Sixth Grade Social Studies End of Year Assessment (Milestone)

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5th, 6th, 7th, 8th
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This is a test I created that I use to determine how well my students have mastered the entire year in my sixth grade social studies classroom. Questions require a higher level of thinking and are all multiple choice and have graphs and other visuals to help students understand the context. The test is divided into 2 sections each 35 questions long. Answer key is included. The following standards are the ones I follow to create this test

The standards I use are listed below:

SS6G1 The student will locate selected features of Latin America and the Caribbean.

a. Locate on a world and regional political-physical map: Amazon River, Caribbean Sea, Gulf of
Mexico, Pacific Ocean, Panama Canal, Andes Mountains, Sierra Madre Mountains, and
Atacama Desert.
b. Locate on a world and regional political-physical map the countries of Bolivia, Brazil,
Colombia, Cuba, Haiti, Mexico, Panama, and Venezuela.
SS6G2 The student will discuss environmental issues in Latin America.
a. Explain the major environmental concerns of Latin America regarding the issues of air
pollution in Mexico City, Mexico, the destruction of the rain forest in Brazil, and oil-related
pollution in Venezuela.

SS6G3 The student will explain the impact of location, climate, distribution of natural resources,

and population distribution on Latin America and the Caribbean.
a. Compare how the location, climate, and natural resources of Mexico and Venezuela affect
where people live and how they trade.
b. Compare how the location, climate, and natural resources of Brazil and Cuba affect where
people live and how they trade.

SS6G4 The student will describe the cultural characteristics of people who live in Latin America and the Caribbean.

a. Describe the results of blending of ethnic groups in Latin America and the Caribbean.
b. Explain why Latin America is a region based on the languages of Portuguese and Spanish.
c. Evaluate how the literacy rate affects the standard of living.

SS6G5 The student will locate selected features of Canada.

a. Locate on a world and regional political-physical map: the St. Lawrence River, Hudson Bay,
Atlantic Ocean, Pacific Ocean, the Great Lakes, Canadian Shield, and Rocky Mountains.

SS6G6 The student will explain the impact of location, climate, distribution of natural resources, and population distribution on Canada.

a. Describe how Canada’s location, climate, and natural resources have affected where people
live.
b. Describe how Canada’s location, climate, and natural resources impact trade.

SS6G7 The student will discuss environmental issues in Canada.

a. Explain the major environmental concerns of Canada regarding acid rain and pollution of the
Great Lakes, the extraction and use of natural resources on the Canadian Shield, and timber
resources.

Government/Civics Understandings

SS6CG1 The student will compare and contrast various forms of government.

a. Describe the ways government systems distribute power: unitary, confederation, and federal.
b. Explain how governments determine citizen participation: autocratic, oligarchic, and
democratic.
c. Describe the two predominant forms of democratic governments: parliamentary and
presidential.

SS6CG2 The student will explain the structures of national governments in Latin America and the Caribbean.

a. Compare the federal-republican systems of the Federative Republic of Brazil (Brazil) and the
United Mexican States (Mexico) to the dictatorship of the Republic of Cuba (Cuba),
distinguishing the form of leadership and the role of the citizen in terms of voting and personal
freedoms.

SS6CG3 The student will explain the structure of the national government of Canada.

a. Describe the structure of the Canadian government as a constitutional monarchy, a parliamentary democracy, and a federation, distinguishing the role of the citizen in terms of voting and personal freedoms.

Economic Understandings

SS6E1 The student will analyze different economic systems.

a. Compare how traditional, command, and market, economies answer the economic questions of
1-what to produce, 2-how to produce, and 3-for whom to produce.
b. Explain how most countries have a mixed economy located on a continuum between pure
market and pure command.
c. Compare and contrast the basic types of economic systems found in Canada, Cuba, and Brazil.

SS6E2 The student will give examples of how voluntary trade benefits buyers and sellers in Latin America and the Caribbean and Canada.

a. Explain how specialization encourages trade between countries.
b. Compare and contrast different types of trade barriers, such as tariffs, quotas, and embargos.
c. Explain the functions of the North American Free Trade Agreement (NAFTA).
d. Explain why international trade requires a system for exchanging currencies between nations.

SS6E3 The student will describe factors that influence economic growth and examine their presence or absence in Latin America.

a. Explain the relationship between investment in human capital (education and training) and
gross domestic product (GDP).
b. Explain the relationship between investment in capital (factories, machinery, and technology)
and gross domestic product (GDP).
c. Describe the role of natural resources in a country’s economy.
d. Describe the role of entrepreneurship.
SS6E4. The student will explain personal money management choices in terms of income, spending, credit, saving, and investing.

Historical Understandings

SS6H1 The student will describe the impact of European contact on Latin America.

a. Describe the encounter and consequences of the conflict between the Spanish and the Aztecs
and Incas and the roles of Cortes, Montezuma, Pizarro, and Atahualpa.
b. Explain the impact of the Columbian Exchange on Latin America and Europe in terms of the
decline of the indigenous population, agricultural change, and the introduction of the horse.

SS6H2 The student will explain the development of Latin America and the Caribbean from European colonies to independent nations.

a. Describe the influence of African slavery on the development of the Americas.
b. Describe the influence of the Spanish and the Portuguese on the language and religions of Latin
America.
c. Explain the Latin American independence movement; include the importance of Toussaint
L’Ouverture, Simon Bolivar, and Miguel Hidalgo.

SS6H3 The student will analyze important 20th century issues in Latin America and the Caribbean.

a. Explain the impact of the Cuban Revolution.
b. Explain the impact and political outcomes of the Zapatista guerrilla movement in Mexico.

SS6H4 The student will describe the impact of European contact on Canada.

a. Describe the influence of the French and the English on the language and religion of Canada.
b. Explain how Canada became an independent nation.

SS6H5 The student will analyze important contemporary issues in Canada.

a. Describe Quebec’s independence movement.

SS6G8 The student will locate selected features of Europe.

a. Locate on a world and regional political- physical map: the Danube River, Rhine River, English Channel, Mediterranean Sea, European Plain, the Alps, Pyrenees, Ural Mountains, Iberian Peninsula, and Scandinavian Peninsula.
b. Locate on a world and regional political-physical map the countries of Belgium, France, Germany, Italy, Poland, Russia, Spain, Ukraine, and United Kingdom.

SS6G9 The student will discuss environmental issues in Europe.

a. Explain the major concerns of Europeans regarding the issues such as acid rain in Germany, air
pollution in the United Kingdom, and the nuclear disaster in Chernobyl, Ukraine.

SS6G10 The student will explain the impact of location, climate, natural resources, and population distribution on Europe.

a. Compare how the location, climate, and natural resources of the United Kingdom and Russia
affect where people live and how they trade.
b. Compare how the location, climate, and natural resources of Germany and Italy affect where
people live and how they trade.

SS6G11 The student will describe the cultural characteristics of Europe.

a. Explain the diversity of European languages as seen in a comparison of German, English, Russian, French, and Italian.
b. Describe the major religions in Europe; include Judaism, Christianity, and Islam.
c. Explain how the literacy rate affects the standard of living in Europe.
Government/Civics Understandings

SS6CG4 The student will compare and contrast various forms of government.

a. Describe the ways government systems distribute power: unitary, confederation, and federal.
b. Explain how governments determine citizen participation: autocratic, oligarchic, and democratic.
c. Describe the two predominant forms of democratic governments: parliamentary and presidential.

SS6CG5 The student will explain the structure of modern European governments.

a. Compare the parliamentary system of the United Kingdom of Great Britain and Northern Ireland (United Kingdom), the federal system of the Federal Republic of Germany (Germany),
and the federation of the Russian Federation (Russia), distinguishing the form of leadership and the role of the citizen in terms of voting and personal freedoms.
b. Describe the purpose of the European Union and the relationship between member nations.

SS6E5 The student will analyze different economic systems.

a. Compare how traditional, command, and market, economies answer the economic questions of 1 -what to produce, 2-how to produce, and 3-for whom to produce.
b. Explain how most countries have a mixed economy located on a continuum between pure and market and pure command.
c. Compare the basic types of economic systems found in the United Kingdom, Germany, and
Russia.

SS6E6 The student will analyze the benefits of and barriers to voluntary trade in Europe.

a. Compare and contrast different types of trade barriers such as tariffs, quotas, and embargos.
b. Explain why international trade requires a system for exchanging currencies between nations.

SS6E7 The student will describe factors that influence economic growth and examine their presence or absence in Europe.

a. Explain the relationship between investment in human capital (education and training) and gross domestic product (GDP).
b. Explain the relationship between investment in capital (factories, machinery, and technology) and gross domestic product (GDP).
c. Describe the role of natural resources in a country’s economy.
d. Describe the role of entrepreneurship.
Historical Understandings

SS6H6 The student will analyze the impact of European exploration and colonization on various world regions.

a. Identify the causes of European exploration and colonization; include religion, natural resources,
a market for goods, and the contributions of Prince Henry the Navigator.
b. Trace the empires of Portugal, Spain, England, and France in Asia, Africa, and the Americas.
c. Trace the colonization of Australia by the United Kingdom.
d. Explain the impact of European empire building in Africa and Asia on the outbreak of WWI.

SS6H7 The student will explain conflict and change in Europe to the 21st century.

a. Describe major developments following World War I: the Russian Revolution, the Treaty of Versailles, worldwide depression, and the rise of Nazism.
b. Explain the impact of WWII in terms of the Holocaust, the origins of the Cold War, and the rise
of Superpowers.
c. Explain how the collapse of the Soviet Union led to the end of the Cold War and German
reunification.
Total Pages
21
Answer Key
Included
Teaching Duration
N/A

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Sixth Grade Social Studies End of Year Assessment (Milestone)