Professional Documents
Culture Documents
Standards
Review 6th
Grade
2015
A standards-based review to be used in preparation for the North Carolina Final Exam sixth grade. Teachers can
utilize in a variety of ways: warm-ups, summaries, quizzes, framework for review activities, etc. Each standard
organizer is incomplete: teachers should build the content EXAMPLES to be used for individual standard review in ESR - NCFEs
respects to the content taught in individual classrooms.
Essential Standards Review
Clarifying Objective Examples EXPLAIN how each invasion, conquest or migration affected
civilization/society. Give two affects for each.
6.H.2.1
Explain how invasions,
conquests, and migrations
affected various civilizations, Migrations of Aryans into
societies and regions (e.g., India
Mongol invasion, The
Crusades, the Peopling of the
Americas and Alexander the
Great).
The Crusades
Essential Standards Review
Clarifying Objective Examples EXPLAIN how each innovation and/or technology transformed each
civilization/society.
6.H.2.3 Civilization: Middle Ages Europe: Technology:
Explain how innovation
and/or technology transformed Transformation:
civilizations, societies and Agricultural Technology
regions over time (e.g., (irrigation, fallow fields, crop
agricultural technology, rotation, etc.) Ancient Mesopotamia: : Technology:
weaponry, transportation and
communication). Transformation:
Transportation
(Trade routes, sailing
technology, etc.)
Clarifying Objective Examples EXPLAIN how each historical figure and/or cultural groups transformed
their societies. Give two impacts on the society.
6.H.2.4
Explain the role that key
historical figures and cultural
groups had in transforming Mansa Musa
society (e.g., Mansa Musa,
Confucius, Charlemagne and
Qin Shi Huangdi).
Clarifying Objectives ALL G.1 COs Examples Explain how the physical features and human characteristics of a place influenced the development
5 Themes of Geography of civilizations, societies and regions. Give two influences.
6.G.1 Place
1.1: Explain how the physical features and Prehistory - Nomads
human characteristics of a place influenced Location -
the development of civilizations, societies
and regions (e.g., location near rivers and Movement -
natural barriers, trading practices and spread
of culture). Human-Environmental Interaction
1.2: Explain the factors that influenced the
movement of people, goods, and ideas and Region -
the effects of that movement on societies
and regions over time (e.g., scarcity of Place -
resources, conquests, desire for wealth,
disease and trade). Ancient Mesopotamia Location -
1.3 Compare distinguishing characteristics
of various world regions (e.g., physical Movement -
features, culture, political organization and
ethnic make-up). Human-Environmental Interaction -
1.4: Explain how and why civilizations,
societies and regions have used, modified Region -
and adapted to their environments (e.g.,
invention of tools, domestication of plants Place -
and animals, farming techniques and
creation of dwellings). Ancient Egypt Location -
Clarifying Objectives Examples EXPLAIN how conflict, compromise, and negotiation over the availability of
resources (natural, human and capital) impacted the economic development of
various civilizations, societies and regions. Give two examples.
6.E.1.1
Explain how conflict,
compromise, and negotiation
over the availability of Ancient Greece
resources (natural, human and
capital) impacted the economic
development of various
civilizations, societies and
regions (e.g., competition for
scarce resources, unequal
distribution of wealth and the Ancient Rome
emergence of powerful trading
networks).
Clarifying Objective Examples EXPLAIN how quality of life is impacted by economic choices of civilizations,
societies and regions.
6.C&G.1.1 Monarchy
Explain the origins and Civilization(s) _____________
structures of various Forms & Functions of government may change or evolve in response to social
governmental systems (e.g., and economic changes:
democracy, absolute monarchy
and constitutional monarchy). Factors of origin include: location, leadership, economy, historical figures
When Reviewing Make Sure
to: Caste System
(1)Use primary and secondary Forms & Functions of government may change or evolve in response to social
Civilization(s) _____________
sources to interpret various
and economic changes:
historical perspectives.
(2)Summarize the literal
meaning of historical
documents in order to establish
context. Factors of origin include: location, leadership, economy, historical figures
(3)Construct charts, graphs, and
historical narratives to explain
particular events or issues over Democracy
time. Civilization(s) _____________ Forms & Functions of government may change or evolve in response to social
and economic changes:
Constitutional Monarchy
Civilization(s) _____________
Forms & Functions of government may change or evolve in response to social
and economic changes:
Essential Standards Review
Clarifying Objective Examples SUMMARIZE the ideas that shaped political thought in various civilizations,
societies and regions. Give at least two examples.
Example: Divine Right
6.C&G.1.2
Summarize the ideas that
shaped political thought in Egypt
various civilizations, societies
and regions (e.g., divine right,
equality, liberty,
citizen participation and Example: Mercantilism
integration of religious
principles).
Europe in the Early Modern
When Reviewing Make Sure Period
to:
(1)Use primary and secondary
sources to interpret various
historical perspectives.
(2)Summarize the literal
meaning of historical India
documents in order to establish
context.
(3)Construct charts, graphs, and
historical narratives to explain
particular events or issues over
time.
Essential Standards Review
Clarifying Objective Examples COMPARE the requirements for (e.g., age, gender and status) and responsibilities
of (e.g., paying taxes and military service) citizenship under various governments.
6.C&G.1.3
Compare the requirements for Athenian Society
(e.g., age, gender and status)
and responsibilities of (e.g.,
paying taxes and military
service) citizenship under
various governments.
Clarifying Objective Examples COMPARE the role (e.g., maintain order and enforce societal values and beliefs)
and evolution of laws and legal systems (e.g., need for and changing nature of
codified system of laws and punishment) in various civilizations, societies and
regions.
Clarifying Objective Examples ANALYZE how cultural expressions reflected the values of civilizations, societies
and regions. Give two examples for each civilization/region/society.
Example: Arches
Values Reflected? Triumphal Arches like the Arch of Titus or the Arch of
6.C.1.1 Rome Trajan were constructed by Emperors in Rome and its major cities to
Analyze how cultural commemorate great military triumphs. They thus gave clear testament to the
expressions reflected the values great military power of Rome.
of civilizations, societies and
regions (e.g., oral traditions,
art, dance, music, literature, and
architecture).
Egypt
Essential Standards Review
Clarifying Objective Examples EXPLAIN how religion transformed various societies, civilizations and regions.
Give two impact of the religion on the named civilization or society.
Transformation?
Clarifying Objective Examples SUMMARIZE systems of social structure within various civilizations and societies
over time
Summary - In ancient India, people were divided into five distinct castes. A
persons caste determined his/her social status. It also limited a persons economic
6.C.1.3 India Caste System prospects. The Untouchables were at the bottom of the caste system. They were
Summarize systems of social only allowed to do the worst jobs such as waste collection. Above them were the
structure within various Shudras they were servants or manual laborers. Most of the population was a part
civilizations and societies over of this caste. Next were the Vaishyas. They were farmers who owned their own
time (e.g., Roman class land or traders who owned businesses. Above the Vaishyas were the Kshatriyas, or
structure, Indian caste system warriors. They were leaders or military men. The most powerful caste was the
and feudal, matrilineal and Brahmans. Priests and leaders made up this group. Only Brahman men were
patrilineal societies). allowed to go to school or teach in the schools. People from different castes were
not allowed to eat or socialize together. In ancient India, you could only marry
someone from your own caste.
When Reviewing Make Sure
to:
(1)Use primary and secondary
sources to interpret various
historical perspectives.
(2)Summarize the literal Middle Ages Feudal System
meaning of historical
documents in order to establish
context.
(3)Construct charts, graphs,
and historical narratives to
explain particular events or
issues over time.