Download Sixth Grade Instructional Focus Guide

Sixth Grade World History Instructional Focus Guide 2011‐2012 School Year Secondary Curriculum and Instruction Providing leadership in curriculum, instruction and assessment that enables students to reach their highest potential. 1
Table of Contents Course Description and Differentiation for Regular, Honors and Pre‐AP ..................................................... 3 Next Generation Sunshine State Standards .................................................................................................. 4 National Curriculum Standards for Social Studies ........................................................................................ 8 Common Core State Standards for Literacy in Social Studies ..................................................................... 16 AP Curriculum Alignment Framework and Methodological Skills .............................................................. 21 AP Methodological Skill Alignment Chart ................................................................................................... 24 Webb’s Depth of Knowledge Chart ............................................................................................................ 28 Pacing Calendar ........................................................................................................................................... 30 Instructional Units Embedded Language Arts and Mathematics Skills ........................................................................ 31 Six Essential Elements of Geography ............................................................................................. 35 Map Skills ....................................................................................................................................... 36 Embedded Geography Skills .......................................................................................................... 39 Embedded Economics .................................................................................................................... 44 Embedded Social Science Skills ...................................................................................................... 48 Embedded Concepts of Cultural Diffusion ..................................................................................... 52 Early Civilizations ........................................................................................................................... 55 Mesopotamia ................................................................................................................................. 58 The Egyptians ................................................................................................................................. 60 Ancient Africa ................................................................................................................................. 61 Ancient Greece ............................................................................................................................... 62 Ancient Rome ................................................................................................................................. 65 Ancient India .................................................................................................................................. 71 Ancient China ................................................................................................................................. 74 Mesoamerica ................................................................................................................................. 78 Course Description and Differentiation for Regular, Honors and Pre‐AP Sixth Grade: M/J World History ‐ The sixth grade social studies curriculum consists of the following content area strands: World History, Geography, Civics, and Economics. The primary content for this course pertains to the world’s earliest civilizations to the ancient and classical civilizations of Africa, Asia, and Europe. Students will be exposed to the multiple dynamics of world history including economics, geography, politics, and religion/philosophy. Students will study methods of historical inquiry and primary and secondary historical documents. Honors/Pre‐AP courses offer scaffolded learning opportunities for students to develop the critical skills of analysis, synthesis, and evaluation in a more rigorous and reflective academic setting. Students are empowered to perform at higher levels as they engage in the following: analyzing historical documents and supplementary readings, working in the context of thematically categorized information, becoming proficient in note‐taking, participating in Socratic seminars/discussions, emphasizing free‐response and document‐based writing, contrasting opposing viewpoints, solving problems, etc. Students will develop and demonstrate their skills through participation in a capstone and/or extended research‐based paper/project (e.g., history fair, participatory citizenship project, mock congressional hearing, projects for competitive evaluation, investment portfolio contests, or other teacher‐directed projects). 3
Next Generation Sunshine State Standards for Sixth Grade
Strand: GEOGRAPHY
Standard 1: Understand how to use maps and other geographic representations, tools and technology to report
information.
BENCHMARK CODE
SS.6.G.1.1
SS.6.G.1.2
SS.6.G.1.3
SS.6.G.1.4
SS.6.G.1.5
SS.6.G.1.6
SS.6.G.1.7
BENCHMARK
Use latitude and longitude coordinates to understand the relationship between people and places on
the Earth.
Analyze the purposes of map projections (political, physical, special purpose) and explain the
applications of various types of maps.
Identify natural wonders of the ancient world.
Utilize tools geographers use to study the world.
Use scale, cardinal, and intermediate directions, and estimation of distances between places on
current and ancient maps of the world.
Use a map to identify major bodies of water of the world, and explain ways they have impacted the
development of civilizations.
Use maps to identify characteristics and boundaries of ancient civilizations that have shaped the
world today.
Standard 2: Understand physical and cultural characteristics of places.
BENCHMARK CODE
SS.6.G.2.1
SS.6.G.2.2
SS.6.G.2.3
SS.6.G.2.4
SS.6.G.2.5
SS.6.G.2.6
SS.6.G.2.7
BENCHMARK
Explain how major physical characteristics, natural resources, climate, and absolute and relative
locations have influenced settlement, interactions, and the economies of ancient civilizations of the
world.
Differentiate between continents, regions, countries, and cities in order to understand the
complexities of regions created by civilizations.
Analyze the relationship of physical geography to the development of ancient river valley civilizations.
Explain how the geographical location of ancient civilizations contributed to the culture and politics of
those societies.
Interpret how geographic boundaries invite or limit interaction with other regions and cultures.
Explain the concept of cultural diffusion, and identify the influences of different ancient cultures on
one another.
Interpret choropleths or dot-density maps to explain the distribution of population in the ancient world.
Standard 3: Understand the relationships between the Earth's ecosystems and the populations that dwell
within them.
BENCHMARK CODE
SS.6.G.3.1
SS.6.G.3.2
BENCHMARK
Explain how the physical landscape has affected the development of agriculture and industry in the
ancient world.
Analyze the impact of human populations on the ancient world's ecosystems.
Standard 4: Understand the characteristics, distribution, and migration of human populations.
BENCHMARK CODE
SS.6.G.4.1
SS.6.G.4.2
SS.6.G.4.3
SS.6.G.4.4
BENCHMARK
Explain how family and ethnic relationships influenced ancient cultures.
Use maps to trace significant migrations, and analyze their results.
Locate sites in Africa and Asia where archaeologists have found evidence of early human societies,
and trace their migration patterns to other parts of the world.
Map and analyze the impact of the spread of various belief systems in the ancient world.
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Standard 5: Understand how human actions can impact the environment.
BENCHMARK CODE
SS.6.G.5.1
SS.6.G.5.2
SS.6.G.5.3
BENCHMARK
Identify the methods used to compensate for the scarcity of resources in the ancient world.
Use geographic terms and tools to explain why ancient civilizations developed networks of highways,
waterways, and other transportation linkages.
Use geographic tools and terms to analyze how famine, drought, and natural disasters plagued many
ancient civilizations.
Standard 6: Understand how to apply geography to interpret the past and present and plan for the future.
BENCHMARK CODE
SS.6.G.6.1
SS.6.G.6.2
BENCHMARK
Describe the Six Essential Elements of Geography (The World in Spatial Terms, Places and Regions,
Physical Systems, Human Systems, Environment, The Uses of Geography) as the organizing
framework for understanding the world and its people.
Compare maps of the world in ancient times with current political maps.
Strand: ECONOMICS
Standard 1: Understand the fundamental concepts relevant to the development of a market economy.
BENCHMARK CODE
SS.6.E.1.1
SS.6.E.1.2
SS.6.E.1.3
BENCHMARK
Identify the factors (new resources, increased productivity, education, technology, slave economy,
territorial expansion) that increase economic growth.
Describe and identify traditional and command economies as they appear in different civilizations.
Describe the following economic concepts as they relate to early civilization: scarcity, opportunity
cost, supply and demand, barter, trade, productive resources (land, labor, capital, entrepreneurship).
Standard 2: Understand the fundamental concepts relevant to the institutions, structure, and functions of a
national economy.
BENCHMARK CODE
SS.6.E.2.1
BENCHMARK
Evaluate how civilizations through clans, leaders, and family groups make economic decisions for
that civilization providing a framework for future city-state or nation development.
Standard 3: Understand the fundamental concepts and interrelationships of the United States economy in the
international marketplace.
BENCHMARK CODE
SS.6.E.3.1
SS.6.E.3.2
SS.6.E.3.3
SS.6.E.3.4
BENCHMARK
Identify examples of mediums of exchange (currencies) used for trade (barter) for each civilization,
and explain why international trade requires a system for a medium of exchange between trading
both inside and among various regions.
Categorize products that were traded among civilizations, and give examples of barriers to trade of
those products.
Describe traditional economies (Egypt, Greece, Rome, Kush) and elements of those economies that
led to the rise of a merchant class and trading partners.
Describe the relationship among civilizations that engage in trade, including the benefits and
drawbacks of voluntary trade.
Strand: WORLD HISTORY
Standard 1: Utilize historical inquiry skills and analytical processes.
BENCHMARK CODE
SS.6.W.1.1
SS.6.W.1.2
SS.6.W.1.3
SS.6.W.1.4
BENCHMARK
Use timelines to identify chronological order of historical events.
Identify terms (decade, century, epoch, era, millennium, BC/BCE, AD/CE) and designations of time
periods.
Interpret primary and secondary sources.
Describe the methods of historical inquiry and how history relates to the other social sciences.
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SS.6.W.1.5
SS.6.W.1.6
Describe the roles of historians and recognize varying historical interpretations (historiography).
Describe how history transmits culture and heritage and provides models of human character.
Standard 2: Describe the emergence of early civilizations (Nile, Tigris-Euphrates, Indus, and Yellow Rivers,
Meso and South American).
BENCHMARK CODE
SS.6.W.2.1
SS.6.W.2.2
SS.6.W.2.3
SS.6.W.2.4
SS.6.W.2.5
SS.6.W.2.6
SS.6.W.2.7
SS.6.W.2.8
SS.6.W.2.9
SS.6.W.2.10
BENCHMARK
Compare the lifestyles of hunter-gatherers with those of settlers of early agricultural communities.
Describe how the developments of agriculture and metallurgy related to settlement, population
growth, and the emergence of civilization.
Identify the characteristics of civilization.
Compare the economic, political, social, and religious institutions of ancient river civilizations.
Summarize important achievements of Egyptian civilization.
Determine the contributions of key figures from ancient Egypt.
Summarize the important achievements of Mesopotamian civilization.
Determine the impact of key figures from ancient Mesopotamian civilizations.
Identify key figures and basic beliefs of the Israelites and determine how these beliefs compared with
those of others in the geographic area.
Compare the emergence of advanced civilizations in Meso and South America with the four early
river valley civilizations.
Standard 3: Recognize significant events, figures, and contributions of classical civilizations (Phoenicia,
Greece, Rome, Axum).
BENCHMARK CODE
SS.6.W.3.1
SS.6.W.3.2
SS.6.W.3.3
SS.6.W.3.4
SS.6.W.3.5
SS.6.W.3.6
SS.6.W.3.7
SS.6.W.3.8
SS.6.W.3.9
SS.6.W.3.10
SS.6.W.3.11
SS.6.W.3.12
SS.6.W.3.13
SS.6.W.3.14
SS.6.W.3.15
SS.6.W.3.16
SS.6.W.3.17
SS.6.W.3.18
BENCHMARK
Analyze the cultural impact the ancient Phoenicians had on the Mediterranean world with regard to
colonization (Carthage), exploration, maritime commerce (purple dye, tin), and written communication
(alphabet).
Explain the democratic concepts (polis, civic participation and voting rights, legislative bodies, written
constitutions, rule of law) developed in ancient Greece.
Compare life in Athens and Sparta (government and the status of citizens, women and children,
foreigners, helots).
Explain the causes and effects of the Persian and Peloponnesian Wars.
Summarize the important achievements and contributions of ancient Greek civilization.
Determine the impact of key figures from ancient Greece.
Summarize the key achievements, contributions, and figures associated with The Hellenistic Period.
Determine the impact of significant figures associated with ancient Rome.
Explain the impact of the Punic Wars on the development of the Roman Empire.
Describe the government of the Roman Republic and its contribution to the development of
democratic principles (separation of powers, rule of law, representative government, civic duty).
Explain the transition from Roman Republic to empire and Imperial Rome, and compare Roman life
and culture under each one.
Explain the causes for the growth and longevity of the Roman Empire.
Identify key figures and the basic beliefs of early Christianity and how these beliefs impacted the
Roman Empire.
Describe the key achievements and contributions of Roman civilization.
Explain the reasons for the gradual decline of the Western Roman Empire after the Pax Romana.
Compare life in the Roman Republic for patricians, plebeians, women, children, and slaves.
Explain the spread and influence of the Latin language on Western Civilization.
Describe the rise and fall of the ancient east African kingdoms of Kush and Axum and Christianity's
development in Ethiopia.
Standard 4: Recognize significant events, figures, and contributions of classical Asian civilizations (China,
India).
BENCHMARK CODE
SS.6.W.4.1
SS.6.W.4.2
BENCHMARK
Discuss the significance of Aryan and other tribal migrations on Indian civilization.
Explain the major beliefs and practices associated with Hinduism and the social structure of the caste
system in ancient India.
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SS.6.W.4.3
SS.6.W.4.4
SS.6.W.4.5
SS.6.W.4.6
SS.6.W.4.7
SS.6.W.4.8
SS.6.W.4.9
SS.6.W.4.10
SS.6.W.4.11
SS.6.W.4.12
Recognize the political and cultural achievements of the Mauryan and Gupta empires.
Explain the teachings of Buddha, the importance of Asoka, and how Buddhism spread in India,
Ceylon, and other parts of Asia.
Summarize the important achievements and contributions of ancient Indian civilization.
Describe the concept of the Mandate of Heaven and its connection to the Zhou and later dynasties.
Explain the basic teachings of Laozi, Confucius, and Han Fei Zi.
Describe the contributions of classical and post classical China.
Identify key figures from classical and post classical China.
Explain the significance of the silk roads and maritime routes across the Indian Ocean to the
movement of goods and ideas among Asia, East Africa, and the Mediterranean Basin.
Explain the rise and expansion of the Mongol empire and its effects on peoples of Asia and Europe
including the achievements of Ghengis and Kublai Khan.
Identify the causes and effects of Chinese isolation and the decision to limit foreign trade in the 15th
century.
Strand: CIVICS AND GOVERNMENT
Standard 1: Demonstrate an understanding of the origins and purposes of government, law, and the American
political system.
BENCHMARK CODE
SS.6.C.1.1
SS.6.C.1.2
BENCHMARK
Identify democratic concepts developed in ancient Greece that served as a foundation for American
constitutional democracy.
Identify how the government of the Roman Republic contributed to the development of democratic
principles (separation of powers, rule of law, representative government, civic duty).
Standard 2: Evaluate the roles, rights, and responsibilities of United States citizens, and determine methods of
active participation in society, government, and the political system.
BENCHMARK CODE
SS.6.C.2.1
BENCHMARK
Identify principles (civic participation, role of government) from ancient Greek and Roman civilizations
which are reflected in the American political process today, and discuss their effect on the
American political process.
Strand: RELATED LANGUAGE ARTS AND MATHEMATICS STANDARDS
BENCHMARK CODE
LA.6.1.6.1
LA.6.1.6.2
LA.6.1.6.3
LA.6.1.7.1
LA.6.1.7.3
MA.6.A.2.2
MA.6.A.3.1
BENCHMARK
The student will use new vocabulary that is introduced and taught directly.
The student will listen to, read, and discuss familiar and conceptually challenging text.
The student will use context clues to determine meanings of unfamiliar words.
The student will use background knowledge of subject and related content areas, prereading
strategies, graphic representations, and knowledge of text structure to make and confirm complex
predictions of content, purpose, and organization of a reading selection.
The student will determine the main idea or essential message in grade-level text through inferring,
paraphrasing, summarizing, and identifying relevant details.
Interpret and compare ratios and rates.
Write and evaluate mathematical expressions that correspond to given situations.
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National Curriculum Standards for Social Studies
1. CULTURE
Social studies programs should include experiences that provide for the study of culture and cultural diversity.
Human beings create, learn, share, and adapt to culture. The study of culture examines the socially transmitted
beliefs, values, institutions, behaviors, traditions and way of life of a group of people; it also encompasses other
cultural attributes and products, such as language, literature, music, arts and artifacts, and foods. Students come
to understand that human cultures exhibit both similarities and differences, and they learn to see themselves both
as individuals and as members of a particular culture that shares similarities with other cultural groups, but is also
distinctive. In a multicultural, democratic society and globally connected world, students need to understand the
multiple perspectives that derive from different cultural vantage points.
Cultures are dynamic and change over time. The study of culture prepares students to ask and answer questions
such as: What is culture? What roles does culture play in human and societal development? What are the common
characteristics across cultures? How is unity developed within and among cultures? What is the role of diversity
and how is it maintained within a culture? How do various aspects of culture such as belief systems, religious faith,
or political ideals, influence other parts of a culture such as its institutions or literature, music, and art? How does
culture change over time to accommodate different ideas, and beliefs? How does cultural diffusion occur within
and across communities, regions, and nations?
Through experience, observation, and reflection, students will identify elements of culture as well as similarities
and differences among cultural groups across time and place. They will acquire knowledge and understanding of
culture through multiple modes, including fiction and non-fiction, data analysis, meeting and conversing with
peoples of divergent backgrounds, and completing research into the complexity of various cultural systems.
