Title: 6th Grade Standards
Course: BPSS (SST) Social Studies Standards > Section: Standards Workspace

SST-06.C

6-8 Social Studies

 Civics Domain

Standards

- SST-06.C.01 Explain the historical and philosophical foundations of government.
- SST-06.C.02 Analyze the structures and functions of governments.
- SST-06.C.03 Describe the rights and liberties of individuals.
- SST-06.C.04 Investigate the role and responsibilities of citizenship in society.

Description

These standards band grades 6-12 in civics & government. It should be noted that some topics will overlap while others will exclusively appear in either middle or high school. Throughout the grade band, a basic knowledge of the foundation, role, and impact of government is emphasized. Students will begin examining the changes in government over time and the continual balance between individual rights and the common good. The goal is that students will learn the skills necessary to understand the role of government in their daily lives and be able to engage in government at all levels. These standards help students become thoughtful citizens who are informed, engaged, and committed to the ideas and values of a democratic republic. The knowledge of names and definitions is essential in/for acquiring knowledge; however, high-quality teaching and learning demands more than merely mastering facts and terms. Therefore, in teaching these standards, an inquiry approach is encouraged. Activities and assessments that require students to think, analyze, synthesize, evaluate, compare, contrast, and argue using a civic engagement lens should be emphasized.

Calculation Method for Domains

Domains are larger groups of related Standards with benchmarks. So the Domain is a calculation of all the related standards that calculate to the benchmarks. So click on the benchmark identifier below each Standards to access the learning targets and proficiency scales for each standard.

SST-06.E

6-8 Social Studies

 Economics Domain

Standards

- SST-06.E.01 Analyze the concept of scarcity when making economic decisions.
- SST-06.E.02 Compare and contrast how varying economic systems impact a nation and its citizens.
- SST-06.E.03 Analyze how supply and demand impact the allocation of goods and services.
- SST-06.E.04 Analyze the various institutions that drive and support the market economy.
- SST-06.E.05 Evaluate the various macroeconomic measurements available to determine an economy’s size and strength.
- SST-06.E.06 Analyze how globalization has impacted various aspects of economies around the world.
- SST-06.E.07 Evaluate the elements of responsible personal finance.

Description

At the middle school level, basic economic principles are best integrated within United States history, world history, and geography. The knowledge of names and definitions is essential for acquiring knowledge; however, high-quality teaching and learning demands more than merely mastering facts and terms. Therefore, in teaching these standards, it is encouraged to use an active economic inquiry approach. Activities and assessments that require students to think, analyze, synthesize, evaluate, compare, contrast, and argue using economic habits of mind should be emphasized..

Calculation Method for Domains

Domains are larger groups of related Standards with benchmarks. So the Domain is a calculation of all the related standards that calculate to the benchmarks. So click on the benchmark identifier below each Standards to access the learning targets and proficiency scales for each standard.

SST-06.G

6-8 Social Studies

 Geography Domain

Standards

- SST-06.G.01 Describe the physical processes that shape the Earth’s surface and how these affect the lives of people who live there.
- SST-06.G.02 Analyze the movement of people, goods, ideas, technology, etc. throughout the world.
- SST-06.G.03 Analyze the unifying physical and human characteristics of a region and their formal and informal boundaries.
- SST-06.G.04 Use geographic tools to locate both the absolute and relative location of places and regions around the world.
- SST-06.G.05 Analyze how human beings are dependent upon, adapt to, and modify their environment to meet their needs.

Description

These geography standards are based on the Five Themes of Geography: Place, Movement, Regions, Location, and Human-Environment Interaction. These standards are written to give students a global perspective, which they can apply to other courses of study. Quality geography education is more than memorizing places on a map. It involves an understanding of various cultures, their motivations, and their connections to the global community. It also includes a deep understanding of how human beings have altered the landscape of the Earth over time, both physically and culturally.

Calculation Method for Domains

Domains are larger groups of related Standards with benchmarks. So the Domain is a calculation of all the related standards that calculate to the benchmarks. So click on the benchmark identifier below each Standards to access the learning targets and proficiency scales for each standard.

SST-06.C.01

6th Grade (SST) Social Studies

Civics Standard

SST-06.C.01 Explain the historical and philosophical foundations of government.

Benchmarks

- SST-06.C.01.1 Evaluate the thoughts of major political philosophers.
- SST-06.C.01.2 Explain the influence of British and colonial history on early America.
- SST-06.C.01.3 Evaluate the creation and impact of primary sources on political thought in the United States.

Guiding Practice

The guiding topics for each benchmark includes various subject matter that can be used to help students reach the standard.

Calculation Method for Standards

Standards are larger groups of related benchmarks. So the Standard is a calculation of all the related benchmarks. So click on the benchmark identifier below each Standards to access the learning targets and proficiency scales for each standard.

SST-06.C.02

6th Grade (SST) Social Studies

Civics Standard

SST-06.C.02 Analyze the structures and functions of governments.

Benchmarks

- SST-06.C.02.1 Analyze the structures and functions of governments.
- SST-06.C.02.2 Examine the role and purposes of government.
- SST-06.C.02.3 Analyze the structure, principles, and interpretation of the Constitution of the United States.
- SST-06.C.02.4 Explain the relationship among federal, state, tribal, and local governmental powers.
- SST-06.C.02.5 Explain the purposes, organization, powers, and processes of tribal and local governments.

Guiding Practice

The guiding topics for each benchmark includes various subject matter that can be used to help students reach the standard.

Calculation Method for Standards

Standards are larger groups of related benchmarks. So the Standard is a calculation of all the related benchmarks. So click on the benchmark identifier below each Standards to access the learning targets and proficiency scales for each standard.

SST-06.C.03

6th Grade (SST) Social Studies

Civics Standard

SST-06.C.03 Describe the rights and liberties of individuals.

Benchmarks

- SST-06.C.03.1 Describe and examine the amendments to the US Constitution and their application in the United States.
- SST-06.C.03.2 Describe the impact of court cases on rights and liberties of individuals.

Guiding Practice

The guiding topics for each benchmark includes various subject matter that can be used to help students reach the standard.

Calculation Method for Standards

Standards are larger groups of related benchmarks. So the Standard is a calculation of all the related benchmarks. So click on the benchmark identifier below each Standards to access the learning targets and proficiency scales for each standard.

SST-06.C.04

6th Grade (SST) Social Studies

Civics Standard

SST-06.C.04 Investigate the role and responsibilities of citizenship in society.

Benchmarks

- SST-06.C.04.1 Explain how citizens can influence government.
- SST-06.C.04.2 Describe and evaluate the criteria and process for naturalization in the United States.
- SST-06.C.04.3 Explain how citizens’ personal and civic responsibilities are important to the preservation and improvement of United States constitutional republic.
- SST-06.C.04.4 Identify bias and evaluate its role in media sources.
- SST-06.C.04.5 Demonstrate active participation in civic life.

Guiding Practice

The guiding topics for each benchmark includes various subject matter that can be used to help students reach the standard.

Calculation Method for Standards

Standards are larger groups of related benchmarks. So the Standard is a calculation of all the related benchmarks. So click on the benchmark identifier below each Standards to access the learning targets and proficiency scales for each standard.

