6th Grade - Lafayette Parish School System

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Lafayette Parish School System
Social Studies
Instructional Framework
(Revised 2015)
6th Grade – World History
Focus is on the geography of the world, the history of ancient civilizations
and the influence of both on the rise of empires and changes in migration,
economics and cultures.
LAFAYETTE PARISH SCHOOL SYSTEM
2015-16 INSTRUCTIONAL FRAMEWORK
FOR THE SOCIAL STUDIES
The 2015-16 Social Studies Instructional Framework for the Lafayette Parish School System provides a comprehensive guide for
Social Studies teachers. The success of this framework depends on the exercise of high standards in instruction that will result in the
achievement of instructional outcomes and an increase in s t u d e n t performance on various assessments throughout the school
year.
This instructional framework addresses Louisiana Standards for Social Studies and Common Core Standards. It is teacher friendly
and is organized into logical blocks of study to help teachers plan and deliver instruction. To achieve instructional outcomes, teachers are
encouraged to consider an “end in mind, backward design” approach as they utilize this framework; the “end” being higher student
achievement through rigorous planning and instruction.
Effective August 2015, ACTIVE CLASSROOM, can be used in coordination with existing textbook. This program provides teachers with
virtually unlimited resources to be used by teachers on a regular basis. Some features of ACTIVE CLASSROOM include:

Toolkits to help teachers customize instruction

Activities for differentiation in the classroom

Video clips, primary sources, music, maps, and project-based activities
In 2016, elementary and middle school Social Studies disciplines will no longer be assessed by ILEAP. The new end of year assessment
will be a field test which is aligned to the 2011 Louisiana Standards for Social Studies and Common Core State Standards. As of the
publication of this document, no specific information regarding the content breakdown of the test is available. Once the assessment data has
been released, recommended adjustments will be included in subsequent curriculum maps.
2015-16 Curriculum Maps are outlined below:
BLOCKS
Lafayette Parish School System uses the Louisiana Standards for Social Studies and Common Core Standards as the basis for this
framework. Blocks reduce the number of assessments necessary throughout the school year.
FOCUS
The FOCUS indicates the topic of study for the block.
SUGGESTED TIME
The suggested time noted for each block of study is estimated. Flexibility is at the discretion of each individual teacher, HOWEVER
teachers must bear in mind that all information from ALL BLOCKS may be included in the new field test this year.
DISTRICT COMMON ASSESSMENTS
Block assessments, now called common assessments, previously found in DATA DIRECTOR will be administered via ACTIVE
CLASSROOM. Only 3 of these assessments will be required in grades 6-8. These include:

A pretest given by August 18, 2015 to establish SLTs.

Effective with the 2015-2016 school year, a MID-TERM test will be given in grades 6-8. See curriculum map for timeline.

