Download 2109010 M/J World History IFC

St. Lucie County Social Studies Scope & Sequence Documents, Grades 6-12
2109010/20 6th Grade World History 2013-2014
The St. Lucie County Scope & Sequence, Suggested Pacing Guide, and Common Core State Standards Appendix should be used in concert as a teaching and
learning tool in our continuing effort to improve the rigor of instruction and better prepare our students for future learning (including college and career
readiness) and to address skills requirements of the Common Core State Standards for Literacy in History/Social Studies in Grades 6-12.
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Instruction should be based on content / skills from the St. Lucie County Public Schools Scope and Sequence, Suggested Pacing Guides, and the Common
Core State Standards Appendix. These documents should serve to guide instruction, rather than a textbook or any other specific resource.
Use the Learning Goal and Scale as your starting point: have it posted, and review it regularly with your students to provide them with a framework for
instruction and a purpose for learning all the related content. The same holds true for the target(s) you are focusing on each day. They should be visible
and discussed before and after instruction.
Strategies must include Document-Based instruction (analytical reading and writing involving individual and collections of primary and secondary
sources), methodology affecting the multiple intelligences, and utilizing both individual and cooperative learning (e.g. History Alive/DBQ Project).
Students should be engaged in higher order writing on a regular basis, short and extended responses, more in-depth essays such as Document Based
Questions (DBQ’s), and authentic writing. Students must be able to produce historical writing, that is, they must be able to take a position on a subject
(thesis) and defend it with examples (facts) and sound reasoning (logic).
Students should conduct extended research projects related to the History Fair (Grades 6, 8, 10, and 11) or Project Citizen (Grade 7).
Social Studies Literacy Strategies should be utilized regularly (Cornell Notes, Dialectical Notes, or similar note-taking method, SOAPStone or APPARTS
analysis tools, and PERSIA or G-SPRITE categorization tools).
Assessment should include both formative assessments “for learning,” and summative assessments. Questions should follow Webb’s Depth of
Knowledge / Cognitive Complexity and include Level 1 items that involve low order, foundational knowledge/skills; Level 2 items that require students to
infer or draw conclusions; and Level 3 items that require more abstract thought or an extension of the information at hand.
Students should keep a Notebook as they help students organize information (previews, teacher directed activities, and process assignments).
Notebooks provide cohesion and structure to a unit of study, and they place responsibility for learning on students (e.g. an AVID or Interactive Student
Notebook).
Teachers should assign, and students should complete targeted homework - students should be expected to complete homework regularly but
homework shouldn’t be assigned simply for the sake of giving homework. Homework can include preview or process activities, vocabulary/concept
building, work related to projects, etc. (Read Marzano’s article “The Case For and Against Homework” available on SHARE).
o Previews involve activating prior knowledge, preparing students for the next topic of instruction.
o Process activities relate to content/skills recently learned where students are involved in metacognition.
The Common Core State Standards for Literacy in History/Social Studies are integrated with the Scope and Sequence and are also available on the at
www.corestandards.org.
2012-2013
Targets
2109010/20 6th Grade World History – Suggested Pacing Guide
Timeframe
Topic of Study
5 days
August
Rules, Procedures,
Pre‐Tests
5 Days
August
Targets
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1.1 Historical Inquiry: 
Introduction of annual
History Fair theme
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History Fair Days 1-5 
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2013-2014
Key Terms, People, Places, Events
Benchmarks
Establish course content (Syllabus).
Explain class expectations.
Establish rules and procedures.
Conduct pre‐tests and initial evaluations.
Initial Activities.
Requires documented primary and secondary sources using
Describe how history transmits culture and
MLA style.