SST-06.E.01

6th Grade (SST) Social Studies

Economics Standard

SST-06.E.01 Analyze the concept of scarcity when making economic decisions.

Benchmarks

- SST-06.E.01.1 Analyze the basic concepts of economic thinking.
- SST-06.E.01.2 Describe the difference between a command/centrally planned economy and market economy.

Guiding Practice

The guiding topics for each benchmark includes various subject matter that can be used to help students reach the standard.

Calculation Method for Standards

Standards are larger groups of related benchmarks. So the Standard is a calculation of all the related benchmarks. So click on the benchmark identifier below each Standards to access the learning targets and proficiency scales for each standard.

SST-06.E.02

6th Grade (SST) Social Studies

Economics Standard

SST-06.E.02 Compare and contrast how varying economic systems impact a nation and its citizens.

Benchmarks

- SST-06.E.01.1 Describe the difference between a command/centrally planned economy and market economy.

Guiding Practice

The guiding topics for each benchmark includes various subject matter that can be used to help students reach the standard.

Calculation Method for Standards

Standards are larger groups of related benchmarks. So the Standard is a calculation of all the related benchmarks. So click on the benchmark identifier below each Standards to access the learning targets and proficiency scales for each standard.

SST-06.E.03

6th Grade (SST) Social Studies

Economics Standard

SST-06.E.03 Analyze how supply and demand impact the allocation of goods and services.

Benchmarks

- SST-06.E.03.1 Explain the law of supply and demand.
- SST-06.E.03.2 Compare and contrast perfect and imperfect competition.
- SST-06.E.03.3 Analyze the impact of the supply and demand on prices.

Guiding Practice

The guiding topics for each benchmark includes various subject matter that can be used to help students reach the standard.

Calculation Method for Standards

Standards are larger groups of related benchmarks. So the Standard is a calculation of all the related benchmarks. So click on the benchmark identifier below each Standards to access the learning targets and proficiency scales for each standard.

SST-06.E.04

6th Grade (SST) Social Studies

Economics Standard

SST-06.E.04 Analyze the various institutions that drive and support the market economy.

Benchmarks

- SST-06.E.04.1 Explain the role of businesses and financial institutions in a market economy.
- SST-06.E.04.2 Evaluate the role of government in a market economy.
- SST-06.E.04.3 Explain the functions and role of money.

Guiding Practice

The guiding topics for each benchmark includes various subject matter that can be used to help students reach the standard.

Calculation Method for Standards

Standards are larger groups of related benchmarks. So the Standard is a calculation of all the related benchmarks. So click on the benchmark identifier below each Standards to access the learning targets and proficiency scales for each standard.

SST-06.E.05

6th Grade (SST) Social Studies

Economics Standard

SST-06.E.05 Evaluate the various macroeconomic measurements available to determine an economy’s size and strength.

Benchmarks

- SST-06.E.05.1 Describe various measurements of macroeconomics.

Guiding Practice

The guiding topics for each benchmark includes various subject matter that can be used to help students reach the standard.

Calculation Method for Standards

Standards are larger groups of related benchmarks. So the Standard is a calculation of all the related benchmarks. So click on the benchmark identifier below each Standards to access the learning targets and proficiency scales for each standard.

SST-06.E.06

6th Grade (SST) Social Studies

Economics Standard

SST-06.E.06 Analyze how globalization has impacted various aspects of economies around the world.

Benchmarks

- SST-06.E.06.1 Describe how trade generates economic development and interdependence.
- SST-06.E.06.2 Analyze the benefits and costs for individuals, producers, and governments in international trade.

Guiding Practice

The guiding topics for each benchmark includes various subject matter that can be used to help students reach the standard.

Calculation Method for Standards

Standards are larger groups of related benchmarks. So the Standard is a calculation of all the related benchmarks. So click on the benchmark identifier below each Standards to access the learning targets and proficiency scales for each standard.

SST-06.E.07

6th Grade (SST) Social Studies

Economics Standard

SST-06.E.07 Evaluate the elements of responsible personal finance.

Benchmarks

- SST-06.E.07.1 Evaluate career choices and the effect on the standard of living.
- SST-06.E.07.2 Evaluate the effect of taxes and other factors on income.
- SST-06.E.07.3 Develop short- and long-term financial goals.
- SST-06.E.07.4 Analyze the cost and benefits of different types of credit and debt; and the rights and responsibilities of borrowers.
- SST-06.E.07.5 Develop strategies to avoid and manage debt effectively.

Guiding Practice

The guiding topics for each benchmark includes various subject matter that can be used to help students reach the standard.

Calculation Method for Standards

Standards are larger groups of related benchmarks. So the Standard is a calculation of all the related benchmarks. So click on the benchmark identifier below each Standards to access the learning targets and proficiency scales for each standard.

SST-06.G.01

6th Grade (SST) Social Studies

Geography Standard

SST-06.G.01 Describe the physical processes that shape the Earth’s surface and how these affect the lives of people who live there.

Benchmarks

- SST-06.G.01.1 Describe the physical processes that shape the Earth’s surface.
- SST-06.G.01.2 Explain the factors that cause different types of climates and ecosystems, and their latitudes/locations.
- SST-06.G.01.3 Identify how major ecosystems provide raw materials.
- SST-06.G.01.4 Analyze the physical and human characteristics of a place.
- SST-06.G.01.5 Describe how combinations of human decisions and natural forces can lead to (or help people avoid) a natural disaster.

Guiding Practice

The guiding topics for each benchmark includes various subject matter that can be used to help students reach the standard.

Calculation Method for Standards

Standards are larger groups of related benchmarks. So the Standard is a calculation of all the related benchmarks. So click on the benchmark identifier below each Standards to access the learning targets and proficiency scales for each standard.

SST-06.G.02

6th Grade (SST) Social Studies

Geography Standard

SST-06.G.02 Analyze the movement of people, goods, ideas, technology, etc. throughout the world.

Benchmarks

- SST-06.G.02.1 Explain how movement of goods, information, and population are affected by technology.
- SST-06.G.02.2 Describe patterns of settlement and explain why people settle where they do and how they make their living.
- SST-06.G.02.3 Explain the patterns, causes, and consequences of major human migrations.

Guiding Practice

The guiding topics for each benchmark includes various subject matter that can be used to help students reach the standard.

Calculation Method for Standards

Standards are larger groups of related benchmarks. So the Standard is a calculation of all the related benchmarks. So click on the benchmark identifier below each Standards to access the learning targets and proficiency scales for each standard.

SST-06.G.03

6th Grade (SST) Social Studies

Geography Standard

SST-06.G.03 Analyze the unifying physical and human characteristics of a region and their formal and informal boundaries.

Benchmarks

- SST-06.G.03.1 Describe the differences and similarities among cultures around the world.
- SST-06.G.03.2 Analyze the physical and human characteristics of a region.
- SST-06.G.03.3 Interpret how culture and experience influence people’s perception of places and regions.
- SST-06.G.03.4 Identify factors that contribute to conflict and cooperation between cultural groups from multiple perspectives.

Guiding Practice

The guiding topics for each benchmark includes various subject matter that can be used to help students reach the standard.

