Rhode Island Grade Level and Grade Span Expectations: Grade 6
Skills available for Rhode Island sixth-grade social studies standards
Strand
Print skill plan
C&G
Civics & Government
C&G 1 People create and change structures of power, authority, and governance in order to accomplish common goals.
C&G 1 (5-6)-1 Students demonstrate an understanding of origins, forms, and purposes of government by...
C&G 1 (5-6)-1 Students demonstrate an understanding of origins, forms, and purposes of government by...
a: identifying the basic functions of government.
a: identifying the basic functions of government.
b: listing and defining various forms of government (e.g., dictatorship, democracy, parliamentary, monarchy).
b: listing and defining various forms of government (e.g., dictatorship, democracy, parliamentary, monarchy).
c: citing examples of when major changes in governments have occurred (e.g., American Revolution, Hammurabi's Code, Rhode Island Royal Charter/RI Constitution).
World history
The American Revolution
The Constitution
c: citing examples of when major changes in governments have occurred (e.g., American Revolution, Hammurabi's Code, Rhode Island Royal Charter/RI Constitution).
World history
The American Revolution
The Constitution
C&G 1 (5-6)-2 Students demonstrate an understanding of sources of authority and use of power, and how they are/can be changed by...
C&G 1 (5-6)-2 Students demonstrate an understanding of sources of authority and use of power, and how they are/can be changed by...
a: identifying and summarizing the rule of law, using various enduring/significant documents (e.g., Magna Carta, Preamble of U.S. Constitution, U.N. Rights of the Child, "I Have A Dream" speech).
a: identifying and summarizing the rule of law, using various enduring/significant documents (e.g., Magna Carta, Preamble of U.S. Constitution, U.N. Rights of the Child, "I Have A Dream" speech).
b: identifying and describing the role of individuals (e.g., Thomas Jefferson, George Washington, Thomas Paine) as authority figures/leaders in the creation of government.
b: identifying and describing the role of individuals (e.g., Thomas Jefferson, George Washington, Thomas Paine) as authority figures/leaders in the creation of government.
C&G 2 The Constitution of the United States establishes a government of limited powers that are shared among different levels and branches.
C&G 2 (5-6)-1 Students demonstrate an understanding of United States government (local, state, national) by...
C&G 2 (5-6)-1 Students demonstrate an understanding of United States government (local, state, national) by...
a: identifying and describing the function of the three branches (i.e., checks and balances, separation of powers).
Federal government
The Constitution
a: identifying and describing the function of the three branches (i.e., checks and balances, separation of powers).
Federal government
The Constitution
b: identifying how power is divided and shared among the levels of the United States government.
Levels of government
Branches of government
b: identifying how power is divided and shared among the levels of the United States government.
Levels of government
Branches of government
c: explaining how a bill becomes a law.
c: explaining how a bill becomes a law.
C&G 2 (5-6)-2 Students demonstrate an understanding of the democratic values and principles underlying the U.S. government by...
C&G 2 (5-6)-2 Students demonstrate an understanding of the democratic values and principles underlying the U.S. government by...
a: exploring democratic values such as: respect, property, compromise, liberty, self-government, and self-determination.
a: exploring democratic values such as: respect, property, compromise, liberty, self-government, and self-determination.
b: identifying enduring documents (e.g., Bill of Rights, U.S. Constitution) that reflect the underlying principles of the United States.
b: identifying enduring documents (e.g., Bill of Rights, U.S. Constitution) that reflect the underlying principles of the United States.
c: exhibiting and explaining what it means to be a responsible citizen in the community.
c: exhibiting and explaining what it means to be a responsible citizen in the community.
C&G 3 In a democratic society all people have certain rights and responsibilities.
C&G 3 (5-6)-1 Students demonstrate an understanding of citizens' rights and responsibilities by...
