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Skills available for Maryland sixth-grade social studies standards

Standards are in black and IXL social studies skills are in dark green. Hold your mouse over the name of a skill to view a sample question. Click on the name of a skill to practice that skill.

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1 Geographic Thinking (2000–today)

  • 1.1 Geographic Understandings

  • 1.2 Place and Region

    • 6.1.2 Students will analyze the regional impact of place on how people live in the United States by:

      • 6.1.2.a Examining maps to determine the physical attributes of the United States through physical location, climate, and landforms.

      • 6.1.2.b Examining maps and data to determine the cultural attributes of the United States through population density and land use.

      • 6.1.2.c Analyzing how physical and human attributes define various form, functional, and perceptual regions of the United States.

      • 6.1.2.d Analyzing how digital communications have altered the perception of place.

  • 1.3 Movement

    • 6.1.3 Students will analyze the local, regional, and global movement of people and ideas to and within the United States by:

      • 6.1.3.a Examining maps and data to determine how the populations have shifted throughout time in the United States.

      • 6.1.3.b Distinguishing between immigrants and emigrants, as well as refugees, asylum seekers, labor migrants, displaced persons, forced migrants, and other 21st century migrants.

      • 6.1.3.c Examining the influence of immigrants in the United States and how different immigrant waves have shifted the local environment.

      • 6.1.3.d Analyzing patterns, trends, and projections of population to determine the impact on regional policies.

  • 1.4 Human Systems (Culture)

    • 6.1.4 Students will analyze how the cultural geography of the United States demonstrates unity amid diversity by:

      • 6.1.4.a Analyzing the influence of geographic factors on art, music, and architecture in different regions of the United States.

      • 6.1.4.b Examining the diffusion of languages in the United States.

      • 6.1.4.c Comparing ways religion can be seen in the physical and human attributes of local communities.

  • 1.5 Human Interaction with the Environment

    • 6.1.5 Students will analyze how humans in the United States adapt, exploit, manipulate, and protect the environment by:

      • 6.1.5.a Analyzing the regional impact of agriculture, industry, and transportation on the environment in the United States.

      • 6.1.5.b Determining the competing social, economic, and political priorities between natural resource use and environmental sustainability.

      • 6.1.5.c Evaluating the range of responses by government, institutions, and industries to human interaction with the environment.

2 Human Interaction with the Environment

  • 2.1 The Neolithic Revolution and River Valley Civilizations (12,000 BCE–450 BCE)

  • 2.2 Industrialization and Urbanization (1800s CE–2000s CE)

    • 6.2.2 Students will evaluate regional and local examples of how humans adapted to, modified, or exploited their environment to promote industrialization and urbanization by:

  • 2.3 The Green Revolution (1960 CE–1970 CE)

    • 6.2.3 Students will explore how the Green Revolution's modification and exploitation of the environment generated local, regional, and global changes by:

      • 6.2.3.a Identifying the origins of the Green Revolution.

      • 6.2.3.b Exploring case studies to compare the effects of the Green Revolution on societies in the Americas, Asia, and Africa.

      • 6.2.3.c Evaluating how the Green Revolution impacted the environment, food production, and manufacturing.

  • 2.4 Climate Change and Climate Resilience (1980 CE–today)

    • 6.2.4 Students will explore how human adaptation, modification, and exploitation of the environment created and furthers climate change by:

      • 6.2.4.a Identifying the origins of human-caused climate change.

      • 6.2.4.b Evaluating the global impact of climate change on the natural environment.

      • 6.2.4.c Evaluating the geographic characteristics that make some communities more vulnerable to climate change than others.

      • 6.2.4.d Evaluating the local, regional, and global attempts to adapt to and mitigate the effects of human-caused climate change.

3 Human Systems – Political Structures

4 Movement of Pathogens and Ideas

  • 4.1 The Movement of Faith (600 BCE–1000 CE)

  • 4.2 Bubonic Plague (1340 CE–1350 CE)

    • 6.4.2 Students will assess the effects of the Bubonic Plague on regional and local communities by:

      • 6.4.2.a Tracing the geographic spread and the mechanisms that facilitated the spread of the Bubonic Plague in Asia and Europe.

      • 6.4.2.b Describing how contemporary reactions to the Bubonic Plague were influenced by social and cultural values and beliefs.

      • 6.4.2.c Analyzing the plague's short- and long-term impact on population and antisemitism.

  • 4.3 The Decline of Empires (1945 CE–1997 CE)

    • 6.4.3 Students will evaluate the local and global movement of democratic ideals and its impact on colonial empires by:

      • 6.4.3.a Explaining how World War Two and the United Nations served as a catalyst for decolonization and national sovereignty.

      • 6.4.3.b Analyzing the role of individual leaders, movements, and strategies in defeating colonial rule in Asia, Africa, and the Middle East.

      • 6.4.3.c Assessing the long-term consequences (boundary disputes, civil war, economic underdevelopment, rise of dictators) of colonialism on the development of newly formed states in Africa, Asia, and the Middle East.

      • 6.4.3.d Evaluating the progress made by former-colonial states in the 21st century.

  • 4.4 Pandemics (1980 CE–today)

    • 6.4.4 Students will explore the local and global impacts of pandemics by:

      • 6.4.4.a Identifying the origin and statistical trends of global pandemics and comparing the responses and impacts across regions.

      • 6.4.4.b Examining the role of governments and non-governmental organizations in addressing the public health crises associated with the global spread of disease.

      • 6.4.4.c Contrasting the responses and impact of the global spread of disease.

5 Movement of Humans

  • 5.1 The Development of the Muslim World (Dar Al Islam) (600 CE–1100 CE)

    • 6.5.1 Students will analyze how the expansion of Islam impacted regional, political, economic, and cultural transformation by:

      • 6.5.1.a Exploring the role of Muslim missionaries, merchants, and military conquests on the spread of Islamic culture and religion.

      • 6.5.1.b Analyzing Islamic influences on culture throughout Asia, North Africa, and Europe.

      • 6.5.1.c Analyzing leadership decisions made in response to ruling over diverse non-Muslim populations.

  • 5.2 Mongol Expansion (1100 CE–1400 CE)

    • 6.5.2 Students will evaluate how the local and regional expansion of the Mongol Empire facilitated the exchange, generated conflict, and created transformation by:

      • 6.5.2.a Evaluating how leadership, advanced warfare, and nomadic pastoralism helped the Mongol Empire gain power and expand.

      • 6.5.2.b Evaluating the impacts of Mongol expansion on the societies conquered.