Calculation Method for Standards

Standards are larger groups of related benchmarks. So the Standard is a calculation of all the related benchmarks. So click on the benchmark identifier below each Standards to access the learning targets and proficiency scales for each standard.

SST-06.G.04

6th Grade (SST) Social Studies

Geography Standard

SST-06.G.04 Use geographic tools to locate both the absolute and relative location of places and regions around the world.

Benchmarks

- SST-06.G.04.1 Explain and use a variety of geographic tools to study the world on global, regional, and local scales and draw conclusions.
- SST-06.G.04.2 Apply the skills of geographic inquiry to analyze a geographic problem or issue.

Guiding Practice

The guiding topics for each benchmark includes various subject matter that can be used to help students reach the standard.

Calculation Method for Standards

Standards are larger groups of related benchmarks. So the Standard is a calculation of all the related benchmarks. So click on the benchmark identifier below each Standards to access the learning targets and proficiency scales for each standard.

SST-06.G.05

6th Grade (SST) Social Studies

Geography Standard

SST-06.G.05 Analyze how human beings are dependent upon, adapt to, and modify their environment to meet their needs.

Benchmarks

- SST-06.G.05.1 Explain how people have modified the environment and used technology to make places more suitable for humans.
- SST-06.G.05.2 Analyze how human changes to the environment in one region or place can affect another.

Guiding Practice

The guiding topics for each benchmark includes various subject matter that can be used to help students reach the standard.

Calculation Method for Standards

Standards are larger groups of related benchmarks. So the Standard is a calculation of all the related benchmarks. So click on the benchmark identifier below each Standards to access the learning targets and proficiency scales for each standard.

SST-06.C.01.1

6th Grade (SST) Civics Domain:
   Benchmark for Standard: SST-06.C.01 Explain the historical and philosophical foundations of government.

SST-06.C.01.1 Evaluate the thoughts of major political philosophers.

Guiding Topics: Cicero, Socrates, Plato, Aristotle, Iroquois Confederation, Locke, Hobbes, Montesquieu, Rousseau, Marx, Natural Rights Philosophy, Classical Republicanism

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 (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
- descriptors

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 (Score 3.0 content).
- descriptors

3 Proficient

“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
- descriptors

4 Advanced

... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
- descriptors

Resources

Vocabulary

- words

- list

Websites

- Title of website with a URL to open in a new window

SST-06.C.01.2

6th Grade (SST) Civics Domain:
   Benchmark for Standard: SST-06.C.01 Explain the historical and philosophical foundations of government.

SST-06.C.01.2 Explain the influence of British and colonial history on early United States.

Guiding Topics: Magna Carta, English Bill of Rights, Petition of Right, Mayflower Compact, formation of colonial governments, deterioration of relations with Great Britain

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 (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
- descriptors

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 (Score 3.0 content).
- descriptors

3 Proficient

“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
- descriptors

4 Advanced

... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
- descriptors

Resources

Vocabulary

- words

- list

Websites

- Title of website with a URL to open in a new window

SST-06.C.01.3

6th Grade (SST) Civics Domain:
   Benchmark for Standard: SST-06.C.01 Explain the historical and philosophical foundations of government.

SST-06.C.01.3 Evaluate the creation and impact of primary sources on political thought in the United States.

Guiding Topics: Magna Carta, English Bill of Rights, Petition of Right, Mayflower Compact, Declaration of Independence, Articles of Confederation, Federalist Papers, AntiFederalist Papers, Virginia and New Jersey Plans, the Great Compromise, Constitution, the Bill of Rights

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 (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
- descriptors

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 (Score 3.0 content).
- descriptors

3 Proficient

“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
- descriptors

4 Advanced

... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
- descriptors

Resources

Vocabulary

- words

- list

Websites

- Title of website with a URL to open in a new window

SST-06.C.02.1

6th Grade (SST) Civics Domain:
   Benchmark for Standard: SST-06.C.02 Analyze the structures and functions of governments.

SST-06.C.02.1 Differentiate/compare forms and origins of governments.

Guiding Topics: Democracy, monarchy, oligarchy, tyranny, fascism, communism, theocracy, constitutional republic, parliamentary democracy, presidential democracy, and other forms of governments

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 (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
- descriptors

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 (Score 3.0 content).
- descriptors

3 Proficient

“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
- descriptors

4 Advanced

... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
- descriptors

Resources

Vocabulary

- words

- list

Websites

- Title of website with a URL to open in a new window

SST-06.C.02.2

6th Grade (SST) Civics Domain:
   Benchmark for Standard: SST-06.C.02 Analyze the structures and functions of governments.

SST-06.C.02.2 Examine the role and purposes of government.

Guiding Topics: Purpose of founding governments in River Valley, Asian, Greek, Roman, African, Mesoamerican civilizations and the purpose of current government systems (i.e., to maintain law and order, authority, legitimacy, sovereignty)

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 (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
- descriptors

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 (Score 3.0 content).
- descriptors

3 Proficient

“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
- descriptors

4 Advanced

... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
- descriptors

Resources

Vocabulary

- words

- list

Websites

- Title of website with a URL to open in a new window

SST-06.C.02.3

6th Grade (SST) Civics Domain:
   Benchmark for Standard: SST-06.C.02 Analyze the structures and functions of governments.

SST-06.C.02.3 Analyze the structure, principles, and interpretation of the Constitution of the United States.

Guiding Topics: Preamble, articles, amendments, separation of powers, checks and balances, power of the purse, impeachment, advise and consent, veto power, judicial review, bicameralism, etc.

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 (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
- descriptors

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 (Score 3.0 content).
- descriptors

3 Proficient

“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
- descriptors

4 Advanced

... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
- descriptors

Resources

Vocabulary

- words

- list

Websites

- Title of website with a URL to open in a new window

SST-06.C.02.4

6th Grade (SST) Civics Domain:
   Benchmark for Standard: SST-06.C.02 Analyze the structures and functions of governments.

SST-06.C.02.4 Explain the relationship among federal, state, tribal, and local governmental powers.

Guiding Topics: Necessary and proper clause, the commerce clause, Tenth Amendment, enumerated powers vs. reserved powers, amendment process, separation of powers, revenue sources, coining money, treaty powers, interstate commerce, treaty rights and tribal sovereignty, etc.
Suggested Supreme Court Cases: Marbury v. Madison, Gibbons v. Ogden, McCulloch v. Maryland, Brown v. Board of Education, etc.

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 (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
- descriptors

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 (Score 3.0 content).
- descriptors

3 Proficient

“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
- descriptors

4 Advanced

... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
- descriptors

Resources

Vocabulary

- words

- list

Websites

- Title of website with a URL to open in a new window

SST-06.C.02.5

6th Grade (SST) Civics Domain:
   Benchmark for Standard: SST-06.C.02 Analyze the structures and functions of governments.

SST-06.C.02.5 Explain the purposes, organization, powers, and processes of tribal and local governments.

Guiding Topics: Elections, revenue sources, tribal sovereignty

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 (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
- descriptors

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 (Score 3.0 content).
- descriptors

3 Proficient

“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
- descriptors

4 Advanced

... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
- descriptors

Resources

Vocabulary

- words

- list

Websites

- Title of website with a URL to open in a new window

SST-06.C.03.1

6th Grade (SST) Civics Domain:
   Benchmark for Standard: SST-06.C.03 Describe the rights and liberties of individuals.

