Washington State K-12 Social Studies Learning Standards — Grade 6


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6.1.1.1

This component is addressed in grades K, 2 5, 7, 8, 11, and 12.

6.1.2.3

Understands a variety of forms of government from the past or present. Examples: Compares monarchy and democracy in ancient Greece and ancient Egypt. Explains the Mandate of Heaven as a principle in the creation of Chinese Dynasties. Suggested Unit: WorldAncient Civilizations (8000 BCE600 CE)

6.1.3.1

Analyzes how societies have interacted with one another in the past or present. Examples: Examines how goods were exchanged along the Silk Road between China and the Middle East. Examines trade between Minoan and Egyptian societies. Examines alliances between the Assyrians and the Egyptians. Examines how Alexander the Great expanded the Macedonian empire through military conquest and cultural assimilation of neighboring societies. Page 58 Suggested Unit: WorldAncient Civilizations (8000 BCE600 CE)

6.1.4.1

Understands the historical origins of civic involvement. Examples: Explains how the male, property-owning citizens of ancient Athens practiced direct democracy. Suggested Unit: WorldAncient Civilizations (8000 BCE600 CE

6.2.1.1

Analyzes the costs and benefits of economic choices made by groups and individuals in the past or present. Examples: Examines how the Phoenicians use of finite natural resources forced them to relocate. Suggested Unit: WorldAncient Civilizations (8000 BCE600 CE) OSPI-developed Assessment: People on the Move

6.2.2.1

Understands the production, distribution, and consumption of goods, services, and resources in societies from the past or in the present. Examples: Compares the production and distribution of agricultural goods in Egypt and Mesopotamia. Suggested Unit: WorldAncient Civilizations (8000 BCE600 CE) OSPI-developed Assessment: Meeting Needs and Wants

6.2.2.2

Understands how the forces of supply and demand have affected international trade in the past or present. Page 59 Examples: Compares how ancient Chinese and Egyptian civilizations used trade to meet their needs and wants. Explains how demand for spices increased the trade along the Silk Road. Suggested Unit: WorldAncient Civilizations (8000 BCE600 CE)

6.2.3.1

Understands the role of government in the worlds economies through the creation of money, taxation, and spending in the past or present. Examples: Explains how Sumerian priest kings need for monetary record keeping advanced the development of cuneiform. Explains why people in ancient Greece established the use of coins as money to make trade easier. Explains the establishment of salt as a currency in Tikal and other Yucatan Nation States. Suggested Unit: WorldAncient Civilizations (8000 BCE600 CE)

6.2.4.1

Understands the distribution of wealth and sustainability of resources in the world in the past or present. Examples: Compares the deforestation of Easter Island with the current deforestation of the Amazon rain forest. Suggested Unit: WorldAncient Civilizations (8000 BCE600 CE)

6.3.1.1

Constructs and analyzes maps using scale, direction, symbols, legends and projections to gather information. Examples: Compares past and present satellite images of the Amazon rain forest to illustrate deforestation. Constructs a population map of Canada, including annual temperature, and draws conclusions about how the environment affects human settlement. Page 60 Suggested Unit: World Geography

6.3.1.2

Identifies the location of places and regions in the world and understands their physical and cultural characteristics. Examples: Identifies the location of the seven continents of the world. Explains the unique characteristics of the physical and cultural landscape between North Africa and Sub-Saharan Africa. Suggested Unit: World Geography OSPI-developed Assessment: People on the Move

6.3.2.1

Understands and analyzes how the environment has affected people and how people have affected the environment in the past or present. Examples: Examines how people in Mesopotamia shaped agriculture through the building of canals. Examines how Incas modified their environment to maximize crop production. Suggested Unit: WorldAncient Civilizations (8000 BCE600 CE)

6.3.2.2

Understands the characteristics of cultures in the world from the past or in the present. Examples: Explains the Mayans ways of life, including their technology, traditions, language, social roles, beliefs, and values. Explains how the Sumerians developed a unique culture based on the domestication of grain. Suggested Unit: WorldAncient Civilizations (8000 BCE600 CE)

6.3.2.3

Understands the geographic factors that influence the movement of groups of people in the past or present. Examples: Compares the factors that led to migration of the Han and the Goths into Europe. Compares how the physical environments of island culture influenced Maori and Polynesian migration. Suggested Unit: WorldAncient Civilizations (8000 BCE600 CE) OSPI-developed Assessment: People on the Move

6.3.3.1

Understands that learning about the geography of the world helps us understand the global issue of sustainability. Examples: Explains how studying the deforestation of Easter Island helps us understand the importance of environmental conservation. Explains how irrigation difficulties in Mesopotamia are similar to the challenges currently facing Californias agricultural industry. Compares the Anasazis struggle to find an adequate water supply in the 13th century with that of many societies today. Suggested Unit: WorldAncient Civilizations (8000 BCE600 CE)

6.4.1.1

Analyzes different cultural measurements of time. Examples: Compares the different ways calendars were used in ancient Egypt and the Mayan civilization to plan agriculture. Suggested Unit: WorldAncient Civilizations (8000 BCE600 CE)

6.4.1.2

Understands how the rise of civilizations defines eras in ancient history by: Explaining and comparing the rise of civilizations from 8000 BCE to 200 CE on two or more continents. Explaining and comparing the rise of civilizations from 200 CE to 600 CE on two or more continents. Examples: Explains and compares the basic cultural elements of early civilization in Mesopotamia and Egypt (8000 BCE to 200 CE). Explains and compares the basic cultural elements of later civilization in Rome and Han China (200 CE to 600 CE).

