Nebraska State Standards for Social Studies: Grade 6
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NE.8.1.1. United States History: Students will analyze major cultures in the Americas before the 17th century.
8.1.1.1.
Describe the regional culture groups of early Native Americans in North America, e.g., the Northern, Northwestern, Plains, Mound Builders, Eastern Woodlands, and Southwestern Native Americans, etc.
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Standard 8.1.1.1.
8.1.1.2.
Describe selected civilizations in Central and South Americas, e.g., the Mayan, Olmecs, Aztec, Incas, Chibchas, and Toltecs.
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Standard 8.1.1.2.
8.1.1.3.
Explain how geography and climate influenced the way Early American cultural groups lived.
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Standard 8.1.1.3.
NE.8.1.2. United States History: Students will analyze the major people, events, and ideas that led to the exploration and settlement of the Americas by Europeans.
8.1.2.1.
Explain the motivations, obstacles, and accomplishments of sponsors and leaders of key expeditions from Spain, France, Portugal, and England.
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Standard 8.1.2.1.
8.1.2.2.
Identify the economic, ideological, religious, and nationalist forces that led to competition among European powers for control of the Americas.
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Standard 8.1.2.2.
8.1.2.3.
Identify the political, economic, and social impact of the encounter between European and early cultures in the Americas.
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Standard 8.1.2.3.
8.1.2.4.
Identify explorers, e.g., Columbus, Leif Ericsson, Amerigo Vespucci, Champlain, and Hudson.
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Standard 8.1.2.4.
8.1.2.5.
Describe Spanish, French, and English settlements.
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Standard 8.1.2.5.
NE.8.1.3. United States History: Students will describe key people, events, and ideas from colonial America.
8.1.3.1.
Explain the factors that led to the founding of the colonies, e.g., the escape from religious persecution, economic opportunity, release from prison, and military adventure.
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Standard 8.1.3.1.
8.1.3.2.
Describe geographic, political, economic, and social contrasts in the three regions of New England, the mid-Atlantic, and the South.
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Standard 8.1.3.2.
8.1.3.3.
Describe life in the colonies in the 18th century from the perspectives of Native Americans, large landowners, farmers, artisans, women, and slaves.
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Standard 8.1.3.3.
8.1.3.4.
Explain the principal economic and political connections between the colonies and England.
8
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Standard 8.1.3.4.
8.1.3.5.
Describe sources of dissatisfaction that led to the American Revolution.
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Standard 8.1.3.5.
8.1.3.6.
Identify key individuals and events in the American Revolution, e.g., King George, Lord North, Lord Cornwallis, John Adams, Samuel Adams, Paul Revere, Benjamin Franklin, George Washington, Thomas Jefferson, Patrick Henry, and Thomas Paine.
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Standard 8.1.3.6.
8.1.3.7.
Explain major military campaigns of the Revolutionary War and reasons why the colonies were able to defeat the British.
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Standard 8.1.3.7.
NE.8.1.4. United States History: Students will analyze challenges faced by the new United States government.
8.1.4.1.
Explain the writing of a new Constitution in 1787 and the struggles over ratification and the addition of a Bill of Rights.
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Standard 8.1.4.1.
8.1.4.2.
Describe major issues facing Congress and the first four presidents.
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Standard 8.1.4.2.
8.1.4.3.
Explain conflicts between Thomas Jefferson and Alexander Hamilton that resulted in the emergence of two political parties.
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Standard 8.1.4.3.
NE.8.1.5. United States History: Students will describe growth and change in the United States from 1801-1861.
8.1.5.1.
Describe territorial exploration, expansion, and settlement, e.g., Lewis and Clark, Louisiana Purchase, and acquisition of southern and western territories.
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Standard 8.1.5.1.
8.1.5.2.
Describe how the physical geography and various incentives influenced the movement of people, goods, and services
4
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Standard 8.1.5.2.
8.1.5.3.
Describe the political relationships between the Americas and Europe, which led to the Monroe Doctrine.
3
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Standard 8.1.5.3.
8.1.5.4.
Describe the impact of inventions, e.g., the cotton gin, McCormick reaper, etc.
1
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Standard 8.1.5.4.
