New Hampshire Standards 6th Grade Social Studies Activities
Printable Sixth Grade Social Studies Worksheets and Study Guides.
U.S. PresidentsU.S. Presidents Roles of the Citizens Third Grade Social Studies Famous Americans Third Grade Social Studies Famous Americans Third Grade Social Studies Roles of the Citizens Third Grade Social Studies Multiplication Fifth Grade Math Percents Fifth Grade Math Types of GovernmentWorksheets :4Study Guides :1UrbanizationWorksheets :3Study Guides :1World War IWorksheets :4Study Guides :1World War IIWorksheets :4Study Guides :1
NH.3. Civics and Governments: The goal of Civics is to educate students to understand the purpose, structure, and functions of government; the political process; the rule of law; and world affairs. Civics builds on a foundation of history, geography, and economics to teach students to become responsible, knowledgeable citizens, committed to participation in public affairs.
3.1. The Nature and Purpose of Government: Students will demonstrate an understanding of the nature of governments, and the fundamental ideals of government of the United States.
22.214.171.124. Apply the ideals and principles of the American system of government to historic and contemporary examples, e.g., individual rights and responsibilities, minority rights, or equality of opportunity and equal protection under the law.
126.96.36.199. Identify the core ideals and principles of American government by citing documents, e.g., the Declaration of Independence, the United States Constitution, or the Bill of Rights.
188.8.131.52. Differentiate among the major forms of limited and unlimited governments, e.g., monarchy, oligarchy, or democracy.
3.2. Structure and Function of United States and New Hampshire Government: Students will demonstrate an understanding of major provisions of the United States and New Hampshire Constitutions, and the organization and operation of government at all levels including the legislative, executive, and judicial branches.
184.108.40.206. Illustrate ways in which government in the United States is founded on the conviction that Americans are united by the principles they share, e.g., life, liberty, and property.
220.127.116.11. Identify and illustrate the heritage that early settlers brought to the development and establishment of American democracy, e.g., political, legal, philosophical, or religious traditions.
3.3. The World and the United States' Place In It: Students will demonstrate an understanding of the relationship of the United States to other countries, and the role of the United States in world affairs.
18.104.22.168. Identify other countries in the world and their different forms of government, e.g., monarchy, oligarchy, or democracy.
22.214.171.124. Describe ways in which countries interact with each other culturally, economically, diplomatically, or militarily.
126.96.36.199. Discuss the reasons for conflicts between and among countries and peoples, e.g., natural resources or religion.
3.4. Rights and Responsibilities: Students will demonstrate an understanding of the rights and responsibilities of citizenship, and the ability to apply their knowledge of local, state, and national government through the political process and citizen involvement.
188.8.131.52. Evaluate those characteristics that promote good citizenship, e.g., individual responsibility or respect for the rights and decisions of others.
NH.4. Economics: Economics is the study of the allocation and utilization of limited resources to meet society's unlimited needs and wants, including how goods and services are produced and distributed. Through economics, students examine the relationship between costs and benefits. They develop an understanding of basic economic concepts; economics in history; how economics affects and is affected by the individual; cycles in the economy; financial institutions and government; and international economics and trade. The goal of economic education is to prepare students to make effective decisions as consumers, producers, savers, investors, and as citizens.
4.2. Basic Economic Concepts: Students will learn about the pillars of a free market economy and the market mechanism.
184.108.40.206. Identify the factors of production, e.g., entrepreneurship, human resources, capital resources, and natural resources.
220.127.116.11. Recognize that shortage and surplus affect the price and availability of goods and services, e.g., swimsuits in bad weather, seasonal sales, or fads.
4.3. Cycles in the Economy: Students will be able to explain the business cycle and trends in economic activity over time.
18.104.22.168. Describe gross domestic product and its components, e.g., the difference between imports and exports.
NH.5. Geography: The real crux of geography is understanding our physical Earth and human-environment interaction: knowing why people settle in an area, how they make their living and the resources they use, why they dress or speak the way they do, and what they do for entertainment. A geographically informed person can draw connections between locations of the Earth, recognize complex regional patterns, and appreciate the influence of place on human development.
5.1. The World in Spatial Terms: Students will demonstrate the ability to use maps, mental maps, globes, and other graphic tools and technologies to acquire, process, report, and analyze geographic information.
22.214.171.124. Translate mental maps into appropriate graphics to display geographic information and answer geographic questions, e.g., countries through which a person would travel between Cairo and Nairobi.
126.96.36.199. Apply the spatial concepts of location, distance, direction, scale, movement, and region, e.g., the relative and absolute location of the student's community, or the diffusion of the English language to the United States.
188.8.131.52. Utilize maps, globes, graphs, charts, models, and databases to analyze spatial distributions and patterns, e.g., climate zones, natural resources, or population density.
5.2. Places and Regions: Students will demonstrate an understanding of the physical and human geographic features that define places and regions as well as how culture and experience influence people's perceptions of places and regions.
184.108.40.206. Describe the ways in which regions change, e.g., the degradation of the Aral Sea or the westward expansion of the United States.
220.127.116.11. Describe how places and regions preserve culture, e.g., songs or traditions.
5.4. Human Systems: Students will demonstrate an understanding of human migration; the complexity of cultural mosaics; economic interdependence; human settlement patterns; and the forces of cooperation and conflict among peoples.
18.104.22.168. Know the types and historical patterns of human migration, e.g., ethnic cleansing, overcoming physical barriers, or famine.
5.5. Environment and Society: Students will demonstrate an understanding of the connections and consequences of the interactions between Earth's physical and human systems.
22.214.171.124. Understand the consequences of human modification of the physical environment, e.g., coastal development or forest management.
126.96.36.199. Examine the role of technology in the human modification of the physical environment, e.g., work animals or electrical production.
188.8.131.52. Assess why people have different viewpoints regarding resource use, e.g., water rationing or recycling.
NH.6. New Hampshire and United States History: The study of New Hampshire and United States History is important in helping citizens understand and appreciate the legacy of our republic, and to develop the empathy and analytical skills needed to participate intelligently and responsibly in our ongoing democratic experiment. Historical study exposes students to the enduring themes and issues of our past and emboldens them to courageously and compassionately meet the contemporary challenges they will face as individuals in a state, a country and an interdependent world. Ultimately, the study of history will help students plan and implement responsible actions that support and enhance our collective values.
6.1. Political Foundations and Development: Students will demonstrate an understanding of the major ideas, issues and events pertaining to the history of governance in our state and nation.
184.108.40.206. Explain how and why people have developed forms of self-government, e.g., the Mayflower Compact or the Iroquois League.
6.3. World Views and Value systems and their Intellectual and Artistic Expressions: Students will demonstrate an understanding of conceptions of reality, ideals, guidelines of behavior and forms of expression.
220.127.116.11. Examine how the art, music and literature of our nation has been enhanced by groups, e.g., immigrants or abolitionists.
6.4. Economic Systems & Technology: Students will demonstrate an understanding of the changing forms of production, distribution and consumption of goods and services over time.
18.104.22.168. Demonstrate an understanding of major developments and changes in American economic productivity, e.g., piece work, interchangeable parts, or the assembly line.
22.214.171.124. Evaluate the importance of technological inventions and inventors and their impact on American life, e.g., household appliances or communication technologies.
126.96.36.199. Demonstrate an understanding of how westward movement led to personal opportunities and a more diverse economy as seen in events, e.g., the Louisiana Purchase or the Homestead Act (1862).
6.5. Social/Cultural: Students will demonstrate an understanding of the interaction of various social groups, including their values, beliefs and practices, over time.
188.8.131.52. Explain the impact ethnic and religious groups have had on the development of the United States, e.g., the Irish or the Mormons.
184.108.40.206. Describe the impact of major national and state events on everyday life, e.g., the Industrial Revolution or the World War II home front.
220.127.116.11. Examine changes in the roles and lives of women and their impact on society, e.g., the family or the workplace.
18.104.22.168. Describe similarities and differences in the immigrant experience for various ethnic groups, e.g., the English or Chinese.
NH.7. World History and Contemporary Issues: The study of World History and Contemporary Issues is important in helping citizens understand and appreciate the contemporary challenges they will face as individuals in an interdependent, increasingly connected world. Knowledge of past achievements and failures of different peoples and nations provides citizens of the 21st century with a broader context within which to address the many issues facing our nation and the world. World History fosters an appreciation of the roots of our nation's values and the values and perspectives of other peoples. It illustrates how humans have expressed themselves in different surroundings and at different times, revealing the many commonalties and differences shared by the world's peoples past and present.
7.1. Political Foundations and Developments: Students will demonstrate an understanding of major events, ideas and issues pertaining to the history of governance.
22.214.171.124. Describe different types of political systems created by people, e.g., the tribe, the empire or the nation-state.
7.2. Contacts, Exchanges & International Relations: Students will demonstrate their understanding of the interactions of peoples and governments over time.
126.96.36.199. Describe the impact of land and water routes on trade, e.g., the Silk Roads, the Atlantic Triangular Trade, or the Suez Canal.
188.8.131.52. Explore the spread and impact of ideas and technology, e.g., the concept of zero, gunpowder or the transistor.
184.108.40.206. Examine how military encounters have led to cultural exchange, e.g., Alexander of Macedonia, conquistadors in the New World, or 20th century Japanese imperialism in Asia
7.3. World Views and Value systems and their Intellectual and Artistic Expressions: Students will demonstrate their understanding of conceptions of reality, ideals, guidelines of behavior and their forms of expression.
220.127.116.11. Explore the development of education and its impact on societies, e.g., medicine in ancient Egypt or ancient Greece.
7.4. Economic Systems & Technology: Students will demonstrate their understanding of the changing forms of production, distribution and consumption of goods and services over time.
18.104.22.168. Analyze the impact of the agricultural revolution on humans using examples, e.g., the role of women, specialization of labor, or population density.
22.214.171.124. Understand the tension over land use between settled farmers and nomadic herders using examples, e.g., ancient Mesopotamia, Asian steppe lands, or 20th Century Africa.
126.96.36.199. Analyze the impact of inventions and new technologies on the agricultural system using examples, e.g., the invention of the hoe, irrigation, or genetic engineering of crops.
188.8.131.52. Trace improvements in communication, e.g., the Sumerian development of writing, Chinese printing, or the creation of the Internet.
NH.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.
NH.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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