Texas Essential Knowledge and Skills (adopted in 2022): 6th grade
Skills available for Texas 6th grade social studies standards
Section
Print skill plan
1-2
History
1 The student understands that historical events influence contemporary events. The student is expected to:
A trace characteristics of various contemporary societies in regions that resulted from historical events or factors such as colonization, immigration, and trade; and
Origins of Religions
Age of Exploration
The Enlightenment
A trace characteristics of various contemporary societies in regions that resulted from historical events or factors such as colonization, immigration, and trade; and
Origins of Religions
Age of Exploration
The Enlightenment
B analyze the historical background of various contemporary societies to evaluate relationships between past conflicts and current conditions.
Origins of Religions
Ancient China
The Crusades
Age of Exploration
Early Modern Europe
B analyze the historical background of various contemporary societies to evaluate relationships between past conflicts and current conditions.
Origins of Religions
Ancient China
The Crusades
Age of Exploration
Early Modern Europe
2 The student understands the influences of individuals and groups from various cultures on various historical and contemporary societies. The student is expected to:
A identify and describe the historical influence of individuals or groups on various contemporary societies; and
A identify and describe the historical influence of individuals or groups on various contemporary societies; and
B describe the social, political, economic, and cultural contributions of individuals and groups from various societies, past and present.
Mesopotamia
China
South Asia
Greece and Rome
Islamic empires
Mali Empire
The Americas
Renaissance and Reformation
Age of Exploration
Origins of Religions
B describe the social, political, economic, and cultural contributions of individuals and groups from various societies, past and present.
Mesopotamia
China
South Asia
Greece and Rome
Islamic empires
Mali Empire
The Americas
Renaissance and Reformation
Age of Exploration
Origins of Religions
3-5
Geography
3 The student understands the factors that influence the locations and characteristics of locations of various contemporary societies on maps and/or globes. The student is expected to:
A identify and explain the geographic factors responsible for patterns of population in places and regions;
A identify and explain the geographic factors responsible for patterns of population in places and regions;
B explain ways in which human migration influences the character of places and regions;
Neolithic Period
Asia
The Americas
B explain ways in which human migration influences the character of places and regions;
Neolithic Period
Asia
The Americas
C identify and locate major physical and human geographic features such as landforms, water bodies, and urban centers of various places and regions; and
Middle East
East Asia
South Asia
West Africa
Europe
The Americas
Compare civilizations
Oceans and continents
C identify and locate major physical and human geographic features such as landforms, water bodies, and urban centers of various places and regions; and
Middle East
East Asia
South Asia
West Africa
Europe
The Americas
Compare civilizations
Oceans and continents
D identify the location of major world countries for each of the world regions.
North America
The Caribbean
South America
Europe
Africa
Asia
Oceania
D identify the location of major world countries for each of the world regions.
North America
The Caribbean
South America
Europe
Africa
Asia
Oceania
4 The student understands how geographic factors influence the economic development and political relationships of societies. The student is expected to:
A explain the geographic factors responsible for the location of economic activities in places and regions; and
Middle East
East Asia
West Africa
South America
Europe
A explain the geographic factors responsible for the location of economic activities in places and regions; and
Middle East
East Asia
West Africa
South America
Europe
B identify geographic factors such as location, physical features, transportation corridors and barriers, and distribution of natural resources that influence a society's political relationships.
B identify geographic factors such as location, physical features, transportation corridors and barriers, and distribution of natural resources that influence a society's political relationships.
5 The student understands the impact of interactions between people and the physical environment on the development and conditions of places and regions. The student is expected to:
A describe ways people have been impacted by physical processes such as earthquakes and climate;
A describe ways people have been impacted by physical processes such as earthquakes and climate;
B identify and analyze ways people have adapted to the physical environment in various places and regions; and
Neolithic Period
Middle East
East Asia
The Americas
B identify and analyze ways people have adapted to the physical environment in various places and regions; and
Neolithic Period
Middle East
East Asia
The Americas
C identify and analyze ways people have modified the physical environment such as mining, irrigation, and transportation infrastructure.
The Middle East
Rome
The Americas
C identify and analyze ways people have modified the physical environment such as mining, irrigation, and transportation infrastructure.
The Middle East
Rome
The Americas
6-8
Economics
6 The student understands the factors of production in a society's economy. The student is expected to:
A describe ways in which the factors of production (natural resources, labor, capital, and entrepreneurs) influence the economies of various contemporary societies;
A describe ways in which the factors of production (natural resources, labor, capital, and entrepreneurs) influence the economies of various contemporary societies;
B identify problems that may arise when one or more of the factors of production is in relatively short supply; and
Supply and demand
Shortage and surplus
B identify problems that may arise when one or more of the factors of production is in relatively short supply; and
Supply and demand
Shortage and surplus
C explain the impact of the distribution of resources on international trade and economic interdependence among and within societies.
C explain the impact of the distribution of resources on international trade and economic interdependence among and within societies.
7 The student understands the various ways in which people organize economic systems. The student is expected to:
A compare ways in which various societies organize the production and distribution of goods and services;
A compare ways in which various societies organize the production and distribution of goods and services;
B compare and contrast free enterprise, socialist, and communist economies in various contemporary societies, including the benefits of the U.S. free enterprise system; and
B compare and contrast free enterprise, socialist, and communist economies in various contemporary societies, including the benefits of the U.S. free enterprise system; and
C understand the importance of ethics in maintaining a functional free enterprise system.
C understand the importance of ethics in maintaining a functional free enterprise system.
8 The student understands categories of economic activities and the data used to measure a society's economic level. The student is expected to:
A define and give examples of agricultural, retail, manufacturing (goods), and service industries; and
A define and give examples of agricultural, retail, manufacturing (goods), and service industries; and
B describe levels of economic development of various societies using indicators such as life expectancy, gross domestic product (GDP), GDP per capita, and literacy.
B describe levels of economic development of various societies using indicators such as life expectancy, gross domestic product (GDP), GDP per capita, and literacy.
9-10
Government
9 The student understands the concepts of limited and unlimited governments. The student is expected to:
A describe and compare examples of limited and unlimited governments such as constitutional (limited) and totalitarian (unlimited);
Aspects of limited government
A describe and compare examples of limited and unlimited governments such as constitutional (limited) and totalitarian (unlimited);
Aspects of limited government
B identify reasons for limiting the power of government; and
B identify reasons for limiting the power of government; and
C identify and describe examples of human rights abuses by limited or unlimited governments such as the oppression of religious, ethnic, and political groups.
C identify and describe examples of human rights abuses by limited or unlimited governments such as the oppression of religious, ethnic, and political groups.
10 The student understands various ways in which people organize governments. The student is expected to:
A identify and give examples of governments with rule by one, few, or many;
Middle East
East Asia
Southeast Asia
Greece and Rome
West Africa
Middle Ages
The Americas
A identify and give examples of governments with rule by one, few, or many;
Middle East
East Asia
Southeast Asia
Greece and Rome
West Africa
Middle Ages
The Americas
B compare ways in which various societies such as China, Germany, India, and Russia organize government and how they function; and
B compare ways in which various societies such as China, Germany, India, and Russia organize government and how they function; and
C identify historical origins of democratic forms of government such as Ancient Greece.
C identify historical origins of democratic forms of government such as Ancient Greece.
11-12
Citizenship
11 The student understands that the nature of citizenship varies among societies. The student is expected to:
A describe and compare roles and responsibilities of citizens in various contemporary societies, including the United States; and
A describe and compare roles and responsibilities of citizens in various contemporary societies, including the United States; and
B explain how opportunities for citizens to participate in and influence the political process vary among various contemporary societies.
B explain how opportunities for citizens to participate in and influence the political process vary among various contemporary societies.
12 The student understands the relationship among individual rights, responsibilities, duties, and freedoms in societies with representative governments. The student is expected to:
A identify and explain the duty of civic participation in societies with representative governments; and
A identify and explain the duty of civic participation in societies with representative governments; and
B explain relationships among rights, responsibilities, and duties in societies with representative governments.
B explain relationships among rights, responsibilities, and duties in societies with representative governments.
13-17
Culture
13 The student understands the similarities and differences within and among cultures in various world societies. The student is expected to:
A identify and describe common traits that define cultures and culture regions;
A identify and describe common traits that define cultures and culture regions;
B define a multicultural society;
B define a multicultural society;
C analyze the experiences and contributions of diverse groups to multicultural societies; and
C analyze the experiences and contributions of diverse groups to multicultural societies; and
D identify and explain examples of conflict and cooperation between and among cultures.
D identify and explain examples of conflict and cooperation between and among cultures.
14 The student understands that all societies have basic institutions in common even though the characteristics of these institutions may differ. The student is expected to:
A identify institutions basic to all societies, including government, economic, educational, and religious institutions;
A identify institutions basic to all societies, including government, economic, educational, and religious institutions;
B compare characteristics of institutions in various contemporary societies; and
B compare characteristics of institutions in various contemporary societies; and
C analyze the efforts and activities institutions use to sustain themselves over time.
C analyze the efforts and activities institutions use to sustain themselves over time.
15 The student understands relationships that exist among world cultures. The student is expected to:
A identify and describe means of cultural diffusion such as trade, travel, and war;
Silk Road
Islamic empires
Renaissance and Scientific Revolution
Columbian Exchange
A identify and describe means of cultural diffusion such as trade, travel, and war;
Silk Road
Islamic empires
Renaissance and Scientific Revolution
Columbian Exchange
B identify and describe factors that influence cultural change such as improvements in communication, transportation, and economic development;
B identify and describe factors that influence cultural change such as improvements in communication, transportation, and economic development;
C analyze the impact of improved communication technology among cultures; and
C analyze the impact of improved communication technology among cultures; and
D identify the impact of cultural diffusion on individuals and world societies.
Silk Road
Islamic empires
Columbian Exchange
Economic impacts
D identify the impact of cultural diffusion on individuals and world societies.
Silk Road
Islamic empires
Columbian Exchange
Economic impacts
16 The student understands the relationship that exists between the arts and the societies in which they are produced. The student is expected to:
A explain the relationships that exist between societies and their architecture, art, music, and literature;
Middle East
China
Greece
Rome
Renaissance
The Americas
A explain the relationships that exist between societies and their architecture, art, music, and literature;
Middle East
China
Greece
Rome
Renaissance
The Americas
B describe ways in which contemporary issues influence creative expressions; and
B describe ways in which contemporary issues influence creative expressions; and
C identify examples of art, music, and literature that convey universal themes such as religion, justice, and the passage of time.
C identify examples of art, music, and literature that convey universal themes such as religion, justice, and the passage of time.
17 The student understands the relationships among religion, philosophy, and culture. The student is expected to:
A explain the relationship among religious ideas, philosophical ideas, and cultures; and
Ancient China
Origins of Religions
The Renaissance
A explain the relationship among religious ideas, philosophical ideas, and cultures; and
Ancient China
Origins of Religions
The Renaissance
B explain the significance of religious holidays and observances such as Christmas, Easter, Ramadan, the annual hajj, Yom Kippur, Rosh Hashanah, Diwali, and Vaisakhi in various contemporary societies.
B explain the significance of religious holidays and observances such as Christmas, Easter, Ramadan, the annual hajj, Yom Kippur, Rosh Hashanah, Diwali, and Vaisakhi in various contemporary societies.
18
Science, technology, and society
18 The student understands the influences of science and technology on contemporary societies. The student is expected to:
A identify examples of scientific discoveries, technological innovations, and scientists and inventors that have shaped the world;
A identify examples of scientific discoveries, technological innovations, and scientists and inventors that have shaped the world;
B explain how resources, economic factors, and political decisions affect the use of technology; and
B explain how resources, economic factors, and political decisions affect the use of technology; and
C make predictions about future social, political, economic, cultural, and environmental impacts that may result from future scientific discoveries and technological innovations.
C make predictions about future social, political, economic, cultural, and environmental impacts that may result from future scientific discoveries and technological innovations.
19-22
Social studies skills
19 The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including technology. The student is expected to:
A differentiate between, locate, and use valid primary and secondary sources such as oral, print, and visual material and artifacts to acquire information about various world cultures;
A differentiate between, locate, and use valid primary and secondary sources such as oral, print, and visual material and artifacts to acquire information about various world cultures;
B analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions;
B analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions;
C organize and interpret information from outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps;
C organize and interpret information from outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps;
D identify different points of view about an issue or current topic;
D identify different points of view about an issue or current topic;
E formulate and communicate visually, orally, or in writing a claim supported by evidence and reasoning related to a social studies topic; and
E formulate and communicate visually, orally, or in writing a claim supported by evidence and reasoning related to a social studies topic; and
F evaluate a variety of historical and contemporary sources for validity, credibility, bias, and accuracy.
F evaluate a variety of historical and contemporary sources for validity, credibility, bias, and accuracy.
20 The student uses geographic tools to collect, analyze, and interpret data. The student is expected to:
A answer geographic questions, including: Where is it located? Why is it there? What is significant about its location? How is its location related to the location of other people, places, and environments? Using latitude and longitude, where is it located?;
Latitude and longitude
Region profiles
A answer geographic questions, including: Where is it located? Why is it there? What is significant about its location? How is its location related to the location of other people, places, and environments? Using latitude and longitude, where is it located?;
Latitude and longitude
Region profiles
B pose and answer questions about geographic distributions and patterns for various world regions and countries shown on maps, graphs, and charts;
B pose and answer questions about geographic distributions and patterns for various world regions and countries shown on maps, graphs, and charts;
C compare various world regions and countries using data from maps, graphs, and charts; and
C compare various world regions and countries using data from maps, graphs, and charts; and
D create and interpret regional sketch maps, thematic maps, graphs, and charts depicting aspects such as population, disease, and economic activities of various world regions and countries.
D create and interpret regional sketch maps, thematic maps, graphs, and charts depicting aspects such as population, disease, and economic activities of various world regions and countries.
21 The student communicates in written, oral, and visual forms. The student is expected to:
A use social studies terminology correctly;
A use social studies terminology correctly;
B incorporate main and supporting ideas in verbal and written communication based on research;
B incorporate main and supporting ideas in verbal and written communication based on research;
C express ideas orally based on research and experiences;
C express ideas orally based on research and experiences;
D create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies based on research;
D create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies based on research;
E use effective written communication skills, including proper citations to avoid plagiarism; and
E use effective written communication skills, including proper citations to avoid plagiarism; and
F apply foundational language skills to engage in civil discourse about social studies topics, including those with multiple perspectives.
F apply foundational language skills to engage in civil discourse about social studies topics, including those with multiple perspectives.
22 The student uses problem-solving and decision-making skills, working independently and with others. The student is expected to:
A describe governmental and democratic processes such as voting, due process, and caucuses using simulations and models; and
A describe governmental and democratic processes such as voting, due process, and caucuses using simulations and models; and
B use problem-solving and decision-making processes to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution.
B use problem-solving and decision-making processes to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution.