Saturday, May 4, 2024, 12:20 PM
Site: Learnbps
Class: BPSS (SST) Social Studies Standards (S-SST)
Glossary: 6th Grade Social Studies (Archived)
STANDARD 2: HISTORY
SST-06.2.13
6th Grade (SST) Social Studies Targeted Benchmarks Standard 2: Important Historical Events
SST-06.2.13 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).
Student Learning Targets:
Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency Scale
The Student can ...
(1) Beginning
- with help, demonstrate a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
(2) Developing
- demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes.
(3) Proficient
- demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations "the standard".
(4) Advanced
- demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Resources
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SST-06.2.14
6th Grade (SST) Social Studies Targeted Benchmarks Standard 2: Important Historical Events
SST-06.2.14 Describe the causes and effects (e.g., their role in spreading Christianity and introducing Muslim ideas and products to Europe) of the Crusades.
Student Learning Targets:
Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency Scale
The Student can ...
(1) Beginning
- with help, demonstrate a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
(2) Developing
- demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes.
(3) Proficient
- demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations "the standard".
(4) Advanced
- demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Resources
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STANDARD 3: ECONOMICS
SST-06.3
Standard 3:
Economic Concepts
Students understand economic concepts and the characteristics of various economic systems.
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Narrative for the Economic Concepts
In the future this will contain narratives and other information about the Standard.
Calculation Method for Standards
Standards are larger groups of related benchmarks. The Standard Grade is a calculation of all the related benchmarks. Click on the benchmark name below each Standard to access the learning targets and proficiency rubrics for each standard's related benchmarks. |
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SST-06.3.01
6th Grade (SST) Social Studies Targeted Benchmarks Standard 3: Economic Concepts
SST-06.3.01 Explain how non-economic factors (e.g., culture, values, interest, abilities) influenced economic behaviors and decision making (e.g., building of pyramids, Olympic games).
Student Learning Targets:
Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency Scale
The Student ...
(1) Beginning
- with help, demonstrates a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
(2) Developing
- demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes.
(3) Proficient
- demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations "the standard".
(4) Advanced
- demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Resources
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SST-06.3.02
6th Grade (SST) Social Studies Targeted Benchmarks Standard 3: Economic Concepts
SST-06.3.02 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).
Student Learning Targets:
Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency Scale
The Student ...
(1) Beginning
- with help, demonstrates a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
(2) Developing
- demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes.
(3) Proficient
- demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations "the standard".
(4) Advanced
- demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Resources
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SST-06.3.03
6th Grade (SST) Social Studies Targeted Benchmarks Standard 3: Economic Concepts
SST-06.3.03 Describe how advances in technology impacted productivity.
Student Learning Targets:
Knowledge Targets
- I can identify technological innovations in ancient civilizations.
- I can define aqueduct, arch, and concrete.
Reasoning Targets
- I can explain how the advancement in technology affected productivity.
- I can explain technological innovations in ancient civilizations.
Skills (Performance) Targets
Product Targets
- I can design a flow chart showing the advancement of technology.
Proficiency Scale
The Student ...
(1) Beginning
- with help, demonstrates a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
(2) Developing
- recall an advancement in technology that impacted productivity.
- identify technological innovations in ancient civilizations. define aqueduct, arch, and concrete.
(3) Proficient
- explain how the advancement of technology affected productivity.
- explain technological innovations in ancient civilizations.
(4) Advanced
- demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Resources
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STANDARD 4: POLITICAL SYSTEMS
SST-06.4
Standard 4:
Government and Citizenship
Students understand the development, functions, and forms of various political institutions and the role of the citizen in government and society.
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Narrative for the Government and Citizenship
In the future this will contain narratives and other information about the Standard.
Calculation Method for Standards
Standards are larger groups of related benchmarks. The Standard Grade is a calculation of all the related benchmarks. Click on the benchmark name below each Standard to access the learning targets and proficiency rubrics for each standard's related benchmarks. |
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SST-06.4.01
6th Grade (SST) Social Studies Targeted Benchmarks Standard 4: Government and Citizenship
SST-06.4.01 Explain why government became necessary in ancient civilizations.
Student Learning Targets:
Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency Scale
The Student ...
