21^st CENTURY

Social Studies

Sixth Grade Social Studies Content Standards and Objectives

Janet Benincosa, TI Specialist

Sixth grade Social Studies provides an interdisciplinary examination of selected world regions: North America, South America, Western Europe and the Middle East. Students study historical and current development, characteristics of places, connections between regions and their impact on one another. Students learn the historic foundations and evolutions of developed and developing nations, states and nation-states. Emphasis is placed on how environment, technology and resources have helped to determine economic relations and conflicts between these regions in the past and how these factors will influence the interactions of these four regions of the world throughout the 21^st Century. Various economic systems are introduced.

The West Virginia Standards for 21^st Century Learning include the following components: 21^st Century Content Standards and Objectives and 21^st Century Learning Skills and Technology Tools.

All West Virginia teachers are responsible for classroom instruction that integrates learning skills, technology tools and content standards and objectives.

Grade 6		Social Studies
Standard: 1		Citizenship
SS.S.06.01		Students will characterize and model good citizenship by building social networks of reciprocity and trustworthiness (Civic Dispositions). model a respect for symbols, ideas and concepts of the United States and analyze the roles of significant individuals (Respect For People, Events, and Symbols). develop and employ the civic skills necessary for effective citizenship by using criteria to make judgments, arrive at and defend positions and evaluate the validity of the positions or data (Evaluation Skills). develop the participatory skills of interacting, monitoring and influencing that are essential for informed, effective and responsible citizenship, including participation in civic life to shape public policy (Participatory Skills). recognize and communicate the responsibilities, privileges and rights of United States citizens (Civic Life).
Performance Descriptors (SS.PD.06.1)
Distinguished			Above Mastery	Mastery	Partial Mastery	Novice
Sixth grade students performing at the distinguished level in citizenship anticipate how the roles of American citizens and citizens in other nations may change in the future and assess the influence of those citizens’ actions and public policy through governmental and nongovernmental agencies. Students judge and defend the benefits of peacefully resolving national and international conflicts. Students evaluate the purposes of government.			Sixth grade students performing at the above mastery level in citizenship analyze the roles of American citizens and compare them to citizens of other nations in the development of public policy through governmental and nongovernmental agencies. Students evaluate the benefits of peaceful national and international conflict resolution and predict the outcomes.	Sixth grade students performing at the mastery level in citizenship compare the roles of American citizens to citizens of other nations and recognize the influence of those citizens’ actions on public policy through governmental and nongovernmental agencies. Students illustrate the benefits of peacefully resolving national and international conflicts.	Sixth grade students performing at the partial mastery level in citizenship identify the roles of citizens in world regions and the influences of those citizens’ actions on public policy through governmental and nongovernmental agencies. Students identify one way of peacefully resolving national and international conflicts.	Sixth grade students performing at the novice level in citizenship state the role of a citizen in America and other nations through governmental agencies. Students recognize the benefits of peacefully resolving national and international conflicts.
	Objectives	Students will
	SS.O.06.01.01	explain the ways in which nations interact with one another and try to resolve problems.
	SS.O.06.01.02	evaluate, take and defend positions on the purposes that government should serve
	SS.O.06.01.03	explain how nations benefit when they resolve conflicts peacefully.
	SS.O.06.01.04	compare and contrast the role of American citizens with citizens of selected nations and states: responsibilities rights privileges duties
	SS.O.06.01.05	analyze citizen actions (e.g., petitions, lobbying, demonstrations, civil disobedience) and public opinion (expressed through various media and meetings) and evaluate these influences on public policy and decision-making
	Grade 6	Social Studies
	Standard: 2	Civics/Government
	SS.S.06.02	Students will examine and analyze the purposes and basic principles of the United States government (Purposes of Government). outline and evaluate and analyze the origins and meaning of the principles, ideals and core democratic values expressed in the foundational documents of the United States (Ideals of United States Democracy). examine and distinguish the structure, function and responsibilities of governments and the allocation of power at the local, state and national levels (United States Government and Politics). analyze how the world is organized politically and compare the role and relationship of the United States to other nations and to world affairs (United States Government and World Affairs).
