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Connecticut Standards for Sixth Grade Social Studies

CT.1. Civics and Government: United States Constitution and Government: Students will apply knowledge of the U.S. Constitution, how the U.S. system of government works and how the rule of law and the value of liberty and equality have an impact on individual, local, state and national decisions.

1.1. Demonstrate an under-standing of the historical background of the Declaration of Independence

1.2. Explain how the Constitution divides the power of government among the executive, legislative and judicial branches, and how each branch can check the power of another.

1.4. Identify their representatives in national and state legislatures, and the heads of the executive branch at the national, state and local levels.

1.5. Understand the process of how a bill becomes a law.

1.6. Explain how an individual's rights to life, liberty and property are protected by the Constitution and criminal and civil laws.

1.8. Describe how the public agenda is shaped by political leaders and parties, interest groups, the media, public opinion, state and federal courts, and individual citizens.

CT.1. Economics: Limited Resources: Students will demonstrate that because human, natural and capital resources are limited, individuals, households, businesses and governments must make choices.

1.1. Compare the resources used by various cultures, countries and/or regions throughout the world.

1.2. Explain that households, businesses, governments and societies face scarcity just as individuals do.

1.4. Present historical and current controversies about the use of resources.

1.5. Illustrate how resources can be used in a variety of ways.

CT.1. Geography: Places and Regions: Students will use spatial perspective to identify and analyze the significance of physical and cultural characteristics of places and world regions.

1.1. Describe human and natural characteristics of places and how they shape or place identity.

1.3. Examine ways in which regions are interconnected.

1.4. Identify and evaluate various perspectives associated with places and regions.

1.6. Use latitude and longitude to locate places and calculate differences between places.

1.7. Locate natural and cultural features in their own and nearby communities, in the United States and in other regions of the world, as needed, to answer geographic questions.

CT.1. History: Historical Thinking: Students will develop historical thinking skills, including chronological thinking and recognizing change over time; contextualizing, comprehending and analyzing historical literature; researching historical sources; understanding the concept of historical causation; understanding competing narratives and interpretation; and constructing narratives and interpretation.

1.1. Formulate historical questions based on primary and secondary sources, including documents, eyewitness accounts, letters and diaries, artifacts, real or simulated historical sites, charts, graphs, diagrams and written texts.

1.2. Gather information from multiple sources, including archives or electronic databases, to have experience with historical sources and to appreciate the need for multiple perspectives.

1.3. Distinguish between primary and secondary sources.

1.4. Interpret data in historical maps, photographs, art works and other artifacts.

1.5. Examine data to determine the adequacy and sufficiency of evidence, point of view, historical context, bias, distortion and propaganda, and to distinguish fact from opinion.

1.6. Analyze data in order to see persons and events in their historical context, understand causal factors and appreciate change over time.

1.8. Develop written narratives and short interpretative essays, as well as other appropriate presentations from investigations of source materials.

CT.2. Civics and Government: Rights and Responsibilities of Citizens: Students will demonstrate knowledge of the rights and responsibilities of citizens to participate in and shape public policy, and contribute to the maintenance of our democratic way of life.

2.2. Explain the meaning of political rights (e.g., right to vote, right to assemble) as distinguished from personal rights (e.g., freedom of speech, freedom of movement).

2.3. Evaluate situations involving conflicts between rights and propose solutions to these conflicts.

2.6. Identify and apply criteria useful in selecting political leaders at the local, state and national levels.

CT.2. Economics: Economic Systems: Students will demonstrate that various economic systems coexist, and that economic decisions are made by individuals and/or governments, influenced by markets, cultural traditions, individuals and governments in the allocation of goods and services.

2.1. Explain how different economic systems (traditional, market and command use different means to produce, distribute and exchange goods and services.

2.2. Explain that all countries' economies reflect a mix of market, command and traditional elements.

2.4. Identify how fundamental characteristics of a market system (e.g., private property, profits and competition, businesses, labor, banks and government) influence decision making.

2.5. Identify governmental activities that affect the local, state, national and international economy.

2.7. Analyze the impact of government taxing and spending decisions on specific individuals, businesses, organizations and groups.

CT.2. Geography: Physical Systems: Students will use spatial perspective to explain the physical processes that shape the Earth's surface and its ecosystems.

2.2. Understand and apply how natural processes influence the formation and location of resources.

2.3. Use basic climatic and other physical data to understand how natural processes shape environ-mental patterns.

CT.2. History: Local, United States and World History: Students will use historical thinking skills to develop an understanding of the major historical periods, issues and trends in United States history, world history, and Connecticut and local history.

2.1. Demonstrate an in-depth understanding of major events and trends of United States history (e.g., the American Revolution, the Civil War, industrialization, the Great Depression, the cold war).

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2.2. Demonstrate an in-depth understanding of selected events representing major trends of world history (e.g., emergence of new centers of agrarian society in the 3rd and 2nd millennia BCE, the Black Death, the Columbian voyages, the French Revolution, World War II).

2.3. Demonstrate an in-depth understanding of major events and trends in local history (e.g., the Pequot war, establishment of self-government, and disestablishment of the Puritan church, industrialization, waves of in-and-out migration, suburbanization, and racial tensions).

2.4. Locate the events, peoples and places they have studied in time and place (e.g., on a time line and map) relative to their own location.

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2.5. Explain the relationships among the events and trends studied in local, state, national and world history.

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CT.3. Civics and Government: Political Systems: Students will explain that political systems emanate from the need of humans for order, leading to compromise and the establishment of authority.

3.1. Describe and compare unlimited and limited government.

3.3. Compare and evaluate forms of government found outside the United States.

3.4. Describe the role of the U.S. Constitution in the limitation of government powers.

CT.3. Economics: Economic Interdependence: Students will demonstrate how the exchange of goods and services by individuals, groups and nations create economic interdependence and change.

3.2. Explain why trade encourages specialization.

CT.3. Geography: Human Systems: Students will interpret spatial patterns of human migration, economic activities and political units in Connecticut, the nation and the world.

3.1. Explain the patterns and characteristics of human migrations at various levels.

3.2. Explain how patterns of international trade change technology, transportation and communication, and affect economic activities and human migration.

3.4. Identify processes that divide Earth's surface into different political and economic units from local to international levels.

CT.3. History: Historical Themes: Students will apply their understanding of historical periods, issues and trends to examine such historical themes as ideals, beliefs and institutions; conflict and conflict resolution; human movement and interaction; and science and technology in order to understand how the world came to be the way it is.

3.1. Explain the origins of American religious diversity, showing knowledge of some of the beliefs of native Americans and migrants to the new world and give examples of ways those beliefs have changed over time.

3.2. Explain how roles and status of people have differed and changed throughout history based on gender, age, class, racial and ethnic identity, wealth, and/or social position.

3.3. Describe the emergence of select governmental systems, principles and institutions.

3.4. Describe some of the more common forms of government found in the past, giving examples of societies that have practiced them (e.g., monarchy, oligarchy, clan/tribal, autocracy, dynasty, theocracy, republic, democracy).

3.5. Describe examples of how societies throughout history have used various forms of visual arts, dance, theater, myths, literature and music to express their beliefs, sense of identity and philosophical ideas.

3.6. Explain reasons for conflict and the ways conflicts have been resolved.

3.7. Identify and analyze the various causes and effects of movements of groups of people.

3.8. Explain the significance of the achievements of selected individual scientists and inventors from around the world and from various periods.

3.9. Explain how economic factors influenced historical events in the United States and other regions of the world.

CT.4. Civics and Government: International Relations: Students will demonstrate an understanding of how the major elements of international relations and world affairs affect their lives and the security and well-being of their community, state and nation.

4.1. Describe the organization of the world into nation-states and describe some ways that nation-states interact with one another.

4.2. Explain what foreign policy is and give examples of United States foreign policy.

4.3. Describe the influence of U.S. political, economic and cultural ideas on other nations and the influence of other nations' ideas on the United States.

4.4. Evaluate the impact of significant international events on the United States and on other nations.

4.6. Describe how foreign policy decisions may affect domestic groups and organizations.

CT.4. Geography: Human and Environmental Interaction: Students will use geographic tools and technology to explain the interactions of humans and the larger environment, and the evolving consequences of those interactions.

4.1. Explain the essential features and functions of maps, globes, photographs, geographic models and satellite images.

4.2. Make maps, globes, models, charts and geographic databases.

4.3. Compare and contrast differences among maps, globes, photographs, models and satellite images for solving geo-graphic problems.

4.4. Use maps, globes, models, graphs, charts and data-bases to analyze distributions and patterns.

4.5. Describe human and natural characteristics of places and how they shape or lace identity.

4.6. Draw a freehand map from memory of increasing and appropriate complexity to display geographic information and answer geographic questions.

4.7. Demonstrate and explain ways that humans depend on, adapt to and alter the physical environment.

CT.4. History: Applying History: Students will recognize the continuing importance of historical thinking and historical knowledge in their own lives and in the world in which they live.

4.1. Initiate questions and hypotheses about historic events being studied.

4.4. Display empathy for people who have lived in the past.

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4.5. Describe relationships between historical subject matter and other subjects they study, current issues and personal concerns.

CT.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.
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RH.6-8.5. Describe how a text presents information (e.g., sequentially, comparatively, causally).
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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.
Review Grades 1-4Worksheets :3New York Map - PoliticalWorksheets :3EconomicsWorksheets :3Northeastern Region USWorksheets :3Study Guides :1ColonizationWorksheets :3Study Guides :1Citizenship and GovernmentWorksheets :3Study Guides :1Impact of IndustrializationWorksheets :3Study Guides :1AlgonquiansWorksheets :3IroquoisWorksheets :3Map SkillsWorksheets :3Holidays, Landmarks, & SymbolsWorksheets :6Study Guides :1Social Studies SkillsWorksheets :6Study Guides :1Local & State GovernmentWorksheets :3Western Region USWorksheets :3Study Guides :1ArchaeologyWorksheets :4Study Guides :1Forming a GovernmentWorksheets :7Study Guides :1Notable PeopleWorksheets :6Study Guides :1Westward ExpansionWorksheets :3Study Guides :1ExplorationWorksheets :3Study Guides :1New England, Middle, and Southern ColoniesWorksheets :7Study Guides :1Middle Western Region USWorksheets :3Study Guides :1Industrialization/EconomicsWorksheets :4Study Guides :1Southwestern Region USWorksheets :3Study Guides :1Pioneer LifeWorksheets :7Study Guides :1Harlem RenaissanceWorksheets :4Study Guides :1Industrial Growth & ExpansionWorksheets :3UrbanizationWorksheets :3Types of GovernmentWorksheets :4Study Guides :1UrbanizationWorksheets :3Study Guides :1Famous TreatiesWorksheets :3Study Guides :1Great MigrationWorksheets :3Study Guides :1Panama CanalWorksheets :3Study Guides :1HolocaustWorksheets :3Study Guides :1Class SystemsWorksheets :3Study Guides :1Great DepressionWorksheets :4Study Guides :1TVAWorksheets :3Study Guides :1Purposes of GovernmentWorksheets :3InventorsWorksheets :3Study Guides :1Growth of a NationWorksheets :7Study Guides :1Timelines, Graphs, ChartsWorksheets :6Study Guides :1World War IWorksheets :4Study Guides :1Laws of Supply & DemandWorksheets :3Study Guides :1Ancient GreeceWorksheets :4Study Guides :1Ancient RomeWorksheets :4Study Guides :1Industrial RevolutionWorksheets :4Study Guides :1World War IIWorksheets :4Study Guides :1Ancient EgyptFreeWorksheets :4Study Guides :1Ancient Trade RoutesWorksheets :3Study Guides :1Resources & EnergyWorksheets :3Study Guides :1Spanish American WarWorksheets :3Study Guides :1Colonial PeriodFreeWorksheets :3Southeastern Region USWorksheets :3Study Guides :1European/Native American EncounterWorksheets :7Study Guides :1First AmericansWorksheets :4Study Guides :1States and CapitalsWorksheets :3Study Guides :1The RevolutionFreeWorksheets :7Study Guides :1New York Map - PhysicalWorksheets :3GeographyWorksheets :7Study Guides :1Leading Up to the RevolutionWorksheets :6Study Guides :1Market EconomyWorksheets :3Study Guides :1Notable People-Westward ExpansionWorksheets :4Study Guides :1Progressive MovementWorksheets :3Study Guides :1Geographic Map TermsWorksheets :3Study Guides :1Geographic ToolsWorksheets :3Study Guides :1Medieval EuropeWorksheets :3Study Guides :1The Renaissance in EuropeWorksheets :4Study Guides :1The Protestant ReformationWorksheets :3Study Guides :1The Scientific RevolutionFreeWorksheets :3Study Guides :1European Exploration and SettlementWorksheets :4Study Guides :1The AztecsWorksheets :3Study Guides :1The MayaWorksheets :3Study Guides :1The IncasWorksheets :3Study Guides :1Colonial SettlementWorksheets :4Study Guides :1Colonial LifeWorksheets :3Study Guides :1The American RevolutionWorksheets :4Study Guides :1The Articles of ConfederationWorksheets :4Study Guides :1The United States ConstitutionWorksheets :4Study Guides :1The New Government in OperationWorksheets :3Study Guides :1The Alamo Worksheets :3Study Guides :1The Nation Grows and ExpandsWorksheets :4Study Guides :1The Erie Canal Worksheets :3Study Guides :1The Jackson Age Worksheets :3Study Guides :1Moving Southward and WestwardWorksheets :3Study Guides :1The Abolitionist MovementWorksheets :4Study Guides :1Women's RightsWorksheets :4Study Guides :1Causes of the Civil WarFreeWorksheets :3Study Guides :1The Civil War Worksheets :4Study Guides :1

CT.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.
WHST.6-8.3. (See note; not applicable as a separate requirement)
WHST.6-8.3(a) Note: Students' narrative skills continue to grow in these grades. The Standards require that students be able to incorporate narrative elements effectively into arguments and informative/explanatory texts. In history/social studies, students must be able to incorporate narrative accounts into their analyses of individuals or events of historical import.

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