SST-06.C.03.1 Describe and examine the amendments to the United States Constitution and their application in the United States.

Guiding Topics: Bill of Rights, amendments, relevant court cases

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 (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
- descriptors

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 (Score 3.0 content).
- descriptors

3 Proficient

“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
- descriptors

4 Advanced

... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
- descriptors

Resources

Vocabulary

- words

- list

Websites

- Title of website with a URL to open in a new window

SST-06.C.03.2

6th Grade (SST) Civics Domain:
   Benchmark for Standard: SST-06.C.03 Describe the rights and liberties of individuals.

SST-06.C.03.2 Describe the impact of court cases on the rights and liberties of individuals.

Guiding Topics: Judicial review, incorporation doctrine
Suggested Supreme Court Cases: Schenck v. United States, Tinker v. Des Moines Independent Community School District, Texas v. Johnson, New York Times Co. v. United States, Village of Skokie v. National Socialist Party, Engel v. Vitale, Lemon v. Kurtzman, and other significant court cases

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 (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
- descriptors

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 (Score 3.0 content).
- descriptors

3 Proficient

“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
- descriptors

4 Advanced

... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
- descriptors

Resources

Vocabulary

- words

- list

Websites

- Title of website with a URL to open in a new window

SST-06.C.04.1

6th Grade (SST)Civics Domain:
   Benchmark for Standard: SST-06.C.04 Investigate the role and responsibilities of citizenship in society.

SST-06.C.04.1 Explain how citizens can influence government.

Guiding Topics: Interest groups, the media, political action committees, voluntary and civic associations, professional organizations, individuals, voting, running for office, petitioning the government, initiated measures, referendum, recall, peaceful protests, demonstrations

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 (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
- descriptors

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 (Score 3.0 content).
- descriptors

3 Proficient

“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
- descriptors

4 Advanced

... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
- descriptors

Resources

Vocabulary

- words

- list

Websites

- Title of website with a URL to open in a new window

SST-06.C.04.2

6th Grade (SST) Civics Domain:
   Benchmark for Standard: SST-06.C.04 Investigate the role and responsibilities of citizenship in society.

SST-06.C.04.2 Describe and evaluate the criteria and process for naturalization in the United States.

Guiding Topics: Citizenship test and pledge, historic and present restrictions and requirements for naturalization

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 (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
- descriptors

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 (Score 3.0 content).
- descriptors

3 Proficient

“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
- descriptors

4 Advanced

... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
- descriptors

Resources

Vocabulary

- words

- list

Websites

- Title of website with a URL to open in a new window

SST-06.C.04.3

6th Grade (SST) Civics Domain:
   Benchmark for Standard: SST-06.C.04 Investigate the role and responsibilities of citizenship in society.

SST-06.C.04.3 Explain how citizens’ personal and civic responsibilities are important to the preservation and improvement of United States constitutional republic.

Guiding Topics: Voting rights, running for public office, obeying the law, being informed and attentive to public issues, monitoring political leaders and governmental agencies, assuming leadership when appropriate, paying taxes, registering to vote and voting knowledgeably on candidates and issues, serving as a juror, serving in the armed forces, performing public service

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 (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
- descriptors

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 (Score 3.0 content).
- descriptors

3 Proficient

“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
- descriptors

4 Advanced

... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
- descriptors

Resources

Vocabulary

- words

- list

Websites

- Title of website with a URL to open in a new window

SST-06.C.04.4

6th Grade (SST) Civics Domain:
   Benchmark for Standard: SST-06.C.04 Investigate the role and responsibilities of citizenship in society.

SST-06.C.04.4 Identify bias and evaluate its role in media sources.

Guiding Topics: Broadcast news, print news, websites, social media, speeches, and other primary and secondary sources

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 (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
- descriptors

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 (Score 3.0 content).
- descriptors

3 Proficient

“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
- descriptors

4 Advanced

... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
- descriptors

Resources

Vocabulary

- words

- list

Websites

- Title of website with a URL to open in a new window

SST-06.C.04.5

6th Grade (SST) Civics Domain:
   Benchmark for Standard: SST-06.C.04 Investigate the role and responsibilities of citizenship in society.

SST-06.C.04.5 Demonstrate active participation in civic life.

Guiding Topics: Voting, attending political and governmental meetings, contacting public officials, working in campaigns, community organizing, demonstrating or picketing, mock trials, simulated congressional hearings, Socratic seminar, civil discourse, debate, boycotting, joining interest groups or political action committees, etc.

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 (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
- descriptors

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 (Score 3.0 content).
- descriptors

3 Proficient

“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
- descriptors

4 Advanced

... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
- descriptors

Resources

Vocabulary

- words

- list

Websites

- Title of website with a URL to open in a new window

SST-06.E.01.1

6th Grade (SST) Economics Domain:
   Benchmark for Standard: SST-06.E.01 Analyze the concept of scarcity when making economic decisions.

SST-06.E.01.1 Analyze the basic concepts of economic thinking.

Guiding Topics: Needs and wants, supply and demand, opportunity cost and tradeoffs, scarcity and choice, cost-benefit analysis, production possibilities, interpret visual representations of data (e.g., bar graphs, line graphs, pie charts)

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 (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
- descriptors

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 (Score 3.0 content).
- descriptors

3 Proficient

“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
- descriptors

4 Advanced

... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
- descriptors

Resources

Vocabulary

- words

- list

Websites

- Title of website with a URL to open in a new window

SST-06.E.01.2

6th Grade (SST) Economics Domain:
   Benchmark for Standard: SST-06.E.01 Analyze the concept of scarcity when making economic decisions.

SST-06.E.01.2 Explain the factors of production.

Guiding Topics: Land, labor, capital, entrepreneurship

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 (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
- descriptors

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 (Score 3.0 content).
- descriptors

3 Proficient

“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
- descriptors

4 Advanced

... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
- descriptors

Resources

Vocabulary

- words

- list

Websites

- Title of website with a URL to open in a new window

SST-06.E.02.1

6th Grade (SST) Economics Domain:
   Benchmark for Standard: SST-06.E.02 Compare and contrast how varying economic systems impact a nation and its citizens.

SST-06.E.02.1 Describe the difference between a command/centrally planned economy and market economy.

Guiding Topics: Communism, socialism, capitalism, free market economy, free enterprise system, mixed economy

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 (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
- descriptors

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 (Score 3.0 content).
- descriptors

3 Proficient

“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
- descriptors

4 Advanced

... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
- descriptors

Resources

Vocabulary

- words

- list

Websites

- Title of website with a URL to open in a new window

SST-06.E.03.1

6th Grade (SST) Economics Domain:
   Benchmark for Standard: SST-06.E.03 Analyze how supply and demand impact the allocation of goods and services.

SST-06.E.03.1 Explain the law of supply and demand.

Guiding Topics: Supply and demand, schedules and curves, equilibrium, elasticity

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 (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
- descriptors

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 (Score 3.0 content).
- descriptors

3 Proficient

“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
- descriptors

4 Advanced

... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
- descriptors

Resources

Vocabulary

- words

- list

Websites

- Title of website with a URL to open in a new window

SST-06.E.03.2

6th Grade (SST) Economics Domain:
   Benchmark for Standard: SST-06.E.03 Analyze how supply and demand impact the allocation of goods and services.

SST-06.E.03.2 Compare and contrast perfect and imperfect competition.

Guiding Topics: Monopolistic competition, monopolies, oligopolies, trusts, cartel

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 (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
- descriptors

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 (Score 3.0 content).
- descriptors

3 Proficient

“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
- descriptors

4 Advanced

... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
- descriptors

Resources

Vocabulary

- words

- list

Websites

- Title of website with a URL to open in a new window

SST-06.E.03.3

6th Grade (SST) Economics Domain:
   Benchmark for Standard: SST-06.E.03 Analyze how supply and demand impact the allocation of goods and services.

SST-06.E.03.3 Analyze the impact of the supply and demand on prices.

Guiding Topics: Equilibrium price shortages, surplus

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 (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
- descriptors

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 (Score 3.0 content).
- descriptors

3 Proficient

“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
- descriptors

4 Advanced

... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
- descriptors

Resources

Vocabulary

- words

- list

Websites

- Title of website with a URL to open in a new window

SST-06.E.04.1

6th Grade (SST) Economics Domain:
   Benchmark for Standard: SST-06.E.04 Analyze the various institutions that drive and support the market economy.

SST-06.E.04.1 Explain the role of businesses and financial institutions in a market economy.

Guiding Topics: Stock market, structure of private banks, structure of the federal reserve system, corporations vs. soleproprietorship

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 (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
- descriptors

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 (Score 3.0 content).
- descriptors

3 Proficient

“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
- descriptors

4 Advanced

... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
- descriptors

Resources

Vocabulary

- words

- list

Websites

- Title of website with a URL to open in a new window

SST-06.E.04.2

6th Grade (SST) Economics Domain:
   Benchmark for Standard: SST-06.E.04 Analyze the various institutions that drive and support the market economy.

SST-06.E.04.2 Evaluate the role of government in a market economy.

Guiding Topics: Fiscal policy, monetary policy, federal, state, and local taxes, contractionary and expansionary policies, supply-side vs. demand-side economics, government subsidies

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 (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
- descriptors

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 (Score 3.0 content).
- descriptors

3 Proficient

“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
- descriptors

4 Advanced

... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
- descriptors

Resources

Vocabulary

- words

- list

Websites

- Title of website with a URL to open in a new window

SST-06.E.04.3

6th Grade (SST) Economics Domain:
   Benchmark for Standard: SST-06.E.04 Analyze the various institutions that drive and support the market economy.

SST-06.E.04.3 Explain the functions and role of money.

Guiding Topics: Commodity, representative and fiat money, physical and economic properties of money, measuring the money supply in the United States (M1 and M2)

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 (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
- descriptors

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 (Score 3.0 content).
- descriptors

3 Proficient

“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
- descriptors

4 Advanced

... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
- descriptors

Resources

Vocabulary

- words

- list

Websites

- Title of website with a URL to open in a new window

SST-06.E.05.1

6th Grade (SST) Economics Domain:
   Benchmark for Standard: SST-06.E.05 Evaluate the various macroeconomic measurements available to determine an economy’s size and strength.

SST-06.E.05.1 Describe various measurements of macroeconomics.

Guiding Topics: Aggregate supply and demand, poverty, labor, unemployment rates, inflation rates, business cycle, exchange rates, gross domestic product

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 (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
- descriptors

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 (Score 3.0 content).
- descriptors

3 Proficient

“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
- descriptors

4 Advanced

... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
- descriptors

Resources

Vocabulary

- words

- list

Websites

- Title of website with a URL to open in a new window

SST-06.E.06.1

6th Grade (SST) Economics Domain:
  Benchmark for Standard: SST-06.E.06 Analyze how globalization has impacted various aspects of economies around the world.

SST-06.E.06.1 Describe how trade generates economic development and interdependence.

Guiding Topics: Tariffs, trade agreements, voluntary exchange, social and environmental impact, surplus

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 (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
- descriptors

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 (Score 3.0 content).
- descriptors

3 Proficient

“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
- descriptors

4 Advanced

... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
- descriptors

Resources

Vocabulary

- words

- list

Websites

- Title of website with a URL to open in a new window

SST-06.E.06.2

6th Grade (SST) Economics Domain:
   Benchmark for Standard: SST-06.E.06 Analyze how globalization has impacted various aspects of economies around the world.

SST-06.E.06.2 Analyze the benefits and costs for individuals, producers, and governments in international trade.

Guiding Topics: Comparative and absolute advantage, rights of citizens, standards of living

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 (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
- descriptors

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 (Score 3.0 content).
- descriptors

3 Proficient

“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
- descriptors

4 Advanced

... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
- descriptors

Resources

Vocabulary

- words

- list

Websites

- Title of website with a URL to open in a new window

SST-06.E.07.1

6th Grade (SST) Economics Domain:
   Benchmark for Standard: SST-06.E.07 Evaluate the elements of responsible personal finance.

SST-06.E.07.1 Evaluate career choices and the effect on the standard of living.

Guiding Topics: Paychecks, benefits, career advancement and opportunities

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 (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
- descriptors

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 (Score 3.0 content).
- descriptors

3 Proficient

“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
- descriptors

4 Advanced

... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
- descriptors

Resources

Vocabulary

- words

- list

Websites

- Title of website with a URL to open in a new window

SST-06.E.07.2

6th Grade (SST) Economics Domain:
   Benchmark for Standard: SST-06.E.07 Evaluate the elements of responsible personal finance.

SST-06.E.07.2 Evaluate the effect of taxes and other factors on income.

Guiding Topics: Personal taxes, deductions (federal, state, local)

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 (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
- descriptors

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 (Score 3.0 content).
- descriptors

3 Proficient

“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
- descriptors

4 Advanced

... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
- descriptors

Resources

Vocabulary

- words

- list

Websites

- Title of website with a URL to open in a new window

SST-06.E.07.3

6th Grade (SST) Economics Domain:
   Benchmark for Standard: SST-06.E.07 Evaluate the elements of responsible personal finance.

SST-06.E.07.3 Develop short- and long-term financial goals.

Guiding Topics: Budgeting, retirement plans

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 (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
- descriptors

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 (Score 3.0 content).
- descriptors

3 Proficient

“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
- descriptors

4 Advanced

... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
- descriptors

Resources

Vocabulary

- words

- list

Websites

- Title of website with a URL to open in a new window

SST-06.E.07.4

6th Grade (SST) Economics Domain:
   Benchmark for Standard: SST-06.E.07 Evaluate the elements of responsible personal finance.

SST-06.E.07.4 Analyze the cost and benefits of different types of credit and debt; and the rights and responsibilities of borrowers.

Guiding Topics: Loan, compound vs. simple interest, debt

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 (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
- descriptors

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 (Score 3.0 content).
- descriptors

3 Proficient

“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
- descriptors

4 Advanced

... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
- descriptors

Resources

Vocabulary

- words

- list

Websites

- Title of website with a URL to open in a new window

SST-06.E.07.5

6th Grade (SST) Economics Domain:
   Benchmark for Standard: SST-06.E.07 Evaluate the elements of responsible personal finance.

