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[SOCIAL STUDIES: GRADE 6] December 14, 2007
Sixth Grade
[SOCIAL STUDIES: GRADE 6] December 14, 2007
Sixth Grade Summary
Strand
Standard
Historical
Understanding
Historical
Understanding
Historical
Understanding
History
1
Causes and Effects in History
Number of
Elements
1
2
Historical Inquiry
1
2
Historical Empathy
1
3
3
History
3
History
3
Political
Science/Civics
Cultural
Anthropology
Cultural
Anthropology
Geography
Geography
Economics
Total
4
Ancient Societies, 3000 B.C.E. to 500
B.C.E.
Classical Societies, 500 B.C.E. to 500
C.E.
Post-Classical Societies, 500 C.E. to
1500 C.E.
Foundations of Democracy
6
Cultural Systems and Practices
1
6
Cultural Dynamics/Change and
Continuity
Places and Regions
Human Systems
Limited Resources and Choice
1
7
7
8
Topic
2
4
1
1
2
3
21
[SOCIAL STUDIES: GRADE 6] December 14, 2007
Topic: Causes and Effects in History
Strand: 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:
 compare and contrast similarities and differences in historical events
Level 3.5
Level 3.0
While engaged in tasks involving causes and effects in history the student
will:
 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) 6.1.1
The student exhibits no major errors or omissions.
Level 2.5
Level 2.0
Level 0.0
No major errors or omissions regarding the simpler details and process and partial
knowledge of the more complex ideas and processes.
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 identifying various causal relationships in historical chronologies
However, the student exhibits major errors or omissions regarding the more
complex ideas and processes.
Level 1.5
Level 1.0
In addition to Level 3.0 performance, in-depth inferences and applications with
partial success.
Partial knowledge of the simpler details and processes but major errors or omissions
regarding the more complex ideas and procedures.
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.
Even with help, no understanding or skill demonstrated.
[SOCIAL STUDIES: GRADE 6] December 14, 2007
Sample Tasks for Levels 4.0, 3.0, & 2.0
Level 4.0

Level 3.0

Level 2.0
[SOCIAL STUDIES: GRADE 6] December 14, 2007
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:
 construct new generalizations or principles based on knowledge. ( able to
draw conclusions)
Level 3.5
Level 3.0
While engaged in tasks involving historical inquiry the student will:
 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) 6.2.1
The student exhibits no major errors or omissions.
Level 2.5
Level 2.0
Level 0.0
No major errors or omissions regarding the simpler details and process and partial
knowledge of the more complex ideas and processes.
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 identifying 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
Level 1.0
In addition to Level 3.0 performance, in-depth inferences and applications with
partial success.
Partial knowledge of the simpler details and processes but major errors or omissions
regarding the more complex ideas and procedures.
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.
Even with help, no understanding or skill demonstrated.
[SOCIAL STUDIES: GRADE 6] December 14, 2007
Sample Tasks for Levels 4.0, 3.0, & 2.0
Level 4.0

Level 3.0

Level 2.0
[SOCIAL STUDIES: GRADE 6] December 14, 2007
Topic: Historical Empathy
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:
 compare and contrast the important similarities and differences in knowledge.
(Major world religions)
Level 3.5
Level 3.0
While engaged in tasks involving historical empathy the student will:
 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) 6.2.2
The student exhibits no major errors or omissions.
Level 2.5
Level 2.0
Level 0.0
No major errors or omissions regarding the simpler details and process and partial
knowledge of the more complex ideas and processes.
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 explaining the past judging it solely by present-day norms and values
However, the student exhibits major errors or omissions regarding the more
complex ideas and processes.
Level 1.5
Level 1.0
In addition to Level 3.0 performance, in-depth inferences and applications with
partial success.
Partial knowledge of the simpler details and processes but major errors or omissions
regarding the more complex ideas and procedures.
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.
Even with help, no understanding or skill demonstrated.
[SOCIAL STUDIES: GRADE 6] December 14, 2007
Sample Tasks for Levels 4.0, 3.0, & 2.0
Level 4.0

