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Grade 6 Social Studies Curriculum
6th Grade History Standard: The student uses a working knowledge and understanding of significant individuals, groups, ideas, events, eras, and developments in the history of the world.
6th Grade Geography Standard: The student uses a working knowledge and understanding of the relationships between peoples/places and physical/human environments in order to explain the interactions that
occur in our world.
6th Grade Economics Standard: The student uses a working knowledge and understanding of major economic concepts, issues, and systems, applying decision-making skills as a consumer, producer, saver,
investor, and citizen living in an interdependent world.
6th Grade Civics/Government Standard: The student uses a working knowledge and understanding of governmental systems of the civic values of ancient civilizations, the rights, privileges, and responsibilities
of becoming active participants within their civilization.
Indicator/Objective
Benchmark: Prehistory Unit (P)
The student:
Essential Concepts/Skills
What students need to know and do:

6.SS.H.P.1 (K) explains the importance of the
Neolithic Agricultural Revolution in moving people
from Nomadic to settled village life (e.g., food
production, changing technology, domestication of
animals).
6.SS.G.P.1▲(A) explains and uses map titles,
symbols, cardinal and intermediate directions,
legends, latitude and longitude.
6.SS.E.P.1▲(K) explains how scarcity of resources
requires communities to make choices about goods
(e.g., what foods to eat, where to settle, how to use
land).




explains the relationship between the availability and use
of natural resources and advances in technology using
historical and contemporary examples (e.g. fire and
hunting tools).
examines a variety of primary sources in World history
and analyzes them in terms of credibility, purpose, and
point of view.
uses at least three primary sources to interpret a person
or event from World history to develop an historical
narrative.
identifies major patterns of world populations, physical
features, and cultures using historic and contemporary
geographic tools (e.g. maps, illustrations, photographs,
documents, data).
explains the 5 Themes of Geography (location, place,
movement, human-environment interaction, region).
Implementation
Additional resources, websites, and lesson
plans can be accessed through the Olathe
District Social Studies department website at
http://teachers.olatheschools.com/~mdoneganirc
World History
Unit 1, Ch. 1
Unit 2, Ch. 2
Refer to National Council for History Education
Habits of the Mind available on the department
website.
Assessment
Indicators marked with a “▲” are
tested indicators on the Kansas state
objective assessment administered in
alternate years to 6th grade students.
Flip charts providing more information
on the tested indicators can be found
at http://www.ksde.org or on the social
studies department website.
Cyclical review CDs have been
provided to 6th grade teachers for
review of 5th and 6th grade tested
indicators.
Consult with your counselor and library media
specialist for additional opportunities to integrate
curriculum.
Vocabulary





title
symbol
cardinal
direction
intermediate
direction
legend






scarcity
primary source
technology
nomadic
longitude
latitude
1
 USD #233, Olathe, Kansas BOE Approved December 2007
This material was developed for the exclusive use of USD #233 staff
Grade 6 Social Studies Curriculum
Benchmark: Ancient Mesopotamia Unit (M)
The student:
6.SS.H.M.1▲(A) compares the origin and
accomplishments of early river valley civilizations
(e.g., Tigris and Euphrates (Mesopotamia): city-states,
Hammurabi’s code).
What students need to know and do:


6.SS.H.M.2 (K) explains central beliefs of early
religions (e.g., polytheism, monotheism).
6.SS.G.M.1 (K) locates major physical and political
features of Earth from memory (e.g., Mesopotamia
(modern Iraq), Tigris River, Euphrates River).
6.SS.G.M.2▲(A) explains and uses map titles,
symbols, cardinal and intermediate directions,
legends, latitude and longitude.
6.SS.G.M.3▲(K) identifies and describes the location,
landscape, climate, and resources of early world
civilizations (e.g. ▲Mesopotamia)
6.SS.G.M.4▲(K) describes the forces and processes
of conflict and cooperation that divide or unite people
(e.g., ▲uneven distribution of resources, ▲water use
in ancient Mesopotamia).
6.SS.G.M.5 (A) explains how humans modify the
environment and describes some of the possible
consequences of those modifications (e.g. dikes on
the Nile and in the Mesopotamia raising the level of
the river).
6.SS.G.M.6 (K) describes the impact of natural
hazards on people and their activities (e.g., floods:
Mesopotamia-Tigris/Euphrates).
6.SS.E.M.1▲(K) explains how scarcity of resources
requires communities and nations to make choices
about goods and services (e.g., what foods to eat,
where to settle, how to use land).








