Survey
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
Social history wikipedia , lookup
Universal history wikipedia , lookup
Archontology wikipedia , lookup
Ancient Egyptian race controversy wikipedia , lookup
Chronology of the ancient Near East wikipedia , lookup
Historiography wikipedia , lookup
History of the world wikipedia , lookup
Afrocentrism wikipedia , lookup
History of the Americas wikipedia , lookup
Societal collapse wikipedia , lookup
Ancient history wikipedia , lookup
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. 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 1.1 Historical Inquiry: Introduction of annual History Fair theme History Fair Days 1-5 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 Geography: The World in Spatial Terms 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 Geography: Places and Regions 2 Days September 2013-2014 History Fair 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 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 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 3 Days October End of Q1 2013-2014 History Fair 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 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 DBQ: Hammurabi’s Code: Was It Just? 2 Days November History Fair 4 Days December History Fair/ Semester Exam Review 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 3.1 River Civilizations: Egypt & Africa DBQ: How Did the Nile Shape Ancient Egypt? 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 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 River Civilizations: India DBQ - Asoka: Ruthless Conqueror or Enlightened Ruler? 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 River Civilizations: China DBQ - The Great Wall of China: Did the Benefits Outweigh the Costs? 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