Download 2013-2014 Curriculum Blueprint Grade: 6th Course: World History

2013-2014 Curriculum Blueprint
Grade: 6th
Course: World History
Topic/Idea: 1. Geography Fundamentals
Time Allowed:
1st Quarter
1 Week
Instructional Focus
Benchmarks
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.
Annually Assessed
Benchmark(s): N/A
Students will study methods of historical inquiry and primary and secondary historical documents.
EduSoft Mini-Assessment(s): N/A Teaching from well-written, grade-level instructional materials enhances students’ content area knowledge and also strengthens their ability to comprehend
longer, complex reading passages on any topic for any purpose.
Date Range: N/A
Using the following instructional practices also helps student learning.
Item Specification Notes:
1. Reading assignments from longer text passages, as well as shorter ones when text is extremely complex.
Content Limits: N/A
2. Making close reading and rereading of texts central to lessons.
Attributes/Stimulus: N/A
3. Asking high-level, text-specific questions and requiring high-level, complex tasks and assignments.
Key Vocabulary:
4. Requiring students to support answers with evidence from the text.
Latitude – Lines on a map that
measure distance north and south 5. Providing extensive text-based research and writing opportunities (claims and evidence).
of the equator
Longitude – Lines on a map that
Standard: Understand how to use maps and other geographic representations, tools and technology to report information.
measure east or west of the prime
meridian
Objectives:
Political Map – Type of map that
shows boundaries regional
divisions
Students will experiment using different types of maps and other geographic representations, tools and technology through the use of
a. latitude and longitude coordinates
b. scale, cardinal, and intermediate directions
Physical Map – Type of map that
c. identifications, such as major bodies of water, boundaries, continents, regions, countries, cities,
shows geographic features of the
d. tools geographers use to study the world such as charts and graphs
land
e. interpreting choropleths and dot-density maps
f. connecting the Six Essential Elements of Geography
Special Purpose Map – A type of
g. identification of the map projections
map that shows a particular
characteristic of the area (climate,
as measured by their ability to use these tools for gathering evidence and supporting their claims in the units ahead.
electoral, railroad, etc.)
Choropleth Map – A type of map
that shows a change in
information across the area of the
map
2013-2014 Curriculum Blueprint
Grade: 6th
Course: World History
Topic/Idea: 1. Geography Fundamentals
Time Allowed:
1st Quarter
1 Week
Dot Density Map – Special
purpose map that uses a dot
symbol to show the presence of a
feature or phenomenon
Benchmarks/Standards
Supporting Common Core Standards
SS.6.G.1.1 : Use latitude and longitude coordinates to understand the
relationship between people and places on the Earth.
Cardinal Directions – The four
basic points on a compass (North, SS.6.G.1.2 : Analyze the purposes of map projections (political, physical,
South, East, and West)
special purpose) and explain the applications of various types of maps.
Essential Content &
Understanding:
Essential Questions:
Higher Order Questions Stems
G.1.4 (Examples are maps, globes,
graphs, charts and geo-spatial tools Sample Question:
such as GPS (global positioning
system), GIS (Geographic
How does physical geography and human
Information Systems), satellite
geography contribute to the study of history?
imagery, aerial photography,
online mapping resources.)
Intermediate Directions – The SS.6.G.1.4 : Utilize tools geographers use to study the world.
points halfway between the
cardinal directions (northeast,
SS.6.G.1.5 : Use scale, cardinal, and intermediate directions, and estimation G.1.6 (Examples are major rivers,
northwest, southeast, southwest) of distances between places on current and ancient maps of the world.
seas, oceans).
Scale – Tool on a map that helps
measure distance
SS.6.G.1.6 : Use a map to identify major bodies of water of the world, and
explain ways they have impacted the development of civilizations.
G.2.2 (Examples are city-states,
provinces, kingdoms, empires.)
SS.6.G.1.7 : Use maps to identify characteristics and boundaries of ancient G.2.5 (Examples are China limits
civilizations that have shaped the world today.
and Greece invites.)
SS.6.G.2.2 : Differentiate between continents, regions, countries, and cities
in order to understand the complexities of regions created by civilizations.
SS.6.G.2.5 : Interpret how geographic boundaries invite or limit interaction
with other regions and cultures.
SS.6.G.2.7 : Interpret choropleths or dot-density maps to explain the
distribution of population in the ancient world.
SS.6.G.6.1 : 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.
SS.6.G.6.2 : Compare maps of the world in ancient times with current
political maps.
All standards listed above should be revisited as you teach through
the additional units.
Additional Geography & Economic Standards that needs to be infused
with all Units.
Resources/Links:
History King
World History Units
History Channel
Browse the World
Sheppard Software - Geography
Choropleths-made-easy
Thematic Map Types
Required Instruction 1003.42, Florida Statutes
(Holocaust and Freedom Week)
The 2012 Florida Statutes - Required Instruction
U.S. Holocaust Memorial Museum
Teachers will complete 4 DBQs within a full year
course.
2013-2014 Curriculum Blueprint
Grade: 6th
Course: World History
Topic/Idea: 2. Historical Inquiry Skills
Time Allowed:
1st Quarter
1 Week
Instructional Focus Benchmarks
Annually Assessed Benchmark(s): N/A
EduSoft Mini-Assessment(s): N/A
Date Range: N/A
Item Specification Notes:
Content Limits: N/A
Attributes/Stimulus: N/A
Learning Goal: Utilize historical inquiry skills and analytical processes.
Objectives:
Students will experiment with the utilization of historical inquiry skills and the analytical process through the use of
a. timelines
b. academic vocabulary
c. identifications of time periods
d. primary and secondary sources
e. historiography
f. evidence collecting
as measured by their ability to use these tools for gathering evidence and supporting their claims in the units ahead.
Key Vocabulary:
Archaeology – Scientific study of ancient
cultures through the examination of
artifacts and other evidence
History – The study of events and people
from the past
Benchmarks/Standards
Supporting Common Core Standards
SS.6.W.1.1 : Use timelines to identify chronological order of historical
events.
SS.6.W.1.2 : Identify terms (decade, century, epoch, era, millennium,
Prehistory – Time before humans invented BC/BCE, AD/CE) and designations of time periods.
writing
SS.6.W.1.3 : Interpret primary and secondary sources.
Primary source – Information that comes
directly from a person who experienced an SS.6.W.1.4 : Describe the methods of historical inquiry and how history
event
relates to the other social sciences.
Secondary source – Information about an
event that does not come directly from a
person who experienced that event
SS.6.W.1.5 : Describe the roles of historians and recognize varying
historical interpretations (historiography).
Timeline – Line marked off with a series of SS.6.W.1.6 : Describe how history transmits culture and heritage and
events and their dates
provides models of human character.
Historiography – Writing about history
Decade – A period of 10 years
Century – A period of 100 years
All standards listed above should be revisited as you teach through
the additional units.
Additional Geography & Economic Standards that needs to be infused
with all Units.
Essential Content &
Understanding:
Essential Questions:
Higher Order Questions Stems
W.1.3 (Examples
Sample Question:
are artifacts, images, auditory
sources, written sources.)
Why is it important to identify a source as
primary or secondary?
W.1.4 (Examples are
archaeology, geography,
Resources/Links:
political science, economics.)
History King
World History Units
History Channel
Browse the World
http://www.readwritethink.timelines
Historical Research Steps
http://www.hyperhistory.com - Timelines
Required Instruction 1003.42, Florida Statutes
(Holocaust and Freedom Week)
The 2012 Florida Statutes - Required
Instruction
U.S. Holocaust Memorial Museum
Teachers will complete 4 DBQs within a full
year course.
2013-2014 Curriculum Blueprint
Grade: 6th
Course: World History
Topic/Idea: 3. Factors of Civilization
Time Allowed:
1st Quarter
1 Week
Instructional Focus Benchmarks
Annually Assessed Benchmark(s): N/A
EduSoft Mini-Assessment(s): N/A
Date Range: N/A
Learning Goal: Describe the factors associated with the development of early civilizations
Objectives: Students will evaluate the emergence of the early civilizations by
a. comparing the lifestyles of hunter-gatherers to settlers of the early agricultural communities.
b. examining the effect of agriculture and metallurgy on the development of civilization.
c. dissecting the characteristics of civilization.
Item Specification Notes:
Content Limits: N/A
as measured by their ability to demonstrate this knowledge through formative and summative assessments.
Benchmarks/Standards
Supporting Common Core Standards
Attributes/Stimulus: N/A
Key Vocabulary:
Hunter-Gathers - Early humans that lived by
hunting small animals and gathering plants.
SS.6.W.2.1 : Compare the lifestyles of huntergatherers with those of settlers of early
agricultural communities.
SS.6.W.2.2 : Describe how the developments of
Agricultural - Planting, growing, and harvesting agriculture and metallurgy related to
settlement, population growth, and the
for consumption.
emergence of civilization.
Metallurgy - Science that deals with extracting
metal from ore and using it to create useful
SS.6.W.2.3 : Identify the characteristics of
objects.
civilization.
Civilization - Complex society that has cities, a
well-organized government, and workers with
specialized job skills.
Technology - the methods and tools that a
society has developed in order to facilitate the
solution of its practical problems.
Additional Geography & Economic Standards
that needs to be infused with all Units.
Essential Content & Understanding:
Essential Questions:
W.2.3 (Examples are urbanization, specialized
labor, advanced technology, government and
religious institutions, social classes.)
