Utah Standards 6th Grade Social Studies Activities
Printable Sixth Grade Social Studies Worksheets and Study Guides.
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 All About Me Kindergarten Social Studies Likes and Dislikes Kindergarten Social Studies Likes and Dislikes Kindergarten Social Studies Types of GovernmentWorksheets: 4Study Guides: 1UrbanizationWorksheets: 3Study Guides: 1World War IWorksheets: 4Study Guides: 1World War IIWorksheets: 4Study Guides: 1
UT.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.
UT.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.
UT.I. World Studies: Students will understand how ancient civilizations developed and how they contributed to the current state of the world.
I.B. Humans originated in Africa and migrated across the Earth, creating ancient civilizations in nearly every region that could support life. Modern civilizations can trace their foundations to these ancient civilizations. Their cultures and histories can teach us much about ourselves and the modern world in which we live.
I.1: Explain why physical geography affected the development of early civilizations.
I.1.a. Identify the major physical features of the regions where ancient civilizations flourished.
I.1.b. Describe how these features influenced the success or decline of the civilizations.
I.1.c. Compare maps of these ancient civilizations to current political maps and make inferences about the continuing affects of physical geography on cultural development.
I.2: Evaluate how religion has played a central role in human history from ancient times to today.
I.2.a. Explore the importance of religion in the cultural expression of ancient civilizations (e.g. customs, artistic expression, creation stories, architecture of sacred spaces).
I.2.b. Identify key tenets of the major world religions (i.e. Buddhism, Christianity, Hinduism, Islam, Judaism).
I.3: Explain how modern governments can trace some of their attributes to the systems of power, authority, and governance established in ancient civilizations.
I.3.a. Identify forms of government within these civilizations.
I.3.b. Compare those forms to existing systems of governance in today's world.
I.4: Analyze how the earliest civilizations created technologies and systems to meet community and personal needs.
I.4.c. Identify cultural expressions that reflect these systems (e.g. architecture, artistic expression, medicine, philosophy, drama, literature).
UT.II. World Studies: Students will understand the transformation of cultures during the Middle Ages and the Renaissance and the impact of this transformation on modern times.
II.B. The Middle Ages and the Renaissance were epochs of great impact on our modern world. The expansion of knowledge, technological innovation and global interconnectedness set in motion changes that still resonate today.
II.1: Explain how physical geography affects economic and cultural expansion.
II.1.a. Identify natural resources and physical features that affected expansion.
II.1.b. Describe the development of international trade via the desert, sea, and land and the resultant cultural exchanges between Asia, the Middle East, and Europe (e.g. the Silk Road)
II.2: Explore the importance of religion in the Middle Ages and the Renaissance and its relevance to modern times.
II.2.a. Explain the influence of religion on cultural expression (e.g. the arts, architecture, government, education, family structure).
II.2.b. Compare relations between the Muslim, Christian, and Jewish faiths during the Middle Ages, Renaissance, and the modern world (e.g. Crusades, periods of peaceful coexistence, periods of conflict).
II.3: Examine how systems of governance began steps toward self-rule during the Middle Ages and the Renaissance.
II.3.a. Examine relationships between significant events and ideas and their influence on systems of government (e.g. the rise of the merchant class, the Magna Carta, the impact of the Black Death, Germanic tribes, feudalism, manors, city-states).
II.3.b. Compare individual rights of people in the United States today with the rights of selected groups in the Middle Ages and the Renaissance (e.g. serfs, nobility, merchant class).
II.4: Explain the importance of the Renaissance as a rebirth of cultural and intellectual pursuits.
II.4.a. Investigate how technological and scientific developments of the time promoted literacy and the exchange of ideas that continue to this day (e.g. moveable type, telescope, microscope).
II.4.b. Identify leading Renaissance artists and thinkers and their contributions to visual arts, writing, music, and architecture (e.g. Machiavelli, Michelangelo, Leonardo da Vinci, Palestrina, Shakespeare, Tallis).
UT.III. World Studies: Students will understand how revolutions have had an impact on the modern world.
III.B. When people think of revolution, most of us think of armed conflict. World history has multiple examples of revolutionary times and revolutionary ideas and movements, but the era from 1750 to 1914 provides several strong examples of change in different arenas. The technological and economic impact of the industrial revolution meshed with the rise of new political ideologies and the rise of European dominance. The global forces of revolution created changes that still resonate to this day.
III.1: Understand processes of revolution
III.1.a. Examine social, religious, and economic issues that may lead to revolution.
III.1.b. Identify and compare how revolutions develop in multiple areas of human life (e.g. scientific, agricultural, industrial, political, medical).
III.2: Analyze the impact of selected revolutions.
III.2.a. Identify representative people from selected revolutions (e.g. Napoleon, Martin Luther, James Watt, Isaac Newton, Madame Curie, Anton Van Leeuwenhoek).
III.2.b. Examine the outcomes of selected revolutions (e.g. the Scientific and Industrial revolutions, the Reformation, the French Revolution).
UT.IV. World Studies: Students will understand current global issues and their rights and responsibilities in the interconnected world.
IV.B. The modern world has witnessed incredible change in global trade, the spread of democracy, the influence of technology, an increase in environmental awareness and advances in human knowledge. The 20th century saw two world wars, the rise of competing economic systems, and unprecedented technological change. Against the backdrop of the modern world there are many opinions regarding the civic responsibilities humans have to one another.
IV.1. Analyze how major world events of the 20th century affect the world today.
IV.1.a. Identify key events, ideas, and leaders of the 20th century (e.g. World War I, World War II, the Cold War, the Korean and Vietnamese conflicts, dynamic Asian economies).
IV.1.b. Describe the impact of these events on the world today.
IV.2: Explore current global issues facing the modern world and identify potential solutions.
IV.2.a. Investigate pressing issues facing the world today (e.g. environmental, pollution, political turmoil, hunger, poverty, genocide, famine, natural disasters, child labor).
IV.2.b. Identify potential solutions to pressing issues.
IV.2.c. Identify individuals and groups making positive changes in the world today and support these choices with evidence.
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