Washington DC Standards 6th Grade Social Studies Activities
Printable Sixth Grade Social Studies Worksheets and Study Guides.
My Community Kindergarten Social Studies My Community Kindergarten Social Studies Important People & Events Kindergarten Social Studies My Community Kindergarten Social Studies Geography Kindergarten Social Studies Important People & Events Kindergarten Social Studies Living and Nonliving First Grade Social Studies
DC.6-8. Historical and Social Sciences Analysis Skills
6-8.1. Chronology and Historical Interpretation
6-8.1.1. Students explain how major events are related to one another in time.
6-8.1.10. Students distinguish fact from opinion in historical narratives and stories. They know facts are true statements because they are supported by reliable evidence and can cease to be facts if new evidence renders previous evidence wrong or unreliable.
6-8.1.11. Students distinguish relevant from irrelevant information, essential from incidental information, and verifiable from unverifiable information in historical narratives and stories.
6-8.1.12. Students assess the credibility of primary and secondary sources, draw sound conclusions from them, and cite sources appropriately.
6-8.1.15. Students know the distinction between sound generalizations and misleading oversimplifications and stereotypes, such as the attribution of individual perspectives on historical events to entire demographic groups.
6-8.1.3. Students explain the central issues and problems from the past, placing people and events in a matrix of time and place.
6-8.1.4. Students understand and distinguish cause, effect, sequence, and correlation in historical events, including the short-term causes or sparks from long-term causes.
6-8.1.5. Students explain the sources of historical continuity and how the combination of ideas and events explains the emergence of new patterns.
6-8.1.6. Students recognize the role of chance, oversight, and error in history.
6-8.1.8. Students interpret basic indicators of economic performance, and they conduct cost-benefit analyses of economic and political issues.
6-8.1.9. Students frame questions that can be answered by historical study and research.
6-8.2. Geographic Skills
6-8.2.1. Students explain Earth's grid system and are able to locate places using degrees of latitude and longitude.
6-8.2.10. Students apply the concept of region and their patterns of change to the study of the natural and human characteristics of places.
6-8.2.2. Students use a variety of maps and documents to identify physical and cultural features of neighborhoods, cities, states, and countries. Students interpret historical maps and charts.
6-8.2.3. Students create maps that show the growth and decline of empires.
6-8.2.4. Students categorize characteristics of places in terms of whether they are physical (natural) or cultural (human). Know and apply the subcategories of physical and cultural characteristics when describing any given place.
6-8.2.5. Students explain the historical migration of people, expansion and disintegration of empires, and the growth of economic systems. Identify spatial patterns in the movement of people, goods, and ideas throughout history.
6-8.2.9. Students explain the effects of interactions between humans and natural systems, including how humans depend on natural resources and adapt to and affect the natural environment.
DC.6. World Geography and Cultures
6.1. The World in Spatial Terms: Students use maps, globes, atlases, and other technologies to acquire and process information about people, places, and environments.
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.
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.
6.1.8. 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.
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.
6.2. Places and Regions: 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.
6.3. Human Systems: 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).
6.3.10. 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, the Non-Aligned Movement) and form committees to report on the influence and limits to influence of each one.
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.
6.4. Economic Systems and Urbanization: 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.
6.5. Physical Systems: Students acquire a framework for thinking about Earth's physical systems: Earth/sun relationships, climate and related ecosystems, and land forms.
6.5.1. Recall and apply knowledge concerning Earth/sun relationships, including 'reasons for seasons' and time zones.
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.
6.6. Environment and Society: 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, over-fishing, 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).
DC.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.
DC.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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