California Standards 6th Grade Social Studies Activities
Printable Sixth Grade Social Studies Worksheets and Study Guides.
Famous Americans Third Grade Social Studies Roles of the Citizens Third Grade Social Studies Likes and Dislikes Kindergarten Social Studies Past or Present First Grade Social Studies Past or Present First Grade Social Studies Past or Present First Grade Social Studies Past or Present First Grade Social Studies Types of GovernmentWorksheets: 4Study Guides: 1UrbanizationWorksheets: 3Study Guides: 1World War IWorksheets: 4Study Guides: 1World War IIWorksheets: 4Study Guides: 1
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.2. Students construct various time lines of key events, people, and periods of the historical era they are studying.
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.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.
6-8.HI.6. Students interpret basic indicators of economic performance and conduct cost-benefit analyses of economic and political issues.
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.REP.2. Students distinguish fact from opinion in historical narratives and stories.
6-8.REP.3. Students distinguish relevant from irrelevant information, essential from incidental information, and verifiable from unverifiable information in historical narratives and stories.
6-8.REP.4. Students assess the credibility of primary and secondary sources and draw sound conclusions from them.
CA.6. World History and Geography: Ancient Civilizations
6.2. Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of Mesopotamia, Egypt, and Kush.
6.2.1. Locate and describe the major river systems and discuss the physical settings that supported permanent settlement and early civilizations.
6.2.2. Trace the development of agricultural techniques that permitted the production of economic surplus and the emergence of cities as centers of culture and power.
6.2.3. Understand the relationship between religion and the social and political order in Mesopotamia and Egypt.
6.2.5. Discuss the main features of Egyptian art and architecture.
6.2.6. Describe the role of Egyptian trade in the eastern Mediterranean and Nile valley.
6.2.7. Understand the significance of Queen Hatshepsut and Ramses the Great.
6.2.9. Trace the evolution of language and its written forms.
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).
6.5. Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of India.
6.5.1. Locate and describe the major river system and discuss the physical setting that sup-ported the rise of this civilization.
6.5.4. Outline the social structure of the caste system.
6.7. Students analyze the geographic, political, economic, religious, and social structures during the development of Rome.
6.7.1. Identify the location and describe the rise of the Roman Republic, including the importance of such mythical and historical figures as Aeneas, Romulus and Remus, Cincinnatus, Julius Caesar, and Cicero.
6.7.2. Describe the government of the Roman Republic and its significance (e.g., written constitution and tripartite government, checks and balances, civic duty).
6.7.3. Identify the location of and the political and geographic reasons for the growth of Roman territories and expansion of the empire, including how the empire fostered economic growth through the use of currency and trade routes.
6.7.4. Discuss the influence of Julius Caesar and Augustus in Rome's transition from republic to empire.
6.7.7. Describe the circumstances that led to the spread of Christianity in Europe and other Roman territories.
6.7.8. Discuss the legacies of Roman art and architecture, technology and science, literature, language, and law.
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).
Integration of Knowledge and Ideas
RH.6-8.7. Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
RH.6-8.8. Distinguish among fact, opinion, and reasoned judgment in a text.
RH.6-8.9. Analyze the relationship between a primary and secondary source on the same topic.
Key Ideas and Details
RH.6-8.1. Cite specific textual evidence to support analysis of primary and secondary sources.
RH.6-8.2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
RH.6-8.3. Identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered).
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.
CA.CC.WHST.6-8. Writing Standards for Literacy in History/Social Studies
Production and Distribution of Writing
WHST.6-8.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
WHST.6-8.6. Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.
Range of Writing
WHST.6-8.10. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Text Types and Purposes
WHST.6-8.1. Write arguments focused on discipline-specific content.
WHST.6-8.1.a. Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
WHST.6-8.1.b. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.
WHST.6-8.1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.
WHST.6-8.1.d. Establish and maintain a formal style.
WHST.6-8.1.e. Provide a concluding statement or section that follows from and supports the argument presented.
WHST.6-8.2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
WHST.6-8.2.a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
WHST.6-8.2.b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
WHST.6-8.2.c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
WHST.6-8.2.d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
WHST.6-8.2.e. Establish and maintain a formal style and objective tone.
WHST.6-8.2.f. Provide a concluding statement or section that follows from and supports the information or explanation presented.
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