Social Studies Worksheets and Study Guides Sixth Grade. Ancient Trade Routes

The resources above correspond to the standards listed below:

Maryland College and Career-Ready Standards

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.B. Cultural diffusion
2.B.1. Explain how cultural diffusion influenced the development of cultures
2.B.1.b. Describe factors that resulted in cultural diffusion, such as trade, conflict and migration
2.C. Conflict and compromise
2.C.1. Analyze factors that affected relationships in early world history
2.C.1.b. Describe the impact of trade and migration on the exchange of ideas and beliefs
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.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.b. Explain how the development of transportation and communication networks influenced the movement of people, goods and ideas from place to place, such as trade routes in Africa, Asia and Europe, and the spread of Islam
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.A. Scarcity and economic decision-making
4.A.1. Explain that people made choices because resources relative to economic wants to goods and services in the context of early world history
4.A.1.a. Identify opportunity cost of economic decisions made by individuals and groups such as the decision to engage in trade
4.A.2. Analyze how scarce economic resources were used to satisfy economic wants in early world history
4.A.2.b. Describe how available resources affected specialization and trade
4.A.4. Examine how specialization, interdependence and trade affected the production of goods and services in early world history
4.A.4.c. Identify African and Eurasian trade routes to explain how surplus goods and regional specialization resulted in economic interdependence
4.B. Economic systems and the role of government in the economy
4.B.3. Describe the importance of medium of exchange in early world history
4.B.3.a. Explain how societies used mediums of exchange to facilitate trade and help their economies grow
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.1.b. Compare major cultural, political and economic achievements of river valley civilizations, such as the Tigris and Euphrates river valley, the Huang river valley, the Indus river valley and the Nile river valley including Egypt, Nubia and Kush
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
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.
Standards

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