Higher Order Questions Stems
Sample Question:
How did the development of agriculture influence
civilization?
Resources/Links:
History King
World History Units
History Channel
Browse the World
Neolithic_vs_Paleolithic
Start of Civilization (Ancient River Civilization)
Required Instruction 1003.42, Florida Statutes
(Holocaust and Freedom Week)
The 2012 Florida Statutes - Required Instruction
U.S. Holocaust Memorial Museum
Teachers will complete 4 DBQs within a full
year course.
2013-2014 Curriculum Blueprint
Grade: 6th
Course: World History
Topic/Idea: 4. River and Mediterranean Civilizations
Time Allowed:
1st Quarter
4 Weeks
Instructional Focus Benchmarks
Annually Assessed Benchmark(s): N/A
EduSoft Mini-Assessment(s): N/A
Date Range: N/A
Item Specification Notes:
Content Limits: N/A
Attributes/Stimulus: N/A
Key Vocabulary:
Mesopotamian - an ancient region in W Asia
between the Tigris and Euphrates rivers: now
part of Iraq.
Urbanization - the act or fact of urbanizing, or
taking on the characteristics of a city.
Learning Goal: Describe the emergence of early river (Nile, Tigris-Euphrates, Indus, Huang Rivers), Egyptian, and Mediterranean civilizations
Objectives: Students will evaluate the emergence of the early civilizations by
a. formulating an understanding of the economic, political, social, and religious makeup of these early civilization.
b. evaluating the achievements of the Egyptian and Mesopotamia civilizations, to include the contributions of key figures.
c. distinguishing the key figures and basic beliefs of the Israelites and determining how these beliefs compared with those of others in the geographic
area
d. measuring the early river civilizations to those found in Meso and South America.
as measured by their ability to demonstrate this knowledge through formative and summative assessments.
Benchmarks/Standards
Supporting Common Core Standards
Ancient River Civilization
SS.6.W.2.3 : Identify the characteristics of
civilization.
Essential Content & Understanding:
Essential Questions:
W.2.3 (Examples are urbanization, specialized
labor, advanced technology, government and
religious institutions, social classes.)
Higher Order Questions Stems
W.2.4 (Examples are Nile, Tigris-Euphrates,
Indus, Huang He)
Hieroglyphic Writing - a system that employs SS.6.W.2.4 : Compare the economic, political,
characters in the form of pictures. These
social, and religious institutions of ancient river
W.2.5 (Examples are agriculture, calendar,
individual signs, called hieroglyphs, may be read civilizations.
pyramids, art and architecture, hieroglyphic
either as pictures, as symbols for pictures, or as
writing and record-keeping, literature such as
symbols for sounds.
Egyptian Civilization
The Book of the Dead, mummification.)
Cuneiform - relating to, or denoting the wedgeSS.6.W.2.5 : Summarize important
shaped characters employed in the writing of
W.2.6 (Examples are Narmer, Imhotep,
achievements of Egyptian civilization.
several ancient languages of Mesopotamia and
Hatshepsut, Ramses the Great, Akhenaten,
Persia.
Tutankhamun.)
SS.6.W.2.6 : Determine the contributions of key
Polytheism – the belief in more than one god
figures from ancient Egypt.
W.2.7 (Examples are cuneiform writing, epic
Monotheism – the belief in one god
literature such as Gilgamesh, art and
Mesopotamian Civilization
architecture, technology such as the wheel, sail,
and plow.)
SS.6.W.2.7 : Summarize the important
achievements of Mesopotamian civilization.
W.2.8 (Examples are Abraham, Hammurabi,
Sample Question:
How would you compare emergence of advanced
civilizations in Meso and South America with the
early river valley civilizations?
Resources/Links:
History King
World History Units
History Channel
Browse the World
First Civilizations: Mesopotamia and Egypt
Start of Civilization (Ancient River Civilization)
Egyptian Civilization
Ancient Egypt - History Channel
Meso-American Civilizations
Required Instruction 1003.42, Florida Statutes
(Holocaust and Freedom Week)
The 2012 Florida Statutes - Required Instruction
U.S. Holocaust Memorial Museum
2013-2014 Curriculum Blueprint
Grade: 6th
Course: World History
Topic/Idea: 4. River and Mediterranean Civilizations
Time Allowed:
1st Quarter
4 Weeks
Teachers will complete 4 DBQs within a full
SS.6.W.2.8 : Determine the impact of key figures Nebuchadnezzar, Cyrus, Zoroaster.)
year course.
from ancient Mesopotamian civilizations.
W.2.9 (Examples are Abraham, Moses,
DBQ Options:
Ancient Israel
monotheism, law, emphasis on individual worth
and responsibility.)
How did the Nile Shape Ancient Egypt?