NE.8.1.6. United States History: Students will identify and analyze causes, key events, and the effects of the Civil War and Reconstruction.
8.1.6.1.
Describe economic and philosophical differences between the North and South.
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Standard 8.1.6.1.
8.1.6.2.
Identify key events leading to secession and war.
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Standard 8.1.6.2.
8.1.6.3.
Identify key people during this period, e.g., Abraham Lincoln, Ulysses S. Grant, Jefferson Davis, Robert E. Lee, Frederick Douglas, William Lloyd Garrison, Harriet Tubman, Harriet Beecher Stowe, John Brown, Clara Barton, etc.
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Standard 8.1.6.3.
8.1.6.4.
Identify key events during the Civil War, e.g., major battles, the Emancipation Proclamation, and Lee's surrender at Appomattox.
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Standard 8.1.6.4.
8.1.6.5.
Describe life on the battlefield and on the homefront from multiple perspectives.
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Standard 8.1.6.5.
8.1.6.6.
Explain the basic provisions and postwar impact of the 13th, 14th, and 15th Amendments to the United States Constitution.
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Standard 8.1.6.6.
8.1.6.7.
Describe the impact of Reconstruction policies on the South.
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Standard 8.1.6.7.
NE.8.1.7. United States History: Students will explain post Civil War changes in the United States, and the role of the United States in world affairs through World War I.
8.1.7.1.
Describe federal policies of expansion and how they affected various culture groups and individuals, e.g., Native Americans, Asian Americans, etc.
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Standard 8.1.7.1.
8.1.7.2.
Explain why people immigrated to the United States, describe their obstacles and contributions.
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Standard 8.1.7.2.
8.1.7.3.
Describe the growth of American cities and the impact on societies.
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Standard 8.1.7.3.
8.1.7.4.
Describe the United States participation in key world events, e.g., the Spanish- American War, World War I, etc.
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Standard 8.1.7.4.
NE.8.1.8. United States History: Students will describe key, social, economic and cultural developments from WWI through the Great Depression.
8.1.8.1.
Describe the arts in the United States, e.g., the Harlem Renaissance, the works of F. Scott Fitzgerald, Louis Armstrong, etc.
1
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Standard 8.1.8.1.
8.1.8.2.
Describe the social changes, e.g., women's suffrage, prohibition, etc.
7
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Standard 8.1.8.2.
8.1.8.3.
Describe the economic factors that led to the Great Depression.
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Standard 8.1.8.3.
8.1.8.4.
Describe the extent and depth of business and farm failures, unemployment, and poverty.
9
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Standard 8.1.8.4.
8.1.8.5.
Describe the New Deal, the Depression, and the future role of government in the economy.
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Standard 8.1.8.5.
8.1.8.6.
Identify key people of the period, e.g., Eleanor and Franklin Roosevelt, Charles Lindbergh, etc.
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Standard 8.1.8.6.
8.1.9.1.
Explain segregation, desegregation, and the Civil Rights Movement.
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Standard 8.1.9.1.
NE.8.1.9. United States History: Students will describe key people, events, and ideas since World War II.
8.1.9.2.
Describe the changing role of women in America.
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Standard 8.1.9.2.
8.1.9.3.
Describe the technology revolution and its impact on communication, transportation, and new industries.
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Standard 8.1.9.3.
8.1.9.4.
Describe the consumer economy and increasing global markets.
2
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Standard 8.1.9.4.
8.1.9.5.
Describe the increases in violent crime and illegal drugs.
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Standard 8.1.9.5.
8.1.9.6.
Explain the effects of increased immigration.
6
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Standard 8.1.9.6.
8.1.9.7.
Describe political leaders of the period, trend in national elections, and differences between the two major political parties.
1
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Standard 8.1.9.7.
NE.8.2.1. World History to 1000 A.D.: Students will describe human culture in the Paleolithic and Neolithic Eras.
8.2.1.1.
Describe how archeological discoveries change our knowledge of early peoples.
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Standard 8.2.1.1.
8.2.1.2.
Compare the characteristics of Paleolithic and Neolithic societies and the adaptation to physical geography of various areas had on those groups.
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Standard 8.2.1.2.
8.2.1.3.
Describe how tool making, use of fire, agricultural revolution, and other technological and social advancements improved life for early people.
