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West Virginia: 6th-Grade Standards

Sixth grade Social Studies provides an interdisciplinary examination of selected world regions: North America, South America, Western Europe and the Middle East. Students study historical and current development, characteristics of places, connections between regions and their impact on one another. Students learn the historic foundations and evolutions of developed and developing nations, states and nation-states. Emphasis is placed on how environment, technology and resources have helped to determine economic relations and conflicts between these regions in the past and how these factors will influence the interactions of these four regions of the world throughout the 21st Century. Various economic systems are introduced. The West Virginia Standards for 21st Century Learning include the following components: 21st Century Content Standards and Objectives and 21st Century Learning Skills and Technology Tools. All West Virginia teachers are responsible for classroom instruction that integrates learning skills, technology tools and content standards and objectives.

Social Studies Standard 1: Citizenship

SS.S.06.01 / Students will:

  • characterize and model good citizenship by building social networks of reciprocity and trustworthiness (Civic Dispositions).
  • model a respect for symbols, ideas and concepts of the United States and analyze the roles of significant individuals (Respect For People, Events, and Symbols).
  • develop and employ the civic skills necessary for effective citizenship by using criteria to make judgments, arrive at and defend positions and evaluate the validity of the positions or data (Evaluation Skills).
  • develop the participatory skills of interacting, monitoring and influencing that are essential for informed, effective and responsible citizenship, including participation in civic life to shape public policy (Participatory Skills).
  • recognize and communicate the responsibilities, privileges and rights of United States citizens (Civic Life).
  • SS.PD.06.1 / Performance Descriptors

    • Novice:
      • state the roles of American citizens and citizens in other nations.
      • state the influences of those citizensí actions on public policy through governmental and nongovernmental agencies.
      • recognize the benefits of peacefully resolving national and international conflicts.
    • Partial Mastery:
      • identify the roles of American citizens and citizens in other nations.
      • identify the influences of those citizensí actions on public policy through governmental and nongovernmental agencies.
      • identify one way of peacefully resolving national and international conflicts.
    • Mastery:
      • compare and contrast the roles of American citizens to citizens of other nations.
      • analyze the influence of those citizensí actions on public policy through governmental and nongovernmental agencies.
      • explain the benefits of peacefully resolving national and international conflicts.
    • Above Mastery:
      • analyze the roles of American citizens and compare them to citizens of other nations.
      • evaluate the influence of those citizenís actions on the development of public policy through governmental and nongovernmental agencies.
      • evaluate the benefits of peaceful national and international conflict resolution and predict the outcomes.
    • Distinguished:
      • anticipate how the roles of American citizens and citizens in other nations may change in the future.
      • assess the influence of those citizensí actions and public policy through governmental and nongovernmental agencies.
      • judge and defend the benefits of peacefully resolving national and international conflicts.
  • Objectives / Students will:

    • SS.O.06.01.01: explain the ways in which nations interact with one another and try to resolve problems.
    • SS.O.06.01.02: evaluate, take and defend positions on the purposes that government should serve.
    • SS.O.06.01.03: explain how nations benefit when they resolve conflicts peacefully.
    • SS.O.06.01.04: compare and contrast the role of American citizens with citizens of selected nations and states:
      • responsibilities
      • rights
      • privileges
      • duties
    • SS.O.06.01.05: analyze citizen actions (e.g., petitions, lobbying, demonstrations, civil disobedience) and public opinion (expressed through various media and meetings) and evaluate these influences on public policy and decision-making.

Social Studies Standard 2: Civics

SS.S.06.02 / Students will:

  • examine and analyze the purposes and basic principles of the United States government (Purposes of Government).
  • outline and evaluate and analyze the origins and meaning of the principles, ideals and core democratic values expressed in the foundational documents of the United States (Ideals of United States Democracy).
  • examine and distinguish the structure, function and responsibilities of governments and the allocation of power at the local, state and national levels (United States Government and Politics).
  • analyze how the world is organized politically and compare the role and relationship of the United States to other nations and to world affairs (United States Government and World Affairs).
  • SS.PD.06.2 / Performance Descriptors