explains the relationship between the availability and
use of natural resources and advances in technology
using historical and contemporary examples (e.g.,
clay tablets, papyrus, paper-printing press, computer).
examines a variety of primary sources in World history
and analyzes them in terms of credibility, purpose,
and point of view (e.g., census records, diaries,
photographs, letters, government documents).
uses at least three primary sources to interpret a
person or event from World history to develop an
historical narrative.
identifies major patterns of world populations, physical
features, and cultures using historic and
contemporary geographic tools (e.g. maps,
illustrations, photographs, documents, data).
explains the 5 Themes of Geography (location, place,
movement, human-environment interaction, region).
compares and contrasts early world civilizations in
terms of human characteristics (e.g., people, religion,
language, customs, government, agriculture, industry,
architecture, arts, education).
traces the movement (diffusion) from one region or
center of civilization to other regions of the world (e.g.,
people, goods, and ideas).
examines reasons for variation in population
distribution (e.g., environment, migration, government
policies, birth and death rates).
recognizes the economic conditions under which
trade takes place among nations (e.g., students
recognize that trade takes place when nations have
wants or needs they cannot fulfill on their own).
recognizes that every civilization has a form of law or
order.
Vocabulary
 title
 symbol
 cardinal direction



Additional resources, websites, and lesson
plans can be accessed through the Olathe
District Social Studies department website at
http://teachers.olatheschools.com/~mdoneganirc
World History
Unit 2, Ch. 3
Refer to National Council for History Education
Habits of the Mind available on the department
website.
Consult with your counselor and library media
specialist for additional opportunities to integrate
curriculum.
environment
migration
natural resources
2
 USD #233, Olathe, Kansas BOE Approved December 2007
This material was developed for the exclusive use of USD #233 staff
Grade 6 Social Studies Curriculum

6.SS.E.M.2▲(K) identifies barriers to trade among
nations (e.g., treaties, war, transportation, geography).
6.SS.C.M.1▲(K) identifies the basic features of
systems of government (e.g., republic, democracy,
monarchy, dictatorship, oligarchy, theocracy).
Benchmark: Ancient Egypt Unit (E)
The student:
6.SS.H.E.1▲(A) compares the origin and
accomplishments of early river valley civilizations (e.g.
Nile Valley (Egypt): Pharaoh, centralized government
6.SS.H.E.2 (K) explains central beliefs of early
religions (e.g., polytheism, monotheism).
6.SS.H.E.3▲(A) examines the central beliefs of
Christianity, Hinduism, Buddhism, Judaism, and
Islam.
6.SS.G.E.1 (K) locates major physical and political
features of Earth from memory (e.g. Egypt, Nile
River).
6.SS.G.E.2▲(K) identifies and describes the location,
landscape, climate, and resources of early world
civilizations (e.g. ▲Egypt)
6.SS.G.E.3▲(K) describes the forces and processes
of conflict and cooperation that divide or unite people
(e.g., ▲uneven distribution of resources, ▲building
projects in ancient Egypt).
6.SS.G.E.4 (A) explains how humans modify the
environment and describes some of the possible
consequences of those modifications (e.g. dikes on
the Nile and in the Mesopotamia raising the level of
the river).







intermediate
direction
legend
latitude
longitude
diffusion
goods/services
oligarchy
theocracy