A posttest given between April 6 and May 1, 2016 to measure achievement of SLTs.
Data from these assessments will be reviewed at the district level.
INSTRUCTIONAL OUTCOMES/STUDENT LEARNING TARGETS (SLT)
Instructional Outcomes/Student Learning Targets (SLT) refers to the behavioral expectations that are established during planning.
They state what the learner will be able to accomplish during the course of instruction.
The standards are stated in terms of what students will be able to do or learn at the end of study (TLW -the learner will).
ESSENTIAL STANDARDS AND EXPECTATIONS
As of 2011, the number of grade level expectations has been reduced in most disciplines and are now called expectations. The
new expectations are stated in general terms and many of them can be used for multiple topics. A copy of the standards and
expectations for the appropriate grade level is attached to this guide.
COMMON CORE LITERACY STRATEGIES TO ENGAGE STUDENTS refers to the use of literacy strategies that encourage student
driven instruction.
Lesson plans must include the strategies listed on the Curriculum Map at some point during block study.
These strategies address reading and/or writing skills that are outlined in the Common Core standards. The selected strategies
assure that students will be fully engaged individually or collaboratively. Again, these activities can be used at teacher discretion.
RESOURCES
Each block includes a sampling of resources for teachers to refer to for information, activities, videos, worksheets, PowerPoint
presentations and other media to enhance instruction. There are unlimited resources and teachers are encouraged to utilize as
many innovative resources as possible. As always, review of these sources should precede use in the classroom.
COMPASS RUBRIC
The language of the 2015-16 framework and curriculum maps addresses several components of the Compass Rubric.
Instructional outcomes: see the Compass Rubric for further clarification Planning and Instruction: Domain 1c
Engage learners: see the Compass Rubric for further clarification Domain 3c
WORLD HISTORY
6th GRADE
CURRICULUM MAP 2015-2016
BLOCK 1: GEOGRAPHY, EARLY HUMANS, & RISE OF CIVILIZATIONS
FOCUS:
 Geography Review
 Hunter-Gatherers and Early Farmers
 River Valley Civilizations
TEXTBOOK ALIGNMENT:
Geography Handbook; Reference Atlas; Primary Library
Source; Tools of the Historian; Chapters 1,2,6,7
SUGGESTED TIME FOR BLOCK 1: 10 weeks
 Geography/History Review-2 weeks
 Hunter-Gatherers and Early Farmers-2 weeks
 River Valley Civilizations-6 weeks
!!!PRETEST TO BE ADMINISTERED BY AUGUST 18, 2015!!!
*NO Common Assessment will be administered at end of this block; however,
there will be a cumulative mid-term assessment the week of December 14, 2015.
INSTRUCTIONAL OUTCOMES/ STUDENT LEARNING TARGETS (SLT)
The learner will (TLW):
1
examine the major physical and political features that influence world history using maps, charts, graphs, and tools of technology.
2
use historical thinking skills to examine the ancient world and its influence on the development of modern civilization.
3
examine key historical events, ideas, and people that contributed to the growth of ancient civilizations through the Middle Ages.
4
identify and analyze the influence of the environment on migration, cultural diffusion, and human settlement in world history.
5
explain how resources and interdependence influenced economic growth in the ancient world.
CONTENT
Concepts, Figures, and Events
Geography Handbook
Geography Dictionary
Neolithic Era; Paleolithic Era; Ice Age
Archaeologists, Anthropologists, Historians
Tools of the Historian
MESOPOTAMIA
First Empires/cultures
ANCIENT EGYPT (Ch 2)
INDIA (Ch 6)
Civilizations/cultures
Religions
Empires
Caste System
CHINA (Ch 7)
Dynasties
Geography
Cultures
LOUISIANA STANDARDS
FOR SOCIAL STUDIES
SOC.6.6.1.1
SOC.6.6.1.1.a
SOC.6.6.1.1.b
SOC.6.6.1.1.c
SOC.6.6.1.1.d
SOC.6.6.1.1.e
SOC.6.6.1.3
SOC.6.6.2.1
SOC.6.6.2.2
SOC.6.6.2.3
SOC.6.6.3.1
SOC.6.6.3.2
SOC.6.6.3.3
SOC.6.6.3.4
SOC.6.6.4.1
SOC.6.6.4.3
SOC.6.6.6.1
COMMON CORE LITERACY STRATEGIES TO ENGAGE
STUDENTS
CCSS strategies can be found in:
 “Reading Strategies for Social Studies”
 “Writing Strategies for Social Studies”
Each school has received copies for teacher use; See
Instructional Strategist or SS Department Head.