Level 3.0

Level 2.0
[SOCIAL STUDIES: GRADE 6] December 14, 2007
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:
 use the knowledge to conduct additional investigations or to conduct
investigations about knowledge. (ex: other resources are used)
Level 3.5
Level 3.0
While engaged in tasks involving ancient societies (3000 B.C.E. to 500 B.C.E.)
the student will:
 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) 6.3.1
 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) 6.3.2
The student exhibits no major errors or omissions.
Level 2.5
Level 2.0
Level 0.0
No major errors or omissions regarding the simpler details and process and partial
knowledge of the more complex ideas and processes.
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 recalling 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
Level 1.0
In addition to Level 3.0 performance, in-depth inferences and applications with
partial success.
Partial knowledge of the simpler details and processes but major errors or omissions
regarding the more complex ideas and procedures.
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.
Even with help, no understanding or skill demonstrated.
[SOCIAL STUDIES: GRADE 6] December 14, 2007
Sample Tasks for Levels 4.0, 3.0, & 2.0
Level 4.0

Level 3.0

Level 2.0
[SOCIAL STUDIES: GRADE 6] December 14, 2007
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:
 compare and contrast similarities and differences in knowledge
Level 3.5
Level 3.0
While engaged in tasks involving classical societies (500 B.C.E. to 500 C.E.)
the student will:
 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) 6.3.3
 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)) 6.3.4
The student exhibits no major errors or omissions.
Level 2.5
Level 2.0
Level 0.0
No major errors or omissions regarding the simpler details and process and partial
knowledge of the more complex ideas and processes.
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 identifying the 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
Level 1.0
In addition to Level 3.0 performance, in-depth inferences and applications with
partial success.
Partial knowledge of the simpler details and processes but major errors or omissions
regarding the more complex ideas and procedures.
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.
Even with help, no understanding or skill demonstrated.
[SOCIAL STUDIES: GRADE 6] December 14, 2007
Sample Tasks for Levels 4.0, 3.0, & 2.0
Level 4.0

Level 3.0

Level 2.0
[SOCIAL STUDIES: GRADE 6] December 14, 2007
Topic: Post-Classical Societies, 500 C.E. to 1500 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:
 Use the knowledge to judge and conduct investigations
Level 3.5
Level 3.0
While engaged in tasks involving post-classical societies (500 C.E. to 1500
C.E.) the student will:
 compare post-classical societies, including China at the time of Tang Taizong,
the Abbasid dynasty at the time of Harun al-Rashid, the Carolingian Empire at
the time of Charlemagne, and the Mali Empire at the time of Mansa Musa
(analyze and describe the major accomplishments of Tang Taizong, Harun-alRashid, Charlemange, and Mansa Musa) 6.3.5
 describe the trade networks, including the Silk Road and Saharan caravan
trade; conflicts, including the Crusades and Mongol conquests;
communications; and exchanges, including Chinese inventions and the
bubonic plague, that linked the post-classical societies (explain the large scale
influence of Silk Road trade networks, Saharan caravan trade, Chinese
inventions, Crusades, Mongol conquests, and the bubonic plague) 6.3.6
 describe the re-establishment of Chinese imperial rule and the voyages of
Zheng He (explain the influence of the Ming Dynasty in Asia) 6.3.7
 explain the impact of the Renaissance and the European voyages of
exploration (explain the concept of humanism and the significance of
Leonardo da Vinci and Christopher Columbus) 6.3.8
The student exhibits no major errors or omissions.
Level 2.5
Level 2.0
No major errors or omissions regarding the simpler details and process and partial
knowledge of the more complex ideas and processes.
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 post-classical society
o trade network
o humanism
 performs basic processes such as:
o describing post-classical societies
o identifying the trade networks, conflicts, communications, and exchanges
that linked the post-classical societies
o recalling important milestones in the re-establishment of Chinese imperial
rule
o recalling important contributions of the Renaissance and significant
European voyages of exploration
However, the student exhibits major errors or omissions regarding the more
complex ideas and processes.
Level 1.5
Level 1.0
In addition to Level 3.0 performance, in-depth inferences and applications with
partial success.
Partial knowledge of the simpler details and processes but major errors or omissions
regarding the more complex ideas and procedures.
With help, a partial understanding of some of the simpler details and processes and some of the
[SOCIAL STUDIES: GRADE 6] December 14, 2007
Level 0.0
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.
Even with help, no understanding or skill demonstrated.
[SOCIAL STUDIES: GRADE 6] December 14, 2007
Sample Tasks for Levels 4.0, 3.0, & 2.0
Level 4.0

Level 3.0

Level 2.0
[SOCIAL STUDIES: GRADE 6] December 14, 2007
Topic: Foundations of Democracy
Strand: Political Science/Civics
Standard 4: GOVERNANCE, DEMOCRACY, AND INTERACTION—Understand
the purpose and historical impact of political institutions and the similarities and
differences in government across cultural perspectives.
Grade 6
Level 4.0
In addition to Level 3.0, in-depth inferences and applications that go beyond
what was taught such as:
 use the knowledge to solve problems or to solve problems about the
knowledge
Level 3.5
Level 3.0
While engaged in tasks involving the foundations of democracy the student
will:
 analyze the foundations of democracy in classical Greece and Rome (compare
the constitutions of Athens and the Roman Republic) 6.4.1
The student exhibits no major errors or omissions.
Level 2.5
Level 2.0
Level 0.0
No major errors or omissions regarding the simpler details and process and partial
knowledge of the more complex ideas and processes.
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 democracy
o constitution
 performs basic processes such as:
o identifying the foundations of democracy in classical Greece and Rome
However, the student exhibits major errors or omissions regarding the more
complex ideas and processes.
Level 1.5
Level 1.0
In addition to Level 3.0 performance, in-depth inferences and applications with
partial success.
Partial knowledge of the simpler details and processes but major errors or omissions
regarding the more complex ideas and procedures.
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.
Even with help, no understanding or skill demonstrated.
[SOCIAL STUDIES: GRADE 6] December 14, 2007
Sample Tasks for Levels 4.0, 3.0, & 2.0
Level 4.0

Level 3.0

Level 2.0
[SOCIAL STUDIES: GRADE 6] December 14, 2007
Topic: Cultural Systems and Practices
Strand: Cultural Anthropology
Standard 6: SYSTEMS, DYNAMICS, AND INQUIRY—Understand culture as a
system of beliefs, knowledge, and practices shared by a group and understand how
cultural systems change over time.
Grade 6
Level 4.0
In addition to Level 3.0, in-depth inferences and applications that go beyond
what was taught such as:
 use the knowledge to judge and conduct investigations
Level 3.5
Level 3.0
While engaged in tasks involving cultural systems and practices the student
will:
 examine the ways in which different cultures have influenced families and
communities (compare the role and status of women in China, India, the
Islamic World, Europe, and the Pre-Columbian Americas) 6.6.1
The student exhibits no major errors or omissions.
Level 2.5
Level 2.0
Level 0.0
No major errors or omissions regarding the simpler details and process and partial
knowledge of the more complex ideas and processes.
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 culture
o community
 performs basic processes such as:
o describing various ways in which different cultures have influenced
families and communities
However, the student exhibits major errors or omissions regarding the more
complex ideas and processes.
Level 1.5
Level 1.0
In addition to Level 3.0 performance, in-depth inferences and applications with
partial success.
Partial knowledge of the simpler details and processes but major errors or omissions
regarding the more complex ideas and procedures.
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.
Even with help, no understanding or skill demonstrated.
[SOCIAL STUDIES: GRADE 6] December 14, 2007
Sample Tasks for Levels 4.0, 3.0, & 2.0
Level 4.0

Level 3.0

Level 2.0
[SOCIAL STUDIES: GRADE 6] December 14, 2007
Topic: Cultural Dynamics/Change and Continuity
Strand: Cultural Anthropology
Standard 6: SYSTEMS, DYNAMICS, AND INQUIRY—Understand culture as a
system of beliefs, knowledge, and practices shared by a group and understand how
cultural systems change over time.
Grade 6
Level 4.0
In addition to Level 3.0, in-depth inferences and applications that go beyond
what was taught such as:
 use the knowledge to conduct investigations or conduct investigations
about the knowledge
Level 3.5
Level 3.0
While engaged in tasks involving cultural dynamics/change and continuity
the student will:
 use examples of changing culture to identify and analyze ways to respond to
cultural differences and problems within and across groups (e.g., stereotyping,
ethics) (explain the evolution of cultural changes and/or problems related to
the spread of a major religion through the world (e.g., Judaism, Christianity,
Confucianism, Taoism, Buddhism, Hinduism, Islam)) 6.6.2
The student exhibits no major errors or omissions.
Level 2.5
Level 2.0
Level 0.0
No major errors or omissions regarding the simpler details and process and partial
knowledge of the more complex ideas and processes.
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 stereotyping
o ethic
 performs basic processes such as:
o describing ways to respond to cultural differences and problems within a
group
However, the student exhibits major errors or omissions regarding the more
complex ideas and processes.
Level 1.5
Level 1.0
In addition to Level 3.0 performance, in-depth inferences and applications with
partial success.
Partial knowledge of the simpler details and processes but major errors or omissions
regarding the more complex ideas and procedures.
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.
Even with help, no understanding or skill demonstrated.
[SOCIAL STUDIES: GRADE 6] December 14, 2007
Sample Tasks for Levels 4.0, 3.0, & 2.0
Level 4.0

Level 3.0

Level 2.0
[SOCIAL STUDIES: GRADE 6] December 14, 2007
Topic: Places and Regions
Strand: Geography
Standard 7: WORLD IN SPATIAL TERMS—Use geographic representations to
organize, analyze, and present information on people, places, and environments and
understand the nature and interaction of geographic regions and societies around
the world.
Grade 6
Level 4.0
In addition to Level 3.0, in-depth inferences and applications that go beyond
what was taught such as:
 construct new generalizations or principles based on knowledge (able to
draw conclusions)
Level 3.5
Level 3.0
While engaged in tasks involving places and regions the student will:
 describe the development of agriculture in the Tigris, Euphrates, and Nile river
valleys (explain how environmental conditions influenced the development of
ancient societies in Mesopotamia and Egypt) 6.7.1
The student exhibits no major errors or omissions.
Level 2.5
Level 2.0
Level 0.0
No major errors or omissions regarding the simpler details and process and partial
knowledge of the more complex ideas and processes.
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 geography
o agriculture
 performs basic processes such as:
o recalling the development of agriculture in the Tigris, Euphrates, and Nile
river valleys
However, the student exhibits major errors or omissions regarding the more
complex ideas and processes.
Level 1.5
Level 1.0
In addition to Level 3.0 performance, in-depth inferences and applications with
partial success.
Partial knowledge of the simpler details and processes but major errors or omissions
regarding the more complex ideas and procedures.
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.
Even with help, no understanding or skill demonstrated.
[SOCIAL STUDIES: GRADE 6] December 14, 2007
Sample Tasks for Levels 4.0, 3.0, & 2.0
Level 4.0