    • Novice:
      • list competing ideas about the purposes of world governments and their functions.
      • identify governmental and nongovernmental international organizations.
      • list the purposes and influences of political divisions, political parties, and special interest groups of nations.
      • identify the impact of strong leadership on historic world events.
    • Partial Mastery:
      • explain competing ideas about the purposes of world governments and their functions.
      • describe governmental and nongovernmental international organizations.
      • explain the purposes and influences of political divisions, political parties, and special interest groups of nations.
      • describe the impact of strong leadership on historic world events.
    • Mastery:
      • evaluate competing ideas about the purposes of world governments and their functions.
      • compare and contrast governmental and nongovernmental international organizations.
      • debate the purposes and influences of divisions, political parties, and special interest groups of nations.
      • analyze the impact of strong leadership on historic world events.
    • Above Mastery:
      • research competing ideas about the purposes of world governments and their functions.
      • differentiate between governmental and nongovernmental international organizations.
      • compare and contrast the purposes and influences of political divisions, political parties, and special interest groups of nations.
      • research the positive and negative impact of strong leadership on historic world events.
    • Distinguished:
      • debate competing ideas about the purposes of world governments and their functions.
      • evaluate the effectiveness of governmental and nongovernmental international organizations.
      • justify the purposes and influences of political divisions, political parties, and special interest groups of nations.
      • compare and contrast the positive and negative impact of strong leadership on historic world events.
  • Objectives / Students will:

    • SS.O.06.02.01: evaluate competing ideas about the purposes government should serve (e.g., promoting the common good, protecting individual rights, providing economic security).
    • SS.O.06.02.02: analyze and explain how various types of government meet the needs and wants of citizens, manage conflict and establish security.
    • SS.O.06.02.03: analyze the impact of strong leadership on historic world events.
    • SS.O.06.02.04: debate the purposes of political parties and special interest groups and their influence on the political process.
    • SS.O.06.02.05: identify, explain and give examples of the political divisions of nations.
    • SS.O.06.02.06: describe, provide examples and classify different forms of government as either limited (having established and respected restraints of their power) or unlimited (having no effective means of restraining their power) governments.
    • SS.O.06.02.07: compare and contrast governmental and nongovernmental international organizations and critique their functions.

Social Studies Standard 3: Economics

SS.S.06.03 / Students will:

  • analyze the role of economic choices in scarcity, supply and demand, resource allocation, decision-making, voluntary exchange and trade-offs (Choices).
  • research, critique and evaluate the roles of private and public institutions in the economy (Institutions).
  • compare and contrast various economic systems and analyze their impact on individual citizens (Economic Systems).
  • illustrate how the factors of production impact the United States economic system (Factors of Production).
  • analyze the elements of competition and how they impact the economy (Competition).
  • examine and evaluate the interdependence of global economies (Global Economies).
  • SS.PD.06.3 / Performance Descriptors

    • Novice:
      • list economic reasons for immigration and migration worldwide throughout history.
      • identify and give examples of the interactive relationship of global marketing principles.
      • state the basic characteristics of communism, socialism, and capitalism.
      • recognize the impact of technology, trade cartels and treaties on the production, marketing and consumption of goods and services in selected nations.
    • Partial Mastery:
      • explain economic reasons for immigration and migration worldwide throughout history.
      • describe and give examples of the interactive relationship of global marketing principles.
      • explain the basic characteristics of communism, socialism, and capitalism.
      • recognize and define the impact of technology, trade cartels and treaties on the production, marketing and consumption of goods and services in selected nations.
    • Mastery:
      • infer economic reasons for immigration and migration worldwide throughout history.
      • summarize and give examples of the interactive relationship of global marketing principles.
      • compare and contrast the basic characteristics of communism, socialism, and capitalism.
      • analyze the impact of technology, trade cartels and treaties on the production, marketing and consumption of goods and services in selected nations.
    • Above Mastery:
      • evaluate the effects of immigration and migration on economics throughout world history and predict future movement.
      • research positive and negative examples of the interactive relationship of global marketing principles.
      • create a comparative chart of the basic characteristics of communism, socialism and capitalism.
      • evaluate the importance of the impact of technology, trade cartels and treaties on the production, marketing and consumption of goods and services in selected nations.
    • Distinguished:
      • anticipate future patterns for immigration and migration worldwide.
      • debate the effectiveness of positive and negative examples of the interactive relationship of global marketing principles.
      • using data, students create a comparative chart, and analyze the characteristics of communism, socialism and capitalism.
      • predict the future impact of technology, trade cartels and treaties on the production, marketing and consumption of goods and services in selected nations as development changes.
  • Objectives / Students will:

    • SS.O.06.03.01: infer the economic reasons for immigration and migration worldwide throughout history.
    • SS.O.06.03.02: summarize and give examples of the interactive relationship of global marketing principles:
      • production/consumption of goods and services
      • competition
      • supply and demand
    • SS.O.06.03.03: compare and contrast the basic characteristics of communism, socialism and capitalism.
    • SS.O.06.03.04: assess the economic impact of technology on world regions throughout history (e.g., internet, telecommunications, printing press).
    • SS.O.06.03.05: explain how trade cartels affect the world economy (e.g., Organization of Petroleum Exporting Countries), trace the development of treaties and organizations related to trade and evaluate their influence on trade.

Social Studies Standard 4: Geography

SS.S.06.04 / Students will:

  • interpret, and choose maps, globes and other geographic tools to categorize and organize information about personal directions, people, places and environments (The World in Spatial Terms).
  • examine the physical and human characteristics of place and explain how the lives of people are rooted in places and regions (Places and Regions).
  • analyze the physical processes that shape the earthís surface and create, sustain and modify the cultural and natural environment (Physical Systems).
  • analyze and illustrate how the earth is shaped by the movement of people and their activities (Human Systems).
  • analyze the interaction of society with the environment (Environment and Society).
  • point out geographic perspective and the tools and assess techniques available for geographic study (Uses of Geography).
  • SS.PD.06.4 / Performance Descriptors

    • Novice:
      • use map tools to view information (e.g., continents, climate, bodies of water, natural resources, time zones).
      • identify the relationship of people with their environment regarding population demographics, settlement, transportation and trade.
      • identify the effects of physical geography on transportation, culture, economic activities, and population distribution.
      • list changes in urban areas as they moved from agricultural centers to industrial centers.
    • Partial Mastery:
      • use map tools to describe information (e.g., continents, climate, bodies of water, natural resources, time zones).
      • describe the relationship of people with their environment regarding population demographics, settlement, transportation and trade.
      • describe the effects of physical geography on transportation, culture, economic activities, and population distribution.
      • identify and discuss changes in urban areas as they moved from agricultural centers to industrial centers.
    • Mastery:
      • use map tools to locate and identify information (e.g., continents, climate, bodies of water, natural resources, time zones).
      • analyze the relationship of people with their environment regarding population demographics, settlement, transportation and trade.
      • evaluate the effects of physical geography on transportation, culture, economic activities, and population distribution.
      • examine and illustrate changes in urban areas as they moved from agricultural centers to industrial centers.
    • Above Mastery:
      • use map tools to interpret information (e.g., continents, climate, bodies of water, natural resources, time zones).
      • evaluate the positive and negative relationships people have with their environment due to population demographics, settlement, transportation and trade.
      • research the positive and negative effects of physical geography on transportation, culture, economic activities, and population distribution.
      • research positive and negative changes in urban areas as they moved from agricultural centers to industrial centers.
    • Distinguished:
      • use map tools to compare and contrast information (e.g., continents, climate, bodies of water, natural resources, time zones).
      • predict future relationships people may have with their environment because of population demographics, settlement, transportation and trade.
      • debate the positive and negative effects of physical geography on predicted transportation, culture, economic activities, and population distribution.
      • debate the positive and negative impacts upon urban areas today as they continue to transform from agricultural centers to industrial centers.
  • Objectives / Students will:

    • SS.O.06.04.01: determine the time of various world locations using a world time zone map.
    • SS.O.06.04.02: use map tools (e.g., legends, keys, scales) to interpret information (e.g., climate, landforms, resources).
    • SS.O.06.04.03: locate and identify the continents, major climates, major bodies of water, natural resources and landforms and analyze the relationship of people with their environment regarding population demographics, settlement and trade.
    • SS.O.06.04.04: locate the major waterways of North America, South America, Europe and the Middle East, and examine their impact on exploration, settlement, transportation and trade (e.g., discuss how the opening of the Erie Canal contributed to the rise of New York City).
    • SS.O.06.04.05: evaluate the effects of physical geography and the changing nature of the earthís surface on transportation, culture, economic activities and population density/distribution.
    • SS.O.06.04.06: interpret information on a population growth graph and a population pyramid (e.g., discuss the age of the population, growth potential, life expectancy) and apply it to explain the economics, education and movement of a selected region.
    • SS.O.06.04.07: examine and illustrate changes in the commercial form and function of urban areas in selected regions as they moved from agricultural centers to trade centers to industrial centers, and evaluate the shifts in population that occurred due to these changes.