RESOURCES
SOCIAL STUDIES GOOGLE SITE
www.tinyurl.com/lpssk12ss
ACTIVE CLASSROOM
https://active.socialstudies.com
http://www.cicerohistory.com
http://www.vrml.k12.la.us/6th/#Social_Studies
http://pppst.com
http://www.discoveryeducation.com/
FOCUS:
 People and Ideas on the Move
 The Classical World
WORLD HISTORY
6th GRADE
CURRICULUM MAP 2015-2016
BLOCK 2 : EVOLUTION OF THE CLASSICAL WORLD
SUGGESTED TIME FOR BLOCK 2: 9 weeks
 People and Ideas on the Move-2 weeks
 The Classical World-7 weeks
TEXTBOOK ALIGNMENT: Chapters 4, 5, 8, 9
*NO Common Assessment will be administered at end of this block; however,
there will be a cumulative mid-term assessment the week of December 14, 2015.
*Note- Chapters 8 and 9 will not be covered on the mid-term assessment.
INSTRUCTIONAL OUTCOMES/ STUDENT LEARNING TARGETS (SLT)
The learner will (TLW):
1
2
3
4
5
use historical thinking skills to examine the ancient world.
use maps and other technology to examine political and physical features that influenced changes in the world.
analyze the influence of the environment on migration, cultural diffusion, and human settlement.
examine key historical events, ideas, and people that contributed to the growth of ancient civilizations.
evaluate the influence of the structure, function and origin of democracy on ancient and modern civilizations.
LOUISIANA STANDARDS
CONTENT
COMMON CORE LITERACY STRATEGIES TO
FOR
SOCIAL
STUDIES
ENGAGE STUDENTS
Concepts, Figures, and Events
GREECE (Chapters 4 and 5)
Geography
Kingdoms
Polis
Sparta
Military
Persian Wars
Athenian Empire
Democracy
Pericles
Peloponnesian War
Mythology
Writers/Philosophers
Historians
Macedonia
Alexander’s Empire
Science and Math
Delian League
Olympics
ROME (Chapters 8 and 9)
Origins
Republic
Patricians/Plebians
Dictator
Twelve Tables
Punic Wars
Hannibal
Julius Caesar
Octavian
The Second Triumvirate
Augustus
Pax Romana
Colosseum
Engineering
Aqueduct
Forum
Gladiators
Constantine/Constantinople
Germanic people
Vandals
Byzantine Empire
Justinian
SOC.6.6.1.1.a
SOC.6.6.1.1.b
SOC.6.6.1.1.c
SOC.6.6.1.1.d
SOC.6.6.1.1.e
SOC.6.6.1.3
SOC.6.6.2.4
SOC.6.6.2.5
SOC.6.6.3.3
SOC.6.6.3.4
SOC.6.6.4.1
SOC.6.6.4.2
SOC.6.6.4.3
SOC.6.6.5.1
SOC.6.6.5.2
CCSS strategies can be found in:
 “Reading Strategies for Social Studies”
 “Writing Strategies for Social Studies”
Each school has received copies for teacher use;
See instructional strategist or SS Department Head.