Level 3.0

Level 2.0
[SOCIAL STUDIES: GRADE 6] December 14, 2007
Topic: Human Systems
Strand: Geography
Standard 7: WORLD IN SPATIAL TERMS—Use geographic representations to
organize, analyze, and present information on people, places, and environments and
understand the nature and interaction of geographic regions and societies around
the world.
Grade 6
Level 4.0
In addition to Level 3.0, in-depth inferences and applications that go beyond
what was taught such as:
 use the knowledge to conduct investigations or to conduct investigations
about the knowledge
Level 3.5
Level 3.0
While engaged in tasks involving human systems the student will:
 describe the impact of printing, the compass, and gunpowder in China and
Europe (explain different applications of technological innovations in different
lands) 6.7.2
 analyze patterns of cultural encounters and exchanges and assess their impact
on societies (assess the impact of the Crusades in fostering cultural exchange
between the East and the West in the areas of technology, food, language, and
learning) 6.7.3
The student exhibits no major errors or omissions.
Level 2.5
Level 2.0
Level 0.0
No major errors or omissions regarding the simpler details and process and partial
knowledge of the more complex ideas and processes.
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 invention
o technology
 performs basic processes such as:
o recalling the importance of printing, the compass, and gunpowder in
China and Europe
o identifying patterns of cultural encounters and exchanges
However, the student exhibits major errors or omissions regarding the more
complex ideas and processes.
Level 1.5
Level 1.0
In addition to Level 3.0 performance, in-depth inferences and applications with
partial success.
Partial knowledge of the simpler details and processes but major errors or omissions
regarding the more complex ideas and procedures.
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.
Even with help, no understanding or skill demonstrated.
[SOCIAL STUDIES: GRADE 6] December 14, 2007
Sample Tasks for Levels 4.0, 3.0, & 2.0
Level 4.0

Level 3.0

Level 2.0
[SOCIAL STUDIES: GRADE 6] December 14, 2007
Topic: Limited Resources and Choice
Strand: Economics
Standard 8: RESOURCES, MARKETS, AND GOVERNMENT—Understand
economic concepts and the characteristics of various economic systems.
Grade 6
Level 4.0
In addition to Level 3.0, in-depth inferences and applications that go beyond
what was taught such as:
 can identify specific applications or logical consequences of knowledge
(able to make predictions)
Level 3.5
Level 3.0
While engaged in tasks involving limited resources and choice the student
will:
 explain exchanges of salt, gold, and other trade over the trans-Saharan trade
routes and the impact of these exchanges (describe reasons why one society
trades with another) 6.8.1
 describe, in terms of opportunity cost, why it was so difficult for Christopher
Columbus to find financial support for his voyages (explain reasons, in terms
of opportunity cost, Christopher Columbus could not find royal support in
Portugal for his voyages and why Ferdinand and Isabella of Spain agreed to
finance him) 6.8.2
 explain the impact of the exchange of products throughout the Indian Ocean
basin from C.E.500 to C.E. 1500 (identify the various trade items that made
their way to lands throughout the Indian Ocean Basin, including silk and
porcelain from China, nutmeg and mace from southeast Asia, cotton and
pepper from India, and ivory and gold from east Africa, and describe the
effects of this trade throughout the Indian Ocean) 6.8.3
The student exhibits no major errors or omissions.
Level 2.5
Level 2.0
No major errors or omissions regarding the simpler details and process and partial
knowledge of the more complex ideas and processes.
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 economics
o opportunity cost
o resources
 performs basic processes such as:
o identifying the trans-Saharan trade routes and describe how exchanges of
salt, gold, and other trade took place
o recognizing, in terms of opportunity cost, why it was so difficult for
Christopher Columbus to find financial support for his voyages
o identifying the impact of the exchange of products throughout the Indian
Ocean basin from C.E. 500 to C.E. 1500
However, the student exhibits major errors or omissions regarding the more
complex ideas and processes.
Level 1.5
Level 1.0
In addition to Level 3.0 performance, in-depth inferences and applications with
partial success.
Partial knowledge of the simpler details and processes but major errors or omissions
regarding the more complex ideas and procedures.
With help, a partial understanding of some of the simpler details and processes and some of the
more complex ideas and processes.
[SOCIAL STUDIES: GRADE 6] December 14, 2007
Level 0.5
Level 0.0
With help, a partial understanding of some of the simpler details and processes but
not the more complex ideas and processes.
Even with help, no understanding or skill demonstrated.