Wisconsin Standards 6th Grade Social Studies Activities
Printable Sixth Grade Social Studies Worksheets and Study Guides.
Famous Explorers Third Grade Social Studies U.S. Presidents Fourth Grade Social Studies Famous Americans Third Grade Social Studies Continents and Oceans Third Grade Social Studies The Abolitionist Movement Seventh Grade Social Studies Native People of the U.S. Fourth Grade Social Studies American Symbols & Holidays Fourth Grade Social Studies
WI.A. Geography: People, Places and Environments: Students in Wisconsin will learn about geography through the study of the relationships among people, places, and environments.
A.8.1. Use a variety of geographic representations, such as political, physical, and topographic maps, a globe, aerial photographs, and satellite images, to gather and compare information about a place.
A.8.11. Give examples of the causes and consequences of current global issues, such as the expansion of global markets, the urbanization of the developing world, the consumption of natural resources, and the extinction of species, and suggest possible responses by various individuals, groups, and nations.
A.8.2. Construct mental maps of selected locales, regions, states, and countries and draw maps from memory, representing relative location, direction, size, and shape.
A.8.3. Use an atlas to estimate distance, calculate scale, identify dominant patterns of climate and land use, and compute population density.
A.8.5. Identify and compare the natural resource bases of different states and regions in the United States and elsewhere in the world, using a statistical atlas, aerial photographs, satellite images, and computer databases.
A.8.7. Describe the movement of people, ideas, diseases, and products throughout the world.
A.8.9. Describe how buildings and their decoration reflect cultural values and ideas, providing examples such as cave paintings, pyramids, sacred cities, castles, and cathedrals.
WI.B. History: Time, Continuity, and Change: Students in Wisconsin will learn about the history of Wisconsin, the United States, and the world, examining change and continuity over time in order to develop historical perspective, explain historical relationships, and analyze issues that affect the present and the future.
B.8.1. Interpret the past using a variety of sources, such as biographies, diaries, journals, artifacts, eyewitness interviews, and other primary source materials, and evaluate the credibility of sources used.
B.8.10. Analyze examples of conflict, cooperation, and interdependence among groups, societies, or nations.
B.8.11. Summarize major issues associated with the history, culture, tribal sovereignty, and current status of the American Indian tribes and bands in Wisconsin.
B.8.12. Describe how history can be organized and analyzed using various criteria to group people and events chronologically, geographically, thematically, topically, and by issues.
B.8.2. Employ cause-and-effect arguments to demonstrate how significant events have influenced the past and the present in United States and world history.
B.8.3. Describe the relationships between and among significant events, such as the causes and consequences of wars in United States and world history.
B.8.5. Use historical evidence to determine and support a position about important political values, such as freedom, democracy, equality, or justice, and express the position coherently.
B.8.6. Analyze important political values such as freedom, democracy, equality, and justice embodied in documents such as the Declaration of Independence, the United States Constitution, and the Bill of Rights.
B.8.7. Identify significant events and people in the major eras of United States and world history.
B.8.8. Identify major scientific discoveries and technological innovations and describe their social and economic effects on society.
WI.C. Political Science and Citizenship: Power, Authority, Governance, and Responsibility: Students in Wisconsin will learn about political science and acquire the knowledge of political systems necessary for developing individual civic responsibility by studying the history and contemporary uses of power, authority, and governance.
C.8.1. Identify and explain democracy's basic principles, including individual rights, responsibility for the common good, equal opportunity, equal protection of the laws, freedom of speech, justice, and majority rule with protection for minority rights.
C.8.2. Identify, cite, and discuss important political documents, such as the Constitution, the Bill of Rights, and landmark decisions of the Supreme Court, and explain their function in the American political system.
C.8.4. Describe and explain how the federal system separates the powers of federal, state, and local governments in the United States, and how legislative, executive, and judicial powers are balanced at the federal level.
C.8.5. Explain how the federal system and the separation of powers in the Constitution work to sustain both majority rule and minority rights.
C.8.6. Explain the role of political parties and interest groups in American politics.
WI.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.
WI.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.
WI.D. Economics: Production, Distribution, Exchange, Consumption: Students in Wisconsin will learn about production, distribution, exchange, and consumption so that they can make informed economic decisions.
D.8.1. Describe and explain how money makes it easier to trade, borrow, save, invest, and compare the value of goods and services.
D.8.10. Identify the economic roles of institutions such as corporations and businesses, banks, labor unions, and the Federal Reserve System.
D.8.2. Identify and explain basic economic concepts: supply, demand, production, exchange, and consumption; labor, wages, and capital; inflation and deflation; market economy and command economy; public and private goods and services.
D.8.6. Identify and explain various points of view concerning economic issues, such as taxation, unemployment, inflation, the national debt, and distribution of income.
D.8.7. Identify the location of concentrations of selected natural resources and describe how their acquisition and distribution generates trade and shapes economic patterns.
WI.E. The Behavioral Sciences: Individuals, Institutions, and Society: Students in Wisconsin will learn about the behavioral sciences by exploring concepts from the discipline of sociology, the study of the interactions among individuals, groups, and institutions; the discipline of psychology, the study of factors that influence individual identity and learning; and the discipline of anthropology, the study of cultures in various times and settings.
E.8.10. Explain how language, art, music, beliefs, and other components of culture can further global understanding or cause misunderstanding.
E.8.14. Select examples of artistic expressions from several different cultures for the purpose of comparing and contrasting the beliefs expressed.
E.8.2. Give examples to explain and illustrate how factors such as family, gender, and socioeconomic status contribute to individual identity and development.
E.8.4. Describe and explain the means by which individuals, groups, and institutions may contribute to social continuity and change within a community.
E.8.5. Describe and explain the means by which groups and institutions meet the needs of individuals and societies.
E.8.6. Describe and explain the influence of status, ethnic origin, race, gender, and age on the interactions of individuals.
E.8.7. Identify and explain examples of bias, prejudice, and stereotyping, and how they contribute to conflict in a society.
E.8.8. Give examples to show how the media may influence the behavior and decision-making of individuals and groups.
E.8.9. Give examples of the cultural contributions of racial and ethnic groups in Wisconsin, the United States, and the world.
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