SST-06.E.07.5 Develop strategies to avoid and manage debt effectively.

Guiding Topics: Debit vs. credit cards, FICA score, predatory lending

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 (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
- descriptors

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 (Score 3.0 content).
- descriptors

3 Proficient

“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
- descriptors

4 Advanced

... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
- descriptors

Resources

Vocabulary

- words

- list

Websites

- Title of website with a URL to open in a new window

SST-06.G.01.1

6th Grade (SST) Geography Domain:
   Benchmark for Standard: SST-06.G.01 Describe the physical processes that shape the Earth’s surface and how these affect the lives of people who live there.

SST-06.G.01.1 Describe the physical processes that shape the Earth’s surface.

Guiding Topics: Plate tectonics, erosion, weathering, soil degradation, pollution

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 (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
- descriptors

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 (Score 3.0 content).
- descriptors

3 Proficient

“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
- descriptors

4 Advanced

... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
- descriptors

Resources

Vocabulary

- words

- list

Websites

- Title of website with a URL to open in a new window

SST-06.G.01.2

6th Grade (SST) Geography Domain:
   Benchmark for Standard: SST-06.G.01 Describe the physical processes that shape the Earth’s surface and how these affect the lives of people who live there.

SST-06.G.01.2 Explain the factors that cause different types of climates and ecosystems, and their latitudes/locations.

Guiding Topics: Latitude, elevation, landforms, location, human factors

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 (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
- descriptors

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 (Score 3.0 content).
- descriptors

3 Proficient

“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
- descriptors

4 Advanced

... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
- descriptors

Resources

Vocabulary

- words

- list

Websites

- Title of website with a URL to open in a new window

SST-06.G.01.3

6th Grade (SST) Geography Domain:
   Benchmark for Standard: SST-06.G.01 Describe the physical processes that shape the Earth’s surface and how these affect the lives of people who live there.

SST-06.G.01.3 Identify how major ecosystems provide raw materials.

Guiding Topics: Precipitation maps, soil fertility, length of growing season

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 (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
- descriptors

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 (Score 3.0 content).
- descriptors

3 Proficient

“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
- descriptors

4 Advanced

... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
- descriptors

Resources

Vocabulary

- words

- list

Websites

- Title of website with a URL to open in a new window

SST-06.G.01.4

6th Grade (SST) Geography Domain:
   Benchmark for Standard: SST-06.G.01 Describe the physical processes that shape the Earth’s surface and how these affect the lives of people who live there.

SST-06.G.01.4 Analyze the physical and human characteristics of a place.

Guiding Topics: Physical features, natural barriers, population, demographic characteristics

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 (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
- descriptors

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 (Score 3.0 content).
- descriptors

3 Proficient

“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
- descriptors

4 Advanced

... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
- descriptors

Resources

Vocabulary

- words

- list

Websites

- Title of website with a URL to open in a new window

SST-06.G.01.5

6th Grade (SST) Geography Domain:
   Benchmark for Standard: SST-06.G.01 Describe the physical processes that shape the Earth’s surface and how these affect the lives of people who live there.

SST-06.G.01.5 Describe how combinations of human decisions and natural forces can lead to (or help people avoid) a natural disaster.

Guiding Topics: Hurricanes, wildfires, earthquakes, floods, preparation and reaction to natural disasters, deforestation, desertification

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 (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
- descriptors

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 (Score 3.0 content).
- descriptors

3 Proficient

“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
- descriptors

4 Advanced

... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
- descriptors

Resources

Vocabulary

- words

- list

Websites

- Title of website with a URL to open in a new window

SST-06.G.02.1

6th Grade (SST) Geography Domain:
   Benchmark for Standard: SST-06.G.02 Analyze the movement of people, goods, ideas, technology, etc. throughout the world.

SST-06.G.02.1 Explain how movement of goods, information, and population are affected by technology.

Guiding Topics: Rivers, railroads, highways, Internet expansion

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 (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
- descriptors

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 (Score 3.0 content).
- descriptors

3 Proficient

“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
- descriptors

4 Advanced

... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
- descriptors

Resources

Vocabulary

- words

- list

Websites

- Title of website with a URL to open in a new window

SST-06.G.02.2

6th Grade (SST) Geography Domain:
   Benchmark for Standard: SST-06.G.02 Analyze the movement of people, goods, ideas, technology, etc. throughout the world.

SST-06.G.02.2 Describe patterns of settlement and explain why people settle where they do and how they make their living.

Guiding Topics: Population density maps, economic activity maps

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 (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
- descriptors

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 (Score 3.0 content).
- descriptors

3 Proficient

“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
- descriptors

4 Advanced

... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
- descriptors

Resources

Vocabulary

- words

- list

Websites

- Title of website with a URL to open in a new window

SST-06.G.02.3

6th Grade (SST) Geography Domain:
   Benchmark for Standard: SST-06.G.02 Analyze the movement of people, goods, ideas, technology, etc. throughout the world.

SST-06.G.02.3 Explain the patterns, causes, and consequences of major human migrations.

Guiding Topics: Refugee vs. immigrant, mass migrations, push/pull factors

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 (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
- descriptors

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 (Score 3.0 content).
- descriptors

3 Proficient

“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
- descriptors

4 Advanced

... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
- descriptors

Resources

Vocabulary

- words

- list

Websites

- Title of website with a URL to open in a new window

SST-06.G.03.1

6th Grade (SST) Geography Domain:
   Benchmark for Standard: SST-06.G.03 Analyze the unifying physical and human characteristics of a region and their formal and informal boundaries.

SST-06.G.03.1 Describe the differences and similarities among cultures around the world.

Guiding Topics: Differences and similarities in the following languages, religions, ethnic groups, economic systems, governmental systems, daily life of men and women, social activities, cultural traditions, etc.

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 (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
- descriptors

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 (Score 3.0 content).
- descriptors

3 Proficient

“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
- descriptors

4 Advanced

... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
- descriptors

Resources

Vocabulary

- words

- list

Websites

- Title of website with a URL to open in a new window

SST-06.G.03.2

6th Grade (SST) Geography Domain:
   Benchmark for Standard: SST-06.G.03 Analyze the unifying physical and human characteristics of a region and their formal and informal boundaries.

SST-06.G.03.2 Analyze the physical and human characteristics of a region.

Guiding Topics: Physical features, natural barriers, population

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 (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
- descriptors

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 (Score 3.0 content).
- descriptors

3 Proficient

“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
- descriptors

4 Advanced

... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
- descriptors

Resources

Vocabulary

- words

- list

Websites

- Title of website with a URL to open in a new window

SST-06.G.03.3

6th Grade (SST) Geography Domain:
   Benchmark for Standard: SST-06.G.03 Analyze the unifying physical and human characteristics of a region and their formal and informal boundaries.

SST-06.G.03.3 Interpret how culture and experience influence people’s perception of places and regions.