heritage and provides models of human
character
History Fair Annual Theme for 2013-2014:
Describe the History Fair theme
Identify History Fair categories
Rights and Responsibilities in History
List History Fair Research expectations
(rules/deadlines)
Integrate complementary visual and/or audio Please refer to published rule information provided by
the District or go to www.nhd.org
elements into a project
Identify the four components of a process paper
Six most common elements for historical analysis:
Compare and contrast the various social
Social, political, religious, intellectual, technological,
sciences
economic (SPRITE)
Assess varying historical interpretations of an
individual, a group, an idea, or an event
Terms to Know:
Differentiate between primary and secondary
decade, century, millennium, epoch, era, circa, BC/BCE,
sources
AD/CE, primary source, secondary source, bias, artifacts,
Evaluate the validity of sources
history
Organize research for a History Fair topic
Form conclusions and sort information for a
History Fair topic
SS.6.W.1.1
SS.6.W.1.2
SS.6.W.1.3
SS.6.W.1.4
SS.6.W.1.5
SS.6.W.1.6
2109010/20 6th Grade World History – Suggested Pacing Guide
Timeframe
8 Days
September
Topic of Study
Targets
1.2 Elements of
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Geography: The World in
Spatial Terms
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2013-2014
Key Terms, People, Places, Events
Terms to Know:
Describe the spatial organization of people,
places, and environments (where things are in accessibility, dispersion, density, interdependence,
relation to other things) using spatial concepts diffusion, migration, political map, physical map,
Describe the processes that influence the
GPS, GIS, elevation, latitude, longitude, hemisphere,
distribution of human and physical phenomena legend/key, scale
Describe the processes that shape human and
physical systems (e.g., diffusion, migration, and
plate tectonics) using models
Identify natural wonders of the ancient world
Identify characteristics and boundaries of
ancient civilizations that have shaped the world
today
Draw conclusions using spatial concepts, such as
population density, transportation networks or
linkages, and urban or city growth patterns
using paper or digital maps
Compare the processes that influence the
distribution of human and physical phenomena
Evaluate the relationship between people and
places on the Earth using latitude and longitude
coordinates
Differentiate the purposes of map projections
(political, physical, special purpose)
Draw conclusions about the ways bodies of
water have influenced the development of
civilizations
Compare maps of the world in ancient times
with current political maps
Benchmarks
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
SS.6.G.6.1
SS.6.G.6.2
2109010/20 6th Grade World History – Suggested Pacing Guide
Timeframe
4 Days
September
Topic of Study
Targets
1.3 Elements of
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Geography: Places and
Regions
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2 Days
September
2013-2014
History Fair
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Identify the physical and human characteristics
of places
Describe why people create regions to interpret
earth’s complexity
Examine how culture and experience influence
people’s perceptions of places and regions
Explain ways in which major physical
characteristics, natural resources, climate, and
absolute and relative location have influenced
settlement, interactions, and the economies of
ancient civilizations of the world
Explain the concept of cultural diffusion, and
identify the influences of different ancient
cultures on one another
Use choropleth or dot-density maps to explain
the distribution of population in the ancient
world
Differentiate between continents, regions,
countries, and cities in order to understand the
complexities of regions created by civilizations
Analyze how geographic boundaries invite or
limit interaction with other regions and cultures
Follow up
Monitor Progress
Check topic focus, sources, annotated
bibliography
Key Terms, People, Places, Events
Constitution Day is September 17.
Terms to Know:
landforms, climate, environment, resources,
cultural diffusion, continents, regions, counties,
cities, city-states, choropleth map, dot-density map
Benchmarks
SS.6.G.6.1
SS.6.G.2.1
SS.6.G.2.2
SS.6.G.2.5
SS.6.G.2.6
SS.6.G.2.7
SS.6.W.1.1
SS.6.W.1.2
SS.6.W.1.3
SS.6.W.1.4
SS.6.W.1.5
SS.6.W.1.6
2109010/20 6th Grade World History – Suggested Pacing Guide
Timeframe
Topic of Study
4 Days
September
1.4 Elements of
Geography:
Physical Systems
Targets
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2013-2014
Key Terms, People, Places, Events
Identify the physical processes that shape the Terms to Know:
patterns of Earth’s surface
atmosphere, lithosphere, hydrosphere, biosphere,
Describe how Earth’s position relative to the
