Proposed SC Social Studies Standards, Grade 6
This document presents a proposed restructuring of the South Carolina Social Studies College- and Career-Ready Standards for Grade 6. The Grade 6 course focuses on early civilizations, classical civilizations, interregional exchange, religion, trade, empires, conflict, and complex societies through 1450. Each indicator is presented with a unified classification system, vocabulary, DOK-leveled examples of student performance, and an ELA/CER bridge.
Classification taxonomy and how to read indicator codes
Every indicator carries a Skill code and a Theme code. Geographic skill codes appear as a third tag where they fit naturally. DOK levels structure the performance examples that replace traditional mastery descriptors.
Skill codes
- CO
- Comparison
- CE
- Causation
- P
- Periodization
- CX
- Context
- CC
- Continuity and Change
- E
- Evidence
Theme codes
- CI
- Culture and Intellectual Development
- GX
- Global Exchanges
- IE
- Interaction with Environment
- SS
- Social Systems and Order
- SF
- State Formation, Expansion, Conflict
Geographic skill codes
- M
- Mapping
- MR
- Models and Representations
- GE
- Gather Evidence and Communicate Findings
- S
- Scale
- DP
- Distribution and Patterns
DOK levels
- 1
- Recall and Reproduction
- 2
- Skill and Concept
- 3
- Strategic Thinking and Reasoning
- 4
- Extended Thinking and Investigation
Read every indicator code as
Grade.Standard.Indicator · Skill · Theme · (Geographic
Skill). Example: 6.1.3 · CE · IE · M indicates the third
indicator under Standard 6.1, classified by Causation, situated in
the Interaction with Environment theme, and supported by Mapping.
Vocabulary terms are listed in a single Vocabulary field for easier
review, editing, and classroom use.
Standard 6.1Early Civilizations and River Valley Societies
Standard Summary
Students investigate how early civilizations began, organized, and developed by using historical thinking, G.R.A.P.E.S., geographic reasoning, agricultural change, social-system comparison, and evidence-based explanation. The standard positions civilization as a connected system rather than a collection of isolated facts. Students examine how geography, river systems, resource distribution, agriculture, belief systems, labor, leadership, hierarchy, law, and evidence shaped early human communities.
By the end of this standard, students should be able to explain why permanent settlements emerged, how the Agricultural Revolution transformed human life, how river valley civilizations organized people and power, and how historians use maps, timelines, artifacts, and written sources to support claims. Instruction should repeatedly connect vocabulary to reasoning, so students use words such as cause, effect, compare, evidence, hierarchy, settlement, and resource as tools for historical explanation.
6.1.1
Apply historical thinking skills to investigate early
civilizations.
Classification
CE Causation
CI Culture and Intellectual
Development
Vocabulary
applycauseeffectlong-term effectevidenceclaimperspectivedevelopmentanalyzeexplaincitesupportcomparisoncausationshort-term causechronologytimelinehistorical periodcontextprimary sourcesecondary sourceartifactinferencecivilizationlegacy
DOK-Leveled Performance Examples
DOK 1 · Recall
Student identifies key vocabulary, people, places, events,
or categories connected to historical thinking skills to
investigate early civilizations.
DOK 2 · Skill and Concept
Student uses a source, map, chart, image, or short reading
to describe historical thinking skills to investigate
early civilizations, correctly applying terms such as
comparison, causation, cause, effect.
DOK 3 · Strategic Thinking
Student constructs a cause-and-effect explanation showing
how historical thinking skills to investigate early
civilizations produced specific short-term and long-term
consequences, using evidence from at least two source
types.
DOK 4 · Extended Thinking
Student investigates historical thinking skills to
investigate early civilizations across more than one
region or time period, evaluates competing causal
explanations, and defends the strongest interpretation
with evidence.
ELA / CER bridge: Cause-and-effect CER
writing should make each link visible: name the cause, cite
the evidence, explain the immediate effect, and connect it to
the larger consequence related to historical thinking skills
to investigate early civilizations.
6.1.2
Use G.R.A.P.E.S. to analyze defining characteristics of early
civilizations.
Classification
CE Causation
CI Culture and Intellectual
Development
Vocabulary
analyzecentral ideasupporting detailgeographyreligionachievementspoliticseconomicssocial structurecivilizationsocietyculturebelief systemgovernmenteconomyhierarchysocial classtechnologyinnovationarchitectureagriculturetradelabor systemreciprocal influencelocal environmentsnatural resourcessocial class hierarchiesvalue systems
DOK-Leveled Performance Examples
DOK 1 · Recall
Student identifies key vocabulary, people, places, events,
or categories connected to g.r.a.p.e.s. to analyze
defining characteristics of early civilizations.
DOK 2 · Skill and Concept
Student uses a source, map, chart, image, or short reading
to describe g.r.a.p.e.s. to analyze defining
characteristics of early civilizations, correctly applying
terms such as geography, religion, achievements, politics.
DOK 3 · Strategic Thinking
Student constructs a cause-and-effect explanation showing
how g.r.a.p.e.s. to analyze defining characteristics of
early civilizations produced specific short-term and
long-term consequences, using evidence from at least two
source types.
DOK 4 · Extended Thinking
Student investigates g.r.a.p.e.s. to analyze defining
characteristics of early civilizations across more than
one region or time period, evaluates competing causal
explanations, and defends the strongest interpretation
with evidence.
ELA / CER bridge: Cause-and-effect CER
writing should make each link visible: name the cause, cite
the evidence, explain the immediate effect, and connect it to
the larger consequence related to g.r.a.p.e.s. to analyze
defining characteristics of early civilizations.
6.1.3
Analyze how location, physical features, climate, water
systems, and resources influenced settlement.
