6th Grade Social Studies. Washington DC Academic Standards Washington DC Academic Standards

Washington DC Academic Standards for Sixth Grade Social Studies

Ancient Trade RoutesTrade routes created a system where merchants could safely trade with other people. Merchants created stopping points along the way where people could rest and get supplies. Trade routes were mapped so travelers knew where they were going and did not risk getting lost. Read more...iWorksheets: 3Study Guides: 1

ArchaeologyMany people study the past to see what life was like before our time. Certain people, called archaeologists, study the past through looking at the remains of people and societies before us. There remains can be material goods, bodies, or even entire cities that were preserved in time. Read more...iWorksheets: 4Study Guides: 1

Types of GovernmentSome examples of different types of governments are: Aristocracy, Democracy, Dictatorship, Anarchy, Oligarchy Read more...iWorksheets: 4Study Guides: 1

Panama CanalThe Panama Canal is located in Central America, and connects the Pacific Ocean and the Atlantic Ocean (via the Caribbean Sea). It was built in the early 1900’s in order to create a shorter route for trade. Read more...iWorksheets: 3Study Guides: 1

Great MigrationWhat was the Great Migration? In the early 1900’s, many African-Americans wanted to leave the south in order to find a better life. There were not many opportunities in the south, and the African-Americans that did have jobs as sharecroppers were losing crops. Read more...iWorksheets: 3Study Guides: 1

InventorsAn inventor is someone who discovers a new way of doing things. This can be in the form of a product or an idea. Read more...iWorksheets: 3Study Guides: 1

Progressive MovementWhat is the Progressive Movement? During the Progressive movement, citizens found out how poorly people were being treated and tried to change this. Progressives asked for help from the government and they agreed. Amendments were passed to help citizens. Women’s Suffrage and Prohibition were two of these amendments. Read more...iWorksheets: 3Study Guides: 1

Spanish American WarThe United States was worried about the way the Cuban people were being treated by Spain. The United States fought Spain in Cuba for a short period of time. When the Spanish American War ended, Cuba was independent from Spain and the Spanish empire had lost a great deal of power. Read more...iWorksheets: 3Study Guides: 1

Tennessee Valley Authority Act (TVA)After the Great Depression, some states needed help to modernize their economies. The TVA, or Tennessee Valley Authority, set out to help the area around the Tennessee River. As a part of Roosevelt’s New Deal, the TVA helped people get electricity and learn new, improved ways of farming. Read more...iWorksheets: 3Study Guides: 1

UrbanizationWhat is Urbanization? When the population of a city grows quickly, it is because a large number of people move to a city in a short amount of time. Read more...iWorksheets: 3Study Guides: 1

HolocaustThe Holocaust took place during World War II. The Holocaust is what we call the mass killing of these people. Read more...iWorksheets: 3Study Guides: 1

World War IIn the late 1800’s, Europeans were feeling a strong sense of nationalism . Many countries were competing with one another and as tension between the nations grew, they started to build strong armies to prepare for war. Read more...iWorksheets: 4Study Guides: 1

World War IIn the mid 1900’s, Hitler and the Nazi party in Germany were trying to gain control of many European nations. They used military force and Hitler’s leadership to gain support of the German people, and succeeded in taking power from other countries. Read more...iWorksheets: 4Study Guides: 1

DC.6. World Geography and Cultures

THE WORLD IN SPATIAL TERMS

6.1. Students use maps, globes, atlases, and other technologies to acquire and process information about people, places, and environments.