SS.6.W.2.9 : Identify key figures and basic
beliefs of the Israelites and determine how
W.2.10 (Examples are Olmec, Zapotec, Chavinz) Hammurabi's Code: Was it just?
these beliefs compared with those of others in
the geographic area.
SS.6.W.2.10 : Compare the emergence of
advanced civilizations in Meso and South
America with the four early river valley
civilizations.
Additional Geography & Economic Standards
that needs to be infused with all Units.
2013-2014 Curriculum Blueprint
Grade: 6th
Course: World History
Topic/Idea: 5. Greece and Rome
Instructional Focus Benchmarks
Annually Assessed Benchmark(s): N/A
Time Allowed:
2nd Quarter
Learning Goal: Recognize significant events, figures, and contributions of classical civilizations (Phoenicia, Greece, and Rome).
Objectives: Students will examine the events, figures and contributions of the classical civilizations by
EduSoft Mini-Assessment(s): N/A
a. rating the cultural impact of the ancient Phoenicians on the Mediterranean World
b. evaluating the democratic concepts developed in ancient Greece
Date Range: N/A
c. analyzing life in Athens, Sparta, and the Roman Republic
Item Specification Notes:
d. determining the achievements, contributions, and key figures in ancient Greece and Rome, the Hellenistic Period, Early Christianity, and the
Roman Republic, to include the influence of the Latin language on Western Civilizations
Content Limits: N/A
e. distinguishing the cause and effect of the Persian and Peloponnesian Wars
f. examining the relationship of the Punic Wars on the Roman Empire
Attributes/Stimulus: N/A
g. examining the government of the Roman Republic
h. comparing and contrasting the Roman Republic to the Roman Empire
Key Vocabulary:
i. distinguishing the factors for growth and longevity of the Roman Empire
Phoenicians – relating to ancient Phoenician or its j. debating how the basic beliefs of early Christianity impacted the Roman Empire
people. Phoenicia was an ancient Semitic civilization k. evaluating the reasons for the decline of the Western Roman Empire after the Pax Romana
situated on the western, coastal part of the Fertile
l. analyzing the principals established in ancient Greece and Rome that have become the foundation for democracy in the United States
Crescent and centered on the coastline of modern
Lebanon.
as measured by their ability to demonstrate this knowledge through formative and summative assessments.
Mediterranean – a person whose physical
characteristics are considered typical of the people
native to or inhabiting the Mediterranean area.
Colonization – the act or process of establishing a
colony or colonies. It occurs whenever any one or
more species populate an area.
Benchmarks/Standards
Supporting Common Core Standards
SS.6.W.3.1 : Analyze the cultural impact the ancient
Phoenicians had on the Mediterranean world with
regard to colonization (Carthage), exploration,
Maritime – describes objects or activities relating to
maritime commerce (purple dye, tin), and written
the sea.
communication (alphabet).
Democratic – relating to, appealing to, or available
to the broad masses of the people. (Democracy)
Foreigners – a person belonging to or owing
allegiance to a foreign country not native to a place
or community.
Hellenistic Period – the period of ancient Greek
history between the death of Alexander the Great in
323 BC and the emergence of ancient Rome as
Essential Content & Understanding:
Essential Questions:
W.3.5 (Examples are art and architecture,
athletic competitions, the birth of
democracy and civic responsibility,
drama, history, literature, mathematics,
medicine, philosophy, science, warfare.)
Higher Order Questions Stems
Sample Question:
How would you compare the political ideas
of the Roman Empire to the development of
democratic principles found today?
W.3.6 (Examples are Aristophanes,
SS.6.W.3.2 : Explain the democratic concepts (polis,
Aristotle, Hippocrates, Herodotus, Homer,
civic participation and voting rights, legislative bodies,
Resources/Links:
Pericles, Plato, Pythagoras, Socrates,
written constitutions, rule of law) developed in ancient
Solon, Sophocles, Thales, Themistocles,
History King
Greece.
Thucydides.)
World History Units
History Channel
SS.6.W.3.3 : Compare life in Athens and Sparta
W.3.7 (Examples are Alexander the Great,
Browse the World
(government and the status of citizens, women and
Library of Alexandria, Archimedes, Euclid,
children, foreigners, helots).
Plutarch, The Septuagint, Stoicism,
Phoenicians
2013-2014 Curriculum Blueprint
Grade: 6th
Course: World History
Topic/Idea: 5. Greece and Rome
signified by the Battle of Actium in 31 BC.
Punic Wars – series of three wars fought between
Rome and Carthage from 264 BC to 146 BC. The
main cause of the Punic Wars was the conflict of
interests between the existing Carthaginian Empire
and the expanding Roman Republic.
SS.6.W.3.4 : Explain the causes and effects of the
Persian and Peloponnesian Wars.
SS.6.W.3.5 : Summarize the important achievements
and contributions of ancient Greek civilization.
