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MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: Sixth Grade-World History
Course Code: 2109010
COURSE DESCRIPTION:
The sixth grade social studies curriculum consists of the following content area strands: World History, Geography, Civics, and Economics.
The primary content for this course pertains to the world’s earliest civilizations to the ancient and classical civilizations of Africa, Asia, and
Europe. Students will be exposed to the multiple dynamics of world history including economics, geography, politics, and religion/philosophy.
Students will study methods of historical inquiry and primary and secondary historical documents.
Honors/Advanced courses offer scaffolded learning opportunities for students to develop the critical skills of analysis, synthesis, and evaluation in a more rigorous and reflective
academic setting. Students are empowered to perform at higher levels as they engage in the following: analyzing historical documents and supplementary readings, working in the
context of thematically categorized information, becoming proficient in note-taking, participating in Socratic seminars/discussions, emphasizing free-response and document-based
writing, contrasting opposing viewpoints, solving problems, etc. Students will develop and demonstrate their skills through participation in a capstone and/or extended researchbased paper/project (e.g., history fair, participatory citizenship project, mock congressional hearing, projects for competitive evaluation, investment portfolio contests, or other
teacher-directed projects).
The following pacing guide replaces the Competency-Based Curriculum for Social Studies as the required curriculum for grades K-12 in Miami-Dade County Public
Schools.
Please note the following important general information regarding the Pacing Guides:
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The Pacing Guides outline the required curriculum for social studies, grades K-12, in Miami-Dade County Public Schools.
Social Studies Pacing Guides have been developed for all elementary grade levels (K-5) and for each of the required social studies courses at the middle and senior high school
levels.
The Social Studies Pacing Guides are to be utilized by all teachers, grades K-12, when planning for social studies instruction.
The Pacing Guides outline the required sequence in which the grade level or course objectives are to be taught.
The Pacing Guides outline the pacing in which instruction should occur. Specifically, the Pacing Guides are divided into 9 week segments and provide an estimate of the
number of traditional or block days needed to complete instruction on a given topic. Teachers should make every effort to stay on pace and to complete the topics in a given
nine weeks. Slight variations in pacing may occur due to professional decisions made by the teacher or because of changes in school schedules.
NOTE: Content benchmarks that are highlighted in red are relevant to the Seventh Grade Civics End of Course Exam tested benchmarks.
NOTE: Associated with each red highlighted benchmark is a link to a lesson plan (highlighted in yellow) complete with all readings, handouts, a detailed lesson plan, and a prepost quiz to be used during instruction in order to emphasize the importance of relevant Seventh Grade Civics End of Course Exam tested benchmarks.
NOTE: All essential benchmarks are highlighted in Green.
Each Social Studies Pacing Guide is divided into the following headings/categories to assist teachers in developing lesson plans:
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Grade Level or Course Title - The grade level and course title are listed in the heading of each page.
Course Code - The Florida Department of Education Course Code is listed for the course.
Topic - The general topic for instruction is listed; e.g., Westward Expansion.
Pacing - An estimated number of traditional or block instructional days needed to complete instruction on the topic is provided.
Strands and Standards – Strands and Standards from the Next Generation Sunshine State Standards (NGSSS) are provided for each topic.
Nine Week Grading Period - Grading periods (1-4) are identified.
Essential Content – This critically important column provides a detailed list of content/topics and sub topics to be addressed during instruction.
NGSSS-SS Benchmarks – This critically important column lists the required instructional Benchmarks that are related to the particular topic. The Benchmarks are divided into
Content Benchmarks and Skill Benchmarks. These benchmarks should be identified in the teacher’s lesson plans.
Instructional Tools - This column provides suggested resources and activities to assist the teacher in developing engaging lessons and pedagogically sound instructional
practices. The Instructional Tools column is divided into the following subparts: Core Text Book, Key Vocabulary, Technology (Internet resources related to a particular topic),
Department of Social Sciences
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: Sixth Grade-World History
Course Code: 2109010
Suggested Activities, Assessment, English Language Learner (ELL) Instructional Strategies, Related Programs (National, State, and/or District programs as they relate to a
particular topic), and SPED (A link to the NGSSS-SS Access Points for Students with Cognitive Disabilities).
Florida Standards Literacy and Writing Standards for History/Social Studies 6-12:
Florida Standards Literacy and Writing Standards for History/Social Studies, grades 6-12, can be found at the end of each nine weeks Pacing Guide. When planning lessons for
instruction, teachers should address these national standards during their teaching of social studies content to ensure a systematic and proven approach to literacy and writing
development. The Florida Standards are research and evidenced-based, aligned with college and work expectations, rigorous, and internationally benchmarked. For a complete
listing of all Florida Standards, please visit: http://www.corestandards.org. The specific pages for History/Social Studies 6-12 standards for Literacy and Writing have been extracted
from the Florida Standards document and placed at the end of each nine weeks Pacing Guide for each required 6-12 social studies course.
Course Themes: Essential content that spans multiple topics. For Sixth Grade World History, the following themes are identified:
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Geography and its use to understand relationships between people, places, and environments
o Location
o Places and Regions
o Human-Environmental Interaction
o Movement and Cultural Diffusion
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Classical Civilizations in World History
o Historical Inquiry
o Foundation
o Culture
o Religions and philosophies
o Science and technology
o Arts and architecture
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Economic Systems
o Agriculture
o Trade and Commerce
o Resources and Production
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Social Structures
o Daily Life
o Family & Kinship
o Gender roles and relations
o Race and ethnicity
o Social and economic classes
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Civics and Political Systems
o Principles of government
o Political Structures
o Forms of government
o Citizenship – roles, rights, and responsibilities
o Colonization and Imperialism
o Global Structures and global citizenship
Department of Social Sciences
Financial Literacy:
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At the end of each nine weeks’ 6th grade World History
Pacing Guides is an addendum highlighting resources for
teachers to use to infuse the instruction of Financial
Literacy in the curriculum
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: Sixth Grade-World History
Course Code: 2109010
History/Social Science Labs
History/Social Science Labs are an engaging and rigorous
instructional approach designed to require in-depth learning and
thinking on the part of the student guided by an essential
question, analysis of primary or secondary source documents,
and ending in a rigorous writing assignment or other rigorous
learning task.
Steps to Conduct History/Social Science Labs
1. Identify the NGSSS-SS Benchmark(s) to be addressed.
2. Develop an essential question or use an essential question
already found in the pacing guide.
3. Build background knowledge with students about the topic.
4. FACILITATE students conduct on document/source analysis.
5. Have students report back about their analysis of the source(s).
6. Take the lab to an end and have students Independently
answer, in writing, the essential question
*History/Social Science labs, complete with sources, have been
embedded in to this pacing guide. See next page for History/Social
Science template.
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Department of Social Sciences
The History/Social Science lab icon (on your left) has been
included next to benchmarks that have labs already created.
Simply click on the icon and you will be taken to the webpage
on http://socialsciences.dadeschools.net where the labs are
located.
To see a video that provides an overview of the History/Social
Science lab process and benefits, please see:
http://www.umbc.edu/che/historylabs/
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: Sixth Grade-World History
Course Code: 2109010
History/Social Science Lab Template
Name _____________________________________________
[Put benchmark here – numbers and write it out]
Period _____
Date _____________________
Essential Question: [put essential guiding question here]
Source
Main Idea / Message / Important Details
How does this document answer the
essential question?
Source 1
[include source
information as
applicable]
Source 2
Source 3
Source 4
Thesis:
___________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________________________
Department of Social Sciences
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: Sixth Grade-World History
Course Code: 2109010
Topic 10: Early China 1750 B.C. - A.D. 220
Pacing
Date(s)
Traditional
14 days
01-25-17 to 02-13-17
Block
7 days
01-25-17 to 02-13-17
Essential Questions:
How did Huang He Valley civilization compare with other ancient river valley civilizations?
How did movement of people, goods, and ideas along the Silk Road cause Chinese and other
societies to change over time?
How did Chinese philosophies develop and shape society?
STRAND(S) and STANDARD(S):
Geography: (Standard 1: Understand how to use maps and other geographic representations, tools and technology to report information)
(Standard 2: Understand physical and cultural characteristics of places)
(Standard 4: Understand the characteristics, distribution, and migration of human populations)
(Standard 5: Understand how human actions can impact the environment)
Economics: (Standard 1: Understand the fundamental concepts relevant to the development of a market economy.)
(Standard 3: Understand the fundamental concepts and interrelationships of the United States economy in the international marketplace.)
World History: (Standard 1: Utilize historical inquiry skills and analytical processes.)
(Standard 2: Describe the emergence of early civilizations, (Nile, Tigris-Euphrates, Indus, and Yellow Rivers, Meso and South American)
(Standard 4: Recognize significant events, figures and contributions of classical Asian civilizations (China, India)
Third Nine Weeks
NGSSS-SS Benchmarks
Instructional Tools
Essential Content
Florida Standards Focus Standard:
Florida Standards Focus Activity:
Course Themes Addressed:
FL.6.RH.1.2 Determine the central ideas of information of a
Have students choose one of the three core Chinese philosophies
primary or secondary source; provide an accurate summary
(Confucianism, Daoism, or Legalism). Research core ideas and impact on
 Geography and its use to
of the source distinct from prior knowledge or opinions.
different aspects of Chinese society and continued influence through time and
understand relationships between
on modern life today.
people, places, and environments
Content Benchmarks:
o Places and Regions
(This also meets LAFS.68.WSHT.2.5: Draw evidence from informational texts to
o Movement and Cultural
support analysis, reflection, and research.)
SS.6.W.1.6 Describe how history transmits culture and
Diffusion
heritage and provides models of human character
Text Resource: Discovering Our Past: A History of the World- Early Ages,
 Classical Civilizations in World
2013/1st Edition – Chapter 10 (pp. 275-302) Early China
SS.6.W.2.4 Compare the economic, political, social, and
History
religious
institutions
of
ancient
river
civilizations.
o Foundation
o Culture
Vocabulary/Identification:
SS.6.W.4.6 Describe the concept of the Mandate of Heaven
o Religions and philosophies
Content:
and its connection to the Zhou and later dynasties.
o Science and Technology
acupuncture, ancestor, aristocracy, aristocrat, bureaucracy, censor, civil
service, currency, diffusion, dynasty, hereditary, ideograph, philosophy,
SS.6.W.4.7
Explain
the
basic
teachings
of
Laozi,
Confucius,
 Economic Systems
pictography, social class, tenant farmer, warlord,
and Han Fei Zi.
o Agriculture
o Trade and Commerce
People:
SS.6.W.4.8 Describe the contributions of classical and post
o Resources and Production
Confucius, Han Wudi, Hanfeizi, Laozi, Shang (first dynasty), Xia (first dynasty
classical China.
in myth), Zhou (longest dynasty),
 Social Structures
Places:
o Daily Life
Chang Jiang River, Gobi Desert, Huang He River, Kuniun, Qin, Shan
o Family & Kinship
Mountains, Silk Road, Tian
o Social and economic classes
 Civics and Political Systems
o Principles of government
Department of Social Sciences
SS.6.W.4.9 Identify key figures from classical and post
classical China
Concepts:
Confucianism, Daoism, filial piety, legalism, Mandate of Heaven
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: Sixth Grade-World History
Essential Content
Specific Content:
 Birth of Chinese Civilization
 Land of China
o Powerful Rivers
Huang He (Yellow River)
Agriculture, flooding
Chang Jiang (Yangtze River)
Agriculture, Trade, Transport
o Mountains
Himalayas-Southwestern border
Tian Shan
Kunlun Shan
o Desert
Gobi Desert
 The First Dynasty
o Myths and Legends
Heroes (Yu the Great)
o Shang Dynasty1750 -1045 BC
Rule by Kings & Class Structure
o Guidance:
Ancestors & Oracle Bones
o Ancient Chinese writing:
o Shang Arts: Bronze & Silk
 China’s Longest Dynasty
o Zhou Dynasty 1045-256 BC
o Zhou rule
Bureaucracy & Aristocrats
o Mandate of Heaven
o Technology & Trade
o Period of the Warring States
 Society and Culture in Ancient
China
 Chinese Philosophies
 Confucianism
Department of Social Sciences
Course Code: 2109010
Third Nine Weeks
NGSSS-SS Benchmarks
SS.6.W.4.10 Explain the significance of the silk roads and
maritime routes across the Indian Ocean to the movement
of goods and ideas among Asia, East Africa, and the
Mediterranean Basin.
Instructional Tools
Ancient World History Lesson Plans:
Click the link for access to a complete lesson plan on the topic of Early River
Valley civilizations:
http://socialsciences.dadeschools.net/files/6th%20grd%20worldhistory%20ancie
nt%20cultures/Early%20River%20Valley%20Civilizations%20GR%206.pdf
Technology:
The British Museum – Ancient China compilation website
http://www.ancientchina.co.uk/menu.html
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.2.2 Differentiate between continents, regions,
countries, and cities in order to understand the complexities
of regions created by civilizations.
SS.6.G.2.3 Analyze the relationship of physical geography
to the development of ancient river valley civilizations.
SS.6.G.2.4 Explain how the geographical location of ancient
civilizations contributed to the culture and politics of those
societies.
SS.6.G.2.5 Interpret how geographic boundaries invite or
limit interaction with other regions and cultures.
