MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: Sixth Grade- U.S. History
COURSE DESCRIPTION:
The sixth grade social studies curriculum consists of the following content area strands: American History, Geography, Economics and Civics. Primary content emphasis for this course pertains to the study of American history from the Exploration and Colonization period to the Reconstruction Period following the Civil War. Students will be exposed to the historical, geographic, political, economic, and sociological events which influenced the development of the United States and the resulting impact on world history. So that students can clearly see the relationship between cause and effect in historical events, students should have the opportunity to explore those fundamental ideas and events which occurred after Reconstruction.
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 Students are empowered to perform at higher levels as they engage in the following: analyzing historical documents and supplementary readings, working in the context of thematically categorized information, becoming proficient in note-taking, participating in Socratic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 research-based paper/project (e.g., history fair, participatory citizenship project, mock congressional hearing, projects for competitive evaluation, investment portfolio contests, or other teacher-directed projects).
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: All benchmarks that are considered essential benchmarks are highlighted in yellow.
· NOTE: All benchmarks that have a direct correlation to 7th grade Civics are highlighted in green and are also considered essential and are linked to a benchmark.
· NOTE: Topic/Benchmark provides relevant historical knowledge which assists the learner in Civic understanding are highlighted in blue.
· NOTE: Topic/Benchmark is a skill benchmark relevant to Civics are highlighted in purple.
· NOTE: Any 7th grade Civics benchmarks are highlighted in red.
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), 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 Literacy and Writing Standards for History/Social Studies 6-12:
When planning lessons for instruction, teachers should address these state 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.cpalms.org/Standards/lafs.aspx. Teachers may also opt to emphasize and complete the activity describe for each major topic addressed in this pacing guide by viewing: Florida Standards Focus Standard and Activity.
Course Themes: Identified under “Essential Content” are course themes that span multiple topics. For U.S History, the following themes are identified:
Source: http://apcentral.collegeboard.com/apc/public/repository/ap-us-history-course-description.pdf
· American Diversity- The roles of race, class, ethnicity, and gender in the history of the United States.
· American Identity- Views of the American national character and ideas about American exceptionalism.
· Culture- Diverse individual and collective expressions through literature, art, philosophy, music, theater, and film throughout U.S. history.
· Demographic Changes- Changes in birth, marriage, and death rates; life expectancy and family patterns; population size and density. The economic, social, and political effects of immigration, internal migration, and migration networks.
· Economic Transformations-Changes in trade, commerce, and technology across time. The effects of capitalist development, labor and unions, and consumerism.
· Environment- Ideas about the consumption and conservation of natural resources. The impact of population growth, industrialization, pollution, and urban and suburban expansion.
· Westward Expansion- America's movement westward and its claim on occupied western territories. The formation of states.
· Leadership- Presidents and key individuals with demonstrated leadership abilities:e.g. guide, direct, or influence people.
· Globalization- Engagement with the rest of the world from the fifteenth century to the present: colonialism, mercantilism, global hegemony, development of markets, imperialism, cultural exchange.
· Politics and Citizenship- American political traditions, growth of democracy, and the development of the modern state. Defining citizenship; struggles for civil rights.
· Reform- Diverse movements focusing on a broad range of issues including antislavery, education, labor, temperance, women’s rights, civil rights, war, public health, and government.
· Religion- The influence of religion on culture, politics, economics, and society.
· Slavery- Systems of slave labor and other forms of free labor (e.g., indentured servitude, contract labor) in Native American societies, the Atlantic World, and the American South and West.
· War and Diplomacy-Armed conflict from the pre-colonial period to the mid nineteenth century. Impact of war on American foreign policy and on politics, economy, and society.
History/Social Science Lab Template
Name ______Period _____ Date ______
[Put benchmark here – numbers and write it out]
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: ______
Local History Lessons: Miami-Dade County’s history and its diverse cultures, municipalities, and vibrant communities offer a multitude of fascinating topics and learning opportunities for students. Stand-alone and rigorous lessons designed around the analysis of primary and secondary local sources of information have been developed to highlight our rich history. Whenever you see the Local History icon below embedded in the pacing guide, simply click on the icon and you will be directed to instructional resources where these lessons plans can be downloaded and used accordingly.Topic 1: GEOGRAPHY OF THE UNITED STATES
Pacing / Date(s)
Traditional / 10 days / 8-21-17 to 9-1-17
Block / 5 days / 8-22-17 to 9-1-17
ESSENTIAL QUESTIONS:
How did the interaction between early human settlements and physical geography affect American cultures?
What are the six elements of Geography?
How does geography influence the way we live?
What do maps and globes tell us about an area or region?
How does geography influence migration?
How do physical systems affect humans?
STRAND(S) and STANDARD(S):
AMERICAN HISTORY:
(Standard 1: Use research and inquiry skills to analyze American History using primary and secondary sources.)
GEOGRAPHY:
(Standard 1: Understand how to use maps and other geographic representations, tool, and technology to report information.)
(Standard 2: Understand physical and cultural characteristics of places.)
(Standard 3: Understand the relationships between the Earth's ecosystems and the populations that dwell within it.)
(Standard 4: Understand the characteristics, distributions, and migration of human populations.)
(Standard 5: Understand how human actions can impact the environment.)
(Standard 6: Understand how to apply geography to interpret the past and present, and plan for the future.)
ECONOMICS:
(Standard 1: Understand the fundamental concepts relevant to the development of the market economy.)
(Standard 2: Understand the fundamental concepts relevant to the institutions, structure, and functions of a national economy.)