Guiding Topics: Mental image of a place, past experiences, personal biases

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 (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
- descriptors

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 (Score 3.0 content).
- descriptors

3 Proficient

“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
- descriptors

4 Advanced

... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
- descriptors

Resources

Vocabulary

- words

- list

Websites

- Title of website with a URL to open in a new window

SST-06.G.03.4

6th Grade (SST) Geography Domain:
   Benchmark for Standard: SST-06.G.03 Analyze the unifying physical and human characteristics of a region and their formal and informal boundaries.

SST-06.G.03.4 Identify factors that contribute to conflict and cooperation between cultural groups from multiple perspectives.

Guiding Topics: Control of resources, imperialism, economic factors, religious differences, power imbalances, distribution of wealth

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 (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
- descriptors

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 (Score 3.0 content).
- descriptors

3 Proficient

“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
- descriptors

4 Advanced

... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
- descriptors

Resources

Vocabulary

- words

- list

Websites

- Title of website with a URL to open in a new window

SST-06.G.04.1

6th Grade (SST) Geography Domain:
   Benchmark for Standard: SST-06.G.04 Use geographic tools to locate both the absolute and relative location of places and regions around the world.

SST-06.G.04.1 Explain and use a variety of geographic tools to study the world on global, regional, and local scales and draw conclusions.

Guiding Topics: Apply knowledge to create a sketch map, an outline map of geographic information, and tables of information
Tools to use: maps, globes, and web-based geography technology, map projections, thematic graphs & maps, GIS/GPS

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 (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
- descriptors

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 (Score 3.0 content).
- descriptors

3 Proficient

“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
- descriptors

4 Advanced

... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
- descriptors

Resources

Vocabulary

- words

- list

Websites

- Title of website with a URL to open in a new window

SST-06.G.04.2

6th Grade (SST) Geography Domain:
   Benchmark for Standard: SST-06.G.04 Use geographic tools to locate both the absolute and relative location of places and regions around the world.

SST-06.G.04.2 Apply the skills of geographic inquiry to analyze a geographic problem or issue.

Guiding Topics: Asking geographic questions, acquiring geographic information, organizing geographic information, analyzing geographic information, and answering geographic questions

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 (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
- descriptors

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 (Score 3.0 content).
- descriptors

3 Proficient

“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
- descriptors

4 Advanced

... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
- descriptors

Resources

Vocabulary

- words

- list

Websites

- Title of website with a URL to open in a new window

SST-06.G.05.1

6th Grade (SST) Geography Domain:
   Benchmark for Standard: SST-06.G.05 Analyze how human beings are dependent upon, adapt to, and modify their environment to meet their needs.

SST-06.G.05.1 Explain how people have modified the environment and used technology to make places more suitable for humans.

Guiding Topics: Asking geographic questions, acquiring geographic information, organizing geographic information, analyzing geographic information, and answering geographic questions

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 (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
- descriptors

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 (Score 3.0 content).
- descriptors

3 Proficient

“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
- descriptors

4 Advanced

... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
- descriptors

Resources

Vocabulary

- words

- list

Websites

- Title of website with a URL to open in a new window

SST-06.G.05.2

6th Grade (SST) Geography Domain:
   Benchmark for Standard: SST-06.G.05 Analyze how human beings are dependent upon, adapt to, and modify their environment to meet their needs.

SST-06.G.05.2 Analyze how human changes to the environment in one region or place can affect another.

Guiding Topics: Deforestation, carbon emissions, water rights

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 (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
- descriptors

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 (Score 3.0 content).
- descriptors

3 Proficient

“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
- descriptors

4 Advanced

... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
- descriptors

Resources

Vocabulary

- words

- list

Websites

- Title of website with a URL to open in a new window

SST-06.WH

6-8 Social Studies

 World History Domain

Description

World history is about connections between people. Students need to understand how civilizations and cultures arose, developed, and interacted through conflict and peaceful exchange.

World history content is separated into four eras. The six standards for world history are the same for each era and are applicable to all eras of study. Benchmarks provide guidance on how to apply the standards to each era. The guiding topics column includes key topics fundamental to that era of study. It is the belief of the development committee that the guiding topics, while not required, illustrate multiple ways for students to successfully achieve the standards.

World History Eras

- SST-06.WH_e1 Era 1: Emergence of Civilizations and Religions Around the Globe
- SST-06.WH_e2 Era 2: Middle Ages and the Renaissance
- SST-HS.WH_e3 Era 3: Age of Revolutions
- SST-HS.WH_e4 Era 4: Age of Global War and Globalization

Anchor Standards

- SST-06.WH_a.01 Analyze historical achievements related to science and technology.
- SST-06.WH_a.02 Explain historical changes related to religions and ideologies.
- SST-06.WH_a.03 Analyze the effects of different political systems on people.
- SST-06.WH_a.04 Analyze the influence of social, cultural, and economic developments on individuals.
- SST-06.WH_a.05 Analyze causes and effects of global events in the past using primary and/or secondary sources.
- SST-06.WH_a.06 Explain how past events connect to the present.

Calculation Method for Domains

Domains are larger groups of related Standards with benchmarks. So the Domain is a calculation of all the related standards that calculate to the benchmarks. So click on the benchmark identifier below each Standards to access the learning targets and proficiency scales for each standard.

SST-06.WH_a.01

6th Grade (SST) Social Studies

World History Anchor Standards

SST-06.WH_a.01 Analyze historical achievements related to science and technology.

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 (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
- descriptors

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 (Score 3.0 content).
- descriptors

3 Proficient

“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
- descriptors

4 Advanced

... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
- descriptors

Resources

Vocabulary

- words

- list

Websites

- Title of website with a URL to open in a new window

SST-06.WH_e2.b1

6th Grade (SST) Social Studies

World History Era 2: Middle Ages and the Renaissance

SST-06.WH_e2.b1 Explain the causes and effects of Medieval social structures using primary and secondary sources.

Guiding Topics: Feudalism (European or Japanese), Magna Carta, rise of universities

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 (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
- descriptors

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 (Score 3.0 content).
- descriptors

3 Proficient

“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
- descriptors

4 Advanced

... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
- descriptors

Resources

Vocabulary

- words

- list

Websites

- Title of website with a URL to open in a new window

SST-06.WH_a

6th Grade (SST) Social Studies

World History

SST-06.WH_a Anchor Standards

Benchmarks

- SST-06.WH_a.01 Analyze historical achievements related to science and technology.
- SST-06.WH_a.02 Explain historical changes related to religions and ideologies.
- SST-06.WH_a.03 Analyze the effects of different political systems on people.
- SST-06.WH_a.04 Analyze the influence of social, cultural, and economic developments on individuals.
- SST-06.WH_a.05 Analyze causes and effects of global events in the past using primary and/or secondary sources.
- SST-06.WH_a.06 Explain how past events connect to the present.

Guiding Practice

The guiding topics for each benchmark includes various subject matter that can be used to help students reach the standard.

Calculation Method for Standards

Standards are larger groups of related benchmarks. So the Standard is a calculation of all the related benchmarks. So click on the benchmark identifier below each Standards to access the learning targets and proficiency scales for each standard.

SST-06.WH_e1.b2

6th Grade (SST) Social Studies

World History Era 1: Emergence of Civilizations and Religions Around the Globe

SST-06.WH_e1.b2 Describe the belief systems or religions of early civilizations.

