SST-06.1.01
 6th Grade (SST) Social Studies Targeted Benchmarks
Standard 1: Skills and Resources
SST-06.1.01 Use a variety of primary and secondary resources to gather and interpret information.
Student Learning Targets:
Knowledge Targets
- I can define primary and secondary sources.
Reasoning Targets
- I can use a variety of primary and secondary resources to gather information.
Skills (Performance) Targets
- I can use a variety of primary and secondary resources to interpret information.
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
- use a variety of primary and secondary resources to gather information.
(3) Proficient
- use a variety of primary and secondary resources to interpret information.
(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-06.1.02
6th Grade (SST) Social Studies Targeted Benchmarks
Standard 1: Skills and Resources
SST-06.1.02 Construct, compare, and interpret complex time lines.
Student Learning Targets:
Knowledge Targets
Reasoning Targets
- I can construct timelines.
Skills (Performance) Targets
- I can compare and interpret complex timelines.
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.
(3) Proficient
- compare and interpret complex time lines.
(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-06.1.03
6th Grade (SST) Social Studies Targeted Benchmarks
Standard 1: Skills and Resources
SST-06.1.03 Use geographic tools and concepts to locate and describe physical features of places.
Student Learning Targets:
Knowledge Targets
- I can select the right tools to locate a place.
- I understand what geographic tools are available to locate and describe places.
Reasoning Targets
- I can use geographic tools to locate physical features of places.
Skills (Performance) Targets
- I can use geographic tools and concepts to locate physical features of places.
- I can describe the physical features of a given location.
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
- use geographic tools to locate physical features of places.
(3) Proficient
- use geographic tools and concepts to locate physical features of places.
- describe the physical features of a given location.
(4) Advanced
- demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Resources
- delta
- source
- mouth
- topography
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SST-06.2.04
 6th Grade (SST) Social Studies Targeted Benchmarks
Standard 2: Important Historical Events
SST-06.2.04 Identify the features of Mesopotamian civilization and its contributions to the modern world.
Student Learning Targets:
Knowledge Targets
- I can identify contributions of the Mesopotamian civilization to the modern world.
- I can identify Mesopotamia as the first civilization.
- I know that Mesopotamia is known as “land between the rivers."
- I can identify the 7 characteristics of a civilization. I can define Hammurabi’s Code of Laws.
Reasoning Targets
- I can describe the 7 characteristics of a civilization.
- I can explain the impact of Hammurabi’s Code of Laws on the modern world.
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
- identify Mesopotamia as the first civilization. know that Mesopotamia is known as “land between the rivers”.
- identify the 7 characteristics of a civilization. define Hammurabi’s Code of Laws.
3 Proficient
- describe the 7 characteristics of a civilization.
- explain the impact of Hammurabi’s Code of Laws on the modern world.
4 Advanced
- demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Resources
Vocabulary
- Hammurabi's Code of Laws
- Mesopotamia
- Sumer
- Fertile Crescent
- city-state
Characteristics of a Civilization:
- Stable Food Supply
- Social Structure
- Systems of Government
- Religion
- Arts
- Written Language
- Technology
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SST-06.2.05
6th Grade (SST) Social Studies Targeted Benchmarks
Standard 2: Important Historical Events
SST-06.2.05 Identify the features of Egyptian civilization and its contributions to the modern world.
Student Learning Targets:
Knowledge Targets
- I can define vocabulary words associated with Egypt.
- I can identify the purpose of the pyramids.
- I can identify mummification process.
- I can understand the shape of the social structure.
- I can describe the levels of the Egyptian social structure.
Reasoning Targets
- I can explain one of the hypothesis of how the pyramids were built.
- I can explain the purpose of preserving the dead bodies.
- I can explain the mummification process.
- I can explain how Egyptian mummification compares to the current practices in the modern world.
- I can explain how the discovery of King Tut’s tomb has impacted history.
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
- define vocabulary words associated with Egypt.
- identify the purpose of the pyramids.
- identify mummification process.
- understand the shape of the social structure.
(3) Proficient
- explain one of the hypothesis of how the pyramids were built.
- explain the purpose of preserving the dead bodies.
- explain the mummification process.
- explain how Egyptian mummification compares to the current practices in the modern world.
- explain how the discovery of King Tut’s tomb has impacted history.
- describe the levels of the Egyptian social structure.
(4) Advanced
- demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Resources
Vocabulary
- pyramid
- dynasty
- mummification
- social class
- pharaoh
- King Tut
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SST-06.2.07
6th Grade (SST) Social Studies Targeted Benchmarks
Standard 2: Important Historical Events
SST-06.2.07 Identify the features of classical Chinese civilization and its contributions to the modern world.