RESOURCES
SOCIAL STUDIES GOOGLE SITE
www.tinyurl.com/lpssk12ss
ACTIVE CLASSROOM
https://active.socialstudies.com
http://www.historyforkids.org
http://www.mythweb.com
http://www.unc.edu/depts/cl_atlas/index.html
WORLD HISTORY
6th GRADE
CURRICULUM MAP 2015-2016
BLOCK 3 : RELIGION AND THE MEDIEVAL WORLD
FOCUS:
 Spread of Culture and Religion
 Medieval Europe
 Rise of New Empires/Expansion of Communication and Trade
TEXTBOOK ALIGNMENT: Chapters 3,6,7,10,11,12,13,15,16
SUGGESTED TIME FOR BLOCK 3: 6 weeks
 Spread of Culture and Religion-2 weeks
 Medieval Europe-2 weeks
 Rise of New Empires/Expansion of Communication and Trade-2 weeks
No common assessment will be administered.
INSTRUCTIONAL OUTCOMES/ STUDENT LEARNING TARGETS (SLT)
The learner will (TLW):
1
2
3
4
use historical thinking skills to examine the ancient world and its influence on the development of modern civilization.
examine key historical events, ideas, and people that contributed to the growth of civilizations from ancient times through the Middle Ages.
examine the major physical and political features that influenced world history using maps, charts, graphs, and tools of technology.
explain how resources and interdependence influenced economic growth in the ancient world.
CONTENT
Concepts, Figures, and Events
ISRAELITES (Ch 3)
Judaism
Ten Commandments
Kings
Prophets
INDIAN RELIGIONS (Ch 6)
Hinduism
Buddhism
Theocracy
CHINESE PHILOSOPHIES (Ch 7)
Confucianism
Daoism
Legalism
Great Wall
CHRISTIANITY (Ch 10)
Jesus of Nazareth
Apostles
Constantine
ISLAM (Ch 11)
Muslim
Muhammad
Quran/Koran
MEDIEVAL EUROPE (Ch 15)
Franks
Charlemagne
Holy Roman Empire
Feudalism
William the Conqueror
Magna Carta
The Crusades
CHINA (Ch 12)
Mongolia/Genghis Kahn
Ming Dynasty
AFRICA(Ch 13)
Empires
Ghana, Mali, Songhai
Mansa Musa
THE AMERICAS(Ch 16)
Mesoamerica
Civilizations
Tenochtitlan
Christopher Columbus
Conquistadors
Cortes, Montezuma
LOUISIANA
STANDARDS FOR
SOCIAL STUDIES
SOC.6.6.1.1.a
SOC.6.6.1.1.b
SOC.6.6.1.1.c
SOC.6.6.1.1.d
SOC.6.6.1.1.e
SOC.6.6.1.3
SOC.6.6.2.6
SOC.6.6.2.7
SOC.6.6.2.8
SOC.6.6.2.9
SOC.6.6.3.3
SOC.6.6.6.2
SOC.6.6.6.3
SOC.6.6.6.4
COMMON CORE LITERACY STRATEGIES TO
ENGAGE STUDENTS
CCSS strategies can be found in:
 “Reading Strategies for Social Studies”
 “Writing Strategies for Social Studies”
Each school has received copies for teacher use; See
instructional strategist or SS Department Head.

RESOURCES
SOCIAL STUDIES GOOGLE SITE
www.tinyurl.com/lpssk12ss
ACTIVE CLASSROOM
https://active.socialstudies.com






http://www.historyforkids.org
www.religionsfacts.com
http://www.learner.org/interactives/middleages/feudal.html
http://mos.org/sln/Leonardo/LeoHomePage.html
http://www.folger.edu/template.cfm?cid=588
http://www.surfnetkids.com/william_shakespeare.htm

WORLD HISTORY
6th GRADE
CURRICULUM MAP 2015-2016
BLOCK 4: THE RENAISSANCE, THE REFORMATION, AND GLOBAL EXPLORATION (AD 1300-1600)
FOCUS:
SUGGESTED TIME FOR BLOCK 4: 4 Weeks
 Renaissance, Reformation, Global Exploration
TEXTBOOK ALIGNMENT: Chapters 17, 18
*Administer posttest (April 6-May 1, 2016)
INSTRUCTIONAL OUTCOMES/ STUDENT LEARNING TARGETS (SLT)
The learner will (TLW):
1. use historical thinking skills to examine the ancient world and its influence on the development of modern civilization.
2. examine key historical events, ideas, and people that contributed to the growth of civilizations from ancient times through the Middle Ages
which led to the development of the modern world.
CONTENT
Concepts, Figures, and Events
RENAISSANCE
Venice and Florence
Marco Polo
Medici
Diplomacy
Machiavelli
Humanism
Johannes Gutenberg
Printing press
Vernacular
Dante
Leonardo da Vinci
Michelangelo
Shakespeare
REFORMATIONAN
Martin Luther
Protestantism
Ninety-five Thesis
Pope
Theology
Secular
Predestination
30 Years War
Catherine de Medici
Henry VIII
Mary I
Elizabeth I
GLOBAL EXPLORATION
Vasco da Gama
Henry the Navigator
Ferdinand Magellan
John Cabot
Jacques Cartier
LOUISIANA
STANDARDS FOR
SOCIAL STUDIES
SOC.6.6.1.1.a
SOC.6.6.1.1.b
SOC.6.6.1.1.c
SOC.6.6.1.1.d
SOC.6.6.1.1.e
SOC.6.6.1.3
SOC.6.6.2.10
COMMON CORE LITERACY STRATEGIES TO
ENGAGE STUDENTS
CCSS strategies can be found in:
 “Reading Strategies for Social Studies”
 “Writing Strategies for Social Studies”
Each school has received copies for teacher use;
See instructional strategist or SS Department Head.
RESOURCES





