Washington State
Social Studies GLEs
Grade 6
Fall 2008
OSPI Suggested Grade 6 Units:
World Geography
World - Ancient Civilizations (Time Immemorial to 600 CE)
Social Studies EALR 1: CIVICS
Component 1.1
GLE 1.1.1
GLE 1.1.2
Component 1.2
GLE 1.2.1
GLE 1.2.2
GLE 1.2.3
Examples:
GLE 1.2.4
No Grade 6 GLE
Component 1.3
GLE 1.3.1
Examples:
Component 1.4
GLE 1.4.1
Examples:
Explains how the male, property-owning citizens of ancient Athens practiced direct democracy.
Understands civic involvement.
Understands the historical origins of civic involvement.
No Grade 6 GLE
Understands a variety of forms of government from the past or present.
Examines alliances between the Assyrians and the Egyptians.
Examines trade between Minoan and Egyptian societies.
Explains the “Mandate of Heaven” as a principle in the creation of Chinese Dynasties.
No Grade 6 GLE
No Grade 6 GLE
No Grade 6 GLE
Examines how Alexander the Great expanded the Macedonian empire through military conquest and cultural
assimilation of neighboring societies.
The student understands and applies knowledge of government, law, politics, and the nation’s fundamental documents to make
decisions about local, national, and international issues and to demonstrate thoughtful, participatory citizenship.
Analyzes how societies have interacted with one another in the past or present.
Understands the purpose, organization of international relationships and United States foreign policy
.
Examines how goods were exchanged along the Silk Road between China and the Middle East.
Understands key ideals and principles of the United States, including those in the Declaration of Independence, the Constitution,
and other fundamental documents.
Understands the purposes, organizations, and functions of governments, laws and political systems
.
Compares and monarchy and democracy in ancient Greece and ancient Egypt.
Washington State
Social Studies GLEs
Grade 6
Fall 2008
Washington State
Social Studies GLEs
Grade 6
Fall 2008
Social Studies EALR 2: ECONOMICS
Component 2.1
GLE 2.1.1
Examples:
Component 2.2
GLE 2.2.1
Examples:
GLE 2.2.2
Examples:
Component 2.3
GLE 2.3.1
Examples:
Component 2.4
GLE 2.4.1
Examples:
Analyzes the costs and benefits of economic choices made by groups and individuals in the past or present.
Understands how the forces of supply and demand have affected international trade in the past or present.
Understands the distribution of wealth and sustainability of resources in the world in the past or present.
Understands the production, distribution, and consumption of goods, services, and resources in societies from the past or in the
present.
Compares the production and distribution of agricultural goods in Egypt and Mesopotamia.
Understands the role of government in the world’s economies through the creation of money, taxation, and spending in the past
or present.
Understands how economic systems function.
Compares and analyzes the deforestation of Easter Island and current deforestation of the Amazon Rainforest.
The student applies understanding of economic concepts and systems to analyze decision-making and the interactions between
individuals, households, businesses, governments, and societies.
Understands that people have to make choices between wants and needs and evaluate the outcomes of those choices.
Examines how the Phoenicians’ use of finite natural resources forced them to relocate.
Understands the government’s role in the economy.
Understands the economic issues and problems that all societies face.
Compares how ancient Chinese and Egyptian civilizations used trade to meet their needs and wants.
Explains how demand for spices increased the trade along the Silk Road.
Examines how Sumerian priest kings need for monetary record-keeping advanced the development of cuneiform.
Explains why people in ancient Greece established the use of coins as money to make trade easier.
Examines the establishment of salt as a currency in Tikal and other Yucatan Nation States.
Washington State
Social Studies GLEs
Grade 6
Fall 2008
Social Studies EALR 3: GEOGRAPHY
Component 3.1
GLE 3.1.1
Examples:
GLE 3.1.2
Examples:
Component 3.2
GLE 3.2.1
Examples:
GLE 3.2.2
Examples:
GLE 3.2.3
Examples:
Component 3.3
GLE 3.3.1
Examples:
Understands the geographic factors that influence the movement of groups of people in the past or present.
p
y
y
,
g
gy,
,
g g ,
,
,
values.
Explains how the Sumerians developed a unique culture based on the domestication of grain.
Understands the characteristics of cultures in the world from the past or in the present.
Constructs and analyzes maps using scale, direction, symbols, legends and projections to gather information.
Understands that learning about the geography of the world helps us understand the global issue of sustainability.
Explains how studying the deforestation of Easter Island helps us understand the importance of environmental
conservation.
Compares the factors that led to migration of the Han and the Goths into Europe.
Compares how the physical environments of island culture influenced Maori and Polynesian migration.
Understands the geographic context of global issues.
Constructs a population map of Canada including annual temperature and draws conclusions about how the
environment affects human settlement.
Identifies the location of the seven continents of the world.
Compares past and present satellite images of the Amazon Rainforest to illustrate deforestation.
Examines how people in Mesopotamia shaped agriculture through the building of canals.
Examines how Incas modified their environment to maximize crop production.
Explains the unique characteristics of the physical and cultural landscape between North Africa and Sub-
Saharan Africa.
Understands and analyzes how the environment has affected people and how people have affected the environment in the past
or present.
Identifies the location of places and regions in the world and understands their physical and cultural
characteristics.
Understands human interaction with the environment.
The student uses a spatial perspective to make reasoned decisions by applying the concepts of location, region, and movement
and demonstrating knowledge of how geographic features and human cultures impact environments.
Understands the physical characteristics, cultural characteristics, and location of places, regions, and spatial patterns on the
Earth’s surface.
Compares the Anasazis’ struggle to find an adequate water supply in the 13th century with that of many societies
today.
Explains how irrigation difficulties in Mesopotamia are similar to the challenges currently facing California’s
agricultural industry.
Washington State
Social Studies GLEs
Grade 6
Fall 2008
Social Studies EALR 4: HISTORY
Component 4.1
GLE 4.1.1
Examples:
GLE 4.1.2
Examples:
Component 4.2
GLE 4.2.1
Examples:
GLE 4.2.2
Examples:
GLE 4.2.3
Examples:
Component 4.3
GLE 4.3.1
Examples:
GLE 4.3.2
Examples:
Analyzes different cultural measurements of time.
Understands how the rise of civilizations defines eras in ancient history by:
Explaining and comparing the rise of civilizations from 8000 BCE to 200 CE on at least two continents.
Explains the impact of Confucius and Buddha on Eastern belief systems.
Explains the impact of Aristotle on scientific investigation with human reasoning.
Explains how Mesopotamia and Egypt responded to environmental challenges.
Understands that there are multiple perspectives and interpretations of historical events.
Analyzes and interprets historical materials from a variety of perspectives in ancient history.
Examines the impact of irrigation on the establishment of river societies.
Describes the impact of the Code of Hammurabi on ancient Mesopotamia.
Understands and analyzes how technology and ideas from ancient civilization have impacted world
Explains and compares the basic cultural elements of early civilization in Mesopotamia and Egypt (8000 BCE to
200 CE).
Explains and compares the basic cultural elements of later civilization in Rome and Han China (200 CE to 600
Understand and analyzes causal factors that have shaped major events in history.
Understands and analyzes how individuals and movements from ancient civilizations have shaped world
history.
Understands and analyzes how cultures and cultural groups in ancient civilizations contributed to world
history.
Compares the experiences of Jewish slaves in Egypt with those of Greek slaves in the Roman Empire.
The student understands and applies knowledge of historical thinking, chronology, eras, turning points, major ideas, individuals,
and themes of local, Washington State, tribal, United States, and world history in order to evaluate how history shapes the present
and future.
Explaining and comparing the rise of civilizations from 200 CE to 600 CE on at least two continents.
Compares the different ways calendars were used in ancient Egypt and Mayan civilization to plan agriculture.
Understands historical chronology.
Analyzes multiple causal factors that shape major events in ancient history.
Examines the impact of the Phoenician alphabet on improved communication amongst societies.
Presents a position on the causes and outcomes of the Peloponnesian wars demonstrating understanding of
varying viewpoints of the conflict.
Washington State
Social Studies GLEs
Grade 6
Fall 2008
Social Studies EALR 4: HISTORY
Component 4.4
GLE 4.4.1
Examples:
Examines how studying the effects of lead on people living in ancient Rome helps us to understand the dangers
of lead today.
Examines how the history of “Tse-whit-zen,” an ancient burial ground and native village in Port Angeles, helps us
understand the current conflict over use of the land.
Analyzes how an event in ancient history helps us to understand a current issue.
Uses history to understand the present and plan for the future.
The student understands and applies knowledge of historical thinking, chronology, eras, turning points, major ideas, individuals,
and themes of local, Washington State, tribal, United States, and world history in order to evaluate how history shapes the present
and future.
Washington State
Social Studies GLEs
Grade 6
Fall 2008
Social Studies EARL 5: SS SKILLS
Component 5.1
GLE 5.1.1
Examples:
GLE 5.1.2
Examples:
Component 5.2
GLE 5.2.1
Examples:
GLE 5.2.2
Examples:
Component 5.3
GLE 5.3.1
Examples:
Selects the most significant information to support positions on what caused the Punic Wars.
Develops a research question to guide inquiry on the challenges that early civilizations faced.
Develops a research question to guide inquiry to determine how physical geography contributed to the political,
economic, and cultural development of a particular civilization.
Uses Cornell Notes to examine the validity, reliability, and credibility of secondary sources on ancient Egypt and
Mesopotamia while researching why people relocated to the Middle East during ancient times.
Engages in discussions that clarify and address multiple viewpoints on public issues.
Understands positions on an issue or event.
Analyzes the validity, reliability, and credibility of information from a variety of primary and secondary sources while researching
an issue or event.
Explains positions historians take on Mesopotamia’s and Egypt’s responses to challenges.
The student understands and applies reasoning skills to conduct research, deliberate, form, and evaluate positions through the
process of reading, writing, and communicating.
Uses critical reasoning skills to analyze and evaluate positions.
Selects the most significant information to support positions on Mesopotamia’s and Egypt’s responses to
challenges.
Uses a Venn diagram to examine the validity, reliability, and credibility of primary sources on the causes of the
Peloponnesian Wars.
Engages in a debate to clarify multiple viewpoints on how the Phoenicians could have conserved resources.
Engages in a discussion to address multiple viewpoints on how studying the history of Mesopotamia helps one
understand current issues in the Middle East region.
Selects the most significant information to support positions on how history helps us understand current events.
Uses inquiry-based research.
Creates and uses research questions to guide inquiry on an historical event.
Deliberates public issues.
Evaluates the significance of information used to support positions on an issue or event.
Explains one’s own position on how history helps us understand current events.
Explains one’s own position on the factors that caused the Punic Wars.
Washington State
Social Studies GLEs
Grade 6
Fall 2008
Social Studies EARL 5: SS SKILLS
Component 5.4
GLE 5.4.1
Examples:
GLE 5.4.2
Examples:
Explains the legal and ethical consequences of plagiarism.
Examines multiple factors, generalizes and connects the past to the present to formulate a thesis on the
significance of the fall of Rome in a paper.
The student understands and applies reasoning skills to conduct research, deliberate, form, and evaluate positions through the
process of reading, writing, and communicating.
Analyzes multiple factors, compares two groups, generalizes, and connects past to present to formulate a thesis in a paper or
presentation.
Understands and demonstrates the ethical responsibility one has in using and citing sources and the rules related to plagiarism
and copyrighting.
Demonstrates ethical responsibility while writing a paper by using one’s own words and giving credit to ideas
from others.
Examines multiple factors, generalizes and connects past to present to formulate a thesis on the significance of
the Peloponnesian War in a presentation.
Creates a product that uses social studies content to support a thesis and presents the product in an appropriate manner to a
meaningful audience.