SS.6.G.4.1 Explain how family and ethnic relationships
influenced ancient cultures
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.3.4 Describe the relationship among civilizations that
engage in trade, including the benefits and drawbacks of
voluntary trade.
SS.6.W.2.3 Identify the characteristics of civilization.
Skill Benchmarks:
National Art Museum of China:
http://www.namoc.org/en/
Shanghai Museum
http://www.shanghaimuseum.net/en/index.jsp
A guide to China’s capital city:
http://www.china.org.cn/english/features/beijng/30546.htm
History and science for middle school kids Ancient China:
http://www.historyforkids.org/learn/china/
Suggested Activities on Ancient China geography and culture:
http://ancienthistory.mrdonn.org/Censorship.html
http://china.mrdonn.org/index.html
http://ancienthistory.mrdonn.org/Behavior.html
Suggested Activities:
Students have already studied The Three Doctrines (Confucianism, Taoism,
Buddhism) and Legalism, and have some background. Now, let's see if students
can determine how and why an individual from each of these four disciplines
might respond to the same problem. Follow steps from:
http://ancienthistory.mrdonn.org/Behavior.html
Have students map natural barriers that separate China from its neighbors.
Predict and/or write what effect these natural barriers would likely have on
Chinese civilization and culture.
Have students create a chart or diagram comparing and contrasting the ancient
Chinese tradition of ancestor worship with the current ways Americans today
remember their ancestors.
Have students compare Shang customs regarding relatives’ needs in afterlife
with those of ancient Egyptians by creating a Venn Diagram.
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: Sixth Grade-World History
Essential Content
o Philosopher: Confucius
o Central Ideas:
Duty, Merit, Service
 Daoism
o Philosopher: Laozi
o Dao- “The Way” (path)
o Central Ideas:
Simple life, harmony with nature
 Legalism
o Philosopher: Hanfezi
o Central Ideas:
Strict laws, harsh punishments
 Chinese Life
 Social Classes
o Aristocrats
o Farmers
o Artisans
o Merchants
 Chinese Families
o Filial piety
o Respect for parents & elders
o Roles for males and females
 The Qin Dynasty – 221 BC
o Qin Shihuangdi
First Qin Emperor
o Defeated warring states
Ended Zhou Dynasty
o Qin Rule
Absolute control
Strong central government
Censorship
o Changes
Currency
Great Wall
o Fall of the Qin
Department of Social Sciences
Course Code: 2109010
Third Nine Weeks
NGSSS-SS Benchmarks
Instructional Tools
SS.6.W.1.1 Use timelines to identify chronological order of
historical events.
Have students create a booklet on the Mandate of Heaven and its effects on the
different rulers of ancient China. http://china.mrdonn.org/index.html
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.
Have students write a position paper discussing Confucius’ belief that a person’s
family and community should come before one’s own needs.
SS.6.G.1.7 Use maps to identify characteristics and
boundaries of ancient civilizations that have shaped the
world today.
SS.6.G.4.4 Map and analyze the impact of the spread of
various belief systems in the ancient world.
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.
SS.6.E.3.2 Categorize products that were traded among
civilizations, and give examples of barriers to trade of those
products.
Have students write a poem, short story or dramatic scene dramatizing one of
the following events: How subjects of Qin Shihuangdi felt about his harsh rule,
the excitement of setting out on the Silk Road, or the nervousness of an aspiring
civil servant before taking the Han examination.
One of the things that Emperor Qin did, on the advice of his advisors, was to
order all the writings and teachings of Confucius to be burned. In addition he
ordered the burning of any book that did not deal with math, reading oracles,
science, or his history. These book burnings were among the first recorded
attempts at censorship. Have a class debate on censorship.
Have students research Han Dynasty inventions, decide which one was the most
important, and write a summary defending their choice.
Assessment:
Develop rubrics and share with students for each of the above mentioned
projects in order to increase opportunities for mastery of content and historical
thinking skills. Each project or assignment should be assessed for content
accuracy and skill development in terms of writing and reading comprehension.
ELL:
Use visual depictions of historical events in order to increase ELL students’
mastery of related content.
Have students create a picture geographic dictionary of key terms in English and
their native language using http://wordmonkey.info/.
Additional ELL Strategies:
Provide students with:
Oral and visual cues for directions
Pictures, graphs, charts, and videos
Oral reading strategies (i.e., read-a-loud, jump in reading)
Peer grouping for activities
Teacher read-a-loud strategies
Audio books
Manipulative items (i.e.,3-D objects)
Cooperative learning activities (small/large group settings)
Structured paragraphs for writing assignments
Simplified/shortened reading text
Semantic mapping activities to enhance writing
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: Sixth Grade-World History
Essential Content
 The Han Dynasty –202 BC
o Founder: Liu Bang
Farmer turned soldier
o 1st Strong Emperor: Han Wudi
o Improvements in Government
Civil Service
o Education
o Expansion of Empire
o Culture
o Technology
Iron tools
Waterwheel
Paper
Wheelbarrow
Rudder
Silk manufacturing,
o Medical Advances
Herbs
Acupuncture
 The Silk Road
o Increase in trade
o Contact with other cultures
o Cultural Diffusion
 Buddhism
o Spread from India to China
Via Silk Road
o Becomes major religion in China
 Fall of the Han Dynasty
Department of Social Sciences
Third Nine Weeks
NGSSS-SS Benchmarks
Course Code: 2109010
Instructional Tools
Language Experience Approach
This ELL website offers free blank printable graphic organizers and semantic
webs.
http://www.everythingesl.net/inservices/graphic_organizers.php?ty=print
Related Programs:
State and District Instructional Requirements: Teachers should be aware
that State and District policy requires that all teachers K-12 provide instruction to
students in the following content areas: African-American History, Character
Education, Hispanic Contributions to the United States, Holocaust Education,
and Women’s Contributions to the U.S. Detailed lesson plans can be
downloaded from the Department of Social Sciences website,
http://socialsciences.dadeschools.net/, under the headings “Character
Education” and “Multicultural Support Documents.” Please note that instruction
regarding the aforementioned requirements should take place throughout the
entire scope of a given social studies course, not only during the particular
month or day when a particular cultural group is celebrated or recognized.
SPED:
Go the Department of Social Sciences website,
http://socialsciences.dadeschools.net/, and look under “Curricular Documents,”
Next Generation Sunshine State Standards” in order to download the PDF of
Access Points for Students with Cognitive Disabilities related to this particular
grade level.
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: Sixth Grade-World History
Topic 11:
Course Code: 2109010
ROME: REPUBLIC TO EMPIRE 500 B.C. - A.D.180
Pacing
Date(s)
Traditional
14 days
02-14-17 to 03-06-17
Block
7 days
02-14-17 to 03-06-17
Essential Questions:
What characteristics of Roman leaders brought about changes in society?