SS.6.W.3.6 : Determine the impact of key figures from
Roman Republic - In 509 B.C., Rome became a
ancient Greece.
republic, a government in which power is controlled
by the common people. It was under this Republic
SS.6.W.3.7 : Summarize the key achievements,
that Rome grew and expanded by conquest into the
contributions, and figures associated with The
most powerful nation in the world at the time.
Hellenistic Period.
Roman Empire - As Roman territory increased,
however, politicians and generals became more and
more powerful and hungry for power. A series of
events during the 1st and 2nd centuries B.C. led to
the demise of the Roman Republic. Under the reigns
of Julius Caesar and Augustus Caesar, the Roman
Empire was formed. The Empire was ruled by an
emperor, who had complete control over his people.
Power was no longer in the hands of the people, but
Rome continued to prosper and expand for several
centuries.
Separation of Power – The term separation of
powers originated with the Baron de Montesquieu, a
French enlightenment writer. However, the actual
separation of powers amongst different branches of
government can be traced to ancient Greece. The
framers of the Constitution decided to base the
American governmental system on this idea of three
separate branches: executive, judicial, and legislative.
The three branches are distinct and have checks and
balances on each other. In this way, no one branch
can gain absolute power or abuse the power they are
given.
Rule of Law – "authority and influence of law in
society”. The rule of law requires the government to
exercise its power in accordance with wellestablished and clearly written rules, regulations,
and legal principles.
Ptolemy I.)
W.3.8 (Examples are Augustus, Cicero,
Cincinnatus, Cleopatra, Constantine the
Great, Diocletian, Tiberius and Gaius
Gracchus, Hadrian, Hannibal, Horace,
Julius Caesar, Ovid, Romulus and Remus,
Marcus Aurelius, Scipio Africanus, Virgil,
Theodosius, Attila the Hun.)
Time Allowed:
2nd Quarter
Alexander The Great
Ancient Greece
Peloponnesian War
Punic Wars PDF Package
Historylink101 - Ancient Greece
Required Instruction 1003.42, Florida
Statutes
(Holocaust and Freedom Week)
The 2012 Florida Statutes - Required
Instruction
U.S. Holocaust Memorial Museum
W.3.12 (Examples are centralized and
efficient government, religious toleration,
expansion of citizenship, the legion, the
Teachers will complete 4 DBQs within a
SS.6.W.3.8 : Determine the impact of significant figures extension of road networks.)
full year course.
associated with ancient Rome.
W.3.13 (Examples are Christian
DBQ Options:
SS.6.W.3.9 : Explain the impact of the Punic Wars on
monotheism, Jesus as the son of God,
the development of the Roman Empire.
Peter, Paul.)
Citizenship in Athens and Rome: Which was
the Better System?
SS.6.W.3.10 : Describe the government of the Roman W.3.14 (Examples are art and
Republic and its contribution to the development of
architecture, engineering, law, literature, Why did Christianity take hold in the
Ancient World?
democratic principles (separation of powers, rule of
technology.)
law, representative government, civic duty).
What were the primary reasons for the fall
W.3.15 (Examples are internal power
SS.6.W.3.11 : Explain the transition from Roman
struggles, constant Germanic pressure on of Rome?
Republic to empire and Imperial Rome, and compare
the frontiers, economic policies, over
Education in Sparta: Did the Strengths
Roman life and culture under each one.
dependence on slavery and mercenary
outweigh the Weaknesses?
soldiers.)
SS.6.W.3.12 : Explain the causes for the growth and
How Great was Alexander the Great?
longevity of the Roman Empire.
W.3.17 (Examples are education, law,
medicine, religion, science.)
SS.6.W.3.13 : Identify key figures and the basic beliefs
of early Christianity and how these beliefs impacted
C.1.1 (Examples are polis, civic
the Roman Empire.
participation and voting rights, legislative
bodies, written constitutions, rule of law.)
SS.6.W.3.14 : Describe the key achievements and
contributions of Roman civilization.
2013-2014 Curriculum Blueprint
Grade: 6th
Course: World History
Topic/Idea: 5. Greece and Rome
SS.6.W.3.15 : Explain the reasons for the gradual
Representative Government - a system in which
decline of the Western Roman Empire after the Pax
people elect their lawmakers (representatives), who Romana.
are then held accountable to them for their activity
within government.
SS.6.W.3.16 : Compare life in the Roman Republic for
patricians, plebeians, women, children, and slaves.
Civic Duty – the responsibilities of a citizen.
Christianity – a monotheistic and Abrahamic
religion based on the life and teachings of Jesus
Christ as presented in canonical gospels and other
New Testament writings as well as the Old
Testament.
Pax Romana – (Roman Peace) period of
unprecedented stability and prosperity.