C&G 3 (5-6)-1 Students demonstrate an understanding of citizens' rights and responsibilities by...
a: defining the concepts: "civic"(adj.), "civics"(n), "civil," and "citizen."
a: defining the concepts: "civic"(adj.), "civics"(n), "civil," and "citizen."
b: identifying citizen's rights in a democratic society (personal, economic, legal, and civic).
b: identifying citizen's rights in a democratic society (personal, economic, legal, and civic).
c: identifying a citizen's responsibilities in a democratic society (personal, economic, legal, and civic).
c: identifying a citizen's responsibilities in a democratic society (personal, economic, legal, and civic).
d: identifying conflicts between individual rights and the common good (e.g., Eminent domain, airport expansion, Scituate Reservoir, Coastal Access).
d: identifying conflicts between individual rights and the common good (e.g., Eminent domain, airport expansion, Scituate Reservoir, Coastal Access).
C&G 3 (5-6)-2 Students demonstrate an understanding of how individuals and groups exercise (or are denied) their rights and responsibilities by...
C&G 3 (5-6)-2 Students demonstrate an understanding of how individuals and groups exercise (or are denied) their rights and responsibilities by...
a: identifying and explaining specific ways rights may or may not be exercised (e.g., civil rights).
a: identifying and explaining specific ways rights may or may not be exercised (e.g., civil rights).
b: recognizing potential conflicts within or among groups, brainstorming possible solutions, and reaching compromises (e.g., discrimination, bullying).
b: recognizing potential conflicts within or among groups, brainstorming possible solutions, and reaching compromises (e.g., discrimination, bullying).
c: explaining the judicial process – due process – local, state, and federal (e.g., school discipline policy, truancy court, appeals process).
c: explaining the judicial process – due process – local, state, and federal (e.g., school discipline policy, truancy court, appeals process).
C&G 4 People engage in political processes in a variety of ways.
C&G 4 (5-6)-1 Students demonstrate an understanding of political systems and political processes by...
C&G 4 (5-6)-1 Students demonstrate an understanding of political systems and political processes by...
a: explaining how leaders are selected or elected (e.g., election process, appointment process, political parties, campaigns).
a: explaining how leaders are selected or elected (e.g., election process, appointment process, political parties, campaigns).
b: listing the "labels" that individuals may give themselves within a political process (e.g., radical, liberal, conservative, environmentalist, Democrat, Republican).
b: listing the "labels" that individuals may give themselves within a political process (e.g., radical, liberal, conservative, environmentalist, Democrat, Republican).
c: identifying, comparing, and contrasting different "political systems" (e.g., monarchy, democracy, feudal).
c: identifying, comparing, and contrasting different "political systems" (e.g., monarchy, democracy, feudal).
C&G 4 (5-6)-2 Students demonstrate their participation in political processes by...
C&G 4 (5-6)-2 Students demonstrate their participation in political processes by...
a: using a variety of sources to form, substantiate, and communicate an opinion and presenting their opinion to an audience beyond the classroom (e.g., letter to the editor, student exhibition, persuasive essay, article in school newspaper).
a: using a variety of sources to form, substantiate, and communicate an opinion and presenting their opinion to an audience beyond the classroom (e.g., letter to the editor, student exhibition, persuasive essay, article in school newspaper).
b: describing the voting process for a local, state, or national election.
b: describing the voting process for a local, state, or national election.
c: engaging in the political process (e.g., voting in school elections).
c: engaging in the political process (e.g., voting in school elections).
C&G 4 (5-6)-3 Students participate in a civil society by...
C&G 4 (5-6)-3 Students participate in a civil society by...
a: demonstrating respect for the opinions of others (e.g., listening to and asking relevant questions, taking turns, considering alternative perspectives).
a: demonstrating respect for the opinions of others (e.g., listening to and asking relevant questions, taking turns, considering alternative perspectives).
b: demonstrating the ability to compromise (e.g., offering solutions, persisting to resolve issues).
b: demonstrating the ability to compromise (e.g., offering solutions, persisting to resolve issues).
c: taking responsibility for one's own actions (anticipating and accepting consequences).
c: taking responsibility for one's own actions (anticipating and accepting consequences).
d: identifying and accessing reliable sources to answer questions about current important issues (e.g., news media, children's news magazines).
d: identifying and accessing reliable sources to answer questions about current important issues (e.g., news media, children's news magazines).
