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Tennessee Standards for Sixth Grade Social Studies

TN.6.1. Culture: Culture encompasses similarities and differences among people including their beliefs, knowledge, changes, values, and traditions. Students will explore these elements of society to develop an appreciation and respect for the variety of human cultures.

6.1.01. Understand the nature and complexity of culture.

6.1.01.a. Define the basic components of culture.
6.1.01.b. Identify how communities reflect the cultural background of their inhabitants.
6.1.01.c. Compare how cultures differ in their use of similar environments and resources.
6.1.01.d. Analyze how human migration and cultural activities influence the character of a place.

6.1.02. Recognize the role of major religions.

6.1.02.a. Define religion.
6.1.02.b. Describe the beliefs of the world major religions.
6.1.02.c. Identify the founders of the world's major religions.

6.1.03. Appreciate the relationship between physical environments and culture.

6.1.03.a. Identify characteristics of a physical environment that contribute to the growth and development of a culture.
6.1.03.b. Evaluate the effect of technology on a culture.
6.1.03.c. Explain why individuals and groups respond differently to their physical and social environments.

6.1.04. Recognize how cultural and individual's perceptions affect places and regions.

6.1.04.b. Describe instances in which language, art, music, belief systems, and other cultural elements can facilitate understanding or cause misunderstanding.

6.1.05. Understand the role that diverse cultures and historical experiences had on the development of the world.

6.1.05.a. Explain and give examples of how language, literature, the arts, architecture, other artifacts, traditions, beliefs, values, and behaviors contribute to the development and transmission of culture.
6.1.05.b. Define cultural diffusion.
6.1.05.c. Compare different ways in which cultural diffusion takes place.

6.1.06. Understand the influence of science and technology on the development of culture through time.

6.1.06.a. Construct a time line of technological innovations and rate the importance of technological advancements.
6.1.06.b. Show through specific examples how science and technology have changed people's perceptions of the social and natural world.
6.1.06.c. Describe examples in which values, beliefs, and attitudes have been influenced by technological knowledge.

6.1.spi. Performance Indicators State:

6.1.spi.1. Recognize the basic components of culture (i.e., language, common values, traditions, government, art, literature, lifestyles).
6.1.spi.2. Identify the job characteristics of archaeologists, anthropologists, geologists, and historians.
6.1.spi.3. Recognize the world's major religions and their founders (i.e., Judaism, Christianity, Islam, Buddhism, Hinduism, Moses, Jesus, and Mohammed).
6.1.spi.5. Identify differences between various cultural groups (i.e., European, Eurasian, Indian, Southeast Asian, Middle Eastern, African, Native American).
6.1.spi.6. Recognize reasons that cultural groups develop or settle in specific physical environments.
6.1.spi.7. Identify how early writing forms in Mesopotamia, Egypt, and the Indus Valley influenced life (i.e., legal, religious, and culture).
6.1.spi.8. Recognize how migration and cultural diffusion influenced the character of world societies (i.e., spread of religions, empire building, exploration, languages).

TN.6.2. Economics: Globalization of the economy, the explosion of population growth, technological changes and international competition compel students to understand, both personally and globally, production, distribution, and consumption of goods and services. Students will examine and analyze economic concepts such as basic needs versus wants, using versus saving money, and policy making versus decision making.

6.2.01. Understand fundamental economic concepts and their application to a variety of economic systems.

6.2.01.a. Explain the relationship of supply and demand in early World History.
6.2.01.c. Investigate the impact of trade on the economies of early civilizations.

6.2.02. Discuss economic connections, conflicts, and interdependence.

6.2.02.a. Define various types of economies and their methods of production and consumption.
6.2.02.b. Apply economic concepts to evaluate historic developments.
6.2.02.c. Explain the economic impact of improved communication and transportation.
6.2.02.d. Appraise the relationship among scarcity of resources, economic development, and international conflict.

6.2.03. Understand the potential costs and benefits of individual economic choices.

6.2.03.a. Differentiate between needs and wants.
6.2.03.b. Analyze how supply and demand, and change in technologies impact the cost for goods and services.

6.2.spi. Performance Indicators State:

6.2.spi.2. Identify major trade routes (i.e., silk roads, Persian trade routes, African trade routes, Mediterranean trade routes, ocean routes).
6.2.spi.4. Recognize the importance of economic systems in the development of early civilizations around rivers (i.e., Tigris and Euphrates, Huang He, Nile, Indus).
6.2.spi.5. Recognize the importance of trade in later civilizations (i.e., Mediterranean, Southeast Asia, India, European).