Performance Descriptors (SS.PD.06.2)
Distinguished			Above Mastery	Mastery	Partial Mastery	Novice
Sixth grade students performing at the distinguished level in civics analyze various world governments and how they give power to their leaders. Students evaluate the actions of world leadership and the consequences of their actions. Students differentiate between governmental and nongovernmental organizations and explain their role and effectiveness in the global society.			Sixth grade students performing at the above mastery level in civics discriminate between the different forms of government and the powers given to leaders whose actions impact world events. Students differentiate between governmental and nongovernmental organizations and explain their role in the global society.	Sixth grade students performing at the mastery level in civics classify and compare different world governments and their functions. Students differentiate between governmental and nongovernmental organizations. Students analyze political divisions of nations and the impact of strong leadership on historic world events.	Sixth grade students performing at the partial mastery level in civics match world governments and their leaders. Students identify governmental and nongovernmental organizations.	Sixth grade students performing at the novice level in civics identify major world leaders with their world governments. Students identify governmental organizations.
	Objectives	Students will
	SS.O.06.02.01	evaluate competing ideas about the purposes government should serve (e.g., promoting the common good, protecting individual rights, providing economic security).
	SS.O.06.02.02	analyze and explain how various types of government meet the needs and wants of citizens, manage conflict and establish security.
	SS.O.06.02.03	analyze the impact of strong leadership on historic world events.
	SS.O.06.02.04	debate the purposes of political parties and special interest groups and their influence on the political process.
	SS.O.06.02.05	identify, explain and give examples of the political divisions of nations.
	SS.O.06.02.06	describe, provide examples and classify different forms of government as either limited (having established and respected restraints of their power) or unlimited (having no effective means of restraining their power) governments.
	SS.O.06.02.07	compare and contrast governmental and nongovernmental international organizations and critique their functions.
	Grade 6	Social Studies
	Standard: 3	Economics
	SS.S.06.03	Students will analyze the role of economic choices in scarcity, supply and demand, resource allocation, decision-making, voluntary exchange and trade-offs (Choices). research, critique and evaluate the roles of private and public institutions in the economy (Institutions). compare and contrast various economic systems and analyze their impact on individual citizens (Economic Systems). illustrate how the factors of production impact the United States economic system (Factors of Production). analyze the elements of competition and how they impact the economy (Competition). examine and evaluate the interdependence of global economies (Global Economies).
Performance Descriptors (SS.PD.06.03)
Distinguished			Above Mastery	Mastery	Partial Mastery	Novice
Students anticipate future patterns for immigration and migration worldwide. Using data, students create a comparative chart, and analyze the characteristics of communism, socialism and capitalism. Students determine the impact of technology, trade cartels and treaties on the production, marketing and consumption of goods and services in selected nations. Students defend and take a position on how competition among sellers results in lower prices.			Students evaluate the effects of immigration and migration on economics throughout world history and predict future movement. Students create a comparative chart of the basic characteristics of communism, socialism and capitalism. Students evaluate the impact of technology, trade cartels and treaties on the production, marketing and consumption of goods and services in selected nations. Students illustrate that competition among sellers results in lower prices.	Sixth grade students performing at the Mastery level infer economic reasons for immigration and migration worldwide throughout history. Students compare and contrast the basic characteristics of communism, socialism, and capitalism. Students analyze the impact of technology, trade cartels and treaties on the production, marketing and consumption of goods and services in selected nations.	Students explain economic reasons for immigration and migration worldwide throughout history. Students explain the characteristics of communism, socialism, and capitalism. Students recognize and define the impact of technology, trade cartels and treaties on the production, marketing and consumption of goods and services in selected nations.	Students list economic reasons for immigration and migration worldwide throughout history. Students state the basic characteristics of communism, socialism, and capitalism. Students recognize the impact of technology, trade cartels and treaties on the production, marketing and consumption of goods and services in selected nations.