C&G 5 As members of an interconnected world community, the choices we make impact others locally, nationally, and globally.
C&G 5 (5-6)-1 Students demonstrate an understanding of the many ways Earth's people are interconnected by...
C&G 5 (5-6)-1 Students demonstrate an understanding of the many ways Earth's people are interconnected by...
a: identifying, describing, and explaining how people are socially, technologically, geographically, economically, or culturally connected to others.
a: identifying, describing, and explaining how people are socially, technologically, geographically, economically, or culturally connected to others.
b: locating where different nations are in the world in relation to the U.S.
b: locating where different nations are in the world in relation to the U.S.
C&G 5 (5-6)-2 Students demonstrate an understanding of the benefits and challenges of an interconnected world by...
C&G 5 (5-6)-2 Students demonstrate an understanding of the benefits and challenges of an interconnected world by...
a: identifying and discussing factors that lead to the breakdown of order among societies (e.g., natural disasters, wars, plagues, population shifts, natural resources).
a: identifying and discussing factors that lead to the breakdown of order among societies (e.g., natural disasters, wars, plagues, population shifts, natural resources).
b: citing a social, technological, geographical, economical, or cultural issue that provides an example of both benefits and challenges.
Region profiles
Country profiles
b: citing a social, technological, geographical, economical, or cultural issue that provides an example of both benefits and challenges.
Region profiles
Country profiles
C&G 5 (5-6)-3 Students demonstrate an understanding of how the choices we make impact and are impacted by an interconnected world by...
C&G 5 (5-6)-3 Students demonstrate an understanding of how the choices we make impact and are impacted by an interconnected world by...
a: identifying and analyzing the effects of consumer choice (environmental, communication, political).
Basic economic principles
a: identifying and analyzing the effects of consumer choice (environmental, communication, political).
Basic economic principles
b: explaining how actions taken or not taken impact societies (e.g., natural disasters, incidences of social injustice or genocide).
b: explaining how actions taken or not taken impact societies (e.g., natural disasters, incidences of social injustice or genocide).
HP
Historical Perspectives/Rhode Island History
HP 1 History is an account of human activities that is interpretive in nature.
HP 1 (5-6)-1 Students act as historians, using a variety of tools (e.g., artifacts and primary and secondary sources) by...
HP 1 (5-6)-1 Students act as historians, using a variety of tools (e.g., artifacts and primary and secondary sources) by...
a: identifying appropriate sources (e.g., historical maps, diaries, photographs) to answer historical questions.
a: identifying appropriate sources (e.g., historical maps, diaries, photographs) to answer historical questions.
b: using sources to support the stories of history (How do we know what we know?).
b: using sources to support the stories of history (How do we know what we know?).
c: asking and answering historical questions, organizing information, and evaluating information in terms of relevance.
c: asking and answering historical questions, organizing information, and evaluating information in terms of relevance.
d: identifying the point of view of a historical source (e.g., media sources).
d: identifying the point of view of a historical source (e.g., media sources).
HP 1 (5-6)-2 Students interpret history as a series of connected events with multiple cause-effect relationships, by...
HP 1 (5-6)-2 Students interpret history as a series of connected events with multiple cause-effect relationships, by...
a: investigating and summarizing historical data in order to draw connections between two events and to answer related historical questions.
a: investigating and summarizing historical data in order to draw connections between two events and to answer related historical questions.
HP 2 History is a chronicle of human activities, diverse people, and the societies they form.
HP 2 (5-6)-1 Students connect the past with the present by...
HP 2 (5-6)-1 Students connect the past with the present by...
a: identifying sequential events, people, and societies that have shaped RI today.