Classification
E Evidence
IE Interaction with
Environment
GE Gather Evidence and
Communicate Findings
Vocabulary
analyzeinterpret a maplocationabsolute locationrelative locationplaceregionlandformrivervalleybasinclimateweatherphysical conditionwater bodynatural resourceresource distributionfertile soilirrigationpermanent settlementpopulation distributionsettlement patternhuman-environment interactionmapphysical map
DOK-Leveled Performance Examples
DOK 1 · Recall
Student identifies key vocabulary, people, places, events,
or categories connected to how location, physical
features, climate, water systems, and resources influenced
settlement.
DOK 2 · Skill and Concept
Student uses a source, map, chart, image, or short reading
to describe how location, physical features, climate,
water systems, and resources influenced settlement,
correctly applying terms such as location, absolute
location, relative location, place.
DOK 3 · Strategic Thinking
Student constructs an evidence-based explanation about how
location, physical features, climate, water systems, and
resources influenced settlement, citing multiple sources
and explaining how each source supports the claim.
DOK 4 · Extended Thinking
Student synthesizes sources with different perspectives on
how location, physical features, climate, water systems,
and resources influenced settlement, evaluates credibility
or limitations, and produces a conclusion that
acknowledges missing evidence.
ELA / CER bridge: Evidence-based CER writing
should cite the source, explain what it shows, connect it to
the claim, and acknowledge what the source cannot prove about
how location, physical features, climate, water systems, and
resources influenced settlement.
6.1.4
Explain how the first agricultural revolution changed
settlement, labor, population, hierarchy, and government.
Classification
CE Causation
SF State Formation, Expansion,
Conflict
Vocabulary
causeeffecttransformationexplainsequenceagricultural revolutionagriculturedomesticationirrigationsurplusspecializationdivision of laborpermanent settlementurbanizationsocial hierarchysocial classpolitical organizationpopulationsystemtechnological advancesdesire for expansionfirst agricultural revolution
DOK-Leveled Performance Examples
DOK 1 · Recall
Student identifies key vocabulary, people, places, events,
or categories connected to how the first agricultural
revolution changed settlement, labor, population,
hierarchy, and government.
DOK 2 · Skill and Concept
Student uses a source, map, chart, image, or short reading
to describe how the first agricultural revolution changed
settlement, labor, population, hierarchy, and government,
correctly applying terms such as agricultural revolution,
agriculture, domestication, irrigation.
DOK 3 · Strategic Thinking
Student constructs a cause-and-effect explanation showing
how how the first agricultural revolution changed
settlement, labor, population, hierarchy, and government
produced specific short-term and long-term consequences,
using evidence from at least two source types.
DOK 4 · Extended Thinking
Student investigates how the first agricultural revolution
changed settlement, labor, population, hierarchy, and
government across more than one region or time period,
evaluates competing causal explanations, and defends the
strongest interpretation with evidence.
ELA / CER bridge: Cause-and-effect CER
writing should make each link visible: name the cause, cite
the evidence, explain the immediate effect, and connect it to
the larger consequence related to how the first agricultural
revolution changed settlement, labor, population, hierarchy,
and government.
6.1.5
Compare social systems among early river valley civilizations.
Classification
CO Comparison
SS Social Systems and Order
Vocabulary
comparecontrastpharaohdynastycaste systemscribehierarchygender roleslawagriculturecivilizationdivision of labordomesticationRiver Valley CivilizationsMesopotamiaEgyptKushIndiaChinaNile RiverTigris RiverEuphrates RiverIndus RiverHuang He RiverFertile CrescentMandate of HeavenBrahminKshatriyaVaishyaShudraDalitHammurabi’s CodeEgypt/Kush
DOK-Leveled Performance Examples
DOK 1 · Recall
Student identifies key vocabulary, people, places, events,
or categories connected to social systems among early
river valley civilizations.
DOK 2 · Skill and Concept
Student uses a source, map, chart, image, or short reading
to describe social systems among early river valley
civilizations, correctly applying terms such as compare,
contrast, River Valley Civilizations, Mesopotamia.
DOK 3 · Strategic Thinking
Student compares two relevant societies, regions, events,
or systems and explains one meaningful similarity, one
meaningful difference, and the historical significance of
the comparison.
DOK 4 · Extended Thinking
Student develops a comparative argument about social
systems among early river valley civilizations, weighs
evidence from multiple categories, and explains which
similarity or difference is most historically significant.
ELA / CER bridge: Comparative CER writing
should make the comparison explicit: claim the similarity or
difference, cite evidence from each example, and explain why
the comparison matters for understanding social systems among
early river valley civilizations.
6.1.6
Use sources, maps, artifacts, timelines, and models to
construct evidence-based explanations.
Classification
E Evidence
CI Culture and Intellectual
Development
MR Models and
Representations
Vocabulary
evidenceclaimperspectivebiascredibilityparaphrasesummarizeprimary sourcesecondary sourceartifactmaptimelinegeographic modelvisual representationsourcingcorroborationinferencecitationquotationtext-dependent writingArtifacts reflecting the origins of civilizationsTravel narratives from the Silk RoadReligious text(s)Writings of philosophersLaw codesArtifacts reflecting technological advancements of
civilizationsMaps/GraphsTrade booksOnline encyclopediasTextbooksBiographiesVideosMagazinesNewspapersPeer reviewed scholarly articles/journalsSC DISCUS databasesPodcastsMuseum exhibits (online)
DOK-Leveled Performance Examples
DOK 1 · Recall
Student identifies key vocabulary, people, places, events,
or categories connected to construct evidence-based
explanations.
DOK 2 · Skill and Concept
Student uses a source, map, chart, image, or short reading
to describe construct evidence-based explanations,
correctly applying terms such as evidence, primary source,
secondary source, artifact.
DOK 3 · Strategic Thinking
Student constructs an evidence-based explanation about
construct evidence-based explanations, citing multiple
sources and explaining how each source supports the claim.
DOK 4 · Extended Thinking
Student synthesizes sources with different perspectives on
construct evidence-based explanations, evaluates
credibility or limitations, and produces a conclusion that
acknowledges missing evidence.