technology
polytheism
monotheism
primary source
scarcity
civilization
barrier
monarchy
What students need to know and do:
 examines a variety of primary sources in World history
and analyzes them in terms of credibility, purpose,
and point of view (e.g., census records, diaries,
photographs, letters, government documents).
 uses at least three primary sources to interpret a
person or event from World history to develop an
historical narrative.
 identifies major patterns of world populations, physical
features, and cultures using historic and
contemporary geographic tools (e.g. maps,
illustrations, photographs, documents, data).
 explains the 5 Themes of Geography (location, place,
movement, human-environment interaction, region).
 compares and contrasts early world civilizations in
terms of human characteristics (e.g., people, religion,
language, customs, government, agriculture, industry,
architecture, arts, education).
 traces the movement (diffusion) from one region or
center of civilization to other regions of the world (e.g.,
people, goods, and ideas).
 examines reasons for variation in population
distribution (e.g., environment, migration, government
policies, birth and death rates).
 explains the relationship between the availability and
use of natural resources and advances in technology
using historical and contemporary examples (e.g.,
clay tablets, papyrus, paper-printing press, computer).
 recognizes the economic conditions under which
trade takes place among nations (e.g., students
recognize that trade takes place when nations have
wants or needs they cannot fulfill on their own).
3
Additional resources, websites, and lesson
plans can be accessed through the Olathe
District Social Studies department website at
http://teachers.olatheschools.com/~mdoneganirc
World History
Unit 2, Ch. 4
Unit 4, Ch. 7
Refer to National Council for History Education
Habits of the Mind available on the department
website.
Indicators marked with a “▲” are
tested indicators on the Kansas state
objective assessment administered in
alternate years to 6th grade students.
Flip charts providing more information
on the tested indicators can be found
at http://www.ksde.org or on the social
studies department website.
Cyclical review CDs have been
provided to 6th grade teachers for
review of 5th and 6th grade tested
indicators.
Social Studies Resources
Tutankahmen & The Discovery of the Tomb
Jackdaws set
Consult with your counselor and library media
specialist for additional opportunities to integrate
curriculum.
 USD #233, Olathe, Kansas BOE Approved December 2007
This material was developed for the exclusive use of USD #233 staff
Grade 6 Social Studies Curriculum
6.SS.G.E.5 (K) describes the impact of natural
hazards on people and their activities (e.g., floods:
Egypt-Nile).
6.SS.G.E.6▲(A) explains and uses map titles,
symbols, cardinal and intermediate directions,
legends, latitude and longitude
6.SS.E.E.1▲(K) explains how scarcity of resources
requires communities and nations to make choices
about goods and services (e.g., what foods to eat,
where to settle, how to use land).
6.SS.E.E.2▲(K) identifies barriers to trade among
nations (e.g., treaties, war, transportation, geography).
Benchmark: Ancient India Unit (I)
The student:
6.SS.H.I.1▲(A) compares the origin and
accomplishments of early river valley civilizations (e.g.
Indus Valley (India): Mohenjo Daro).
6.SS.H.I.2 (K) describes key cultural accomplishments
of classical India (e.g., Asoka, Sanskrit literature, the
Hindu-Arabic numerals, the zero, Buddhism,
Hinduism).
6.SS.H.I.3▲(A) examines the central beliefs of
Christianity, Hinduism, Buddhism, Judaism, and
Islam.
6.SS.G.I.1 (K) locates major physical and political
features of Earth from memory (e.g., India, Ganges
River, Himalayan Mountains, Indus River).

recognizes that every civilization has a form of law or
order.
Vocabulary
 title
 symbol
 cardinal direction
 intermediate
direction
 legend
 latitude
 longitude
 diffusion
 goods/services
 oligarchy
 theocracy












environment
migration
natural resources
technology
polytheism
primary source
scarcity
civilization
barrier
monarchy
dictatorship
pharaoh
What students need to know and do:





examines a variety of primary sources in World history
and analyzes them in terms of credibility, purpose,
and point of view (e.g., census records, diaries,
photographs, letters, government documents).
uses at least three primary sources to interpret a
person or event from World history to develop an
historical narrative.
identifies major patterns of world populations, physical
features, and cultures using historic and
contemporary geographic tools (e.g. maps,
illustrations, photographs, documents, data).
explains the 5 Themes of Geography (location, place,
movement, human-environment interaction, region).
compares and contrasts early world civilizations in
terms of human characteristics (e.g., people, religion,
4
Additional resources, websites, and lesson
plans can be accessed through the Olathe
District Social Studies department website at
http://teachers.olatheschools.com/~mdoneganirc
World History
Unit 3, Ch. 5
Refer to National Council for History Education
Habits of the Mind available on the department
website.
Indicators marked with a “▲” are
tested indicators on the Kansas state
objective assessment administered in
alternate years to 6th grade students.
Flip charts providing more information
on the tested indicators can be found
at http://www.ksde.org or on the social
studies department website.
Cyclical review CDs have been
provided to 6th grade teachers for
review of 5th and 6th grade tested
indicators.
Consult with your counselor and library media
specialist for additional opportunities to integrate
curriculum.
 USD #233, Olathe, Kansas BOE Approved December 2007
This material was developed for the exclusive use of USD #233 staff
Grade 6 Social Studies Curriculum
6.SS.G.I.2▲(K) identifies and describes the location,
landscape, climate, and resources of early world
civilizations (e.g. ▲India).
6.SS.G.I.3▲(A) explains and uses map titles,
symbols, cardinal and intermediate directions,
legends, latitude and longitude.



6.SS.G.I.1▲(K) explains how scarcity of resources
requires communities and nations to make choices
about goods and services (e.g., what foods to eat,
where to settle, how to use land).

6.SS.G.I.2▲(K) identifies barriers to trade among
nations (e.g., treaties, war, transportation, geography

6.SS.C.I.1▲(K) identifies the basic features of
systems of government (e.g., republic, democracy,
monarchy, dictatorship, oligarchy, theocracy).

