Grade 6 Social Studies OLS Standards

Economists compare data sets to draw conclusions about relationships among them.

The choices made by individuals and governments have both present and future consequences. The evaluation of choices is relative and may differ across individuals and societies.

The fundamental questions of economics include what to produce, how to produce and for whom to produce.

When regions and/or countries specialize, global trade occurs.

The interaction of supply and demand, influenced by competition, helps to determine price in a market. This interaction also determines the quantities of outputs produced and the quantities of productive resources (entrepreneurship, human resources, natural resources and capital) used.

When selecting items to buy, individuals can weigh costs and benefits and compare the price and quality of available goods and services.

Geographic tools can be used to gather, process and report information about people, places and environments. Cartographers decide which information to include and how it is displayed.

Latitude and longitude can be used to identify absolute location.

Regions can be determined, classified and compared using data related to various criteria including landform, climate, population, and cultural and economic characteristics

The variety of physical environments within the Eastern Hemisphere influences human activities. Likewise, human activities modify the physical environment.

Political, environmental, social and economic factors cause people, products and ideas to move from place to place in the Eastern Hemisphere in the past and today.

Diffusion of agricultural practices and products, technology, cultural practices and major world religions (Buddhism, Christianity, Hinduism, Islam and Judaism) impacted the Eastern Hemisphere.

Governments can be categorized as monarchies, theocracies, dictatorships or democracies, but categories may overlap and labels may not accurately represent how governments function. The extent of citizens' liberties and responsibilities varies according to limits on governmental authority.

Different perspectives on a topic can be obtained from a variety of historic and contemporary sources and used to effectively communicate and defend a claim based on evidence. Sources should be examined for accuracy and credibility.

Multiple tier timelines can be used to show relationships among events and places.

Early civilizations (India, Egypt, China and Mesopotamia) had unique governments, economic systems, social structures, religions, technologies and agricultural practices and products. The cultural practices and products of these early civilizations can be used to help understand the Eastern Hemisphere today.

Markets

Complexity a

Complexity c

Complexity b

Places and Regions

Complexity c

Complexity c

Early Civilizations

Complexity c

Complexity c

Complexity b

Learning Progression

Complexity b

Economics

Learning Progression

Complexity b

Geography

Complexity b

Learning Progression

Complexity a

Complexity a

Complexity c

Complexity c

Learning Progression

Complexity c

Learning Progression

Economic Decision-Making and Skills

Learning Progression

Complexity a

Learning Progression

Learning Progression

Complexity c

Learning Progression

Complexity b

Complexity a

Complexity b

Complexity b

Complexity b

Complexity a

Complexity c

Historical Thinking

Complexity b

Complexity b

Learning Progression

Complexity b

Complexity b

Learning Progression

Civic Participation and Skills

Roles and Systems of Government

Complexity c

Learning Progression

Complexity c

Human Systems

Learning Progression

Complexity a

Complexity b

History

Complexity a

Complexity a

Complexity a

Complexity a

Complexity a

Complexity c

Complexity b

Complexity c

Learning Progression

Learning Progression

Scarcity

Complexity c

Learning Progression

Complexity a

Complexity a

Complexity c

Complexity b

Complexity a

Government

Financial Literacy

Complexity a

Multiple tier timelines can be used to show relationships among events and places.

Understand that events happen in order (first, second, third) using a classroom schedule.

Engage with a ruler/yardstick to understand beginning, middle, and end.

Governments can be categorized as monarchies, theocracies, dictatorships, or democracies, but categories may overlap and labels may not accurately represent how governments function. The extent of citizens’ liberties and responsibilities varies according to limits on governmental authority

Understand that citizens in a democracy vote for their leaders.

Participate in “voting” on a class decision (e.g., which book to read, game to play) where each student has an equal say.

Engage with the concept of choice by selecting one item from a given set (e.g., books, games).

Compare and contrast two of the four types of government (e.g., monarchy, theocracy, dictatorship, democracy).

Match various types of government (e.g., monarchy, theocracy, dictatorship, democracy) with their definitions.

Recognize characteristics of a democracy (e.g., citizens elect leaders, citizens hold the power in decision-making).

Economists compare data sets to draw conclusions about relationships among them.

Create a data set by counting and grouping items based on given characteristics (e.g., color, size).

Create a single data point by counting the number of items in a group.

Engage with objects that can be sorted.

Compare different sets of data to draw a conclusion.

Identify a similarity between two sets of data.

Identify what a data set is representing.

The choices made by individuals and governments have both present and future consequences. The evaluation of choices is relative and may differ across individuals and societies.

Match items with the stores at which they can be purchased.

Engage with representations of different types of stores.

Identify the short- and long-term consequences of a personal economic decision.

Use multiple sources to make an informed economic decision (e.g., advertisements, price comparisons).

Identify an item that may have a different cost at another store.

The fundamental questions of economics include what to produce, how to produce, and for whom to produce.

Sort items from a set into categories of consumer (e.g., cook, student, athlete, teacher).

Engage with products in an advertisement by selecting items the student is interested in purchasing.

Engage with representations of people making/ manufacturing items (e.g., assembly line, bakery, construction site).

Describe how the wants of people determine what goods and services are produced.

Identify different methods of production for given goods (e.g., single item vs. mass production).

Match products to the intended consumer.

When regions and/ or countries specialize, global trade occurs.

Sort items with country of origin labels and sort into “U.S.” and “Somewhere Else.”

Engage with representations of climatic regions where farming/agriculture is favorable and not favorable.

Compare a locally produced item with an imported item and explain why people trade.

Identify an item that is imported and give one reason why the item is imported (e.g., bananas, pineapples).

Identify an item that is not locally produced (e.g., bananas, pineapples).

The interaction of supply and demand, influenced by competition, helps to determine price in a market. This interaction also determines the quantities of outputs produced and the quantities of productive resources (e.g., entrepreneurship, human resources, natural resources, capital) used.

Match representations of goods supplied by the cafeteria and school store (or other sources) with representations of suppliers.

Engage with representations of goods available in the school cafeteria.

Explain why some goods are easier to find than others and how this affects price.

Identify goods that are more expensive and discuss what determines the cost.

Identify goods that are readily available in the local environment (e.g., milk in cafeteria, pencils in school store).

When selecting items to buy, individuals can weigh costs and benefits and compare the price and quality of available goods and services.

Locate prices and goods on a menu (cafeteria) or other advertisement.

Understand that money is exchanged for goods in stores and restaurants.

Engage with representations of goods available in the school cafeteria.

Compare the prices of similar goods.

Identify different ways to get price information on the same items (e.g., sale ads, store signs).

Identify the price of goods (e.g., using menus, ads, price tags).

Arrange events in chronological order on a multiple tier timeline.

Identify a multiple tier timeline.

Identify two different events occurring at the same time.

Early civilizations (e.g., India, Egypt, China, Mesopotamia) had unique governments, economic systems, social structures, religions, technologies, and agricultural practices and products. The cultural practices and products of these early civilizations can be used to help understand the Eastern Hemisphere today.

Recognize that structures built long ago look different than modern structures.

Recognize that people in different parts of the world build different types of structures.

Create a representation of a structure in the local community.

Engage with interactive tools (blocks, Legos, drawing, verbal description) to represent a structure built by people.

Spatial thinking and skills.

Compare the key features of societies in the Eastern Hemisphere (e.g., Egypt, India, China, Mesopotamia).

Identify key features of a specific society (e.g., government, religion, agriculture).

Match a structure with its specific society (e.g., pyramid to Egypt).

Geographic tools can be used to gather, process and report information about people, places, and environments. Cartographers decide which information to include and how it is displayed.

Identify the different features of maps that make them useful for different purposes.

Identify possible uses for maps or models (e.g., building exits, navigation, weather forecast).

Recognize that a map or model represents a real place.

Engage with a representation of the school.

Use appropriate maps, globes and other geographic tools (e.g., Internet) to locate various sites or places.

Use the appropriate geographic tool to locate a specific place or piece of information.

Identify a specific map for a specific purpose.

Latitude and longitude can be used to identify absolute location.

Use manipulatives or illustrations to create circles around a sphere (e.g., put a string(s) around a styrofoam ball, use a marker to draw circles around a ball).

Engage with a sphere as a representation of the earth.

Utilize latitude and longitude to locate a major place and/or feature using a globe or a geographical tool.