SOCIAL STUDIES GOOGLE SITE
www.tinyurl.com/lpssk12ss
ACTIVE CLASSROOM
https://active.socialstudies.com
http://mos.org/sln/Leonardo/LeoHomePage.html
http://www.folger.edu/template.cfm?cid=588
http://www.surfnetkids.com/william_shakespeare.
htm
2015-16 LOUISIANA STRANDS, STANDARDS, AND EXPECTATIONS
GRADE 6 WORLD HISTORY
SOC.6 Strand History
SOC.6.6.1 - [Standard] - Students use historical thinking skills to examine the ancient world and its influence on the development of modern civilization.
SOC.6.6.1.1 - [Expectation] - Produce clear and coherent writing for a range of tasks, purposes, and audiences by:
SOC.6.6.1.1.a - Conducting historical research
SOC.6.6.1.1.b - Evaluating a broad variety of primary and secondary sources
SOC.6.6.1.1.c - Comparing and contrasting varied points of view
SOC.6.6.1.1.d - Determining the meaning of words and phrases from historical texts
SOC.6.6.1.1.e - Using technology to research, produce, or publish a written product
SOC.6.6.1.2 - [Expectation] - Construct and interpret a parallel timeline of key events in the ancient world
SOC.6.6.1.3 - [Expectation] - Analyze information in primary and secondary sources to address document-based questions
SOC.6.6.1.4 - [Expectation] - Identify and compare measurements of time in order to understand historical chronology
SOC.6.6.2 - [Standard] - Students examine key historical events, ideas, and people that contributed to the growth of civilizations from ancient times through the Middle Ages which led to
the development of the modern world.
SOC.6.6.2.1 - [Expectation] - Analyze the relationship between geographical features and early settlement patterns using maps and globes
SOC.6.6.2.2 - [Expectation] - Examine how the achievements of early humans led to the development of civilization
SOC.6.6.2.3 - [Expectation] - Describe the characteristics and achievements of the ancient river civilizations of Mesopotamia, Egypt, Indus Valley, and China
SOC.6.6.2.4 - [Expectation] - Describe the development of the Greek city-state, the culture and achievements of Athens and Sparta, and the impact of Alexander the Great's conquests on the spread
of Greek culture
SOC.6.6.2.5 - [Expectation] - Describe the characteristics of Roman civilization, its cultural, political, and technological achievements, and its influence on other later cultures
SOC.6.6.2.6 - [Expectation] - Analyze the origin and spread of major world religions as they developed throughout history
SOC.6.6.2.7 - [Expectation] - Summarize key features of ancient West African kingdoms (Ghana, Mali, Songhai)
SOC.6.6.2.8 - [Expectation] - Identify key characteristics of Chinese dynasties' political, economic, and social structures
SOC.6.6.2.9 - [Expectation] - Describe the characteristics, significance, and influences of feudalism, the Crusades, and the growth of towns and cities through trade and commerce during the Middle
Ages
SOC.6.6.2.10 - [Expectation] - Examine the significance of the people and ideas that influenced the Renaissance in Europe
SOC.6. - [Strand] - Geography
SOC.6.6.3 - [Standard] - Students examine the major physical and political features that influenced world history using maps, charts, graphs, and tools of technology.
SOC.6.6.3.1 - [Expectation] - Identify and label major lines of latitude and longitude using a world map or globe to determine climate zones and time zones
SOC.6.6.3.2 - [Expectation] - Plot coordinates of latitude and longitude to determine location or change of location
SOC.6.6.3.3 - [Expectation] - Compare and contrast physical and political boundaries of civilizations, empires, and kingdoms using maps and globes
SOC.6.6.3.4 - [Expectation] - Determine world migration patterns and population trends by interpreting maps, charts, and graphs
SOC.6.6.4 - [Standard] - Students identify and analyze the influence of the environment on migration, cultural diffusion, and human settlement in world history.
