Montana

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Skills available for Montana sixth-grade social studies standards

Standards are in black and IXL social studies skills are in dark green. Hold your mouse over the name of a skill to view a sample question. Click on the name of a skill to practice that skill.

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Montana Content Standards Montana Content Standards
Montana Common Core Standards: Literacy in History/Social Studies Grades 6-8 Montana Common Core Standards: Literacy in History/Social Studies Grades 6-8
Montana Content Standards (2000) Montana Content Standards (2000)

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1 Students access, synthesize, and evaluate information to communicate and apply social studies knowledge to real world situations.

1 apply the steps of an inquiry process (i.e., identify question or problem, locate and evaluate potential resources, gather and synthesize information, create a new product, and evaluate product and process).
2 assess the quality of information (e.g., primary or secondary sources, point of view and embedded values of the author).
3 interpret and apply information to support conclusions and use group decision making strategies to solve problems in real world situations (e.g., school elections, community projects, conflict resolution, role playing scenarios).

2 Students analyze how people create and change structures of power, authority, and governance to understand the operation of government and to demonstrate civic responsibility.

1 describe the purpose of government and how the powers of government are acquired, maintained and used.
2 identify and describe basic features of the political system in the United States and identify representative leaders from various levels (e.g., local, state, tribal, federal, branches of government).
3 identify the significance of tribal sovereignty and Montana tribal governments' relationship to local, state and federal governments.
4 analyze and explain governmental mechanisms used to meet the needs of citizens, manage conflict, and establish order and security.
5 identify and explain the basic principles of democracy (e.g., Bill of Rights, individual rights, common good, equal opportunity, equal protection of the laws, majority rule).
6 explain conditions, actions and motivations that contribute to conflict and cooperation within and among groups and nations (e.g., discrimination, peer interaction, trade agreements).
7 explain the need for laws and policies governing technology and explore solutions to problems that arise from technological advancements.

3 Students apply geographic knowledge and skills (e.g., location, place, human/environment interactions, movement, and regions).

1 analyze and use various representations of the Earth (e.g., physical, topographical, political maps; globes; geographic information systems; aerial photographs; satellite images) to gather and compare information about a place.
2 locate on a map or globe physical features (e.g., continents, oceans, mountain ranges, land forms) natural features (e.g., flora, fauna) and human features (e.g., cities, states, national borders) and explain their relationships within the ecosystem.
3 analyze diverse land use and explain the historical and contemporary effects of this use on the environment, with an emphasis on Montana.
4 explain how movement patterns throughout the world (e.g., people, ideas, diseases, products, food) lead to interdependence and/or conflict.
5 use appropriate geographic resources to interpret and generate information explaining the interaction of physical and human systems (e.g., estimate distance, calculate scale, identify dominant patterns of climate and land use, compute population density).
6 describe and distinguish between the environmental effects on the earth of short-term physical changes (e.g., floods, droughts, snowstorms) and long-term physical changes (e.g., plate tectonics, erosion, glaciation).
7 describe major changes in a local area that have been caused by human beings (e.g., a new highway, a fire, construction of a new dam, logging, mining) and analyze the probable effects on the community and environment.

4 Students demonstrate an understanding of the effects of time, continuity, and change on historical and future perspectives and relationships.

5 Students make informed decisions based on an understanding of the economic principles of production, distribution, exchange, and consumption.

1 identify and explain basic economic concepts (e.g., supply, demand, production, exchange and consumption; labor, wages, and capital; inflation and deflation; and private goods and services).
2 apply economic concepts to explain historical events, current situations, and social issues in local, Montana, tribal, national, or global concerns.
3 compare and contrast the difference between private and public goods and services.
4 analyze how various personal and cultural points of view influence economic decisions (e.g., land ownership, taxation, unemployment).
5 explain and illustrate how money is used (e.g., trade, borrow, save, invest, compare the value of goods and services) by individuals and groups (e.g., businesses, financial institutions, and governments).
6 analyze the influences of technological advancements (e.g., machinery, internet, genetics) on household, state, national and global economies.

6 Students demonstrate an understanding of the impact of human interaction and cultural diversity on societies.

1 compare and illustrate the ways various groups (e.g., cliques, clubs, ethnic communities, American Indian tribes) meet human needs and concerns (e.g., self esteem, friendship, heritage) and contribute to personal identity.
2 explain and give examples of how human expression (e.g., language, literature, arts, architecture, traditions, beliefs, spirituality) contributes to the development and transmission of culture.
3 identify and differentiate ways regional, ethnic and national cultures influence individual's daily lives and personal choices.
4 compare and illustrate the unique characteristics of American Indian tribes and other cultural groups in Montana.
- Sitting Bull (3-D.10)
5 explain the cultural contributions of, and tensions between, racial and ethnic groups in Montana, the United States, and the world.
6 identify and describe the stratification of individuals within social groups (e.g., status, social class, haves and have nots).

1 apply the steps of an inquiry process (i.e., identify question or problem, locate and evaluate potential resources, gather and synthesize information, create a new product, and evaluate product and process).

2 assess the quality of information (e.g., primary or secondary sources, point of view and embedded values of the author).

3 interpret and apply information to support conclusions and use group decision making strategies to solve problems in real world situations (e.g., school elections, community projects, conflict resolution, role playing scenarios).

1 describe the purpose of government and how the powers of government are acquired, maintained and used.

2 identify and describe basic features of the political system in the United States and identify representative leaders from various levels (e.g., local, state, tribal, federal, branches of government).

3 identify the significance of tribal sovereignty and Montana tribal governments' relationship to local, state and federal governments.

4 analyze and explain governmental mechanisms used to meet the needs of citizens, manage conflict, and establish order and security.

5 identify and explain the basic principles of democracy (e.g., Bill of Rights, individual rights, common good, equal opportunity, equal protection of the laws, majority rule).

6 explain conditions, actions and motivations that contribute to conflict and cooperation within and among groups and nations (e.g., discrimination, peer interaction, trade agreements).

7 explain the need for laws and policies governing technology and explore solutions to problems that arise from technological advancements.

1 analyze and use various representations of the Earth (e.g., physical, topographical, political maps; globes; geographic information systems; aerial photographs; satellite images) to gather and compare information about a place.

2 locate on a map or globe physical features (e.g., continents, oceans, mountain ranges, land forms) natural features (e.g., flora, fauna) and human features (e.g., cities, states, national borders) and explain their relationships within the ecosystem.

3 analyze diverse land use and explain the historical and contemporary effects of this use on the environment, with an emphasis on Montana.

4 explain how movement patterns throughout the world (e.g., people, ideas, diseases, products, food) lead to interdependence and/or conflict.

5 use appropriate geographic resources to interpret and generate information explaining the interaction of physical and human systems (e.g., estimate distance, calculate scale, identify dominant patterns of climate and land use, compute population density).

6 describe and distinguish between the environmental effects on the earth of short-term physical changes (e.g., floods, droughts, snowstorms) and long-term physical changes (e.g., plate tectonics, erosion, glaciation).

7 describe major changes in a local area that have been caused by human beings (e.g., a new highway, a fire, construction of a new dam, logging, mining) and analyze the probable effects on the community and environment.

1 interpret the past using a variety of sources (e.g., biographies, documents, diaries, eye-witnesses, interviews, internet, primary source material) and evaluate the credibility of sources used.

2 describe how history can be organized and analyzed using various criteria to group people and events (e.g., chronology, geography, cause and effect, change, conflict, issues).

3 use historical facts and concepts and apply methods of inquiry (e.g., primary documents, interviews, comparative accounts, research) to make informed decisions as responsible citizens.

4 identify significant events and people and important democratic values (e.g., freedom, equality, privacy) in the major eras/civilizations of Montana, American Indian, United States, and world history.

5 identify major scientific discoveries and technological innovations and describe their social and economic effects on society.

6 explain how and why events (e.g., American Revolution, Battle of the Little Big Horn, immigration, Women's Suffrage) may be interpreted differently according to the points of view of participants, witnesses, reporters, and historians.

7 Summarize major issues affecting the history, culture, tribal sovereignty, and current status of the American Indian tribes in Montana and the United States.

1 identify and explain basic economic concepts (e.g., supply, demand, production, exchange and consumption; labor, wages, and capital; inflation and deflation; and private goods and services).

2 apply economic concepts to explain historical events, current situations, and social issues in local, Montana, tribal, national, or global concerns.

3 compare and contrast the difference between private and public goods and services.

4 analyze how various personal and cultural points of view influence economic decisions (e.g., land ownership, taxation, unemployment).

5 explain and illustrate how money is used (e.g., trade, borrow, save, invest, compare the value of goods and services) by individuals and groups (e.g., businesses, financial institutions, and governments).

6 analyze the influences of technological advancements (e.g., machinery, internet, genetics) on household, state, national and global economies.

1 compare and illustrate the ways various groups (e.g., cliques, clubs, ethnic communities, American Indian tribes) meet human needs and concerns (e.g., self esteem, friendship, heritage) and contribute to personal identity.

2 explain and give examples of how human expression (e.g., language, literature, arts, architecture, traditions, beliefs, spirituality) contributes to the development and transmission of culture.

3 identify and differentiate ways regional, ethnic and national cultures influence individual's daily lives and personal choices.

4 compare and illustrate the unique characteristics of American Indian tribes and other cultural groups in Montana.

5 explain the cultural contributions of, and tensions between, racial and ethnic groups in Montana, the United States, and the world.

6 identify and describe the stratification of individuals within social groups (e.g., status, social class, haves and have nots).