6th Grade Social Studies


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PRIORITIZED BENCHMARKS

SST-06.1.01

BPSS-SST Skills and Resources concept logo6th 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

  • I can 

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

Vocabulary

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  • list

Websites

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SST-06.1.02

BPSS-SST Skills and Resources concept logo6th 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

  • I can

Reasoning Targets

  • I can construct timelines.

Skills (Performance) Targets

  • I can compare and interpret complex timelines.

Product Targets

  • I can 

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

  • construct time lines.

(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

Vocabulary

  • list
  • list

Websites

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SST-06.1.03

BPSS-SST Skills and Resources concept logo6th 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

  • I can 

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

Vocabulary

  • physical features
  • desert
  • delta
  • source
  • mouth
  • topography

Websites

  • item

SST-06.2.04

BPSS-SST Important Historical Events concept logo6th 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

  • I can

Product Targets

  • I can 

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

SST-06.2.05

BPSS-SST Important Historical Events concept logo6th 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

  • I can

Product Targets

  • I can 

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

SST-06.2.07

BPSS-SST Important Historical Events concept logo6th 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

  • I can

Product Targets

  • I can 

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

Vocabulary

  • list
  • list

Websites

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SST-06.2.09

BPSS-SST Important Historical Events concept logo6th 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

  • I can

Product Targets

  • I can 

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

Vocabulary

  • list
  • list

Websites

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SST-06.2.10

BPSS-SST Important Historical Events concept logo6th 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

  • I can

Product Targets

  • I can 

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

Vocabulary

  • list
  • list

Websites

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SST-06.2.11

BPSS-SST Important Historical Events concept logo6th 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

  • I can

Product Targets

  • I can 

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

Vocabulary

  • list
  • list

Websites

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SST-06.2.12

BPSS-SST Important Historical Events concept logo6th 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

  • I can

Product Targets

  • I can 

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

Vocabulary

  • list
  • list

Websites

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SST-06.3.03

BPSS-SST Important Historical Events concept logo6th 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

  • I can

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

Vocabulary

  • list
  • list

Websites

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SST-06.4.02

BPSS-SST Government and Citizenship concept logo6th 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

  • I can

Product Targets

  • I can 

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

Vocabulary

  • list
  • list

Websites

  • item
  • item

SST-06.5.01

BPSS-SST geography concept logo6th 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

  • I can

Reasoning Targets

  • I can explain why civilizations settled near different physical features (ex. water, mountains, deserts, vegetation)

Skills (Performance) Targets

  • I can

Product Targets

  • I can 

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

Vocabulary

  • list
  • list

Websites

  • item

STANDARD 1: SKILLS AND RESOURCES

SST-06.1

BPSS-SST logoStandard 1:

Skills and Resources

Students apply Social Studies skills and resources.

 Narrative for the Skills and Resources

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-06.1.01

BPSS-SST Skills and Resources concept logo6th 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

  • I can 

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

Vocabulary

  • list
  • list

Websites

  • item


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