Social Studies Document
Social Studies Document
Sixth Grade
Final
Hawaii School Districts
Prepared by Marzano and Associates
Sixth Grade Summary
Strand / Standard / Topic / Number of ElementsHistorical Understanding / 1 / Causes and Effects in History / 1
Historical Understanding / 2 / Historical Inquiry / 1
Historical Understanding / 2 / Historical Empathy / 1
History / 3 / Ancient Societies, 3000 B.C.E. to 500 B.C.E. / 2
History / 3 / Classical Societies, 500 B.C.E. to 500 C.E. / 2
History / 3 / Post-Classical Societies, 500 C.E. to 1500 C.E. / 4
Political Science/Civics / 4 / Foundations of Democracy / 1
Cultural Anthropology / 6 / Cultural Systems and Practices / 1
Cultural Anthropology / 6 / Cultural Dynamics/Change and Continuity / 1
Geography / 7 / Places and Regions / 1
Geography / 7 / Human Systems / 2
Economics / 8 / Limited Resources and Choice / 3
Total / 20
Topic: Historical Inquiry
Strand: Historical Understanding
Standard 2: INQUIRY, EMPATHY, AND PERSPECTIVE— Use the tools and methods of inquiry, perspective, and empathy to explain historical events with multiple interpretations and judge the past on its own terms.
Grade 6
Level 4.0 / In addition to Level 3.0, in-depth inferences and applications that go beyond what was taught such as:
· constructs new generalizations or principles based on knowledge ( able to draw conclusions)
Level 3.5 / In addition to Level 3.0 performance, in-depth inferences and applications with partial success.
Level 3.0 / While engaged in tasks involving historical inquiry the student will:
· (6.2.1) frame and answer questions through historical research (use historical information gathered from primary and secondary sources to formulate an interpretation of the role of religion in ancient Mesopotamia and Egypt)
The student exhibits no major errors or omissions.
Level 2.5 / No major errors or omissions regarding the simpler details and process and partial knowledge of the more complex ideas and processes.
Level 2.0 / There are no major errors or omissions regarding the simpler details and processes as the student:
· recognizes and recalls specific terminology, events, people, and locations, such as:
o civilization
o key rulers – Ashurbanipal, Hammurabi
o key places – Sumer, Babylonia, Assyria
· performs basic processes such as:
o recognizing or recalling examples of historical information from a primary or secondary source that can be used to answer a given question
However, the student exhibits major errors or omissions regarding the more complex ideas and processes.
Level 1.5 / Partial knowledge of the simpler details and processes but major errors or omissions regarding the more complex ideas and procedures.
Level 1.0 / With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
Level 0.5 / With help, a partial understanding of some of the simpler details and processes but not the more complex ideas and processes.
Level 0.0 / Even with help, no understanding or skill demonstrated.
Sample Tasks for Levels 4.0, 3.0, & 2.0
Level 4.0
· Ask students to compare and contrast the role of religion in ancient Mesopotamia and Egypt, and contrast generalizations based on information.
Level 3.0
· Ask students to frame and answer questions from primary and secondary sources on the role of religion in ancient Mesopotamia and Egypt.
Level 2.0
· Ask students to identify key rulers and places in ancient Mesopotamia.
· Ask students to recognize or recall examples of historical information from a primary or secondary source that can be used to answer a given question.
· Ask students to identify or produce definitions to the following terms, events, people, and locations: civilization, Ashurbanipal, Hammurabi, Sumer, Babylonia, Assyria.
Topic: Causes and Effects in HistoryStrand: Historical Understanding
Standard 1: CHANGE, CONTINUITY, AND CAUSALITY—Understand change and/or continuity and cause and/or effect in history.
Grade 6
Level 4.0 / In addition to Level 3.0, in-depth inferences and applications that go beyond what was taught such as:
· compares and contrasts similarities and differences in historical events
Level 3.5 / In addition to Level 3.0 performance, in-depth inferences and applications with partial success.
Level 3.0 / While engaged in tasks involving causes and effects in history the student will:
· (6.1.1) identify and explain causal relationships in historical chronologies (identify and describe the various causes for the fall of the Roman Empire, including administrative problems and Germanic invasions)
The student exhibits no major errors or omissions.
Level 2.5 / No major errors or omissions regarding the simpler details and process and partial knowledge of the more complex ideas and processes.
Level 2.0 / There are no major errors or omissions regarding the simpler details and processes as the student:
· recognizes and recalls specific terminology, events, people, and locations, such as:
o chronology
o cause and effect
· performs basic processes such as:
o recognizing or recalling accurate statements about various causal relationships in historical chronologies
However, the student exhibits major errors or omissions regarding the more complex ideas and processes.
Level 1.5 / Partial knowledge of the simpler details and processes but major errors or omissions regarding the more complex ideas and procedures.
Level 1.0 / With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
Level 0.5 / With help, a partial understanding of some of the simpler details and processes but not the more complex ideas and processes.
Level 0.0 / Even with help, no understanding or skill demonstrated.
Sample Tasks for Levels 4.0, 3.0, & 2.0
Level 4.0
· Ask students to select two historical events and compare and contrast them.
Level 3.0
· Ask students to identify one or more possible causes for a significant historical event (e.g., the fall of the Roman Empire) and explain how these helped bring about the event).
Level 2.0
· Ask students to match terms like “chronology,” and “cause and effect” with their definition.
· Provide students with a list of various historical events along with a list of causes (some true and some false). Ask students to match the historical events with its cause.
Topic: Historical EmpathyStrand: Historical Understanding
Standard 2: INQUIRY, EMPATHY, AND PERSPECTIVE— Use the tools and methods of inquiry, perspective, and empathy to explain historical events with multiple interpretations and judge the past on its own terms.
Grade 6
Level 4.0 / In addition to Level 3.0, in-depth inferences and applications that go beyond what was taught such as:
· compares and contrasts the important similarities and differences in knowledge (Major world religions)
Level 3.5 / In addition to Level 3.0 performance, in-depth inferences and applications with partial success.
Level 3.0 / While engaged in tasks involving historical empathy the student will:
· (6.2.2) explain the past on its own terms; not judging it solely by present-day norms and values (describe the values of early Buddhism, Christianity, and Islam and explain how they reflected the norms and values of the societies from which they emerged)
The student exhibits no major errors or omissions.
Level 2.5 / No major errors or omissions regarding the simpler details and process and partial knowledge of the more complex ideas and processes.
Level 2.0 / There are no major errors or omissions regarding the simpler details and processes as the student:
· recognizes and recalls specific terminology, events, people, and locations, such as:
o values
o norms
· performs basic processes such as:
o describing key elements of the past as well as present-day norms and values
However, the student exhibits major errors or omissions regarding the more complex ideas and processes.
Level 1.5 / Partial knowledge of the simpler details and processes but major errors or omissions regarding the more complex ideas and procedures.
Level 1.0 / With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
Level 0.5 / With help, a partial understanding of some of the simpler details and processes but not the more complex ideas and processes.
Level 0.0 / Even with help, no understanding or skill demonstrated.
Sample Tasks for Levels 4.0, 3.0, & 2.0
Level 4.0
· Ask students to compare and contrast the important similarities and differences of major world religions.
Level 3.0
· Ask students to describe the values of early Buddhism, Christianity, and Islam and explain how they reflected the norms and values of the societies from which they emerged.
Level 2.0
· Ask students to recall specific terminology, events, people, and locations: values, norms.
· Ask students to describe key elements of the past, as well as present day norms and values.
Topic: Ancient Societies, 3000 B.C.E. to 500 B.C.E.Strand: History
Standard 3: WORLD CULTURES/HISTORY— Understand important historical events from ancient times through the Renaissance.
Grade 6
Level 4.0 / In addition to Level 3.0, in-depth inferences and applications that go beyond what was taught such as:
· uses the knowledge to conduct additional investigations or to conduct investigations about knowledge (ex: other resources are used)
Level 3.5 / In addition to Level 3.0 performance, in-depth inferences and applications with partial success.
Level 3.0 / While engaged in tasks involving ancient societies (3000 B.C.E. to 500 B.C.E.) the student will:
· (6.3.1) examine written and physical evidence from ancient societies in Mesopotamia, Egypt, the Indus River Valley, and the Yellow River Valley (describe what architectural remains found in Mesopotamia tell us about the societies that built them)
· (6.3.2) compare the writing, artifacts, and architectural remains from the Maya, Aztec, Inca, and early Pacific Island societies (describe similarities and differences between various artifacts from the Mayans and Aztecs)
The student exhibits no major errors or omissions.
Level 2.5 / No major errors or omissions regarding the simpler details and process and partial knowledge of the more complex ideas and processes.
Level 2.0 / There are no major errors or omissions regarding the simpler details and processes as the student:
· recognizes and recalls specific terminology, events, people, and locations, such as:
o artifact
o architecture
o ancient society
· performs basic processes such as:
o recognizing or recalling examples of written and physical evidence from ancient societies in Mesopotamia, Egypt, the Indus River Valley, and the Yellow River Valley
o describing the writing, artifacts, and architectural remains from the Maya, Aztec, Inca, and early Pacific Island societies
However, the student exhibits major errors or omissions regarding the more complex ideas and processes.
Level 1.5 / Partial knowledge of the simpler details and processes but major errors or omissions regarding the more complex ideas and procedures.
Level 1.0 / With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
Level 0.5 / With help, a partial understanding of some of the simpler details and processes but not the more complex ideas and processes.
Level 0.0 / Even with help, no understanding or skill demonstrated.
Sample Tasks for Levels 4.0, 3.0, & 2.0
Level 4.0
· Ask students to compare and contrast the ancient societies in Mesopotamia Egypt, the Indus River Valley, and the Yellow River Valley. (6.3.1)
· Ask students to compare and contrast physical evidence of the Maya, Aztec, Inca, and early Pacific Island societies. (6.3.2)
Level 3.0
· Ask students to describe what architectural remains found in Mesopotamia, Egypt, the Indus River Valley, and the Yellow River Valley tell us about the societies that built them. (6.3.1)
· Ask students to describe the similarities between various artifacts from the Mayans and Aztecs. (6.3.2)
Level 2.0
· Ask students to recognize or recall examples of written and physical evidence from ancient societies. (6.3.1)
· Ask students to describe the writing, artifacts, and architectural remains from the Maya, Aztec, Inca, and early Pacific Island societies. (6.3.2)
· Ask students to identify or produce definitions to the following terms, events, people, and locations: artifact, architecture, ancient society.
Topic: Classical Societies, 500 B.C.E. to 500 C.E.Strand: History
Standard 3: WORLD CULTURES/HISTORY— Understand important historical events from ancient times through the Renaissance.
Grade 6
Level 4.0 / In addition to Level 3.0, in-depth inferences and applications that go beyond what was taught such as:
· compares and contrasts similarities and differences in knowledge
Level 3.5 / In addition to Level 3.0 performance, in-depth inferences and applications with partial success.
Level 3.0 / While engaged in tasks involving classical societies (500 B.C.E. to 500 C.E.) the student will:
· (6.3.3) compare classical societies, including China during the reign of Han Wudi; Maurya India under Ashoka; Greek city-states under Pericles; and the Roman Empire under Augustus (analyze how Han Wudi, Ashoka, Pericles, and Augustus dealt with major political problems and explain their significant accomplishments)
· (6.3.4) describe the key figures and major beliefs of the major religious and philosophical traditions of ancient and classical times, including Judaism, Confucianism, Daoism, Hinduism, Buddhism, Greek philosophy, Christianity, and Islam (explain the influence of earlier religions and their key figures on later religions (e.g., Judaism on Christianity and Islam or Hinduism on Buddhism))
The student exhibits no major errors or omissions.
Level 2.5 / No major errors or omissions regarding the simpler details and process and partial knowledge of the more complex ideas and processes.
Level 2.0 / There are no major errors or omissions regarding the simpler details and processes as the student:
· recognizes and recalls specific terminology, events, people, and locations, such as:
o classical society
o religion
o philosophy
· performs basic processes such as:
o describing various classical societies
o recognizing or recalling accurate statements about key figures and major beliefs of the major religious and philosophical traditions of ancient and classical times
However, the student exhibits major errors or omissions regarding the more complex ideas and processes.
Level 1.5 / Partial knowledge of the simpler details and processes but major errors or omissions regarding the more complex ideas and procedures.
Level 1.0 / With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
Level 0.5 / With help, a partial understanding of some of the simpler details and processes but not the more complex ideas and processes.
Level 0.0 / Even with help, no understanding or skill demonstrated.
Sample Tasks for Levels 4.0, 3.0, & 2.0