Patricians – Ranked just below the emperor and his
relatives, the patrician families dominated Rome and
its empire. The word “patrician” comes from the
Latin “patres”, meaning “fathers”, and these families
provided the empire’s political, religious, and
military leadership. Most patricians were wealthy
landowners from old families, but the class was open
to a chosen few who had been deliberately promoted
by the emperor.
SS.6.W.3.17 : Explain the spread and influence of the
Latin language on Western Civilization.
SS.6.C.1.1 : Identify democratic concepts developed in
ancient Greece that served as a foundation for
American constitutional democracy.
SS.6.C.1.2 : 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).
SS.6.C.2.1 : 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.
Plebeians – Plebeians were average working citizens
of Rome – farmers, bakers, builders or craftsmen –
who worked hard to support their families and pay Additional Geography & Economic Standards that
their taxes. Unlike the more privileged classes, most needs to be infused with all Units.
plebeians could not write.
Legion - the basic military unit of the ancient Roman
army.
Western Civilization – The civilizations of Classical
Greece and Rome as well as Ancient Israel and early
Christendom are considered seminal periods in
Western history. Western Civilization has spread to
produce the dominant cultures of modern North and
South America.
Time Allowed:
2nd Quarter
2013-2014 Curriculum Blueprint
Grade: 6th
Course: World History
Topic/Idea: 6. China
Instructional Focus Benchmarks
Annually Assessed Benchmark(s): N/A
EduSoft Mini-Assessment(s): N/A
Date Range: N/A
Item Specification Notes:
Content Limits: N/A
Attributes/Stimulus: N/A
Key Vocabulary:
Mandate of Heaven – a political theory of
ancient China in which those in power were
given the right to rule from a divine source.
Silk Roads – The Silk Road is the most wellknown trading route of ancient Chinese
civilization.
Time Allowed:
3rd Quarter
Learning Goal: Recognize significant events, figures, and contributions of China.
Objectives: Students will examine the events, figures and contributions of China by
a. investigating the connection of Zhou and later dynasties to the concept of “Mandate of Heaven”
b. examining the basic teachings of Laozi, Confucius, and Han Fei Zi
c. determining the achievements, contributions, and key figures of classical and post China
d. assessing the significance of the silk roads on Asia, East Africa, and the Mediterranean Basin
e. judging the Chinese decision of isolation and limiting trade in the 15 th century
as measured by their ability to demonstrate this knowledge through formative and summative assessments.
Benchmarks/Standards
Supporting Common Core Standards
SS.6.W.4.6 : Describe the concept of the
Mandate of Heaven and its connection to the
Zhou and later dynasties.
SS.6.W.4.7 : Explain the basic teachings of
Laozi, Confucius, and Han Fei Zi.
Isolation – the separation of a nation from other
nations by isolationism.
SS.6.W.4.8 : Describe the contributions of
classical and post classical China.
SS.6.W.4.9 : Identify key figures from classical
and post classical China.
Essential Content & Understanding:
Essential Questions:
W.4.2 (Examples are Brahman, reincarnation,
dharma, karma, ahimsa, moksha.)
Higher Order Questions Stems
W.4.4 (Examples are The Four Noble Truths,
Three Qualities, Eightfold Path.)
Classical Athens and Han China: How Great were
the Differences?
W.4.5 (Examples are Sanskrit, Bhagavad Gita,
medicine, metallurgy, and mathematics
including Hindu-Arabic numerals and the
concept of zero.)
W.4.7 (Examples are filial piety, the role of
kinship in maintaining order, hierarchy in
Chinese society.)
SS.6.W.4.10 : Explain the significance of the silk
roads and maritime routes across the Indian
W.4.8 (Examples are Great Wall, Silk Road,
Ocean to the movement of goods and ideas
bronze casting, silk-making, movable type,
among Asia, East Africa, and the Mediterranean
gunpowder, paper-making, magnetic compass,
Basin.
Sample Question
Resources/Links:
History King
World History Units
History Channel
Browse the World
Silk Road
Required Instruction 1003.42, Florida Statutes
(Holocaust and Freedom Week)
The 2012 Florida Statutes - Required Instruction
U.S. Holocaust Memorial Museum
2013-2014 Curriculum Blueprint
Grade: 6th
Course: World History
Topic/Idea: 6. China
horse collar, stirrup, civil service system, The
SS.6.W.4.12 : Identify the causes and effects of Analects.)
Chinese isolation and the decision to limit
foreign trade in the 15th century.
W.4.9 (Examples are Shi Huangdi, Wu-ti,
Empress Wu, Chengho.)
Additional Geography & Economic
Standards that needs to be infused with all
Units.
Time Allowed:
3rd Quarter
Teachers will complete 4 DBQs within a full year
course.
DBQ Options:
The Great Wall of China: Did the benefits outweigh
the costs?
The Silk Road: Recording the Journey
The Mongols: How Barbaric were the "Barbarians"?
