Grade 6 Geography
Unit 2: Standards and Benchmarks
Unit 2: Standards and Benchmarks
Middle & High School Social Studies, Grade 6, 1.0 Continuity and Change
(Time, Continuity, and Change)
Understands patterns of change and continuity, relationships between people and events through time, and various interpretations of these relationships
SS6.1.2 Identifies long-term changes, enduring geography influences and recurring patterns
Middle & High School Social Studies, Grade 6, 2.0 Geography
(People, Places, and Environment)
Understands the concepts of geography and demography and how geography and demography influence and are influenced by human history
SS6.2.3 Explains and gives examples of voluntary and involuntary migration
SS6.2.4 Describes geographic factors that can affect the creation, cohesiveness, and integration of countries
SS6.2.5 Create, interpret, use, and distinguish various representations of the earth, such as maps, globes, and photographs
SS6.2.6 Use appropriate resources, data sources, and geographic tools such as
• aerial photographs
• satellite images
• geographic information systems(GIS)
• map projections
SS6.2.7 Interpret information such as atlases, data bases, grid systems, charts, graphs, and maps.
SS6.2.10 Examine, interpret, and analyze physical and cultural patterns and their interactions, such as
• land use
• settlement patterns
• cultural transmission of customs and ideas
• ecosystem changes
CA: CCCS: Literacy in History/Social Studies, Science, & Technical Subjects 6-12, Grades 6-8, History/Social Studies
Key Ideas and Details
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
1. Cite specific textual evidence to support analysis of primary and secondary sources.
2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
Craft and Structure
4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
4. Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
CA: CCCS: Literacy in History/Social Studies, Science, & Technical Subjects 6-12, Grades 6-8, Writing/HST
Text Types and Purposes
1. Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.
1. Write arguments focused on discipline-specific content.
1a. Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
1b. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.
1e. Provide a concluding statement or section that follows from and supports the argument presented.
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
9. Draw evidence from informational texts to support analysis reflection, and research.
Range of Writing
10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
10. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
(Time, Continuity, and Change)
Understands patterns of change and continuity, relationships between people and events through time, and various interpretations of these relationships
SS6.1.2 Identifies long-term changes, enduring geography influences and recurring patterns
Middle & High School Social Studies, Grade 6, 2.0 Geography
(People, Places, and Environment)
Understands the concepts of geography and demography and how geography and demography influence and are influenced by human history
SS6.2.3 Explains and gives examples of voluntary and involuntary migration
SS6.2.4 Describes geographic factors that can affect the creation, cohesiveness, and integration of countries
SS6.2.5 Create, interpret, use, and distinguish various representations of the earth, such as maps, globes, and photographs
SS6.2.6 Use appropriate resources, data sources, and geographic tools such as
• aerial photographs
• satellite images
• geographic information systems(GIS)
• map projections
SS6.2.7 Interpret information such as atlases, data bases, grid systems, charts, graphs, and maps.
SS6.2.10 Examine, interpret, and analyze physical and cultural patterns and their interactions, such as
• land use
• settlement patterns
• cultural transmission of customs and ideas
• ecosystem changes
CA: CCCS: Literacy in History/Social Studies, Science, & Technical Subjects 6-12, Grades 6-8, History/Social Studies
Key Ideas and Details
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
1. Cite specific textual evidence to support analysis of primary and secondary sources.
2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
Craft and Structure
4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
4. Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
CA: CCCS: Literacy in History/Social Studies, Science, & Technical Subjects 6-12, Grades 6-8, Writing/HST
Text Types and Purposes
1. Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.
1. Write arguments focused on discipline-specific content.
1a. Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
1b. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.
1e. Provide a concluding statement or section that follows from and supports the argument presented.
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
9. Draw evidence from informational texts to support analysis reflection, and research.
Range of Writing
10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
10. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.