6.4.2.1

Understands and analyzes how individuals and movements from ancient civilizations have shaped world history. Examples: Explains the impact of Confucius and Buddha on Eastern belief systems. Page 62 Explains the impact of Aristotle on scientific investigation with human reasoning. Suggested Unit: WorldAncient Civilizations (8000 BCE600 CE)

6.4.2.2

Understands and analyzes how cultures and cultural groups in ancient civilizations contributed to world history. Examples: Explains how Mesopotamia and Egypt responded to environmental challenges. Compares the experiences of Jewish slaves in Egypt with those of Greek slaves in the Roman Empire. Suggested Unit: WorldAncient Civilizations (8000 BCE600 CE) OSPI-developed Assessment: Enduring Cultures

6.4.2.3

Understands and analyzes how technology and ideas from ancient civilizations have impacted world history. Examples: Examines the impact of the Phoenician alphabet on improved communication among societies. Examines the impact of irrigation on the establishment of river societies. Suggested Unit: WorldAncient Civilizations (8000 BCE600 CE)

6.4.3.1

Analyzes and interprets historical materials from a variety of perspectives in ancient history. Examples: Describes the impact of the Code of Hammurabi on ancient Mesopotamia. Suggested Unit: WorldAncient Civilizations (8000 BCE600 CE)

6.4.3.2

Analyzes multiple causal factors that shape major events in ancient history. Examples: Presents a position on the causes and outcomes of the Peloponnesian wars, demonstrating understanding of varying viewpoints of the conflict. Suggested Unit: WorldAncient Civilizations (8000 BCE600 CE)

6.4.4.1

Analyzes how an event in ancient history helps us to understand a current issue. Page 63 Examples: Examines how studying the effects of lead on people living in ancient Rome helps us to understand the dangers of lead today. Examines how the history of Tse-whit-zen, an ancient burial ground and native village in Port Angeles, helps us understand the current conflict over use of the land. Suggested Unit: WorldAncient Civilizations (8000 BCE600 CE) OSPI-developed Assessment: Why History?

6.5.1.1

Understands positions on an issue or event. Examples: Explains positions historians take on Mesopotamias and Egypts responses to challenges. Explains ones own position on how history helps us understand current events. Explains ones own position on the factors that caused the Punic Wars. Suggested Unit: WorldAncient Civilizations (8000 BCE600 CE) OSPI-developed Assessment: Enduring Cultures

6.5.1.2

Evaluates the significance of information used to support positions on an issue or event. Examples: Selects the most significant information to support positions on Mesopotamias and Egypts responses to challenges. Selects the most significant information to support positions on how history helps us understand current events. Selects the most significant information to support positions on what caused the Punic Wars. Suggested Unit: WorldAncient Civilizations (8000 BCE600 CE) OSPI-developed Assessment: Enduring Cultures

6.5.2.1

Creates and uses research questions to guide inquiry on an historical event. Examples: Develops a research question to guide inquiry on the challenges that early civilizations faced. Page 64 Develops a research question to guide inquiry to determine how physical geography contributed to the political, economic, and cultural development of a particular civilization. Suggested Unit: WorldAncient Civilizations (8000 BCE600 CE) OSPI-developed Assessment: Enduring Cultures

6.5.2.2

Analyzes the validity, reliability, and credibility of information from a variety of primary and secondary sources while researching an issue or event. Examples: Uses Cornell Notes to examine the validity, reliability, and credibility of secondary sources on ancient Egypt and Mesopotamia while researching why people relocated to the Middle East during ancient times. Uses a Venn diagram to examine the validity, reliability, and credibility of primary sources on the causes of the Peloponnesian Wars. Suggested Unit: WorldAncient Civilizations (8000 BCE600 CE) OSPI-developed Assessments: People on the Move; Why History; Enduring Cultures; Meeting Needs and Wants

6.5.3.1

Engages in discussions that clarify and address multiple viewpoints on public issues. Examples: Engages in a debate to clarify multiple viewpoints on how the Phoenicians could have conserved resources. Engages in a discussion to address multiple viewpoints on how studying the history of Mesopotamia helps one understand current issues in the Middle East region. Suggested Unit: WorldAncient Civilizations (8000 BCE600 CE) OSPI-developed Assessments: Enduring Cultures; Why History?

6.5.4.1

Analyzes multiple factors, compares two groups, generalizes, and connects past to present to formulate a thesis in a paper or presentation. Examples: Examines multiple factors, generalizes, and connects the past to the present to formulate a thesis on the significance of the fall of Rome in a paper. Examines multiple factors, generalizes, and connects past to present to formulate a thesis on the significance of the Peloponnesian War in a presentation. Suggested Unit: WorldAncient Civilizations (8000 BCE600 CEOSPI-developed Assessments: People on the Move; Why History; Enduring Cultures;Meeting Needs and Wants)

6.5.4.2

Understands and demonstrates the ethical responsibility one has in using and citing sources and the rules related to plagiarism and copyright. Examples: Demonstrates ethical responsibility while writing a paper by using ones own words and giving credit to ideas from others. Explains the legal and ethical consequences of plagiarism