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Standard 8.2.1.3.
NE.8.2.2. World History to 1000 A.D.: Students will describe the impact of ancient river valley civilizations (Mesopotamia, Egypt, India, and China) on the development of world cultures.
8.2.2.1.
Describe the geography and history of each civilization.
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Standard 8.2.2.1.
8.2.2.2.
Describe the location in time and place.
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Standard 8.2.2.2.
8.2.2.3.
Identify social, political, and economic institutions.
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Standard 8.2.2.3.
8.2.2.4.
Describe religious traditions and written language.
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Standard 8.2.2.4.
8.2.2.5.
Identify significant contributions and legacies.
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Standard 8.2.2.5.
NE.8.2.3. World History to 1000 A.D.: Students will describe the impact of history, culture, and geography of Greece and Rome on later civilizations.
8.2.3.1.
Describe the influence of physical geography, climate, and soils on the Greek economic, social, and political development and the impact on the commerce of the Mediterranean regions.
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Standard 8.2.3.1.
8.2.3.2.
Describe the development of Greek democracy.
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Standard 8.2.3.2.
8.2.3.3.
Identify and describe the contributions of Greek culture, e.g., mythology and philosophy.
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Standard 8.2.3.3.
8.2.3.4.
Describe important Greek military campaigns, e.g., the Persian Wars and conquests by the Macedonians.
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Standard 8.2.3.4.
8.2.3.5.
Describe the influence of geography on Roman economic, social, and political development.
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Standard 8.2.3.5.
8.2.3.6.
Relate Roman mythology and religion.
4
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Standard 8.2.3.6.
8.2.3.7.
Describe the development of the Roman government.
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Standard 8.2.3.7.
8.2.3.8.
Identify and describe the economic and political contributions of Roman culture, e.g., mythology and architecture.
6
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Standard 8.2.3.8.
8.2.3.9.
Describe important Roman military campaigns, e.g., military domination of the Mediterranean and Western Europe.
8
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Standard 8.2.3.9.
8.2.3.10.
Describe the fall of the Republic and the rise of imperial monarchs.
5
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Standard 8.2.3.10.
8.2.3.11.
Describe the impact and spread of Christianity and Judaism.
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Standard 8.2.3.11.
8.2.3.12.
Describe, analyze, and evaluate the history of the Byzantine Empire from about 300 BCE to 1000 C.E., e.g., Constantinople, Codification of Roman law, Greek Orthodox churches, and Byzantine art and architecture.
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Standard 8.2.3.12.
NE.8.2.4. World History to 1000 A.D.: Students will describe the development and cultural impact of major religions.
8.2.4.1.
Describe the origins, customs, beliefs, and spread of the major religions
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Standard 8.2.4.1.
8.2.4.2.
Identify the theological and cultural differences and similarities among the major religions.
4
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Standard 8.2.4.2.
8.2.4.3.
Describe the effect of religious, political, and economic competition.
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Standard 8.2.4.3.
8.2.4.4.
Identify the historical turning points that affected the spread and influence of these religious cultures.
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Standard 8.2.4.4.
NE.8.2.5. World History to 1000 A.D.: Students will describe the impact of life in Medieval Europe on later civilizations.
8.2.5.1.
Describe the structure of feudal society and identify economic, social, and political effects.
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Standard 8.2.5.1.
8.2.5.2.
Describe the Age of Charlemagne.
5
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Standard 8.2.5.2.
8.2.5.3.
Describe the impact of Magyars and the Vikings.
2
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Standard 8.2.5.3.
8.2.5.4.
Analyze the influence of Christianity throughout Europe.
3
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Standard 8.2.5.4.
NE.8.2.6. World History to 1000 A.D.: Students will describe the impact of selected civilizations in Asia and Africa on the development of later cultures.
8.2.6.1.
Describe chronology, location, geography, social structures, forms of government, economy, and religion of each civilization.
6
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Standard 8.2.6.1.
8.2.6.2.
Identify key characteristics of the kingdoms of Kush and (Axum) Aksum in Ethiopia.
3
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Standard 8.2.6.2.
8.2.6.3.
Describe how geography of Africa shaped the various cultures of trading empires in Western Africa.