ELA / CER bridge: Evidence-based CER writing
should cite the source, explain what it shows, connect it to
the claim, and acknowledge what the source cannot prove about
construct evidence-based explanations.
Standard 6.2Classical Civilizations and Enduring Legacies
Standard Summary
Students study how classical civilizations developed, expanded, interacted, and created enduring legacies. Instruction emphasizes Greece, Rome, China, and India while connecting government, philosophy, religion, trade, science, engineering, social structure, and geography. Students should understand that classical civilizations did not develop in isolation. Their ideas and achievements spread through trade, conquest, migration, cultural diffusion, and long-term interaction.
By the end of this standard, students should be able to compare classical civilizations through G.R.A.P.E.S., explain how geography shaped interaction, analyze the shift from early civilizations to larger states and empires, contextualize major world religions and philosophies, identify changes and continuities, and evaluate achievements from multiple perspectives. The instructional emphasis should remain on legacy, scale, exchange, and evidence-based comparison.
6.2.1
Compare classical civilizations using G.R.A.P.E.S.
Classification
CO Comparison
CI Culture and Intellectual
Development
Vocabulary
comparecontrastclassical civilizationclassical erageographyreligionachievementspoliticseconomicssocial structureenduring influencecultural influencePhilosophyArchitectureArtMathematicsCitizenshipAstronomyConflictsEngineeringArchesAmphitheaterAqueductsConcretePlumbingRepublicCity-statesDemocracyMonarchyOligarchyTyrannyGreeceRomeChinaIndiaAthensSpartaRoman RepublicRoman EmpireHan DynastyGupta EmpireAristotleConfucianismDiffusionDaoism/TaoismEstablishment of (206 BCE)Fall of (220 CE)Huang He River Valley CivilizationMandate of HeavenSilk RoadDiffusion of ReligionDisease, spread ofInnovations and TechnologyAcademyAlexander the GreatHellenistic CultureAthens, Golden AgeDirect DemocracyPericles, Age of (461BCE-429 BCE)ColosseumParthenonRoadsHellenistic AgePericlesPlatoSocratesBuddhismHinduismChristianity
DOK-Leveled Performance Examples
DOK 1 · Recall
Student identifies key vocabulary, people, places, events,
or categories connected to classical civilizations using
g.r.a.p.e.s.
DOK 2 · Skill and Concept
Student uses a source, map, chart, image, or short reading
to describe classical civilizations using g.r.a.p.e.s,
correctly applying terms such as classical civilization,
classical era, Greece, Rome.
DOK 3 · Strategic Thinking
Student compares two relevant societies, regions, events,
or systems and explains one meaningful similarity, one
meaningful difference, and the historical significance of
the comparison.
DOK 4 · Extended Thinking
Student develops a comparative argument about classical
civilizations using g.r.a.p.e.s, weighs evidence from
multiple categories, and explains which similarity or
difference is most historically significant.
ELA / CER bridge: Comparative CER writing
should make the comparison explicit: claim the similarity or
difference, cite evidence from each example, and explain why
the comparison matters for understanding classical
civilizations using g.r.a.p.e.s.
6.2.2
Explain how geography and environment influenced interaction
within and between classical civilizations.
Classification
CE Causation
IE Interaction with
Environment
M Mapping
Vocabulary
explaincauseeffectgeographyphysical mappolitical mapregionlandformsearivermountaindesertclimatenatural resourcestrade routemigrationwarfarecultural diffusionpolitical expansionhuman-environment interactionAchievementsRulelocationtradealphabetEngineeringArchesAmphitheaterAqueductsConcretePlumbingRepublicAlexander the GreatMediterranean SeaseafaringPhoeniciansRoman EmpireColosseumParthenonRoadsMarc AntonyJulius CaesarPunic WarHannibal BarcaSilk RoadDiffusion of ReligionDisease, spread ofInnovations and Technology
DOK-Leveled Performance Examples
DOK 1 · Recall
Student identifies key vocabulary, people, places, events,
or categories connected to how geography and environment
influenced interaction within and between classical
civilizations.
DOK 2 · Skill and Concept
Student uses a source, map, chart, image, or short reading
to describe how geography and environment influenced
interaction within and between classical civilizations,
correctly applying terms such as geography, physical map,
political map, region.
DOK 3 · Strategic Thinking
Student constructs a cause-and-effect explanation showing
how how geography and environment influenced interaction
within and between classical civilizations produced
specific short-term and long-term consequences, using
evidence from at least two source types.
DOK 4 · Extended Thinking
Student investigates how geography and environment
influenced interaction within and between classical
civilizations across more than one region or time period,
evaluates competing causal explanations, and defends the
strongest interpretation with evidence.
ELA / CER bridge: Cause-and-effect CER
writing should make each link visible: name the cause, cite
the evidence, explain the immediate effect, and connect it to
the larger consequence related to how geography and
environment influenced interaction within and between
classical civilizations.
6.2.3
Use chronology and scale to analyze the shift from early to
classical civilizations.
Classification
P Periodization
CI Culture and Intellectual
Development
S Scale
Vocabulary
analyzescaledevelopmentsequencechronologytimelineerahistorical periodperiodizationlocal scaleregional scaleglobal scalecity-statekingdomempireturning pointexpansionpolitical systemeconomic systemsocial systemPhilosophyArchitectureArtMathematicsCitizenshipAchievementsAstronomyConflictsEngineeringArchesAmphitheaterAqueductsConcretePlumbingRepublicAristotleConfucianismDiffusionEnduring InfluenceDaoism/TaoismHan DynastyEstablishment of (206 BCE)Fall of (220 CE)Huang He River Valley CivilizationMandate of HeavenSilk RoadDiffusion of ReligionDisease, spread ofInnovations and TechnologyAcademyAlexander the GreatHellenistic CultureAthens, Golden AgeDirect DemocracyPericles, Age of (461BCE-429 BCE)Gupta EmpireColosseumParthenonRoads
DOK-Leveled Performance Examples
DOK 1 · Recall
Student identifies key vocabulary, people, places, events,
or categories connected to chronology and scale to analyze
the shift from early to classical civilizations.
DOK 2 · Skill and Concept
Student uses a source, map, chart, image, or short reading
to describe chronology and scale to analyze the shift from
early to classical civilizations, correctly applying terms
such as chronology, timeline, era, historical period.
DOK 3 · Strategic Thinking
Student explains chronology and scale to analyze the shift
from early to classical civilizations as part of a larger
historical turning point, using sequence, periodization,
and evidence to show why the change mattered.
DOK 4 · Extended Thinking
Student evaluates whether chronology and scale to analyze
the shift from early to classical civilizations should be
treated as a major turning point by comparing conditions
before, during, and after the development.
ELA / CER bridge: Periodization CER writing
should clarify sequence and significance: what came before,
what changed, and why chronology and scale to analyze the
shift from early to classical civilizations marks a meaningful
turning point.
6.2.4
Contextualize origins, spread, and enduring influence of major
world religions and philosophies.
Classification
CX Context
CI Culture and Intellectual
Development
Vocabulary
contextualizehistorical contextreligionphilosophybelief systemworldviewmonotheismpolytheismsacred textdoctrinefounderleaderdiffusionreligious diffusionkarmadharmanirvanafilial pietyethical systemArchitectureCitizenshipMathematicsAchievementsCity-statesDemocracyMonarchyOligarchyTyrannyConflictsBuddhismChristianityConfucianismDaoismHinduismIslamJudaismTorahBibleQuranBasic tenantsEnduring InfluenceDaoism/TaoismHan DynastyEstablishment of (206 BCE)Fall of (220 CE)Huang He River Valley CivilizationMandate of HeavenSilk RoadDiffusion of ReligionDisease, spread ofInnovations and TechnologyAlexander the GreatHellenistic AgeAthens, Golden AgeAcademyDirect DemocracyAristotlePericlesPlatoSocratesGupta Empire
DOK-Leveled Performance Examples
DOK 1 · Recall
Student identifies key vocabulary, people, places, events,
or categories connected to origins, spread, and enduring
influence of major world religions and philosophies.
DOK 2 · Skill and Concept
Student uses a source, map, chart, image, or short reading
to describe origins, spread, and enduring influence of
major world religions and philosophies, correctly applying
terms such as contextualize, historical context, religion,
philosophy.
DOK 3 · Strategic Thinking
Student contextualizes origins, spread, and enduring
influence of major world religions and philosophies by
explaining the historical conditions, geographic setting,
institutions, and beliefs that shaped it.
DOK 4 · Extended Thinking
Student evaluates how a change in context altered the
meaning or impact of origins, spread, and enduring
influence of major world religions and philosophies across
more than one society, region, or period.
ELA / CER bridge: Contextualization CER
writing should answer when, where, under what conditions, and
for whom, then explain how that setting shaped origins,
spread, and enduring influence of major world religions and
philosophies.
6.2.5
Analyze changes and continuities in organization and
technological advancement.
Classification
CC Continuity and Change
CI Culture and Intellectual
Development
DP Distribution and
Patterns
Vocabulary
analyzecontinuitychangepatterntrendcontinuity and changetechnologyinnovationadvancementinfrastructureengineeringarchitectureroadsaqueductsarchesmathematicsastronomyphilosophytradewarfarecommunicationcultural diffusionsocial hierarchyAchievementsRulelocationalphabetAmphitheaterConcretePlumbingRepublicArtCitizenshipConflictsCity-statesDemocracyMonarchyOligarchyTyrannyAlexander the GreatMediterranean SeaseafaringPhoeniciansRoman EmpireColosseumParthenonMarc AntonyJulius CaesarPunic WarHannibal BarcaSilk RoadDiffusion of ReligionDisease, spread ofInnovations and TechnologyAristotleConfucianismDiffusionEnduring InfluenceDaoism/TaoismHan DynastyEstablishment of (206 BCE)Fall of (220 CE)Huang He River Valley CivilizationMandate of HeavenAcademyHellenistic CultureAthens, Golden AgeDirect DemocracyPericles, Age of (461BCE-429 BCE)Gupta EmpireHellenistic AgePericlesPlatoSocratesBuddhismHinduismChristianity
DOK-Leveled Performance Examples
DOK 1 · Recall
Student identifies key vocabulary, people, places, events,
or categories connected to changes and continuities in
organization and technological advancement.
DOK 2 · Skill and Concept
Student uses a source, map, chart, image, or short reading
to describe changes and continuities in organization and
technological advancement, correctly applying terms such
as continuity, change, continuity and change, pattern.
DOK 3 · Strategic Thinking
Student identifies one major change and one major
continuity connected to changes and continuities in
organization and technological advancement, explains why
both matter, and supports the analysis with specific
evidence.
DOK 4 · Extended Thinking
Student argues whether changes and continuities in
organization and technological advancement reveals greater
change or greater continuity over time, using evidence
from multiple regions, groups, or source types.
ELA / CER bridge: Continuity-and-change CER
writing should include both sides of the pattern: what
changed, what continued, and why the balance matters for
changes and continuities in organization and technological
advancement.
6.2.6
Analyze multiple perspectives on classical achievements
through sources, maps, timelines, and models.
Classification
E Evidence
CI Culture and Intellectual
Development
MR Models and
Representations
Vocabulary
analyzeclaimevidenceevaluatecredibilitypoint of viewperspectivebiasmultiple perspectivesprimary sourcesecondary sourcemaptimelinegeographic modelvisual evidencepolitical mapthematic mapauthor’s purposeArtifacts reflecting the origins of civilizationsTravel narratives from the Silk RoadReligious text(s)Writings of philosophersLaw codesArtifacts reflecting technological advancements of
civilizationsMaps/GraphsTrade booksOnline encyclopediasTextbooksBiographiesVideosMagazinesNewspapersPeer reviewed scholarly articles/journalsSC DISCUS databasesPodcastsMuseum exhibits (online)
DOK-Leveled Performance Examples
DOK 1 · Recall
Student identifies key vocabulary, people, places, events,
or categories connected to multiple perspectives on
classical achievements through sources, maps, timelines,
and models.