TN.6.3. Geography: Geography enables the students to see, understand and appreciate the web of relationships among people, places, and environments. Students will use the knowledge, skills, and understanding of concepts within the six essential elements of geography: world in spatial terms, places and regions, physical systems, human systems, environment and society, and the uses of geography.

6.3.01. Understand the characteristics and uses of maps.

6.3.01.a. Use the basic elements of maps and mapping.
6.3.01.b. Identify the locations of certain physical and human features and events on maps and globes.

6.3.02. Know the location of places and geographic features, both physical and human.

6.3.02.a. Identify the location of earth's major landforms such as continents, islands, and mountain ranges, and major bodies of water such as the oceans, seas, rivers, and gulfs.
6.3.02.b. Describe the location of major physical characteristics such as landforms, climate, soils, water, features, vegetation, resources, and animal life, and human characteristics such as language groups, religions, political systems, economic systems, and population centers in the world.
6.3.02.c. Explain how and why the location of geographic features both physical and human in the world change over time and space.

6.3.03. Understand the characteristics and uses of spatial organization of Earth's surface.

6.3.03.a. Identify concepts that define and describe spatial organization such as location, distance, direction, scale, movement and region.
6.3.03.b. Explain how changing technology such as transportation and communication technology affect spatial relationships.

6.3.04. Understand the physical and human characteristics of place.

6.3.04.a. Describe how physical and human processes shape the characteristics of a place.
6.3.04.b. Explain how technology shapes the physical and human characteristics of places.
6.3.04.c. Explain why places have specific physical and human characteristics in different parts of the world.

6.3.spi. Performance Indicators State:

6.3.spi.1. Identify the basic components of a world map (i.e., compass rose, map key, scale, latitude and longitude lines, continents, oceans).
6.3.spi.2. Identify basic geographic forms (i.e., rivers, lakes, bays, oceans, mountains, plateaus, deserts, plains, coastal plains).
6.3.spi.3. Identify the location of early civilizations on a map (i.e. Mesopotamian, Egyptian, Ancient Chinese, Indian.).
6.3.spi.4. Identify geographic reasons for the location of population centers prior to 1500 (i.e. coastal plains, deserts, mountains, river valleys).
6.3.spi.5. Use a variety of maps to understand geographic and historical information (i.e., political maps, resource maps, product maps, physical maps, climate maps, vegetation maps).
6.3.spi.6. Interpret a graph that illustrates a major trend in world history (i.e. population growth, economic development, governance land areas, growth of religions).

TN.6.4. Governance and Civics: Governance establishes structures of power and authority in order to provide order and stability. Civic efficacy requires understanding rights and responsibilities, ethical behavior, and the role of citizens within their community, nation, and world.

6.4.01. Explain the development of a people's need to belong and organize into a system of governance.

6.4.01.a. Identify informal and formal forms of governance.
6.4.01.d. Originate models of lower to higher forms of social and political orders.

6.4.02. Describe the purposes and structure of governments.

6.4.02.a. Identify written laws handed down from ancient civilizations.
6.4.02.b. Explore the development of citizenship and government in ancient civilizations.
6.4.02.c. Explain and apply concepts such as power, role, status, justice and influence to the examination of persistent issues and social problems.
6.4.02.d. Recognize the relationship between a place's physical, political, and cultural characteristics and the type of government that emerges in that place.

6.4.03. Identify how cooperation and conflict among people influence the division and control resources, rights, and privileges.

6.4.03.a. Identify natural resources that are necessary to the survival of a civilization.
6.4.03.b. Differentiate between rights and privileges of the individual.
6.4.03.c. Consider how cooperation and conflict affects the dissemination of resources, rights and privileges.

6.4.spi. Performance Indicators State:

6.4.spi.1. Recognize types of government (i.e. formal/informal, monarchy, direct/indirect democracy, republics, theocracy).
6.4.spi.2. Recognize the steps that give rise to complex governmental organizations (i.e., nomadic, farming, village, city, city-states, states).
6.4.spi.3. Identify the development of written laws (i.e., Hammurabi's Code, Justinian Code, Magna Carta).
6.4.spi.4. Recognize the roles assigned to individuals in various societies (i.e., caste systems, feudal systems, city-state systems, class systems).
6.4.spi.5. Compare and contrast the lives of individual citizens in various governmental organizations (i.e. monarchial systems, feudal systems, caste systems, democratic systems-Greek).

TN.6.5. History: History involves people, events, and issues. Students will evaluate evidence to develop comparative and causal analyses, and to interpret primary sources. They will construct sound historical arguments and perspectives on which informed decisions in contemporary life can be based.