How did Rome’s ideas about democracy influence the people who would later found the United
States?
STRAND(S) and STANDARD(S):
Civics and Government:
(Standard 1: Demonstrate an understanding of the origins and purposes of government, law, and the American political system)
Geography:
(Standard 1: Understand how to use maps and other geographic representations, tools and technology to report information)
(Standard 2: Understand physical and cultural characteristics of places)
(Standard 5: Understand how human actions can impact the environment.)
Economics:
(Standard 1: Understand the fundamental concepts relevant to the development of a market economy.)
(Standard 2: Understand the fundamental concepts relevant to the institutions, structure, and functions of a national economy.)
(Standard 3: Understand the fundamental concepts and interrelationships of the United States economy in the international marketplace.)
World History: (Standard 1: Utilize historical inquiry skills and analytical processes.)
(Standard 3: Recognize significant events, figures, and contributions of classical civilizations (Phoenicia, Greece, Rome, Axum
Third Nine Weeks
NGSSS-SS Benchmarks
Instructional Tools
Essential Content
Florida Standards Focus Standard:
Florida Standards Focus Activity:
Course Themes Addressed:
LAFS.6.RH.3.8 Distinguish between fact, opinion, and
Have students brainstorm and develop a rubric of leadership qualities and
reasoned judgment in a text.
characteristics. Have students use the rubric to evaluate the leadership of three
 Geography and its use to
significant leaders in Roman history and then use their findings to evaluate and
understand relationships between
Content Benchmarks:
discuss the historical figure.
people, places, and environments
SS.6.W.3.1 Analyze the cultural impact the ancient
o Location
Phoenicians had on the Mediterranean world with regard to
(This also meets LAFS.68.WSHT.3.9: Draw evidence from informational texts to
o Places and Regions
colonization (Carthage), exploration, maritime.
support analysis, reflection, and
commerce
research.)
(purple dye, tin), and written communication (a
o Human-Environmental
Interaction
SS.6.W.3.8 Determine the impact of significant figures
o Movement and Cultural
Text Resource: Discovering Our Past: A History of the World- Early Ages,
associated with ancient Rome.
Diffusion
2013/1st Edition – Chapter 11 (pp. 303-336) Rome: Republic to Empire
 Classical Civilizations in World
History
o Foundation
 Social Structures
o Race and ethnicity
o Social and economic classes
 Civics and Political Systems
o Principles of government
o Political Structures
o Forms of government
o Citizenship – roles, rights, and
responsibilities
Department of Social Sciences
SS.6.W.3.9 Explain the impact of the Punic Wars on the
development of the Roman Empire.
SS.6.W.3.10 Describe the government of the Roman
Republic and its contribution to the development of
democratic principles (separation of powers, rule of law,
representative government, civic duty). –Also, tested on 6th
grade World History Exam
Vocabulary/Identification
Content:
aqueduct, assembly, civic duty, civil, consul, dictator, latifundia, legion legislature
patrician, Pax Romana, plebeian, praetor, proconsul, republic, Roman Senate,
tribune, triumvirate, veto
People:
Aeneas, Antony, Augustus, Julius Caesar,, Cincinnatus, Cleopatra, Etruscans,
Hannibal, Latins, Marius, Octavian, Remus , Romulus , Sulla, Tiberius and
Gaius Gracchus, Vespasian
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: Sixth Grade-World History
Essential Content
o Colonization and Imperialism
o Global Structures and global
citizenship
Specific Content:
 The Beginning of Rome
o Settling of Italy
o Rome’s Location
Italian Peninsula
Tiber River
o Legends of Roman Origins
Aeneas, “Father of the Romans”
Trojans (The Aeneid )
Romulus and Remus
o Greek Influences
Grape and olive farming
Alphabet
Architecture
Sculpture
Literature
o The Latins
o Etruscan Control of Rome
o Etruscan Influence
Arts
Metal Weapons
Architecture
Clothing
Military
o Becoming a Republic
o Overthrow of Etruscans
o Creation of republic
o Military might and strategy
o Roman Rule
 Rome As a Republic
o Governing Rome
Social classes:
Patricians (ruling class)
Plebeians (majority)
Government
Three branches
Patrician Consuls
Department of Social Sciences
Third Nine Weeks
NGSSS-SS Benchmarks
Click on the following link for a detailed lesson plan, reading,
instructional materials and pre-post quiz questions to assist
in the instruction of the relevant tested benchmark above:
http://socialsciences.dadeschools.net/pdf/secondary_lesson
s-civic_intergration/SS%206%20C%201%202-lesson.pdf
SS.6.W.3.11 Explain the transition from Roman Republic to
empire and Imperial Rome, and compare Roman life and
culture under each one.
SS.6.W.3.12 Explain the causes for the growth and
longevity of the Roman Empire.
SS.6.W.3.16 Compare life in the Roman Republic for
patricians, plebeians, women, children, and slaves.
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.
Click on the following link for a detailed lesson plan, reading,
instructional materials and pre-post quiz questions to assist
in the instruction of the relevant tested benchmark above:
http://socialsciences.dadeschools.net/pdf/secondary_lesson
s-civic_intergration/SS%206%20C%201%202-lesson.pdf
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.3.3 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.
Course Code: 2109010
Instructional Tools
Places:
Alps, Byzantine Empire, Byzantium, Carthage
Concepts/Events:
First and Second Triumvirate, Forum, Pax Romana, Punic Wars, Twelve Tables
Ancient World History Lesson Plan:
Click the link for access to a complete lesson plan on the topic of Ancient Rome.
http://socialsciences.dadeschools.net/files/6th%20grd%20worldhistory%20ancie
nt%20cultures/Rome%20GR%206.pdf
Technology:
Roman Empire for Children:
http://www.roman-empire.net/children/index.html
The Roman Empire:
http://rome.mrdonn.org/geography.html
Voyage Back in Time: Ancient Greece and Rome:
Ancient Rome Clip Art:
http://classroomclipart.com/cgibin/kids/imageFolio.cgi?direct=History/Ancient_Civilizations/Ancient_Rome
Ancient Rome for Middle School Kids:
http://www.historyforkids.org/learn/romans/
The Roman House:
http://www.historyforkids.org/learn/romans/
All about the Roman Empire in the First Century:
http://www.pbs.org/empires/romans/
Online Encyclopedia of Roman Rulers:
http://www.roman-emperors.org/
nation development.
Great website with assessment and CC on Roman Republic, Rise of Rome, Fall
of Rome:
http://www.brainpop.com/
Suggested Activities:
Discuss how mountains influenced settlement in both ancient Greece and Rome.
