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

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

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)

Analyzes how societies have interacted with one another in the past or present.

Understands the historical origins of civic involvement.

Analyzes the costs and benefits of economic choices made by groups and individuals in the past or present.

Understands the production, distribution, and consumption of goods, services, and resources in societies from the past or in the present.

Understands how the forces of supply and demand have affected international trade in the past or present.

Understands the role of government in the worlds economies through the creation of money, taxation, and spending in the past or present.

Understands the distribution of wealth and sustainability of resources in the world in the past or present.

Constructs and analyzes maps using scale, direction, symbols, legends and projections to gather information

Identifies the location of places and regions in the world and understands their physical and cultural characteristics.

Understands and analyzes how the environment has affected people and how people have affected the environment in the past or present.

Understands the characteristics of cultures in the world from the past or in the present.

Understands the geographic factors that influence the movement of groups of people in the past or present.

Understands that learning about the geography of the world helps us understand the global issue of sustainability.

Analyzes different cultural measurements of time.

Understands how the rise of civilizations defines eras in ancient history by:

Understands and analyzes how individuals and movements from ancient civilizations have shaped world history.

Understands and analyzes how cultures and cultural groups in ancient civilizations contributed to world history.

Understands and analyzes how technology and ideas from ancient civilizations have impacted world history.

Analyzes and interprets historical materials from a variety of perspectives in ancient history.

Analyzes multiple causal factors that shape major events in ancient history.

Analyzes how an event in ancient history helps us to understand a current issue.

Understands positions on an issue or event.

Evaluates the significance of information used to support positions on an issue or event.

Creates and uses research questions to guide inquiry on an historical event.

Analyzes the validity, reliability, and credibility of information from a variety of primary and secondary sources while researching an issue or event.

Engages in discussions that clarify and address multiple viewpoints on public issues.

Analyzes multiple factors, compares two groups, generalizes, and connects past to present to formulate a thesis in a paper or presentation.

Understands and demonstrates the ethical responsibility one has in using and citing sources and the rules related to plagiarism and copyright.


Cite specific textual evidence to support analysis of primary and secondary sources.


By the end of grade 8, read and comprehend history/social studies texts in the grades 6-8 text complexity band independently and proficiently.


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.


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).


Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.


Describe how a text presents information (e.g., sequentially, comparatively, causally).


Identify aspects of a text that reveal an author's point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).


Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.


Distinguish among fact, opinion, and reasoned judgment in a text.


Analyze the relationship between a primary and secondary source on the same topic.


Write arguments focused on discipline-specific content.


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.


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.


Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.


Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.


Establish and maintain a formal style.


Provide a concluding statement or section that follows from and supports the argument presented.


Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.


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.


Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.


Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.


Use precise language and domain-specific vocabulary to inform about or explain the topic.


Establish and maintain a formal style and objective tone.


Provide a concluding statement or section that follows from and supports the information or explanation presented.


(See note; not applicable as a separate requirement)


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.


Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.


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.


Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.


Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.


Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.


Draw evidence from informational texts to support analysis reflection, and research.