New Jersey Standards 6th Grade Social Studies Activities
Printable Sixth Grade Social Studies Worksheets and Study Guides.
Roles of the Citizens Third Grade Social Studies Famous Americans Third Grade Social Studies Likes and Dislikes Kindergarten Social Studies Past or Present First Grade Social Studies Living Things First Grade Social Studies Likes and Dislikes Kindergarten Social Studies All About Me Kindergarten Social Studies Types of GovernmentWorksheets: 4Study Guides: 1UrbanizationWorksheets: 3Study Guides: 1World War IWorksheets: 4Study Guides: 1World War IIWorksheets: 4Study Guides: 1
NJ.6.1.8. U.S. History: America in the World. All students will acquire the knowledge and skills to think analytically about how past and present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global communities.
Era: Civil War and Reconstruction (1850-1877)
6.1.8.A.5. Civics, Government, and Human Rights
Civil War and Reconstruction6.1.8.A.5.a. Explain how and why the Emancipation Proclamation and the Gettysburg Address continue to impact American life.6.1.8.A.5.b. Compare and contrast the approaches of Congress and Presidents Lincoln and Johnson toward the reconstruction of the South.
6.1.8.B.5. Geography, People, and the Environment
Civil War and Reconstruction6.1.8.B.5.a. Determine the role of geography, natural resources, demographics, transportation, and technology in the progress and outcome of the Civil War.
6.1.8.C.5. Economics, Innovation, and Technology
Civil War and Reconstruction6.1.8.C.5.a. Assess the human and material costs of the Civil War in the North and South.6.1.8.C.5.b. Analyze the economic impact of Reconstruction on the South from different perspectives.
6.1.8.D.5. History, Culture, and Perspectives
Civil War and Reconstruction6.1.8.D.5.a. Prioritize the causes and events that led to the Civil War from different perspectives.6.1.8.D.5.b. Analyze critical events and battles of the Civil War and determine how they contributed to the final outcome of the war.6.1.8.D.5.c. Examine the roles of women, African Americans, and Native Americans in the Civil War.6.1.8.D.5.d. Analyze the effectiveness of the 13th, 14th, and 15th Amendments to the United States Constitution from multiple perspectives.
Era: Colonization and Settlement (1585-1763)
6.1.8.A.2. Civics, Government, and Human Rights
Colonization and Settlement6.1.8.A.2.a. Determine the roles of religious freedom and participatory government in various North American colonies.6.1.8.A.2.b. Explain how and why early government structures developed, and determine the impact of these early structures on the evolution of American politics and institutions.6.1.8.A.2.c. Explain how race, gender, and status affected social, economic, and political opportunities during Colonial times.
6.1.8.B.2. Geography, People, and the Environment
Colonization and Settlement6.1.8.B.2.a. Determine factors that impacted emigration, settlement patterns, and regional identities of the colonies.6.1.8.B.2.b. Compare and contrast how the search for natural resources resulted in conflict and cooperation among European colonists and Native American groups in the New World.
6.1.8.C.2. Economics, Innovation, and Technology
Colonization and Settlement6.1.8.C.2.a. Relate slavery and indentured servitude to Colonial labor systems.6.1.8.C.2.b. Explain the system of mercantilism and its impact on the economies of the colonies and European countries.6.1.8.C.2.c. Analyze the impact of triangular trade on multiple nations and groups.
6.1.8.D.2. History, Culture, and Perspectives
Colonization and Settlement6.1.8.D.2.a. Analyze the power struggle among European countries, and determine its impact on people living in Europe and the Americas.6.1.8.D.2.b. Compare and contrast the voluntary and involuntary migratory experiences of different groups of people, and explain why their experiences differed.
Era: Expansion and Reform (1801-1861)
6.1.8.A.4. Civics, Government, and Human Rights
Expansion and Reform6.1.8.A.4.a. Explain the changes in America's relationships with other nations by analyzing policies, treaties, tariffs, and agreements.6.1.8.A.4.b. Analyze how the concept of Manifest Destiny influenced the acquisition of land through annexation, diplomacy, and war.6.1.8.A.4.c. Assess the extent to which voting rights were expanded during the Jacksonian period.
6.1.8.B.4. Geography, People, and the Environment
Expansion and Reform6.1.8.B.4.a. Assess the impact of the Louisiana Purchase and western exploration on the expansion and economic development of the United States.6.1.8.B.4.b. Map territorial expansion and settlement, as well as the locations of conflicts with and removal of Native Americans.
6.1.8.C.4. Economics, Innovation, and Technology
Expansion and Reform6.1.8.C.4.b. Explain how major technological developments revolutionized land and water transportation, as well as the economy, in New Jersey and nation.6.1.8.C.4.c. Analyze how technological innovations affected the status and social class of different groups of people, and explain the outcomes that resulted.
6.1.8.D.4. History, Culture, and Perspectives
Expansion and Reform6.1.8.D.4.b. Explore efforts to reform education, women's rights, slavery, and other issues during the Antebellum period.6.1.8.D.4.c. Explain the growing resistance to slavery and New Jersey's role in the Underground Railroad.
Era: Revolution and the New Nation (1754-1820s)
6.1.8.A.3. Civics, Government, and Human Rights
Revolution and the New Nation6.1.8.A.3.a. Examine the ideals found in the Declaration of Independence, and assess the extent to which they were fulfilled for women, African Americans, and Native Americans during this time period.6.1.8.A.3.b. Evaluate the effectiveness of the fundamental principles of the Constitution (i.e., consent of the governed, rule of law, federalism, limited government, separation of powers, checks and balances, and individual rights) in establishing a federal government that allows for growth and change over time.6.1.8.A.3.c. Determine the role that compromise played in the creation and adoption of the Constitution and Bill of Rights.6.1.8.A.3.d. Compare and contrast the Articles of Confederation and the UNITED STATES Constitution in terms of the decision-making powers of national government.6.1.8.A.3.e. Determine why the Alien and Sedition Acts were enacted and whether they undermined civil liberties.6.1.8.A.3.f. Explain how political parties were formed and continue to be shaped by differing perspectives regarding the role and power of federal government.6.1.8.A.3.g. Evaluate the impact of the Constitution and Bill of Rights on current day issues.
6.1.8.B.3. Geography, People, and the Environment
Revolution and the New Nation6.1.8.B.3.a. Assess how conflicts and alliances among European countries and Native American groups impacted the expansion of the American colonies.6.1.8.B.3.b. Determine the extent to which the geography of the United States influenced the debate on representation in Congress and federalism by examining the New Jersey and Virginia plans.6.1.8.B.3.c. Use maps and other geographic tools to evaluate the impact of geography on the execution and outcome of the American Revolutionary War.
6.1.8.C.3. Economics, Innovation, and Technology
Revolution and the New Nation6.1.8.C.3.a. Explain how taxes and government regulation can affect economic opportunities, and assess the impact of these on relations between Britain and its North American colonies.6.1.8.C.3.b. Summarize the effect of inflation and debt on the American people and the response of state and national governments during this time.6.1.8.C.3.c. Evaluate the impact of the cotton gin and other innovations on the institution of slavery and on the economic and political development of the country.
6.1.8.D.3. History, Culture, and Perspectives
Revolution and the New Nation6.1.8.D.3.a. Explain how the consequences of the Seven Years War, changes in British policies toward American colonies, and responses by various groups and individuals in the North American colonies led to the American Revolution.6.1.8.D.3.b. Explain why the Declaration of Independence was written and how its key principles evolved to become unifying ideas of American democracy.6.1.8.D.3.c. Analyze the impact of George Washington as general of the American revolutionary forces and as the first president of the United States.6.1.8.D.3.d. Analyze how prominent individuals and other nations contributed to the causes, execution, and outcomes of the American Revolution.6.1.8.D.3.e. Examine the roles and perspectives of various socioeconomic groups (e.g., rural farmers, urban craftsmen, northern merchants, and southern planters), African Americans, Native Americans, and women during the American Revolution, and determine how these groups were impacted by the war.6.1.8.D.3.f. Analyze from multiple perspectives how the terms of the Treaty of Paris affected United States relations with Native Americans and with European powers that had territories in North America.6.1.8.D.3.g. Evaluate the extent to which the leadership and decisions of early administrations of the national government met the goals established in the Preamble of the Constitution.
Era: Three Worlds Meet (Beginnings to 1620)
6.1.8.A.1. Civics, Government, and Human Rights
Three Worlds Meet6.1.8.A.1.a. Compare and contrast forms of governance, belief systems, and family structures among African, European, and Native American groups.
6.1.8.B.1. Geography, People, and the Environment
Three Worlds Meet6.1.8.B.1.a. Describe migration and settlement patterns of Native American groups, and explain how these patterns affected interactions in different regions of the Western Hemisphere.6.1.8.B.1.b. Analyze the world in spatial terms, using historical maps to determine what led to the exploration of new water and land routes.
6.1.8.C.1. Economics, Innovation, and Technology
Three Worlds Meet6.1.8.C.1.a. Evaluate the impact of science, religion, and technology innovations on European exploration.6.1.8.C.1.b. Explain why individuals and societies trade, how trade functions, and the role of trade during this period.
6.1.8.D.1. History, Culture, and Perspectives
Three Worlds Meet6.1.8.D.1.a. Compare and contrast gender roles, religion, values, cultural practices, and political systems of Native American groups.6.1.8.D.1.b. Explain how interactions among African, European, and Native American groups began a cultural transformation.
NJ.6.2.8. World History: Global Studies: All students will acquire the knowledge and skills to think analytically and systematically about how past interactions of people, cultures, and the environment affect issues across time and cultures. Such knowledge and skills enable students to make informed decisions as socially and ethically responsible world citizens in the 21st century.
Era: Early Civilizations and the Emergence of Pastoral Peoples (4000-1000 BCE)
6.2.8.A.2. Civics, Government, and Human Rights
Early Civilizations and the Emergence of Pastoral Peoples: Ancient River Valley Civilizations6.2.8.A.2.a. Explain why different ancient river valley civilizations developed similar forms of government.
6.2.8.B.2. Geography, People, and the Environment
Early Civilizations and the Emergence of Pastoral Peoples: Ancient River Valley Civilizations6.2.8.B.2.a. Determine the extent to which geography influenced settlement, the development of trade networks, technological innovations, and the sustainability of ancient river valley civilizations.6.2.8.B.2.b. Compare and contrast physical and political maps of ancient river valley civilizations and their modern counterparts (i.e., Mesopotamia and Iraq; Ancient Egypt and Modern Egypt; Indus River Valley and Modern Pakistan/India; Ancient China and Modern China), and determine the geopolitical impact of these civilizations, then and now.
6.2.8.C.2. Economics, Innovation, and Technology
Early Civilizations and the Emergence of Pastoral Peoples: Ancient River Valley Civilizations6.2.8.C.2.a. Explain how technological advancements led to greater economic specialization, improved weaponry, trade, and the development of a class system in ancient river valley civilizations.
6.2.8.D.2. History, Culture, and Perspectives
Early Civilizations and the Emergence of Pastoral Peoples: Ancient River Valley Civilizations6.2.8.D.2.a. Analyze the impact of religion on daily life, government, and culture in various ancient river valley civilizations.6.2.8.D.2.b. Explain how the development of written language transformed all aspects of life in ancient river valley civilizations.6.2.8.D.2.c. Analyze the factors that led to the rise and fall of various ancient river valley civilizations and determine whether there was a common pattern of growth and decline.6.2.8.D.2.d. Justify which of the major achievements of the ancient river valley civilizations represent the most enduring legacies.
Era: Expanding Exchanges and Encounters (500 CE-1450 CE)
6.2.8.A.4. Civics, Government, and Human Rights
Expanding Exchanges and Encounters6.2.8.A.4.a. Analyze the role of religion and other means rulers used to unify and centrally govern expanding territories with diverse populations.6.2.8.A.4.b. Compare and contrast the Japanese and European systems of feudalism and the effectiveness of each in promoting social, economic, and political order.6.2.8.A.4.c. Determine the influence of medieval English legal and constitutional practices (i.e., the Magna Carta, parliament, and the development of habeas corpus and an independent judiciary) on modern democratic thought and institutions.
6.2.8.B.4. Geography, People, and the Environment
Expanding Exchanges and Encounters6.2.8.B.4.a. Explain how geography influenced the development of the political, economic, and cultural centers of each empire and well as the empires' relationships with other parts of the world.6.2.8.B.4.e. Analyze the motivations for civilizations to modify the environment, determine the positive and negative consequences of environmental changes made during this time period, and relate these changes to current environmental challenges.6.2.8.B.4.g. Explain why the strategic location and economic importance of Constantinople and the Mediterranean Sea were a source of conflict between civilizations.6.2.8.B.4.h. Explain how the locations, land forms, and climates of Mexico, Central America, and South America affected the development of Mayan, Aztec, and Incan societies, cultures, and economies.
6.2.8.C.4. Economics, Innovation, and Technology
Expanding Exchanges and Encounters6.2.8.C.4.a. Explain the interrelationships among improved agricultural production, population growth, urbanization, and commercialization.6.2.8.C.4.b. Analyze how trade, technology, the availability of natural resources, and contact with other civilizations affected the development of empires in Eurasia and the Americas.6.2.8.C.4.c. Explain how the development of new business practices and banking systems impacted global trade and the development of a merchant class.6.2.8.C.4.e. Determine the extent to which interaction between the Islamic world and medieval Europe increased trade, enhanced technology innovation, and impacted scientific thought and the arts.
6.2.8.D.4. History, Culture, and Perspectives
Expanding Exchanges and Encounters6.2.8.D.4.b. Analyze how religion both unified and divided people.6.2.8.D.4.c. Analyze the role of religion and economics in shaping each empire's social hierarchy, and evaluate the impact these hierarchical structures had on the lives of various groups of people.6.2.8.D.4.d. Analyze the causes and outcomes of the Crusades from different perspectives, including the perspectives of European political and religious leaders, the crusaders, Jews, Muslims, and traders.6.2.8.D.4.f. Determine which events led to the rise and eventual decline of European feudalism.6.2.8.D.4.h. Determine the extent to which the Byzantine Empire influenced the Islamic world and western Europe.6.2.8.D.4.j. Compare the major technological innovations and cultural contributions of the civilizations of this period and justify which represent enduring legacies.
Era: The Beginnings of Human Society
6.2.8.D.1. History, Culture, and Perspectives
The Beginnings of Human Society: Paleolithic and Neolithic Ages6.2.8.D.1.b. Relate the development of language and forms of writing to the expression of ideas, creation of cultural identity, and development of more complex social structures.6.2.8.D.1.c. Explain how archaeological discoveries are used to develop and enhance understanding of life prior to written records.
Era: The Classical Civilizations of the Mediterranean World, India, and China (1000 BCE-600 CE)
6.2.8.A.3. Civics, Government, and Human Rights
The Classical Civilizations of the Mediterranean World, India, and China6.2.8.A.3.a. Compare and contrast the methods (i.e., autocratic rule, philosophies, and bureaucratic structures; communication and transportation systems) used by the rulers of Rome, China, and India to control and unify their expanding empires.6.2.8.A.3.b. Compare and contrast the rights and responsibilities of free men, women, slaves, and foreigners in the political, economic, and social structures of classical civilizations.6.2.8.A.3.c. Determine the foundational concepts and principles of Athenian democracy and the Roman Republic that later influenced the development of the United States Constitution.6.2.8.A.3.d. Compare and contrast the roles and responsibilities of citizens in Athens and Sparta to those of United States citizens today, and evaluate how citizens perceived the principles of liberty and equality then and now.6.2.8.A.3.e. Compare and contrast the American legal system and the legal systems of classical civilizations, and determine the extent to which the early systems influenced the current legal system.