Classical Athens and Han China: How Great were
the Differences?
2013-2014 Curriculum Blueprint
Grade: 6th
Course: World History
Topic/Idea: 7. India and African Civilization
4th Quarter
Instructional Focus Benchmarks
Learning Goal: Recognize significant events, figures, and contributions of Indian and African civilizations.
Annually Assessed Benchmark(s): N/A
Objectives: Students will examine the events, figures and contributions of India and Africa civilizations by
EduSoft Mini-Assessment(s): N/A
Date Range: N/A
Item Specification Notes:
Content Limits: N/A
Attributes/Stimulus: N/A
Key Vocabulary:
Aryan – name formerly given to prehistoric
people who settled in ancient Iran and the
northern Indian subcontinent.
Time Allowed:
a. evaluating the impact of Aryan migration into India
b. explaining the major beliefs and practices of Hinduism and the Caste System
c. identifying the cultural achievements of the Maurya and Gupta empires
d. investigating the origin, foundation, and impact of Buddhism
e. judging the impact of ancient Indian civilizations
f. assessing the rise and falls of the African Kingdoms
g. investigating Christianity's development in Ethiopia
h. critiquing the rise and expansion of the Mongol empire
i. formulating an opinion on the achievements of Genghis and Kublai Khan
as measured by their ability to demonstrate this knowledge through formative and summative assessments.
Benchmarks/Standards
Migration – to move from one country, place, or Supporting Common Core Standards
locality to another.
SS.6.W.4.1 : Discuss the significance of Aryan and other tribal
migrations on Indian civilization.
Hinduism – the predominant religion of the
Indian subcontinent, based upon the religion of
the original Aryan settlers.
SS.6.W.4.2 : Explain the major beliefs and practices associated
with Hinduism and the social structure of the caste system in
Caste System – the traditional organization of
ancient India.
South Asian, particularly Hindu, society into a
hierarchy of hereditary groups. Caste is fixed by
SS.6.W.4.3 : Recognize the political and cultural achievements
birth, and each caste is associated with a
of the Mauryan and Gupta empires.
traditional occupation.
Essential Content &
Understanding:
W.4.2 (Examples are Brahman,
reincarnation, dharma, karma,
ahimsa, moksha.)
W.4.4 (Examples are The Four
Noble Truths, Three Qualities,
Eightfold Path.)
W.4.5 (Examples are Sanskrit,
Buddhism – a religion indigenous to the Indian SS.6.W.4.4 : Explain the teachings of Buddha, the importance Bhagavad Gita, medicine,
metallurgy, and mathematics
subcontinent that encompasses a variety of
of Asoka, and how Buddhism spread in India, Ceylon, and
including Hindu-Arabic numerals
traditions, beliefs and practices largely based on
other parts of Asia.
teachings attributed to Siddhartha Gautama,
and the concept of zero.)
who is commonly known as the Buddha,
SS.6.W.4.5 : Summarize the important achievements and
meaning "the awakened one". The Buddha
lived and taught in the eastern part of the Indian contributions of ancient Indian civilization.
subcontinent sometime between the 6th and 4th
centuries BCE
Essential Questions:
Higher Order Questions Stems
Sample Question
What impact did religion have on the Maurya
empire?
2013-2014 Curriculum Blueprint
Grade: 6th
Course: World History
Topic/Idea: 7. India and African Civilization
SS.6.W.3.18 : Describe the rise and fall of the ancient east
African kingdoms of Kush and Axum and Christianity's
development in Ethiopia.
SS.6.W.4.11 : Explain the rise and expansion of the Mongol
empire and its effects on peoples of Asia and Europe including
the achievements of Genghis and Kublai Khan.
Additional Geography & Economic Standards that needs
to be infused with all Units.
Time Allowed:
4th Quarter
Resources/Links:
History King
World History Units
History Channel
Browse the World
PBS - Buddha
Required Instruction 1003.42, Florida Statutes
(Holocaust and Freedom Week)
The 2012 Florida Statutes - Required Instruction
U.S. Holocaust Memorial Museum
Teachers will complete 4 DBQs within a full
year course.
DBQ Options:
Asoka: Ruthless Conqueror or Enlightened Ruler?
Mansa Musa's Hajj: A Personal Journal
Additional Geography & Economic Standards
Economics
SS.6.E.1.1 : Identify the factors (new resources, increased productivity, education, technology, slave economy, territorial expansion) that increase economic growth.
SS.6.E.1.2 : Describe and identify traditional and command economies as they appear in different civilizations.
SS.6.E.1.3 : 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).
SS.6.E.2.1 : 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.
SS.6.E.3.1 : 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.
SS.6.E.3.2 : Categorize products that were traded among civilizations, and give examples of barriers to trade of those products.