DOK 2 · Skill and Concept
Student uses a source, map, chart, image, or short reading
to describe multiple perspectives on classical
achievements through sources, maps, timelines, and models,
correctly applying terms such as multiple perspectives,
primary source, secondary source, map.
DOK 3 · Strategic Thinking
Student constructs an evidence-based explanation about
multiple perspectives on classical achievements through
sources, maps, timelines, and models, citing multiple
sources and explaining how each source supports the claim.
DOK 4 · Extended Thinking
Student synthesizes sources with different perspectives on
multiple perspectives on classical achievements through
sources, maps, timelines, and models, evaluates
credibility or limitations, and produces a conclusion that
acknowledges missing evidence.
ELA / CER bridge: Evidence-based CER writing
should cite the source, explain what it shows, connect it to
the claim, and acknowledge what the source cannot prove about
multiple perspectives on classical achievements through
sources, maps, timelines, and models.
Standard 6.3Interregional Exchange, Religion, and Trade from 550 to 1450
Standard Summary
Students study how civilizations from 550 to 1450 became increasingly connected through trade, religion, migration, technology, disease, conquest, and cultural diffusion. Instruction should focus on the Silk Road, trans-Saharan trade, Indian Ocean connections, Islamic civilizations, East Asia, Europe, West Africa, and the Americas. Geography should function as the organizing force behind routes, regions, cities, barriers, resource zones, and cultural contact.
By the end of this standard, students should be able to use historical thinking and G.R.A.P.E.S. to explain interaction across regions, compare political systems, connect environmental conditions and resources to trade networks, contextualize major places and trade corridors, evaluate changes and continuities, and use maps, models, sources, and diffusion evidence to explain movement. Students should see the period from 550 to 1450 as an age of interregional systems rather than disconnected regional histories.
6.3.1
Use historical thinking and G.R.A.P.E.S. to analyze
civilizations and interactions from 550 to 1450.
Classification
CE Causation
GX Global Exchanges
Vocabulary
causeeffectinteractionanalyzeexplainchronologycomparisonglobal interactionglobal exchangetrade networkcultural diffusionreligious diffusionmigrationperiodizationhistorical contextexchangesystemorganizeG.R.A.P.E.S.
DOK-Leveled Performance Examples
DOK 1 · Recall
Student identifies key vocabulary, people, places, events,
or categories connected to analyze civilizations and
interactions from 550 to 1450.
DOK 2 · Skill and Concept
Student uses a source, map, chart, image, or short reading
to describe analyze civilizations and interactions from
550 to 1450, correctly applying terms such as cause,
effect, chronology, comparison.
DOK 3 · Strategic Thinking
Student constructs a cause-and-effect explanation showing
how analyze civilizations and interactions from 550 to
1450 produced specific short-term and long-term
consequences, using evidence from at least two source
types.
DOK 4 · Extended Thinking
Student investigates analyze civilizations and
interactions from 550 to 1450 across more than one region
or time period, evaluates competing causal explanations,
and defends the strongest interpretation with evidence.
ELA / CER bridge: Cause-and-effect CER
writing should make each link visible: name the cause, cite
the evidence, explain the immediate effect, and connect it to
the larger consequence related to analyze civilizations and
interactions from 550 to 1450.
6.3.2
Compare political systems by analyzing geography, religion,
land ownership, hierarchy, and security.
Classification
CO Comparison
SF State Formation, Expansion,
Conflict
M Mapping
Vocabulary
comparepolitical systemsocial systemhierarchyland ownershipregional securityfeudalismfeudal systemlordvassalmanorserfknightdaimyosamuraishogunemperorsultancaliphatemonarchyempirepowerauthorityCity-statesRole of religion in governmentDynastic cycleKhansAztec EmpireMoctezumaInca EmpireSapa IncaMayan CivilizationYuan DynastyMedieval EuropeMagna CartaPopeRoman Catholic ChurchOttoman EmpireMansa Musa
DOK-Leveled Performance Examples
DOK 1 · Recall
Student identifies key vocabulary, people, places, events,
or categories connected to political systems by analyzing
geography, religion, land ownership, hierarchy, and
security.
DOK 2 · Skill and Concept
Student uses a source, map, chart, image, or short reading
to describe political systems by analyzing geography,
religion, land ownership, hierarchy, and security,
correctly applying terms such as compare, political
system, social system, hierarchy.
DOK 3 · Strategic Thinking
Student compares two relevant societies, regions, events,
or systems and explains one meaningful similarity, one
meaningful difference, and the historical significance of
the comparison.
DOK 4 · Extended Thinking
Student develops a comparative argument about political
systems by analyzing geography, religion, land ownership,
hierarchy, and security, weighs evidence from multiple
categories, and explains which similarity or difference is
most historically significant.
ELA / CER bridge: Comparative CER writing
should make the comparison explicit: claim the similarity or
difference, cite evidence from each example, and explain why
the comparison matters for understanding political systems by
analyzing geography, religion, land ownership, hierarchy, and
security.
6.3.3
Explain how environmental conditions, resources, and location
influenced global exchanges.
Classification
CE Causation
GX Global Exchanges
GE Gather Evidence and
Communicate Findings
Vocabulary
explainmovementenvironmental conditionsresource distributiongeographic locationtrade routecaravanmerchantcommercepastoral societynatural barrierclimate regiondisease diffusioncultural diffusiongoodsideastechnologynatural resourcesgovernment policiesreligionPastoralismsalt and gold tradeSilk Roadtrans-Saharan tradeIndian Ocean tradeBlack DeathByzantine EmpireCarolingian EmpireHoly Roman EmpireMing DynastyOttoman EmpireWest African Kingdoms
DOK-Leveled Performance Examples
DOK 1 · Recall
Student identifies key vocabulary, people, places, events,
or categories connected to how environmental conditions,
resources, and location influenced global exchanges.
