Arizona Social Studies Standards — Grade 6


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SS06-S1C1.

Historical research is a process in which students examine topics or questions related to historical studies and/or current issues. By using primary and secondary sources effectively students obtain accurate and relevant information.

SS06-S1C1.a

Construct charts, graphs, and narratives using historical data.

SS06-S1C1.b

Interpret historical data displayed in graphs, tables, and charts.

SS06-S1C1.c

Construct timelines of the historical era being studied (e.g., presidents/world leaders, key events, people).

SS06-S1C1.d

Formulate questions that can be answered by historical study and research.

SS06-S1C1.e

Describe the difference between primary and secondary sources.

SS06-S1C1.f

Determine the credibility and bias of primary and secondary sources.

SS06-S1C1.g

Analyze cause and effect relationships between and among individuals and/or historical events.

SS06-S1C1.h

Describe how archaeological research adds to our understanding of the past.

SS06-S1C10

Current events and issues continue to shape our nation and our involvement in the global community.

SS06-S1C10.a

Describe current events using information from class discussions and various resources (e.g., newspapers, magazines, television, Internet, books, maps).

SS06-S1C10.b

Identify the connection between current and historical events and issues studied at this grade level using information from class discussions and various resources (e.g., newspapers, magazines, television, Internet, books, maps).

SS06-S1C10.c

Describe how key political, social, and economic events of the late 20th century and early 21st century affected, and continue to affect, the United States.

SS06-S1C2.

The geographic, political, economic and cultural characteristics of early civilizations made significant contributions to the later development of the United States.

SS06-S1C2.a

Describe the characteristics of hunting and gathering societies in the Americas.

SS06-S1C2.b

Describe how farming methods and domestication of animals led to the development of cultures and civilizations from hunting and gathering societies.

SS06-S1C2.c

a) location, agriculture, housing, arts, and trade networks; b) how these cultures adapted to and altered their environment.

SS06-S1C2.d

a) location, agriculture, housing, arts, and trade networks; b) how these cultures adapted to and altered their environment.

SS06-S1C2.e

a) location, agriculture, housing, and trade networks; b) achievements (e.g., mathematics, astronomy, architecture, government, social structure, arts and crafts); c) how these cultures adapted to and altered their environment.

SS06-S2C1

Historical research is a process in which students examine topics or questions related to historical studies and/or current issues.

SS06-S2C1.a

Construct charts, graphs, and narratives using historical data.

SS06-S2C1.b

Interpret historical data displayed in graphs, tables, and charts.

SS06-S2C1.c

Construct timelines of the historical era being studied (e.g., presidents/world leaders, key events, people).

SS06-S2C1.d

Formulate questions that can be answered by historical study and research.

SS06-S2C1.e

Describe the difference between primary and secondary sources.

SS06-S2C1.f

Determine the credibility and bias of primary and secondary sources.

SS06-S2C1.g

Analyze cause and effect relationships between and among individuals and/or historical events.

SS06-S2C1.h

Describe how archaeological research adds to our understanding of the past.

SS06-S2C2

The geographic, political, economic and cultural characteristics of early civilizations significantly influenced the development of later civilizations.

SS06-S2C2.a

Describe the lifestyles of humans in the Paleolithic and Neolithic Ages.

SS06-S2C2.b

a) farming methods; b) domestication of animals; c) division of labor; d) geographic factors.

SS06-S2C2.c

a) Tigris and Euphrates - Mesopotamia; b) Nile - Egypt; c) Huang He - China; d) Indus- India.

SS06-S2C2.d

a) Mesopotamia - laws of Hammurabi; b) Egypt - theocracy; c) China - dynasty.

SS06-S2C2.e

a) Sumeria, India (i.e., polytheism); b) Egypt (i.e., belief in an afterlife); c) China (i.e., ancestor worship); d) Middle East (i.e., monotheism).

SS06-S2C2.f

a) Mesopotamia (i.e., laws of Hammurabi); b) Egypt (i.e., mummification, hieroglyphs, papyrus); c) China (i.e., silk, gun powder/fireworks, compass); d) Central and South America (i.e., astronomy, agriculture).

SS06-S2C2.g

a) democracy; b) republics/empires.

SS06-S2C2.h

Describe scientific and cultural advancements (e.g., networks of roads, aqueducts, art and architecture, literature and theatre, mathematics, philosophy) in ancient civilizations.

SS06-S2C2.i

a) Greece and Greek empires (i.e., Socrates, Plato, Aristotle, Sophocles, Euripides, Pericles, Homer, Alexander the Great); b) Rome (i.e., Julius Caesar, Augustus); c) China (i.e., Qin Shi Huan Di, Confucius); d) Egypt (i.e., Hatshepsut, Ramses, Cleopatra)

SS06-S2C2.j

a) 'decline and fall' of the Roman Empire; b) Empire split in eastern and western regions; c) capital moved to Byzantium/Constantinople; d) Germanic invasions.

SS06-S2C3

People of different regions developed unique civilizations and cultural identities characterized by increased interaction, societal complexity and competition.

SS06-S2C3.a

Describe aspects (e.g., geographic origins, founders and their teachings, traditions, customs, beliefs) of Hinduism, Buddhism, Judaism, Christianity, and Islam.

SS06-S2C3.b

a) Islamic influences; b) mining of gold and salt; c) centers of commerce.

SS06-S2C3.c

a) Muslim religion (i.e., Mohammad, Mecca); b) extensive trade and banking network; c) interest in science (i.e., medicine, astronomy); d) translation and preservation of Greek and Roman literature.

SS06-S2C3.d

a) Crusades; b) Inquisition; c) education; d) government; e) spread of Christianity.

SS06-S2C3.e

Describe the transition from feudalism to nationalism at the end of the Middle Ages.

SS06-S2C3.f

Describe the trade routes that established the exchange of goods (e.g., silk, salt, spices, gold) between eastern and western civilizations during the 15th and 16th centuries.

SS06-S2C3.g

Describe how trade routes led to the exchange of ideas (e.g., religion, scientific advances, literature) between Europe, Asia, Africa and the Middle East during the 15th and 16th centuries.

SS06-S2C4

The rise of individualism challenged traditional western authority and belief systems resulting in a variety of new institutions, philosophical and religious ideas, and cultural and social achievements.

SS06-S2C4.a

a) rebirth of Greek and Roman ideas; b) new ideas and products as a result of trade; c) the arts; d) science.

SS06-S2C4.b

a) Leonardo da Vinci; b) Michelangelo; c) Gutenberg; d) Martin Luther.

SS06-S2C5

Describe how new ways of thinking in Europe during the Enlightenment fostered the following changes in society a) Scientific Revolution (i.e., Copernicus, Galileo, Newton); b) natural rights (i.e., life, liberty, property); c) governmental separation of powers vs. monarchy; d) religious freedom; e) Magna Carta.

SS06-S2C9

The nations of the contemporary world are shaped by their cultural and political past. Current events, developments and issues continue to shape the global community.

SS06-S2C9.a

Describe current events using information from class discussions and various resources (e.g., newspapers, magazines, television, Internet, books, maps).

SS06-S2C9.b

Identify the connection between current and historical events and issues using information from class discussions and various resources (e.g., newspapers, magazines, television, Internet, books, maps).

SS06-S3C1

The United States democracy is based on principles and ideals that are embodied by symbols, people and documents.

SS06-S3C1.a

Discuss the important ideas of the Enlightenment Period (e.g., Natural Rights, separation of powers, religious freedom) that fostered the creation of the United States government.

SS06-S3C3.

Laws and policies are developed to govern, protect, and promote the well-being of the people.

SS06-S3C3.a

Describe the impact of the Laws of Hammurabi on the lives of ancient people and how it relates to current laws.

SS06-S3C3.b

Describe the impact of the Greek democracy on ancient Greeks and how it relates to current forms of government.

SS06-S3C3.c

Describe the impact of the Roman republic on ancient Romans and how it relates to current forms of government.

SS06-S3C4.

The rights, responsibilities and practices of United States citizenship are founded in the Constitution and the nation's history.

SS06-S3C4.a

Describe ways an individual can contribute to a school or community.

SS06-S3C4.b

Discuss the character traits (i.e., respect, responsibility, fairness, involvement) that are important to the preservation and improvement of constitutional democracy in the United States.

SS06-S3C4.c

Describe the importance of citizens being actively involved in the democratic process (e.g., voting, student government, involvement in political decision making, analyzing issues, petitioning public officials).

SS06-S3C5.

Different governmental systems exist throughout the world. The United States influences and is influenced by global interactions.

SS06-S3C5.a

a) theocracy; b) dictatorship; c) republic; d) monarchy; e) democracy; f) anarchy.

SS06-S4C1

The spatial perspective and associated geographic tools are used to organize and interpret information about people, places and environments.

SS06-S4C1.a

Construct maps, charts, and graphs to display geographic information.

SS06-S4C1.b

Identify purposes of, and differences among, maps, globes, aerial photographs, charts, and satellite images.

SS06-S4C1.c

Interpret maps, charts, and geographic databases using geographic information.

SS06-S4C1.d

Locate physical and human features (e.g., significant waterways, mountain ranges, cities, countries) in the United States and in regions of the world on a map.

SS06-S4C1.e

Interpret thematic maps, graphs, charts, and databases depicting various aspects of world regions. (Apply to regions studied).

SS06-S4C2

Places and regions have distinct physical and cultural characteristics.

SS06-S4C2.a

Identify regions studied in Strand 2 using a variety of criteria (e.g., climate, landforms, culture, vegetation).

SS06-S4C2.b

Describe the factors that cause regions and places to change.

SS06-S4C2.c

Describe the interactions of people in different places and regions.

SS06-S4C2.d

Explain why places and regions serve as cultural symbols such as Jerusalem being a sacred place for Jews, Christians, and Muslims.

SS06-S4C2.e

Describe the physical and human characteristics of places and regions of a Middle Eastern country studied.

SS06-S4C3

Physical processes shape the Earth and interact with plant and animal life to create, sustain, and modify ecosystems. These processes affect the distribution of resources and economic development.

SS06-S4C3.a

Identify the physical processes that influence the formation and location of resources such as oil, coal, diamonds, and copper.

SS06-S4C3.b

Evaluate the effects of, and describe how people plan for and respond to natural disasters.

SS06-S4C3.c

Describe how sunlight, water quality, climate, population density and pollution affect quality of life.

SS06-S4C3.d

Describe the composition of and interactions between bodies of water and the atmosphere.

SS06-S4C3.e

Explain the water cycle and factors that affect climate.

SS06-S4C4

Human cultures, their nature, and distribution affect societies and the Earth.

SS06-S4C4.a

Interpret the demographic structure of places and regions using a population pyramid.

SS06-S4C4.b

Describe the environmental, economic, cultural, and political effects of human migrations and cultural diffusion on places and regions.

SS06-S4C4.c

Analyze the causes and effects of settlement patterns.

SS06-S4C4.d

Identify how factors such as river/coastal civilizations and trade influenced the location, distribution, and interrelationships of economic activities over time and in different regions.

SS06-S4C4.e

Identify cultural norms that influence different social, political, and economic activities of men and women.

SS06-S4C5

Human and environmental interactions are interdependent upon one another. Humans interact with the environment- they depend upon it, they modify it; and they adapt to it. The health and well-being of all humans depends upon an understanding of the interconnections and interdependence of human and physical systems.

SS06-S4C5.a

Describe ways that human dependence on natural resources influences economic development, settlement, trade, and migration.

SS06-S4C5.b

Describe the intended and unintended consequences of human modification (e.g., irrigation, aqueducts, canals) on the environment.

SS06-S4C5.c

Explain how changes in the natural environment (e.g., flooding of the Nile) can increase or diminish its capacity to support human activities.

SS06-S4C5.d

Identify the way humans respond to/prepare for natural hazards (i.e., lightning, flash floods, dust storms, tornadoes, hurricanes, floods, earthquakes) in order to remain safe.

SS06-S4C6

Geographic thinking (asking and answering geographic questions) is used to understand spatial patterns of the past, the present, and to plan for the future.

SS06-S4C6.a

Describe ways geographic features and conditions influenced settlement in various locations (e.g., near waterways, on high terrain, with adequate fresh water, on good land for farming, in temperate climates) throughout different periods of time, places, and regions.

SS06-S4C6.b

Use geographic knowledge and skills (e.g., recognizing patterns, mapping, graphing) when discussing current events.

SS06-S5C1.

The foundations of economics are the application of basic economic concepts and decision-making skills. This includes scarcity and the different methods of allocation of goods and services.

SS06-S5C1.a

Identify how limited resources and unlimited human wants cause people to choose some things and give up others.

SS06-S5C1.b

Determine how scarcity, opportunity costs, and trade-offs influence decision-making.

SS06-S5C1.c

Explain why specialization improves standards of living.

SS06-S5C1.d

Compare how money, as opposed to barter, facilitates trade.

SS06-S5C1.e

Explain how trade promoted economic growth throughout world regions.

SS06-S5C5.

Decision-making skills foster a person's individual standard of living. Using information wisely leads to better informed decisions as consumers, workers, investors and effective participants in society.

SS06-S5C5.a

Compare the cost and benefits of using credit.

SS06-S5C5.b

Explain how interest is the price paid to borrow money.

SS06-S5C5.c

Describe the factors lenders consider before lending money.