5
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Standard 8.2.6.3.
8.2.6.4.
Describe the culture and contributions of ancient Arabia.
2
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Standard 8.2.6.4.
8.2.6.5.
Identify cultural characteristics of Japan's feudal system.
3
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Standard 8.2.6.5.
8.2.6.6.
Identify various Chinese dynasties and their legacies to later generations.
5
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Standard 8.2.6.6.
8.2.6.7.
Describe the role of geographic factors in limiting or encouraging the movement of people and ideas.
6
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Standard 8.2.6.7.
NE.8.3.1. Civics and Economics: Students will explain and compare the structures, functions, and powers of the three branches of government at the national, state, and local levels.
8.3.1.1.
Explain the election and appointment of officials.
4
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Standard 8.3.1.1.
8.3.1.2.
Describe the division and sharing of powers among and within levels of government.
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Standard 8.3.1.2.
8.3.1.3.
Chart the separation and sharing of powers within levels of government.
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Standard 8.3.1.3.
8.3.1.4.
Describe the process of amending the United States and Nebraska Constitutions.
6
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Standard 8.3.1.4.
8.3.1.5.
Outline the powers granted to Congress, the President, the Supreme Court, and those reserved to the states.
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Standard 8.3.1.5.
NE.8.3.2. Civics and Economics: Students will compare the election process at the local, state, and national levels of government.
8.3.2.1.
Explain nomination and promotion of candidates for elective office.
5
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Standard 8.3.2.1.
8.3.2.2.
Describe similarities and differences between the major political parties.
5
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Standard 8.3.2.2.
8.3.2.3.
Describe voter turnout.
4
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Standard 8.3.2.3.
8.3.2.4.
Evaluate the accuracy of campaign advertising.
2
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Standard 8.3.2.4.
8.3.2.5.
Discuss bias and identify how media reports, analysis, and editorials are different.
4
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Social Studies State
Standard 8.3.2.5.
NE.8.3.3. Civics and Economics: Students will compare the policy-making process at the local, state, and national levels of government.
8.3.3.1.
Chart the basic law-making process within the respective legislative bodies.
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Standard 8.3.3.1.
8.3.3.2.
Explain the interaction between the chief executives and the legislative bodies.
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Standard 8.3.3.2.
8.3.3.3.
Explain the functions of departments, agencies, and regulatory bodies.
5
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Standard 8.3.3.3.
8.3.3.4.
Describe the roles of political parties at the state and national levels.
5
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Standard 8.3.3.4.
8.3.3.5.
Explain the ways that individuals and cultural, ethnic, and other interest groups can influence government policy makers.
6
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Social Studies State
Standard 8.3.3.5.
8.3.3.6.
Describe the impact of the media on public opinion and policy makers.
2
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Social Studies State
Standard 8.3.3.6.
NE.8.3.4. Civics and Economics: Students will distinguish between the judicial systems established by the Nebraska Constitution and United States Constitution.
8.3.4.1.
Diagram the organization and jurisdiction of Nebraska and United States courts.
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Standard 8.3.4.1.
8.3.4.2.
Describe the exercise of the power of judicial review.
6
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Standard 8.3.4.2.
8.3.4.3.
Describe the process of bringing and resolving criminal and civil cases in Nebraska's judicial system.
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Standard 8.3.4.3.
8.3.4.4.
Describe the function and process of the juvenile justice system in Nebraska.
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Standard 8.3.4.4.
NE.8.3.5. Civics and Economics: Students will explain the structure and operation of the United States economy and the role of citizens as producers and consumers.
8.3.5.1.
Define the concepts of scarcity, choice, trade-offs, specialization, entrepreneurship, productivity, inflation, profits, markets, supply and demand, inflation, and unemployment and incentives.
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Standard 8.3.5.1.
8.3.5.2.
Analyze the effect of producer and consumer behavior on markets.
3
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Standard 8.3.5.2.
8.3.5.3.
Describe the role of individuals and businesses as consumers, savers, investors, and borrowers.
8
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Standard 8.3.5.3.
8.3.5.4.
Explain how various institutions help individuals and groups accomplish economic goals.
9
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Standard 8.3.5.4.
8.3.5.5.