6.1.2. Explain that maps contain spatial elements of point, line, area, and volume.

Map SkillsIdentify and use a variety of primary and secondary sources for reconstructing the past, such as documents, letters, diaries, maps, textbooks, photos, and other sources.<br> Research and analyze past periods, events, and issues, using a variety of primary sources Read more...iWorksheets :3

Social Studies SkillsSocial Studies Skills are those that help a student better understanding the world around him or her. Read more...iWorksheets :6Study Guides :1

Timelines, Graphs, ChartsTime Lines, Graphs, Charts, and Diagrams are graphics that provide information to the reader and are used to add to the words used in documents so the reader can understand the information. Read more...iWorksheets :6Study Guides :1

Geographic Map TermsThere are many geographical settings that make up the earth’s surface. Many of these characteristics can be seen on maps as well as from satellites because of their size. Many land formations are a result of weather and time, and often they can co-exist with one another. Read more...iWorksheets :3Study Guides :1

Geographic ToolsThroughout history, many different tools have been used to transfer graphical information. Graphs, charts, and maps are a few ways that we can represent ideas and places. Read more...iWorksheets :3Study Guides :1

6.1.3. Locate cardinal directions, poles, equator, hemispheres, continents, oceans, major mountain ranges, and other major geographical features of the Eastern and Western hemispheres.

Social Studies SkillsSocial Studies Skills are those that help a student better understanding the world around him or her. Read more...iWorksheets :6Study Guides :1

GeographyWhat is Geography? Geography is the study of the Earth's surface. Continents like North America, South America, Africa, Australia and Eurasia are major land formations. Read more...iWorksheets :7Study Guides :1

6.1.4. Locate major countries of the Eastern and Western hemispheres and principal bodies of water, regions, and mountains.

6.1.5. Explain how latitude affects climates of continents.

Review Grades 1-4Experiences that provide for the study of people, places and environments <br>Experiences that provide for the study of interactions among individuals, groups and institutions <br>Experiences that provide for the study of global connections and independence <br>What is Government and what should it do? Read more...iWorksheets :3

6.1.6. Explain the relationship between lines of longitude and time zones.

Social Studies SkillsSocial Studies Skills are those that help a student better understanding the world around him or her. Read more...iWorksheets :6Study Guides :1

6.1.7. Locate and define various large regions in the Eastern and Western hemispheres, and divide those regions into smaller regions based on race, language, nationality, or religion.

Northeastern Region USThe Northeastern Region of the United States of America is made up of the New England States and the Middle Atlantic States. The region enjoys fours seasons, and the land varies from sunny beaches to majestic mountains. Read more...iWorksheets :3Study Guides :1

Western Region USThe eleven states that make up the Western Region are Alaska, California, Colorado, Idaho, Montana, Nevada, Oregon, Utah, Washington, Wyoming and Hawaii. The region stretches thousands of miles from Hawaii to Colorado. Read more...iWorksheets :3Study Guides :1

Middle Western Region USThe twelve states in the Middle Western Region are Illinois, Indiana, Iowa, Kansas, Michigan, Minnesota, Missouri, Nebraska, North Dakota, South Dakota, Ohio, and Wisconsin. This region, often called "the heartland," is located in the center of the United States. Read more...iWorksheets :3Study Guides :1

Southwestern Region USThe four states in the Southwestern Region are Oklahoma, Arizona, New Mexico, and Texas. Read more...iWorksheets :3Study Guides :1

Ancient GreeceAbout 4,000 years ago, in the land that we know today as Greece, people from different cultures began to settle down and create villages. These villages made up the area called ancient Greece. Ancient Greece was the trading center of the Mediterranean. Read more...iWorksheets :4Study Guides :1

Ancient RomeFreeAncient Rome was a civilization that began as a small village in Italy. They eventually were in control of the Mediterranean after the rule of ancient Greece. Read more...iWorksheets :4Study Guides :1

Ancient EgyptFreeAncient Egypt was located on the fertile area surrounding the Nile River. The people of ancient Egypt used the land and river to set up villages. Ancient Egypt was ruled by many different Kings, or Pharaohs, who passed down their throne to members of their families. Read more...iWorksheets :4Study Guides :1

Southeastern Region USThe twelve states in the Southeastern Region are Virginia, West Virginia, Kentucky, Tennessee, North Carolina, South Carolina, Georgia, Florida, Alabama, Mississippi, Arkansas, and Louisiana. The region is known for its many rivers. Read more...iWorksheets :3Study Guides :1

6.1.8. Ask geographic questions and obtain answers from a variety of sources, such as books, atlases, and other written materials; statistical source material; fieldwork and interviews; remote sensing; word processing; and GIS. Reach conclusions and give oral, written, graphic, and cartographic expression to conclusions.