	Objectives	Students will
	SS.O.06.03.01	infer the economic reasons for immigration and migration worldwide throughout history.
	SS.O.06.03.02	summarize and give examples of the interactive relationship of global marketing principles: · production/consumption of goods and services competition supply and demand
	SS.O.06.03.03	compare and contrast the basic characteristics of communism, socialism and capitalism.
	SS.O.06.03.04	assess the economic impact of technology on world regions throughout history (e.g., internet, telecommunications, printing press).
	SS.O.06.03.05	explain how trade cartels affect the world economy (e.g., Organization of Petroleum Exporting Countries), trace the development of treaties and organizations related to trade and evaluate their influence on trade
	Grade 6	Social Studies
	Standard: 4	Geography
	SS.S.06.04	Students will interpret, and choose maps, globes and other geographic tools to categorize and organize information about personal directions, people, places and environments (The World in Spatial Terms). examine the physical and human characteristics of place and explain how the lives of people are rooted in places and regions (Places and Regions). analyze the physical processes that shape the earth’s surface and create, sustain and modify the cultural and natural environment (Physical Systems). analyze and illustrate how the earth is shaped by the movement of people and their activities (Human Systems). analyze the interaction of society with the environment (Environment and Society). point out geographic perspective and the tools and assess techniques available for geographic study (Uses of Geography).
Performance Descriptors (SS.PD.06.04)
Distinguished			Above Mastery	Mastery	Partial Mastery	Novice
Sixth grade students performing at the distinguished level in geography analyze and assess the physical and human processes that will shape the earth’s surface in future generations. Students use maps, globes, graphs and population pyramids to explain their place in the world and the effects of geography on population density, distribution and movement. Students anticipate the effects of geography on future transportation systems, distribution patterns, population density, scarcity of natural resource and economic activities.			Sixth grade students performing at the above mastery level in geography analyze the physical and human processes that shape the earth’s surface. Students use maps, globes, graphs and population pyramids to explain their place in the world and the effects of geography on population density, distribution and movement. Students evaluate the effects of geography on transportation, culture, economic activities, religion, language and population density/distribution.	Sixth grade students performing at the mastery level in geography explain the physical and human processes that shape the earth’s surface. Students use maps, globes, graphs and population pyramids to explain their place in the world and the effects of geography on population density, distribution and movement. Students illustrate the effects of geography on transportation, culture, economic activities, religion, language and population density/distribution.	Sixth grade students performing at the partial mastery level in geography differentiate among the physical and human processes that shape the earth’s surface. Students use maps, globes, graphs and population pyramids to explain their place in the world and the effects of geography on population density, distribution and movement. Students define and discuss the effects of geography on transportation, culture, language and population density/distribution.	Sixth grade students performing at the novice level in geography identify and describe the physical and human processes that shape the earth’s surface. Students use maps, globes, graphs and population pyramids to explain their place in the world and the effects of geography on population density, distribution and movement. Students tell the effects of geography on transportation, language and population density/distribution.
	Objectives	Students will
	SS.O.06.04.01	determine the time of various world locations using a world time zone map.
	SS.O.06.04.02	use map tools (e.g., legends, keys, scales) to interpret information (e.g., climate, landforms, resources).
	SS.O.06.04.03	locate and identify the continents, major climates, major bodies of water, natural resources and landforms and analyze the relationship of people with their environment regarding population demographics, settlement and trade.
	SS.O.06.04.04	locate the major waterways of North America, South America, Europe and the Middle East, and examine their impact on exploration, settlement, transportation and trade (e.g., discuss how the opening of the Erie Canal contributed to the rise of New York City).
	SS.O.06.04.05	evaluate the effects of physical geography and the changing nature of the earth’s surface on transportation, culture, economic activities and population density/distribution.
	SS.O.06.04.06	interpret information on a population growth graph and a population pyramid (e.g., discuss the age of the population, growth potential, life expectancy) and apply it to explain the economics, education and movement of a selected region.