Essential Content / NGSSS-SS Benchmarks/Florida Standards State Standards / Instructional Tools /
Course Themes Addressed:
Demographic Changes
Environment
Globalization
· GEOGRAPHY OF THE UNITED STATES
o Five Themes of Geography
o Six Essential Elements
o Physical Maps: U.S. Physical regions, major landforms, major bodies of water
o Political Maps: 50 states and capitals, territories
o Special Purpose Maps: climate, population
o Comparison of Physical Features of Western hemisphere to North America
o Human Geography:
§ Origin of First Americans in North America (Beringia);
§ Early Cultures of the Southwest (Hohokam, Anasazi) and the Ohio River Valley (Hopewell and Mississippian Mound Builders);
§ Native American Culture Areas,(tribal groups, climate, dwellings, food; e.g. Arctic - Inuit)
Mandate(s):
Character Education – Pursuit of Excellence, Responsibility, Citizenship
Hispanic Heritage (Sept. – Oct.)
African-American History / Florida Standards Focus Standard:
LAFS.RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
Content Benchmarks:
SS.6.A.1.2 Analyze charts, graphs, maps, photographs and timelines; analyze political cartoons; determine cause and effect.
SS.6.G.1.1 Use maps to explain physical and cultural attributes of major regions throughout American history.
SS.6.G.1.2 Use appropriate geographic tools and terms to identify and describe significant places and regions in American history.
SS.6.G.2.1 Identify the physical elements and the human elements that define and differentiate regions as relevant to American history.
SS.6.G.2.2 Use geographic terms and tools to analyze case studies of regional issues in different parts of the United States that have had critical economic, physical, or political ramifications.
SS.6.G.2.3 Use geographic terms and tools to analyze case studies of how selected regions of the United States have changed over time.
SS.6.G.3.1 Locate and describe in geographic terms the major ecosystems of the United States.
SS.6.G.3.2 Use geographic terms and tools to explain differing perspectives on the use of renewable and non-renewable resources in the United States and Florida over time.
SS.6.G.4.1 Interpret population growth and other demographic data for any given place in the United States throughout its history.
SS.6.G.4.2 Use geographic terms and tools to analyze the effects throughout American history of migration to and within the United States, both on the place of origin and destination.
SS.6.G.4.3 Use geographic terms and tools to explain cultural diffusion throughout the United States as it expanded its territory.
SS.6.G.4.4 Interpret databases, case studies, and maps to describe the role that regions play in influencing trade, migration patterns, and cultural/political interaction in the United States throughout time.
SS.6.G.4.5 Use geographic terms and tools to analyze case studies of the development, growth, and changing nature of cities and urban centers in the United States over time.
SS.6.G.4.6 Use political maps to describe changes in boundaries and governance throughout American history.
SS.6.G.5.1 Describe human dependence on the physical environment and natural resources to satisfy basic needs inlocal environments in the United States.
SS.6.G.5.2 Describe the impact of human modifications on the physical environment and ecosystems of the United States throughout history.
SS.6.G.6.1 Use appropriate maps and other graphic representations to analyze geographic problems and changes over time throughout American history.
SS.6.G.6.2 Illustrate places and events in U.S. history through the use of narratives and graphic representations. / Florida Standards Focus Activity:
Have students create a map of the United States that integrates the following visual information: identifies all 50 states and their capitals; identifies and point out an example of 20 of the physical features listed in the vocabulary list of the pacing guide; identifies the 4 regions of the United States (West, Midwest, Northeast, South); and identify the 3 major bodies of water surrounding the continental U.S. (Atlantic Ocean, Pacific Ocean and Gulf of Mexico).
Core Textbook: McGraw Hill’s Discovering Our Past: A History of the United States- Early Years. “Exploring Social Studies” Lessons 1-4 page 1.
Vocabulary/Identification:
absolute location, basin, bay, canyon, cape, channel, cliff, continent, cultural feature, delta, divide, downstream, elevation, Equator, glacier, gulf, harbor, highland, hill, island, isthmus, lake, latitude, longitude, lowland, map, meridian, mesa, mountain, mountain peak, mountain range, mouth, ocean, ocean current, parallel, peninsula, physical feature, plain, plateau, Prime Meridian, relief, river, sea, seacoast, sea level, sound, source, strait, tributary, upstream, valley, volcano, glacier, Beringia, culture, adobe, pueblo, culture area, igloo, kayak, Hogan, tepee, travois, kiva, potlatch, long house, sachem
Technology:
Animated Atlas: “Growth of a Nation”
http://www.animatedatlas.com/movie2.html
Interactive Map Skills Activity:
Use interactive online maps.
National Geographic – maps, geography skills, etc:
http://www.nationalgeographic.com
United States History Interactive Map Website:
http://www.learner.org/interactives/historymap/index.html
Suggested Writing Assignments:
Have students write an essay describing the major physical regions of the United States.
Have students write a travel journal describing their experiences on an imaginary road trip across 5 states of their choosing in the United States.
Suggested Activities/Projects:
Have students analyze primary sources by accessing the worksheets developed by the Education Staff of the National Archives and Records Administration:
http://www.archives.gov/education/lessons/worksheets/
Have students create a travel brochure for a region of the United States, including pictures and text describing physical features, major cities, resources, attractions.
Have students plan a U.S.A. road trip. Students will create a map showing their route, compile pictures of physical features of the regions through which they will be travelling, determine distance and calculate amount and cost of gasoline, and identify historical sites they plan to visit. Possible formats can include poster, booklet, PowerPoint, project board.
Have students create a poster for one of the 50 states, including information and pictures about the state’s history, economy, and geographic features.
Assessment:
*Use the assessment items and suggestions associated with this grade level that are included in the publisher provided resources.
*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 to increase ELL students’ mastery of related content.
Related Programs:
History Bee – April
Geography Bee – April
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” to download the PDF of Access Points for Students with Cognitive Disabilities related to this particular grade level.
Department of Social Sciences