Common Planner
K–12 Standards

Grade 6

Other Iowa Social Studies sets

Inquiry Anchor Standards

  • A

    Constructing Compelling Questions

    1. 1

      Explain how disciplinary concepts and ideas are associated with a compelling question.SS.6.1.

  • B

    Constructing Supporting Questions

    1. 1

      Identify the relationship between supporting questions and compelling questions in an inquiry.SS.6.2.

  • C

    Gathering and Evaluating Sources

    1. 1

      Gather relevant information from primary and secondary sources using the origin and authority of the source to guide the selection.SS.6.3.

    2. 2

      With teacher direction, evaluate the credibility of primary and secondary sources by determining their relevance and intended use.SS.6.4.

  • D

    Developing Claims and Using Evidence

    1. 1

      With teacher direction, identify evidence that draws information from multiple perspectives and sources to support claims, noting evidentiary limitations.SS.6.5.

    2. 2

      With teacher direction, develop claims and counterclaims while pointing out the strengths and limitations of both. SS.6.6.

  • E

    Communicating and Critiquing Conclusions

    1. 1

      With teacher direction, construct arguments using claims and evidence from multiple sources.SS.6.7.

    2. 2

      With guided practice, construct responses to compelling questions supported by reasoning and evidence.SS.6.8.

    3. 3

      Present original arguments based on credible sources using a variety of media to authentic audiences.SS.6.9.

    4. 4

      With teacher direction, analyze the disciplinary arguments of peers’ for credibility.SS.6.10.

  • F

    Taking Informed Action

    1. 1

      Explain the challenges and opportunities people face when taking action to address problems, including predicting possible results.SS.6.11.

    2. 2

      Apply a range of deliberative and democratic procedures to make decisions and take action in classrooms, schools, and communities. SS.6.12.

Content Anchor Standards

  • A

    Examine Factors that Led to Continuity and Change in Human and Group Behavior

    1. 1

      Identify what makes up a culture and examine how people acquire their cultural beliefs and value systems.SS.6.13. I

  • B

    Recognize the Interaction Between Individuals and Various Groups

    1. 1

      Explain how groups form in our society, and how groups, as well as the individuals within those groups, can influence each other.SS.6.14.

  • C

    Assess the Global Economy

    1. 1

      Distinguish how varying economic systems impact a nation and its citizens.SS.6.15.

  • D

    Create Geographic Representations

    1. 1

      Utilize and construct geographic representations to explain and analyze regional, environmental, and cultural characteristics.SS.6.16.

  • E

    Evaluate Human Environment Interaction

    1. 1

      Analyze and explain the cultural, physical, and environmental characteristics of places and regions and how this affects the life of the people who live there.SS.6.17.

  • F

    Analyze Human Population Movements and Patterns

    1. 1

      Explain how changes in transportation, communication, and technology influence the movement of people, goods, and ideas in various countries.SS.6.18.

  • G

    Analyze Global Interconnections

    1. 1

      Explain how global changes in population distribution patterns affect changes in land use in particular countries or regions.SS.6.19.

  • H

    Analyze Change, Continuity, and Context

    1. 1

      Analyze connections among historical events and developments in various geographic and cultural contexts. SS.6.20.

  • I

    Compare Perspectives

    1. 1

      Explain how and why perspectives of people have changed throughout different historical eras.SS.6.21.

  • J

    Justify Causation and Argumentation

    1. 1

      Explain multiple causes and effects of events and developments in the past. SS.6.22.

  • K

    Iowa History

    1. 1

      Compare Iowa’s geography, natural resources and climate to other regions of the world.SS.6.23.

Financial Literacy

  • A

    Develop Financial and Career Goals

    1. 1

      Explain how personal financial decisions are influenced by an individual’s interpretation of needs and wants. (21st century skills)SS.6.24.

  • B

    Create a Saving and Spending Plan

    1. 1

      Demonstrate how to allocate income for spending, saving and giving. (21st century skills)SS.6.25.

  • C

    Analyze Credit and Debt Levels

    1. 1

      Explain how debit cards differ from credit cards, gift cards, and savings accounts. (21st century skills)SS.6.26.

  • D

    Evaluate Savings and Long Term Investments

    1. 1

      Identify the advantages and disadvantages of various savings tools. (21st century skills)SS.6.27.

  • E

    Measure Risk Management Tools

    1. 1

      Describe how to protect one’s identity from common threats. (21st century skills)SS.6.28.

Frequently asked questions

What grade levels do these standards cover?
Grade 6

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Keep exploring Social Studies standards

Sibling grade bands, other subjects in this jurisdiction, and the same subject across other states.