Montana Standards 6th Grade Social Studies Activities
Printable Sixth Grade Social Studies Worksheets and Study Guides.
American Symbols & HolidaysIndependence Day Famous Americans Third Grade Social Studies Roles of the Citizens Third Grade Social Studies Likes and Dislikes Kindergarten Social Studies Likes and Dislikes Kindergarten Social Studies Likes and Dislikes Kindergarten Social Studies Needs and Wants First Grade Social Studies Types of GovernmentWorksheets: 4Study Guides: 1UrbanizationWorksheets: 3Study Guides: 1World War IWorksheets: 4Study Guides: 1World War IIWorksheets: 4Study Guides: 1
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 including texts by and about American Indians.
RH.6-8.9. Analyze the relationship between a primary and secondary source on the same topic, including sources by and about American Indians.
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.
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)
MT.1. Students access, synthesize, and evaluate information to communicate and apply social studies knowledge to real world situations.
1.1. Students will apply the steps of an inquiry process (i.e., identify question or problem, locate and evaluate potential resources, gather and synthesize information, create a new product, and evaluate product and process).
1.2. Students will assess the quality of information (e.g., primary or secondary sources, point of view and embedded values of the author).
MT.2. Students analyze how people create and change structures of power, authority, and governance to understand the operation of government and to demonstrate civic responsibility.
2.1. Students will describe the purpose of government and how the powers of government are acquired, maintained and used.
2.2. Students will identify and describe basic features of the political system in the United States and identify representative leaders from various levels (e.g., local, state, tribal, federal, branches of government).
2.3. Students will identify the significance of tribal sovereignty and Montana tribal governments' relationship to local, state and federal governments.
2.4. Students will analyze and explain governmental mechanisms used to meet the needs of citizens, manage conflict, and establish order and security.
2.5. Students will identify and explain the basic principles of democracy (e.g., Bill of Rights, individual rights, common good, equal opportunity, equal protection of the laws, majority rule).
2.6. Students will explain conditions, actions and motivations that contribute to conflict and cooperation within and among groups and nations (e.g., discrimination, peer interaction, trade agreements).
MT.3. Students apply geographic knowledge and skills (e.g., location, place, human/environment interactions, movement, and regions).
3.1. Students will analyze and use various representations of the Earth (e.g., physical, topographical, political maps; globes; geographic information systems; aerial photographs; satellite images) to gather and compare information about a place.
3.2. Students will locate on a map or globe physical features (e.g., continents, oceans, mountain ranges, landforms) natural features (e.g., flora, fauna) and human features (e.g., cities, states, national borders) and explain their relationships within the ecosystem.
3.5. Students will use appropriate geographic resources to interpret and generate information explaining the interaction of physical and human systems (e.g., estimate distance, calculate scale, identify dominant patterns of climate and land use, compute population density).
MT.4. Students demonstrate an understanding of the effects of time, continuity, and change on historical and future perspectives and relationships.
4.1. Students will interpret the past using a variety of sources (e.g., biographies, documents, diaries, eyewitnesses, interviews, internet, primary source material) and evaluate the credibility of sources used.
4.2. Students will describe how history can be organized and analyzed using various criteria to group people and events (e.g., chronology, geography, cause and effect, change, conflict, issues).
4.3. Students will use historical facts and concepts and apply methods of inquiry (e.g., primary documents, interviews, comparative accounts, research) to make informed decisions as responsible citizens.
4.4. Students will identify significant events and people and important democratic values (e.g., freedom, equality, privacy) in the major eras/civilizations of Montana, American Indian, United States, and world history.
4.5. Students will identify major scientific discoveries and technological innovations and describe their social and economic effects on society.
4.6. Students will explain how and why events (e.g., American Revolution, Battle of the Little Big Horn, immigration, Women's Suffrage) may be interpreted differently according to the points of view of participants, witnesses, reporters, and historians.
4.7. Students will summarize major issues affecting the history, culture, tribal sovereignty, and current status of the American Indian tribes in Montana and the United States.
MT.5. Students make informed decisions based on an understanding of the economic principles of production, distribution, exchange, and consumption.
5.1. Students will identify and explain basic economic concepts (e.g., supply, demand, production, exchange and consumption; labor, wages, and capital; inflation and deflation; and private goods and services).
5.3. Students will compare and contrast the difference between private and public goods and services.
5.4. Students will analyze how various personal and cultural points of view influence economic decisions (e.g., land ownership, taxation, unemployment).
MT.6. Students demonstrate an understanding of the impact of human interaction and cultural diversity on societies.
6.1. Students will compare and illustrate the ways various groups (e.g., cliques, clubs, ethnic communities, American Indian tribes) meet human needs and concerns (e.g., self esteem, friendship, heritage) and contribute to personal identity.
6.3. Students will identify and differentiate ways regional, ethnic and national cultures influence individual's daily lives and personal choices.
6.6. Students will identify and describe the stratification of individuals within social groups (e.g., status, social class, haves and have nots).
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