6.2.8.B.3. Geography, People, and the Environment
The Classical Civilizations of the Mediterranean World, India, and China6.2.8.B.3.a. Determine how geography and the availability of natural resources influenced the development of the political, economic, and cultural systems of each of the classical civilizations and provided motivation for expansion.6.2.8.B.3.b. Explain how geography and the availability of natural resources led to both the development of Greek city-states and to their demise.
6.2.8.C.3. Economics, Innovation, and Technology
The Classical Civilizations of the Mediterranean World, India, and China6.2.8.C.3.a. Analyze the impact of expanding land and sea trade routes through the Mediterranean Basin, India, and China.6.2.8.C.3.b. Explain how the development of a uniform system of exchange facilitated trade in classical civilizations.6.2.8.C.3.c. Explain how classical civilizations used technology and innovation to enhance agricultural/manufacturing output and commerce, to expand military capabilities, to improve life in urban areas, and to allow for greater division of labor.
6.2.8.D.3. History, Culture, and Perspectives
The Classical Civilizations of the Mediterranean World, India, and China6.2.8.D.3.a. Compare and contrast social hierarchies in classical civilizations as they relate to power, wealth, and equality.6.2.8.D.3.c. Determine common factors that contributed to the decline and fall of the Roman Empire, Gupta India, and Han China.6.2.8.D.3.d. Compare the golden ages of Greece, Rome, India, and China, and justify major achievements that represent world legacies.6.2.8.D.3.f. Determine the extent to which religions, mythologies, and other belief systems shaped the values of classical societies.
NJ.6.3.8. Active Citizenship in the 21st Century. All students will acquire the skills needed to be active, informed citizens who value diversity and promote cultural understanding by working collaboratively to address the challenges that are inherent in living in an interconnected world.
6.3.8.B. Geography, People, and the Environment
Active citizens in the 21st century:
6.3.8.B.1. Evaluate alternative land use proposals and make recommendations to the appropriate governmental agency regarding the best course of action.
NJ.CC.6-8.RH. Reading Standards for Literacy in History/Social Studies
Craft and Structure
6-8.RH.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.
6-8.RH.5. Describe how a text presents information (e.g., sequentially, comparatively, causally).
Integration of Knowledge and Ideas
6-8.RH.7. Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
6-8.RH.8. Distinguish among fact, opinion, and reasoned judgment in a text.
6-8.RH.9. Analyze the relationship between a primary and secondary source on the same topic.
Key Ideas and Details
6-8.RH.1. Cite specific textual evidence to support analysis of primary and secondary sources.
6-8.RH.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.
6-8.RH.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
6-8.RH.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.
NJ.CC.6-8.WHST. Writing Standards for Literacy in History/Social Studies
Production and Distribution of Writing
6-8.WHST.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
6-8.WHST.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
6-8.WHST.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
6-8.WHST.1. Write arguments focused on discipline-specific content.
6-8.WHST.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.
6-8.WHST.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.
6-8.WHST.1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.
6-8.WHST.1.d. Establish and maintain a formal style.
6-8.WHST.1.e. Provide a concluding statement or section that follows from and supports the argument presented.
6-8.WHST.2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
6-8.WHST.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.
6-8.WHST.2.b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
6-8.WHST.2.c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
6-8.WHST.2.d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
6-8.WHST.2.e. Establish and maintain a formal style and objective tone.
6-8.WHST.2.f. Provide a concluding statement or section that follows from and supports the information or explanation presented.
6-8.WHST.3. (See note; not applicable as a separate requirement)
6-8.WHST.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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