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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 Students will study methods of historical inquiry and primary and secondary historical documents.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 Students are empowered to perform at higher levels as they engage in the following: analyzing historical documents and supplementary readings, working in the context of thematically categorized information, becoming proficient in note-taking, participating in Socratic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: 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: 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: 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 Classical Civilizations in World History o Historical Inquiry o Foundation o Culture o Religions and philosophies o Science and technology o Arts and architecture Economic Systems o Agriculture 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 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 o Colonization and Imperialism o Global Structures and global citizenship Department of Social Sciences Financial Literacy: 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. 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 Please log in to Discover Ed through your portal and copy and paste resource name into search function on Discovery Ed website. 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