Describe common forms of credit, savings, investments, purchases, and contractual agreements, e.g., warranties, and guarantees.
3
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Standard 8.3.5.5.
8.3.5.6.
Analyze skills necessary for career opportunities, e.g., individual abilities, skills, and education, and the changing supply and demand for those skills in the economy.
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Standard 8.3.5.6.
8.3.5.7.
Describe the development of money, savings, and credit.
2
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Standard 8.3.5.7.
NE.8.3.6. Civics and Economics: Students will compare the United States economic system to systems in other countries.
8.3.6.1.
Describe the government's role in the United States economy, e.g., provision of public goods and services, protection of consumer rights, and the promotion of competition.
11
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Standard 8.3.6.1.
8.3.6.2.
Describe the impact of government policies, on individuals and businesses, taxation, and government borrowing
1
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Standard 8.3.6.2.
8.3.6.3.
Explain how the government addresses third-party costs and benefits, e.g., pollution and medical research.
9
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Standard 8.3.6.3.
8.3.6.4.
Explain the differences between traditional command and market economics.
4
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Standard 8.3.6.4.
8.3.6.5.
Analyze the costs and benefits of instituting different degrees of market, command, and traditional characteristics in mixed economic systems.
4
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Standard 8.3.6.5.
NE.8.3.7. Civics and Economics: Students will summarize the rights and responsibilities of United States citizens.
8.3.7.1.
Describe ways individuals participate in the political process, e.g., registering and voting, communicating with government officials, participating in political campaigns, and serving on juries and in voluntary appointed positions.
11
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Standard 8.3.7.1.
8.3.7.2.
Identify the way individuals of cultural, ethnic, and other interest groups can influence governments.
7
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Social Studies State
Standard 8.3.7.2.
8.3.7.3.
Describe the election process and appointment of officials.
2
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Social Studies State
Standard 8.3.7.3.
8.3.7.4.
Describe the impact of the media on public opinion and policy.
4
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Social Studies State
Standard 8.3.7.4.
8.3.7.5.
Compare the election process at the local, state, and national levels of government, e.g., nomination and promotion of candidates for elective office similarities and differences between the major political parties; voter turnout; evaluate the accuracy of campaign advertising; and recognize bias and identify how media reports, analysis, and editorials are different.
4
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Standard 8.3.7.5.
NE.8.3.8. Civics and Economics: Students will describe the purpose and function of the United States Constitution, including the Bill of Rights.
8.3.8.1.
What are inalienable rights?
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Standard 8.3.8.1.
8.3.8.2.
What does 'life, liberty, and the pursuit of happiness,' mean?
5
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Standard 8.3.8.2.
8.3.8.3.
What is the rule of law, justice, and equality under the law?
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Standard 8.3.8.3.
8.3.8.4.
Describe the Native American heritage, e.g., Iroquois Five Nations Confederacy, 'Great Binding Law.'
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Standard 8.3.8.4.
8.3.8.5.
Explain the British and American heritage, e.g., the Magna Carta, the English Bill of Rights, the Mayflower Compact, the Articles of Confederation.
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Standard 8.3.8.5.
8.3.8.6.
Explain the philosophy of government expressed in the Declaration of Independence.
7
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Standard 8.3.8.6.
NE.8.4.1. Skills: Students will explain the meaning of patriotic slogans and excerpts from notable speeches and documents.
8.4.1.1.
Explain the statement 'Give me liberty or give me death.'
4
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Standard 8.4.1.1.
8.4.1.2.
Explain the meaning of 'E Pluribus Unum.'
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Standard 8.4.1.2.
8.4.1.3.
Discuss the importance of the Gettysburg Address.
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Suggested Titles for Nebraska
Social Studies State
Standard 8.4.1.3.
8.4.1.4.
Explain the Preamble to the Constitution.
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Suggested Titles for Nebraska
Social Studies State
Standard 8.4.1.4.
8.4.1.5.
Explain the Declaration of Independence.
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Suggested Titles for Nebraska
Social Studies State
Standard 8.4.1.5.
8.4.1.6.
Who said '...December 7, 1941, a date which will live in infamy'?
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Suggested Titles for Nebraska
Social Studies State
Standard 8.4.1.6.
8.4.1.7.
Explain the statement 'Ask not what your country can do for you ....'
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Social Studies State
Standard 8.4.1.7.
8.4.1.8.
Who said 'Mr. Gorbachev, tear down this wall!'?
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Suggested Titles for Nebraska
Social Studies State
Standard 8.4.1.8.
NE.8.4.2. Skills: Students will demonstrate skills for historical analysis.
8.4.2.1.
Identify, analyze, and interpret primary sources, e.g., artifacts, diaries, letters, photographs, art, documents, newspapers, and contemporary media, e.g., television, movies, and computer information systems to better understand events and life in United States history to 1877.
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Social Studies State
Standard 8.4.2.1.
8.4.2.2. Identify characters, settings, and events from narratives of Nebraska, America, and world history.
8.4.2.3.
Construct various time lines of American history from pre-Columbian times to 1877, highlighting landmark dates, technological changes, major political and military events, and major historical figures.
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Social Studies State
Standard 8.4.2.3.
8.4.2.4.
Locate on a United States map major physical features, bodies of water, exploration and trade routes; the states that entered the Union up to 1877; and, identify the states that formed the Confederacy during the Civil War.
1
Suggested Titles for Nebraska
Social Studies State
Standard 8.4.2.4.
8.4.2.5.
Identify, analyze, and interpret primary sources, e.g., artifacts, diaries, letters, photographs, art, documents, newspapers, contemporary media, and computer information systems, making generalizations about events and life in United States history since 1877.
7
Suggested Titles for Nebraska
Social Studies State
Standard 8.4.2.5.
8.4.2.6.
Recognize and explain nationalism, race, religion, and ethnicity have influenced different points of view.
3
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Social Studies State
Standard 8.4.2.6.
8.4.2.7.
Distinguish fact from fiction by examining documentary sources.
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Social Studies State
Standard 8.4.2.7.
8.4.2.8.
Construct various time lines of United States history since 1877, e.g., landmark dates, technological and economic changes, social movements, military conflicts, and presidential elections.
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Social Studies State
Standard 8.4.2.8.
8.4.2.9.
Locate on a United States map all 50 states, the original 13 states, the states that formed the Confederacy, and states which entered the Union after 1877.
1
Suggested Titles for Nebraska
Social Studies State
Standard 8.4.2.9.
NE.8.4.3. Skills: Students will develop skills in discussion, debate, and persuasive writing by analyzing historical situations and events.
8.4.3.1.
Explain the historical perspectives of people, e.g., Native Americans, Hispanic Americans, African Americans, European Americans, and Asian Americans; settlers, slaves, and slave holders; Patriots and Tories; Federalists and Anti- Federalists; Confederates and Yankees; Republicans and Democrats; and rural and urban.
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Social Studies State
Standard 8.4.3.1.
8.4.3.2.
Describe the causes, costs, and benefits of major events in American history up to 1877, e.g., American Revolution, the Constitutional Convention, the Civil War, and Reconstruction.
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Social Studies State
Standard 8.4.3.2.
NE.8.4.4. Skills: Students will evaluate different assessments of the causes, costs, and benefits of major events in recent American history to develop discussion, debate, and persuasive writing skills.
NE.8.4.5. Skills: Students will interpret economic and political issues as expressed in various visuals.
NE.8.4.6. Skills: Students will improve their skills in historical research and geographical analysis.
8.4.6.1.
Identify analyze, and interpret primary sources and secondary sources to make generalizations about events and life in world history up to 1000 A.D.
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Suggested Titles for Nebraska
Social Studies State
Standard 8.4.6.1.
8.4.6.2.
Identify, analyze, and interpret global population distribution in the Middle Ages.
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Suggested Titles for Nebraska
Social Studies State
Standard 8.4.6.2.
8.4.6.3.
Identify and compare contemporary national political boundaries with the location of civilizations, empires, and kingdoms from 4000 B.C. to 1000 A.D.
3
Suggested Titles for Nebraska
Social Studies State
Standard 8.4.6.3.
8.4.6.4.
Identify and compare the distribution of major religious culture in the contemporary world with the origin and spread of Judaism, Christianity, Islam, Hinduism, and Buddhism up to 1000 A.D.
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Social Studies State
Standard 8.4.6.4.