DOK 2 · Skill and Concept
Student uses a source, map, chart, image, or short reading
to describe how environmental conditions, resources, and
location influenced global exchanges, correctly applying
terms such as environmental conditions, resource
distribution, geographic location, Silk Road.
DOK 3 · Strategic Thinking
Student constructs a cause-and-effect explanation showing
how how environmental conditions, resources, and location
influenced global exchanges produced specific short-term
and long-term consequences, using evidence from at least
two source types.
DOK 4 · Extended Thinking
Student investigates how environmental conditions,
resources, and location influenced global exchanges across
more than one region or time period, evaluates competing
causal explanations, and defends the strongest
interpretation with evidence.
ELA / CER bridge: Cause-and-effect CER
writing should make each link visible: name the cause, cite
the evidence, explain the immediate effect, and connect it to
the larger consequence related to how environmental
conditions, resources, and location influenced global
exchanges.
6.3.4
Contextualize major places and regions in expanding cultural,
economic, and religious connections.
Classification
CX Context
GX Global Exchanges
M Mapping
Vocabulary
contextualizeplaceregioncultural regionresource regiontrade corridortrade networkcultural interactionreligious diffusionnatural resourcesgeographic locationgovernment policiesreligionPastoralismsalt and gold tradeConstantinopleMediterranean regionWest AfricaMiddle EastChinaJapanMesoamericaSouth AmericaSilk RoadByzantine EmpireCarolingian EmpireHoly Roman EmpireMing DynastyOttoman EmpireWest African Kingdoms
DOK-Leveled Performance Examples
DOK 1 · Recall
Student identifies key vocabulary, people, places, events,
or categories connected to major places and regions in
expanding cultural, economic, and religious connections.
DOK 2 · Skill and Concept
Student uses a source, map, chart, image, or short reading
to describe major places and regions in expanding
cultural, economic, and religious connections, correctly
applying terms such as contextualize, place, region,
cultural region.
DOK 3 · Strategic Thinking
Student contextualizes major places and regions in
expanding cultural, economic, and religious connections by
explaining the historical conditions, geographic setting,
institutions, and beliefs that shaped it.
DOK 4 · Extended Thinking
Student evaluates how a change in context altered the
meaning or impact of major places and regions in expanding
cultural, economic, and religious connections across more
than one society, region, or period.
ELA / CER bridge: Contextualization CER
writing should answer when, where, under what conditions, and
for whom, then explain how that setting shaped major places
and regions in expanding cultural, economic, and religious
connections.
6.3.5
Evaluate changes and continuities in trade, religion,
technology, urban life, political organization, and diffusion.
Classification
CC Continuity and Change
GX Global Exchanges
DP Distribution and
Patterns
Vocabulary
continuitychangepatterntrendevaluatecentral ideatrade networkreligious influenceeconomic exchangepolitical authorityurbanizationtechnologycultural diffusioneconomic systempolitical systemsocial system
DOK-Leveled Performance Examples
DOK 1 · Recall
Student identifies key vocabulary, people, places, events,
or categories connected to changes and continuities in
trade, religion, technology, urban life, political
organization, and diffusion.
DOK 2 · Skill and Concept
Student uses a source, map, chart, image, or short reading
to describe changes and continuities in trade, religion,
technology, urban life, political organization, and
diffusion, correctly applying terms such as continuity,
change, pattern, trend.
DOK 3 · Strategic Thinking
Student identifies one major change and one major
continuity connected to changes and continuities in trade,
religion, technology, urban life, political organization,
and diffusion, explains why both matter, and supports the
analysis with specific evidence.
DOK 4 · Extended Thinking
Student argues whether changes and continuities in trade,
religion, technology, urban life, political organization,
and diffusion reveals greater change or greater continuity
over time, using evidence from multiple regions, groups,
or source types.
ELA / CER bridge: Continuity-and-change CER
writing should include both sides of the pattern: what
changed, what continued, and why the balance matters for
changes and continuities in trade, religion, technology, urban
life, political organization, and diffusion.
6.3.6
Use maps, models, sources, trade-route diagrams, and diffusion
evidence to analyze interaction.
Classification
E Evidence
GX Global Exchanges
DP Distribution and
Patterns
Vocabulary
analyzemovementevidenceconstruct a mapinterpret a mapsynthesizemapmodelgeographic modeltrade-route diagramprimary sourcesecondary sourcevisual representationgeospatial datamigrationconquestdiffusiondiseasetechnologyLaw CodesArtifacts reflecting technological and cultural
advancementsArtifacts that indicate contributions to warfareArtifacts reflecting the origins of civilizationsTravel narratives from the Silk RoadReligious text(s)Maps/GraphsTrade booksOnline encyclopediasTextbooksBiographiesVideosMagazinesNewspapersPeer reviewed scholarly articles/journalsSC DISCUS databasesPodcastsMuseum exhibits (online)
DOK-Leveled Performance Examples
DOK 1 · Recall
Student identifies key vocabulary, people, places, events,
or categories connected to analyze interaction.
DOK 2 · Skill and Concept
Student uses a source, map, chart, image, or short reading
to describe analyze interaction, correctly applying terms
such as map, model, geographic model, trade-route diagram.
DOK 3 · Strategic Thinking
Student constructs an evidence-based explanation about
analyze interaction, citing multiple sources and
explaining how each source supports the claim.
DOK 4 · Extended Thinking
Student synthesizes sources with different perspectives on
analyze interaction, evaluates credibility or limitations,
and produces a conclusion that acknowledges missing
evidence.
ELA / CER bridge: Evidence-based CER writing
should cite the source, explain what it shows, connect it to
the claim, and acknowledge what the source cannot prove about
analyze interaction.