In schools, this theme typically appears in units and courses dealing with geography, history, sociology, and
anthropology, as well as multicultural topics across the curriculum. Young learners can explore concepts of
likenesses and differences among cultural groups through school subjects such as language arts, mathematics,
science, music, and art. In social studies, learners interact with class members and discover culturally-based
likenesses and differences. They begin to identify the cultural basis for some celebrations and ways of life in their
community and in examples from across the world. In the middle grades, students begin to explore and ask
questions about the nature of various cultures, and the development of cultures across time and place. They learn
to analyze specific aspects of culture, such as language and beliefs, and the influence of culture on human
behavior. As students progress through high school, they can understand and use complex cultural concepts such
as adaptation, assimilation, acculturation, diffusion, and dissonance that are drawn from anthropology, sociology,
and other disciplines to explain how culture and cultural systems function.
2. TIME, CONTINUITY, AND CHANGE
Social studies programs should include experiences that provide for the study of the past and its legacy.
Studying the past makes it possible for us to understand the human story across time. The historical experiences
of societies, peoples and nations reveal patterns of continuity and change. Historical analysis enables us to identify
continuities over time in core institutions, values, ideals, and traditions, as well as processes that lead to change
within societies and institutions, and that result in innovation and the development of new ideas, values and ways
of life.
Knowledge and understanding of the past enable us to analyze the causes and consequences of events and
developments, and to place these in the context of the institutions, values and beliefs of the periods in which
they took place. Study of the past makes us aware of the ways in which human beings have viewed themselves,
their societies and the wider world at different periods of time.
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Knowing how to read, reconstruct and interpret the past allows us to answer questions such as: How do we
learn about the past? How can we evaluate the usefulness and degree of reliability of different historical sources?
What are the roots of our social, political and economic systems? What are our personal roots and how can they
be viewed as part of human history? Why is the past important to us today? How has the world changed and how
might it change in future? How do perspectives about the past differ, and to what extent do these differences
inform contemporary ideas and actions?
Children in early grades learn to locate themselves in time and space. They gain experience with sequencing to
establish a sense of order and time, and begin to understand the historical concepts that give meaning to the
events that they study. The use of stories about the past can help children develop their understanding of ethical
and moral issues as they learn about important events and developments. Children begin to recognize that stories
can be told in different ways, and that individuals may hold divergent views about events in the past. They learn to
offer explanations for why views differ, and thus develop the ability to defend interpretations based on evidence
from multiple sources. They begin to understand the linkages between human decisions and consequences. The
foundation is laid for the further development of historical knowledge, skills, and values in the middle grades.
Through a more formal study of history, students in the middle grades continue to expand their understanding
of the past and are increasingly able to apply the research methods associated with historical inquiry. They
develop a deeper understanding and appreciation for differences in perspectives on historical events and
developments, recognizing that interpretations are influenced by individual experiences, sources selected, societal
values, and cultural traditions. They are increasingly able to use multiple sources to build interpretations of past
events and eras High school students use historical methods of inquiry to engage in the examination of more
sophisticated sources of past events and eras. High school students use historical methods of inquiry to engage in
the examination of more sophisticated sources. They develop the skills needed to locate and analyze multiple
sources, and to evaluate the historical accounts made by others. They build and defend interpretations that
reconstruct the past, and draw on their knowledge of history to make informed choices and decisions in the
present.
3. PEOPLE, PLACES, AND ENVIRONMENTS
Social studies programs should include experiences that provide for the study of people, places, and environments.
The study of people, places, and environments enables us to understand the relationship between human
populations and the physical world. Students learn where people and places are located and why they are there.
They examine the influence of physical systems, such as climate, weather and seasons, and natural resources, such
as land and water, on human populations. They study the causes, patterns and effects of human settlement and
migration, learn of the roles of different kinds of population centers in a society, and investigate the impact of
human activities on the environment. This enables them to acquire a useful basis of knowledge for informed
decision-making on issues arising from human-environmental relationships.
During their studies, learners develop an understanding of spatial perspectives, and examine changes in the
relationship between peoples, places and environments. They study the communications and transportation
networks that link different population centers, the reasons for these networks, and their impact. They identify the
key social, economic and cultural characteristics of populations in different locations as they expand their
knowledge of diverse peoples and places. Learners develop an understanding of the growth of national and global
regions, as well as the technological advances that connect students to the world beyond their personal locations.
Today’s social, cultural, economic and civic issues demand that students apply knowledge, skills, and
understandings as they address questions such as: Why do people decide to live where they do or move to other
places? Why is location important? How do people interact with the environment and what are some of the
consequences of those interactions? What physical and other characteristics lead to the creation of regions? How
do maps, globes, geographic tools and geospatial technologies contribute to the understanding of people, places,
and environments?
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In schools, this theme typically appears in units and courses dealing with geography, regional studies, and world
cultures. Student experiences will encourage increasingly abstract thought as they use data and apply skills in
analyzing human behavior in relation to its physical and cultural environment. In the early grades, young learners
draw upon immediate personal experiences in their neighborhoods, towns and cities, and states, as well as
peoples and places distant and unfamiliar, to explore geographic concepts and skills. They learn to use maps,
globes, and other geographic tools. They also express interest in and concern for the use and misuse of the
physical environment. During the middle grades, students explore people, places, and environments in this country
and in different regions of the world. They learn to evaluate issues such as population growth and its impact, “push
and pull” factors related to migration, and the causes and implications of national and global environmental
change. Students in high school are able to apply an understanding of geospatial technologies and other
geographic tools and systems to a broad range of themes and topics. As they analyze complex processes of change
in the relationship between people, places, and environments, and the resulting issues and challenges, they
develop their skills at evaluating and recommending public policies.
4. INDIVIDUAL DEVELOPMENT AND IDENTITY
Social studies programs should include experiences that provide for the study of individual development and
identity.
Personal identity is shaped by an individual’s culture, by groups, by institutional influences, and by lived
experiences shared with people inside and outside the individual’s own culture throughout her or his
development. Given the nature of individual development in a social and cultural context, students need to be
aware of the processes of learning, growth, and interaction at every level of their own school experiences. The
examination of various forms of human behavior enhances an understanding of the relationships between social
norms and emerging personal identities, the social processes that influence identity formation, and the ethical
principles underlying individual action.
Questions related to identity and development, which are important in psychology, sociology, and
anthropology, are central to the understanding of who we are. Such questions include: How do individuals grow
and change physically, emotionally and intellectually? Why do individuals behave as they do? What influences how
people learn, perceive, and grow? How do people meet their basic needs in a variety of contexts? How do
individuals develop over time? How do social, political, and cultural interactions support the development of
identity? How are development and identity defined at other times and in other places?
The study of individual development and identity will help students to describe factors important to the
development of personal identity. They will explore the influence of peoples, places, and environments on
personal development. Students will hone personal skills such as demonstrating self-direction when working
towards and accomplishing personal goals, and making an effort to understand others and their beliefs, feelings,
and convictions.
In the early grades, young learners develop their personal identities in the context of families, peers, schools,
and communities. Central to this development are the exploration, identification, and analysis of how individuals
and groups are alike and how they are unique, as well as how they relate to each other in supportive and
collaborative ways. In the middle grades, issues of personal identity are refocused as the individual begins to
explain his or her unique qualities in relation to others, collaborates with peers and with others, and studies how
individuals develop in different societies and cultures. At the high school level, students need to encounter
multiple opportunities to examine contemporary patterns of human behavior, using methods from the behavioral
sciences to apply core concepts drawn from psychology, sociology, and anthropology as they apply to individuals,
societies, and cultures.
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5. INDIVIDUALS, GROUPS, AND INSTITUTIONS
Social studies programs should include experiences that provide for the study of interactions among individuals,
groups, and institutions.
Institutions are the formal and informal political, economic, and social organizations that help us carry out,
organize, and manage our daily affairs. Schools, religious institutions, families, government agencies, and the
courts all play an integral role in our lives. They are organizational embodiments of the core social values of those
who comprise them, and play a variety of important roles in socializing individuals and meeting their needs, as well
as in the promotion of societal continuity, the mediation of conflict, and the consideration of public issues.
It is important that students know how institutions are formed, what controls and influences them, how they
control and influence individuals and culture, and how institutions can be maintained or changed. The study of
individuals, groups, and institutions, drawing upon sociology, anthropology, and other disciplines, prepares
students to ask and answer questions such as: What is the role of institutions in this and other societies? How am I
influenced by institutions? How do institutions change? What is my role in institutional change?
Students identify those institutions that they encounter. They analyze how the institutions operate and find ways
that will help them participate more effectively in their relationships with these institutions. Finally, students
examine the foundations of the institutions that affect their lives, and determine how they can contribute to the
shared goals and desires of society.
In schools, this theme typically appears in units and courses dealing with sociology, anthropology, psychology,
political science, and history. Young children should be given the opportunity to examine various institutions that
affect their lives and influence their thinking. They should be assisted in recognizing the tensions that occur when
the goals, values, and principles of two or more institutions or groups conflict—for example, the school board
removing playground equipment for safety reasons vs. the same equipment being used in a city park playground
(i.e., swings, monkey bars, or sliding boards). They should also have opportunities to explore ways in which
institutions (such as voluntary associations, or organizations like health care networks) are created to respond to
changing individual and group needs. Middle school learners will benefit from varied experiences through which
they examine the ways in which institutions change over time, promote social conformity, and influence culture.
They should be encouraged to use this understanding to suggest ways to work through institutional change for the
common good. High school students must understand the paradigms and traditions that undergird social and
political institutions. They should be provided opportunities to examine, use, and add to the body of knowledge
offered by the behavioral sciences and social theory in relation to the ways people and groups organize themselves
around common needs, beliefs, and interests.
6. POWER, AUTHORITY, AND GOVERNANCE
Social studies programs should include experiences that provide for the study of how people create, interact with,
and change structures of power, authority, and governance.
The development of civic competence requires an understanding of the foundations of political thought, and the
historical development of various structures of power, authority, and governance. It also requires knowledge of
the evolving functions of these structures in contemporary U.S. society, as well as in other parts of the world.
Learning the basic ideals and values of a constitutional democracy is crucial to understanding our system of
government. By examining the purposes and characteristics of various governance systems, learners develop an
understanding of how different groups and nations attempt to resolve conflicts and seek to establish order and
security.
In exploring this theme, students confront questions such as: What are the purposes and functions of
government? Under what circumstances is the exercise of political power legitimate? What are the proper scope
and limits of authority? How are individual rights protected and challenged within the context of majority rule?
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What conflicts exist among fundamental principles and values of constitutional democracy? What are the rights
and responsibilities of citizens in a constitutional democracy?
Through study of the dynamic relationships between individual rights and responsibilities, the needs of social
groups, and concepts of a just society, learners become more effective problem-solvers and decision-makers
when addressing the persistent issues and social problems encountered in public life. By applying concepts and
methods of political science and law, students learn how people work to promote positive societal change.
In schools, this theme typically appears in units and courses dealing with government, politics, political science,
civics, history, law, and other social sciences. Learners in the early grades explore their natural and developing
sense of fairness and order as they experience relationships with others. They develop an increasingly
comprehensive awareness of rights and responsibilities in specific contexts. During the middle school years, these
rights and responsibilities are applied in more complex contexts with emphasis on new applications. Learners
study the various systems that have been developed over the centuries to allocate and employ power and
authority in the governing process. High school students develop their abilities to understand and apply abstract
principles. At every level, learners should have opportunities to apply their knowledge and skills to participate in
the workings of the various levels of power, authority, and governance.
7. PRODUCTION, DISTRIBUTION, AND CONSUMPTION
Social studies programs should include experiences that provide for the study of how people organize for the
production, distribution, and consumption of goods and services.
People have wants that often exceed the limited resources available to them. The unequal distribution of
resources necessitates systems of exchange, including trade, to improve the well-being of the economy, while the
role of government in economic policy-making varies over time and from place to place. Increasingly, economic
decisions are global in scope and require systematic study of an interdependent world economy and the role of
technology in economic growth. As a result, a variety of ways have been invented to decide upon answers to four
fundamental questions: What is to be produced? How is production to be organized? How are goods and services
to be distributed and to whom? What is the most effective allocation of the factors of production (land, labor,
capital, and entrepreneurship)?
In exploring this theme, students confront such questions as: What factors influence decision-making on issues of
the production, distribution and consumption of goods? What are the best ways to deal with market failures? How
does interdependence brought on by globalization impact local economies and social systems?
Students will gather and analyze data, as well as use critical thinking skills to determine how best to deal with
scarcity of resources. The economic way of thinking will also be an important tool for students as they analyze
complex aspects of the economy.
In schools, this theme typically appears in units and courses dealing with concepts, principles, and issues drawn
from the discipline of economics. Young learners begin by prioritizing their economic wants vs. needs. They
explore economic decision-making as they compare their own economic experiences with those of others and
consider the wider consequences of those decisions on groups communities the their own economic experiences
with those of others and consider the wider consequences of those decisions on groups, communities, the nation,
and beyond. In the middle grades, learners expand their knowledge of economic concepts and principles, and use
economic reasoning processes in addressing issues related to fundamental economic questions. High school
students develop economic perspectives and deeper understanding of key economic concepts and processes
through systematic study of a range of economic and sociopolitical systems, with particular emphasis on the
examination of domestic and global economic policy options related to matters such as trade, resource use,
unemployment, and health care.
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8. SCIENCE, TECHNOLOGY, AND SOCIETY
Social studies programs should include experiences that provide for the study of relationships among science,
technology, and society.
Science, and its practical application, technology, have had a major influence on social and cultural change, and
on the ways people interact with the world. Scientific advances and technology have influenced life over the
centuries, and modern life, as we know it, would be impossible without technology and the science that supports
it.
There are many questions about the role that science and technology play in our lives and in our cultures. What
can we learn from the past about how new technologies result in broader social change, some of which is
unanticipated? Is new technology always better than that which it replaces? How can we cope with the everincreasing pace of change, perhaps even the concern that technology might get out of control? How can we
manage technology so that the greatest numbers of people benefit? How can we preserve fundamental values and
beliefs in a world that is rapidly becoming one technology-linked village? How do science and technology affect our
sense of self and morality? How are disparate cultures, geographically separated but impacted by global events,
brought together by the technology that informs us about events, and offered hope by the science that may
alleviate global problems (e.g., the spread of AIDS)? How can gaps in access to benefits of science and technology
be bridged?
This theme appears in units or courses dealing with history, geography, economics, and civics and government.
It draws upon several scholarly fields from the natural and physical sciences, social sciences, and the humanities
for specific examples of issues as well as the knowledge base for considering responses to the societal issues
related to science and technology.
Young children learn how science and technologies influence beliefs, knowledge, and their daily lives. They study
how basic technologies such as telephones, ships, automobiles, and airplanes have evolved and how we have
employed technology such as air conditioning, dams, and irrigation to modify our physical environment and
contribute to changes in global health and economics. From history (their own and others’), they can construct
examples of the effects of technologies such as the wheel, the stirrup, an understanding of DNA, and the Internet.
In the middle grades, students begin to explore the complex influence of scientific findings and technology on
human values, the growth of knowledge, and behavior. Students examine scientific ideas and technological
changes that have surprised people and even challenged their beliefs, as in the case of discoveries about our
universe and their technological applications, as well as the genetic basis of life, atomic physics, and other subjects.
As they move from the middle grades to high school, students continue to think analytically about the
consequences of change and how we can manage science and technology to increase benefits to all. Students gain
the knowledge to analyze issues such as the protection of privacy in the age of the Internet; electronic surveillance;
the opportunities and challenges of genetic engineering; test-tube life; and other findings and technologies with
implications for beliefs, longevity, and the quality of life and the environment.
9. GLOBAL CONNECTIONS
Social studies programs should include experiences that provide for the study of global connections and
interdependence.
Global connections have intensified and accelerated the changes faced at the local, national, and international
levels. The effects are evident in rapidly changing social, economic, and political institutions and systems. World
trade has expanded and technology has removed or lowered many barriers, bringing far-flung cultures,
institutions, and systems together. Connections among nations and regions of the world provide opportunities as
well as uncertainties. The realities of global interdependence require deeper understanding of the increasing and
diverse global connections among world societies and regions.
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In exploring this theme, students confront questions such as: What are the different types of global connections?
What global connections have existed in the past, exist currently, and are likely in the future? How do ideas spread
between societies in today’s interconnected world? How does this result in change in those societies? What are
the other consequences of global connections? What are the benefits from and problems associated with global
interdependence? How might people in different parts of the world have different perspectives on these benefits
and problems? What influence has increasing global interdependence had on patterns of international migration?
How should people and societies balance global connectedness with local needs? What is needed for life to thrive
on an ever changing and increasingly interdependent planet?
Analyses of the costs and benefits of increased global connections, and evaluations of the tensions between
national interests and global priorities, contribute to the development of possible solutions to persistent and
emerging global issues. By interpreting the patterns and relationships of increased global interdependence, and its
implications for different societies, cultures and institutions, students learn to examine policy alternatives that
have both national and global implications.