erosion, tectonics, water cycle, deforestation,
Sun affects conditions on Earth
desertification, climograph
Identify attributes of Earth's different physical
systems
Explain ways in which the geographical location
of ancient civilizations contributed to the
culture and politics of those societies
Describe how ocean currents influence the
characteristics of ecosystems
Describe how climate (temperature and rainfall)
primarily determines the characteristics and
geographic distribution of biomes
Describe how the physical landscape has
affected the development of agriculture and
industry in the ancient world
Analyze the characteristics and spatial
distribution of ecosystems on Earth’s surface
Generalize how oceans and mountain ranges
affect the distribution of climate and vegetation
Assess the distribution of biomes using
climographs (using temperature and
precipitation data)
Benchmarks
SS.6.G.6.1
SS.6.G.2.4
SS.6.G.3.1
2109010/20 6th Grade World History – Suggested Pacing Guide
Timeframe
Topic of Study
6 Days
September October
1.5 Elements of
Geography:
Human Systems
Targets
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2013-2014
Key Terms, People, Places, Events
Identify the types of migrations in terms of time,
distance, and cause
Terms to Know:
Identify and explain push and pull factors
immigration, emigration, population, census, economy,
influencing decisions to migrate
religion
Explain how conflicting territorial claims can
erupt over resources, land use, and ethnic and
national identities
Describe the diffusion of a cultural
characteristic, such as religious belief, music
style, and architecture
Examine how the forces of cooperation and
conflict among people influence the division and
control of Earth’s surface
Use geographic terms and tools to explain why
ancient civilizations developed networks of
highways, waterways, and other transportation
linkages
Compare the cultural characteristics of different
cultures
Analyze the impact of the spread of various
belief systems in the ancient world
Analyze the impact of human populations on
the ancient world’s ecosystems
Compare and contrast the issues faced by a
country with a very young population and a
country with a very old population
Benchmarks
SS.6.G.6.1
SS.6.G.3.2
SS.6.G.4.1
SS.6.G.4.2
SS.6.G.4.4
SS.6.G.5.2
2109010/20 6th Grade World History – Suggested Pacing Guide
Timeframe
Topic of Study
6 Days
October
1.6 Elements of
Geography:
Environment
Targets
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3 Days
October
End of Q1
2013-2014
History Fair
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Key Terms, People, Places, Events
Benchmarks
Terms to Know:
Identify how human actions modify the
environment
environment, natural resources (renewable, nonDescribe how cultures differ in their definition renewable, flow), famine, drought, scarcity,
and use of resources
opportunity cost, supply and demand, barter, trade,
Examine how physical systems affect human
productive resources (land, labor, capital,
systems
entrepreneurship)
Identify the changes that occur in the meaning,
use, distribution, and importance of resources
Explain how people use tools and technologies
in adapting to the physical environment
Identify the methods used to compensate for
the scarcity of resources in the ancient world
Describe the following economic concepts as
they relate to early civilization: scarcity,
opportunity cost, supply and demand, barter,
trade, productive resources (land, labor, capital,
and entrepreneurship)
Assess how characteristics of a physical
environment provide opportunities for and
impose constraints on human activities
Analyze the positive and negative consequences
of humans changing the physical environment
Analyze how famine, drought, and natural
disasters plagued many ancient civilizations
Evaluate how sustainable management
techniques applied in farming, forestry, and
fishing use productive resources
SS.6.G.6.1
SS.6.G.5.3
SS.6.G.5.1
SS.6.E.1.3
Follow up
Monitor Progress
Check topic focus, sources, annotated
bibliography
SS.6.W.1.1
SS.6.W.1.2
SS.6.W.1.3
SS.6.W.1.4
SS.6.W.1.5
SS.6.W.1.6
2109010/20 6th Grade World History – Suggested Pacing Guide
Timeframe
Topic of Study
4 Days
October
2.1 Elements of
Geography:
Uses of Geography
Targets
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2013-2014
Key Terms, People, Places, Events
Describe population settlement patterns during Terms to Know:
Great Pyramids of Giza, Hanging Gardens of Babylon,
different historical periods
Explain how historical events were influenced Temple of Artemis, Statue of Zeus at Olympia,
Mausoleum of Halicarnassus, Colossus of Rhodes,
by people’s perceptions of people, places,
Lighthouse of Alexandria
regions, and environments
Explain the role of the geographic context in a
current global conflict (e.g., boundary dispute,
resource allocation, land-use issues) and
identify strategies that might be used to settle
the conflict
