Delaware Standards 6th Grade Social Studies Activities
Printable Sixth Grade Social Studies Worksheets and Study Guides.
Being a Good Citizen Kindergarten Social Studies My Community Kindergarten Social Studies My Community Kindergarten Social Studies Geography Kindergarten Social Studies Likes and Dislikes Kindergarten Social Studies My Community Kindergarten Social Studies Geography Kindergarten Social Studies
C.1: Students will examine the structure and purposes of governments with specific emphasis on constitutional democracy .
C.1.6-8a: Students will understand that governments have the power to make and enforce laws and regulations, levy taxes, conduct foreign policy, and make war. (Essential for Grade 6)
C.1.6-8b: Students will analyze the different functions of federal, state, and local governments in the United States and examine the reasons for the different organizational structures each level of government employs. (Essential for Grade 8)
C.2: Students will understand the principles and ideals underlying the American political system .
C.2.6-8a: Students will understand that the concept of majority rule does not mean that the rights of minorities may be disregarded and will examine and apply the protections accorded those minorities in the American political system. (Essential for Grade 7)
C.2.6-8b: Students will understand the principles and content of major American state papers such as the Declaration of Independence; United States Constitution (including the Bill of Rights); and the Federalist Papers. (Essential for Grade 8)
C.3: Students will understand the responsibilities, rights, and privileges of United States citizens .
C.3.6-8a: Students will understand that civil rights secure political freedom while property rights secure economic freedom and that both are essential protections for United States citizens. (Essential for Grade 7)
C.3.6-8b: Students will understand that American citizenship includes responsibilities such as voting, jury duty, obeying the law, service in the armed forces when required, and public service. (Essential for Grade 8)
DE.CC6-8RH/SS. Reading Standards for Literacy in History/Social Studies
Craft and Structure
CC6-8RH/SS4. Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
CC6-8RH/SS5. Describe how a text presents information (e.g., sequentially, comparatively, causally).
Integration of Knowledge and Ideas
CC6-8RH/SS7. Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
CC6-8RH/SS8. Distinguish among fact, opinion, and reasoned judgment in a text.
CC6-8RH/SS9. Analyze the relationship between a primary and secondary source on the same topic.
Key Ideas and Details
CC6-8RH/SS1. Cite specific textual evidence to support analysis of primary and secondary sources.
CC6-8RH/SS2. 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.
CC6-8RH/SS3. 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
CC6-8RH/SS10. By the end of grade 8, read and comprehend history/social studies texts in the grades 6-8 text complexity band independently and proficiently.
DE.CC6-8WH/SS. Writing Standards for Literacy in History/Social Studies
Production and Distribution of Writing
CC6-8WH/SS4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
CC6-8WH/SS6. Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.
Range of Writing
CC6-8WH/SS10. 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
CC6-8WH/SS1. Write arguments focused on discipline-specific content.
CC6-8WH/SS1a. 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.
CC6-8WH/SS1b. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.
CC6-8WH/SS1c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.
CC6-8WH/SS1d. Establish and maintain a formal style.
CC6-8WH/SS1e. Provide a concluding statement or section that follows from and supports the argument presented.
CC6-8WH/SS2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
CC6-8WH/SS2a. 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.
CC6-8WH/SS2b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
CC6-8WH/SS2c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
CC6-8WH/SS2d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
CC6-8WH/SS2e. Establish and maintain a formal style and objective tone.
CC6-8WH/SS2f. Provide a concluding statement or section that follows from and supports the information or explanation presented.
CC6-8WH/SS3. (See note; not applicable as a separate requirement)
CC6-8WH/SS3a. 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.
E.2: Students will examine the interaction of individuals, families, communities, businesses, and governments in a market economy .
E.2.6-8a: Students will analyze the role of money and banking in the economy, and the ways in which government taxes and spending affect the functioning of market economies. (Essential for Grade 8)
E.3: Students will understand different types of economic systems and how they change .
E.3.6-8a: Students will demonstrate the ways in which the means of production, distribution, and exchange in different economic systems have a relationship to cultural values, resources, and technologies. (Essential for Grade 6)
E.4: Students will examine the patterns and results of international trade .
E.4.6-8a: Students will examine how nations with different economic systems specialize and become interdependent through trade and how government policies allow either free or restricted trade. (Essential for Grade 7)
G.1: Students will develop a personal geographic framework, or ''mental map,'' and understand the uses of maps and other geo-graphics .
G.1.6-8a: Students will demonstrate mental maps of the world and its sub-regions which include the relative location and characteristics of major physical features, political divisions, and human settlements. (Essential for Grade 6)
G.3: Students will develop an understanding of the diversity of human culture and the unique nature of places .
G.3.6-8a: Students will identify and explain the major cultural patterns of human activity in the world's sub-regions. (Essential for Grades 6 and 7)
G.4: Students will develop an understanding of the character and use of regions and the connections between and among them .
G.4.6-8a: Students will understand the processes affecting the location of economic activities in different world regions. (Essential for Grade 6)
G.4.6-8b: Students will explain how conflict and cooperation among people contributes to the division of the Earth's surface into distinctive cultural regions and political territories. (Essential for Grade 7)
H.1: Students will employ chronological concepts in analyzing historical phenomena .
H.1.6-8a: Students will examine historical materials relating to a particular region, society, or theme; analyze change over time, and make logical inferences concerning cause and effect. (Essential for Grade 6 and 8)
H.4: Students will develop historical knowledge of major events and phenomena in world, United States, and Delaware history .
H.4.6-8a: Students will develop an understanding of pre-industrial United States history and its connections to Delaware history, including:
H.4.6-8a.1: Three worlds meet (Beginnings to 1620)
H.4.6-8a.2: Colonization and Settlement (1585-1763)
H.4.6-8a.3: Revolution and the New Nation (1754-1820s)
H.4.6-8a.4: Expansion and Reform (1801-1861)
H.4.6-8a.5: Civil War and Reconstruction (1850-1877)
H.4.6-8b: Students will develop an understanding of ancient and medieval world history, and the continuing influence of major civilizations, including:
H.4.6-8b.2: Early civilizations and pastoral peoples (4,000-1,000 BC)
H.4.6-8b.3: Classical traditions, major religions, and great empires (1,000 BC--300 AD)
H.4.6-8b.4: Expanding zones of exchange and encounter (300-1,000 AD)
H.4.6-8b.5: Intensified hemispheric interactions (1,000-1,500 AD)
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