This theme typically appears in units or courses dealing with geography, culture, economics, history, political
science, government, and technology but may also draw upon the natural and physical sciences and the
humanities, including literature, the arts, and languages. Through exposure to various media and first-hand
experiences, young learners become aware of how things that happen in one part of the world impact other parts
of the world. Within this context, students in early grades examine and explore various types of global connections
as well as basic issues and concerns. They develop responsive action plans, such as becoming e-pals with a class in
another part of the world. In the middle years, learners can initiate analyses of the consequences of interactions
among states, nations, and world regions as they respond to global events and changes. At the high school level,
students are able to think systematically about personal, national, and global decisions, and to analyze policies and
actions, and their consequences. They also develop skills in addressing and evaluating critical issues such as peace,
conflict, poverty, disease, human rights, trade, and global ecology.
10. CIVIC IDEALS AND PRACTICES
Social studies programs should include experiences that provide for the study of the ideals, principles, and practices
of citizenship in a democratic republic.
An understanding of civic ideals and practices is critical to full participation in society and is an essential
component of education for citizenship, which is the central purpose of social studies. All people have a stake in
examining civic ideals and practices across time and in different societies. Through an understanding of both ideals
and practices, it becomes possible to identify gaps between them, and study efforts to close the gaps in our
democratic republic and worldwide.
Learning how to apply civic ideals as part of citizen action is essential to the exercise of democratic freedoms
and the pursuit of the common good. Through social studies programs, students acquire a historical and
contemporary understanding of the basic freedoms and rights of citizens in a democracy, and learn about the
institutions and practices that support and protect these freedoms and rights, as well as the important historical
documents that articulate them. Students also need to become familiar with civic ideals and practices in countries
other than our democratic republic.
Questions faced by students studying this theme might be: What are the democratic ideals and practices of a
constitutional democracy? What is the balance between rights and responsibilities? What is civic participation?
How do citizens become involved? What is the role of the citizen in the community and the nation, and as a
member of the world community? Students will explore how individuals and institutions interact. They will also
recognize and respect different points of view. Students learn by experience how to participate in community
service and political activities and how to use democratic processes to influence public policy.
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In schools, this theme typically appears in units or courses dealing with civics, history, political science, cultural
anthropology, and fields such as global studies and law-related education, while also drawing upon content
from the humanities. In the early grades, students are introduced to civic ideals and practices through activities
such as helping to set classroom expectations, examining experiences in relation to ideals, participating in mock
elections, and determining how to balance the needs of individuals and the group. During these years, children
also experience views of citizenship in other times and places through stories and drama. By the middle grades,
students expand their knowledge of democratic ideals and practices, along with their ability to analyze and
evaluate the relationships between these ideals and practices. They are able to see themselves taking civic roles in
their communities. High school students increasingly recognize the rights and responsibilities of citizens in
identifying societal needs, setting directions for public policies, and working to support both individual dignity and
the common good. They become familiar with methods of analyzing important public issues and evaluating
different recommendations for dealing with these issues.
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Common Core State Standards for Literacy in History/Social Studies College and Career Readiness Anchor Standards for Reading The grades 6–12 standards on the following pages define what students should understand and be able to do by the end of each grade span. They correspond to the College and Career Readiness (CCR) anchor standards below by number. The CCR and grade‐specific standards are necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate. Key Ideas and Details 1. 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. 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 3. Analyze how and why individuals, events, or ideas develop and interact over the course of a text. Craft and Structure 4. 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. 5. 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. 6. Assess how point of view or purpose shapes the content and style of a text. Integration of Knowledge and Ideas 7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words. 8. 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. 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. Range of Reading and Level of Text Complexity 10. Read and comprehend complex literary and informational texts independently and proficiently. 16
Note on Range and Content of Student Reading Reading is critical to building knowledge in history/social studies as well as in science and technical subjects. College and career ready reading in these fields requires an appreciation of the norms and conventions of each discipline, such as the kinds of evidence used in history and science; an understanding of domain‐specific words and phrases; an attention to precise details; and the capacity to evaluate intricate arguments, synthesize complex information, and follow detailed descriptions of events and concepts. In history/social studies, for example, students need to be able to analyze, evaluate, and differentiate primary and secondary sources. When reading scientific and technical texts, students need to be able to gain knowledge from challenging texts that often make extensive use of elaborate diagrams and data to convey information and illustrate concepts. Students must be able to read complex informational texts in these fields with independence and confidence because the vast majority of reading in college and workforce training programs will be sophisticated nonfiction. It is important to note that these Reading standards are meant to complement the specific content demands of the disciplines, not replace them. Note on Range and Content of Student Writing For students, writing is a key means of asserting and defending claims, showing what they know about a subject, and conveying what they have experienced, imagined, thought, and felt. To be college and career ready writers, students must take task, purpose, and audience into careful consideration, choosing words, information, structures, and formats deliberately. They need to be able to use technology strategically when creating, refining, and collaborating on writing. They have to become adept at gathering information, evaluating sources, and citing material accurately, reporting findings from their research and analysis of sources in a clear and cogent manner. They must have the flexibility, concentration, and fluency to produce high‐quality first draft text under a tight deadline and the capacity to revisit and make improvements to a piece of writing over multiple drafts when circumstances encourage or require it. To meet these goals, students must devote significant time and effort to writing, producing numerous pieces over short and long time frames throughout the year. 17
Reading Standards for Literacy in History/Social Studies The standards below begin at grade 6; standards for K–5 reading in history/social studies, science, and technical subjects are integrated into the K–5 Reading standards. The CCR anchor standards and high school standards in literacy work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity. Grades 6–8 Students Key Ideas and Details 1. Cite specific textual evidence to support analysis of primary and secondary sources. 2. 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. 3. 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). Craft and Structure 4. Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. 5. Describe how a text presents information (e.g., sequentially, comparatively, causally). 6. 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). Integration of Knowledge and Ideas 7. Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. 8. Distinguish among fact, opinion, and reasoned judgment in a text.
9. Analyze the relationship between a primary and secondary source on the same topic. Range of Reading and Level of Text Complexity
10. By the end of grade 8, read and comprehend history/social studies texts in the grades 6–8 text complexity band independently and proficiently. 18
College and Career Readiness Anchor Standards for Writing The grades 6–12 standards on the following pages define what students should understand and be able to do by the end of each grade span. They correspond to the College and Career Readiness (CCR) anchor standards below by number. The CCR and grade‐specific standards are necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate. Text Types and Purposes 1. Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence. 2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. 3. Write narratives to develop real or imagined experiences or events using effective technique, well‐chosen details and well‐structured event sequences. Production and Distribution of Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. 6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. Research to Build and Present Knowledge 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. 8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Range of Writing 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. 19
Writing Standards for Literacy in History/Social Studies Grades 6–8 Students Text Types and Purposes 1. Write arguments focused on discipline‐specific content.
a. 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. b. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources. c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. d. Establish and maintain a formal style. e. Provide a concluding statement or section that follows from and supports the argument presented. 2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. a. 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. b. Develop the topic with relevant, well‐chosen facts, definitions, concrete details, quotations, or other information and examples. c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. d. Use precise language and domain‐specific vocabulary to inform about or explain the topic. e. Establish and maintain a formal style and objective tone. f. Provide a concluding statement or section that follows from and supports the information or explanation presented. 3. Not applicable as a separate requirement.
Production and Distribution of Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 5. 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. 6. Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently. Research to Build and Present Knowledge 7. 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. 8. 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. 9. Draw evidence from informational texts to support analysis reflection, and research. Range of Writing 10. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single
sitting or a day or two) for a range of discipline‐specific tasks, purposes, and audiences. 20
AP History and Social Science Curriculum Alignment Framework for Middle and High School from AP Vertical Teams Guide for History and the Social Sciences Enduring Understandings 1. Past, Present, Future: Humans seek to understand the past to inform decision making in the present and to plan for the future. 2. Interactions: Contacts among and within groups often lead to changes, resulting in conflicts or cooperation. 3. Spatial Interactions: Events happen on local, regional, national and global scales (or levels). 4. Interdisciplinary Approaches: The various social studies disciplines—political, social, economic, historical, geographical and psychological—are interrelated and interdependent. 5. Continuity and Change: Organizations and cultures show continuity as well as respond to internal and external changes. 6. Causality: The causes and effects of events can be compared and analyzed for insights into patterns or decision making. 7. Patterns and Processes: Human actins have effects that can repeat and develop over time. 8. Evidence: The choice of evidence or data can influence interpretations of the past and present. Overarching Essential Questions and Core Concepts 1. Political systems and institutions reflect and affect individual, local, regional, national, and global decision making and policies. a. How or why do political systems change? b. How are individuals and groups affected by and/or how do individuals and groups affect policies and laws? c. How do political systems differ from the past, and how do they change the current and future organization of states? d. What defines political legitimacy, power and authority? e. To what extend to causes of global and regional conflicts differ? f. What is the appropriate role governments should play in society and the international arena/stage? g. How have countries attempted to redefine the role of government in society? h. How has the rise of the modern “nation‐state” influenced the world today? i. Why do empires expand and decline? 2. Demographic patterns and process of growth and decline, migration, and settlement change over time, while sometimes showing continuities. a. What are the costs and benefits of demographic changes and patterns? b. What kind of evidence can be used to evaluate demographic changes? c. In what ways are modern human migration patterns different from those in the past? d. What do demographic shifts in societies reveal about patterns of settlement? e. What is the relationship between demographic patterns and social, political and economic systems at the local, regional, national and global scales? f. What is the relationship between environmental, political, and economic factors and migration patterns? 21
3. Human environmental interactions result in changes or adaptations in people’s way of life. a. What are the consequences of human choices for use of the environment? b. In what ways are humans dependent on their natural environment? c. To what extend have humans altered the natural environment over time? d. How has the environment shaped people’s standard of living? e. What were the decision‐making processes of individuals, groups and governments that resulted in human changes to the environment? f. How have humans modified their physical setting to meet their social, political and economic needs? g. How has the relationship between geographic location and urban development changed over time? h. How does the organization and function of urban, suburban and rural land use affect how people live and work? i. What are the political, cultural and economic functions or cities? 4. Social customs, practices, and individual and group identity are affected by cultural, linguistic, intellectual, religious and scientific developments. a. How can the environment affect the development of cultures and social and gender structures? b. What are the connections between linguistic diversity and human migration? c. How does the data produced by social scientists affect historical interpretation of cultural, intellectual and religious developments? d. How do people develop their political beliefs? e. How do language, religion, ethnicity and gender define cultural groups at different local, regional, national and global scales? f. How do human alterations of natural landscapes (“built landscapes”) provide a means of comprehending cultures, tastes and beliefs? g. How are cultures—including folk and popular—transmitted, preserved and/or changes? h. How does migration and diffusion define the movement of cultural traits through time and space? i. What is the relationship between political and economic factors, and cultural, linguistic, intellectual, religious and scientific developments? j. How do interactions produce change and/or resistance? 5. Economic decisions are affected by ideologies, availability of resources and technological change. a. How does scarcity of resources affect decision making by individuals, groups and governments? b. Why do societies organize their economic systems in different ways? c. Why are some nations wealthier than others? d. What are the patterns of economic growth and decline? e. How have technological changes impacted individuals and societies? f. Is urbanization a positive development for all human societies? g. To what extent do diverse groups of people and nations participate in and take advantage of economic opportunities made possible by technological changes? h. What impact do geography and availability of resources have on the processes of industrialization and the patterns of trade? i. What is the relationship between industrialization and the development of world economies? j. What are the costs and benefits of trade and other global interactions? k. Do historical models of economic systems that developed in the past help explain the economies in the present? 22
History and Social Science Skills The skills outlined below do not need to be taught in this order, nor does each point have to be explicitly taught to develop ability in each skill. The term “data” refers to any type of qualitative and/or quantitative source, information or evidence. 1. Practice inquiry. a. Identify problems or issues for exploration. b. Formulate appropriate questions. c. Identify and use appropriate methodologies (possibly including an interdisciplinary focus) to obtain appropriate supporting data. d. Refine initial questions to determine if they can be answered using the data. e. Develop additional inquiry questions for further research, recognizing that there is not always a unique or “correct” answer to any given question. f. Refine initial theories as necessary. 2. Identify and interpret information from primary and other sources. a. Distinguish among different types of sources, including primary and secondary historical sources, cartoons, artworks, music, oral sources, different types of maps, graphs, charts, tables and other quantitative sources of data. b. Use appropriate technologies and media to identify relevant and available sources in order to answer questions, recognizing that even if some sources are not available to students, they should still know how to identify them. c. Use appropriate reading strategies (pre‐reading, during reading, post‐reading) to identify the main idea. d. Identify relevant data from different types of sources, including different perspectives. e. Identify perspective or bias in sources. 3. Analyze data from written and visual sources. a. Interpret maps, models and other graphic sources. b. Describe relationships or connections among different data sources. c. Compare and contrast data. d. Analyze different types and dynamics of patterns, processes and trends a. Chronological b. Spatial (geography) c. Social d. Causal e. Make inferences and judgments. f. Develop visual summaries, graphic representations and models to explain data or support conclusions. 4. Evaluate, apply and clearly present information. a. Use relevant data to support or disprove answers or theories. b. Present conclusions in clear, coherent, plausible and persuasive written or oral arguments. c. Propose solutions to problems based on conclusions drawn from analysis of data. d. Evaluate and assess the effectiveness of proposed solutions, comparing them to solutions proposed by others. e. Apply models and theories to comparable contemporary or historical situations 23