6.SS.C.I.2 (K) describes the ways political systems
meet or fail to meet the needs and wants of their
citizens (e.g., republic, democracy, monarchy,
dictatorship, oligarchy, theocracy).
Benchmark: Ancient China Unit (C)
The student:
language, customs, government, agriculture, industry,
architecture, arts, education).
traces the movement (diffusion) from one region or
center of civilization to other regions of the world (e.g.,
people, goods, and ideas).
examines reasons for variation in population
distribution (e.g., environment, migration, government
policies, birth and death rates).
explains the relationship between the availability and
use of natural resources and advances in technology
using historical and contemporary examples (e.g.,
clay tablets, papyrus, paper-printing press, computer).
recognizes the economic conditions under which
trade takes place among nations (e.g., students
recognize that trade takes place when nations have
wants or needs they cannot fulfill on their own).
Gives examples of international economic
interdependence (Europe depended on the Far East
for spices and tea, Far East received silver and gem
stones in exchange.
recognizes that every civilization has a form of law or
order.
Vocabulary
 Title
 symbol
 cardinal direction
 intermediate
direction
 legend
 latitude
 longitude
 diffusion
 goods/services
 monarchy
 oligarchy













environment
migration
natural resources
technology
polytheism
monotheism
primary source
scarcity
civilization
barrier
theocracy
Buddhism
Hinduism
What students need to know and do:
Additional resources, websites, and lesson
plans can be accessed through the Olathe
5
Indicators marked with a “▲” are
tested indicators on the Kansas state
 USD #233, Olathe, Kansas BOE Approved December 2007
This material was developed for the exclusive use of USD #233 staff
Grade 6 Social Studies Curriculum
6.SS.H.C.1▲(A) compares the origin and
accomplishments of early river valley civilizations
(e.g.Huang He (China): Shang Dynasty).

6.SS.H.C.2▲(K) describes key accomplishments of
ancient China (e.g., Great Wall of China, Shi Huangdi,
dynastic cycle, Mandate of Heaven, Taoism,
Confucianism, civil service, Silk Road).

6.SS.H.C.3▲(A) examines the central beliefs of
Christianity, Hinduism, Buddhism, Judaism, and
Islam.


6.SS.G.C.1 (K) locates major physical and political
features of Earth from memory (e.g., China, Huang He
(Yellow River), Yangtze River).

6.SS.G.C.2▲(K) identifies and describes the location,
landscape, climate, and resources of early world
civilizations (e.g. ▲China).

6.SS.G.C.3▲(A) explains and uses map titles,
symbols, cardinal and intermediate directions,
legends, latitude and longitude.
6.SS.G.C.4 (A) explains how humans modify the
environment and describes some of the possible
consequences of those modifications (e.g. terracing in
Middle America and Asia).
6.SS.G.C.5 (K) describes the impact of natural
hazards on people and their activities (e.g., floods:
China – Yellow River).
6.SS.E.C.1▲(K) explains how scarcity of resources
requires communities and nations to make choices
about goods and services (e.g., what foods to eat,
where to settle, how to use land).
6.SS.E.C.2▲(K) identifies barriers to trade among
nations (e.g., treaties, war, transportation, geography).





examines a variety of primary sources in World history
and analyzes them in terms of credibility, purpose,
and point of view (e.g., census records, diaries,
photographs, letters, government documents).
uses at least three primary sources to interpret a
person or event from World history to develop an
historical narrative.
identifies major patterns of world populations, physical
features, and cultures using historic and
contemporary geographic tools (e.g. maps,
illustrations, photographs, documents, data).
explains the 5 Themes of Geography (location, place,
movement, human-environment interaction, region).
compares and contrasts early world civilizations in
terms of human characteristics (e.g., people, religion,
language, customs, government, agriculture, industry,
architecture, arts, education).
traces the movement (diffusion) from one region or
center of civilization to other regions of the world (e.g.,
people, goods, and ideas).
examines reasons for variation in population
distribution (e.g., environment, migration, government
policies, birth and death rates).
explains the relationship between the availability and
use of natural resources and advances in technology
using historical and contemporary examples (e.g.,
clay tablets, papyrus, paper-printing press, computer).
recognizes the economic conditions under which
trade takes place among nations (e.g., students
recognize that trade takes place when nations have
wants or needs they cannot fulfill on their own).
gives examples of international economic
interdependence. (e.g., Europe depended on the Far
East for spices & tea; Far East received silver and
gem stones in exchange).
recognizes that every civilization has a form of law or
order.
Vocabulary
 title
 symbol


District Social Studies department website at
http://teachers.olatheschools.com/~mdoneganirc
World History
Unit 3, Ch. 6
Refer to National Council for History Education
Habits of the Mind available on the department
website.
Consult with your counselor and library media
specialist for additional opportunities to integrate
curriculum.
objective assessment administered in
alternate years to 6th grade students.
Flip charts providing more information
on the tested indicators can be found
at http://www.ksde.org or on the social
studies department website.
Cyclical review CDs have been
provided to 6th grade teachers for
review of 5th and 6th grade tested
indicators.
environment
migration
6
 USD #233, Olathe, Kansas BOE Approved December 2007
This material was developed for the exclusive use of USD #233 staff
Grade 6 Social Studies Curriculum
6.SS.C.C.1▲(K) identifies the basic features of
systems of government (e.g., republic, democracy,
monarchy, dictatorship, oligarchy, theocracy).
6.SS.C.C.2 (K) describes the ways political systems
meet or fail to meet the needs and wants of their
citizens (e.g., republic, democracy, monarchy,
dictatorship, oligarchy, theocracy).
Benchmark: Ancient Greece Unit (G)
The student:
6.SS.H.G.1▲(K) compares and contrast
characteristics of classic Greek government (e.g., citystates, slavery, rule by aristocrats and tyrants, Athens:
development of democracy, Sparta: city’s needs
come first).
6.SS.H.G.2 (K) describes the significant contributions
of ancient Greece to western culture (e.g., philosophy:
Socrates, Plato, Aristotle; literature/drama: Homer,
Greek plays, architecture, sculpture).
6.SS.H.G.3(K) explains the cultural interactions in the
Hellenistic Age (e.g., Alexander the Great, Persian
Empire).
6.SS.H.G.4(K) explains central beliefs of early
religions (e.g., polytheism, monotheism).
6.SS.G.G.1 (K) locates major physical and political














cardinal direction
intermediate
direction
legend
latitude
longitude
diffusion
goods/services
monarchy
dictatorship
oligarchy
theocracy
Buddhism
Taoism
Confucianism












natural resources
technology
primary source
scarcity
civilization
barrier
international
economic
interdependence
population
distribution
dynasty (dynastic
cycle)
civil service
Mandate of Heaven
Silk Road
What students need to know and do:
 examines a variety of primary sources in World history
and analyzes them in terms of credibility, purpose,
and point of view (e.g., census records, diaries,
photographs, letters, government documents).
 uses at least three primary sources to interpret a
person or event from World history to develop an
historical narrative.
 identifies major patterns of world populations, physical
features, and cultures using historic and
contemporary geographic tools (e.g. maps,
illustrations, photographs, documents, data).
 explains the 5 Themes of Geography (location, place,
movement, human-environment interaction, region).
 compares and contrasts early world civilizations in
terms of human characteristics (e.g., people, religion,
language, customs, government, agriculture, industry,
architecture, arts, education).
 traces the movement (diffusion) from one region or
center of civilization to other regions of the world (e.g.,
people, goods, and ideas).
 examines reasons for variation in population
7
Additional resources, websites, and lesson
plans can be accessed through the Olathe
District Social Studies department website at
http://teachers.olatheschools.com/~mdoneganirc
World History
Unit 4, Ch. 8
Unit 4,Ch. 9
Refer to National Council for History Education
Habits of the Mind available on the department
website.
Indicators marked with a “▲” are
tested indicators on the Kansas state
objective assessment administered in
alternate years to 6th grade students.
Flip charts providing more information
on the tested indicators can be found
at http://www.ksde.org or on the social
studies department website.
Cyclical review CDs have been
provided to 6th grade teachers for
review of 5th and 6th grade tested
indicators.
Consult with your counselor and library media
specialist for additional opportunities to integrate
curriculum.
 USD #233, Olathe, Kansas BOE Approved December 2007
This material was developed for the exclusive use of USD #233 staff
Grade 6 Social Studies Curriculum
features of Earth from memory (e.g.Greece,
Mediterranean Sea, Red Sea).

6.SS.G.G.2▲(K) identifies and describes the location,
landscape, climate, and resources of early world
civilizations (e.g. ▲Greece).

6.SS.G.G.3▲(K) describes the forces and processes
of conflict and cooperation that divide or unite people
(e.g., ▲uneven distribution of resources,
▲the Greek city-states, empire building, movements
for independence or rights).
6.SS.G.G.4▲(A) explains and uses map titles,
symbols, cardinal and intermediate directions,
legends, latitude and longitude.
6.SS.E.G.1▲(K) explains how scarcity of resources
requires communities and nations to make choices
about goods and services (e.g., what foods to eat,
where to settle, how to use land).
6.SS.E.G.2▲(K) identifies barriers to trade among
nations (e.g., treaties, war, transportation, geography).
6.SS.C.G.1▲(A) compares and contrasts the rights of
people living in Ancient Greece (Sparta and Athens)
and Classical Rome with the modern United States.