Pre-contact Native peoples
The Age of Exploration
New England colonies
The Antebellum Period
The Gilded Age
a: identifying sequential events, people, and societies that have shaped RI today.
Pre-contact Native peoples
The Age of Exploration
New England colonies
The Antebellum Period
The Gilded Age
b: comparing and contrasting the development of RI ethnic history to the nation's history (e.g., What historical factors makes RI unique?; immigration, settlement patterns, religion, resources, geography).
b: comparing and contrasting the development of RI ethnic history to the nation's history (e.g., What historical factors makes RI unique?; immigration, settlement patterns, religion, resources, geography).
c: identifying and describing how national and world events have impacted RI and how RI has impacted world events (e.g., China Trade, WWII, Industrial Revolution).
Pre-contact Native peoples
New England colonies
c: identifying and describing how national and world events have impacted RI and how RI has impacted world events (e.g., China Trade, WWII, Industrial Revolution).
Pre-contact Native peoples
New England colonies
HP 2 (5-6)-2 Students chronicle events and conditions by...
HP 2 (5-6)-2 Students chronicle events and conditions by...
a: placing key events and people of a particular historical era in chronological sequence.
Timelines
World history
U.S. history
a: placing key events and people of a particular historical era in chronological sequence.
Timelines
World history
U.S. history
b: summarizing key events and explaining the historical contexts of those events.
Ancient river civilizations
The Neolithic Period
East Asia
South Asia
Mesopotamia
Ancient Africa
West Africa
The Americas
Greece
Rome
The Byzantine Empire
The Silk Road
Islamic empires
The Middle Ages
World religions
b: summarizing key events and explaining the historical contexts of those events.
Ancient river civilizations
The Neolithic Period
East Asia
South Asia
Mesopotamia
Ancient Africa
West Africa
The Americas
Greece
Rome
The Byzantine Empire
The Silk Road
Islamic empires
The Middle Ages
World religions
HP 2 (5-6)-3 Students show understanding of change over time by...
HP 2 (5-6)-3 Students show understanding of change over time by...
a: establishing a chronological order by working backward from some issue, problem, or event to explain its origins and its development over time.
a: establishing a chronological order by working backward from some issue, problem, or event to explain its origins and its development over time.
HP 3 The study of history helps us understand the present and shape the future.
HP 3 (5-6)-1 Students demonstrate an understanding of how the past frames the present by...
HP 3 (5-6)-1 Students demonstrate an understanding of how the past frames the present by...
a: identifying historical conditions and events that relate to contemporary issues (e.g., separation of church state, treatment of Native Americans, immigration, gender issues).
World religions
The Constitution
Rome
The Columbian Exchange
a: identifying historical conditions and events that relate to contemporary issues (e.g., separation of church state, treatment of Native Americans, immigration, gender issues).
World religions
The Constitution
Rome
The Columbian Exchange
b: answering "what if" questions and using evidence to explain how history might have been different (e.g., How might history be different if Anne Hutchinson hadn't dissented?).
b: answering "what if" questions and using evidence to explain how history might have been different (e.g., How might history be different if Anne Hutchinson hadn't dissented?).
HP 3 (5-6)-2 Students make personal connections in an historical context (e.g., source-to-source, source-to-self, source-to-world) by...
HP 3 (5-6)-2 Students make personal connections in an historical context (e.g., source-to-source, source-to-self, source-to-world) by...
a: explaining how the similarities of human issues across time periods influence their own personal histories (e.g., so what? How does this relate to me?).
World religions
The Columbian Exchange
a: explaining how the similarities of human issues across time periods influence their own personal histories (e.g., so what? How does this relate to me?).
World religions
The Columbian Exchange
b: explaining how the differences of human issues across time periods influence their own personal histories (e.g., so what? How does this relate to me?).
World religions
The Columbian Exchange
b: explaining how the differences of human issues across time periods influence their own personal histories (e.g., so what? How does this relate to me?).
World religions
The Columbian Exchange
c: identifying the cultural influences that shape individuals and historical events.