SOC.6.6.4.1 - [Expectation] - Identify and describe physical features and climate conditions that contributed to early human settlement in regions of the world
SOC.6.6.4.2 - [Expectation] - Explain how world migration patterns and cultural diffusion influenced human settlement
SOC.6.6.4.3 - [Expectation] - Explain the connection between physical geography and its influence on the development of civilization
SOC.6. - [Strand] - Civics
SOC.6.6.5 - [Standard] - Students examine the influence of the structure, function, and origin of democracy.
SOC.6.6.5.1 - [Expectation] - Describe the essential elements of Greek city-state government that influenced the development of democracy
SOC.6.6.5.2 - [Expectation] - Describe the government of the Roman Republic and how it influenced the development of democracy
SOC.6. - [Strand] - Economics
SOC.6.6.6 - [Standard] - Students explain how resources and interdependence influenced economic growth in the ancient world.
SOC.6.6.6.1 - [Expectation] - Explain the impact of job specialization in the development of civilizations
SOC.6.6.6.2 - [Expectation] - Analyze the progression from barter exchange to monetary exchange
SOC.6.6.6.3 - [Expectation] - Describe the economic motivation for expanding trade and territorial conquests in world civilizations using economic concepts
SOC.6.6.6.4 - [Expectation] - Explain how the development of trade and taxation influenced economic growth in the ancient world
2015-16 LOUISIANA COMMON CORE STANDARDS
GRADES 6-8 READING STRAND
LA.6-8. - Key Ideas and Details
LA.6-8.CCSS.ELA-Literacy.CCRA.R.1 - [Anchor Standard] - 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.
LA.6-8.CCSS.ELA-Literacy.RH.6-8.1 - [Grade Level Standard] - Cite specific textual evidence to support analysis of primary and secondary sources.
LA.6-8.CCSS.ELA-Literacy.CCRA.R.2 - [Anchor Standard] - Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
LA.6-8.CCSS.ELA-Literacy.RH.6-8.2 - [Grade Level Standard] - 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.
LA.6-8.CCSS.ELA-Literacy.CCRA.R.3 - [Anchor Standard] - Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
LA.6-8.CCSS.ELA-Literacy.RH.6-8.3 - [Grade Level Standard] - Identify key steps in a text's description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates
are raised or lowered).
LA.6-8. - Craft and Structure
LA.6-8.CCSS.ELA-Literacy.CCRA.R.4 - [Anchor Standard] - 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.
LA.6-8.CCSS.ELA-Literacy.RH.6-8.4 - [Grade Level Standard] - Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to
history/social studies.
LA.6-8.CCSS.ELA-Literacy.CCRA.R.5 - [Anchor Standard] - Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter,
scene, or stanza) relate to each other and the whole.
LA.6-8.CCSS.ELA-Literacy.RH.6-8.5 - [Grade Level Standard] - Describe how a text presents information (e.g., sequentially, comparatively, causally).
LA.6-8.CCSS.ELA-Literacy.CCRA.R.6 - [Anchor Standard] - Assess how point of view or purpose shapes the content and style of a text.
LA.6-8.CCSS.ELA-Literacy.RH.6-8.6 - [Grade Level Standard] - Identify aspects of a text that reveal an author's point of view or purpose (e.g., loaded language, inclusion or avoidance of particular
facts).
LA.6-8. - Integration of Knowledge and Ideas
LA.6-8.CCSS.ELA-Literacy.CCRA.R.7 - [Anchor Standard] - Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
LA.6-8.CCSS.ELA-Literacy.RH.6-8.7 - [Grade Level Standard] - Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
LA.6-8.CCSS.ELA-Literacy.CCRA.R.8 - [Anchor Standard] - Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and
sufficiency of the evidence.
LA.6-8.CCSS.ELA-Literacy.RH.6-8.8 - [Grade Level Standard] - Distinguish among fact, opinion, and reasoned judgment in a text.
