; Northern China; Greeks and Romans; Mesoamerican, such as the Incas, Mayans and Aztecs
3.A.1.b. Use photographs and thematic maps, to identify and describe physical and human characteristics of early civilizations
3.B. Geographic characteristics of places and regions
3.B.1. Examine how physical and human characteristics shape the identity of places and regions and influence the development of civilizations in world history
3.B.1.b. Explain how physical characteristics of a place influenced human activities, such as agriculture, transportation, art and architecture and economic activity in the ancient world
3.C. Movement of people, goods and ideas
3.C.1. Describe and analyze population growth, migration and settlement patterns in early world history
3.C.1.a. Identify reasons why people migrate, such as economic opportunity, climate, and political reasons
3.C.1.c. Describe how economic systems and cultural diffusion help to shape patterns of human settlement and interaction
3.D. Modifying and adapting to the environment
3.D.1. Analyze why and how people modify their natural environment and the impact of those modifications
3.D.1.b. Analyze how people in early world history perceived and reacted to environmental concerns, such as flooding, drought, and depletion of natural resources and evaluate the consequences of those actions
MD.4.0. Economics: Students will develop economic reasoning to understand the historical development and current status of economic principles, institutions, and processes needed to be effective citizens, consumers, and workers participating in local communities, the nation, and the world.
4.B. Economic systems and the role of government in the economy
4.B.1. Describe the types of economic systems in early world societies
4.B.1.a. Describe how various early world societies answer the basic question of what, how, and for whom to produce
4.B.1.b. Describe examples of tradition in economies such as the economic roles of men and women in tribal societies
MD.5.0. History: Students will examine significant ideas, beliefs, and themes; organize patterns and events; and analyze how individuals and societies have changed over time in Maryland, the United States and around the world.
5.B. Emergence, expansion and changes in nations and empires
5.B.1. Analyze how civilizations emerged in the river valley areas
5.B.1.a. Describe the characteristics of a civilization, such as social hierarchy, government, writing system, specialization in an area of trade and the establishment of cities
5.B.2. Analyze the emergence and enduring influence of Aegean civilizations
5.B.2.a. Describe the major cultural achievements of the Greek civilization, such as art, science, political systems, and philosophy across time
5.B.2.b. Explain the emergence, rise and decline of the Greek city-states
5.C. Conflict between ideas and institutions
5.C.1. Analyze the effect of interactions between civilizations in early world history
5.C.1.a. Describe how interactions promoted or failed to promote development, such as the Fertile Crescent Empire, Greek city-states, and Latin Empires
5.C.1.b. Analyze the causes of the rise and fall, expansion and contraction of political entities and nation-states
MD.6.0. Social Studies Skills and Processes: Students shall use reading, writing, and thinking processes and skills to gain knowledge and understanding of political, historical, and current events using chronological and spatial thinking, economic reasoning, and historical interpretation, by framing and evaluating questions from primary and secondary sources.
6.A. Read to learn and construct meaning about social studies
6.A.1. Use appropriate strategies and opportunities to increase understandings of social studies vocabulary
6.A.1.a. Acquire and apply new vocabulary through investigating, listening, independent reading and discussing a variety of print and non-print sources
6.A.1.b. Identify and use new vocabulary acquired through study of relationships to prior knowledge and experiences
6.A.1.c. Use context clues to understand new social studies vocabulary
6.A.1.d. Use new vocabulary in speaking and writing to gain and extend content knowledge and clarify expression
6.A.2. Use strategies to prepare for reading (before reading)
6.A.2.a. Identify the characteristics of informational texts, such as print features, graphic aids, informational aids, organizational aids, and online features
6.A.2.b. Preview the text by examining features, such as the title, pictures, maps, illustrations, photographs, charts, timelines, graphs, and icons
6.A.2.c. Set a purpose for reading the text
6.A.2.d. Ask questions and make predictions about the text
6.A.2.e. Make connections to the text using prior knowledge and experiences
6.A.3. Use strategies to monitor understanding and derive meaning from text and portions of text (during reading)
6.A.3.a. Identify and use knowledge of organizational structures, such as chronological order, cause/effect, main ideas and details, description, similarities/differences, and problem/solution to gain meaning
6.A.3.b. Reread slowly and carefully, restate, or read on and revisit difficult parts
6.A.3.d. Look back through the text to search for connections between and among ideas
6.A.3.e. Make, confirm, or adjust predictions about the text
6.A.3.f. Periodically summarize or paraphrase important ideas while reading
6.A.3.g. Visualize what was read for deeper meaning
6.A.3.h. Explain personal connections to the ideas or information in the text
6.A.4. Use strategies to demonstrate understanding of the text (after reading)
6.A.4.a. Identify and explain what is directly stated in the text
6.A.4.b. Identify, paraphrase, or summarize the main idea of the text
6.A.4.f. Explain what is not directly stated in the text by drawing inferences
6.A.4.g. Confirm or refute predictions made about the text to form new ideas
6.A.4.h. Connect the text to prior knowledge or personal experiences
6.A.4.i. Draw conclusions and make generalizations based on the text, multiple texts, and/or prior knowledge
6.B. Write to learn and communicate social studies understandings
6.B.1. Select and use informal writing strategies, such as short/response/essay answer/ brief constructed responses, journal writing, note taking, and graphic organizers, to clarify, organize, remember, and/or express new understandings
6.B.1.a. Identify key ideas
6.B.1.b. Connect key ideas to prior knowledge (personal experience, text and world)
6.C. Ask social studies questions
6.C.1. Identify a topic that requires further study
6.C.1.b. Pose questions the about the topic
6.C.2. Identify a situation/issue that requires further study
6.C.2.c. Pose questions about the situation/issue from a variety of perspectives
6.C.2.d. Pose questions that elicit higher order thinking responses
6.D. Acquire social studies information
6.D.1. Identify primary and secondary sources of information that relate to the topic/situation/problem being studied
6.D.1.d. Access and process information that is factual and reliable from readings, investigations, and/or oral communications
6.F. Analyze social studies information
6.F.3. Synthesize information from a variety of sources
6.F.3.d. Modify understandings of social studies concepts and trend
6.F.3.e. Verify or change prior understandings based on new information
6.G. Answer social studies questions
6.G.2. Use historic contexts to answer questions
6.G.2.a. Use historically accurate resources to answer questions, make predictions, and support ideas
6.G.2.b. Explain why historic interpretations vary and are subject to change
6.G.2.c. Construct a sound historical interpretation
6.G.2.d. Understand the meaning, implication and impact of historic events and recognize that events could have taken other directions
MD.RH. Reading Standards for Literacy in History/Social Studies
Key Ideas and Details
RH3.CCR. Anchor Standard: Analyze how and why individuals, events, and ideas develop and interact over the course of text.
RH.6-8.3. Analyze how and why individuals, events, or ideas develop and interact over the course of a text.
Craft and Structure
RH4.CCR. Anchor Standard: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
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.
RH5.CCR. Anchor Standard: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
RH.6-8.5. Describe how a text presents information (e.g., sequentially, comparatively, causally).
Range of Reading and Level of Text Complexity
RH10.CCR. Anchor Standard: Read and comprehend complex literary and informational texts independently and proficiently.
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.

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