Locate a major feature and/ or landform on a globe or using a geographical tool in relation to the equator.

Locate the equator on a globe, map, or geographical tool.

Regions can be determined, classified, and compared using various criteria (e.g., landform, climate, population, culture, economy).

Identify physical characteristics of regions using pictures or other representations (desert, mountains, bodies of water, forest).

Engage with representations of the physical environment, possibly through tactile interaction with water, soil, sand, and rocks, and hot and cold air temperature, to connect with the idea of different earth surfaces.

Compare and contrast the physical and cultural characteristics of different regions (e.g., forest/desert, rural/suburban, plains/mountains).

Identify physical characteristics of a given region.

Identify a physical characteristic that can be used to compare regions (e.g., landforms, climate, population, culture, or economy).

The variety of physical environments within the Eastern Hemisphere influences human activities. Likewise, human activities modify the physical environment.

Identify examples of how human activities have modified the environment by sorting pictures or other representations.

Identify features of the natural environment that exists outside of the school.

Actively engage with the natural environment outside of the school.

Identify both positive and negative outcomes of a man-made environmental change occurring within the Eastern Hemisphere.

Explain how human activities have altered physical environments (e.g., how humans contribute to pollution).

Identify one way the environment has been disturbed due to human activities (e.g., pollution).

In the past and today, political, environmental, social, and economic factors have caused people, products, and ideas to move from place to place in the Eastern Hemisphere.

Sort models or representations of forms of transportation into “today” and “long ago.”

Engage with models or representations of current forms of transportation (e.g., cars, school buses, airplanes).

Compare and contrast the movement in the past and today of products and people from place to place in the Eastern Hemisphere.

Describe factors that cause people to move away from or to an area.

Identify ways people move from one place to another.

Diffusion of agricultural practices and products, technologies, cultural practices, and major world religions (e.g., Buddhism, Christianity, Hinduism, Islam and Judaism) impacted the Eastern Hemisphere.

Understand that people of different religions may have different beliefs.

Identify or match images of symbols with corresponding religions.

Engage with images of symbols representative of major religions in the Eastern Hemisphere.

Determine one influence or impact that religion has had in the Eastern Hemisphere.

Focusing on the Eastern Hemisphere, identify one characteristic of the major world religions.

Identify different religions that have impacted the Eastern Hemisphere.

Different perspectives on a topic can be obtained from a variety of historic and contemporary sources and used to effectively communicate and defend an evidence-based claim. Sources should be examined for accuracy and credibility.

Understand that opinions may differ from one person to another.

Share opinions, both likes and dislikes, within a category (e.g., colors, foods, games).

Build understanding of “opinion” by sharing stories of things students enjoy.

Identify that different sources can have different perspectives on an issue (e.g., media sources, historical vs. contemporary, individual vs. group).

Provide examples of differences of opinion on an issue between individuals or within a group.

Identify an opinion.

Research to Build and Present Knowledge

History/Social Studies

Key Ideas and Details

Text Types and Purposes

Integration of Knowledge and Ideas

Range of Writing

Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects

Production and Distribution of Writing

Craft and Structure

Integration of Knowledge and Ideas

Craft and Structure

Science and Technical Subjects

Key Ideas and Details

Range of Reading and Level of Text Complexity

Range of Reading and Level of Text Complexity

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

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

Analyze content-area-specific text development.

Determine the central ideas or information of a primary or secondary source.

Provide an accurate summary that includes the central ideas of the source.

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 perspective 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.

Cite specific textual evidence to support analysis of science and technical texts.

By the end of grade 8, read, comprehend, and respond to science/technical texts in the grades 6–8 text complexity band independently and proficiently.

Analyze content-area-specific text development.

Determine the central ideas or conclusions of a text.

Provide an accurate and objective summary that includes the central ideas or conclusions of the text.

Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.

Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts and topics.

Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to an understanding of the topic.

Analyze the author's purpose in providing an explanation, describing a procedure, or discussing an experiment in a text.

Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).

Distinguish among facts, reasoned judgment based on research findings, and speculation in a text.

Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.

Write arguments focused on discipline-specific content.

Establish a clear thesis statement to present and argument.

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 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.

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

Establish a thesis statement to present information.

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.

not applicable as a separate requirement

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.