Student Learning Targets:
Knowledge Targets
- I can identify features of the Chinese civilization.
- I can list contributions made by the Chinese.
- I can define vocabulary words associated with China.
Reasoning Targets
- I can describe contributions made by the Chinese with details.
- I can explain the impact of ancient Chinese contributions on the world today.
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
- define vocabulary words associated with China. identify the features of the Chinese civilization. list contributions made by the Chinese.
(3) Proficient
- describe contributions made by the Chinese with details. explain the impact of ancient Chinese contributions on the world today.
(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-06.2.09
6th Grade (SST) Social Studies Targeted Benchmarks
Standard 2: Important Historical Events
SST-06.2.09 Identify the features and accomplishments of classical Greek civilization.
Student Learning Targets:
Knowledge Targets
- I can define vocabulary words associated with Greece.
- I can identify the features of the Greek civilization.
Reasoning Targets
- I can explain the reason for the defeat of the Persians.
- I can compare and contrast the city-states of Athens and Sparta.
- I can describe contributions made by the Greeks with complex details.
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
- define vocabulary words associated with Greece.
- identify the features of the Greek civilization. describe 3 contributions made by the Greeks with simple details.
- determine the reason for defeating the Persians.
(3) Proficient
- describe five or more contributions made by the Greeks with complex details.
- compare and contrast the city-states of Athens and Sparta.
(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-06.2.10
6th Grade (SST) Social Studies Targeted Benchmarks
Standard 2: Important Historical Events
SST-06.2.10 Compare the emergence, central leaders, beliefs, and traditions of major religions and philosophies.
Student Learning Targets:
Knowledge Targets
- I can identify the beliefs and traditions of major religions.
- I can the beliefs and traditions of major religions.
Reasoning Targets
- I ccan compare and contrast different religions beliefs and traditions.
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
- identify the origins and central leaders of major religions.
- identify the beliefs and traditions of major religions.
(3) Proficient
- compare and contrast different religions beliefs and traditions.
(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-06.2.11
6th Grade (SST) Social Studies Targeted Benchmarks
Standard 2: Important Historical Events
SST-06.2.11 Identify the accomplishments of Roman civilization, and the factors that led to its decline.
Student Learning Targets:
Knowledge Targets
- I can define polytheism and monotheism.
- I can identify the significant contributions of Constantine, Julius Caesar, and Augustus Caesar.
- I can recognize accurate causes of the decline of Rome.
Reasoning Targets
- I can explain the change in religion, going from polytheism to monotheism.
- I can explain the significance of the contributions of Constantine, Julius Caesar, and Augustus Caesar.
- I can explain the causes of the decline of the Roman Empire
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
- identify the significant contributions of Constantine, Julius Caesar, and Augustus Caesar.
- define polytheism and monotheism. recognize accurate causes of the decline of Rome.
(3) Proficient
- explain the change in religion, going from polytheism to monotheism.
- explain the significance of the contributions of Constantine, Julius Caesar, and Augustus Caesar.
- identify and explain the causes of the decline of the Roman Empire.
(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-06.2.12
6th Grade (SST) Social Studies Targeted Benchmarks
Standard 2: Important Historical Events
SST-06.2.12 Describe the social, political, and economic characteristics of life in the Middle Ages.
Student Learning Targets:
Knowledge Targets
- I can list the correct sequence of the social structure of the Middle Ages.
- I can identify the necessity of the feudal system during the Middle Ages.
- I can define the feudal system during the Middle Ages.
- I can identify the causes and effects of the plagues.
- I can identify the role of the church and medicine during the Middle Ages.
Reasoning Targets
- I can describe the responsibilities of each social structure of the Middle Ages.
- I can explain the necessity of the feudal system during the Middle Ages.
- I can describe the causes and effects of the plagues.
- I can analyze the role of the church and medicine during the Middle Ages.
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
- list the correct sequence of the social structure of the Middle Ages.
- identify the necessity of the feudal system during the Middle Ages.
- define the feudal system during the Middle Ages.
- identify the causes and effects of the plagues.
- identify the role of the church and medicine during the Middle Ages.
(3) Proficient
- describe the responsibilities of each social structure of the Middle Ages.
- explain the necessity of the feudal system during the Middle Ages.
- describe the causes and effects of the plagues.
- analyze the role of the church and medicine during the Middle Ages.
(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-06.3.03
 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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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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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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BPS District Social Studies Standards Book