AP Methodological Skill Alignment Chart: Practice Inquiry Sixth Grade Seventh Grade Eighth Grade Identify problems or issues for exploration Using appropriate models, students will recognize the main types of problems and will be able to apply those labels to real world examples. Students will compare/contrast the problem categories and practice showing how real world problems overlap into multiple categories. Students will analyze and evaluate how people have attempted to solve problems in each category and the success of the efforts. Formulate appropriate questions Identify and use appropriate methodologies to obtain appropriate supporting data Develop additional inquiry questions for further research, Refine initial questions recognizing that there to determine if they is not always a unique can be answered using or “correct” answer to Refine initial theories the data any given question as necessary Break down and Evaluate questions identify the parts of a with two clear question and thesis; perspectives, compare Develop a theory and model different types perspectives, and practice refining it of theses; construct develop questions after application. simple theses based on all independently. perspectives. Recognize the definitions of inquiry and recognize the levels of Costa’s and/or Bloom’s. Recognize and identify the many different types of resources and how to utilize them. Compare and contrast types of inquiry, compare and contrast the levels of Costa’s and/or Bloom’s. Evaluate sources, compare and contrast primary and secondary sources. Be able to construct more detailed and multi‐part theses that are tightly focused; be able to evaluate elements of theses. Evaluate questions with three or more perspectives, yet still limited in scope. Analyze validity and bias of primary and secondary sources. Be able to take primary and secondary sources and construct theses from them. Evaluate issues with multiple viewpoints and without a clear Continue practicing victor, determine how skills with increasing to ask a question complexity. without a clear answer. Continue practicing skills with increasing complexity. Be able to refine, add nuance and construct questions which are focused yet open ended enough to lead to further inquiry. Continue practicing skills with increasing complexity. Analyze and evaluate different types of inquiry as to the effectiveness and appropriateness; synthesize questions according to Bloom’s and/or Costa’s. Students will synthesize hypothetical Ninth Grade problems and evaluate Continue practicing solutions. skills with increasing complexity. Continue practicing Tenth through Twelfth skills with increasing Grade complexity. Refine questioning techniques and continue practicing skills with increasing complexity. Continue practicing skills with increasing complexity. 24
AP Methodological Skill Alignment Chart: Identify and Interpret Information from Primary and Other Sources Distinguish between Use appropriate different types of sources, technologies and media to including primary and identify relevant and secondary historical sources, available sources to answer cartoons, art work, music, questions, recognizing that oral sources, different types even if some sources are not of maps, graphs, charts, available to students, they tables and other should still know how to quantitative sources of data identify them Sixth Grade Define what primary and secondary sources are. Identify different types of charts, graphs and maps. Identify different technology available for use. Seventh Grade Distinguish the difference between primary and secondary sources. Identify and use technology to answer questions at least twice per semester. Eighth Grade Ninth Grade Identify and use technology Recognize, group and analyze to answer questions primary and secondary independently at least three sources. times per semester. Examine and interpret primary and secondary sources, draw conclusions. Tenth Grade Identify and use technology to answer questions independently at least four times per semester. Combine the use of multiple technologies to complete a research project. Eleventh Grade Assess the reliability of various primary and secondary sources to draw Twelfth Grade conclusions and support a position. Use relevant and available technology to present completed projects to peers. Use appropriate reading strategies (prereading, during reading, postreading) for identifying the main idea Read a paragraph and identify the main idea using teacher suggested strategies independently at least two times per semester. Read a paragraph and identify the main idea using teacher suggested strategies independently at least four times per semester. Read multiple paragraphs and identify the main idea using teacher suggested strategies independently at least two times per semester. Read multiple paragraphs and identify the main idea using student chosen strategies independently at least two times per semester. Read a selection, determining what strategy works best to identify the main idea monthly. Identify relevant data from reading different types of sources, including analyzing different perspectives Identify perspective or bias in sources Students will read information from at least two different sources and identify relevant data. Define bias and perspective, recognize examples of bias and perspective. Students will read information from at least three different sources and identify relevant data. Using primary and secondary sources on a historical event, students will compare/contrast examples of bias and perspective. Students will read information from at least two different sources and identify relevant data and different perspectives. Using primary and secondary sources, students will explain how bias can affect historical perspective. Students will be able to read from multiple sources to formulate opinions and positions as well as support their ideas. Using multiple sources, students will be able to use relevant data and different perspectives to make and support an argument and defend their position. Using a prompt, students will analyze and evaluate primary and secondary sources for bias and perspective in different units of study at least two times per semester. Students will continue to analyze and evaluate primary and secondary sources for bias and perspective in different units of study as often as appropriate to the specific course. 25
AP Methodological Skill Alignment Chart: Analyze Data from Written and Visual Sources Interpret maps, models and other graphic sources Sixth Grade Compare data (similarities and differences) Analyze different types and dynamics of patterns, processes and trends As a group, read, understand and compare charts and graphs two at a time. Compare maps from various time periods. Make inferences and judgments Identify, define and discuss symbols and common symbolism. Visual vocabulary, look at data, practice making charts as a group. Break down the symbolism, perspective, history and message of a political cartoon as a whole class. Create pie charts and bar graphs about data given. Use different types of maps. Look at three documents from different perspectives and analyze as a group. As a group, read, understand and compare charts and graphs three at a time. Eighth Grade Use multiple maps to infer and apply knowledge. Look at three documents from different perspectives and be able to analyze individually. As a group and individually, read understand and compare charts and graphs, up to three sources. Look at patterns of politics and lifestyles by analyzing social changes in US history. Identify symbols, perspective and message of a political cartoon individually. Read, analyze and create own visuals based on reading. Ninth Grade Use multiple maps to write about inferred and applied knowledge. Look at three documents from different perspectives and be able to analyze as a class and individually. Focus on spatial Analyze contrasting patterns, change over data about an event as time, look at trends in a whole class and in various locations at small groups. the same time period. Make inferences and judgments about a political cartoon in a group setting. Take written information and create a visual that transforms knowledge of abstract concepts. Tenth Grade Use multiple maps to write about inferred and applied knowledge, explain examples. Seventh Grade Eleventh Grade Twelfth Grade Identify how to use parts of a map, map projections and purposes of maps. Describe relationships or connections among different data sources Look at two documents from different perspectives and analyze as a group. Develop visual summaries, graphic representations and/or models that explain data or support conclusions Apply knowledge from maps to answer document based questions. Fully analyze and integrate documents; write a coherent response to a document based question. Analyze contrasting data about the same event, both as a group and individually. Take multiple primary sources and compare them to find the similarities at that exist, looking at causality. Analyze trends in data among various documents. Create your own data based on contrasting opinions of a topic and come to a conclusion. Analyze multiple sources related to social context to form an opinion. Take a political cartoon from any time period and make inferences and judgment about a topic of study independently. Make a political cartoon based on a current event, issue or topic. Use data to create persuasive visuals that take a viewpoint. Create models of abstract concepts. 26
AP Methodological Skill Alignment Chart: Evaluate, Apply and Clearly Present Information Use relevant data to support and/or disprove answers or theories Sixth Grade The student will be able to identify main ideas from a written text. The student will be able to draw and opinion from text. The student will be able to The student will be able to evaluate the problem that identify a specific problem. has been proposed. Seventh Grade The student will be able to identify main ideas from multiple texts. The student will be able to defend an opinion. The student will be able to identify a problem and potential solution. The student will be able to evaluate the problem that has been proposed and potential solution that has been proposed. The student will be able to defend an opinion with specificity. The student will be able to identify a problem, give a series of solutions and choose the best one. The student will be able to evaluate the identified problem, evaluate the series of solutions and, in turn, ultimately evaluate the best one. The student will be able to analyze and evaluate primary sources related to past political theories and historical models/events. The student will be able to use relevant data to prove or disprove theses in written and/or oral form. The student will be able to prove information in a more in depth format, such as an extended essay or presentation. The student will be able to recognize the audience for whom they are writing. The student will be able to identify a problem, give a series of solutions and choose the based one based on argument and analysis through written form. The student will be able to evaluate the identified problem, the series of solutions and evaluate the best one through argument analysis in written form. The student will be able to write a DBQ essay after analyzing and evaluating past political theory and historical models/events. The student will be able to analyze and evaluate data as appropriate to their topic. The student will be able to present and defend a persuasive argument using multiple sources of evidence. The student will be able to propose and defend in written and oral format a solution to a real world problem. The student will be able to present and defend their solutions to specific problems and evaluate the viability of the solution with other students. The student will be able to process and assimilate historical events and political ideas of the past with contemporary issues through analysis and evaluation. Eighth Grade Ninth Grade Tenth Grade The student will be able to identify opposing main ideas from multiple texts. Propose solutions to problems based on conclusions drawn from analysis of data Evaluate and assess the effectiveness of proposed solutions, comparing them with solutions proposed by others Propose conclusions in clear, coherent, plausible and persuasive written or oral arguments Eleventh Grade Twelfth Grade Apply models and theories to comparable contemporary or historical situations The student will be able to recognize a model or theory in social studies once per quarter. The student will be able to recognize a model or theory in social studies once per unit using a compare/contrast strategy. 27
Webb’s Depth of Knowledge Chart level of complexity measures a student’s depth of knowledge Level of Complexity Recall/Reproduction  Recall a fact, information, or procedure.  Process information on a low level. From Bloom's Taxonomy: Know/Remember “The recall of specifics and universals, involving little more than bringing to mind the appropriate material.” Comprehend/Understand “Ability to process knowledge on a low level such that the knowledge can be reproduced or communicated without a verbatim repetition.” Level One Arrange Calculate Cite Define Describe Draw Explain Give examples Identify Illustrate Label Locate List Match Skill/Concept  Use information or conceptual knowledge, two or more steps From Bloom’s Taxonomy: Apply “Uses information in another familiar situation.” (Executes ‐ Carries out a procedures in a familiar task) (Implements ‐ Uses a procedure in an unfamiliar task) Evidence of Depth of Knowledge Key Verbs That May Clue Level 
Measure Name Perform Quote Recall Recite Record Repeat Report Select State Summarize Tabulate 
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Level Two Apply Calculate Categorize Classify Compare Compute Construct Convert Describe Determine Distinguish Estimate Explain Extend Extrapolate Find Formulate Generalize Graph Identify patterns
Infer Interpolate Interpret Modify Observe Organize Predict Relate Represent Show Simplify Solve Sort Use Explain simple concepts or routine procedures Recall elements and details Recall a fact, term or property Conduct basic calculations Order rational numbers Identify a standard scientific representation for simple phenomenon Label locations Describe the features of a place or people Identify figurative language in a reading passage 
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Solve routine multiple‐step problems Describe non‐trivial patterns Interpret information from a simple graph Formulate a routine problem, given data and conditions Sort objects Show relationships Apply a concept Organize, represent and interpret data Use context clues to identify the meaning of unfamiliar words Describe the cause/effect of a particular event. Predict a logical outcome Identify patterns in events or behavior 28
Level of Complexity Key Verbs That May Clue Level Evidence of Depth of Knowledge Level Three Strategic Thinking  Requires reasoning, developing a plan or a sequence of steps, some complexity. From Bloom’s Taxonomy: Analyze “Breaking information into parts to explore understanding and relationship.” Evaluate “Checks/Critiques – makes judgments based on criteria and standards.” Appraise Assess Cite evidence Check Compare Compile Conclude Contrast Critique Decide Defend Describe Develop Differentiate Distinguish 
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Examine Explain how Formulate Hypothesize Identify Infer Interpret Investigate Judge Justify Reorganize Solve Support 
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Extended Thinking  Requires an investigation, time to think and process multiple conditions of the problem. Most on‐
demand assessments will not include Level 4 activities. From Bloom’s Taxonomy: Synthesize “Putting together elements and parts to form a whole.” Evaluate “Making value judgments about the method.” Level Four Appraise Connect Create Critique Design Judge Justify Prove Report Synthesize Solve non‐routine problems Interpret information from a complex graph Explain phenomena in terms of concepts Support ideas with details and examples Develop a scientific model for a complex situation Formulate conclusions from experimental data Compile information from multiple sources to address a specific topic Develop a logical argument Identify and then justify a solution Identify the author’s purpose and explain how it affects the interpretation of a reading selection 
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Design and conduct an experiment that requires specifying a problem; report results/solutions Synthesize ideas into new concepts Critique experimental designs Design a mathematical model to inform and solve a practical or abstract situation. Connect common themes across texts from different cultures Synthesize information from multiple sources 29
Sixth Grade World History Pacing Calendar Topic Procedures and Pre‐Testing Six Essential Elements of Geography and Map Skills Early Civilizations Mesopotamia Suggested Dates Days August 22 – August 24 3 August 25 – September 14 14 September 15 – September 23 7 September 26 – October 20 19 First Nine Weeks ends October 20. The Egyptians October 25 – December 2 23 Ancient Africa December 5 – December 16 10 Ancient Greece January 3 – February 3 22 Second Nine Weeks ends January 23; Greece will be covered on the Third Nine Weeks EOQ Exam. Ancient Rome February 6 – March 9 24 Ancient India March 12 – April 13 19 Third Nine Weeks ends March 30; India will be covered on the Fourth Nine Weeks EOQ Exam. Ancient China April 16 – May 11 20 Mesoamerica May 14 – June 7 18 June 8 1 End of Year Activities Fourth Nine Weeks Ends June 8. Secondary Curriculum and Instruction Providing leadership in curriculum, instruction and assessment that enables students to reach their highest potential. 30
Embedded Language Arts and Mathematics Skills Sixth Grade World History Instructional Focus Calendar 2011‐2012 School Year The following Next Generation Sunshine State Standards should be embedded in the Sixth Grade World History course throughout the year as applicable to teacher instruction. Concept The student will use new vocabulary that is introduced and taught directly. Concept
The student will listen to, read, and discuss familiar and conceptually challenging text. Standards Next Generation Sunshine State Standard: LA.6.1.6.1 Common Core Reading Standards: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 5, 6, 7, 8, 9, 10. National Social Studies Standards: n/a Standards