SS.6.E.3.3 : Describe traditional economies (Egypt, Greece, Rome, Kush) and elements of those economies that led to the rise of a merchant class and trading partners.
SS.6.E.3.4 : Describe the relationship among civilizations that engage in trade, including the benefits and drawbacks of voluntary trade
Geography
SS.6.G.1.3 : Identify natural wonders of the ancient world.
(Examples are Seven Natural Wonders of Africa, Himalayas, Gobi Desert.)
SS.6.G.2.1 : 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.
SS.6.G.2.3 : Analyze the relationship of physical geography to the development of ancient river valley civilizations.
Examples are Tigris and Euphrates [Mesopotamia], Nile [Egypt], Indus and Ganges [Ancient India], and Huang He [Ancient China].
SS.6.G.2.4 : Explain how the geographical location of ancient civilizations contributed to the culture and politics of those societies. Examples are Egypt, Rome, Greece, China,
Kush.
SS.6.G.2.6 : Explain the concept of cultural diffusion, and identify the influences of different ancient cultures on one another. Examples are Phoenicia on Greece and Greece on
Rome.
SS.6.G.3.1 : Explain how the physical landscape has affected the development of agriculture and industry in the ancient world. Examples are terracing, seasonal crop rotations,
resource development.
SS.6.G.3.2 : Analyze the impact of human populations on the ancient world's ecosystems. Examples are desertification, deforestation, abuse of resources, erosion.
SS.6.G.4.1 : Explain how family and ethnic relationships influenced ancient cultures.
SS.6.G.4.2 : Use maps to trace significant migrations, and analyze their results. Examples are prehistoric Asians to the Americas, Aryans in Asia, Germanic tribes throughout
Europe.
SS.6.G.4.3 : 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.
SS.6.G.4.4 : Map and analyze the impact of the spread of various belief systems in the ancient world. Examples are Buddhism, Christianity, Judaism.
SS.6.G.5.1 : Identify the methods used to compensate for the scarcity of resources in the ancient world. Examples are water in the Middle East, fertile soil, fuel.
SS.6.G.5.2 : Use geographic terms and tools to explain why ancient civilizations developed networks of highways, waterways, and other transportation linkages.
SS.6.G.5.3 : Use geographic tools and terms to analyze how famine, drought, and natural disasters plagued many ancient civilizations. Examples are flooding of the Nile, drought
in Africa, volcanoes in the Mediterranean region, famine in Asia.
Supporting Common Core Standards
Writing
LACC.68.WHST.1.1: Write arguments focused on discipline-specific content.
LACC.68.WHST.1.1a: Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
LACC.68.WHST.1.1b: Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.
LACC.68.WHST.1.1c: Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.
LACC.68.WHST.1.1d: Establish and maintain a formal style.
LACC.68.WHST.1.1e: Provide a concluding statement or section that follows from and supports the argument presented.
LACC.68.WHST.1.2: Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.
LACC.68.WHST.1.2a: Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include
formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
LACC.68.WHST.1.2b: Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
LACC.68.WHST.1.2c: Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
LACC.68.WHST.1.2d: Use precise language and domain-specific vocabulary to inform about or explain the topic.
LACC.68.WHST.1.2e: Establish and maintain a formal style and objective tone.
LACC.68.WHST.1.2f: Provide a concluding statement or section that follows from and supports the information or explanation presented.
LACC.68.WHST.2.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
LACC.68.WHST.2.5: 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.
LACC.68.WHST.2.6: Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.
LACC.68.WHST.3.8: 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.
LACC.68.WHST.3.9: Draw evidence from informational texts to support analysis reflection, and research.
LACC.68.WHST.4.10: 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.
Reading
LACC.68.RH.1.1: Cite specific textual evidence to support analysis of primary and secondary sources.
LACC.68.RH.1.2: 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.
LACC.68.RH.1.3: 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).
LACC.68.RH.2.4: Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
LACC.68.RH.2.6: 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).
LACC.68.RH.3.7: Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
LACC.68.RH.3.8: Distinguish among fact, opinion, and reasoned judgment in a text.
LACC.68.RH.3.9: Analyze the relationship between a primary and secondary source on the same topic.
Supporting Common Core Standards
Math
MACC.K12.MP.1.1: Make sense of problems and persevere in solving them.
Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals.
They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try
special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might,
depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient
students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or
trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a
different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between
different approaches.
MACC.K12.MP.3.1: Construct viable arguments and critique the reasoning of others.
Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical
progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their
conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which
the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and—if
there is a flaw in an argument—explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can
make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to
determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve
the arguments.
MACC.K12.MP.5.1: Use appropriate tools strategically.
Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a
calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or
course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school
students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When
making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically
proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They
are able to use technological tools to explore and deepen their understanding of concepts.
MACC.K12.MP.6.1: Attend to precision.
Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the
symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with
quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give
carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions.