MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: Sixth Grade-World History Course Code: 2109010
2
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Students will study methods of historical inquiry and primary and secondary historical documents.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 Students are empowered to perform at higher levels as they engage in the following: analyzing historical documents and supplementary readings, working in the context of thematically categorized information, becoming proficient in note-taking, participating in Socratic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 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).
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 pre-post 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), Suggested Activities, Assessment, English Language Learner (ELL) Instructional Strategies, Related Programs (National, State,
Florida Standards Literacy and Writing Standards for History/Social Studies 6-12: Florida Reading and Writing Standards for Literacy in 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 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. 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
· Development of Civilizations
o Historical Inquiry
o Foundation
o Culture
o Cities and government
o Social Structures
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 citizen
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: ______
Topic 6: THE ISRAELITES 1800B.C. - A.D.70Pacing / Date(s)
Traditional / 10 days / 10-31-16 to 11-15-16
Block / 5 days / 10-31-16 to 11-15-16
Essential Questions:
How do religions develop and shape society?
How do the religious beliefs and practices established by the Israelites continue to shape the world?
STRAND(S) and STANDARD(S):
Geography: (Standard 1: Understand how to use maps and other geographic representations, tools and technology to report information)
(Standard 4: Understand the characteristics, distribution, and migration of human populations)
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 3: Recognize the significant events, figures, and contributions of classical civilization (Phoenicia, Greece, Rome, Axum)
Second Nine WeeksEssential Content / NGSSS-SS Benchmarks / Instructional Tools
Course Themes Addressed:
· Development of Civilizations
o Religions and philosophies
· Social Structures
o Daily Life
o Family & Kinship
Specific Content:
· Beginnings
o Hebrew Bible
o Abraham
o Isaac and Jacob
o Moses & the Exodus
o Covenant
Torah
Ten Commandments
· The Land of Canaan
o Canaanites
Phoenicians (alphabet)
o Philistines
o Military Conquest
o Life in Canaan
o The Tabernacle
· The Israelite Kingdom
o Early Kings
· Two Kingdoms
o Israel
o Judah
· The Development of Judaism
o Return to Judah
Hebrew Bible
o Jewish Daily Life
Family
Dietary Laws
· The Jews in the Mediterranean World
o Greek Rule
o Spread of Jewish Ideas
Maccabee Revolt
· Roman Rule in Judea
/ Florida Standards Focus Standard:
LAFS.6.RH.2.5 Describe how a text presents information (e.g. sequentially, comparatively, causally).
Content Benchmarks:
SS.6.W.2.3 Identify the characteristics of civilization.
SS.6.W.2.9 Identify key figures and basic beliefs of the Israelites and determine how these beliefs compared with those of others in the geographic area.
SS.6.W.3.1 Analyze the cultural impact the ancient Phoenicians had on the Mediterranean world with regard to colonization (Carthage), exploration, maritime
SS.6.G.1.7 Use maps to identify characteristics and boundaries of ancient civilizations that have shaped the world today.
SS.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.
Skill Benchmarks:
SS.6.W.1.1 Use timelines to identify chronological order of historical events.
SS.6.W.1.3 Interpret primary and secondary sources.
SS.6.G.1.4 Utilize tools geographers use to study the world.
SS.6.G.4.4 Map and analyze the impact of the spread of various belief systems in the ancient world.
/ Florida Standards Focus Activity:
Have students create a time line summarizing and sequencing significant dates in the history of the Israelites. Include images and symbols on the time line.
(This also meets LAFS.68.WSHT.1.2 Write informative/ explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes).
Text Resource: Discovering Our Past: A History of the World- Early Ages, 2013/1st Edition; Chapter 6 (pp. 137-167) The Israelites
Vocabulary:
alphabet, commandments, covenant, Diaspora, exile, Exodus, kosher, monotheism, prophet , proverb, psalm, rabbi, Sabbath, scroll, synagogue, Torah, tribe,
Ancient World History Lesson Plan:
Click the link for access to a complete lesson plan on the topic of the Ancient Middle East:
http://socialsciences.dadeschools.net/files/6th%20grd%20worldhistory%20ancient%20cultures/The%20Ancient%20Middle%20East%20GR%206.pdf
Technology:
PowerPoint presentations on the Hebrews:
http://ancienthistory.pppst.com/hebrews.html
Website for Jewish holidays
http://www.chabad.org/kids/article_cdo/aid/354742/jewish/Holidays.htm
Website for Torah
http://www.torah.org/
Western Wall, the Kotel, the most significant site in the world for the Jewish people, is the last remnant of their Temple. Live at the Wall.
http://english.thekotel.org/cameras.asp
Suggested Activities:
Have students look at a map of the land of the Israelites and analyze geographic features people might look for when choosing a capital city.
Have students compare the Ten Commandments from the Old Testament of the Israelites with the laws from Hammurabi’s code.
Website with Hammurabi code :
http://www.commonlaw.com/Hammurabi.html
Have students give a presentation about how leadership qualities of Jewish historical figures helped shape the development of religions and society.
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.
This ELL website offers free blank printable graphic organizers and semantic webs. http://www.everythingesl.net/inservices/graphic_organizers.php?ty=print
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
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 Division of Social Sciences and Life Skills 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
Topic 7: THE ANCIENT GREEKS 2000B.C. - 400 B.C.
Pacing / Date(s)
Traditional / 12 days / 11-16-16 to 12-06-16
Block / 6 days / 11-16-16 to 12-06-16
Essential Questions:
How did differences between Greek city-states and with other empires impact ancient Greek civilization?
How does Athenian democracy differ from American democracy?
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 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 3: Understand the fundamental concepts and interrelationships of the United States economy in the international marketplace.)
World History: (Standard 2: Describe the emergence of early civilizations (Nile, Tigris-Euphrates, Indus, and Yellow Rivers, Meso, and South American.)