Social Studies Worksheets and Study Guides Sixth Grade. Ancient Rome

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The resources above correspond to the standards listed below:

New Mexico Content Standards

NM.I: History: Students are able to identify important people and events in order to analyze significant patterns, relationships, themes, ideas, beliefs, and turning points in New Mexico, United States, and world history in order to understand the complexity of the human experience. Students will:
1-A: New Mexico: explore and explain how people and events have influenced the development of New Mexico up to the present day:
1-A:1. Describe the relationships among ancient civilizations of the world (e.g., scientific discoveries, architecture, politics, cultures and religious systems) and their connection to the early development of New Mexico.
1-C: World: compare and contrast major historical eras, events and figures from ancient civilizations to the age of exploration:
1-C:5. Compare and contrast the geographic, political, economic, and social characteristics of the ancient Greek, ancient Roman, Ottoman, Indian, Arabic, African and middle eastern civilizations and their enduring impacts on later civilizations, to include:
1-C:5.a. Influence of Mediterranean geography on the development and expansion of the civilizations;
1-C:5.b. Development of concepts of government and citizenship (e.g., democracy, republic, codification of laws, Code of Hammurabi);
1-C:5.c. Scientific and cultural advancements (e.g., networks of roads, aqueducts, art, architecture, literature, theater, philosophy);
1-C:5.d. Contributions and roles of key figures (e.g., Socrates, Plato, Aristotle, Alexander the Great, Julius Caesar, Augustus); and
1-C:6. Compare and contrast the political and economic events and the social and geographic characteristics of medieval European life and their enduring impacts on later civilizations, to include:
1-C:6.b. Reasons for the fall of the Roman Empire;
NM.II: Geography: Students understand how physical, natural, and cultural processes influence where people live, the ways in which people live, and how societies interact with one another and their environments. Students will
2-C: Understand how human behavior impacts man-made and natural environments, recognize past and present results and predict potential changes:
2-C:1. Compare and contrast the influences of man-made and natural environments upon ancient civilizations.
NM.III: Civics and Government: Students understand the ideals, rights, and responsibilities of citizenship and understand the content and history of the founding documents of the United States with particular emphasis on the United States and New Mexico constitutions and how governments function at local, state, tribal, and national levels. Students will:
3-A: Demonstrate understanding of the structure, functions and powers of government (local, state, tribal and national):
3-A:2. Describe the concept of republic as developed by the Romans and compare to other republican governments.
3-C: Compare political philosophies and concepts of government that became the foundation for the American revolution and the United States government:
3-C:1. Explain how Greek and Roman societies expanded and advanced the role of citizen; and
3-C:2. Identify historical origins of democratic forms of government (e.g., early civilizations, Native American governments).
NM.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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