LA.6-8.CCSS.ELA-Literacy.CCRA.R.9 - [Anchor Standard] - Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors
take.
LA.6-8.CCSS.ELA-Literacy.RH.6-8.9 - [Grade Level Standard] - Analyze the relationship between a primary and secondary source on the same topic.
LA.6-8. - Range of Reading and Level of Text Complexity
LA.6-8.CCSS.ELA-Literacy.CCRA.R.10 - [Anchor Standard] - Read and comprehend complex literary and informational texts independently and proficiently.
LA.6-8.CCSS.ELA-Literacy.RH.6-8.10 - [Grade Level Standard] - By the end of grade 8, read and comprehend history/social studies texts in the grades 6-8 text complexity band independently and
proficiently.
GRADES 6-8 WRITING STRAND
LA.6-8. - Text Types and Purposes
LA.6-8.CCSS.ELA-Literacy.WHST.6-8.1 - [Grade Level Standard] - Write arguments focused on discipline-specific content.
LA.6-8.CCSS.ELA-Literacy.WHST.6-8.1a - 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.
LA.6-8.CCSS.ELA-Literacy.WHST.6-8.1b - Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an
understanding of the topic or text, using credible sources.
LA.6-8.CCSS.ELA-Literacy.WHST.6-8.1c - Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s),
counterclaims, reasons, and evidence.
LA.6-8.CCSS.ELA-Literacy.WHST.6-8.1d - Establish and maintain a formal style.
LA.6-8.CCSS.ELA-Literacy.WHST.6-8.1e - Provide a concluding statement or section that follows from and supports the argument presented.
LA.6-8.CCSS.ELA-Literacy.WHST.6-8.2 - [Grade Level Standard] - Write informative/explanatory texts, including the narration of historical events,
scientific procedures/ experiments, or technical processes.
LA.6-8.CCSS.ELA-Literacy.WHST.6-8.2a - Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into
broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful
to aiding comprehension.
LA.6-8.CCSS.ELA-Literacy.WHST.6-8.2b - Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other
information and examples.
LA.6-8.CCSS.ELA-Literacy.WHST.6-8.2c - Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and
concepts.
LA.6-8.CCSS.ELA-Literacy.WHST.6-8.2d - Use precise language and domain-specific vocabulary to inform about or explain the topic.
LA.6-8.CCSS.ELA-Literacy.WHST.6-8.2e - Establish and maintain a formal style and objective tone.
LA.6-8.CCSS.ELA-Literacy.WHST.6-8.2f - Provide a concluding statement or section that follows from and supports the information or explanation
presented.
LA.6-8.CCSS.ELA-Literacy.WHST.6-8.3 - [Grade Level Standard] - (See note; not applicable as a separate requirement)
LA.6-8. - Production and Distribution of Writing
LA.6-8.CCSS.ELA-Literacy.WHST.6-8.4 - [Grade Level Standard] - Produce clear and coherent writing in which the development, organization, and style
are appropriate to task, purpose, and audience.
LA.6-8.CCSS.ELA-Literacy.WHST.6-8.5 - [Grade Level Standard] - 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.
LA.6-8.CCSS.ELA-Literacy.WHST.6-8.6 - [Grade Level Standard] - Use technology, including the Internet, to produce and publish writing and present the
relationships between information and ideas clearly and efficiently.
LA.6-8. - Research to Build and Present Knowledge
LA.6-8.CCSS.ELA-Literacy.WHST.6-8.7 - [Grade Level Standard] - Conduct short research projects to answer a question (including a self-generated
question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
LA.6-8.CCSS.ELA-Literacy.WHST.6-8.8 - [Grade Level Standard] - Gather relevant information from multiple print and digital sources, using search terms
effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and
following a standard format for citation.
LA.6-8.CCSS.ELA-Literacy.WHST.6-8.9 - [Grade Level Standard] - Draw evidence from informational texts to support analysis, reflection, and research.
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