6th Grade Social Studies


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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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

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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

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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

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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

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  • 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

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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

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