Social Studies Standard 5: History

SS.S.06.05 / Students will:

  • organize, analyze and compare historical events, distinguish cause-effect relationships, theorize alternative actions and outcomes, and anticipate future application (Chronology).
  • use the processes and resources of historical inquiry to develop appropriate questions, gather and examine evidence, compare, analyze and interpret historical data (Skills and Application).
  • examine, analyze and synthesize historical knowledge of major events, individuals, cultures and the humanities in West Virginia, the United States and the world (Culture and Humanities).
  • use historical knowledge to analyze local, state, national and global interdependence (Interpretation and Evaluation).
  • examine political institutions and theories that have developed and changed over time; and research and cite reasons for development and change (Political Institutions).
  • SS.PD.06.5 / Performance Descriptors

    • Novice:
      • list the contributions of selected civilizations and recall their influence on other cultures.
      • tell the significance of people, places, documents, ideas and events in selected locations.
      • name selected world events and recognize their consequences.
      • use credible sources to name some of the impacts of historical events.
    • Partial Mastery:
      • describe the contributions of selected civilizations and connect them with the cultures they influenced.
      • describe the significance of people, places, documents, ideas and events in selected locations.
      • describe selected world events and identify their consequences.
      • use credible sources to identify and discuss historical events and the impact of those events.
    • Mastery:
      • categorize the contributions of selected civilizations and describe how those contributions influenced other cultures.
      • explain the significance of people, places, documents, ideas and events in selected locations.
      • examine selected world events and relate them to their respective consequences.
      • use credible sources to examine the causes and effects of historical events and analyze the impact of those events in selected world regions.
    • Above Mastery:
      • determine the contributions of selected civilizations and evaluate the importance of their influence on other cultures.
      • evaluate the significance of people, places, documents, ideas and events in selected locations.
      • use compiled data to show comparisons of selected world events and their consequences.
      • research and identify the credible sources required to evaluate the importance of historical events and the impact of and the reaction to those events worldwide.
    • Distinguished:
      • research and use data to discover and summarize the contributions of selected civilizations and explain the positive and negative effects of the contributions on other cultures.
      • create an original graphic connecting the significance of people, places, documents, ideas and events in selected locations.
      • research and compile data to evaluate and critique selected world events and connect their consequences.
      • choose credible sources to summarize world events and critique the influences on the outcomes of those events as they impacted various world regions in different ways.
  • Objectives / Students will:

    • SS.O.06.05.01: identify and evaluate contributions of past civilizations and show reasons for their rise and fall.
    • SS.O.06.05.02: examine the defining characteristics of monotheistic religions and analyze the impact of Arab/Islamic society and Judeo-Christian societies on western civilizations.
    • SS.O.06.05.03: determine the causes and consequences of the Protestant Reformation.
    • SS.O.06.05.04: analyze how Europeans benefited by expansion in the New World in the following:
      • economics
      • culture
      • trade
      • new agricultural products.
    • SS.O.06.05.05: examine the development of slavery and illustrate its impact on the political, economic and social systems throughout the world.
    • SS.O.06.05.06: research and describe major historical events in the development of transportation systems (e.g., water, rail, motor vehicles, aviation).
    • SS.O.06.05.07: illustrate the influx of ethnic groups into North America by interpreting timelines, charts and tables.
    • SS.O.06.05.08: examine the Industrial Revolution and explain the effects it had on the lives of people throughout the world and assume the role of a person who lived in that era.
    • SS.O.06.05.09: analyze and trace the development of democracy using a variety of credible sources.
    • SS.O.06.05.10: compare and contrast the worth of the individual in different societies over time and assume the role of one of these individuals.
    • SS.O.06.05.11: examine the causes and effects of the Great Depression and analyze the political responses of governments to this crisis (e.g., rise of Hitler, Fascism, militarism in Japan, New Deal in the United States).
    • SS.O.06.05.12: cite the global tensions that led to the outbreak of WW I and WW II and give examples of the impact each war had on selected regions of the world.
    • SS.O.06.05.13: point out the key figures, philosophies and events in the Civil Rights movements including minority rights and the rights of women (e.g., apartheid, Mandela, Martin Luther King Jr., ).
    • SS.O.06.05.14: debate the pros and cons of the impact of nuclear power and analyze how it might relate to the issue of atomic weapons.

Social Studies Standard 6: Reading

SS.S.06.06 / Students will:

  • use the five reading components (phonemic awareness, phonics, background knowledge/vocabulary, high frequency word/fluency, comprehension, and writing) in their acquisition of social studies knowledge, insuring a foundation of college readiness in this genre.
  • recognize main ideas and supporting details to locate basic facts (e.g. names, dates, events).
  • distinguish relationships among people, ideas, and events.
  • recognize cause-effect relationships in content passages.
  • outline sequences of events.
  • summarize events and ideas. Infer main idea or purpose of content.
  • draw generalizations and conclusions about people, ideas and events.
  • write and edit organized texts of various genres to insure that information is clearly understood.

(Refer to policy 2520.1 for specific grade level reading and writing objectives.)

 
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