Social Studies Worksheets and Study Guides Sixth Grade. Class Systems

The resources above correspond to the standards listed below:

Maryland 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.2. Analyze the historic events, documents, and practices in early world history that are the foundations of political systems
1.A.2.b. Examine the decline of feudalism and the emergence of monarchies
1.A.3. Analyze the roles of institutions and governments in early world history regarding public policy and issues
1.A.3.b. Analyze perspectives regarding issues in a feudal society, such as the church leaders v. Lords of the manor, joining the Crusades, the growth of trade
1.C. Protecting rights and maintaining order
1.C.2. Evaluate how ancient governments around the world protected or failed to protect the rights of individuals and groups
1.C.2.c. Examine the balance between providing for the common good of the manor v. The rights of the individual serfs
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
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.c. Describe examples of command in economies, such as the feudal system
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.A. Individuals and societies change over time
5.A.2. Examine the emergence, growth and decline of empires in the Americas
5.A.2.a. Describe and trace the development of political and social structures of the Incas, Mayans and Aztecs
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.4. Analyze the changes in the European society during the middle ages
5.C.4.c. Analyze the characteristics of the development and decline of feudalism and the emergence of monarchies
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.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.E. Organize social studies information
6.E.1. Organize information from non-print sources
6.E.1.c. Find relationships among gathered information
6.E.2. Organize information from print sources
6.E.2.c. Find relationships among gathered information
6.F. Analyze social studies information
6.F.1. Interpret information from primary and secondary sources
6.F.1.e. Identify bias and prejudice
6.F.2. Evaluate information from a variety of sources
6.F.2.b. Compare information to prior knowledge
6.F.3. Synthesize information from a variety of sources
6.F.3.a. Recognize relationships in and among ideas or events, such as cause and effect, sequential order, main idea, and details
6.F.3.b. Reconstruct the arguments of issues or events
6.G. Answer social studies questions
6.G.2. Use historic contexts to answer questions
6.G.2.d. Understand the meaning, implication and impact of historic events and recognize that events could have taken other directions
Standards

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