6th Grade Social Studies


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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

  • item
  • item

SST-06.2.13

BPSS-SST Important Historical Events concept logo6th 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

  • I can

Reasoning Targets

  • I can 

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

SST-06.2.14

BPSS-SST Important Historical Events concept logo6th 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

  • I can

Reasoning Targets

  • I can 

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

SST-06.3

BPSS-SST logoStandard 3:

Economic Concepts

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

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.


SST-06.3.01

BPSS-SST Important Historical Events concept logo6th 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

  • I can

Reasoning Targets

  • I can 

Skills (Performance) Targets

  • I can

Product Targets

  • I can 

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

Vocabulary

  • list
  • list

Websites

  • item
  • item

SST-06.3.02

BPSS-SST Important Historical Events concept logo6th 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

  • I can

Reasoning Targets

  • I can 

Skills (Performance) Targets

  • I can

Product Targets

  • I can 

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

Vocabulary

  • list
  • list

Websites

  • item
  • item

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

  • item
  • item

SST-06.4

BPSS-SST logoStandard 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.

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.


SST-06.4.01

BPSS-SST Government and Citizenship concept logo6th 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

  • I can

Reasoning Targets

  • I can 

Skills (Performance) Targets

  • I can

Product Targets

  • I can 

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

Vocabulary

  • list
  • list

Websites

  • item

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

BPSS-SST logoStandard 5:

Concepts of Geography

Students understand and apply concepts of geography.

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.


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

SST-06.5.02

BPSS-SST geography concept logo6th 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

  • I can

Reasoning Targets

  • I can 

Skills (Performance) Targets

  • I can

Product Targets

  • I can 

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

Vocabulary

  • list
  • list

Websites

  • item

SST-06.6

BPSS-SST logoStandard 6:

Human Development and Behavior

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

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.



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