	SS.O.06.04.07	examine and illustrate changes in the commercial form and function of urban areas in selected regions as they moved from agricultural centers to trade centers to industrial centers, and evaluate the shifts in population that occurred due to these changes
	Grade 6	Social Studies
	Standard: 5	History
	SS.S.06.05	Students will organize, analyze and compare historical events, distinguish cause-effect relationships, theorize alternative actions and outcomes, and anticipate future application (Chronology). use the processes and resources of historical inquiry to develop appropriate questions, gather and examine evidence, compare, analyze and interpret historical data (Skills and Application). examine, analyze and synthesize historical knowledge of major events, individuals, cultures and the humanities in West Virginia, the United States and the world (Culture and Humanities). use historical knowledge to analyze local, state, national and global interdependence (Interpretation and Evaluation). examine political institutions and theories that have developed and changed over time; and research and cite reasons for development and change (Political Institutions).
Performance Descriptors (SS.PD.06.05)
Distinguished			Above Mastery	Mastery	Partial Mastery	Novice
Sixth grade students performing at the distinguished level in history create a comparative chart demonstrating of the contributions of the civilizations of North America, South America, Europe and the Middle East and analyze how those contributions advance that culture and influence other cultures. Students create a graphic that presents and organizes the significance of people, places, documents, ideas and events in those locations using technology. Students use compiled data to evaluate and critique the consequences of the Reformation, Age of Exploration and the Industrial Revolution. Students use credible sources to examine the Great Depression, WW I, WW II, Civil Rights Movements and global warfare to create a presentation that critiques their impact.			Sixth grade students performing at the above mastery level in history evaluate the contributions of the civilizations of North America, South America, Europe and the Middle East and how those contributions advance that culture and influence other cultures. Students evaluate the significance of people, places, documents, ideas and events in those locations. Students compile data comparing the consequences of the Reformation, Age of Exploration and the Industrial Revolution. Students use credible sources to examine the Great Depression, WW I, WW II, Civil Rights Movements and global warfare to create a presentation on their impact.	Sixth grade students performing at the mastery level in history categorize the contributions of the civilizations of North America, South America, Europe and the Middle East and describe how those contributions advance that culture and influence other cultures. Students explain the significance of people, places, documents, ideas and events in those locations. Students examine the Reformation, Age of Exploration, the Industrial Revolution and the consequences of each. Students use credible sources to examine the Great Depression, WW I, WW II, Civil Rights Movements, global warfare and the impact of those events.	Sixth grade students performing at the partial mastery level in history describe the contributions of the civilizations of North America, South America, Europe and the Middle East. Students discuss the significance of people, places, documents, ideas and events in those locations. Students describe the Reformation, Age of Exploration, the Industrial Revolution and the consequences of each. Students use credible sources to discuss the Great Depression, WW I, WW II, Civil Rights Movements, global warfare and the impact of those events.	Sixth grade students performing at the novice level in history list the contributions of the civilizations of North America, South America, Europe and the Middle East. Students tell the significance of people, places, documents, ideas and events in those locations. Students name the consequences of the Reformation, Age of Exploration the Industrial Revolution. Students use credible sources to show the impact of the Great Depression, WW I, WW II, Civil Rights Movements and global warfare.
	Objectives	Students will
	SS.O.06.05.01	identify and evaluate contributions of past civilizations and show reasons for their rise and fall.
	SS.O.06.05.02	examine the defining characteristics of monotheistic religions and analyze the impact of Arab/Islamic society and Judeo-Christian societies on western civilizations
	SS.O.06.05.03	determine the causes and consequences of the Protestant Reformation.
	SS.O.06.05.04	analyze how Europeans benefited by expansion in the New World in the following: economics culture trade new agricultural products.
	SS.O.06.05.05	examine the development of slavery and illustrate its impact on the political, economic and social systems throughout the world.
	SS.O.06.05.06	research and describe major historical events in the development of transportation systems (e.g., water, rail, motor vehicles, aviation).
	SS.O.06.05.07