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Kansas Standards for Sixth Grade Social Studies

KS.6.AWH. Ancient World History

AWH.1. Early River Civilizations (approx. 7000 BCE –approx. 500 CE)

Sample Compelling Questions
AWH.1.5. How did geography influence the development of early river civilizations? (Standard 5)

AWH.2. Ancient Greece (approx. 2000 BCE – approx. 70 CE)

Sample Compelling Questions
AWH.2.1. How did Spartan values impact the education of boys? (Standard 1)
AWH.2.2. How were the rights and responsibilities of citizens the same and different in Athens and Sparta? (Standard 2)
AWH.2.4. How did Alexander the Great change the lands he conquered? (Standard 4)
AWH.2.5. How did the geography of Greece both help and hinder its development? (Standard 5)

AWH.3. Ancient Rome (approx. 753 BCE – approx. 1453 CE)

Sample Compelling Questions
AWH.3.1. How did Rome’s expansion affect trade? (Standard 1)
AWH.3.2. How did changing views on freedom of worship in the Roman Empire affect the spread of Christianity? (Standard 2)
AWH.3.4. How do Roman accomplishments continue to impact our lives today? (Standard 4)
AWH.3.5. How did Rome’s location on the Mediterranean affect its growth into a world power? (Standard 5)

AWH.6. Early Americas (approx. 500 BCE – approx. 537 CE)

Sample Compelling Questions
AWH.6.1. How did trade impact Mayan civilization? (Standard 1)
AWH.6.2. How did the Incas use central rule to control the vast Incan empire? (Standard 2)
AWH.6.3. How did religion impact Mayan culture? (Standard 3)
AWH.6.4. What events led to the end of the Incan empire? (Standard 4)
AWH.6.5. How did the Aztecs address the geographic challenges of building Tenochtitlan? (Standard 5)

AWH.7. Middle Ages in Europe

Sample Compelling Questions
AWH.7.1. How did the attempts to retake the Holy Land from the Muslims through the Crusades impact Europe and the Middle East? (Standard 1)
AWH.7.2. How did feudalism define the rights and responsibilities between lords and vassals? (Standard 2)
AWH.7.3. How did Christianity influence education in the Middle Ages? (Standard 3)

KS.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.
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KS.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.

KS.KHGSS. Kansas History, Government, and Social Studies Standards

KHGSS.1. Choices have consequences.

1.1. The student will recognize and evaluate significant choices made by individuals, communities, states, and nations that have impacted our lives and futures.
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1.2. The student will analyze the context under which choices are made and draw conclusions about the motivations and goals of the decision-makers.

KHGSS.2. Individuals have rights and responsibilities.

2.1. The student will recognize and evaluate the rights and responsibilities of people living in societies.
2.2. The student will analyze the context under which significant rights and responsibilities are defined and demonstrated, their various interpretations, and draw conclusions about those interpretations.
2.4. The student will use his/her understanding of rights and responsibilities to address contemporary issues.

KHGSS.3. Societies are shaped by beliefs, ideas, and diversity.

3.1. The student will recognize and evaluate significant beliefs, contributions, and ideas of the many diverse peoples and groups and their impact on individuals, communities, states, and nations.
3.2. The student will draw conclusions about significant beliefs, contributions, and ideas, analyzing the origins and context under which these competing ideals were reached and the multiple perspectives from which they come.
3.3. The student will investigate specific beliefs, contributions, ideas, and/or diverse populations and connect those beliefs, contributions, ideas and/or diversity to contemporary issues.
3.4. The student will use his/her understanding of those beliefs, contributions, ideas, and diversity to justify or define how community, state, national, and international ideals shape contemporary society.

KHGSS.4. Societies experience continuity and change over time.

4.1. The student will recognize and evaluate continuity and change over time and its impact on individuals, institutions, communities, states, and nations.
4.2. The student will analyze the context of continuity and change and the vehicles of reform, drawing conclusions about past change and potential future change.
4.3. The student will investigate an example of continuity and/or change and connect that continuity and/or change to a contemporary issue.
4.4. The student will use his/her understanding of continuity and change to construct a model for contemporary reform.

KHGSS.5. Relationships among people, places, ideas, and environments are dynamic.

5.1. The student will recognize and evaluate dynamic relationships that impact lives in communities, states, and nations.
5.2. The student will analyze the context of significant relationships and draw conclusions about a contemporary world.
5.3. The student will investigate the relationship among people, places, ideas, and/or the environment and connect those relationships to contemporary issues.
5.4. The student will use his/her understanding of these dynamic relationships to create a personal, community, state, and/or national narrative.

NewPath Learning resources are fully aligned to US Education Standards. Select a standard below to view correlations to your selected resource:

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