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Indiana: 6th-Grade Standards

  • IN.1. Standard: History Students will explore the key historic movements, events and figures that contributed to the development of modern Europe and America from early civilizations through modern times by examining religious institutions, trade and cultural interactions, political institutions, and technological developments.
    • 6.1.1. Proficiency Statement: Historical Knowledge Early and Classical Civilizations: 1900 B.C. /B.C.E to 700 A.D. /C.E.: Describe the rise; the political, technological and cultural achievements; and the decline of ancient civilizations in Europe and Mesoamerica. Individuals, Society and Culture)
    • 6.1.2. Proficiency Statement: Historical Knowledge Early and Classical Civilizations: 1900 B.C. /B.C.E to 700 A.D. /C.E.: Describe and compare the beliefs, the spread and the influence of religions
    • 6.1.3. Proficiency Statement: Historical Knowledge Medieval Period: 400 A.D. /C.E. - 1500 A.D. /C.E.: Explain the continuation and contributions of the Eastern Roman Empire after the fall of the Western Roman Empire.
    • 6.1.4. Proficiency Statement: Historical Knowledge Medieval Period: 400 A.D. /C.E. - 1500 A.D. /C.E.: Describe and explain the development and organization of political, cultural, social and economic systems in Europe and the Americas. (Individuals, Society and Culture)
    • 6.1.5. Proficiency Statement: Historical Knowledge Medieval Period: 400 A.D. /C.E. - 1500 A.D. /C.E.: Analyze the diverse points of view and interests of those involved in the Crusades and give examples of the changes brought about by the Crusades.
    • 6.1.6. Proficiency Statement: Historical Knowledge Medieval Period: 400 A.D. /C.E. - 1500 A.D. /C.E.: Examine the importance of trade routes and trace the rise of cultural centers and trade cities in Europe and Mesoamerica.
    • 6.1.7. Proficiency Statement: Historical Knowledge Medieval Period: 400 A.D. /C.E. - 1500 A.D. /C.E.: Explain the effects of the Black Death, or bubonic plague, along with economic, environmental and social factors that led to the decline of medieval society.
    • 6.1.8. Proficiency Statement: Historical Knowledge Medieval Period: 400 A.D. /C.E. - 1500 A.D. /C.E.: Compare the diverse perspectives, ideas, interests and people that brought about the Renaissance in Europe. (Individuals, Society and Culture)
    • 6.1.9. Proficiency Statement: Historical Knowledge Medieval Period: 400 A.D. /C.E. - 1500 A.D. /C.E.: Analyze the interconnections of people, places and events in the economic, scientific and cultural exchanges of the European Renaissance that led to the Scientific Revolution, voyages of discovery and imperial conquest. (Individuals, Society and Culture)
    • 6.1.10. Proficiency Statement: Historical Knowledge Early Modern Era: 1500 to 1800: Examine and explain the outcomes of European colonization on the Americas and the rest of the world. (Individuals, Society and Culture)
    • 6.1.11. Proficiency Statement: Historical Knowledge Early Modern Era: 1500 to 1800: Compare Spanish and Portuguese colonies in Mexico and South America with French and British colonies in North America.
    • 6.1.12. Proficiency Statement: Historical Knowledge Early Modern Era: 1500 to 1800: Describe the Reformations and their effects on European and American society. (Individuals, Society and Culture)
    • 6.1.13. Proficiency Statement: Historical Knowledge Early Modern Era: 1500 to 1800: Explain the origin and spread of scientific, political, and social ideals associated with the Age of Enlightenment. (Individuals, Society and Culture)
    • 6.1.14. Proficiency Statement: Historical Knowledge Early Modern Era: 1500 to 1800: Describe the origins, developments and innovations of the Industrial Revolution and explain the changes it brought about. (Individuals, Society and Culture)
    • 6.1.15. Proficiency Statement: Historical Knowledge Modern Era: 1700 to the present: Describe the impact of industrialization and urbanization on the lives of individuals and on trade and cultural exchange between Europe and the Americas and the rest of the world. (Individuals, Society and Culture)
    • 6.1.16. Proficiency Statement: Historical Knowledge Modern Era: 1700 to the present: Trace the individuals, beliefs and events that represent various political ideologies during the nineteenth and twentieth centuries. (Individuals, Society and Culture)
    • 6.1.17. Proficiency Statement: Historical Knowledge Modern Era: 1700 to the present: Compare the opportunities and dangers related to the development of a highly technological society.
    • 6.1.18. Proficiency Statement: Chronological Thinking, Historical Comprehension, Analysis and Interpretation, Research Create and compare timelines that identify major people, events and developments in the history of individual civilizations and/or countries that comprise Europe and the Americas. (Individuals, Society and Culture)
    • 6.1.19. Proficiency Statement: Chronological Thinking, Historical Comprehension, Analysis and Interpretation, Research Define and use the terms decade, century, and millennium, and compare alternative ways that historical periods and eras are designated by identifying the organizing principles upon which each is based.
    • 6.1.20. Proficiency Statement: Chronological Thinking, Historical Comprehension, Analysis and Interpretation, Research Recognize historical perspectives in fiction and nonfiction by identifying the historical context in which events unfolded and by avoiding evaluation of the past solely in terms of present-day norms.
    • 6.1.21. Proficiency Statement: Chronological Thinking, Historical Comprehension, Analysis and Interpretation, Research Analyze cause-and-effect relationships, keeping in mind multiple causations, including the importance of individuals, ideas, human interests, beliefs and chance in history. (Individuals, Society and Culture)
    • 6.1.22. Proficiency Statement: Chronological Thinking, Historical Comprehension, Analysis and Interpretation, Research Differentiate between fact and interpretation in historical accounts and explain the meaning of historical passages by identifying who was involved, what happened, where it happened, and relating them to outcomes that followed and gaps in the historical record.
    • 6.1.23. Proficiency Statement: Chronological Thinking, Historical Comprehension, Analysis and Interpretation, Research Form research questions and use a variety of information resources to obtain, evaluate and present data on people, cultures and developments in Europe and the Americas. (Individuals, Society and Culture)
    • 6.1.24. Proficiency Statement: Chronological Thinking, Historical Comprehension, Analysis and Interpretation, Research Identify issues related to an historical event in Europe or the Americas and give basic arguments for and against that issue utilizing the perspectives, interests and values of those involved.
  • IN.2. Standard: Civics and Government Students will compare and contrast forms of government in different historical periods with contemporary political structures of Europe and the Americas and examine the rights and responsibilities of individuals in different political systems.
    • 6.2.1. Proficiency Statement: Foundations of Government Identify and compare major forms of historical and contemporary governments in Europe and the Americas.
    • 6.2.2. Proficiency Statement: Foundations of Government Explain how elements of Greek direct democracy and Roman representative democracy are present in modern systems of government.
    • 6.2.3. Proficiency Statement: Foundations of Government Examine key ideas of Magna Carta (1215), the Petition of Right (1628), and the English Bill of Rights (1689) as documents to place limits on the English monarchy.
    • 6.2.4. Proficiency Statement: Foundations of Government Define the term nation-state and describe the rise of nation-states headed by monarchs in Europe from 1500 to 1700.
    • 6.2.5. Proficiency Statement: Functions of Government Describe how major forms of government in Europe and the Americas protect or protected citizens and their civil and human rights.
    • 6.2.6. Proficiency Statement: Functions of Government Identify the functions of international political organizations in the world today.
    • 6.2.7. Proficiency Statement: Roles of Citizens Define and compare citizenship and the citizen's role in selected countries of Europe and the Americas.
  • IN.3. Standard: Geography Students will identify the characteristics of climate regions in Europe and the Americas and describe major physical features, countries and cities of Europe and the Western Hemisphere.
    • 6.3.1. Proficiency Statement: The World in Spatial Terms Identify and locate on maps the countries and capitals of Europe and the Americas such as Great Britain, Russia, Mexico, Canada and Brazil.
    • 6.3.2. Proficiency Statement: The World in Spatial Terms Use latitude and longitude to locate the capital cities of Europe and the Americas and describe the uses of locational technology, such as Global Positioning Systems (GPS) to distinguish absolute and relative location and to describe Earth's surfaces.
    • 6.3.3. Proficiency Statement: Places and Regions Describe and compare major physical characteristics of regions in Europe and the Americas.
    • 6.3.4. Proficiency Statement: Physical Systems Places and Regions: Describe and compare major cultural characteristics of regions in Europe and the Western Hemisphere.
    • 6.3.5. Proficiency Statement: Physical Systems Give examples and describe the formation of important river deltas, mountains and bodies of water in Europe and the Americas.
    • 6.3.6. Proficiency Statement: Physical Systems Explain how ocean currents and winds influence climate differences on Europe and the Americas.
    • 6.3.7. Proficiency Statement: Physical Systems Locate and describe the climate regions of Europe and the Americas and explain how and why they differ.
    • 6.3.8. Proficiency Statement: Physical Systems Identify major biomes of Europe and the Americas and explain how these are influenced by climate.
    • 6.3.9. Proficiency Statement: Human Systems Identify current patterns of population distribution and growth in Europe and the Americas using a variety of geographic representations such as maps, charts, graphs, and satellite images and aerial photography.
    • 6.3.10. Proficiency Statement: Human Systems Explain that cultures change in three ways: cultural diffusion, invention and innovation. (Individuals, Society and Culture)
    • 6.3.11. Proficiency Statement: Human Systems Define the terms anthropology and archeology and explain how these fields contribute to our understanding of societies in the present and the past. (Individuals, Society and Culture)
    • 6.3.12. Proficiency Statement: Environment and Society Compare the distribution of natural gas, oil, forests, uranium, minerals, coal, seafood and water in countries such as Brazil, Mexico, Canada, Great Britain and Russia.
    • 6.3.13. Proficiency Statement: Environment and Society Explain the impact of humans on the physical environment in Europe and the Americas.
    • 6.3.14. Proficiency Statement: Environment and Society Explain and give examples of how nature has impacted the physical environment and human populations in specific areas of Europe and the Americas.
  • IN.4. Standard: Economics Students will examine the influence of physical and cultural factors upon the economic systems of countries in Europe and the Americas.
    • 6.4.1. Proficiency Statement: Give examples of how trade related to key developments in the history of Europe and the Americas.
    • 6.4.2. Proficiency Statement: Analyze how countries of Europe and the Americas have been influenced by trade in different historical periods.
    • 6.4.3. Proficiency Statement: Explain why international trade requires a system for exchanging currency between various countries.
    • 6.4.4. Proficiency Statement: Describe how different economic systems (traditional, command, market and mixed) in Europe and the Americas answer the basic economic questions on what to produce, how to produce and for whom to produce.
    • 6.4.5. Proficiency Statement: Explain how financial institutions (banks, credit unions and stocks-and-bonds markets) channel funds from savers to borrowers and investors.
    • 6.4.6. Proficiency Statement: Compare the standard of living of various countries of Europe and the Americas today using Gross Domestic Product (GDP) per capita as an indicator.
    • 6.4.7. Proficiency Statement: Analyze current economic issues in the countries of Europe or the Americas using a variety of information resources.
    • 6.4.8. Proficiency Statement: Identify economic connections between the local community and the countries of Europe or the Americas and identify job skills needed to be successful in the workplace.
    • 6.4.9. Proficiency Statement: Identify situations in which the actions of consumers and producers in Europe or the Americas create helpful spillovers or harmful spillovers to people inside a country who are not directly involved in the consumption or production of a product.
    • 6.4.10. Proficiency Statement: Explain how saving and investing help increase productivity and economic growth and compare and contrast individual saving and investing options.
 
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