Have students draw a map of Italy and summarize how Italy’s geographical
features contributed to the early history of Ancient Rome.
Have students create maps depicting Roman territorial expansion.
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: Sixth Grade-World History
o
o
o
o
Essential Content
Praetors
Senate
Conflict Between Classes
Council of the Plebs
Tribunes
Cincinnatus & Civic Duty
Rome’s System of Law
First written code 451 B.C.
Twelve Tables
Roman Justice
Ideas found in American legal
System:
Accused has right to trial
before a judge
Innocent until proven guilty
Rule of law
 The Punic Wars
o Rome v. Carthage
Rivals for Mediterranean World
o First Punic War (264 B.C.)
Rome defeats Carthage at sea
Rome takes control of Sicily
o Second Punic War (218 B.C.)
Hannibal—Battle of Cannae
Battle of Zama
Rome controls Mediterranean
o Third Punic War
Rome destroys Catharge
Rome conquers Greece
 Problems in the Republic
o Romans – rich and poor
o Roman Reformers
Tiberius
Gaius Gracchus
o Roman Politics and the Army
Marius creates paid army
 Rise of Julius Caesar
o First Triumvirate
Department of Social Sciences
Third Nine Weeks
NGSSS-SS Benchmarks
Course Code: 2109010
Instructional Tools
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 the ancient world.
Have students write a short essay discussing ancient Rome’s success in its
conquest of the Italian peninsula.
SS.6.G.2.2 Differentiate between continents, regions,
countries, and cities in order to understand the complexities
of regions created by civilizations.
Have students participate in a class debate on the following topic: “Which two
cultures; the Greeks or the Etruscans, contributed more to development of
ancient Rome?”
SS.6.G.2.6 Explain the concept of cultural diffusion, and
identify the influences of different ancient cultures on one
another.
Ask students to imagine themselves as a Roman consul. Then Have them write
an essay summarizing the three major problems facing the Republic.
Skill Benchmarks:
Watch the movie “Cleopatra”.economies
http://www.brainpop.com/
of ancient civilizations of the world.
Watch “Time Life’s Lost Civilizations, Rome The Ultimate Empire.” Have
students take notes while watching the movie. Then have students use their
notes to create a timeline of events of ancient Rome.
SS.6.W.1.3 Interpret primary and secondary sources.
Have students create a chart identifying rights held by Roman citizens.
SS.6.E.3.2 Categorize products that were traded among
civilizations, and give examples of barriers to trade of those
products.
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.
SS.6.G.1.7 Use maps to identify characteristics and
boundaries of ancient civilizations that have shaped the
world today.
SS.6.G.5.2 Use geographic terms and tools to explain why
ancient civilizations developed networks of highways,
waterways, and other transportation linkages.
Have students create a graphic organizer comparing and contrasting the
patrician and plebeian class of ancient Roman society.
Have students write a letter explaining why plebeians should have the right to
hold government office.
Have students write a speech demanding equal rights for plebeians in the early
republic.
Have students write a newspaper editorial from the point of view of a patrician or
plebeian on the topic of Julius Caesar’s reforms.
Have students write a summary of the leadership qualities of Cincinnatus.
Ask students to imagine themselves as Cincinnatus returning to your farm. Have
them write letters to the editor of a Roman newspaper in the voice of Cincinnatus
explaining why they want to give up your position as dictator.
Ask students to imagine themselves as Hannibal as he is about to defeat Rome
and think about how he felt on hearing that the Romans were attacking
Carthage. Have students journal in the voice of Hannibal and express his
feelings about events leading up to the Battle of Zama.
Have students research, then compare and contrast the United States Senate
and the Senate of Rome.
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: Sixth Grade-World History
Essential Content
Alliance among Caesar,
Pompey and Crassus
o Caesar’s Conquests
o Caesar’s rule
o Death & Ides of March
 From Republic to Empire
o Second Triumvirate
Alliance among Octavian, Marc
Antony and Marcus Lepidus,
o Antony and Cleopatra
o Octavian – A New Direction
o Cicero- desire for republic
o Octavian becomes “Caesar
Augustus,” 1st Emperor of Rome
o Rule of Augustus
o Pax Romana
o Reforms
Permanent professional army
Border protection
Public buildings
Government
Tax System
Legal System/Code of Laws
o Emperors After Augustus:
Tiberius
Caligula
Claudius
Nero
o The Roman Peace
o Emperor Vespasian
Colosseum
Successors: Titus/Domitian
o Challenges
Eruption of Mt. Vesuvius
Fire in Rome
o Good Emperors
Nerva
Trajan
Department of Social Sciences
Third Nine Weeks
NGSSS-SS Benchmarks
Course Code: 2109010
Instructional Tools
Have students work together to solve a crisis in Ancient Rome (such as an
invasion or attack on the city) in a way that represents the methods of
government, law and leadership prevalent during the Roman Republic.
Have students create index cards illustrating different Roman emperors and
summarizing key events of their reign. Sequence on a timeline.
Have students create a “recruiting” poster for the army of Marius, Sulla or Julius
Caesar and explain the rewards for enlisting.
Have students participate in a class debate on which group would make the best
Roman soldiers: mercenaries or citizen volunteers.
Have students write a paragraph discussing the benefits of triumvirate
government.
Have students write and deliver a two minute speech describing the
accomplishments of Augustus.
Have students brainstorm how a system of common currency might encourage
trade in the ancient Roman Empire.
Have students diagram structure of the republican governments in both ancient
Rome and the present-day United States.
Working in cooperative groups, have students create a power point or other
presentation on one of the three Punic Wars.
Have students create a travel guidebook or brochure highlighting five places in
ancient Rome that can be visited by tourists.
Have students create a graphic organizer comparing the “Twelve Tables” with
the United States “Bill of Rights.”
Have students compare and contrast the rise and fall of ancient Greece with the
rise and fall of ancient Rome.
Have students write “Who am I?” riddles on different Roman leaders and their
accomplishments.
Assessment:
Develop rubrics and share with students for each of the above mentioned
projects in order to increase opportunities for mastery of content and historical
thinking skills. Each project or assignment should be assessed for content
accuracy and skill development in terms of writing and reading comprehension.
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: Sixth Grade-World History
Essential Content
Hadrian
Antoninus Pius
Marcus Aurelius
o Accomplishments
Economic Growth
Education for poor
Laws easier to understand
Aqueducts
o United Empire
35 million square miles
All free people considered
citizens
o Economy of the Empire
Network of Paved Roads
Course Code: 2109010
Third Nine Weeks
NGSSS-SS Benchmarks
Instructional Tools
ELL:
Use visual depictions of historical events in order to increase ELL students’
mastery of related content.
This ELL website offers free blank printable graphic organizers and semantic
webs.
http://www.everythingesl.net/inservices/graphic_organizers.php?ty=print
Additional ELL Strategies:
Provide students with:
Oral and visual cues for directions
Pictures, graphs, charts, and videos
Oral reading strategies (i.e., read-a-loud, jump in reading)
Peer grouping for activities
Teacher read-a-loud strategies
Audio books
Manipulative items (i.e.,3-D objects)
Cooperative learning activities (small/large group settings)
Structured paragraphs for writing assignments
Simplified/shortened reading text
Semantic mapping activities to enhance writing
Language Experience Approach
Related Programs:
State and District Instructional Requirements: Teachers should be aware
that State and District policy requires that all teachers K-12 provide instruction to
students in the following content areas: African-American History, Character
Education, Hispanic Contributions to the United States, Holocaust Education,
and Women’s Contributions to the U.S. Detailed lesson plans can be
downloaded from the Department of Social Sciences website,
http://socialsciences.dadeschools.net/, under the headings “Character
Education” and “Multicultural Support Documents.” Please note that instruction
regarding the aforementioned requirements should take place throughout the
entire scope of a given social studies course, not only during the particular
month or day when a particular cultural group is celebrated or recognized.
SPED:
Go the Department of Social Sciences website,
http://socialsciences.dadeschools.net/, and look under “Curricular Documents,”
Next Generation Sunshine State Standards” in order to download the PDF of
Access Points for Students with Cognitive Disabilities related to this particular
grade level.
Department of Social Sciences
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: Sixth Grade-World History
Topic 12:
Course Code: 2109010
ROMAN CIVILIZATION 50 B.C. – A.D. 600
Pacing
Date(s)
Traditional
18 days
03-07-17 to 03-31-17
Block
9 days
03-07-17 to 03-31-17
Essential Questions:
What factors led Roman civilizations to rise and fall?
How do Roman advancements in government during this era continue to shape our world
today?
STRAND(S) and STANDARD(S):
Civics and Government:
(Standard 1: Demonstrate an understanding of the origins and purposes of government, law, and the American political system)
(Standard 2: Evaluate the roles, rights, and responsibilities of United States citizens, and determine methods of active participation in
society, government and the political system.)
Geography:
(Standard 2: Understand physical and cultural characteristics of places)
(Standard 4: Understand the characteristics, distribution, and migration of human populations.)
(Standard 5: Understand how human actions can impact the environment.)
Economics:
(Standard 1: Understand the fundamental concepts relevant to the development of a market economy.)
World History: (Standard 1: Utilize historical inquiry skills and analytical processes.)
(Standard 3: Recognize significant events, figures, and contributions of classical civilizations (Phoenicia, Greece, Rome, Axum).
Third Nine Weeks
NGSSS-SS Benchmarks
Instructional Tools
Essential Content
Florida Standards Focus Standard:
Florida Standards Focus Activity:
Course Themes Addressed:
LAFS.6.RH.3.7 Integrate visual information (e.g. in charts,
Create a class newspaper for ancient Rome. Analyze the sections of a current
graphs, photographs, videos, or maps) with other
day newspaper and organize students into teams to write about World News,
 Geography and its use to
information in print and digital texts
Local News, Living and Arts, Editorials, Sports, Comics, etc.
understand relationships between
people, places, and environment
(This also meets LAFS.68.WSHT.4.10: Write routinely over extended time
Content Benchmarks:
o Human-environmental
frames (a single setting or a day or two) for a range of discipline-specific tasks,
SS.6.W.3.8 Determine the impact of significant figures
interaction
purposes, and audiences.
associated with ancient Rome.
o Movement and Cultural
Diffusion
Text Resource: Discovering Our Past: A History of the World- Early Ages,
SS.6.W.3.12 Explain the causes for the growth and
2013/1st Edition – Chapter 12 (pp. 337-363) Roman Civilization
longevity of the Roman Empire.
 Classical Civilizations in World
History
SS.6.W.3.14 Describe the key achievements and
o Culture
Vocabulary/Identification
contributions of Roman civilization.
o Religions and philosophies
Content:
o Science and technology
anatomy, arches, dictator, emperor, gladiator, legions ode, orate, orator,
SS.6.W.3.15 Explain the reasons for the gradual decline of
o Arts and architecture
philosophy, rebellion, reforms, satire, vault, veto
the Western Roman Empire after the Pax Romana.
 Economic Systems
o Trade and Commerce
o Resources and Production
 Social Structures
o Daily Life
o Family & Kinship
o Gender roles and relations
o Race and ethnicity
Department of Social Sciences
SS.6.W.3.16 Compare life in the Roman Republic for
patricians, plebeians, women, children, and slaves.
People:
Constantine, Diocletian, Galen, Horace, Huns, Livy, Tacitus, Theodosius,
Vandals, Virgil (Aeneid), Visigoths
SS.6.W.3.17 Explain the spread and influence of the Latin
language on Western Civilization.
Places:
Coliseum, Forum, Pantheon
SS.6.C.1.2 Identify how the government of the Roman
Republic contributed to the development of democratic
Concepts/Events:
Latin Language
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: Sixth Grade-World History
Essential Content
o Social and economic classes
 Civics and Political Systems
o Colonization and Imperialism
Specific Content:
 Roman Civilization (50 B.C. to
A.D. 600)
 Roman Way of Life
o Daily Life
o The City of Rome
Emperor’s palace
Forum
Circus Maximus
o People of Rome
o Roman Family
o Roman Women
Not full citizens
Owned land, sold property
Ran businesses
o Rome and Slavery
o Religion
Roman Gods
o Philosophy
Greek roots
Stoicism (practical living)
o Science
Galen – anatomy/medicine
Ptolemy – astronomy
System of numbers
o Engineering
Roads (Appian Way)
aqueducts
o Art
Realistic sculpture
o Architecture
Arches
Domes
Vault
Concrete
o Literature
Virgil’s Aenid (Rome’s
Department of Social Sciences
Third Nine Weeks
NGSSS-SS Benchmarks
principles (separation of powers, rule of law, representative
government, civic duty).
Click on the following link for a detailed lesson plan, reading,
instructional materials and pre-post quiz questions to assist
in the instruction of the relevant tested benchmark above:
http://socialsciences.dadeschools.net/pdf/secondary_lesson
s-civic_intergration/SS%206%20C%201%202-lesson.pdf
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.
Click on the following link for a detailed lesson plan, reading,
instructional materials and pre-post quiz questions to assist
in the instruction of the relevant tested benchmark above:
http://socialsciences.dadeschools.net/pdf/secondary_lesson
s-civic_intergration/SS%206%20C%201%202-lesson.pdf
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.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.G.2.1 Explain how major physical characteristics,
natural resources, climate, and absolute and relative
locations have influenced settlement, interactions, and the
economies of the ancient world.
SS.6.G.2.2 Differentiate between continents, regions,
countries, and cities in order to understand the complexities
of regions created by civilizations.
Course Code: 2109010
Instructional Tools
Ancient World History Lesson Plan:
Click the link for access to a complete lesson plan on the topic of Ancient Rome.
http://socialsciences.dadeschools.net/files/6th%20grd%20worldhistory%20ancie
nt%20cultures/Rome%20GR%206.pdf
Technology:
Roman Empire for Children:
http://www.roman-empire.net/children/index.html
The Roman Empire:
http://rome.mrdonn.org/geography.html
Voyage Back in Time: Ancient Greece and Rome:
Ancient Rome Clip Art:
http://classroomclipart.com/cgibin/kids/imageFolio.cgi?direct=History/Ancient_Civilizations/Ancient_Rome
Ancient Rome for Middle School Kids:
http://www.historyforkids.org/learn/romans/
All about the Roman Empire in the First Century:
http://www.pbs.org/empires/romans/
Mythology Guide:
http://www.online-mythology.com/
Great website with assessment and CC on Roman Republic, Rise of Rome, Fall
of Rome:
http://www.brainpop.com/
Suggested Activities:
nation development.
After researching entertainments at the Roman circuses, have students create
posters, mural or bulletin boards titled, “Bread and Circuses.”
Have students research and write a biographical account of the life of Cicero.
SS.6.G.2.6 Explain the concept of cultural diffusion, and
identify the influences of different ancient cultures on one
another.
SS.6.G.4.1 Explain how family and ethnic relationships
influenced ancient cultures.
SS.6.G.5.2 Use geographic terms and tools to explain why
ancient civilizations developed networks of highways,
Have students create a travel guidebook or brochure highlighting five places in
ancient Rome that can be visited by tourists.
Working in groups, have students create a poster of ancient Roman chievements
or practices related to one of the following topics: literature, art and architecture,
science and engineering, families, gender roles, slavery, and religion.
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: Sixth Grade-World History
Essential Content
founding)
Horace – satires and odes
Livy/Tacitus - historians
o Theater and Language
 Rome’s Decline
 A Troubled Empire
o Political Confusion
Government weakened
o Economic Decline
o Invasions
Germanic tribes (west)
Persian Army (east)
o General Diocletian’s reforms
 The Fall of Rome
o Constantine’s Rule
Capital moved to Byzantium
o Germanic Invaders
o Visigoths
Defeated Roman Legions at
Adrianople
Alaric captured Rome AD 410
o Vandals
Attacked Roman lands in
Spain and Northern Africa
o Germanic General Odoacer
Overthrew western emperor
Western Roman Empire ended
o AD 550 – Eastern Roman Empire
became the Byzantine Empire
 Rome’s Legacies
o Law and Government
Equality under law
Innocent until proven guilty
Judges required to decide fairly
Citizenship participation
o Cultural Impact
Latin alphabet and language
Literature
Department of Social Sciences
Course Code: 2109010
Third Nine Weeks
NGSSS-SS Benchmarks
Instructional Tools
waterways, and other transportation linkages.
Have students write three diary entries from the viewpoint of an ancient Roman
gladiator.
Skill Benchmarks:
Have students make a Venn Diagram comparing the status of women in ancient
SS.6.W.1.3 Interpret primary and secondary sources.
Greece with the women in ancient Rome.
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.
SS.6.G.1.7 Use maps to identify characteristics and
boundaries of ancient civilizations that have shaped the
world today.
SS.6.G.4.2 Use maps to trace significant migrations, and
analyze their results.
Have students research and write a summary about the rebellion led by
Spartacus in 73 BCE.
Have students research and write a report of the uses and influences of the Latin
language today, concentrating on topics such as law, medicine, science,
literature, religion, everyday speech, days of the week, and the names of the
months.
Have students list ideas the ancient Romans borrowed from other cultures.
Have students create a scrapbook showing different Greek and Roman Gods
and their roles.
Have students write and participate in a modern day play of a Roman myth.
Have students create a comic strip of the planets and their connections to
different Roman deities.
Have students create a daytime talk show featuring guests from ancient Rome.
Have students write a persuasive paragraph agreeing or disagreeing with the
following viewpoint: “The United States owes more to Roman culture than to any
other civilization that has ever existed.”
Assessment:
Develop rubrics and share with students for each of the above mentioned
projects to increase opportunities for mastery of content and historical thinking
skills. Each project or assignment should be assessed for content accuracy and
skill development in terms of writing and reading comprehension.
ELL:
Use visual depictions of historical events in order to increase ELL students’
mastery of related content.
This ELL website offers free blank printable graphic organizers and semantic
webs.
http://www.everythingesl.net/inservices/graphic_organizers.php?ty=print
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: Sixth Grade-World History
Essential Content
Architecture/Construction
o Ancient Rome & Christianity
AD 300’s- Christianity adopted
by Rome’s rulers
Road system helped spread
Christianity
Third Nine Weeks
NGSSS-SS Benchmarks
Course Code: 2109010
Instructional Tools
Additional ELL Strategies:
Provide students with:
Oral and visual cues for directions
Pictures, graphs, charts, and videos
Oral reading strategies (i.e., read-a-loud, jump in reading)
Peer grouping for activities
Teacher read-a-loud strategies
Audio books
Manipulative items (i.e.,3-D objects)
Cooperative learning activities (small/large group settings)
Structured paragraphs for writing assignments
Simplified/shortened reading text
Semantic mapping activities to enhance writing
Language Experience Approach
Related Programs:
State and District Instructional Requirements: Teachers should be aware
that State and District policy requires that all teachers K-12 provide instruction to
students in the following content areas: African-American History, Character
Education, Hispanic Contributions to the United States, Holocaust Education,
and Women’s Contributions to the U.S. Detailed lesson plans can be
downloaded from the Department of Social Sciences website,
http://socialsciences.dadeschools.net/, under the headings “Character
Education” and “Multicultural Support Documents.” Please note that instruction
regarding the aforementioned requirements should take place throughout the
entire scope of a given social studies course, not only during the particular
month or day when a particular cultural group is celebrated or recognized
SPED:
Go the Department of Social Sciences website,
http://socialsciences.dadeschools.net/, and look under “Curricular Documents,”
Next Generation Sunshine State Standards” in order to download the PDF of
Access Points for Students with Cognitive Disabilities related to this particular
grade level.
Department of Social Sciences
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: Sixth Grade-World History
Course Code: 2109010
Everfi Program Overview
EverFi Financial Literacy™
Student Length: 6 hours (approximate)
Meets 53 of the 107 Florida Standards for economics.
Topics Covered: •Credit scores, •consumer fraud and protection, •budgeting, •insurance, •credit cards, •student loans, •1040’s, •FAFSA, •mortgages, •taxes, •stocks, •savings,
•401k’s
EverFi™ - Assist students in learning critical financial literacy skills. The web based program is plug and play ready and assists teachers in efficiently providing critical need
financial skills in a fun and engaging digital environment. The system automatically records student progress and reports the unique score of each user back to the teacher. The
program is engaging, easy to use, and provides students with a wonderful background on the essential skills that are critical for their future financial success. The resource
contains 10 modules covering over 600 topics including banking, credit scores, insurance, credit cards, student loans, mortgages, taxes, stocks, savings, 401k’s and other critical
concepts. Video, animations, 3-D gaming, avatars, and social networking – bring complex financial concepts to life for today’s digital generation. Students who successfully
complete the course earn certification in financial literacy, which can be a powerful tool for job applications, college search, and internships.
Steps to Access
I. Activating Administrative Account
• Go to http://www.everfi.com/login • Click “sign up” on the top right of the screen. • Type in your school site registration site code (see list) and click “I’m a teacher”. • Complete the fields, enter your email address, create a • password and fill remaining fields. Click finished!
II. Creating Classes and Class Codes
1. Once logged in, select the “classes” tab from the top navigation bar.
2. On the dropdown and select “create class”.
3. Select the appropriate curriculum (if applicable). Name the class the and click “add class”. (This will automatically generate a class registration code that will be stored on your
dashboard. Students will use this class code in the same manner in which you registered.)
III. Activating and Registering for Student Accounts
1. Go to www.everfi.com/login
2. Select “sign up” at the top right of the screen.
3. Enter the class registration code for YOUR class.
4. Select “I’m a student Student”
5. Fill in all the required fields.-You DO NOT have to enter an email address.
Department of Social Sciences
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: Sixth Grade-World History
Department of Social Sciences
Course Code: 2109010
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: Sixth Grade-World History
Course Code: 2109010
Additional Useful Online Resources for Financial Literacy Instruction:
Financial Literacy from Florida’s Chief Financial Officer:
 The Department of Social Sciences is pleased to provide information regarding Mr. Jeff Atwater, Florida’s Chief Financial Officer, FREE online
-DCPS employees can access this FREE online financial
literacy learning resource by clicking on the following link: http://www.myfloridacfo.com/YMM/default.aspx.
 Valuable information is available from this website regarding understanding credit and debt, saving and spending, planning for life’s events,
such as saving for college, buying a car, and accessing health care, and even games for students to teach them imp
resources are also available in Spanish by clicking on the “Spanish” tab at the bottom of the page.
H & R Block’s Budget Challenge:
 http://www.hrblockdollarsandsense.com/
 Everyone knows money doesn't grow on trees. At least they will if H&R Block has any say in it. By learning strong budgeting skills and fiscal
discipline early, kids can gain the knowledge and confidence to manage their own financial future. Our free H&R Block Budget Challenge
encourages students to learn personal finance in a fun, engaging way while competing against other classrooms and students for $3 million
in classroom grants and student scholarships.
National Education Association’s Warehouse on Teaching Financial Literacy:
 http://www.nea.org/tools/lessons/resources-for-teaching-financial-literacy.html
 Use these resources to supplement your curriculum and help students gain the financial literacy skills they’ll need to manage their financial
resources effectively throughout their lives.
Department of Social Sciences
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: Sixth Grade-World History
Course Code: 2109010
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TOPIC 10: EARLY CHINA 1750B.C.-A.D.220
Video:
The Geography of China
The Yellow River (BGL)
Taming the Yellow River (AGL)
China's First Dynasty
China: The Shang Civilization
The Zhou Dynasty in China: Lao Tzu & Confucius
The Traditional Religions of China
The Authority of China’s First Emperor (AGL)
Qin’s Legacy
China's Great Wall
The Era of the Han Dynasty 206 BCE – 220 CE: A Trade Route to the Roman Empire
China’s Unified Empire
Ancient Trade on the Silk Road
The Warring States Era, 220 AD–581 AD: The Fall of the Roman Empire and the Beginning of the Dark Ages
Journals Through History: Ancient China: Contributions to the World (BGL)
Image:
Map of expanding Chinese Borders in Han Dynasty (AGL)
Shennong plowing, a Han dynasty stone rubbing
A Camel Laden with Silk and Supplies
Audio:
Stuff You Missed in History Class Podcast: How the Great Wall of China Works
Stuff You Missed in History Class Podcast: How the Terracotta Army Works
Article:
China
TOPIC 11: ROME: REPUBLIC TO EMPIRE 500B.C.-A.D.180
Video:
The Beginning of the Roman Civilization
Romulus and Remus
The Roman Republic Grows
Rome’s Social Imbalance
Journals through History: Ancient Rome: The Eternal City (BGL)
Ancient Rome: Battle Time
Patronage and Politics
Under Caesar’s Rule
The Life and Times of Julius Caesar
Horrible Histories: Rotten Romans
Department of Social Sciences
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: Sixth Grade-World History
Augustus, the Sacred One
Pax Romana
Mount Vesuvius
The Horror of Nero’s Rule
The Impact of Ancient Rome
Image:
Julius Caesar (102-44 B.C.).
Expansion, Roman Empire, Augustus to Hadrian
Map, Rome’s Major Roads
Audio:
The Greek & Roman World: The Roman Empire: Government
Stuff You Missed in History Class Podcast: The Rise and Fall of Carthage
Stuff You Missed in History Class Podcast: Pompeii: Lost and Found (AGL)
Stuff You Missed in History Class Podcast: Did Nero Really Play the Fiddle while Rome Burned?
Article:
Rome, History of
Caesar, Gaius Julius
TOPIC 12: ROMAN CIVILIZATION 50B.C.-A.D.600
Video:
Daily Life in the Roman Empire
Roman Forum and Latin Writing
Games of Ancient Rome
Roman Marriage (AGL)
Slavery in Ancient Rome
Mythology: Roman Religion
Technological Advances in Ancient Rome
Public Works and Colonization: Borders, Roads, and Aqueducts
Roman Monumentalism and the Course of the Empire
Roman Prosperity
Societal Problems at the Heart of Rome's Decline
Chaos as the Empire Falls
Rome Must Negotiate with Barbarians
A Proud Empire Collapses
Image:
A Marble Map Showing Roman Expansion by 146 B.C.
Subdivision of Roman Empire into Four Prefectures
Audio:
The History of World Literature: Ancient Roman Literature
Department of Social Sciences
Course Code: 2109010
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: Sixth Grade-World History
Article:
Spartacus
Circus Maximus
Learning Guide:
Schmoop Learning Guide: The Aeneid
Department of Social Sciences
Course Code: 2109010