(1) Beginning
- with help, demonstrates a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
(2) Developing
- demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes.
(3) Proficient
- demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations "the standard".
(4) Advanced
- demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Resources
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SST-06.4.02
6th Grade (SST) Social Studies Targeted Benchmarks Standard 4: Government and Citizenship
SST-06.4.02 Describe how different forms of government distributed power within ancient societies.
Student Learning Targets:
Knowledge Targets
- I can distinguish between the different types of government.
- I can identify the forms of government during the Roman Republic starting with the earliest form.
- I can define a republic and an empire.
Reasoning Targets
- I can describe the different types of government.
- I can explain how the Roman Republic is similar to our world today.
- I can describe the transition in government from a republic to an empire.
Skills (Performance) Targets
Product Targets
Proficiency Scale
The Student can ...
(1) Beginning
- with help, demonstrates a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
(2) Developing
- distinguish between the different types of government.
- identify the forms of government during the Roman Republic starting with the earliest form.
- define a republic and an empire.
(3) Proficient
- describe the different types of government.
- explain how the Roman Republic is similar to our world today.
- describe the transition in government from a republic to an empire.
(4) Advanced
- demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Resources
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STANDARD 5: GEOGRAPHY
SST-06.5
Standard 5:
Concepts of Geography
Students understand and apply concepts of geography.
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Narrative for the Concepts of GeographyIn the future this will contain narratives and other information about the Standard.
Calculation Method for Standards
Standards are larger groups of related benchmarks. The Standard Grade is a calculation of all the related benchmarks. Click on the benchmark name below each Standard to access the learning targets and proficiency rubrics for each standard's related benchmarks. |
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SST-06.5.01
6th Grade (SST) Social Studies Targeted Benchmarks Standard 5: Geography
SST-06.5.01 Identify geographic similarities of early civilizations (e.g., the significance of river valleys from the beginning of civilization, mountains created isolated cultures).
Student Learning Targets:
Knowledge Targets
Reasoning Targets
- I can explain why civilizations settled near different physical features (ex. water, mountains, deserts, vegetation)
Skills (Performance) Targets
Product Targets
Proficiency Scale
The Student can ...
(1) Beginning
- with help, demonstrate a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
(2) Developing
- demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes.
(3) Proficient
- demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations "the standard".
(4) Advanced
- demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Resources
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SST-06.5.02
6th Grade (SST) Social Studies Targeted Benchmarks Standard 5: Geography
SST-06.5.02 Explain the factors (e.g., trade routes, goods available, location) that influenced the growth of cities.
Student Learning Targets:
Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency Scale
The Student ...
(1) Beginning
- with help, demonstrates a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
(2) Developing
- demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes.
(3) Proficient
- demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations "the standard".
(4) Advanced
- demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Resources
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STANDARD 6: HUMAN DEVELOPMENT
SST-06.6
Standard 6:
Human Development and Behavior
Students understand the importance of culture, individual identity, and group identity.
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Narrative for the Human Development and Behavior
In the future this will contain narratives and other information about the Standard.
Calculation Method for Standards
Standards are larger groups of related benchmarks. The Standard Grade is a calculation of all the related benchmarks. Click on the benchmark name below each Standard to access the learning targets and proficiency rubrics for each standard's related benchmarks. |
|
SST-06.6.01
6th Grade (SST) Social Studies Targeted Benchmarks Standard 6: Human Development and Behavior
SST-06.6.01 Compare how culture influences relationships, religion, and social institutions in various societies (e.g., different family structures, world religions, rituals, government structures, social policies).
Student Learning Targets:
Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency Scale
The Student can ...
(1) Beginning
- with help, demonstrate a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
(2) Developing
- demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes.
(3) Proficient
- demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations "the standard".
(4) Advanced
- demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Resources
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SST-06.6.02
6th Grade (SST) Social Studies Targeted Benchmarks Standard 6: Human Development and Behavior
SST-06.6.02 Explain how differences among cultures (e.g., differences in beliefs and governments) often result in conflict.
Student Learning Targets:
Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency Scale
The Student can ...
(1) Beginning
- with help, demonstrate a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
(2) Developing
- demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes.
(3) Proficient
- demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations "the standard".
(4) Advanced
- demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Resources
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