World religions
c: identifying the cultural influences that shape individuals and historical events.
World religions
HP 4 Historical events and human/natural phenomena impact and are influenced by ideas and beliefs.
HP 4 (5-6)-1 Students demonstrate an understanding that geographic factors and shared past events affect human interactions and changes in civilizations by...
HP 4 (5-6)-1 Students demonstrate an understanding that geographic factors and shared past events affect human interactions and changes in civilizations by...
a: identifying and explaining, using specific examples, how geographic factors shape the way humans organize themselves in communities, government, and businesses.
The Neolithic Period
Ancient river civilizations
The Silk Road
a: identifying and explaining, using specific examples, how geographic factors shape the way humans organize themselves in communities, government, and businesses.
The Neolithic Period
Ancient river civilizations
The Silk Road
b: identifying and explaining using specific examples, how shared events affect how individuals and societies adapt and change.
World religions
Early China
The Renaissance
The Protestant Reformation
The Scientific Revolution
The Enlightenment
b: identifying and explaining using specific examples, how shared events affect how individuals and societies adapt and change.
World religions
Early China
The Renaissance
The Protestant Reformation
The Scientific Revolution
The Enlightenment
HP 4 (5-6)-2 Students demonstrate an understanding that innovations, inventions, change, and expansion cause increased interaction among people (e.g., cooperation or conflict) by...
HP 4 (5-6)-2 Students demonstrate an understanding that innovations, inventions, change, and expansion cause increased interaction among people (e.g., cooperation or conflict) by...
a: citing examples of how science and technology have had positive or negative impacts upon individuals, societies and the environment in the past and present.
a: citing examples of how science and technology have had positive or negative impacts upon individuals, societies and the environment in the past and present.
b: providing historical examples of factors, causes, and reasons that lead to interactions (e.g., exploration of worlds).
The Age of Exploration
b: providing historical examples of factors, causes, and reasons that lead to interactions (e.g., exploration of worlds).
The Age of Exploration
c: describing important technologies and advancements, including writing systems, developed by a particular civilization/country/nation.
Compare civilizations
Mesopotamia
Ancient Africa
Asia
West Africa
The Americas
Greece and Rome
Islamic empires
The Renaissance
The Age of Exploration
c: describing important technologies and advancements, including writing systems, developed by a particular civilization/country/nation.
Compare civilizations
Mesopotamia
Ancient Africa
Asia
West Africa
The Americas
Greece and Rome
Islamic empires
The Renaissance
The Age of Exploration
HP 5 Human societies and cultures develop and change in response to human needs and wants.
HP 5 (5-6)-1 Students demonstrate an understanding that a variety of factors affect cultural diversity within a society by...
HP 5 (5-6)-1 Students demonstrate an understanding that a variety of factors affect cultural diversity within a society by...
a: comparing and contrasting the diversity of different groups, places, and time periods or within the same group over time.
Ancient river civilizations
The Neolithic Period
East Asia
South Asia
Mesopotamia
Ancient Africa
West Africa
The Americas
Greece
Rome
The Byzantine Empire
The Silk Road
Islamic empires
The Middle Ages
World religions
a: comparing and contrasting the diversity of different groups, places, and time periods or within the same group over time.
Ancient river civilizations
The Neolithic Period
East Asia
South Asia
Mesopotamia
Ancient Africa
West Africa
The Americas
Greece
Rome
The Byzantine Empire
The Silk Road
Islamic empires
The Middle Ages
World religions
b: providing examples of cultural diversity.
b: providing examples of cultural diversity.
HP 5 (5-6)-2 Students demonstrate an understanding that culture has affected how people in a society behave in relation to groups and their environment by...
HP 5 (5-6)-2 Students demonstrate an understanding that culture has affected how people in a society behave in relation to groups and their environment by...
a: identifying how cultural expectations impact people's behavior in their community.
World religions
Greece and Rome
a: identifying how cultural expectations impact people's behavior in their community.
