Maine Standards 6th Grade Social Studies Activities
Printable Sixth Grade Social Studies Worksheets and Study Guides.
World HolidaysChristmas Day Reconstruction after the Civil War Eighth Grade Social Studies American Symbols & Holidays Fourth Grade Social Studies States & Capitals II Fourth Grade Social Studies World War I Eighth Grade Social Studies The Revolution Fifth Grade Social Studies African American History Fourth Grade Social Studies
ME.B. Civics and Government: Students draw on concepts from civics and government to understand political systems, power, authority, governance, civic ideals and practices, and the role of citizens in the community, Maine, the United States, and world.
B.1. Knowledge, Concepts, Themes, and Patterns of Civics/Government: Students understand the basic ideals, purposes, principles, structures, and processes of constitutional government in Maine and the United States as well as examples of other forms of government in the world.
B.1.a. Explain that the study of government includes the structures and functions of government and the political and civic activity of citizens.
B.1.b. Analyze examples of democratic ideals and constitutional principles that include the rule of law, legitimate power, and common good.
B.1.c. Describe the structures and processes of United States government and government of the State of Maine and how these are framed by the United States Constitution, the Maine Constitution, and other primary sources.
B.1.d. Explain the concepts of federalism and checks and balances and the role these concepts play in the governments of the United States and Maine as framed by the United States Constitution, the Maine Constitution and other primary sources.
B.1.e. Compare how laws are made in Maine and at the federal level in the United States.
B.1.f. Compare the structures and processes of United States government with examples of other forms of government.
B.2. Rights, Duties, Responsibilities, and Citizen Participation in Government: Students understand constitutional and legal rights, civic duties and responsibilities, and roles of citizens in a constitutional democracy.
B.2.a. Explain the constitutional and legal status of ''citizen'' and provide examples of rights, duties, and responsibilities of citizens.
B.2.b. Describe how the powers of government are limited to protect individual rights and minority rights as described in the United States Constitution and the Bill of Rights.
B.2.d. Analyze how people influence government and work for the common good including voting, writing to legislators, performing community service, and engaging in civil disobedience.
B.3. Individual, Cultural, International, and Global Connections in Civics and Government: Students understand political and civic aspects of unity and diversity in Maine, the United States, and various world cultures including Maine Native Americans.
B.3.b. Describe the political structures and civic responsibilities within diverse cultures, including Maine Native Americans, various historical and recent immigrant groups in the United States, and various cultures in the world.
ME.C. Economics: Students draw on concepts and processes from economics to understand issues of personal finance and issues of production, distribution, and consumption in the community, Maine, the United States, and world.
C.1. Economic Knowledge, Concepts, Themes, and Patterns: Students understand the principles and processes of personal economics, the influence of economics on personal life and business, and the economic systems of Maine, the United States, and various regions of the world.
C.1.a. Explain that economics is the study of how scarcity requires choices about what, how, for whom, and in what quantity to produce, and how scarcity relates to market economy, entrepreneurship, supply and demand, and personal finance.
C.1.b. Describe the functions of economic institutions and economic processes including financial institutions, businesses, government, taxing, and trade.
C.2. Individual, Cultural, International, and Global Connections in Economics: Students understand economic aspects of unity and diversity in Maine, the United States, and various world cultures, including Maine Native Americans.
C.2a. Describe factors in economic development, and how states, regions, and nations have worked together to promote economic unity and interdependence.
C.2b. Describe the economic aspects of diverse cultures, including Maine Native Americans, various historical and recent immigrant groups in the United States, and various cultures in the world.
ME.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.
ME.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.
ME.D. Geography: Students draw on concepts and processes from geography to understand issues involving people, places, and environments in the community, Maine, the United States, and world.
D.1. Geographic Knowledge, Concepts, Themes, and Patterns: Students understand the geography of the community, Maine, the United States, and various regions of the world and the geographic influences on life in the past, present, and future.
D.1.a. Explain that geography includes the study of physical, environmental, and cultural features of the State, nation, and various regions of the world to identify consequences of geographic influences and make predictions.
D.1.b. Use the geographic grid and a variety of types of maps to gather geographic information.
D.1.c. Identify the major regions of the Earth and their major physical features and political boundaries using a variety of geographic tools.
D.1.d. Describe the impact of change, including technological change, on the physical and cultural environment.
D.2. Individual, Cultural, International, and Global Connections in Geography: Students understand geographic aspects of unity and diversity in Maine, the United States, and various world cultures, including Maine Native Americans.
D.2.a. Explain geographic features that have impacted unity and diversity in Maine, the United States, and other nations.
D.2.b. Describe the dynamic relationship between geographic features and various cultures, including the cultures of Maine Native Americans, various historical and recent immigrant groups in the United States, and other cultures in the world.
ME.E. History: Students draw on concepts and processes from history to develop historical perspective and understand issues of continuity and change in the community, Maine, the United States, and world.
E.1. Historical Knowledge, Concepts, Themes, and Patterns: Students understand major eras, major enduring themes, and historic influences in the history of Maine, the United States, and various regions of the world.
E.1.a. Explain that history includes the study of past human experience based on available evidence from a variety of sources; and explain how history can help one better understand and make informed decisions about the present and future.
E.1.b. Identify and analyze major historical eras, major enduring themes, turning points, events, consequences, and people in the history of Maine, the United States and various regions of the world.
E.1.c. Trace and explain the history of democratic ideals and constitutional principles and their importance in the history of the United States and the world.
E.1.d. Analyze interpretations of historical events that are based on different perspectives and evidence.
E.2. Individual, Cultural, International, and Global Connections in History: Students understand historical aspects of unity and diversity in Maine, the United States, and various world cultures, including Maine Native Americans.
E.2.b. Identify and compare a variety of cultures through time, including comparisons of native and immigrant groups in the United States, and eastern and western societies in the world.
E.2.c. Describe major turning points and events in the history of Maine Native Americans, various historical and recent immigrant groups in Maine, the United States, and other cultures in the world.
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