distribution (e.g., environment, migration, government
policies, birth and death rates).
explains the relationship between the availability and
use of natural resources and advances in technology
using historical and contemporary examples (e.g.,
clay tablets, papyrus, paper-printing press, computer).
(K) recognizes the economic conditions under which
trade takes place among nations (e.g., students
recognize that trade takes place when nations have
wants or needs they cannot fulfill on their own).
(K) recognizes that every civilization has a form of law
or order.
Vocabulary
 title
 symbol
 cardinal direction
 intermediate
direction
 legend
 latitude
 longitude
 diffusion
 goods/services
 empire
 city-states
 democracy
 oligarchy













environment
migration
natural resources
technology
polytheism
monotheism
primary source
scarcity
civilization
barrier
population
distribution
dictatorship
philosophy
6.SS.C.G.2▲(K) identifies the basic features of
systems of government (e.g., republic, democracy,
monarchy, dictatorship, oligarchy, theocracy).
6.SS.C.G.3 (K) describes the ways political systems
meet or fail to meet the needs and wants of their
citizens (e.g., republic, democracy, monarchy,
dictatorship oligarchy, theocracy).
Benchmark: Ancient Rome Unit (R)
The student:
6.SS.H.R.1▲(K) describes key characteristics of
What students need to know and do:

examines a variety of primary sources in World history
8
Additional resources, websites, and lesson
plans can be accessed through the Olathe
District Social Studies department website at
 USD #233, Olathe, Kansas BOE Approved December 2007
This material was developed for the exclusive use of USD #233 staff
Grade 6 Social Studies Curriculum
classical Roman government (e.g., Roman Republic:
senate, consuls, veto, written law; Roman Empire:
emperors, expansion).

6.SS.H.R.2 (A) analyzes the reasons for the decline
and fall of the Roman Empire.

6.SS.H.R.3 (K) explains central beliefs of early
religions (e.g., polytheism, monotheism).
6.SS.H.R.4▲(A) examines the central beliefs of
Christianity, Hinduism, Buddhism, Judaism, and
Islam.


6.SS.H.R.5(K) traces the development and spread of
Christianity.
6.SS.H.R.6 (K) describes the government/political,
social, and economic institutions and innovations of
the Byzantine Empire


6.SS.G.R.1 (K) locates major physical and political
features of Earth from memory (e.g., Rome,
Constantinople (modern Istanbul), Jerusalem, Mecca)

6.SS.G.R.2▲(K) identifies and describes the location,
landscape, climate, and resources of early world
civilizations (e.g. ▲Rome).

6.SS.G.R.3 (K) describes the impact of natural
hazards on people and their activities (e.g. Volcanic
eruptions: Mt. Vesuvius).

6.SS.G.R.4▲(A) explains and uses map titles,
symbols, cardinal and intermediate directions,
legends, latitude and longitude.
6.SS.E.R.1▲(K) explains how scarcity of resources
requires communities and nations to make choices
about goods and services (e.g., what foods to eat,
where to settle, how to use land).
and analyzes them in terms of credibility, purpose,
and point of view (e.g., census records, diaries,
photographs, letters, government documents).
uses at least three primary sources to interpret a
person or event from World history to develop an
historical narrative.
identifies major patterns of world populations, physical
features, and cultures using historic and
contemporary geographic tools (e.g. maps,
illustrations, photographs, documents, data).
explains the 5 Themes of Geography (location, place,
movement, human-environment interaction, region).
compares and contrasts early world civilizations in
terms of human characteristics (e.g., people, religion,
language, customs, government, agriculture, industry,
architecture, arts, education).
traces the movement (diffusion) from one region or
center of civilization to other regions of the world (e.g.,
people, goods, and ideas).
examines reasons for variation in population
distribution (e.g., environment, migration, government
policies, birth and death rates).
explains the relationship between the availability and
use of natural resources and advances in technology
using historical and contemporary examples (e.g.,
clay tablets, papyrus, paper-printing press, computer).
recognizes the economic conditions under which
trade takes place among nations (e.g., students
recognize that trade takes place when nations have
wants or needs they cannot fulfill on their own).
recognizes that every civilization has a form of law or
order.
Vocabulary
 title
 symbol
 cardinal direction
 intermediate
direction
 legend
 latitude







http://teachers.olatheschools.com/~mdoneganirc
World History
Unit5, Ch. 10
Unit 5, Ch. 11
Refer to National Council for History Education
Habits of the Mind available on the department
website.
Consult with your counselor and library media
specialist for additional opportunities to integrate
curriculum.
natural resources
technology
polytheism
monotheism
primary source
scarcity
civilization
9
 USD #233, Olathe, Kansas BOE Approved December 2007
This material was developed for the exclusive use of USD #233 staff
Grade 6 Social Studies Curriculum







6.SS.E.R.2▲(K) identifies barriers to trade among
nations (e.g., treaties, war, transportation, geography).
6.SS.C.R.1▲(A) compares and contrasts the rights of
people living in Ancient Greece (Sparta and Athens)
and Classical Rome with the modern United States.
6.SS.C.R.2▲(K) identifies the basic features of
systems of government (e.g., republic, democracy,
monarchy, dictatorship, oligarchy, theocracy).
6.SS.C.R.3(K) describes the ways political systems
meet or fail to meet the needs and wants of their
citizens (e.g., republic, democracy, monarchy,
dictatorship oligarchy, theocracy).
Benchmark: Ancient Americas (A)
The student:
6.SS.H.A.1 (K) describes the governmental/political,
social, and economic institutions and innovations of
the Maya, Aztec, and Inca civilizations.
6.SS.H.A.2 (K) explains central beliefs of early
religions (e.g., polytheism, monotheism).
6.SS.G.A.1 (K) locates major physical and political
features of Earth from memory (e.g. Central America,
Chile, Andes Mountains).
6.SS.G.A.2▲(K) identifies and describes the location,
landscape, climate, and resources of early world
civilizations (e.g., ▲Middle/South America).
6.SS.G.A.3▲(K) describes the forces and processes
of conflict and cooperation that divide or unite people
(e.g., ▲uneven distribution of resources,
▲Middle/South America).
6.SS.G.A.4 (A) explains how humans modify the
environment and describes some of the possible
consequences of those modifications (e.g., terracing
in Middle America and Asia).
longitude
diffusion
goods/services
environment
migration
senate
consuls







barrier
population
distribution
Christianity
Judaism
republic
veto
emperor
What students need to know and do:








examines a variety of primary sources in World history
and analyzes them in terms of credibility, purpose,
and point of view (e.g., census records, diaries,
photographs, letters, government documents).
uses at least three primary sources to interpret a
person or event from World history to develop an
historical narrative.
identifies major patterns of world populations, physical
features, and cultures using historic and
contemporary geographic tools (e.g. maps,
illustrations, photographs, documents, data).
explains the 5 Themes of Geography (location, place,
movement, human-environment interaction, region).
compares and contrasts early world civilizations in
terms of human characteristics (e.g., people, religion,
language, customs, government, agriculture, industry,
architecture, arts, education).
traces the movement (diffusion) from one region or
center of civilization to other regions of the world (e.g.,
people, goods, and ideas).
examines reasons for variation in population
distribution (e.g., environment, migration, government
policies, birth and death rates).
explains the relationship between the availability and
use of natural resources and advances in technology
10
Additional resources, websites, and lesson
plans can be accessed through the Olathe
District Social Studies department website at
http://teachers.olatheschools.com/~mdoneganirc
World History
Unit7, Ch. 16
Refer to National Council for History Education
Habits of the Mind available on the department
website.
Social Studies Resources
Incas: A Cultural History by Jackdaws
Cortes & The Aztecs by Jackdaws
Indicators marked with a “▲” are
tested indicators on the Kansas state
objective assessment administered in
alternate years to 6th grade students.
Flip charts providing more information
on the tested indicators can be found
at http://www.ksde.org or on the social
studies department website.
Cyclical review CDs have been
provided to 6th grade teachers for
review of 5th and 6th grade tested
indicators.
Consult with your counselor and library media
specialist for additional opportunities to integrate
curriculum.
 USD #233, Olathe, Kansas BOE Approved December 2007
This material was developed for the exclusive use of USD #233 staff
Grade 6 Social Studies Curriculum
6.SS.G.A.5▲(A) explains and uses map titles,
symbols, cardinal and intermediate directions,
legends, latitude and longitude
6.SS.E.A.1▲(K) explains how scarcity of resources
requires communities and nations to make choices
about goods and services (e.g., what foods to eat,
where to settle, how to use land).
6.SS.E.A.2▲(K) identifies barriers to trade among
nations (e.g., treaties, war, transportation, geography).
6.SS.C.A.1▲(K) identifies the basic features of
systems of government (e.g., republic, democracy,
monarchy, dictatorship, oligarchy, theocracy).
6.SS.C.A.2 (K) describes the ways political systems
meet or fail to meet the needs and wants of their
citizens (e.g., republic, democracy, monarchy,
dictatorship oligarchy, theocracy).
Benchmark: Medieval Europe (ME)
The student:


Vocabulary
 title
 symbol
 cardinal direction
 intermediate
direction
 legend
 latitude
 longitude
 diffusion
 goods/services
 environment


6.SS.H.ME.2 (K) describes Japanese feudalism and
compares to European feudalism

6.SS.H.ME.4 (A) discusses how the Crusades allowed
interaction between the Islamic world and medieval
Europe (e.g., science, education, architecture,










migration
natural resources
technology
polytheism
monotheism
primary source
scarcity
civilization
barrier
population
distribution
What students need to know and do:
6.SS.H.ME.1 (K) describes the political and economic
institutions of medieval Europe (manorialism,
feudalism, Magna Carta, Christendom, rise of cities
and trade)
6.SS.H.ME.3 (A) explains geographic, economic,
political reasons for Islam’s spread into Europe, Asia,
and Africa
using historical and contemporary examples (e.g.,
clay tablets, papyrus, paper-printing press, computer).
(K) recognizes the economic conditions under which
trade takes place among nations (e.g., students
recognize that trade takes place when nations have
wants or needs they cannot fulfill on their own).
(K) recognizes that every civilization has a form of law
or order.


examines a variety of primary sources in World history
and analyzes them in terms of credibility, purpose,
and point of view (e.g., census records, diaries,
photographs, letters, government documents).
uses at least three primary sources to interpret a
person or event from World history to develop an
historical narrative
identifies major patterns of world populations, physical
features, and cultures using historic and
contemporary geographic tools (e.g. maps,
illustrations, photographs, documents, data).
explains the 5 Themes of Geography (location, place,
movement, human-environment interaction, region).
compares and contrasts early world civilizations in
terms of human characteristics (e.g., people, religion,
language, customs, government, agriculture, industry,
11
Additional resources, websites, and lesson
plans can be accessed through the Olathe
District Social Studies department website at
http://teachers.olatheschools.com/~mdoneganirc
World History
Unit 6, Ch. 12
Unit 8, Ch. 17
Unit 8, Ch. 18
Refer to National Council for History Education
Habits of the Mind available on the department
website.
Indicators marked with a “▲” are
tested indicators on the Kansas state
objective assessment administered in
alternate years to 6th grade students.
Flip charts providing more information
on the tested indicators can be found
at http://www.ksde.org or on the social
studies department website.
Cyclical review CDs have been
provided to 6th grade teachers for
review of 5th and 6th grade tested
indicators.
Consult with your counselor and library media
specialist for additional opportunities to integrate
curriculum.
 USD #233, Olathe, Kansas BOE Approved December 2007
This material was developed for the exclusive use of USD #233 staff
Grade 6 Social Studies Curriculum
mathematics, medicine, the arts, literature).
6.SS.H.ME.5▲(A) examines the central beliefs of
Christianity, Hinduism, Buddhism, Judaism, and
Islam.


6.SS.G.ME.1 (K) locates major physical and political
features of Earth from memory.

6.SS.G.ME.2▲(A) explains and uses map titles,
symbols, cardinal and intermediate directions,
legends, latitude and longitude

6.SS.E.ME.1▲(K) explains how scarcity of resources
requires communities and nations to make choices
about goods and services (e.g., what foods to eat,
where to settle, how to use land).
6.SS.E.ME.2▲(K) identifies barriers to trade among
nations (e.g., treaties, war, transportation, geography).
6.SS.C.ME.1▲(K) identifies the basic features of
systems of government (e.g., republic, democracy,
monarchy, dictatorship, oligarchy, theocracy).
6.SS.C.ME.2 (K) describes the ways political systems
meet or fail to meet the needs and wants of their
citizens (e.g., republic, democracy, monarchy,
dictatorship, oligarchy, theocracy).

architecture, arts, education).
traces the movement (diffusion) from one region or
center of civilization to other regions of the world (e.g.,
people, goods, and ideas).
examines reasons for variation in population
distribution (e.g., environment, migration, government
policies, birth and death rates).
explains the relationship between the availability and
use of natural resources and advances in technology
using historical and contemporary examples (e.g.,
clay tablets, papyrus, paper-printing press, computer).
K) recognizes the economic conditions under which
trade takes place among nations (e.g., students
recognize that trade takes place when nations have
wants or needs they cannot fulfill on their own).
(K) recognizes that every civilization has a form of law
or order.
Vocabulary
 title
 symbol
 cardinal direction
 intermediate
direction
 legend
 latitude
 longitude
 diffusion
 goods/services
 environment
 Islam
 manor
 Crusades












migration
natural resources
technology
primary source
scarcity
civilization
barrier
population
distribution
feudalism
Byzantine Empire
monarchy
Magna Carta
12
 USD #233, Olathe, Kansas BOE Approved December 2007
This material was developed for the exclusive use of USD #233 staff