Standard 6.4Empires, Conflict, and Complex Societies from 550 to 1450
Standard Summary
Students study how empires, kingdoms, and complex societies expanded, competed, traded, and transformed from 550 to 1450. Instruction should include the Crusades, Turks, Mongols, Islamic empires, West African kingdoms, Mayan civilization, Aztec Empire, Inca Empire, Medieval Europe, Japan, and Imperial China. Students should learn that expansion created trade, learning, and cultural diffusion, but also conflict, conquest, inequality, disease transmission, and political change.
By the end of this standard, students should be able to summarize the Crusades as a turning point, contextualize Turkic and Mongol expansion, evaluate changes and continuities in West Africa and the Americas, compare complex societies through G.R.A.P.E.S., explain how resources and barriers influenced conflict and cooperation, and analyze multiple perspectives on empire, trade, religion, and conquest. The standard should help students understand complexity, power, and consequence across Afro-Eurasia and the Americas.
6.4.1
Summarize the Crusades as a turning point using chronology,
cause and effect, and geography.
Classification
P Periodization
SF State Formation, Expansion,
Conflict
M Mapping
Vocabulary
summarizecauseeffectshort-term effectlong-term effectturning pointchronologytrade routereligious conflictregional competitioncultural diffusiontaxationtrade routestrade policiesinfluence of Moorsinfluence of Jewsrole in CrusadesCrusadesHoly WarPope Urban IIRoman Catholic ChurchIslamJerusalemMediterranean SeaConstantinopleEuropean experience in AsiaOttoman EmpireConstantinople’s collapseSilk RoadReconquista
DOK-Leveled Performance Examples
DOK 1 · Recall
Student identifies key vocabulary, people, places, events,
or categories connected to the crusades as a turning point
using chronology, cause and effect, and geography.
DOK 2 · Skill and Concept
Student uses a source, map, chart, image, or short reading
to describe the crusades as a turning point using
chronology, cause and effect, and geography, correctly
applying terms such as summarize, Crusades, turning point,
chronology.
DOK 3 · Strategic Thinking
Student explains the crusades as a turning point using
chronology, cause and effect, and geography as part of a
larger historical turning point, using sequence,
periodization, and evidence to show why the change
mattered.
DOK 4 · Extended Thinking
Student evaluates whether the crusades as a turning point
using chronology, cause and effect, and geography should
be treated as a major turning point by comparing
conditions before, during, and after the development.
ELA / CER bridge: Periodization CER writing
should clarify sequence and significance: what came before,
what changed, and why the crusades as a turning point using
chronology, cause and effect, and geography marks a meaningful
turning point.
6.4.2
Contextualize expansion of the Turks and Mongols through
migration, pastoralism, military geography, trade, and
conquest.
Classification
CX Context
GX Global Exchanges
M Mapping
Vocabulary
contextualizemigrationpastoralismnomadic societyspatial patternconquestempire buildingmilitary geographytrade networkgovernmentreligiontradehorsemanshipmigratory societiesreliance on trade and spoilsconqueststaxation for use of tradeMongol EmpireGenghis KhanKublai KhanYuan DynastyTurksAbbasid DynastySeljuk TurksOttoman EmpireConstantinopleIstanbuldiseasewar tacticsSeljuk Turks take control of Abbasid dynastyIslameffect on Byzantine Empire
DOK-Leveled Performance Examples
DOK 1 · Recall
Student identifies key vocabulary, people, places, events,
or categories connected to expansion of the turks and
mongols through migration, pastoralism, military
geography, trade, and conquest.
DOK 2 · Skill and Concept
Student uses a source, map, chart, image, or short reading
to describe expansion of the turks and mongols through
migration, pastoralism, military geography, trade, and
conquest, correctly applying terms such as contextualize,
migration, pastoralism, nomadic society.
DOK 3 · Strategic Thinking
Student contextualizes expansion of the turks and mongols
through migration, pastoralism, military geography, trade,
and conquest by explaining the historical conditions,
geographic setting, institutions, and beliefs that shaped
it.
DOK 4 · Extended Thinking
Student evaluates how a change in context altered the
meaning or impact of expansion of the turks and mongols
through migration, pastoralism, military geography, trade,
and conquest across more than one society, region, or
period.
ELA / CER bridge: Contextualization CER
writing should answer when, where, under what conditions, and
for whom, then explain how that setting shaped expansion of
the turks and mongols through migration, pastoralism, military
geography, trade, and conquest.
6.4.3
Evaluate changes and continuities in West Africa and the
Americas.
Classification
CC Continuity and Change
SF State Formation, Expansion,
Conflict
DP Distribution and
Patterns
Vocabulary
evaluatecontinuitychangegold and salt tradeastronomycalendarchinampasquipusterraced farmingroad systemengineeringPyramidsreliance on obsidianSuspension bridgesArchitectureCalendarsCity-statesConcept of zeroMythsMedical advancesgold and saltWest African KingdomsGhanaMaliSonghaiMansa MusaTimbuktuSankore MadrasahMayan CivilizationAztec EmpireInca EmpireInvestigate Timbuktu’s influence in the world over
timeAztec TechnologyMacahuitlWarfareprisoners of war as humanMachu PicchuRoadway systemUse of masonryAfrican KingdomsIslamSub-Saharan Africa
DOK-Leveled Performance Examples
DOK 1 · Recall
Student identifies key vocabulary, people, places, events,
or categories connected to changes and continuities in
west africa and the americas.
DOK 2 · Skill and Concept
Student uses a source, map, chart, image, or short reading
to describe changes and continuities in west africa and
the americas, correctly applying terms such as evaluate,
continuity, change, West African Kingdoms.
DOK 3 · Strategic Thinking
Student identifies one major change and one major
continuity connected to changes and continuities in west
africa and the americas, explains why both matter, and
supports the analysis with specific evidence.
DOK 4 · Extended Thinking
Student argues whether changes and continuities in west
africa and the americas reveals greater change or greater
continuity over time, using evidence from multiple
regions, groups, or source types.
ELA / CER bridge: Continuity-and-change CER
writing should include both sides of the pattern: what
changed, what continued, and why the balance matters for
changes and continuities in west africa and the americas.
6.4.4
Compare complex societies in Africa, Asia, Europe, and the
Americas using G.R.A.P.E.S.
Classification
CO Comparison
SF State Formation, Expansion,
Conflict
Vocabulary
comparecontrastcomplex societygeographyreligionachievementspoliticseconomicssocial structurehierarchypowereconomyCity-statesRole of religion in governmentDynastic cycleKhansFeudal SystemMonarchySultanAstronomyPyramidsreliance on obsidianQuipusSuspension bridgesTerraced farmingArchitectureCalendarsConcept of zeroMythsMedical advancesgold and saltWest African kingdomsIslamic empiresMedieval EuropeJapanImperial ChinaMayansAztecsIncasAztec EmpireMoctezumaInca EmpireSapa IncaMayan CivilizationYuan DynastyDaimyoEmperorSamuraiShogunMagna CartaPopeRoman Catholic ChurchOttoman EmpireMansa MusaInvestigate Timbuktu’s influence in the world over
timeAztec TechnologyChinampasMacahuitlWarfareprisoners of war as humanMachu PicchuRoadway systemUse of masonryAfrican KingdomsGhanaIslamMaliTimbuktuSankore MadrasahSonghaiSub-Saharan Africa
DOK-Leveled Performance Examples
DOK 1 · Recall
Student identifies key vocabulary, people, places, events,
or categories connected to complex societies in africa,
asia, europe, and the americas using g.r.a.p.e.s.
DOK 2 · Skill and Concept
Student uses a source, map, chart, image, or short reading
to describe complex societies in africa, asia, europe, and
the americas using g.r.a.p.e.s, correctly applying terms
such as compare, contrast, complex society, geography.
DOK 3 · Strategic Thinking
Student compares two relevant societies, regions, events,
or systems and explains one meaningful similarity, one
meaningful difference, and the historical significance of
the comparison.
DOK 4 · Extended Thinking
Student develops a comparative argument about complex
societies in africa, asia, europe, and the americas using
g.r.a.p.e.s, weighs evidence from multiple categories, and
explains which similarity or difference is most
historically significant.
ELA / CER bridge: Comparative CER writing
should make the comparison explicit: claim the similarity or
difference, cite evidence from each example, and explain why
the comparison matters for understanding complex societies in
africa, asia, europe, and the americas using g.r.a.p.e.s.
6.4.5
Explain how resources, environment, and barriers influenced
conflict, cooperation, trade, conquest, and expansion.
Classification
CE Causation
GX Global Exchanges
GE Gather Evidence and
Communicate Findings
Vocabulary
explaincauseeffectresource distributionenvironmental conditionsgeographic barriernatural resourcegoldsaltfertile landstrategic waterwaystrade routeshorsespastoral landsmountainsdesertsurban centersconflictcooperationconqueststate expansion
DOK-Leveled Performance Examples
DOK 1 · Recall
Student identifies key vocabulary, people, places, events,
or categories connected to how resources, environment, and
barriers influenced conflict, cooperation, trade,
conquest, and expansion.
DOK 2 · Skill and Concept
Student uses a source, map, chart, image, or short reading
to describe how resources, environment, and barriers
influenced conflict, cooperation, trade, conquest, and
expansion, correctly applying terms such as cause, effect,
resource distribution, environmental conditions.
DOK 3 · Strategic Thinking
Student constructs a cause-and-effect explanation showing
how how resources, environment, and barriers influenced
conflict, cooperation, trade, conquest, and expansion
produced specific short-term and long-term consequences,
using evidence from at least two source types.
DOK 4 · Extended Thinking
Student investigates how resources, environment, and
barriers influenced conflict, cooperation, trade,
conquest, and expansion across more than one region or
time period, evaluates competing causal explanations, and
defends the strongest interpretation with evidence.
ELA / CER bridge: Cause-and-effect CER
writing should make each link visible: name the cause, cite
the evidence, explain the immediate effect, and connect it to
the larger consequence related to how resources, environment,
and barriers influenced conflict, cooperation, trade,
conquest, and expansion.
6.4.6
Analyze multiple perspectives on empires, conflicts, trade,
religion, and complex societies.
Classification
E Evidence
GX Global Exchanges
GE Gather Evidence and
Communicate Findings
Vocabulary
analyzeclaimevidenceperspectivebiasargumentmultiple perspectivesprimary sourcesecondary sourcemapgeographic modelvisual evidencecorroborationauthor’s purposetradereligionconquestcultural exchangeReligious text(s)Maps/Graphs
DOK-Leveled Performance Examples
DOK 1 · Recall
Student identifies key vocabulary, people, places, events,
or categories connected to multiple perspectives on
empires, conflicts, trade, religion, and complex
societies.
DOK 2 · Skill and Concept
Student uses a source, map, chart, image, or short reading
to describe multiple perspectives on empires, conflicts,
trade, religion, and complex societies, correctly applying
terms such as multiple perspectives, primary source,
secondary source, map.
DOK 3 · Strategic Thinking
Student constructs an evidence-based explanation about
multiple perspectives on empires, conflicts, trade,
religion, and complex societies, citing multiple sources
and explaining how each source supports the claim.
DOK 4 · Extended Thinking
Student synthesizes sources with different perspectives on
multiple perspectives on empires, conflicts, trade,
religion, and complex societies, evaluates credibility or
limitations, and produces a conclusion that acknowledges
missing evidence.
ELA / CER bridge: Evidence-based CER writing
should cite the source, explain what it shows, connect it to
the claim, and acknowledge what the source cannot prove about
multiple perspectives on empires, conflicts, trade, religion,
and complex societies.