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

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-C: World: compare and contrast major historical eras, events and figures from ancient civilizations to the age of exploration:
1-C:1. Describe and compare the characteristics of the ancient civilizations of Egypt, Mesopotamia and China and explain the importance of their contributions to later civilizations, to include:
1-C:1.a. Significance of river valleys; early irrigation and its impact on agriculture;
1-C:1.b. Forms of government (e.g., the theocracies in Egypt, dynasties in China);
1-C:1.c. Effect on world economies and trade;
1-C:1.e. Religious traditions, cultural, and scientific contributions (e.g., writing systems, calendars, building of monuments such as the pyramids);
1-C:2. Describe and analyze the geographic, political, economic, religious and social structures of early civilizations of India, to include:
1-C:2.a. Location and description of the river systems and other topographical features that supported the rise of this civilization;
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.c. Scientific and cultural advancements (e.g., networks of roads, aqueducts, art, architecture, literature, theater, philosophy);
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.e. Causes, course and effects of the Crusades; impact of the black plague; contributions and roles of key figures (e.g., Charlemagne, Joan of Arc, Marco Polo).
NM.IV: Economics: Students understand basic economic principles and use economic reasoning skills to analyze the impact of economic systems (including the market economy) on individuals, families, businesses, communities, and governments. Students will:
4-C: Describe the patterns of trade and exchange in early societies and civilizations and explore the extent of their continuation in today's world:
4-C:1. Compare and contrast the trade patterns of early civilizations; and
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.

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