Social Studies SkillsSocial Studies Skills are those that help a student better understanding the world around him or her. Read more...iWorksheets :6Study Guides :1

6.1.9. Give examples of how maps can be used to convey a point of view, so that critical analysis of map sources is essential.

Social Studies SkillsSocial Studies Skills are those that help a student better understanding the world around him or her. Read more...iWorksheets :6Study Guides :1

6.1.10. Explain that people develop their own mental maps or personal perceptions of places in the world, that their experiences and culture influence their perceptions, and that these perceptions tend to influence their decision-making.

PLACES AND REGIONS

6.2. Students acquire a framework for thinking geographically, including the location and unique characteristics of places.

6.2.1. Name and locate the world’s continents, major bodies of water, major mountain ranges, major river systems, major countries, and major cities.

EconomicsUnderstanding of how the United States and other societies develop economic systems and associated institutions to allocate scarce resources, how major decision-making units function in the United States and other national economies, and how an economy solves the scarcity problem through market and nonmarket mechanisms. Read more...iWorksheets :3

Class SystemsThroughout history, groups of people have been divided into many different categories. These categories are called classes. Read more...iWorksheets :3Study Guides :1

Laws of Supply & DemandThe term supply refers to the amount of goods that are available for sale. The term demand refers to how many people want the good or service that is for sale. The price of a good has an effect on how many people want to buy it. Read more...iWorksheets :3Study Guides :1

6.2.2. Give examples and analyze ways in which people’s changing views of places and regions reflect cultural change.

Great DepressionIn 1929, investors began to sell off their stock, which caused the stock market to crash. People were not paid back their investments and lost money. Businesses and factories closed down because no one could afford to buy the products. Many workers lost their jobs. This was the beginning of the Great Depression. Read more...iWorksheets :4Study Guides :1

Women's RightsIn 1848, leaders of what became the Women’s Rights Movement invited Americans to attend the Seneca Falls Convention to discuss the need for women to have the rights of suffrage (voting), education, and others. They devised a document, modeled after the Declaration of Independence, of resolutions promoting women’s civil rights. The “Declaration of Sentiments” was written by Elizabeth Cady Stanton. Read more...iWorksheets :4Study Guides :1

6.2.3. Explain that the concept of “region” has been devised by people as a way of categorizing, interpreting, and ordering complex information about Earth.

New York Map - PoliticalGeography can be divided into six essential elements which can be used to analyze important historic, geographic, economic, and environmental questions and issues. These six elements include: the world in spatial terms, places and regions, physical settings (including natural resources), human systems, environment and society, and the use of geography. Read more...iWorksheets :3

Southwestern Region USThe four states in the Southwestern Region are Oklahoma, Arizona, New Mexico, and Texas. Read more...iWorksheets :3Study Guides :1

New York Map - PhysicalGeography: Students will use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we live - local, national, and global - including the distribution of people, places, and environments over the Earth's surface. Read more...iWorksheets :3

HUMAN SYSTEMS

6.3. Students identify and analyze the human activities that shape Earth’s surface, including population numbers, distribution and growth rates, and cultural factors.

6.3.1. Explain key migration patterns and the interrelationships among migration, settlement, population distribution patterns, landforms, and climates (e.g., East Indian-Polynesian).

6.3.4. Relate population growth rates to health statistics, food supply, or other measures of well-being.

Impact of IndustrializationAfter the Industrial Revolution, many other countries followed Great Britain's example and started to create new technology. The industrial revolution led other nations to want new and easier ways to make goods. Read more...iWorksheets :3Study Guides :1

Industrial RevolutionThe Industrial Revolution started in Great Britain with the invention of new farming technology. In the mid 1700’s, farmers began to come up with new ideas and technology to make farming more efficient. These ideas made farming much easier and less people were needed to work the land. Read more...iWorksheets :4Study Guides :1

6.3.5. Map the distribution patterns of the world’s major religions, and identify architectural features associated with each.

