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Connecticut: 6th-Grade Standards

Content Suggestion:

World Regional Studies of up to four countries or regions from different continents considering the geography, two selected periods of history, and contemporary cultures of these countries. For example, studying China might include the Han Dynasty, Communist Revolution and modern China. In that Grades 6-7 will provide a student’s first significant exposure to world history, districts should limit the number of topics and regions in favor of an in-depth study using a wide range of resource materials.

1.1 – Significant events and themes in United States history.

Grade Level Expectations
Students will be able to:

  • 1. Identify examples of interactions between the United States and other countries/areas worldwide. (e.g. current events, relief funds for worldwide disasters, UN peacekeeping)
  • 2. Compare and contrast historical events in other nations with those in U.S. history (e.g. settlement, revolution, U.S. Constitution, effects of natural disasters).
  • 3. Compare and contrast the influence of leaders in other nations with those in the U.S. history (e.g. pharaohs vs. presidents, Mandela vs. Martin Luther King).
Correlations

Critical Thinking and Problem Solving Skills
Civic Literacy
I&TL: 1, 2, 3, 5, 6
NCSS 1, “Culture”
NCSS 2, “Time, Continuity, and Change”

1.2 – Significant events in local and Connecticut history and their connections to United States history.

Grade Level Expectations
Students will be able to:

  • 4. Compare and contrast how the status of family, gender and ethnicity has evolved in Connecticut and the United States in relation to other areas worldwide.
Correlations

Critical Thinking and Problem Solving Skills
Civic Literacy
I&TL: 1, 2, 3, 5, 6
NCSS 2, “Time, Continuity, and Change”
NCSS 4, “Individual Development and Identity”

1.3 – Significant events and themes in world history/international studies.

Grade Level Expectations
Students will be able to:

  • 5. Explain how a civilization/ nation’s arts, architecture, music and literature reflect its culture and history.
  • 6. Analyze how specific individuals and their ideas and beliefs influenced world history.
  • 7. Compare and contrast cultural contributions of a variety of past and present civilizations.
  • 8. Identify examples where cultural differences have contributed to conflict among civilizations or nations.
  • Correlations

    Critical Thinking and Problem Solving Skills
    Civic Literacy
    I&TL: 1, 2, 3, 5, 6
    1.3.5 NCSS 1 “Culture”
    4 NCSS 4, “Individual Development and Identity”
    7 NCSS 1, “Culture”
    8 NCSS 5, “Individuals, Groups, and Institutions”

    1.4 – Geographical space and place.

    Grade Level Expectations
    Students will be able to:

    • 9. Locate and describe specific places on a map using latitude and longitude.
    • 10. Examine geographic factors that help explain historical events or contemporary issues.
    • 11. Explain the distribution of physical features across the Earth’s surface using appropriate maps.
    Correlations

    Critical Thinking and Problem Solving Skills
    Information Literacy
    Global Literacy
    Communication
    I&TL: 3
    9 NCSS 3, “People, Places, and Environments”
    10 NCSS 3, “People, Places, and Environments”
    11 NCSS 3, “People, Places, and Environments”

    1.5 – Interaction of humans and the environment.

    Grade Level Expectations
    Students will be able to:

    • 12. Describe how civilizations used technology to manipulate the environment (e.g. canals, dams, landfill projects).
    • 13. Analyze and illustrate how the environment affects a nation/civilization’s economic and social development.
    Correlations

    Critical Thinking and Problem Solving Skills
    Civic Literacy
    I&TL: 1, 2, 3, 5, 6
    12 NCSS 7, “Production, Distribution, and Consumption”, 8, “Science, Technology, and Society”
    13 NCSS 7, “Production, Distribution, and Consumption

    1.6 – Patterns of human movement across time and place.

    Grade Level Expectations
    Students will be able to:

    • 14. Compare and contrast significant world trade patterns in both the past and present.
    • 15. Evaluate the positive and/or negative impacts of mass human migrations on both people and a nation/region.
    Correlations

    Critical Thinking and Problem Solving Skills
    I&TL: 1, 2, 3, 5, 6
    14 NCSS 3, “People, Places, and Environments”
    9, “Global Connections”
    15 NCSS 3, “People, Places, and Environments”
    7, “Production, Distribution, and Consumption”

    1.7 – The purpose, structures and functions of government and law at the local, state, national and international levels.

    Grade Level Expectations
    Students will be able to:

    • 16. Compare and contrast different forms of governance in the past and present (e.g. monarchy, dictatorship, representative democracy, parliament).
    Correlations

    Critical Thinking and Problem Solving Skills
    Civic Literacy
    I&TL: 1, 2, 3, 5, 6
    NCSS 6, “Power, Authority, and Governance” 10, “Civic Ideals and Practices”

    1.8 – The interactions between citizens and their government in the making and implementation of laws.

    Grade Level Expectations
    Students will be able to:

    • 17. Compare and contrast the roles of citizens in different forms of governments.
    • 18. Analyze and critique examples where governments in other nations have changed through violent or peaceful means.
    Correlations

    Critical Thinking and Problem Solving Skills
    Civic Literacy
    I&TL: 1, 2, 3, 5, 6
    NCSS 6, “Power, Authority, and Governance”, 10, “Civic Ideals and Practices”

    1.9 – The rights and responsibilities of citizens.

    Grade Level Expectations
    Students will be able to:

    • 19. Compare and contrast the rights and responsibilities of citizens under different forms of government throughout the world.
    Correlations

    Critical Thinking and Problem Solving Skills
    Civic Literacy
    I&TL: 1, 2, 3, 5, 6
    NCSS 10, “Civic Ideals and Practices”

    1.10 – How limited resources influence economic decisions.

    Grade Level Expectations
    Students will be able to:

    • 20. Compare and contrast the availability and distribution of resources across world regions.
    Correlations

    Critical Thinking and Problem Solving Skills
    Financial Literacy
    I&TL: 1, 2, 3, 5, 6
    NCSS 7, “Production, Distribution, and Consumption”

    1.11 – How different economic systems organize resources.

    Grade Level Expectations
    Students will be able to:

    • 21. Compare and contrast different economic systems in the world.
    Correlations

    Critical Thinking and Problem Solving Skills
    Global Awareness
    Financial Literacy
    I&TL: 1, 2, 3, 5, 6
    NCSS 7, “Production, Distribution, and Consumption

    1.12 – The interdependence of local, national and global
    economies.

    Grade Level Expectations
    Students will be able to:

    • 22. Identify economic resources in the world and analyze their relationship to international trade.
    • 23. Analyze the impact of specialization on production and trade.
    Correlations

    Critical Thinking and Problem Solving Skills
    I&TL: 3

    1.13 – The characteristics of and interactions among culture, social systems and institutions.

    Grade Level Expectations
    Students will be able to:

    • 24. Compare similarities and differences of cultural groups in different world regions (e.g. beliefs, values, traditions, institutions).
    • 25. Analyze the relationship among culture, government and social systems in various countries.
    • 26. Describe how social, cultural and economic circumstances influence individual lives.
    Correlations

    Critical Thinking and Problem Solving Skills Civic Literacy Communication
    I&TL: 1, 2, 3, 5, 6
    24 NCSS, 3, “People, Places, and Environments” 9, “Global Connections”
    25 NCSS 9, “Global Connections” 10, “Civic Ideals and Practices”
    26 NCSS 7, “Production, Distribution, and Consumption”, 9, “Global Connections” 10, “Civic Ideals and Practices

    Standard 2: History/Social Studies Literacy

    Competence in literacy, inquiry, and research skills is necessary to analyze, evaluate, and present history and social studies information.

    2.1 – Access and gather information from a variety of primary and secondary sources including electronic media (maps, charts, graphs, images, artifacts, recordings and text).

    Grade Level Expectations
    Students will be able to:

    • 1. Gather information from multiple print and digital sources, including text, visuals, charts, graphs and maps.
    • 2. Cite specific textual evidence to support analysis of primary and secondary sources.
    • 3. Answer questions about content gathered from print and non-print sources
    • 4. Summarize information about primary and secondary sources
    • 5. Determine the central ideas or information of a primary or secondary source and provide an accurate summary.
    • 6. Identify key steps in a text’s description of a process related to history/social studies (e.g. how a bill becomes a law, how interest rates are raised or lowered)
    • 7. Analyze how a text makes connections among and distinctions between individuals, ideas, or events.
    • 8. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
    Correlations

    RH- 1, 2, 3, 10 RI6-3
    WHST- 7,8
    Communication
    Information Literacy
    ICT Literacy
    I&TL: 1, 2, 3, 5, 6

    2.2 – Interpret information from a variety of primary and secondary sources, including electronic media (e.g. maps, charts, graphs, images, artifacts, recordings and text).

    Grade Level Expectations
    Students will be able to:

    • 9. Compare information about the same event using a variety of primary sources.
    • 10. Analyze the relationship between a primary and secondary source on the same topic.
    • 11. Assess primary and secondary sources, including Internet sources, to determine accuracy and validity.
    • 12. Identify aspects of a text that reveal an author’s point of view or purpose (e.g. loaded language, inclusion or avoidance of particular facts) and detect and analyze propaganda, censorship and bias.
    • 13. Distinguish among fact, opinion, and reasoned judgment in a text.
    • 14. Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
    • 15. Describe how a text presents information (e.g. sequentially, comparatively, causally).
    • 16. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.
    • 17. Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.
    • 18. Evaluate the credibility of a speaker (e.g. hidden agendas, slants or biases).
    • 19. Analyze maps and charts to support conclusions about historical events.
    • 20. Integrate visual information (e.g. in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
    Correlations

    Communication
    Information Literacy
    ICT Literacy
    RH-4, 5, 6, 7, 9
    RI6- 8, 9
    WHST-8
    SL6-3
    I&TL: 1,2,3,5,6

    2.3 – Create various forms of written work (e.g. journal, essay, blog, Web page, brochure) to demonstrate an understanding of historyand social studies issues.

    Grade Level Expectations
    Students will be able to:

    • 21. Write arguments using discipline-specific content.
    • 22. Write informative/explanatory texts, including the narration of historical events, that incorporates research and information to describe a social studies event or issue.
    • 23. Integrate information from multiple print and digital sources while avoiding plagiarism.
    Correlations

    RH-1
    WHST-1, 2, 6, 8
    Communication Information Literacy
    I&TL: 4, 5, 6, 7

    2.4 – Demonstrate an ability to participate in social studies discourse through informed discussion, debate and effective oral presentation.

    Grade Level Expectations
    Students will be able to:

    • 24. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on social studies topics and texts, building on others’ ideas and expressing their own clearly.
    • 25. Respond orally to opposing points of view and cite appropriate evidence.
    • 26. Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation
    Correlations

    Communication
    SL6- 1, 3, 4
    I&TL: 1, 2, 3, 5, 6

    2.5 – Create and present relevant social studies materials using both print and electronic media (e.g. maps, charts, models, displays).

    Grade Level Expectations
    Students will be able to:

    • 27. Present social studies topics using visual forms of evidence, including multimedia components (e.g. maps, pictures, portraits, graphs, video, sound) to clarify information.
    • 28. Create maps of areas, regions or nations and provide relevant information.
    • 29. Make and use maps, globes, models and databases to analyze spatial distributions and patterns.
    Correlations

    Communication
    SL6-4, 5
    I&TL: 1,2,3,4,5,6,7

    Standard 3: Civic Engagement

    Civic competence in analyzing historical issues and current problems requires the synthesis of information, skills, and perspective.

    3.1 – Use evidence to identify, analyze and evaluate historical interpretations.

    Grade Level Expectations
    Students will be able to:

    • 1. Evaluate the impact of historical background on a specific event or issue.
    • 2. Evaluate the quality of evidence from various sources supporting a point of view.
    Correlations

    Information Literacy
    I&TL: 1, 2, 3, 4, 5, 6, 7

    3.2 – Analyze and evaluate human action in historical and/or contemporary contexts from alternative points of view.

    Grade Level Expectations
    Students will be able to:

    • 3. Compare and contrast how two or more groups or nations might view a historical or contemporary issue.
    • 4. Cite evidence to summarize the feelings and outlook of people engaged in a historical event (e.g. immigrant experience, wartime experiences).
    Correlations

    Flexibility and Adaptability
    I&TL: 1, 2, 3, 4, 5, 6, 7

    3.3 - Apply appropriate historical, geographic, political, economic and cultural concepts and methods in proposing and evaluating solutions to contemporary problems.

    Grade Level Expectations
    Students will be able to:

    • 5. Identify and evaluate the significance of any one factor influencing a contemporary event.
    Correlations

    Critical Thinking and Problem Solving Skills
    I&TL: 1, 2, 3, 4, 5, 6, 7

     
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