West Virginia Standards 6th Grade Social Studies Activities
Printable Sixth Grade Social Studies Worksheets and Study Guides.
American Symbols & HolidaysMemorial Day Roles of the Citizens Third Grade Social Studies Famous Americans Third Grade Social Studies Past or Present First Grade Social Studies Likes and Dislikes Kindergarten Social Studies Likes and Dislikes Kindergarten Social Studies Family Tree Kindergarten Social Studies Types of GovernmentWorksheets: 4Study Guides: 1UrbanizationWorksheets: 3Study Guides: 1World War IWorksheets: 4Study Guides: 1World War IIWorksheets: 4Study Guides: 1
Craft and Structure
SS.6-8.L.4. Students will determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
SS.6-8.L.5. Students will describe how a text presents information (e.g., sequentially, comparatively and causally).
Integration of Knowledge and Ideas
SS.6-8.L.7. Students will integrate visual information (e.g., in charts, graphs, photographs, videos or maps) with other information in print and digital texts
SS.6-8.L.8. Students will distinguish among fact, opinion and reasoned judgment in a text.
SS.6-8.L.9. Students will analyze the relationship between a primary and secondary source on the same topic.
Key Ideas and Details
SS.6-8.L.1. Students will cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
SS.6-8.L.2. Students will 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.
SS.6-8.L.3. Students will 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
SS.6-8.L.10. Students will read and comprehend history/social studies texts at or above grade level text complexity band independently and proficiently.
Production and Distribution of Writing
SS.6-8.L.13. Students will produce clear and coherent writing in which the development, organization and style are appropriate to task, purpose and audience.
SS.6-8.L.14. Students will with some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting or trying a new approach, focusing on how well purpose and audience have been addressed.
SS.6-8.L.15. Students will use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.
Range of Writing
SS.6-8.L.19. Students will 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
SS.6-8.L.11. Students will write arguments focused on discipline-specific content.SS.6-8.L.11.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.SS.6-8.L.11.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.SS.6-8.L.11.c. Use words, phrases and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons and evidence.SS.6-8.L.11.d. Establish and maintain a formal style.SS.6-8.L.11.e. Provide a concluding statement or section that follows from and supports the argument presented.
SS.6-8.L.12. Students will write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments or technical processes.SS.6-8.L.12.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 and tables) and multimedia when useful to aiding comprehension.SS.6-8.L.12.b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.SS.6-8.L.12.c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.SS.6-8.L.12.d. Use precise language and domain-specific vocabulary to inform about or explain the topic.SS.6-8.L.12.e. Establish and maintain a formal style and objective tone.SS.6-8.L.12.f. Provide a concluding statement or section that follows from and supports the information or explanation presented.
SS.6.C.1. Students will apply the process of how a bill becomes a law to follow a current legislative bill.
SS.6.C.2. Students will compare and contrast different forms of government worldwide and their influence on historic world events:
SS.6.C.2.a. The Great Depression
SS.6.C.2.b. World War I
SS.6.C.2.c. World War II
SS.6.C.3. Students will identify the structure of the United States Congress and the Constitutional requirements of congressional membership.
SS.6.C.4. Students will identify current key figures in United States government:
SS.6.C.4.e. Current members of Congress from West Virginia
SS.6.C.5. Students will examine and analyze various acts of patriotism and civil discourse in response to events throughout United States history (e.g., support of American military during wartime, Vietnam protests, Civil Rights, respect for the flag and response of Americans to 9/11).
SS.6.C.6. Students will research and organize information about an issue of global concern from multiple points of view (e.g., ecology, natural resources, global warming and human rights).
SS.6.E.1. Students will compare and contrast the basic characteristics of communism, socialism and capitalism.
SS.6.E.2. Students will identify examples of renewable and non-renewable resources and analyze the factors that affect these resources on the individual, local and national economies (e.g., hurricanes, floods, etc.).
SS.6.E.3. Students will define NAFTA and summarize its effects on the United States economy.
SS.6.E.5. Students will classify and evaluate the different types of world trade organizations (e.g., trade, military and health).
SS.6.E.6. Students will assess the economic impact of technology on world regions throughout history.
SS.6.G.2. Students will compare and contrast historical maps and identify the changes in political boundaries as a result of conflicts.
SS.6.G.4. Students will determine the time of specific world locations using a world time zone map.
SS.6.G.5. Students will locate the major waterways of North America, South America, Europe and the Middle East and examine their impact on transportation and trade (e.g., discuss how the opening of the Erie Canal contributed to the rise of cities in New York).
SS.6.H.CL1. Demonstrate an understanding of the causes, key events and outcomes of World War I.
SS.6.H.CL1.1. Students will explain the key events that led to the outbreak of World War I, including the rise of nationalism, imperialism and militarism.
SS.6.H.CL1.2. Students will chart the sequence of events that led to the United States’ entry into World War I.
SS.6.H.CL1.3. Students will analyze the role of propaganda in influencing the United States to enter World War I.
SS.6.H.CL1.4. Students will explain the outcomes and effects of World War I including the conditions and failures of the League of Nations and the Treaty of Versailles.
SS.6.H.CL2. Explain the global causes and effects of the Great Depression.
SS.6.H.CL2.1. Students will identify the economic conditions around the world that existed following World War I.
SS.6.H.CL2.2. Students will examine and categorize causes of the Great Depression worldwide.
SS.6.H.CL2.3. Students will analyze the political response to the economic and social conditions of the Great Depression in the United States and Germany.
SS.6.H.CL3. Demonstrate an understanding of the causes, key events and outcomes of World War II.
SS.6.H.CL3.1. Students will summarize the rise of totalitarian governments in Germany, Italy, Japan and the Soviet Union.
SS.6.H.CL3.2. Students will examine the political and economic transformation of Western and Eastern Europe after World War II, identifying the significance of the Truman Doctrine, the Marshall Plan, the North Atlantic Treaty Organization (NATO), the United Nations, the Warsaw Pact and the European Economic Community.
SS.6.H.CL3.4. Students will analyze the role of strong leadership during the war and critique their responses to the conflict.
SS.6.H.CL3.5. Students will investigate the role of the United States in World War II.
SS.6.H.CL3.6. Students will cite evidence of the deprivation of human rights violations during times of war.
SS.6.H.CL4. Demonstrate an understanding of global developments following World War II including the impact of the Cold War on the world.
SS.6.H.CL4.4. Students will describe the Soviet Union’s domination of Eastern Europe, the rise of the Communist party in China and the building of the Berlin Wall.
SS.6.H.CL5. Identify the key figures, events and philosophies of the US Civil Rights Movement.
SS.6.H.CL5.1. Students will trace the development of Civil Rights for minority groups in the United States (e.g., women and African Americans).
SS.6.H.CL5.2. Students will identify key figures and key events in movements for civil rights.
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