Grade 6 Standards

Grade 6: I can improve my situation by trading.

6.1 Students describe what is known through archaeological studies of the early physical and cultural development of humankind from the Paleolithic era to the agricultural revolution:

Section 3. Discuss the climatic changes and human modifications of the physical environment that gave rise to the domestication of plants and animals and new sources of clothing and shelter.

6.2 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of Mesopotamia, Egypt, and Kush:

Section 2. Trace the development of agricultural techniques that permitted the production of economic surplus and the emergence of cities as centers of culture and power.Section 6. Describe the role of Egyptian trade in the eastern Mediterranean and Nile valley.

Section 8. Identify the location of the Kush civilization and describe its political, commercial, and cultural relations with Egypt.

6.3 Students analyze the geographic, political, economic, religious, and social structures of the Ancient Hebrews:

Section 4. Discuss the locations of the settlements and movements of Hebrew peoples, including the Exodus and their movement to and from Egypt, and outline the significance of the Exodus to the Jewish and other people.

6.4 Students analyze the geographic, political, economic, religious, and social structures of the early civilization of Ancient Greece:

Section 1. Discuss the connections between geography and the development of city-states in the region of the Aegean Sea, including patterns of trade and commerce among Greek city-states and within the wider Mediterranean region.

6.5 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of India:

Section 1. Locate and describe the major river system and discuss the physical setting that supported the rise of this civilization.

6.6 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of China:

Section 7. Cite the significance of the trans-Eurasian “silk roads” in the period of the Han Dynasty and Roman Empires and their locations.

6.7 Students analyze the geographic, political, economic, religious, and social structures during the development of Rome:

Section 3. Identify the location of and the political and geographic reasons for the growth of Roman territories and expansion of the empire, including how the empire fostered economic growth through the use of currency and trade routes.