Next Generation Sunshine State Standards: LA.6.1.6.2 Common Core Reading Standards: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 5, 6, 7, 8, 9, 10. National Social Studies Standards: n/a Vocabulary Varies based on unit. Vocabulary
Varies based on unit. Secondary Curriculum and Instruction Providing leadership in curriculum, instruction and assessment that enables students to reach their highest potential. 31
Embedded Language Arts and Mathematics Skills Sixth Grade World History Instructional Focus Calendar 2011‐2012 School Year The following Next Generation Sunshine State Standards should be embedded in the Sixth Grade World History course throughout the year as applicable to teacher instruction. Concept The student will use context clues to determine meanings of unfamiliar words. Concept
The student will use background knowledge of subject and related content areas, prereading strategies, graphic representations, and knowledge of text structure to make and confirm complex predictions of content, purpose, and organization of a reading selection. Standards Next Generation Sunshine State Standard: LA.6.1.6.3 Common Core Reading Standards: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 5, 6, 7, 8, 9, 10. National Social Studies Standards: n/a Standards
Next Generation Sunshine State Standards: LA.6.1.7.1 Common Core Reading Standards: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 5, 6, 7, 8, 9, 10. National Social Studies Standards: n/a Vocabulary Varies based on unit. Vocabulary
Varies based on unit. Secondary Curriculum and Instruction Providing leadership in curriculum, instruction and assessment that enables students to reach their highest potential. 32
Embedded Language Arts and Mathematics Skills Sixth Grade World History Instructional Focus Calendar 2011‐2012 School Year The following Next Generation Sunshine State Standards should be embedded in the Sixth Grade World History course throughout the year as applicable to teacher instruction. Concept The student will determine the main idea or essential message in grade‐level text through inferring, paraphrasing, summarizing, and identifying relevant details. Concept
Interpret and compare ratios and rates. Standards Next Generation Sunshine State Standard: LA.6.1.7.3 Common Core Reading Standards: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 5, 6, 7, 8, 9, 10. National Social Studies Standards: n/a Standards
Next Generation Sunshine State Standards: MA.6.A.2.2 Common Core Reading Standards: Common Core Writing Standards: National Social Studies Standards: Vocabulary Varies based on unit. Vocabulary
Varies based on unit. Secondary Curriculum and Instruction Providing leadership in curriculum, instruction and assessment that enables students to reach their highest potential. 33
Embedded Language Arts and Mathematics Skills Sixth Grade World History Instructional Focus Calendar 2011‐2012 School Year The following Next Generation Sunshine State Standards should be embedded in the Sixth Grade World History course throughout the year as applicable to teacher instruction. Concept Write and evaluate mathematical expressions that correspond to given situations. Standards Next Generation Sunshine State Standard: MA.6.A.3.1 Common Core Reading Standards: Common Core Writing Standards: National Social Studies Standards: Vocabulary Varies based on unit. Secondary Curriculum and Instruction Providing leadership in curriculum, instruction and assessment that enables students to reach their highest potential. 34
Six Essential Elements of Geography Sixth Grade World History Instructional Focus Calendar 2011‐2012 School Year Unit Essential Question
What are the Six Essential Elements of Geography and why do they matter? Concept Describe the Six Essential Elements of Geography (The World in Spatial Terms, Places and Regions, Physical Systems, Human Systems, Environment, The Uses of Geography) as the organizing framework for understanding the world and its people. Standards Next Generation Sunshine State Standard: SS.6.G.6.1 Common Core Reading Standards: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 5, 6, 7, 8, 9, 10. National Social Studies Standards: 1, 2, 3, 5, 6, 7, 8, 9. Vocabulary Charts, climate, communication, culture, ecosystem, environment, Geographic Information System, graphs, history, human geography, landform, maps, migration, physical geography, population distribution, region, settlement, weather. Sample Lesson Essential Questions How do the six essential elements of geography help us to understand the world and its people? What tools can I use to analyze the six essential elements of geography? How do the six essential elements of geography apply to the study of history? Unit Resources
Discovery Streaming Resources Moodle Repository Secondary Curriculum and Instruction Providing leadership in curriculum, instruction and assessment that enables students to reach their highest potential. 35
Map Skills Sixth Grade World History Instructional Focus Calendar 2011‐2012 School Year Unit Essential Question
How are maps used in the study of social sciences? Concept Use latitude and longitude coordinates to understand the relationship between people and places on Earth. Concept
Analyze the purposes of map projections (political, physical, special purpose) and explain the applications of various types of maps. Standards Next Generation Sunshine State Standard: SS.6.G.1.1 Common Core Reading Standards: 2, 7. Common Core Writing Standards: 1, 2. National Social Studies Standards: 3, 9. Standards
Next Generation Sunshine State Standard: SS.6.G.1.2 Common Core Reading Standards: 2, 7. Common Core Writing Standards: 1, 2. National Social Studies Standards: 3, 9. Vocabulary Absolute location, Equator, latitude, longitude, Prime Meridian, relative location. Vocabulary
Choropleth, equal‐area projection, Mercator projection, physical map, political map, Robinson projection, thematic map. Sample Lesson Essential Questions How are latitude and longitude used? What is the difference between absolute and relative location? How can I use latitude and longitude to identify relationships between people and places on Earth? Sample Lesson Essential Questions
What are the purposes of different map projections? What are the similarities between physical, political and thematic maps? What are the differences between physical, political and thematic maps? Unit Resources
Discovery Streaming Resources Moodle Repository Secondary Curriculum and Instruction Providing leadership in curriculum, instruction and assessment that enables students to reach their highest potential. 36
Map Skills Sixth Grade World History Instructional Focus Calendar 2011‐2012 School Year Unit Essential Question
How are maps used in the study of social sciences? Concept Identify natural wonders of the ancient world including, but not limited to: Seven Natural Wonders of Africa, Himalayas, and the Gobi Desert. Concept
Use scale, cardinal, and intermediate directions, and estimation of distances between places on current and ancient maps of the world. Standards Next Generation Sunshine State Standard: SS.6.G.1.3 Common Core Reading Standards: 2, 7. Common Core Writing Standards: 1, 2. National Social Studies Standards: 3, 9. Standards
Next Generation Sunshine State Standard: SS.6.G.1.5 Common Core Reading Standards: 2, 7. Common Core Writing Standards: 1, 2. National Social Studies Standards: 3, 9. Vocabulary Nile River, Mount Kilamanjaro, Great Rift Valley, Serengeti Plains, Sahara Desert, Victoria Lake and Falls, Table Mountain, Himalaya Mountains, Gobi Desert. Vocabulary
Cardinal direction, compass rose, estimation, intermediate direction, map scale. Sample Lesson Essential Questions What classifies something as a natural wonder? What are the seven natural wonders of Africa? What other locations would you consider natural wonders of the world? Sample Lesson Essential Questions
How are cardinal directions used? How is a map scale used? How are intermediate directions used? Unit Resources
Discovery Streaming Resources Moodle Repository Secondary Curriculum and Instruction Providing leadership in curriculum, instruction and assessment that enables students to reach their highest potential. 37
Map Skills Sixth Grade World History Instructional Focus Calendar 2011‐2012 School Year Unit Essential Question
How are maps used in the study of social sciences? Concept Use a map to identify major bodies of water of the world, and explain ways they have impacted the development of civilizations including, but not limited to: major rivers, seas and oceans. Concept
Differentiate between continents, regions, countries, and cities in order to understand the complexities of regions created by civilizations including, but not limited to: city‐
states, provinces, kingdoms, and empires. Standards Next Generation Sunshine State Standard: SS.6.G.1.6 Common Core Reading Standards: 2, 7. Common Core Writing Standards: 1, 2. National Social Studies Standards: 3, 9. Standards
Next Generation Sunshine State Standard: SS.6.G.2.2 Common Core Reading Standards: 2, 7. Common Core Writing Standards: 1, 2. National Social Studies Standards: 3, 9. Vocabulary Arctic Ocean, Atlantic Ocean, Brahmaputra River, Dead Sea, Euphrates River, Ganges River, Indian Ocean, Indus River, Jordan River, Mediterranean Sea, Nile River, ocean, Pacific Ocean, Red Sea, river, sea, Southern Ocean, Tigris River, Yellow River. Vocabulary
City, city‐state, continent, country, empire, kingdom, province, region. Sample Lesson Essential Questions What are some of the major bodies of water on Earth? How do bodies of water impact the development of civilizations? Why were the first ancient civilizations established by rivers? Sample Lesson Essential Questions
How are regions established? What are the differences between kingdoms and empires? How are countries and city‐states similar? Unit Resources
Discovery Streaming Resources Moodle Repository Secondary Curriculum and Instruction Providing leadership in curriculum, instruction and assessment that enables students to reach their highest potential. 38
Embedded Geography Skills Sixth Grade World History Instructional Focus Calendar 2011‐2012 School Year The following Next Generation Sunshine State Standards should be embedded in the Sixth Grade World History course throughout the year as applicable to teacher instruction. Concept Explain how major physical characteristics, natural resources, climate, and absolute and relative locations have influenced settlement, interactions, and the economies of ancient civilizations of the world. Concept
Explain how the geographical location of ancient civilizations contributed to the culture and politics of those societies including, but not limited to: Egypt, Rome, Greece, China and Kush. Standards Next Generation Sunshine State Standard: SS.6.G.2.1 Common Core Reading Standards: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 5, 6, 7, 8, 9, 10. National Social Studies Standards: 1, 2, 3, 5, 6, 7, 8, 9. Standards
Next Generation Sunshine State Standard: SS.6.G.2.4 Common Core Reading Standards: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 5, 6, 7, 8, 9, 10. National Social Studies Standards: 1, 2, 3, 5, 6, 8, 9. Vocabulary Absolute location, climate, landform, natural resource, relative location, settlement. Vocabulary
Climate, culture, landform, politics. Secondary Curriculum and Instruction Providing leadership in curriculum, instruction and assessment that enables students to reach their highest potential. 39
Embedded Geography Skills Sixth Grade World History Instructional Focus Calendar 2011‐2012 School Year The following Next Generation Sunshine State Standards should be embedded in the Sixth Grade World History course throughout the year as applicable to teacher instruction. Concept Interpret choropleths or dot‐density maps to explain the distribution of population in the ancient world. Concept
Explain how the physical landscape has affected the development of agriculture and industry in the ancient world including, but not limited to: terracing, seasonal crop rotations and resource development. Standards Next Generation Sunshine State Standard: SS.6.G.2.7 Common Core Reading Standards: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 5, 6, 7, 8, 9, 10. National Social Studies Standards: 1, 2, 3, 5, 9. Standards
Next Generation Sunshine State Standard: SS.6.G.3.1 Common Core Reading Standards: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 5, 6, 7, 8, 9, 10. National Social Studies Standards: 2, 3, 5, 7, 8. Vocabulary Absolute location, climate, landform, natural resource, relative location, settlement. Vocabulary
Crop rotations, resource development, terracing. Secondary Curriculum and Instruction Providing leadership in curriculum, instruction and assessment that enables students to reach their highest potential. 40
Embedded Geography Skills Sixth Grade World History Instructional Focus Calendar 2011‐2012 School Year The following Next Generation Sunshine State Standards should be embedded in the Sixth Grade World History course throughout the year as applicable to teacher instruction. Concept Concept
Analyze the impact of human populations on the ancient world’s ecosystems including, Explain how family and ethnic relationships influenced ancient cultures. but not limited to: desertification, deforestation, abuse of resources and erosion. Standards Next Generation Sunshine State Standard: SS.6.G.3.2 Common Core Reading Standards: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 5, 6, 7, 8, 9, 10. National Social Studies Standards: 2, 3, 7, 8. Standards
Next Generation Sunshine State Standard: SS.6.G.4.1 Common Core Reading Standards: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 5, 6, 7, 8, 9, 10. National Social Studies Standards: 1, 2, 3, 5, 9. Vocabulary Abuse of resources, deforestation, desertification, erosion. Vocabulary
Family, matrilineal, patrilineal, social class. Secondary Curriculum and Instruction Providing leadership in curriculum, instruction and assessment that enables students to reach their highest potential. 41
Embedded Geography Skills Sixth Grade World History Instructional Focus Calendar 2011‐2012 School Year The following Next Generation Sunshine State Standards should be embedded in the Sixth Grade World History course throughout the year as applicable to teacher instruction. Concept Use geographic terms and tools to explain why ancient civilizations developed networks of highways, waterways and other transportation linkages. Concept
Use geographic tools and terms to analyze how famine, drought, and natural disasters plagued many ancient civilizations including, but not limited to: flooding of the Nile, drought in Africa, volcanoes in the Mediterranean region and famine in Asia. Standards Next Generation Sunshine State Standard: SS.6.G.5.2 Common Core Reading Standards: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 5, 6, 7, 8, 9, 10. National Social Studies Standards: 2, 3, 6, 7, 8, 9. Standards
Next Generation Sunshine State Standard: SS.6.G.5.3 Common Core Reading Standards: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 5, 6, 7, 8, 9, 10. National Social Studies Standards: 2, 3. 5, 6, 7, 8, 9. Vocabulary Highway, transportation, waterway. Vocabulary
Drought, famine, natural disaster, volcano. Secondary Curriculum and Instruction Providing leadership in curriculum, instruction and assessment that enables students to reach their highest potential. 42
Embedded Geography Skills Sixth Grade World History Instructional Focus Calendar 2011‐2012 School Year The following Next Generation Sunshine State Standards should be embedded in the Sixth Grade World History course throughout the year as applicable to teacher instruction. Concept Compare maps of the world in ancient times with current political maps. Standards Next Generation Sunshine State Standard: SS.6.G.6.2 Common Core Reading Standards: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 5, 6, 7, 8, 9, 10. National Social Studies Standards: 2, 3, 6, 7, 8, 9. Vocabulary Change over time, political map. Secondary Curriculum and Instruction Providing leadership in curriculum, instruction and assessment that enables students to reach their highest potential. 43
Embedded Economics Sixth Grade World History Instructional Focus Calendar 2011‐2012 School Year The following Next Generation Sunshine State Standards should be embedded in the Sixth Grade World History course throughout the year as applicable to teacher instruction. Concept Identify the factors that increased economic growth including, but not limited to: new resources, increased productivity, education, technology, slave economy and territorial expansion. Concept
Describe and identify traditional and command economies as they appear in different civilizations. Standards Next Generation Sunshine State Standard: SS.6.E.1.1 Common Core Reading Standards: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 5, 6, 7, 8, 9, 10. National Social Studies Standards: 2, 3, 5, 6, 7, 8, 9. Standards
Next Generation Sunshine State Standard: SS.6.E.1.2 Common Core Reading Standards: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 5, 6, 7, 8, 9, 10. National Social Studies Standards: 7. Vocabulary Productivity, territorial expansion. Vocabulary
Barter, command economy, currency, trade, traditional economy. Secondary Curriculum and Instruction Providing leadership in curriculum, instruction and assessment that enables students to reach their highest potential. 44
Embedded Economics Sixth Grade World History Instructional Focus Calendar 2011‐2012 School Year The following Next Generation Sunshine State Standards should be embedded in the Sixth Grade World History course throughout the year as applicable to teacher instruction. Concept Describe the following economic concepts as they relate to early civilization: scarcity, opportunity cost, supply and demand, barter, trade, productive resources, land, labor, capital, entrepreneurship. Concept
Evaluate how civilizations through clans, leaders, and family groups make economic decisions for that civilization providing a framework for future city‐state or nation development. Standards Next Generation Sunshine State Standard: SS.6.E.1.3 Common Core Reading Standards: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 5, 6, 7, 8, 9, 10. National Social Studies Standards: 7. Standards
Next Generation Sunshine State Standard: SS.6.E.2.1 Common Core Reading Standards: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 5, 6, 7, 8, 9, 10. National Social Studies Standards: 2, 3, 5, 6, 7, 8, 9. Vocabulary Barter, capital, entrepreneurship, labor, land, opportunity cost, productive resources, scarcity, supply and demand, trade. Vocabulary
Economic decision. Secondary Curriculum and Instruction Providing leadership in curriculum, instruction and assessment that enables students to reach their highest potential. 45
Embedded Economics Sixth Grade World History Instructional Focus Calendar 2011‐2012 School Year The following Next Generation Sunshine State Standards should be embedded in the Sixth Grade World History course throughout the year as applicable to teacher instruction. Concept Identify examples of mediums of exchange (currencies) used for trade (barter) for each civilization, and explain why international trade requires a system for a medium of exchange between trading both inside and among various regions. Concept
Categorize products that were trade among civilizations, and give examples of barriers to trade of those products. Standards Next Generation Sunshine State Standard: SS.6.E.3.1 Common Core Reading Standards: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 5, 6, 7, 8, 9, 10. National Social Studies Standards: 2, 3, 5, 6, 7, 8, 9. Standards