Describe how the increasing demand for water
resources will affect the physical environment
Identify how people’s perceptions of the world
affect their views of the present, and
expectations about the future
List the seven natural wonders of Africa: Nile
River, Mount Kilimanjaro, Great Rift Valley,
Serengeti Plains, Sahara Desert, Victoria Lake
and Falls, Table Mountain
Analyze the significance of physical features that
have influenced historical events
Analyze the current pattern of interstate
highways and based on projections of
population growth suggest where new highways
might be needed
Benchmarks
SS.6.W.1.1
SS.6.W.1.3
SS.6.G.6.1
SS.6.G.1.3
2109010/20 6th Grade World History – Suggested Pacing Guide
Timeframe
10 Days
October –
November
2013-2014
Topic of Study
Targets
Key Terms, People, Places, Events
2.2 Beginnings of
 Summarize the characteristics of the lifestyles of Terms to Know:
Human Society:
prehistory, hominid, ancestor, Stone Age, Paleolithic Era,
hunter-gatherers and early agricultural
Old and New Stone Age
Mesolithic Era, Neolithic Era, Bronze Age, Iron Age,
communities
 Describe how the developments of agriculture society, hunter-gathers, domestication, agriculture,
megalith, metallurgy, division of labor, river civilization,
and metallurgy influenced settlement,
social class, Mesopotamia, Kush, Nile River, Egypt, Tigris
population growth, and the emergence of
River, Euphrates River, Huang He River, Indus River
civilization
 Identify the six characteristics of civilization
 Explain how the geographical location of ancient
civilizations contributed to the culture and
politics of those societies
 Compare the lifestyles of hunter-gatherers with
those of settlers of early agricultural
communities
 Analyze the relationship of physical geography to
the development of ancient river valley
civilizations
 Compare the economic, political, social, and
religious institutions of ancient river civilizations
 Trace the migration patterns of early societies in
Africa and Asia to other parts of the world
Benchmarks
SS.6.W.2.1
SS.6.W.2.2
SS.6.W.2.3
SS.6.G.2.3
SS.6.W.2.4
SS.6.G.2.4
2109010/20 6th Grade World History – Suggested Pacing Guide
Timeframe
14 Days
November –
December
Topic of Study
Targets
2.3 River Civilizations: 
Mesopotamia
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DBQ: Hammurabi’s
Code: Was It Just? 
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2 Days
November
History Fair
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4 Days
December
History Fair/ Semester 
Exam Review
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End of 1st Semester
2013-2014
Key Terms, People, Places, Events
Benchmarks
Terms to Know:
Summarize the important achievements of
Fertile Crescent, Mesopotamia, silt, irrigation, canals,
Mesopotamian civilization
Identify the impact of key figures from ancient surplus, rural, urban, city-state, Gilgamesh, Sargon,
empire, polytheism, priests, cuneiform, pictographs,
Mesopotamian civilizations
Identify the key factors that increased economic scribe, epic, ziggurat, monarch, Hammurabi’s Code,
growth in Mesopotamia (fertile rivers, farming, chariot, Nebuchadnezzar, Babylonia, Assyria, Phoenicia,
Sumer
new technology, division of labor)
Describe the relationship, benefits, and
drawbacks between the Fertile Crescent,
Phoenicia, and the civilizations with whom they
traded
Analyze the relationship of physical geography
to the development of Mesopotamia/The Fertile
Crescent
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)
Compare and contrast the benefits and
drawbacks of voluntary trade
SS.6.W.2.7
SS.6.W.2.8
SS.6.W.3.1
SS.6.E.1.1
SS.6.E.3.4
Follow up
Monitor Progress
Check topic focus, sources, annotated
bibliography
Remind due date
SS.6.W.1.1
SS.6.W.1.2
SS.6.W.1.3
SS.6.W.1.4
SS.6.W.1.5
SS.6.W.1.6
Follow up
Monitor Progress
Prepare Process Paper
Annotated Bibliography (MLA style)
Remind due date
SS.6.W.1.1
SS.6.W.1.2
SS.6.W.1.3
SS.6.W.1.4
SS.6.W.1.5
SS.6.W.1.6
2109010/20 6th Grade World History – Suggested Pacing Guide
2013-2014
2109010/20 6th Grade World History – Suggested Pacing Guide
Timeframe
Topic of Study
2 Days
January
History Fair
12 Days
January
Targets
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3.1 River Civilizations: 
Egypt & Africa
DBQ: How Did the Nile
Shape Ancient Egypt? 
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2013-2014
Key Terms, People, Places, Events
Benchmarks
Follow up
Monitor Progress
Prepare Process Paper
Annotated Bibliography (MLA style)
Remind due date
SS.6.W.1.1
SS.6.W.1.2
SS.6.W.1.3
SS.6.W.1.4
SS.6.W.1.5
SS.6.W.1.6
Summarize important achievements of Egyptian Terms to Know:
Upper Egypt, Lower Egypt, Nubia/Kush, Kushite, cataract,
civilization (architecture, calendar, writing,
delta, pharaoh, dynasty, Old Kingdom, New Kingdom,
papyrus, record-keeping, Book of the Dead,
mummification, elite, Queen Hatshepsut, Ramses the
Rosetta Stone, mummification, art).
Great, King Tutankhamen, scribe, artisan, hieroglyph,
Identify the contributions of key figures from
papyrus, Rosetta Stone, sphinx, obelisk, Axum, Ethiopia
ancient Egypt
Describe the rise and fall of the ancient east
African kingdoms of Kush/Nubia and Axum and
Christianity’s development in Ethiopia
Explain how the Egyptian economy developed
through a social structure that led to a
merchant class and trading partners
Describe the relationship between the Egyptians
and the Nubians/Kushites as they engaged in
trade including the benefits and drawbacks of
their trade
Analyze the relationship of physical geography
to the development of Egypt and Nubia/Kush
Analyze how the flooding of the Nile River
directly affected the people of ancient Egypt
Assess the relationship between the Egyptians
and the Nubians/Kushites as they engaged in
trade, including the benefits and drawbacks of
their trade
SS.6.W.2.5
SS.6.W.2.6
SS.6.W.3.18
2109010/20 6th Grade World History – Suggested Pacing Guide
Timeframe
Topic of Study
8 days
January –
February
3.2
The Hebrews
Targets
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2013-2014
Key Terms, People, Places, Events
Identify in chronological order the key Hebrew Terms to Know:
Judaism, Hebrews, Abraham, Moses, Exodus, Canaan,
people and events
Ten Commandments, David, Solomon, diaspora,
Describe the physical characteristics of the
monotheism, Torah, synagogue, prophets, Sabbath,
environments in which the early Hebrews
Talmud, Dead Sea Scrolls, rabbi
settled
Identify migratory patterns of the Hebrews from
Mesopotamia to Canaan, Canaan to Egypt, and
from Egypt back to Canaan
Identify the beliefs of the Israelites
Describe how Hebrew history has been
transmitted through culture and heritage
Identify other ancient cultures directly
influenced by Judaism
Evaluate the effect that Judaism had on other
cultures throughout the world
Compare the beliefs of the Israelites with those
of others in the same geographic area
Benchmarks
SS.6.W.2.9
2109010/20 6th Grade World History – Suggested Pacing Guide
Timeframe
12 days
February
Topic of Study
Targets
3.3
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River Civilizations: India
DBQ - Asoka: Ruthless 
Conqueror or
Enlightened Ruler?
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2013-2014
Key Terms, People, Places, Events
Terms to Know:
Explain the physical geography of the Indus
River Valley and its effect on the development subcontinent, monsoons, Sanskrit, Aryan, Harappa, caste
system, Hinduism, reincarnation, karma, Jainism,
of the region
Summarize how the geographic boundaries of nonviolence, Sikhism, fasting, meditation, Siddhartha
the subcontinent of India limit interaction with Gautama, the Buddha, nirvana, missionaries,
Chandragupta Maurya, Asoka, Chandra Gupta II,
other regions and cultures
Use maps to trace the migrations of the Aryans metallurgy, alloys, Hindu-Arabic numerals, innoculation,
astronomy
into India
Describe the economic, political, social, and
religious institutions of Ancient India
Explain the major beliefs and practices
associated with Hinduism and the social
structure of the caste system in ancient India
Recognize the political and cultural
achievements of the Mauryan and Gupta
empires
Summarize the important achievements and
contributions of ancient Indian civilization
Identify the Aryans and the effect of the
blending of their culture with the Indians as
they migrated to India
Assess the significance of Aryan and other tribal
migrations on Indian civilization
Analyze the spread of the various beliefs
systems that took root in India (Hinduism,
Buddhism, Jainism, Sikhism)
Evaluate the teachings of Buddha, the
importance of Asoka, and how Buddhism spread
in India, Ceylon, and other parts of Asia
Benchmarks
SS.6.W.4.1
SS.6.W.4.2
SS.6.W.4.3
SS.6.W.4.4
SS.6.W.4.5
2109010/20 6th Grade World History – Suggested Pacing Guide
Timeframe
12 Days
February
March
Topic of Study
Targets
3.4
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River Civilizations: China
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DBQ - The Great Wall of
China: Did the Benefits 
Outweigh the Costs?
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2013-2014
Describe how geographic boundaries limited
interaction with other cultures for China
Explain why Ancient China developed the Silk Road
as a trade route
Describe 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 (Great Wall, Silk Road, bronze
casting, silk-making, movable type, gunpowder,
paper-making, magnetic compass, horse collar,
stirrup, civil service, The Analects)
Analyze the physical geography of China and how
it made farming possible but travel and
communication difficult
Analyze the impact of Confucianism, Daoism, and
Buddhism in Ancient China
Compare the economic, political, social, and
religious institutions of Ancient China
Evaluate the importance of trade routes to the
movement of goods and ideas among Asia, East
Africa, and the Mediterranean Basin
Trace the development of 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
Identify the causes and effects of Chinese isolation
and the decision to limit foreign trade in the 15th
century
Key Terms, People, Places, Events
Benchmarks
Terms to Know:
Haung He River (Yellow River), Yangtze River, Himalaya
Mountains, dynasty, Xia, Shang, Zhou, Confucianism,
The Analects, Daoism, Laozi, Han Fei Zi, Qin, Mandate of
Heaven, The Great Wall, terra cotta, Han, Silk Road,
Empress Wu, woodblock printing, gunpowder, civil
service, Yuan, Ming, Kublai Khan, Genghis Khan, Zheng
He (Chengho), isolationism
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
2109010/20 6th Grade World History – Suggested Pacing Guide
Timeframe
Topic of Study
Targets
Key Terms, People, Places, Events
Benchmarks
6 Days
March
3.5
Comparative Study:
Ancient Civilizations
• Identify the characteristics of the Maya, Aztec,
Inca, Olmec, Zapote, and Chavin civilizations
• Compare the emergence of advanced
civilizations in Meso and South America with the
four early river valley civilizations (Maya, Aztec,
Inca, Olmec, Zapotec, and Chavin with
Mesopotamia, Egypt, India, and China)
Terms to Know:
Mesoamerica, South America, Maya, maize, King Pacal,
observatories, obsidian, terrace, Aztec, causeways,
Tenochtitlán, temple, Inca, Peru, Andes Mountains,
Pachacuti, Quechua, masonry, Atahualpa, Machu Picchu,
Olmecs, human sacrifice, Zapotec, Chavin (Andean)
SS.6.W.2.10
End of Q3
2013-2014
2109010/20 6th Grade World History – Suggested Pacing Guide
Timeframe
16 Days
April
Topic of Study
Targets
4.1

Classical Civilizations: 
Greece









2013-2014
Identify the social structure in ancient Greece
Examine ancient Greeks’ use of mythology and
fables
Summarize the key achievements,
contributions, and figures associated with The
Hellenistic Period
Explain the democratic concepts (polis, civic
participation and voting rights, legislative
bodies, written constitutions, rule of law)
developed in ancient Greece
Identify democratic concepts developed in
ancient Greece that served as a foundation for
American constitutional democracy
Describe Greece’s economy and the elements
that led to the rise of a merchant class
Assess how the Greek peninsula invited
interaction with other cultures
Compare life in Athens and Sparta (government
and the status of citizens, women and children,
foreigners, helots)
Evaluate the causes and effects of the Persian
and Peloponnesian Wars
Assess the impact of key figures from ancient
Greece
Compare and contrast republican ideals in
ancient Greece with the United States
Key Terms, People, Places, Events
Benchmarks
Terms to Know:
polis, peninsula, classical, acropolis, democracy,
aristocrat, oligarchy, citizen, tyrant, Pericles, mythology,
Trojan Horse, Homer, Illiad, Odyssey, Sappho, Aesop,
fable, Persia, Cyrus the Great, cavalry, Darius I, Persian
Wars, Xerxes I, Sparta, Athens, Peloponnesian War, Philip
II, phalanx, Alexander the Great, Hellenistic, Socrates,
Aristotle, Plato, reason, Euclid, Hippocrates
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.C.1.1
2109010/20 6th Grade World History – Suggested Pacing Guide
Timeframe
Topic of Study
16 Days
April –
May
4.2
Classical Civilizations:
Rome
DBQ – Citizenship in
Athens and Rome:
Which Was the Better
System?
2013-2014
Targets
Key Terms, People, Places, Events
Terms to Know:
 Identify the social structure and significant
Aeneas, Romulus and Remus, republic, dictator,
figures of ancient Rome
Cincinnatus, plebeian, patrician, senate, checks and
 Examine the growth of Rome’s economy and
balances, separation of powers, rule of law,
territorial influence
representative government, civic duty, Punic Wars,
 Describe how the Punic Wars influenced the
Hannibal, Gaius Marius, Spartacus, Cicero, Julius Caesar,
development of the Roman Empire
 Describe the government of the Roman Republic Augustus, Pax Romana, aqueduct, Romance Language,
Messiah, crucifixion, resurrection, Paul of Tarsus,
and the democratic principles (separation of
powers, rule of law, representative government, Constantine, Diocletian, Attila, corruption, Justinian
civic duty) from ancient Greece and Rome which Code, Byzantine Empire
influenced the American political system
 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 influenced the
Roman Empire
 Describe the key achievements and
contributions of Roman civilization
 Summarize the spread and influence of the Latin
language on Western Civilization
 Evaluate Rome’s contributions to the
development of democratic principles
(separation of powers, rule of law,
representative government, civic duty)
 Classify the roles of patricians, plebeians,
women, children, and slaves in the Roman
Republic
 Trace the transition from Roman Republic to
empire and Imperial Rome
 Assess the reasons for the gradual decline of the
Western Roman Empire after the Pax Romana
Benchmarks
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.C.1.2
SS.6.C.2.1
2109010/20 6th Grade World History – Suggested Pacing Guide
Timeframe
Topic of Study
6 Days
May
4.3
Holocaust Studies
7 Days
May – June
Year-end Activities
Review
Final Exams
2013-2014
Targets
•
The State of Florida requires appropriate
instruction in Holocaust Education at all grade
levels.
Key Terms, People, Places, Events
Benchmarks
Terms to Know:
Holocaust, Adolf Hitler, Mein Kampf Allies, Axis, antiSemitism, Nazi, SS, Gestapo, Jew, Star of David,
propaganda, censorship, Nuremberg Laws, Kristallnacht,
concentration camp, ghetto, Selection, Transport, WWII,
genocide, extermination camps, crematorium,
Auschwitz, Death March, Einsatzgruppen, Final Solution,
Liberation, United Nations, Nuremberg Trials, Darfur,
Congo, Bosnia, Rwanda, Cambodia
STATE
STATUTE
2109010/20 6th Grade World History – Suggested Pacing Guide
Timeframe
Topic of Study
16 days
dispersed
throughout the
project
timeframe as
established by
the District based
on state
guidelines
Historical Inquiry
& Analysis
(History Fair)
Targets
•
•
•
•
•
•
•
2013-2014
Key Terms, People, Places, Events
Benchmarks
Describe the importance of historiography,
History Fair
SS.6.W.1.1
which includes how historical knowledge is
SS.6.W.1.2
obtained and transmitted, when interpreting
Requires documented primary and secondary sources using
SS.6.W.1.3
events in history.
MLA style.
SS.6.W.1.4
Utilize a variety of primary and secondary
SS.6.W.1.5
sources to identify author, historical
Please refer to published rule information provided by
SS.6.W.1.6
significance, audience, and authenticity to
the District or go to www.nhd.org
understand a historical period.
*THESE
Utilize timelines to identify the time sequence
BENCHMARKS
of historical data.
SHOULD ALSO BE
Analyze how images, symbols, objects, cartoons,
INCORPORATED
graphs, charts, maps, and artwork may be used
INTO OTHER
to interpret the significance of time periods and
ACTIVITIES
events from the past.
THROUGHOUT
Evaluate the validity, reliability, bias, and
THE ACADEMIC
authenticity of current events and Internet
YEAR.
resources.
Use case studies to explore social, political,
legal, and economic relationships in history.
Describe various socio‐cultural aspects of
American life including arts, artifacts, literature,
education, and publications.
2109010/20 6th Grade World History – Suggested Pacing Guide
Timeframe
Cross Curricular or Skills Standards – To be embedded in teaching and learning throughout the year as appropriate
Topic of Study
Targets
Key Terms, People, Places, Events
Year
Math
•
•
Interpret and compare ratios and rates.
Write and evaluate mathematical expressions
that correspond to given situations.
Year
Economics
•
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.
Evaluate how civilizations through clans,
leaders, and family groups make economic
decisions for that civilization
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.
•
•
•
•
•
•
•
2013-2014
Benchmarks
MA.6.A.2.2
MA.6.A.3.1
SS.6.E.1.1
SS.6.E.1.2
SS.6.E.2.1
SS.6.E.3.1
SS.6.E.3.2
SS.6.E.3.3
SS.6.E.3.4