World religions
Greece and Rome
b: using a historical context, describe how diversity contributes to conflict, cooperation, growth, or decline.
Ancient Africa
Greece
Rome
Islamic empires
The Middle Ages
The Renaissance
The Age of Exploration
b: using a historical context, describe how diversity contributes to conflict, cooperation, growth, or decline.
Ancient Africa
Greece
Rome
Islamic empires
The Middle Ages
The Renaissance
The Age of Exploration
c: describing challenges or obstacles a civilization/country/nation faced as it grew over time.
Mesopotamia
Egypt
Asia
The Americas
c: describing challenges or obstacles a civilization/country/nation faced as it grew over time.
Mesopotamia
Egypt
Asia
The Americas
HP 5 (5-6)-3 Various perspectives have led individuals and/or groups to interpret events or phenomena differently and with historical consequences by...
HP 5 (5-6)-3 Various perspectives have led individuals and/or groups to interpret events or phenomena differently and with historical consequences by...
a: identifying various factors that impact individual and or group's perspective of events (e.g., social, intellectual, political, economic).
a: identifying various factors that impact individual and or group's perspective of events (e.g., social, intellectual, political, economic).
b: describing how an individual or group's perspectives change over time using primary documents as evidence.
b: describing how an individual or group's perspectives change over time using primary documents as evidence.
G
Geography
G 1 The World in Spatial Terms: Understanding and interpreting the organization of people, places, and environments on Earth's surface provides an understanding of the world in spatial terms.
G 1 (5-6)-1 Students understand maps, globes, and other geographic tools and technologies by...
G 1 (5-6)-1 Students understand maps, globes, and other geographic tools and technologies by...
a: identifying physical features of maps and globes.
Oceans and continents
Land features
a: identifying physical features of maps and globes.
Oceans and continents
Land features
b: utilizing geographic tools like latitude and longitude to identify absolute location.
b: utilizing geographic tools like latitude and longitude to identify absolute location.
c: differentiating between local, regional, and global scales (e.g., location of continents and oceans).
c: differentiating between local, regional, and global scales (e.g., location of continents and oceans).
G 1 (5-6)-2 Students interpret the characteristics and features of maps by...
G 1 (5-6)-2 Students interpret the characteristics and features of maps by...
a: recognizing spatial information provided by different types of maps (e.g., physical, political, map projections).
a: recognizing spatial information provided by different types of maps (e.g., physical, political, map projections).
b: interpreting the spatial information from maps to explain the importance of the data.
b: interpreting the spatial information from maps to explain the importance of the data.
G 2 Places and Regions: Physical and human characteristics (e.g., culture, experiences, etc.) influence places and regions.
G 2 (5-6)-1 Students understand the physical and human characteristics of places by...
G 2 (5-6)-1 Students understand the physical and human characteristics of places by...
a: explaining and/or connecting how the geographical features influenced population settlement.
Ancient river civilizations
a: explaining and/or connecting how the geographical features influenced population settlement.
Ancient river civilizations
b: comparing and contrasting patterns of population settlement based on climate and physical features.
Ancient river civilizations
b: comparing and contrasting patterns of population settlement based on climate and physical features.
Ancient river civilizations
G 2 (5-6)-2 Students distinguish between regions and places by...
G 2 (5-6)-2 Students distinguish between regions and places by...
a: comparing and contrasting the characteristics of different types of regions and places.
Land features
Ancient river civilizations
a: comparing and contrasting the characteristics of different types of regions and places.
Land features
Ancient river civilizations
b: explaining the difference between regions and places.
Region profiles
b: explaining the difference between regions and places.
Region profiles
G 2 (5-6)-3 Students understand different perspectives that individuals/groups have by...
G 2 (5-6)-3 Students understand different perspectives that individuals/groups have by...
a: identifying and describing the physical and cultural characteristics that shape different places and regions.
Land features
Region profiles
Country profiles
a: identifying and describing the physical and cultural characteristics that shape different places and regions.
Land features
Region profiles
Country profiles
b: researching a region to analyze how geography shapes that culture's perspective (e.g., demographics, climate, natural and man-made resources).
Land features
Region profiles
Country profiles
b: researching a region to analyze how geography shapes that culture's perspective (e.g., demographics, climate, natural and man-made resources).
Land features
Region profiles
Country profiles
G 2 (5-6)-4 Students understand how geography contributes to how regions are defined/identified by...
G 2 (5-6)-4 Students understand how geography contributes to how regions are defined/identified by...
a: identifying formal (e.g., United States of America), vernacular (e.g., the Middle East, South County), and functional regions (e.g., cell phone service area).
Region profiles
a: identifying formal (e.g., United States of America), vernacular (e.g., the Middle East, South County), and functional regions (e.g., cell phone service area).
Region profiles
b: explaining how regions may change over time (e.g., physical, cultural, political, and economic changes).
Region profiles
b: explaining how regions may change over time (e.g., physical, cultural, political, and economic changes).
Region profiles
G 3 Human Systems: (Movement) Human systems and human movement affect and are affected by distribution of populations and resources, relationships (cooperation and conflict), and culture.
G 3 (5-6)-1 Students understand why people do/do not migrate by...
G 3 (5-6)-1 Students understand why people do/do not migrate by...
a: identifying and explaining the push and pull factors that lead to a decision to migrate.
The Colonial period
The Antebellum Period
a: identifying and explaining the push and pull factors that lead to a decision to migrate.
The Colonial period
The Antebellum Period
G 3 (5-6)-2 Students understand the interrelationships of geography with resources by...
G 3 (5-6)-2 Students understand the interrelationships of geography with resources by...
a: use evidence to correlate how geography meets or does not meet the needs of the people.
Land features
Region profiles
Country profiles
Ancient river civilizations
a: use evidence to correlate how geography meets or does not meet the needs of the people.
Land features
Region profiles
Country profiles
Ancient river civilizations
G 3 (5-6)-3 Students understand how geography influences human settlement, cooperation or conflict by...
G 3 (5-6)-3 Students understand how geography influences human settlement, cooperation or conflict by...
a: recognizing and justifying how geography influences human settlement, cooperation and conflict.
Ancient river civilizations
The Silk Road
The Age of Exploration
a: recognizing and justifying how geography influences human settlement, cooperation and conflict.
Ancient river civilizations
The Silk Road
The Age of Exploration
G 4 Environment and Society: Patterns emerge as humans settle, modify, and interact on Earth's surface to limit or promote human activities.
G 4 (5-6)-1 Students explain how humans depend on their environment by...
G 4 (5-6)-1 Students explain how humans depend on their environment by...
a: researching and reporting how humans depend on the environment.
a: researching and reporting how humans depend on the environment.
b: explaining how human dependence on environment influenced development of civilizations.
Ancient river civilizations
The Americas
b: explaining how human dependence on environment influenced development of civilizations.
Ancient river civilizations
The Americas
G 4 (5-6)-2 Students explain how humans react or adapt to an ever-changing physical environment by...
G 4 (5-6)-2 Students explain how humans react or adapt to an ever-changing physical environment by...
a: identifying and describing human reactions to changes in their physical environment.
a: identifying and describing human reactions to changes in their physical environment.
b: analyzing the impact of human reactions to environmental changes.
b: analyzing the impact of human reactions to environmental changes.
G 4 (5-6)-3 Students explain how human actions modify the physical environment by...
G 4 (5-6)-3 Students explain how human actions modify the physical environment by...
a: identifying how human actions have changed the physical environment and describe its effects.
Ancient river civilizations
The Americas
The Columbian Exchange
a: identifying how human actions have changed the physical environment and describe its effects.
Ancient river civilizations
The Americas
The Columbian Exchange
E
Economics
E 1 Individuals and societies make choices to address the challenges and opportunities of scarcity and abundance.
E 1 (5-6)-1 Students demonstrate an understanding of basic economic concepts by...