Next Generation Sunshine State Standard: SS.6.E.3.2 Common Core Reading Standards: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 5, 6, 7, 8, 9, 10. National Social Studies Standards: 2, 3, 5, 6, 7, 8, 9. Vocabulary Barter, currency, exchange, trade. Vocabulary
Barrier, barter, currency, exchange, trade. Secondary Curriculum and Instruction Providing leadership in curriculum, instruction and assessment that enables students to reach their highest potential. 46
Embedded Economics Sixth Grade World History Instructional Focus Calendar 2011‐2012 School Year The following Next Generation Sunshine State Standards should be embedded in the Sixth Grade World History course throughout the year as applicable to teacher instruction. Concept Describe traditional economies (Egypt, Greece, Rome, Kush) and elements of those economies that led to the rise of a merchant class and trading partners. Concept
Identify the methods used to compensate for the scarcity of resources in the ancient world including, but not limited to: water in the Middle East, fertile soil and fuel. Standards Next Generation Sunshine State Standard: SS.6.E.3.3 Common Core Reading Standards: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 5, 6, 7, 8, 9, 10. National Social Studies Standards: 7. Standards
Next Generation Sunshine State Standard: SS.6.G.5.1 Common Core Reading Standards: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 5, 6, 7, 8, 9, 10. National Social Studies Standards: 2, 3, 5, 6, 7, 8, 9. Vocabulary Traditional economy. Vocabulary
Resource, scarcity. Secondary Curriculum and Instruction Providing leadership in curriculum, instruction and assessment that enables students to reach their highest potential. 47
Embedded Social Science Skills Sixth Grade World History Instructional Focus Calendar 2011‐2012 School Year The following Next Generation Sunshine State Standards should be embedded in the Sixth Grade World History course throughout the year as applicable to teacher instruction. Concept Use timelines to identify chronological order of historical events. Concept
Identify terms (decade, century, epoch, era, millennium, BC/BCE, AD/CE) and designations of time periods. Standards Next Generation Sunshine State Standard: SS.6.W.1.1 Common Core Reading Standards: 4, 7. Common Core Writing Standards: 9. National Social Studies Standards: 2. Standards
Next Generation Sunshine State Standards: SS.6.W.1.2 Common Core Reading Standards: 4, 7. Common Core Writing Standards: 9. National Social Studies Standards: 2. Vocabulary Timeline. Vocabulary
AD, BC, BCE, CE, century, decade, epoch, era, millennium, timeline. Secondary Curriculum and Instruction Providing leadership in curriculum, instruction and assessment that enables students to reach their highest potential. 48
Embedded Social Science Skills Sixth Grade World History Instructional Focus Calendar 2011‐2012 School Year The following Next Generation Sunshine State Standards should be embedded in the Sixth Grade World History course throughout the year as applicable to teacher instruction. Concept Interpret primary and secondary sources including, but not limited to: artifacts, images, auditory sources and written sources. Concept
Describe the methods of historical inquiry and how history relates to the other social sciences including, but not limited to: archaeology, geography, political science and economics. Standards Next Generation Sunshine State Standard: SS.6.W.1.3 Common Core Reading Standards: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 5, 6, 7, 8, 9, 10. National Social Studies Standards: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Standards
Next Generation Sunshine State Standards: SS.6.W.1.4 Common Core Reading Standards: 1, 4, 5, 6, 8, 10. Common Core Writing Standards: 1, 2, 7, 9, 10. National Social Studies Standards: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Vocabulary Artifacts, auditory sources, images, primary sources, secondary sources, written sources. Vocabulary
Anthropology, archaeology, economics, geography, political science, psychology, sociology. Secondary Curriculum and Instruction Providing leadership in curriculum, instruction and assessment that enables students to reach their highest potential. 49
Embedded Social Science Skills Sixth Grade World History Instructional Focus Calendar 2011‐2012 School Year The following Next Generation Sunshine State Standards should be embedded in the Sixth Grade World History course throughout the year as applicable to teacher instruction. Concept Describe the roles of historians and recognize varying historical interpretations (historiography). Concept
Describe how history transmits culture and heritage and provides models of human character. Standards Next Generation Sunshine State Standard: SS.6.W.1.5 Common Core Reading Standards: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 5, 6, 7, 8, 9, 10. National Social Studies Standards: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Standards
Next Generation Sunshine State Standards: SS.6.W.1.6 Common Core Reading Standards: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 5, 6, 7, 8, 9, 10. National Social Studies Standards: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Vocabulary Historian, historiography, interpretation. Vocabulary
Cultural diffusion. Secondary Curriculum and Instruction Providing leadership in curriculum, instruction and assessment that enables students to reach their highest potential. 50
Embedded Social Science Skills Sixth Grade World History Instructional Focus Calendar 2011‐2012 School Year The following Next Generation Sunshine State Standards should be embedded in the Sixth Grade World History course throughout the year as applicable to teacher instruction. Concept Utilize tools geographers use to study the world including, but not limited to: maps, globes, graphs, charts, and geo‐spatial tools such as GPS (Global Positioning System), GIS (Geographic Information Systems), satellite imagery, aerial photography and online mapping resources. Standards Next Generation Sunshine State Standard: SS.6.G.1.4 Common Core Reading Standards: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 5, 6, 7, 8, 9, 10. National Social Studies Standards: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Vocabulary Geographic Information Systems, Global Positioning System. Secondary Curriculum and Instruction Providing leadership in curriculum, instruction and assessment that enables students to reach their highest potential. 51
Embedded Concepts of Cultural Diffusion Sixth Grade World History Instructional Focus Calendar 2011‐2012 School Year The following Next Generation Sunshine State Standards should be embedded in the Sixth Grade World History course throughout the year as applicable to teacher instruction. Concept Explain the concept of cultural diffusion, and identify the influences of different ancient cultures on one another including, but not limited to: Phoenicia on Greece and Greece on Rome. Concept
Use maps to trace significant migrations and analyze their results including, but not limited to: prehistoric Asians to the Americas, Aryans in Asia, and Germanic tribes throughout Europe. Standards Next Generation Sunshine State Standard: SS.6.G.2.6 Common Core Reading Standards: 1, 2, 4, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 9. National Social Studies Standards: 1, 2, 3, 5, 9. Standards
Next Generation Sunshine State Standard: SS.6.G.4.2 Common Core Reading Standards: 1, 2, 4, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 9. National Social Studies Standards: 1, 2, 3, 5, 9. Vocabulary Cultural diffusion, influence. Vocabulary
Migration. Secondary Curriculum and Instruction Providing leadership in curriculum, instruction and assessment that enables students to reach their highest potential. 52
Embedded Concepts of Cultural Diffusion Sixth Grade World History Instructional Focus Calendar 2011‐2012 School Year Unit Essential Question
What is cultural diffusion and how has it impacted civilizations? Concept Map and analyze the impact of the spread of various belief systems in the ancient world including, but not limited to: Buddhism, Christianity and Judaism. Concept
Use maps to identify characteristics and boundaries of ancient civilizations that have shaped the world today including, but not limited to: Phoenicia, Carthage, Crete, Egypt, Greece, Rome and Kush. Standards Next Generation Sunshine State Standard: SS.6.G.4.4 Common Core Reading Standards: 1, 2, 4, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 9. National Social Studies Standards: 1, 2, 3, 5, 9. Standards
Next Generation Sunshine State Standard: SS.6.G.1.7 Common Core Reading Standards: 1, 2, 4, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 9. National Social Studies Standards: 1, 2, 3, 5, 9. Vocabulary Buddhism, Christianity, cultural diffusion, Judaism, migration. Vocabulary
Border, desert, lake, landform, mountain, mountain range, ocean, physical geography, plateau, river, sea. Secondary Curriculum and Instruction Providing leadership in curriculum, instruction and assessment that enables students to reach their highest potential. 53
Embedded Concepts of Cultural Diffusion Sixth Grade World History Instructional Focus Calendar 2011‐2012 School Year The following Next Generation Sunshine State Standards should be embedded in the Sixth Grade World History course throughout the year as applicable to teacher instruction. Concept Interpret how geographic boundaries invite or limit interaction with other regions and cultures including, but not limited to: China limiting and Greece inviting. Standards Next Generation Sunshine State Standard: SS.6.G.2.5 Common Core Reading Standards: 1, 2, 4, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 9. National Social Studies Standards: 1, 2, 3, 5, 9. Vocabulary Boundary, influence, interaction, landform. Secondary Curriculum and Instruction Providing leadership in curriculum, instruction and assessment that enables students to reach their highest potential. 54
Early Civilizations Sixth Grade World History Instructional Focus Calendar 2011‐2012 School Year Unit Essential Question
What factors led to the rise and fall of the early civilizations and how did their contributions influence future civilizations? Concept Compare the lifestyles of hunter‐gatherers with those of settlers of early agricultural communities. Concept
Locate sites in Africa and Asia where archaeologists have found evidence of early human societies, and trace their migration patterns to other parts of the world. Standards Next Generation Sunshine State Standard: SS.6.W.2.1 Common Core Reading Standards: 1, 2, 4, 7, 8, 10. Common Core Writing Standards: 1, 2, 4, 8, 9, 10. National Social Studies Standards: 1, 2, 3, 5, 6, 7, 8, 9. Standards
Next Generation Sunshine State Standard: SS.6.G.4.3 Common Core Reading Standards: 1, 2, 4, 7, 8, 10. Common Core Writing Standards: 1, 2, 4, 8, 9, 10. National Social Studies Standards: 1, 2, 3, 5, 6, 7, 8, 9. Vocabulary Vocabulary
Australopithecus afarensis, cave painting, hominid, Homo erectus, Homo habilis, Homo Bipedal, Laetoli, land bridge, Lucy, migration, Peking man. sapiens neanderthalensis, Homo sapiens sapiens, migrate, Neolithic Age, nomad, Paleolithic Age, Prehistoric, ritual, Stone Age. Sample Lesson Essential Questions What was the relationship between early people and their environment? How did migration affect the development of early people? How does the interpretation of artifacts affect our knowledge of early people? Sample Lesson Essential Questions
How did hominids spread from Africa to the rest of the world? How did the environment affect migration? What does the fossil record tell us about migration patterns? Unit Resources
Hands‐on History Ancient Civilization Activities: pages 11‐27 Discovery Streaming Resources Moodle Repository Secondary Curriculum and Instruction Providing leadership in curriculum, instruction and assessment that enables students to reach their highest potential. 55
Early Civilizations Sixth Grade World History Instructional Focus Calendar 2011‐2012 School Year Unit Essential Question What factors led to the rise and fall of the early civilizations and how did their contributions influence future civilizations? Concept Describe how the developments of agriculture and metallurgy related to settlement, population growth, and the emergence of civilization. Concept
Identify the characteristics of civilization including, but not limited to urbanization, specialized labor, advanced technology, government and religious institutions and social classes. Standards Next Generation Sunshine State Standards: SS.6.W.2.2 Common Core Reading Standards: 1, 2, 4, 7, 8, 10. Common Core Writing Standards: 1, 2, 4, 8, 9, 10. National Social Studies Standards: 1, 2, 3, 5, 6, 7, 8, 9. Standards
Next Generation Sunshine State Standard: SS.6.W.2.3 Common Core Reading Standards: 1, 2, 4, 7, 8, 10. Common Core Writing Standards: 1, 2, 4, 8, 9, 10. National Social Studies Standards: 1, 2, 3, 5, 6, 7, 8, 9. Vocabulary Agricultural Revolution, agriculture, civilization, domesticate, ore, settlement, shelter, trade. Vocabulary
Agriculture, government, megaliths, metallurgy, religion, social classes, specialized labor, urbanization. Sample Lesson Essential Questions What does the use of tools tell us about a civilization? In what ways did societies change the environment to survive? How did changes in food production allow for civilizations to develop? Sample Lesson Essential Questions
What are the elements of a civilization? How do the elements of a civilization work together to define a culture? Why was religion so important to the early civilization’s way of life? Unit Resources
Hands‐on History Ancient Civilization Activities: pages 11‐27 Discovery Streaming Resources Moodle Repository Secondary Curriculum and Instruction Providing leadership in curriculum, instruction and assessment that enables students to reach their highest potential. 56
Early Civilizations Sixth Grade World History Instructional Focus Calendar 2011‐2012 School Year Unit Essential Question
What factors led to the rise and fall of the early civilizations and how did their contributions influence future civilizations? Concept Compare the economic, political, social, and religious institutions of ancient river civilizations including, but not limited to the Nile, Tigris‐Euphrates, Indus and Huang He. Concept
Analyze the relationship of physical geography to the development of ancient river valley civilizations including, but not limited to Tigris and Euphrates, Nike, Indus and Ganges, and Huang He. Standards Next Generation Sunshine State Standards: SS.6.W.2.4 Common Core Reading Standards: 1, 2, 4, 7, 8, 10. Common Core Writing Standards: 1, 2, 4, 8, 9, 10. National Social Studies Standards: 1, 2, 3, 5, 6, 7, 8, 9. Standards
Next Generation Sunshine State Standards: SS.6.G.2.3 Common Core Reading Standards: 1, 2, 4, 7, 8, 10. Common Core Writing Standards: 1, 2, 4, 8, 9, 10. National Social Studies Standards: 1, 2, 3, 5, 6, 7, 8, 9. Vocabulary Vocabulary
Çatal Hüyük, citadel, clan, granary, Harappa, Jarmo, Jericho, logograph, Mohenjo‐Daro, Arable, barrier, delta, mountain, resource, river. Shang dynasty. Sample Lesson Essential Questions How did ancient river civilizations influence future civilizations? How did ancient river civilizations influence modern day life? In what ways were ancient river civilizations alike and different? Sample Lesson Essential Questions
How did the environment affect settlement location choice? How did early civilizations modify the environment to meet their needs? How did early civilizations adapt to physical geography to meet their needs? Unit Resources
Hands‐on History Ancient Civilization Activities: pages 11‐27 Discovery Streaming Resources Moodle Repository Secondary Curriculum and Instruction Providing leadership in curriculum, instruction and assessment that enables students to reach their highest potential. 57
Mesopotamia Sixth Grade World History Instructional Focus Calendar 2011‐2012 School Year Unit Essential Question
What factors led to the rise and fall of the Mesopotamian civilizations and how did their contributions influence future civilizations? Concept Summarize the important achievements of Mesopotamian civilization including, but not limited to: cuneiform writing, epic literature such as Gilgamesh, art and architecture, technology such as the wheel, sail, and plow. Concept
Determine the impact of key figures from ancient Mesopotamian civilizations including, but not limited to: Abraham, Hammurabi, Nebuchadnezzar, Cyrus and Zoroaster. Standards Next Generation Sunshine State Standard: SS.6.W.2.7 Common Core Reading Standards: 1, 2, 4, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 5, 7, 8, 9, 10. National Social Studies Standards: 1, 2, 3, 5, 8, 9. Standards
Next Generation Sunshine State Standard: SS.6.W.2.8 Common Core Reading Standards: 1, 2, 4, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 5, 7, 8, 9, 10. National Social Studies Standards: 1, 2, 3, 5, 6, 8, 9. Vocabulary Vocabulary
Aqueduct, Aramaic, astronomy, chariot, city‐state, civilization, cuneiform, empire, Abraham, Cyrus, Hammurabi, King David, King Solomon, Nebuchadnezzar, Zoroaster. Euphrates River, Fertile Crescent, Hammurabi’s Code, lyre, Nineveh, pictograph, scribe, siege, social structure, stele, Sumer, technology, Tigris River, tribute, ziggurat. Sample Lesson Essential Questions Why was the Fertile Crescent vital to the survival of man? Why was division of labor important to the ancient Mesopotamians? How did Mesopotamian art and architecture influence future civilizations? Sample Lesson Essential Questions
What was the impact of the leadership of the Mesopotamians on future civilizations? Why was religion so important to the ancient Israelite way of life? What were the key elements of being a successful ruler in Mesopotamia? Unit Resources
Leveled Texts for Differentiated Content‐Area Literacy: Mesopotamia and the Fertile Crescent Reader, Ancient Empires in the Middle East Reader Primary Source Readers: World Cultures Through Time: Mesopotamia Reader, Hammurabi: Babylonian Ruler Reader Hands‐on History Ancient Civilization Activities: pages 28‐43 Mini‐Qs in World History: Hammurabi’s Code: Was it Just? Discovery Streaming Resources Secondary Curriculum and Instruction Providing leadership in curriculum, instruction and assessment that enables students to reach their highest potential. 58
Mesopotamia Sixth Grade World History Instructional Focus Calendar 2011‐2012 School Year Unit Essential Question
What factors led to the rise and fall of the Mesopotamian civilizations and how did their contributions influence future civilizations? Concept Identify key figures and basic beliefs of the Israelites and determine how these beliefs compared with those of others in the geographic area including, but not limited to: Abraham, Moses, monotheism, law, emphasis on individual worth and responsibility. Concept
Analyze the cultural impact the ancient Phoenicians had on the Mediterranean world with regard to colonization (Carthage), exploration, maritime commerce (purple dye, tin), and written communication (alphabet). Standards Next Generation Sunshine State Standard: SS.6.W.2.9 Common Core Reading Standards: 1, 2, 4, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 5, 7, 8, 9, 10. National Social Studies Standards: 1, 2, 3, 5, 8, 9. Standards
