North Dakota

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Skills available for North Dakota 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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1 Students apply Social Studies skills and resources.

  • 6.1.1 Use a variety of primary and secondary resources (e.g., magazines, journals, artifacts, interviews) to gather and interpret information

  • 6.1.2 Construct, compare, and interpret complex time lines (e.g., multiple time lines)

  • 6.1.3 Use geographic tools (e.g., maps, globes, graphs, diagrams, almanacs, GIS) and concepts to locate and describe physical features of places

2 Students understand important historical events.

  • 6.2.1 Investigate and explain scientific evidence and discoveries related to early hominid development (e.g., evidence about daily life, major anthropological discoveries and their locations, key people associated with major anthropological discoveries)

  • 6.2.2 Identify the features and accomplishments (e.g., development of tools, use of fire, adaptation to the natural environment, location in continental regions) of hunter-gatherer communities

  • 6.2.3 Trace the emergence of agriculture and its effect (e.g., climate changes, the impact of irrigation techniques, the domestication of plants and animals) on early human communities

  • 6.2.4 Identify the features of Mesopotamian civilization and its contributions to the modern world (e.g., early villages, specialization of labor, irrigation)

  • 6.2.5 Identify the features (e.g., religion, hierarchy of society) of Egyptian civilization and its contributions (e.g., trade networks) to the modern world

  • 6.2.6 Identify the features (e.g., the caste system, the role of Buddhism, the Mauryan Empire) of Indian civilization and its contributions (e.g., literature, art, mathematics) to the modern world

  • 6.2.7 Identify the features (e.g., daily life during the early imperial dynasties of the Zhou, Qin and Han, the significance and impact of the Silk Roads, the role of Confucianism and Taoism) of classical Chinese civilization and its contributions to the modern world

  • 6.2.8 Identify the features (e.g., class structures, religious customs and beliefs, government) of Central American (e.g., Aztec, Mayan, Incan) civilizations and their contributions (e.g., achievements in mathematics, astronomy, and architecture) to the modern world

  • 6.2.9 Identify the features (e.g., early democratic government, Olympics) and accomplishments of classical Greek civilization (e.g., contributions to art, literature, science, and philosophy; the development of the concepts of citizenship)

  • 6.2.10 Compare the emergence, central leaders, beliefs, and traditions of major religions and philosophies (e.g., Judaism, Christianity, Islam, Buddhism, Hinduism, Confucianism and Taoism)

  • 6.2.11 Identify the accomplishments (e.g., political and economic reasons for growth; contributions to art, literature, and architecture; citizenship, laws, and government; aqueducts) of Roman civilization, and the factors that led to its decline (e.g., Vandals and religious controversy, economic and military policies, lead)

  • 6.2.12 Describe the social, political, and economic characteristics of life in the Middle Ages (e.g., daily lives of peasants and serfs; the impact of the plague on Central Asia, China, the Middle East, and Europe; feudalism and manorialism; the economy under the feudal/manorial system)

  • 6.2.13 Describe the influences of the Roman Catholic Church and its effect on the structure of society (e.g., role in spreading Christianity, how monasteries preserved ancient language and learning)

  • 6.2.14 Describe the causes and effects (e.g., their role in spreading Christianity and introducing Muslim ideas and products to Europe) of the Crusades

3 Students understand economic concepts and the characteristics of various economic systems.

  • 6.3.1 Explain how non-economic factors (e.g., culture, values, interest, abilities) influenced economic behaviors and decision making (e.g., building of pyramids, Olympic games)

  • 6.3.2 Trace the development of civilizations from hunting/gathering based societies (e.g., hunting and gathering – cultivation and domestication) to trading/economy-based societies (e.g., surplus of food – specialization – trade/barter system)

  • 6.3.3 Describe how advances in technology (e.g., irrigation, development of tools, specialization) impacted productivity

4 Students understand the development, functions, and form of various political systems and the role of the citizen in government and society.

5 Students understand and apply concepts of geography.

6 Students understand the importance of culture, individual identity, and group identity.