E 1 (5-6)-1 Students demonstrate an understanding of basic economic concepts by...
a: differentiating between human, natural, capital, man-made, and renewable vs. finite resources.
a: differentiating between human, natural, capital, man-made, and renewable vs. finite resources.
b: identifying the role of producers and consumers in real-world and historical context.
b: identifying the role of producers and consumers in real-world and historical context.
c: identifying and differentiating between surplus, subsistence, and scarcity.
Basic economic principles
Shortage and surplus
c: identifying and differentiating between surplus, subsistence, and scarcity.
Basic economic principles
Shortage and surplus
E 1 (5-6)-2 Students demonstrate an understanding that scarcity and abundance causes individuals to make economic choices by...
E 1 (5-6)-2 Students demonstrate an understanding that scarcity and abundance causes individuals to make economic choices by...
a: comparing the cost and benefits of consumer and producer choices to determine the value.
a: comparing the cost and benefits of consumer and producer choices to determine the value.
b: providing examples of how a society defines or determines wealth.
b: providing examples of how a society defines or determines wealth.
E 1 (5-6)-3 Students demonstrate an understanding that societies develop different ways to deal with scarcity and abundance by...
E 1 (5-6)-3 Students demonstrate an understanding that societies develop different ways to deal with scarcity and abundance by...
a: describing the distribution of goods and services.
a: describing the distribution of goods and services.
b: identifying how scarcity impacts the movement of people and goods.
b: identifying how scarcity impacts the movement of people and goods.
E 2 Producers and consumers locally, nationally, and internationally engage in the exchange of goods and services.
E 2 (5-6)-1 Students demonstrate an understanding of the variety of ways producers and consumers exchange goods and services by...
E 2 (5-6)-1 Students demonstrate an understanding of the variety of ways producers and consumers exchange goods and services by...
a: identifying the benefits and barriers of different means of exchange (e.g., barter, credit, and currency).
a: identifying the benefits and barriers of different means of exchange (e.g., barter, credit, and currency).
b: identifying and explaining how supply, demand, and incentives affect consumer and producer decision making (e.g., division of labor/specialization).
Basic economic principles
Supply and demand
Surplus and shortage
b: identifying and explaining how supply, demand, and incentives affect consumer and producer decision making (e.g., division of labor/specialization).
Basic economic principles
Supply and demand
Surplus and shortage
c: comparing and contrasting incentives (i.e., advertising and marketing) related to consumer spending.
c: comparing and contrasting incentives (i.e., advertising and marketing) related to consumer spending.
E 2 (5-6)-2 Students analyze how innovations and technology affects the exchange of goods and services by...
E 2 (5-6)-2 Students analyze how innovations and technology affects the exchange of goods and services by...
a: identifying how inventions, innovations, and technology stimulate economic growth.
a: identifying how inventions, innovations, and technology stimulate economic growth.
b: providing examples of how innovations and technology positively or negatively impact industries, economies, cultures, and individuals.
b: providing examples of how innovations and technology positively or negatively impact industries, economies, cultures, and individuals.
E 3 Individuals, institutions and governments have roles in economic systems.
E 3 (5-6)-1 Students demonstrate an understanding of the interdependence created by economic decisions by...
E 3 (5-6)-1 Students demonstrate an understanding of the interdependence created by economic decisions by...
a: depicting the cyclical relationship of the participants within an economy (e.g., barter, feudal system, global economy).
a: depicting the cyclical relationship of the participants within an economy (e.g., barter, feudal system, global economy).
E 3 (5-6)-2 Students demonstrate an understanding of the role of government in a global economy by...
E 3 (5-6)-2 Students demonstrate an understanding of the role of government in a global economy by...
a: identifying how governments provide goods and services in a market economy by taxing and borrowing.
a: identifying how governments provide goods and services in a market economy by taxing and borrowing.
b: citing examples of how government policies can positively or negatively impact an economy.
b: citing examples of how government policies can positively or negatively impact an economy.