Next Generation Sunshine State Standard: SS.6.W.3.1 Common Core Reading Standards: 1, 2, 4, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 5, 7, 8, 9, 10. National Social Studies Standards: 1, 2, 3, 5, 6, 8, 9. Vocabulary Ark of the Covenant, Diaspora, Exodus, gentile, Judaism, King David, King Herod, monotheism, plagues, prophet, rabbi, sacrifice, synagogue, ten commandments, Torah. Vocabulary
Cedar, celestial navigation, commerce, Phoenicia. Sample Lesson Essential Questions Why did Diaspora change the culture of ancient Mesopotamians? How did religion influence the people’s way of life? How did monotheism influence the formation of the Israelite culture? Sample Lesson Essential Questions
Why were the Phoenicians important to the global economy at this time? How did geography influence the way the Phoenicians lived? What influence did the Phoenician alphabet have on future civilizations? Unit Resources
Leveled Texts for Differentiated Content‐Area Literacy: Mesopotamia and the Fertile Crescent Reader, Ancient Empires in the Middle East Reader Primary Source Readers: World Cultures Through Time: Mesopotamia Reader, Hammurabi: Babylonian Ruler Reader Hands‐on History Ancient Civilization Activities: pages 28‐43 Mini‐Qs in World History: Hammurabi’s Code: Was it Just? Discovery Streaming Resources Secondary Curriculum and Instruction Providing leadership in curriculum, instruction and assessment that enables students to reach their highest potential. 59
The Egyptians Sixth Grade World History Instructional Focus Calendar 2011‐2012 School Year Unit Essential Question
What factors led to the rise and fall of the ancient Egyptian civilization and how did their contributions influence future civilizations? Concept Summarize important achievements of Egyptian civilization, including, but not limited to: agriculture, calendar, pyramids, art and architecture, hieroglyphic writing and record‐keeping, literature such as The Book of the Dead and mummification. Concept
Determine the contributions of key figures from ancient Egypt, including, but not limited to: Narmer, Imhotep, Hatshepsut, Ramses the Great, Akhenaten, Tutankhamun. Standards Next Generation Sunshine State Standard: SS.6.W.2.5 Common Core Reading Standards: 1, 2, 4, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 5, 7, 8, 9, 10. National Social Studies Standards: 1, 2, 3, 5, 8, 9. Standards
Next Generation Sunshine State Standard: SS.6.W.2.6 Common Core Reading Standards: 1, 2, 4, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 5, 7, 8, 9, 10. National Social Studies Standards: 1, 2, 3, 5, 6, 8, 9. Vocabulary Afterlife, ancestor, annex, artisans, cataract, census, delta, embalming, famine, fertilization, hieroglyphs, irrigate, Lower Egypt, Middle Kingdom, mummification, New Kingdom, Nile River, obelisk, Old Kingdom, papyrus, pyramid, Rosetta Stone, sarcophagus, scribe, silt, social pyramid, The Book of the Dead, trade, Upper Egypt. Vocabulary
Absolute power, Akhenaten, dynasty, edict, Hatshepsut, Imhotep, Khufu, Narmer, nobles, pharaoh, priest, Ramses the Great, regent, Senusret I, Tutankhamun, vizier. Sample Lesson Essential Questions What events in ancient Egypt shaped their early civilization? How did the ancient Egyptians influence modern day life? How did the environment influence ancient Egyptians? Sample Lesson Essential Questions
Why was religion so important to the ancient Egyptian way of life? What were the key elements of being a successful ruler in ancient Egypt? Why were the pharaohs of ancient Egypt successful for so long? Unit Resources
Leveled Texts for Differentiated Content‐Area Literacy: Ancient Egypt, Rulers of Egypt Primary Source Readers: World Cultures Through Time: Egypt Reader, Hatshepsut: First Female Pharaoh Reader Hands‐on History Ancient Civilization Activities: pages 44‐70 Mini‐Qs in World History: How Did the Nile Shape Ancient Egypt? Discovery Streaming Resources Secondary Curriculum and Instruction Providing leadership in curriculum, instruction and assessment that enables students to reach their highest potential. 60
Ancient Africa Sixth Grade World History Instructional Focus Calendar 2011‐2012 School Year Unit Essential Question
What factors led to the rise and fall of the ancient African civilizations and how did their contributions influence future civilizations? Concept Describe the rise and fall of the ancient east African kingdoms of Kush and Axum and Christianity’s development in Ethiopia. Concept
Describe the relationship among civilizations that engage in trade, including the benefits and drawbacks of voluntary trade. Standards Next Generation Sunshine State Standard: SS.6.W.3.18 Common Core Reading Standards: 1, 2, 3, 4, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 5, 7, 8, 9. National Social Studies Standards: 1, 2, 3, 5, 6, 9. Standards
Next Generation Sunshine State Standard: SS.6.E.3.4 Common Core Reading Standards: 1, 2, 3, 4, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 5, 7, 8, 9. National Social Studies Standards: 1, 2, 3, 5, 6, 7, 9. Vocabulary Archer, dynasty, kandakes, Kush, Meroë, Nubia, Sudan, treaty, Zagwe. Vocabulary
Caravan, Great Zimbabwe, griots, Islam, Mansa Musa, Muhammad, pilgrimage, Swahili, Timbuktu. Sample Lesson Essential Questions How did Christianity spread to Ethiopia? How did the ancient African civilizations influence modern day life? How did the environment influence ancient African civilizations? Sample Lesson Essential Questions
How was the economy vital in the development of the Mali civilization? What attributes made Mansa Musa a great leader? How did the salt trade affect other civilizations? Unit Resources
Leveled Texts for Differentiated Content‐Area Literacy: African History Reader Primary Source Readers: World Cultures Through Time: Sub‐Saharan Africa Reader, Mansa Musa: Leader of Mali Reader Discovery Streaming Resources Secondary Curriculum and Instruction Providing leadership in curriculum, instruction and assessment that enables students to reach their highest potential. 61
Ancient Greece Sixth Grade World History Instructional Focus Calendar 2011‐2012 School Year Unit Essential Question
What factors led to the rise and fall of the ancient Greek civilization and how did their contributions influence future civilizations? Concept Explain the democratic principles (polis, civic participation and voting rights, legislative bodies, written constitutions, rule of law) developed in Ancient Greece. Concept
Compare life in Athens and Sparta (government and the status of citizens, women and children, foreigners, helots). Standards Next Generation Sunshine State Standard: SS.6.W.3.2, SS.6.C.1.1 Common Core Reading Standards: 1, 2, 3, 4, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 5, 7, 8, 9. National Social Studies Standards: 1, 2, 5, 6, 10. Standards
Next Generation Sunshine State Standards: SS.6.W.3.3 Common Core Reading Standards: 1, 2, 4, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 5, 7, 8, 9. National Social Studies Standards: 1, 2, 3, 5, 6, 8, 10. Vocabulary Aristocrat, citizen, city‐states, civic participation, democracy, legislative bodies, monarchy, oligarchy, polis, representation, rule of law, tyranny, voting rights, written constitutions. Vocabulary
Agora, assembly, Athens, Council of Elders, helot, Peloponnesus, Pericles, perioikoi, Sparta. Sample Lesson Essential Questions How did Greek government differ from previous civilizations? What governmental principles from Greece are still seen in modern civilizations? How is American democracy similar to ancient Greek democracy? Sample Lesson Essential Questions
Why was the military so important to Sparta? What were the similarities and differences in Greek and Spartan government? What were the similarities and differences between citizens in Greek and Spartan societies? Unit Resources
Leveled Texts for Differentiated Content‐Area Literacy: Greece Reader, Greek Philosopher Reader Primary Source Readers: World Cultures Through Time: Ancient Greece Reader, Greek City‐States Reader Hands‐on History Ancient Civilization Activities: pages 129‐148 Mini‐Qs in World History: Education in Ancient Sparta, How Great was Alexander the Great? Discovery Streaming Resources Secondary Curriculum and Instruction Providing leadership in curriculum, instruction and assessment that enables students to reach their highest potential. 62
Ancient Greece Sixth Grade World History Instructional Focus Calendar 2011‐2012 School Year Unit Essential Question
What factors led to the rise and fall of the ancient Greek civilization and how did their contributions influence future civilizations? Concept Explain the causes and effects of the Persian and Peloponnesian Wars. Concept
Summarize the important achievements and contributions of ancient Greek civilizations including, but not limited to: art and architecture, athletic competitions, the birth of democracy and civic responsibility, drama, history, literature, mathematics, medicine, philosophy, science and warfare. Standards Next Generation Sunshine State Standards: SS.6.W.3.4 Common Core Reading Standards: 1, 2, 4, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 5, 7, 8, 9. National Social Studies Standards: 2, 3, 5, 6. Standards
Next Generation Sunshine State Standards: SS.6.W.3.5 Common Core Reading Standards: 1, 2, 4, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 5, 7, 8, 9. National Social Studies Standards: 1, 2, 3, 5, 6, 7, 8, 10. Vocabulary Aegean Sea, allies, Darius, Hellspont, Marathon, Peloponnesus, Persia, Plataea, Salamis, Themistocles, Thermopylae, Xerxes. Vocabulary
Acropolis, Aristotle, city‐states, drama, epic, Golden Age, myth, Olympics, Parthenon, philosophy, Plato, polytheism, sculpture, Socrates, temple, tragedy, Troy. Sample Lesson Essential Questions How could the Peloponnesian War have been avoided? What were the effects of the Persian War on the ancient Greeks? What were the effects of the Peloponnesian War on the ancient Greeks? Sample Lesson Essential Questions
Why did city‐states develop? What was the daily life of the people of Ancient Greece like? What contributions of the ancient Greeks are still seen in modern civilization? Unit Resources
Leveled Texts for Differentiated Content‐Area Literacy: Greece Reader, Greek Philosopher Reader Primary Source Readers: World Cultures Through Time: Ancient Greece Reader, Greek City‐States Reader Hands‐on History Ancient Civilization Activities: pages 129‐148 Mini‐Qs in World History: Education in Ancient Sparta, How Great was Alexander the Great? Discovery Streaming Resources Secondary Curriculum and Instruction Providing leadership in curriculum, instruction and assessment that enables students to reach their highest potential. 63
Ancient Greece Sixth Grade World History Instructional Focus Calendar 2011‐2012 School Year Unit Essential Question
What factors led to the rise and fall of the ancient Greek civilization and how did their contributions influence future civilizations? Concept Determine the impact of key figures from ancient Greece including, but not limited to: Aristophanes, Aristotle, Hippocrates, Herodotus, Homer, Pericles, Plato, Pythagoras, Socrates, Solon, Sophocles, Thales, Themistocles and Thucydides. Concept
Summarize the key achievements, contributions, and figures associated with the Hellenistic Period including, but not limited to: Alexander the Great, Library of Alexandria, Archimedes, Euclid, Plutarch, The Septuagint, Stoicism and Ptolemy I. Standards Next Generation Sunshine State Standards: SS.6.W.3.6 Common Core Reading Standards: 1, 2, 4, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 5, 7, 8, 9. National Social Studies Standards: 1, 2, 3, 5, 6, 7, 8, 10. Standards
Next Generation Sunshine State Standards: SS.6.W.3.7 Common Core Reading Standards: 1, 2, 4, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 5, 7, 8, 9. National Social Studies Standards: 1, 2, 3, 5, 6, 7, 8, 10. Vocabulary Aeschylus, Aristotle, Euripedes, Herodotus, Hipparchus, Hippocrates, Homer, Pericles, Plato, Pythagoras, Socrates, Solon, Sophocles, Thales, Themistocles, Thucydides. Vocabulary
Alexander the Great, Alexandria, Archimedes, Euclid, Hellenistic, King Phillip, Library of Alexandria, Macedonia, Plutarch, Ptolemy I, Stoicism, The Septuagint. Sample Lesson Essential Questions What was the role of Socrates and Pericles in Greek culture? How did the Greek thinkers affect the world’s body of knowledge? What scientific concepts introduced by the Greeks are still used today? Sample Lesson Essential Questions
Why was Alexander the Great considered to be so successful? What were the lasting effects of the spread of Hellenistic culture? How did the spread of Hellenistic culture change the Egyptians? Unit Resources
Leveled Texts for Differentiated Content‐Area Literacy: Greece Reader, Greek Philosopher Reader Primary Source Readers: World Cultures Through Time: Ancient Greece Reader, Greek City‐States Reader Hands‐on History Ancient Civilization Activities: pages 129‐148 Mini‐Qs in World History: Education in Ancient Sparta, How Great was Alexander the Great? Discovery Streaming Resources Secondary Curriculum and Instruction Providing leadership in curriculum, instruction and assessment that enables students to reach their highest potential. 64
Ancient Rome Sixth Grade World History Instructional Focus Calendar 2011‐2012 School Year Unit Essential Question
What factors led to the rise and fall of the ancient Roman civilization and how did their contributions influence future civilizations? Concept Determine the impact of significant figures associated with ancient Rome including, but not limited to: Augustus, Cicero, Cincinnatus, Cleopatra, Constantine, Diocletian, Tiberius, Gaius Gracchus, Hadrian, Hannibal, Horace, Julius Caesar, Ovid, Romulus and Remus, Marcus Aurelius, Scipio Africanus, Virgil, Theodosius and Atila the Hun. Concept
Explain the impact of the Punic Wars on the development of the Roman Empire. Standards Next Generation Sunshine State Standard: SS.6.W.3.8 Common Core Reading Standards: 1, 2, 4, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 5, 7, 8, 9. National Social Studies Standards: 1, 2, 3, 5, 6, 7, 8, 10. Standards
Next Generation Sunshine State Standards: SS.6.W.3.9 Common Core Reading Standards: 1, 2, 4, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 5, 7, 8, 9. National Social Studies Standards: 2, 3, 5, 6. Vocabulary Atila the Hun, Augustus, Caesar, Cicero, Cincinnatus, Cleopatra, Constantine the Great, Diocletian, Etruscans, Hadrian, Hannibal, Horace, Julius Marcus Aurelius, Ovid, Romulus and Remus, Scipio Africanus, Theodosius, Tiberius and Gaius Gracchus, Virgil. Vocabulary
Carthage, Cato, Hannibal, Punic Wars. Sample Lesson Essential Questions What were the lasting effects of Diocletian’s rule of Rome? How did the decisions of Julius Caesar affect the Roman empire? Why did Rome move from a triumvirate to a single ruler? Sample Lesson Essential Questions
What was the result of Roman expansion? What is the legacy of the Punic Wars on the development of Western Civilization? How was the third Punic War different from the other two? Unit Resources
Leveled Texts for Differentiated Content‐Area Literacy: The Mighty Roman Empire Reader, The Rise and Fall of the Roman Empire Reader Primary Source Readers: World Cultures Through Time: Rome Reader, Julius Caesar: Roman Leader Reader Hands‐on History Ancient Civilization Activities: pages 149‐174 Mini‐Qs in World History: Christianity: Why Did It Spread?, Why Did the Roman Empire Decline? , Citizenship in Athens and Rome: Which Was the Better System? Discovery Streaming Resources Moodle Repository Secondary Curriculum and Instruction Providing leadership in curriculum, instruction and assessment that enables students to reach their highest potential. 65
Ancient Rome Sixth Grade World History Instructional Focus Calendar 2011‐2012 School Year Unit Essential Question
What factors led to the rise and fall of the ancient Roman civilization and how did their contributions influence future civilizations? Concept Describe the government of the Roman Republic and its contribution to the development of democratic principles including, but not limited to: separation of powers, rule of law, representative government and civic duty. Concept
Explain the transition from Roman Republic to empire and Imperial Rome, and compare Roman life and culture under each one. Standards Next Generation Sunshine State Standard: SS.6.W.3.10, SS.6.C.1.2 Common Core Reading Standards: 1, 2, 3, 4, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 5, 7, 8, 9. National Social Studies Standards: 1, 2, 5, 6, 10. Standards
Next Generation Sunshine State Standards: SS.6.W.3.11 Common Core Reading Standards: 1, 2, 4, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 5, 7, 8, 9. National Social Studies Standards: 1, 2, 3, 5, 6, 8, 10. Vocabulary Civic duty, consul, public forum, representative government, republic, rule of law, Senate, senator, separation of powers, tribune, veto. Vocabulary
Dictator, empire, patrician, province, triumvirate. Sample Lesson Essential Questions Why did early Romans form a Republic? What governmental principles from Rome are still seen in modern civilizations? How is American democracy similar to ancient Roman government? Sample Lesson Essential Questions
How did physical geography affect the expansion of Ancient Rome? How did Rome emerge from a Republic to become an Empire? How did Roman culture change as a result of governmental transitions? Unit Resources
Leveled Texts for Differentiated Content‐Area Literacy: The Mighty Roman Empire Reader, The Rise and Fall of the Roman Empire Reader Primary Source Readers: World Cultures Through Time: Rome Reader, Julius Caesar: Roman Leader Reader Hands‐on History Ancient Civilization Activities: pages 149‐174 Mini‐Qs in World History: Christianity: Why Did It Spread?, Why Did the Roman Empire Decline? , Citizenship in Athens and Rome: Which Was the Better System? Discovery Streaming Resources Moodle Repository Secondary Curriculum and Instruction Providing leadership in curriculum, instruction and assessment that enables students to reach their highest potential. 66
Ancient Rome Sixth Grade World History Instructional Focus Calendar 2011‐2012 School Year Unit Essential Question
What factors led to the rise and fall of the ancient Roman civilization and how did their contributions influence future civilizations? Concept Explain the causes for the growth and longevity of the Roman Empire including, but not limited to: centralized and efficient government, religious toleration, expansion of citizenship, the legion and the extension of road networks. Concept
Identify key figures and the basic beliefs of early Christianity and how these beliefs impacted the Roman Empire including, but not limited to: Christian monotheism, Jesus as the Son of God, Peter and Paul. Standards Next Generation Sunshine State Standard: SS.6.W.3.12 Common Core Reading Standards: 1, 2, 4, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 5, 7, 8, 9. National Social Studies Standards: 1, 2, 3, 5, 6, 7, 8, 10. Standards
Next Generation Sunshine State Standards: SS.6.W.3.13 Common Core Reading Standards: 1, 2, 4, 5, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 5, 7, 8, 9. National Social Studies Standards: 1, 2, 5, 6, 9. Vocabulary Citizen, legionnaires, province, tolerance. Vocabulary
Baptize, blasphemy, Constantine, disciple, gospel, Messiah, missionary, monotheism, parable, persecution, tolerance. Sample Lesson Essential Questions What impact did the development of Ancient Rome have on different cultural groups? How did the Romans establish a sound government to rule their empire? Does the blending of cultures enrich a civilization?
Sample Lesson Essential Questions
How was Christianity similar and different from the Roman religion? How did Christianity spread throughout the Roman empire and beyond? What were the lasting effects of Constantine’s rule of Rome? Unit Resources
Leveled Texts for Differentiated Content‐Area Literacy: The Mighty Roman Empire Reader, The Rise and Fall of the Roman Empire Reader Primary Source Readers: World Cultures Through Time: Rome Reader, Julius Caesar: Roman Leader Reader Hands‐on History Ancient Civilization Activities: pages 149‐174 Mini‐Qs in World History: Christianity: Why Did It Spread?, Why Did the Roman Empire Decline? , Citizenship in Athens and Rome: Which Was the Better System? Discovery Streaming Resources Moodle Repository Secondary Curriculum and Instruction Providing leadership in curriculum, instruction and assessment that enables students to reach their highest potential. 67
Ancient Rome Sixth Grade World History Instructional Focus Calendar 2011‐2012 School Year Unit Essential Question
What factors led to the rise and fall of the ancient Roman civilization and how did their contributions influence future civilizations? Concept Describe the key achievements and contributions of Roman civilization including, but not limited to: art and architecture, engineering, law, literature and technology. Concept
Explain the reasons for the gradual decline of the Western Roman Empire after the Pax Romana including, but not limited to: internal power struggles, constant Germanic pressure on the frontiers, economic policies, over dependence on slavery and mercenary soldiers. Standards Next Generation Sunshine State Standard: SS.6.W.3.14 Common Core Reading Standards: 1, 2, 4, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 5, 7, 8, 9. National Social Studies Standards: 1, 2, 3, 5, 6, 7, 8, 10. Standards
Next Generation Sunshine State Standards: SS.6.W.3.15 Common Core Reading Standards: 1, 2, 4, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 5, 7, 8, 9. National Social Studies Standards: 2, 3, 5, 6, 8, 9. Vocabulary Aqueduct, arch, chariot, circus, coliseum, dome, gladiator, mosaic, myth, mythology, Stoicism, vault, villa. Vocabulary
Barbarian, border, Germanic tribes, inflation, mercenary, praetorian. Sample Lesson Essential Questions How did the Roman legacy of scientific and technological advances impact the lives and of Roman citizens? What was the daily life of the people of ancient Rome like? What contributions of the ancient Rome are still seen in modern civilization? Sample Lesson Essential Questions
How did the post‐Augustine emperors signal Rome's downfall? Why did Rome fall? In what ways was the Western Empire weaker than the Eastern Empire? Unit Resources
Leveled Texts for Differentiated Content‐Area Literacy: The Mighty Roman Empire Reader, The Rise and Fall of the Roman Empire Reader Primary Source Readers: World Cultures Through Time: Rome Reader, Julius Caesar: Roman Leader Reader Hands‐on History Ancient Civilization Activities: pages 149‐174 Mini‐Qs in World History: Christianity: Why Did It Spread?, Why Did the Roman Empire Decline? , Citizenship in Athens and Rome: Which Was the Better System? Discovery Streaming Resources Moodle Repository Secondary Curriculum and Instruction Providing leadership in curriculum, instruction and assessment that enables students to reach their highest potential. 68
Ancient Rome Sixth Grade World History Instructional Focus Calendar 2011‐2012 School Year Unit Essential Question
What factors led to the rise and fall of the ancient Roman civilization and how did their contributions influence future civilizations? Concept Compare life in the Roman Republic for patricians, plebeians, women, children, and slaves. Concept
Explain the spread and influence of the Latin language on Western Civilization including, but not limited to: education, law, medicine, religion and science. Standards Next Generation Sunshine State Standard: SS.6.W.3.16 Common Core Reading Standards: 1, 2, 4, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 5, 7, 8, 9. National Social Studies Standards: 1, 2, 3, 5, 6, 7, 8, 10. Standards
Next Generation Sunshine State Standards: SS.6.W.3.17 Common Core Reading Standards: 1, 2, 4, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 5, 7, 8, 9. National Social Studies Standards: 1, 2, 3, 9. Vocabulary Forum, paterfamilias, Patrician, plebian, rhetorical school, sacrifice, slave, stylus, toga, villa. Vocabulary
Latin, prefix, Roman numerals, root word. Sample Lesson Essential Questions Why did the division of Roman society cause tension? How did people live in ancient Rome? How did life differ for the various social groups in ancient Rome? Sample Lesson Essential Questions
How has Latin made its mark in world communication and languages? How did the Romans express numbers? What influence does Latin have on modern English? Unit Resources
Leveled Texts for Differentiated Content‐Area Literacy: The Mighty Roman Empire Reader, The Rise and Fall of the Roman Empire Reader Primary Source Readers: World Cultures Through Time: Rome Reader, Julius Caesar: Roman Leader Reader Hands‐on History Ancient Civilization Activities: pages 149‐174 Mini‐Qs in World History: Christianity: Why Did It Spread?, Why Did the Roman Empire Decline? , Citizenship in Athens and Rome: Which Was the Better System? Discovery Streaming Resources Moodle Repository Secondary Curriculum and Instruction Providing leadership in curriculum, instruction and assessment that enables students to reach their highest potential. 69
Ancient Rome Sixth Grade World History Instructional Focus Calendar 2011‐2012 School Year Unit Essential Question
What factors led to the rise and fall of the ancient Roman civilization and how did their contributions influence future civilizations? Concept Identify principles (civic participation, role of government) from ancient Greek and Roman civilizations which are reflected in the American political process today, and discuss their effect on the American political process. Standards Next Generation Sunshine State Standard: SS.6.C.2.1 Common Core Reading Standards: 1, 2, 4, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 5, 7, 8, 9. National Social Studies Standards: 1, 2, 3, 5, 6, 7, 8, 10. Vocabulary Citizen, civic duty, civic participation, democracy, legislative bodies, representation, representative government, republic, role of government, rule of law, Senate, senator, separation of powers, veto, voting rights, written constitutions. Sample Lesson Essential Questions How did the Greeks influence the American political process? How did the Romans influence the American political process? Which political principles from the Athens and the Greeks do we use in America today? Unit Resources
Leveled Texts for Differentiated Content‐Area Literacy: The Mighty Roman Empire Reader, The Rise and Fall of the Roman Empire Reader Primary Source Readers: World Cultures Through Time: Rome Reader, Julius Caesar: Roman Leader Reader Hands‐on History Ancient Civilization Activities: pages 149‐174 Mini‐Qs in World History: Christianity: Why Did It Spread?, Why Did the Roman Empire Decline?, Citizenship in Athens and Rome: Which Was the Better System? Discovery Streaming Resources Moodle Repository Secondary Curriculum and Instruction Providing leadership in curriculum, instruction and assessment that enables students to reach their highest potential. 70
Ancient India Sixth Grade World History Instructional Focus Calendar 2011‐2012 School Year Unit Essential Question
What factors led to the rise and fall of the ancient Indian civilizations and how did their contributions influence future civilizations? Concept Discuss the significance of Aryan and other tribal migrations on Indian civilization. Concept
Explain the major beliefs and practices associated with Hinduism and the social structure of the caste system in ancient India including, but not limited to: Brahman, reincarnation, dharma, karma, ahimsa, moksha. Standards Next Generation Sunshine State Standard: SS.6.W.4.1 Common Core Reading Standards: 1, 2, 4, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 5, 7, 8, 9. National Social Studies Standards: 1, 2, 3, 5, 6, 7, 8, 10. Standards
Next Generation Sunshine State Standards: SS.6.W.4.2 Common Core Reading Standards: 1, 2, 4, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 5, 7, 8, 9. National Social Studies Standards: 1, 2, 3, 5, 6, 7, 8, 10. Vocabulary Aryans, caste system, migration. Vocabulary
Ahimsa, Brahman, caste system, dharma, Hinduism, karma, moksha, pilgrimage, reincarnation, samsara, Shiva, Kali, Vedas, Vishnu. Sample Lesson Essential Questions How did the geographic setting of India help and hurt its development? Was invasion and Aryan influence a positive or a negative with regards to the development of the civilization and why? How did the Aryan culture help to develop religion in this area? Sample Lesson Essential Questions
How does the Hindu religion differ from other religions studied? How is the Hindu religion similar to other religions studied? What effects did the caste system have on ancient Indian civilization? Unit Resources
Leveled Texts for Differentiated Content‐Area Literacy: Early India Reader, Indian Rulers Reader Primary Source Readers: World Cultures Through Time: India Reader, Siddhartha Gautama The Buddha Reader Hands‐on History Ancient Civilization Activities: pages 71‐97 Mini‐Qs in World History: How Should History Remember Asoka? Discovery Streaming Resources Secondary Curriculum and Instruction Providing leadership in curriculum, instruction and assessment that enables students to reach their highest potential. 71
Ancient India Sixth Grade World History Instructional Focus Calendar 2011‐2012 School Year Unit Essential Question
What factors led to the rise and fall of the ancient Indian civilizations and how did their contributions influence future civilizations? Concept Recognize the political and cultural achievements of the Mauryan and Gupta empires. Concept
Explain the teachings of Buddha, the importance of Asoka, and how Buddhism spread in India, Ceylon, and other parts of Asia including, but not limited to: The Four Noble Truths, Three Qualities and Eightfold Path. Standards Next Generation Sunshine State Standard: SS.6.W.4.3 Common Core Reading Standards: 1, 2, 4, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 5, 7, 8, 9. National Social Studies Standards: 1, 2, 3, 5, 6, 7, 8, 10. Standards
Next Generation Sunshine State Standards: SS.6.W.4.4 Common Core Reading Standards: 1, 2, 4, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 5, 7, 8, 9. National Social Studies Standards: 1, 2, 3, 5, 6, 7, 8, 10. Vocabulary Edict, golden age, Gupta, King Ashoka, King Chandra Gupta I, Mauryan, mural, province, scroll. Vocabulary
Ascetic, Buddha, Eightfold Path, meditation, monastery, monk, nirvana, Siddartha Gautama, The Four Noble Truths, Three Qualities, vihara. Sample Lesson Essential Questions Why was the Mauryan Empire considered the golden age of India? How did religion influence the various ways India was governed? In what ways were the Mauryan and Gupta empires similar and different? Sample Lesson Essential Questions
How are the teachings of Buddhism tied to the teachings of Hinduism? How Buddhism similar and different from other religions studied? How did Buddhism influence the ways India was governed? Unit Resources
Leveled Texts for Differentiated Content‐Area Literacy: Early India Reader, Indian Rulers Reader Primary Source Readers: World Cultures Through Time: India Reader, Siddhartha Gautama The Buddha Reader Hands‐on History Ancient Civilization Activities: pages 71‐97 Mini‐Qs in World History: How Should History Remember Asoka? Discovery Streaming Resources Secondary Curriculum and Instruction Providing leadership in curriculum, instruction and assessment that enables students to reach their highest potential. 72
Ancient India Sixth Grade World History Instructional Focus Calendar 2011‐2012 School Year Unit Essential Question
What factors led to the rise and fall of the ancient Indian civilizations and how did their contributions influence future civilizations? Concept Summarize the important achievements and contributions of ancient Indian civilization including, but not limited to: Sanskrit, Bhagavad Gita, medicine, metallurgy and mathematics encompassing Hindu‐Arabic numerals and the concept of zero. Standards Next Generation Sunshine State Standard: SS.6.W.4.5 Common Core Reading Standards: 1, 2, 4, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 5, 7, 8, 9. National Social Studies Standards: 1, 2, 3, 5, 6, 7, 8, 10. Vocabulary Aryabhata, Bhagavad Gita, Buddhism, decimal system, Dravidians, Hinduism, iron, Puranas, Sanskrit. Sample Lesson Essential Questions What events in ancient India shaped their early civilization? How did the ancient Indians influence modern day life? How did the environment influence the Indians? Unit Resources
Leveled Texts for Differentiated Content‐Area Literacy: Early India Reader, Indian Rulers Reader Primary Source Readers: World Cultures Through Time: India Reader, Siddhartha Gautama The Buddha Reader Hands‐on History Ancient Civilization Activities: pages 71‐97 Mini‐Qs in World History: How Should History Remember Asoka? Discovery Streaming Resources Secondary Curriculum and Instruction Providing leadership in curriculum, instruction and assessment that enables students to reach their highest potential. 73
Ancient China Sixth Grade World History Instructional Focus Calendar 2011‐2012 School Year Unit Essential Question
What factors led to the rise and fall of the ancient Chinese civilization and how did their contributions influence future civilizations? Concept Describe the concept of the Mandate of Heaven and its connection to the Zhou and later dynasties. Concept
Explain the basic teachings of Laozi, Confucius and Han Fei Zi including, but not limited to: filial piety and the role of kinship in maintaining order and hierarchy in Chinese society. Standards Next Generation Sunshine State Standard: SS.6.W.4.6 Common Core Reading Standards: 1, 2, 4, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 5, 7, 8, 9, 10. National Social Studies Standards: 1, 2, 5, 6. Standards
Next Generation Sunshine State Standards: SS.6.W.4.7 Common Core Reading Standards: 1, 2, 4, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 5, 7, 8, 9, 10. National Social Studies Standards: 1, 2, 5, 6. Vocabulary Feudalism, Mandate of Heaven, philosophy, Zhou. Vocabulary
Civil servants, Confucius, Daoism, Filial piety, Han Fei Zi, kinship, Laozi, legalism, The Analects, yang, yin. Sample Lesson Essential Questions How did the Mandate of Heaven influence Chinese civilization? What effect did the Mandate of Heaven have on future rulers in China? How are feudalism and the Mandate of Heaven related? Sample Lesson Essential Questions
How did Confucianism address problems in Chinese society? How did Daoism address problems in Chinese society? How did Legalsim address problems in Chinese society? Unit Resources
Leveled Texts for Differentiated Content‐Area Literacy: Ancient China Reader, Expanding China Reader Primary Source Readers: World Cultures Through Time: China Reader, Confucius: Chinese Philosopher Reader Hands‐on History Ancient Civilization Activities: pages 98‐128 Mini‐Qs in World History: The Silk Road: Remembering the Journey, The Great Wall of China: Did the Benefits Outweigh the Costs? Discovery Streaming Resources Secondary Curriculum and Instruction Providing leadership in curriculum, instruction and assessment that enables students to reach their highest potential. 74
Ancient China Sixth Grade World History Instructional Focus Calendar 2011‐2012 School Year Unit Essential Question
What factors led to the rise and fall of the ancient Chinese civilization and how did their contributions influence future civilizations? Concept Describe the contributions of classical and post classical China including, but not limited to: the Great Wall of China, the Silk Road, bronze casting, silk‐making, moveable type, gunpowder, paper‐making, magnetic compasses, horse collars, stirrups, the civil service system and The Analects. Concept
Identify key figures from classical and post classical China including, but not limited to: Shi Huangdi, Wu‐ti, Empress Wu and Chengho. Standards Next Generation Sunshine State Standard: SS.6.W.4.8 Common Core Reading Standards: 1, 2, 4, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 5, 7, 8, 9, 10. National Social Studies Standards: 1, 2, 3, 5, 8, 9. Standards
Next Generation Sunshine State Standards: SS.6.W.4.9 Common Core Reading Standards: 1, 2, 4, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 5, 7, 8, 9, 10. National Social Studies Standards: 1, 2, 3, 5, 6, 8, 9. Vocabulary Anesthetic, bronze casting, calligraphy, civil service system, Great Wall of China, gunpowder, horse collar, magnetic compass, moveable type, paper‐making, seismograph, Silk Road, silk‐making, standardize, stirrup. Vocabulary
Bureaucracy, Chengho, Empress Wu, exile, golden age, immortal, Quin Shi Huangdi, Wu‐ti. Sample Lesson Essential Questions What events in ancient China shaped their civilization? How did the ancient Chinese influence modern day life? How did the environment influence the Chinese? Sample Lesson Essential Questions
Why was religion so important to the ancient Chinese way of life? What were the key elements of being a successful ruler in ancient China? Why were the rulers of ancient China successful for so long? Unit Resources
Leveled Texts for Differentiated Content‐Area Literacy: Ancient China Reader, Expanding China Reader Primary Source Readers: World Cultures Through Time: China Reader, Confucius: Chinese Philosopher Reader Hands‐on History Ancient Civilization Activities: pages 98‐128 Mini‐Qs in World History: The Silk Road: Remembering the Journey, The Great Wall of China: Did the Benefits Outweigh the Costs? Discovery Streaming Resources Secondary Curriculum and Instruction Providing leadership in curriculum, instruction and assessment that enables students to reach their highest potential. 75
Ancient China Sixth Grade World History Instructional Focus Calendar 2011‐2012 School Year Unit Essential Question
What factors led to the rise and fall of the ancient Chinese civilization and how did their contributions influence future civilizations? Concept Explain the significance of the silk roads and maritime routes across the Indian Ocean to the movement of goods and ideas among Asia, East Africa and the Mediterranean Basin. Concept
Explain the rise and expansion of the Mongol empire and its effects on peoples of Asia and Europe including the achievements of Ghengis and Kublai Khan. Standards Next Generation Sunshine State Standard: SS.6.W.4.10 Common Core Reading Standards: 1, 2, 4, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 5, 7, 8, 9, 10. National Social Studies Standards: 1, 2, 3, 5, 6, 7, 8, 9. Standards
Next Generation Sunshine State Standards: SS.6.W.4.11 Common Core Reading Standards: 1, 2, 4, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 5, 7, 8, 9, 10. National Social Studies Standards: 1, 2, 3, 5, 6, 9. Vocabulary Caravan, cultural exchange, Marco Polo, Silk Road, trade routes. Vocabulary
Ghengis Khan, invaders, Kublai Khan, Mongols, war lord. Sample Lesson Essential Questions How did the Silk Roads and maritime routes bring cultural and economic changes to China? Why were the Silk Roads important to Chinese civilization? How did the Silk Roads and maritime routes affect the rest of the world?
Sample Lesson Essential Questions
What was the influence of the Mongol culture on China? Why was Ghenghis Khan a successful military leader? How was the environment a factor in Mongol expansion? Unit Resources
Leveled Texts for Differentiated Content‐Area Literacy: Ancient China Reader, Expanding China Reader Primary Source Readers: World Cultures Through Time: China Reader, Confucius: Chinese Philosopher Reader Hands‐on History Ancient Civilization Activities: pages 98‐128 Mini‐Qs in World History: The Silk Road: Remembering the Journey, The Great Wall of China: Did the Benefits Outweigh the Costs? Discovery Streaming Resources Secondary Curriculum and Instruction Providing leadership in curriculum, instruction and assessment that enables students to reach their highest potential. 76
Ancient China Sixth Grade World History Instructional Focus Calendar 2011‐2012 School Year Unit Essential Question
What factors led to the rise and fall of the ancient Chinese civilization and how did their contributions influence future civilizations? Concept Identify the causes and effects of Chinese isolation and the decision to limit foreign trade in the 15th century. Standards Next Generation Sunshine State Standard: SS.6.W.4.12 Common Core Reading Standards: 1, 2, 4, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 5, 7, 8, 9, 10. National Social Studies Standards: 1, 2, 3, 5, 6, 7, 8, 9. Vocabulary Imperial fleet, isolation, junk, Ming, Zheng He. Sample Lesson Essential Questions How did Chinese isolation affect the world economy? What factors contributed to the decision to limit foreign trade? How did Chinese isolation affect their culture? Unit Resources
Leveled Texts for Differentiated Content‐Area Literacy: Ancient China Reader, Expanding China Reader Primary Source Readers: World Cultures Through Time: China Reader, Confucius: Chinese Philosopher Reader Hands‐on History Ancient Civilization Activities: pages 98‐128 Mini‐Qs in World History: The Silk Road: Remembering the Journey, The Great Wall of China: Did the Benefits Outweigh the Costs? Discovery Streaming Resources Secondary Curriculum and Instruction Providing leadership in curriculum, instruction and assessment that enables students to reach their highest potential. 77
Mesoamerica Sixth Grade World History Instructional Focus Calendar 2011‐2012 School Year Unit Essential Question
What factors led to the rise and fall of the Mesoamerican civilizations and how did their contributions influence future civilizations? Concept Compare the emergence of advanced civilizations in Meso and South America with the four early river valley civilizations including, but not limited to: the Olmec, Zapotec and Chavin. Standards Next Generation Sunshine State Standard: SS.6.W.2.10 Common Core Reading Standards: 1, 2, 4, 7, 8, 9, 10. Common Core Writing Standards: 1, 2, 4, 5, 7, 8, 9, 10. National Social Studies Standards: 1, 2, 3, 5, 6, 8, 9. Vocabulary Adapt, astronomy, Aztec, cacao, calendar, Chavin, city‐states, glyphs, Inca, Maya, Olmec, omen, Quetzalcoatl, quipu, terraces, Toltec, Yucatan Peninsula, Zapotec. Sample Lesson Essential Questions How did the Olmec influence future Mesoamerican civilizations? How did Mesoamerican civilizations change the environment to meet their needs? How did Mesoamerican technological advancements affect future civilizations? Unit Resources
Leveled Texts for Differentiated Content‐Area Literacy: Mesoamerican Empires Reader, The Incredible Incas Reader Primary Source Readers: World Cultures Through Time: Mayas, Incas, and Aztecs Reader, Moctezuma Aztec Ruler Reader Mini‐Qs in World History: What Was the Most Remarkable Accomplishment of the Maya? Discovery Streaming Resources Secondary Curriculum and Instruction Providing leadership in curriculum, instruction and assessment that enables students to reach their highest potential. 78