Guiding Topics: Mythology, Hinduism, Sikhism, Buddhism, Daoism, Christianity, Confucianism, Islam, Judaism, etc.

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 (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
- descriptors

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 (Score 3.0 content).
- descriptors

3 Proficient

“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
- descriptors

4 Advanced

... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
- descriptors

Resources

Vocabulary

- words

- list

Websites

- Title of website with a URL to open in a new window

SST-06.WH_e1.b3

6th Grade (SST) Social Studies

World History Era 1: Emergence of Civilizations and Religions Around the Globe

SST-06.WH_e1.b3 Explain the impact of the development of agriculture on the social, cultural, end economic lives of individuals.

Guiding Topics: Agricultural Revolution, written language, inventions

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 (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
- descriptors

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 (Score 3.0 content).
- descriptors

3 Proficient

“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
- descriptors

4 Advanced

... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
- descriptors

Resources

Vocabulary

- words

- list

Websites

- Title of website with a URL to open in a new window

SST-06.WH_e1.b4

6th Grade (SST) Social Studies

World History Era 1: Emergence of Civilizations and Religions Around the Globe

SST-06.WH_e1.b4 Explain how political systems impacted the people in Greece and Rome and how those political systems connect to the present.

Guiding Topics: Characteristics of 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 can ...

1 Beginning

... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
- descriptors

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 (Score 3.0 content).
- descriptors

3 Proficient

“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
- descriptors

4 Advanced

... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
- descriptors

Resources

Vocabulary

- words

- list

Websites

- Title of website with a URL to open in a new window

SST-06.WH_a.02

6th Grade (SST) Social Studies

World History Anchor Standards

SST-06.WH_a.02 Explain historical changes related to religions and ideologies.

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 (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
- descriptors

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 (Score 3.0 content).
- descriptors

3 Proficient

“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
- descriptors

4 Advanced

... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
- descriptors

SST-06.WH_a.03

6th Grade (SST) Social Studies

World History Anchor Standards

SST-06.WH_a.03 Analyze the effects of different political systems on people.

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 (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
- descriptors

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 (Score 3.0 content).
- descriptors

3 Proficient

“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
- descriptors

4 Advanced

... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
- descriptors

Resources

Vocabulary

- words

- list

Websites

- Title of website with a URL to open in a new window

SST-06.WH_a.04

6th Grade (SST) Social Studies

World History Anchor Standards

SST-06.WH_a.04 Analyze the influence of social, cultural, and economic developments on individuals.

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 (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
- descriptors

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 (Score 3.0 content).
- descriptors

3 Proficient

“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
- descriptors

4 Advanced

... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
- descriptors

Resources

Vocabulary

- words

- list

Websites

- Title of website with a URL to open in a new window

SST-06.WH_a.05

6th Grade (SST) Social Studies

World History Anchor Standards

SST-06.WH_a.05 Analyze causes and effects of global events in the past using primary and/or secondary sources.

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 (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
- descriptors

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 (Score 3.0 content).
- descriptors

3 Proficient

“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
- descriptors

4 Advanced

... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
- descriptors

Resources

Vocabulary

- words

- list

Websites

- Title of website with a URL to open in a new window

SST-06.WH_a.06

6th Grade (SST) Social Studies

World History Anchor Standards

SST-06.WH_a.06 Explain how past events connect to the present.

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 (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
- descriptors

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 (Score 3.0 content).
- descriptors

3 Proficient

“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
- descriptors

4 Advanced

... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
- descriptors

Resources

Vocabulary

- words

- list

Websites

- Title of website with a URL to open in a new window

SST-06.WH_e1.b1

6th Grade (SST) Social Studies

World History Era 1: Emergence of Civilizations and Religions Around the Globe

SST-06.WH_e1.b1 Explain multiple achievements of civilizations and connect them to the present.

Guiding Topics: River Valley (China, India, Mesopotamia, or Egypt), Greek, Roman, African, and Mesoamerican (Aztecs, Mayans, or Incas) 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 can ...

1 Beginning

... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
- descriptors

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 (Score 3.0 content).
- descriptors

3 Proficient

“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
- descriptors

4 Advanced

... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
- descriptors

Resources

Vocabulary

- words

- list

Websites

- Title of website with a URL to open in a new window

SST-06.WH_e1.b

6th Grade (SST) Social Studies

World History Era 1:

SST-06.WH_e1.b Emergence of Civilizations and Religions Around the Globe.

Benchmarks

- SST-06.WH_e1.b1 Explain multiple achievements of civilizations and connect them to the present.
- SST-06.WH_e1.b2 Describe the belief systems or religions of early civilizations.
- SST-06.WH_e1.b3 Explain the impact of the development of agriculture on the social, cultural, and economic lives of individuals.
- SST-06.WH_e1.b4 Explain how political systems impacted the people in Greece and Rome and how those political systems connect to the present

Guiding Practice

The guiding topics for each benchmark includes various subject matter that can be used to help students reach the standard.

Calculation Method for Standards

Standards are larger groups of related benchmarks. So the Standard is a calculation of all the related benchmarks. So click on the benchmark identifier below each Standards to access the learning targets and proficiency scales for each standard.

SST-06.WH_e2.b2

6th Grade (SST) Social Studies

World History Era 2: Middle Ages and the Renaissance

SST-06.WH_e2.b2 Explain how the relationship between religious and political bodies impacted the social, cultural, or economic developments of individuals.

Guiding Topics: Rise of Islam, importance of Christianity in Europe, monasteries preserving classical texts, differences between Medieval and Renaissance culture

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 (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
- descriptors

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 (Score 3.0 content).
- descriptors

3 Proficient

“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
- descriptors

4 Advanced

... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
- descriptors

Resources

Vocabulary

- words

- list

Websites

- Title of website with a URL to open in a new window

SST-06.WH_e2.b3

6th Grade (SST) Social Studies

World History Era 2: Middle Ages and the Renaissance

SST-06.WH_e2.b3 Explain the emergence of cultural interaction between Europe and other civilizations.

Guiding Topics: Crusades, Silk Roads, Marco Polo in China, Bubonic Plague, Mongol Invasions, or early explorations, humanism, the Renaissance

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 (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
- descriptors

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 (Score 3.0 content).
- descriptors

3 Proficient

“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
- descriptors

4 Advanced

... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
- descriptors

Resources

Vocabulary

- words

- list

Websites

- Title of website with a URL to open in a new window

SST-06.WH_e2.b

6th Grade (SST) Social Studies

World History Era 2:

SST-06.WH_e2.b Middle Ages and the Renaissance

Benchmarks

- SST-06.WH_e2.b1 Explain the causes and effects of Medieval social structures using primary and secondary sources.
- SST-06.WH_e2.b2 Explain how the relationship between religious and political bodies impacted the social, cultural, or economic developments of individuals.
- SST-06.WH_e2.b3 Explain the emergence of cultural interaction between Europe and other civilizations.

Guiding Practice

The guiding topics for each benchmark includes various subject matter that can be used to help students reach the standard.

Calculation Method for Standards

Standards are larger groups of related benchmarks. So the Standard is a calculation of all the related benchmarks. So click on the benchmark identifier below each Standards to access the learning targets and proficiency scales for each standard.