6.5.01. World History Standards Era 1: The Beginnings of Human Society: Recognize the importance of fire, weapons, and tools to early cultures and agriculture.

6.5.01.d. Recognize the immediate and long term impacts and influences of early agricultural communities such as Southwest Asia and the African Nile Valley.

6.5.02. World History Standards Era 1: The Beginnings of Human Society: Understand the place of historical events in the context of past, present and future.

6.5.02.c. Explain how different early human communities expressed their beliefs.

6.5.03. World History Standards Era 1: The Beginnings of Human Society: Identify how to use historical information acquired from a variety of sources.

6.5.03.a. Explain how geologists, archaeologists, and anthropologists study early human development.

6.5.04. World History Standards Era 2: Early Civilizations and the Emergence of Pastoral Peoples (4000-1000 BCE): Recognize the importance of agriculture, evolution of writing, education, law, and trade in the development of early civilizations.

6.5.04.a. Describe the characteristics of writing in Mesopotamia, Egypt, and the Indus valley and how their written records shaped political, legal, religious, and cultural life.

6.5.05. World History Standards Era 2: Early Civilizations and the Emergence of Pastoral Peoples (4000-1000 BCE): Understand the place of historical events in the context of past, present and future.

6.5.05.a. Compare and contrast how the economic, political, cultural, and environmental factors among the ancient civilizations of Egypt, Indus River Valley, China, and Mesopotamia shaped their histories.
6.5.05.c. Identify significant individuals and events in Egyptian civilization.

6.5.06. World History Standards Era 2: Early Civilizations and the Emergence of Pastoral Peoples (4000-1000 BCE): Identify how to use historical information acquired from a variety of sources.

6.5.06.b. Identify early forms of writing, law, and trade i.e. cuneiform, hieroglyphics, barter, Code of Hammurabi, and the Ten Commandments.

6.5.07. World History Standards Era 3: Classical Traditions, Major Religions, and Giant Empires (1000 BCE-300 AD): Recognize the influence of major religions between both ancient eastern and western cultures.

6.5.07.a. Illustrate the placement of major religions on the earth's surface.

6.5.08. World History Standards Era 3: Classical Traditions, Major Religions, and Giant Empires (1000 BCE-300 AD): Understand the place of historical events in the context of past, present, and future.

6.5.08.b. Describe the development of Greek city-states and their political and social characteristics.
6.5.08.d. Explain the impact and achievements of the Hellenistic period on art, mathematics, science, philosophy, and political thought.
6.5.08.e. Understand the origins and social framework of Roman society.

6.5.09. World History Standards Era 3: Classical Traditions, Major Religions, and Giant Empires (1000 BCE-300 AD): Identify how to use historical information acquired from a variety of sources.

6.5.09.a. Compare geographical and architectural features of Egypt.
6.5.09.b. Identify major cultural elements of Greek society such as sculpture, architecture, and pottery.
6.5.09.c. Explore the role of art, literature, and mythology in Greek society by analyzing primary sources.
6.5.09.d. Explain the political, commercial and cultural uses of Latin and Greek as universal languages of the Roman Empire.

6.5.10. World History Standards Era 3: Classical Traditions, Major Religions, and Giant Empires (1000 BCE-300 AD): Understand the rise and decline of ancient civilizations.

6.5.10.b. Identify cause and effect of events leading to the rise and decline of civilizations.
6.5.10.c. Describe how the rise and decline of military power, state bureaucracy, legal codes, belief systems, written languages, and communications and trade networks affected societies.

6.5.11. World History Standards Era 4: Expanding Zones of Exchange and Encounter (300AD-1000 AD): Understand feudalism and the rise of the Christian church a dominant factor in Medieval Europe.

6.5.11.a. Identify the spread of Christian belief in Europe.
6.5.11.b. Diagram the social structure of medieval society.
6.5.11.c. Explain the significance of Norse migrations and invasions.
6.5.11.d. Describe social class and gender roles in Medieval Europe.

6.5.12. World History Standards Era 4: Expanding Zones of Exchange and Encounter (300AD-1000 AD): Understand the place of historical events in the context of past, present and future.

6.5.12.a. Understand the significant features of Mayan and Andean civilization as in their location of cities, road systems, sea routes, status of elite women and men, art, and architecture.

6.5.13. World History Standards Era 4: Expanding Zones of Exchange and Encounter (300AD-1000 AD): Identify how to use historical information acquired from a variety of sources.

6.5.13.b. Identify monastic examples of preserving Greco-Roman and early Christian learning.

6.5.15. World History Standards Era 5: The Emergence of Europe (1200-1500AD): Appreciate the shift in institutions from a church dominated society to the rise of science, philosophy, and art.

6.5.15.a. Recognize the developments of science, philosophy, and art in the 14th and 15th centuries.
6.5.15.b. Understand the significant developments of medieval English in legal and constitutional practices and how this shaped the development of European governments.
6.5.15.d. Judge the significance of the Reformation on the development of Europe.

6.5.16. World History Standards Era 5: The Emergence of Europe (1200-1500AD): Understand the place of historical events in the context of past, present and future.

6.5.16.a. Compare and contrast feudalism and manoralism.
6.5.16.c. Identify features of trade routes in Asia, Europe, and Africa.
6.5.16.d. Describe the roles and motivations of squires, saints, and soldiers in Christian Europe.

6.5.17. World History Standards Era 5: The Emergence of Europe (1200-1500AD): Identify how to use historical information acquired from a variety of sources.

6.5.17.a. Identify aspects of the architecture of Medieval Europe and how some elements may still be seen in local and modern architecture.
6.5.17.b. Compare and contrast art, architecture, and education in medieval Christian and Spanish Muslim society.
6.5.17.c. Rate the importance of foreign sources in recording the history in areas of Mongol domination as in the travels of Marco Polo and Ibn Battuta.

6.5.spi. Performance Indicators State:

6.5.spi.1. Read a timeline and order events of the past between prehistory and the Renaissance.
6.5.spi.11. Identify characteristics including economy, social relations, religion, and political authority of various societies (i.e., Mesopotamian, Egyptian, Greek City-States, Roman Empire, Indian, Medieval).
6.5.spi.12. Recognize the possible causes of change in civilizations (i.e., environmental change, political collapse, new ideas, warfare, overpopulation, unreliable food sources, diseases).
6.5.spi.13. Identify the impact of advances in technology on history (i.e. agricultural revolution, Renaissance scientists, exploration during the 1400s).
6.5.spi.14. Recognize how the Renaissance changes the nature of society (i.e., shift from religious domination to science, philosophy, art).
6.5.spi.15. Evaluate to what extent civilizations build on the accomplishments of previous civilizations.
6.5.spi.16. Compare and contrast the historical development of the Western, Eastern, and African cultures.
6.5.spi.17. Recognize the significant mythologies of the Sumerians, Egyptian, Greeks, and Romans.
6.5.spi.2. Recognize the types of early communities (i.e., nomadic, fishing, farming).
6.5.spi.3. Identify types of artifacts by pictorial representation (i.e., Egyptian, Roman, Greek, Chinese, Native American, Medieval, and Renaissance).
6.5.spi.4. Recognize the forms of early world writing (i.e., cuneiform and Egyptian/Native American Hieroglyphics).
6.5.spi.5. Identify major technological advances (i.e., tools, wheel, irrigation, river dikes, development of farming, advances in weaponry, written language, and printing press).
6.5.spi.6. Recognize the designations for time dating (i.e., BCE, AD, centuries, decades, prehistoric, historic.)
6.5.spi.7. Recognize major historical time periods (i.e., Early Civilizations, Classical Period, Dark Ages, Middle Ages, Renaissance).
6.5.spi.8. Identify conclusions about early world historical events using primary and secondary sources.
6.5.spi.9. Recognize and order major historical events on a timeline between the Middle Ages and Renaissance.

TN.6.6. Individuals, Groups, and Interactions: Personal development and identity are shaped by factors including culture, groups, and institutions. Central to this development are exploration, identification, and analysis of how individuals and groups work independently and cooperatively.

6.6.02. Understand how groups can impact change at world levels.

6.6.02.a. Identify and describe ways family, groups, and community influence the individual's daily life and personal choices.
6.6.02.b. Demonstrate an understanding of concepts such as role, status, and social class in describing the interactions of individuals and social groups.
6.6.02.c. Analyze group and institutional influences on people, events, and elements of culture.

6.6.spi. Performance Indicators State:

6.6.spi.1. Identify examples of groups impacting world history (i.e., Muslims, Christians, Mongolians, Vikings, slave traders, explorers, merchants/traders, inventors.)
6.6.spi.2. Recognize the impact of individuals on world history (i.e., Charlemagne, Joan of Arc, William the Conqueror, Ramses II, Julius Caesar, Socrates, Aristotle, Marco Polo, Alexander the Great, King Ferdinand and Queen Isabella, Martin Luther, and Johannes Gutenberg).
6.6.spi.3. Describe the ways in which individuals can change groups (i.e., Martin Luther - Christian church, William of Normandy - English Monarchy, Joan of Arc - Hundred Years War, Buddha - Chinese Culture).

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