6.3.6. Describe the effect of religion on world economic development patterns, cultural conflict, and social integration.

6.3.10. Identify international organizations of global power and influence (e.g., the North Atlantic Treaty Organization/NATO, the United Nations, the European Union, the African Union, the Association of Southeast Asian Nations/ASEAN, and the Non-Aligned Movement), and form committees to report on the influence and limits to influence of each one.

Harlem RenaissanceThe Harlem Renaissance was an American movement in the 1920s and 1930s that celebrated the African-American culture through art, music, and literature. Read more...iWorksheets :4Study Guides :1

Famous TreatiesA treaty is an agreement made between two nations. Read more...iWorksheets :3Study Guides :1

ECONOMIC SYSTEMS AND URBANIZATION

6.4. Students describe rural and urban land use, ways of making a living, cultural patterns, and economic and political systems.

6.4.2. Understand the relationships between changing transportation technologies and increasing urbanization.

Industrial Growth & ExpansionCurrent and past issues involving science and technology. Read more...iWorksheets :3

6.4.5. Map the worldwide occurrence of the three major economic systems: traditional, command, and market. Describe the characteristics of each, and identify influences leading to potential change.

Market EconomyWhat is a Market Economy? An economic system is the way a country makes and sells goods. In some countries, the government is in charge of what people buy and sell. In a market economy, people choose what goods and services they want to buy. They also choose where they want to work and what they want to do. Read more...iWorksheets :3Study Guides :1

6.4.6. Explain the meaning of the word infrastructure, and analyze its relationship to a country’s level of development.

The Nation Grows and ExpandsAround the turn of the 19th century, many changes were occurring in the United States. The industrialization of what had previously been rural and agricultural land led to a different lifestyle for many people. Read more...iWorksheets :4Study Guides :1

The Erie CanalDuring the 18th and 19th century, there was a need for more advanced ways of trade and travel in the United States. One method of travel, by waterway, had proved successful in other parts of the world. The Erie Canal was America’s answer to the need for transportation across New York. Read more...iWorksheets :3Study Guides :1

6.4.7. Explain how change in communication and transportation technology is contributing to both cultural convergence and divergence. Explain how places and regions serve as cultural symbols (e.g., Jerusalem as a sacred place for Jews, Christians, and Muslims).

Industrial Growth & ExpansionCurrent and past issues involving science and technology. Read more...iWorksheets :3

6.4.9. Identify patterns of economic activity in terms of primary (growing or extracting), secondary (manufacturing), and tertiary (distributing and services) activities.

Southwestern Region USThe four states in the Southwestern Region are Oklahoma, Arizona, New Mexico, and Texas. Read more...iWorksheets :3Study Guides :1

PHYSICAL SYSTEMS

6.5. Students acquire a framework for thinking about Earth’s physical systems: Earth-sun relationships, climate and related ecosystems, and land forms.

6.5.3. Explain the difference between weather and climate.

6.5.4. Identify and account for the distribution pattern of the world’s climates.

ENVIRONMENT AND SOCIETY

6.6. Students analyze ways in which humans affect and are affected by their physical environment.

6.6.1. Identify human-caused threats to the world’s environment: atmospheric and surface pollution, deforestation, desertification, salinization, overfishing, urban sprawl, and species extinction.

6.6.5. Analyze world patterns of resource distribution and utilization, and explain the consequences of use of renewable and nonrenewable resources.

Resources & EnergyEnergy powers almost everything that we use. Many people use different resources to heat their homes, turn on their televisions, and drive their cars. Read more...iWorksheets :3Study Guides :1

6.6.6. Assess how people’s perceptions of their relationship to natural phenomena have changed over time, and analyze how these changing perceptions are reflected in human activity and land use.

6.6.7. Explain and evaluate the relationships between agricultural land uses and the environment (grazing, grain cropping, and tree farming).

Standards

NewPath Learning resources are fully aligned to US Education Standards. Select a standard below to view correlations to your selected resource:

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Washington DC Academic Standards 6th Grade Social Studies Activities

Washington DC Academic Standards for Sixth Grade Social Studies

DC.6. World Geography and Cultures

THE WORLD IN SPATIAL TERMS

6.1. Students use maps, globes, atlases, and other technologies to acquire and process information about people, places, and environments.

6.1.2. Explain that maps contain spatial elements of point, line, area, and volume.

6.1.3. Locate cardinal directions, poles, equator, hemispheres, continents, oceans, major mountain ranges, and other major geographical features of the Eastern and Western hemispheres.

6.1.4. Locate major countries of the Eastern and Western hemispheres and principal bodies of water, regions, and mountains.

6.1.5. Explain how latitude affects climates of continents.

6.1.6. Explain the relationship between lines of longitude and time zones.

6.1.7. Locate and define various large regions in the Eastern and Western hemispheres, and divide those regions into smaller regions based on race, language, nationality, or religion.

6.1.9. Give examples of how maps can be used to convey a point of view, so that critical analysis of map sources is essential.

6.1.10. Explain that people develop their own mental maps or personal perceptions of places in the world, that their experiences and culture influence their perceptions, and that these perceptions tend to influence their decision-making.

PLACES AND REGIONS

6.2. Students acquire a framework for thinking geographically, including the location and unique characteristics of places.

6.2.1. Name and locate the world’s continents, major bodies of water, major mountain ranges, major river systems, major countries, and major cities.

6.2.2. Give examples and analyze ways in which people’s changing views of places and regions reflect cultural change.

6.2.3. Explain that the concept of “region” has been devised by people as a way of categorizing, interpreting, and ordering complex information about Earth.

HUMAN SYSTEMS

6.3. Students identify and analyze the human activities that shape Earth’s surface, including population numbers, distribution and growth rates, and cultural factors.

6.3.1. Explain key migration patterns and the interrelationships among migration, settlement, population distribution patterns, landforms, and climates (e.g., East Indian-Polynesian).

6.3.4. Relate population growth rates to health statistics, food supply, or other measures of well-being.

6.3.5. Map the distribution patterns of the world’s major religions, and identify architectural features associated with each.

6.3.6. Describe the effect of religion on world economic development patterns, cultural conflict, and social integration.

ECONOMIC SYSTEMS AND URBANIZATION

6.4. Students describe rural and urban land use, ways of making a living, cultural patterns, and economic and political systems.

6.4.2. Understand the relationships between changing transportation technologies and increasing urbanization.

6.4.5. Map the worldwide occurrence of the three major economic systems: traditional, command, and market. Describe the characteristics of each, and identify influences leading to potential change.

6.4.6. Explain the meaning of the word infrastructure, and analyze its relationship to a country’s level of development.

6.4.7. Explain how change in communication and transportation technology is contributing to both cultural convergence and divergence. Explain how places and regions serve as cultural symbols (e.g., Jerusalem as a sacred place for Jews, Christians, and Muslims).

6.4.9. Identify patterns of economic activity in terms of primary (growing or extracting), secondary (manufacturing), and tertiary (distributing and services) activities.

PHYSICAL SYSTEMS

6.5. Students acquire a framework for thinking about Earth’s physical systems: Earth-sun relationships, climate and related ecosystems, and land forms.

6.5.3. Explain the difference between weather and climate.

6.5.4. Identify and account for the distribution pattern of the world’s climates.

ENVIRONMENT AND SOCIETY

6.6. Students analyze ways in which humans affect and are affected by their physical environment.

6.6.1. Identify human-caused threats to the world’s environment: atmospheric and surface pollution, deforestation, desertification, salinization, overfishing, urban sprawl, and species extinction.

6.6.5. Analyze world patterns of resource distribution and utilization, and explain the consequences of use of renewable and nonrenewable resources.

6.6.6. Assess how people’s perceptions of their relationship to natural phenomena have changed over time, and analyze how these changing perceptions are reflected in human activity and land use.

6.6.7. Explain and evaluate the relationships between agricultural land uses and the environment (grazing, grain cropping, and tree farming).

NewPath Learning resources are fully aligned to US Education Standards. Select a standard below to view correlations to your selected resource: