2109010 M/J World History IFC

21 Pages·2013·0.58 MB·English

by  Tim Norfleet

St. Lucie County Social Studies Scope & Sequence Documents, Grades 6-12
2109010/20 6th Grade World History 2013-2014
The St. Lucie County Scope & Sequence, Suggested Pacing Guide, and Common Core State Standards Appendix should be used in concert as a teaching and
learning tool in our continuing effort to improve the rigor of instruction and better prepare our students for future learning (including college and career
readiness) and to address skills requirements of the Common Core State Standards for Literacy in History/Social Studies in Grades 6-12.

 Instruction should be based on content / skills from the St. Lucie County Public Schools Scope and Sequence, Suggested Pacing Guides, and the Common
Core State Standards Appendix. These documents should serve to guide instruction, rather than a textbook or any other specific resource.
 Use the Learning Goal and Scale as your starting point: have it posted, and review it regularly with your students to provide them with a framework for
instruction and a purpose for learning all the related content. The same holds true for the target(s) you are focusing on each day. They should be visible
and discussed before and after instruction.
 Strategies must include Document-Based instruction (analytical reading and writing involving individual and collections of primary and secondary
sources), methodology affecting the multiple intelligences, and utilizing both individual and cooperative learning (e.g. History Alive/DBQ Project).
 Students should be engaged in higher order writing on a regular basis, short and extended responses, more in-depth essays such as Document Based
Questions (DBQ’s), and authentic writing. Students must be able to produce historical writing, that is, they must be able to take a position on a subject
(thesis) and defend it with examples (facts) and sound reasoning (logic).
 Students should conduct extended research projects related to the History Fair (Grades 6, 8, 10, and 11) or Project Citizen (Grade 7).
 Social Studies Literacy Strategies should be utilized regularly (Cornell Notes, Dialectical Notes, or similar note-taking method, SOAPStone or APPARTS
analysis tools, and PERSIA or G-SPRITE categorization tools).
 Assessment should include both formative assessments “for learning,” and summative assessments. Questions should follow Webb’s Depth of
Knowledge / Cognitive Complexity and include Level 1 items that involve low order, foundational knowledge/skills; Level 2 items that require students to
infer or draw conclusions; and Level 3 items that require more abstract thought or an extension of the information at hand.
 Students should keep a Notebook as they help students organize information (previews, teacher directed activities, and process assignments).
Notebooks provide cohesion and structure to a unit of study, and they place responsibility for learning on students (e.g. an AVID or Interactive Student
Notebook).
 Teachers should assign, and students should complete targeted homework - students should be expected to complete homework regularly but
homework shouldn’t be assigned simply for the sake of giving homework. Homework can include preview or process activities, vocabulary/concept
building, work related to projects, etc. (Read Marzano’s article “The Case For and Against Homework” available on SHARE).
o Previews involve activating prior knowledge, preparing students for the next topic of instruction.
o Process activities relate to content/skills recently learned where students are involved in metacognition.
 The Common Core State Standards for Literacy in History/Social Studies are integrated with the Scope and Sequence and are also available on the at
www.corestandards.org.

2012-2013 Targets
2109010/20 6th Grade World History – Suggested Pacing Guide

Timeframe Topic of Study Targets Key Terms, People, Places, Events Benchmarks
5 days Rules, Procedures,  Establish course content (Syllabus).
August Pre‐Tests  Explain class expectations.
 Establish rules and procedures.
 Conduct pre‐tests and initial evaluations.
 Initial Activities.
5 Days 1.1 Historical Inquiry:  Describe how history transmits culture and Requires documented primary and secondary sources using SS.6.W.1.1
August Introduction of annual heritage and provides models of human MLA style. SS.6.W.1.2
History Fair theme character SS.6.W.1.3
 Describe the History Fair theme History Fair Annual Theme for 2013-2014: SS.6.W.1.4
History Fair Days 1-5  Identify History Fair categories SS.6.W.1.5
 List History Fair Research expectations Rights and Responsibilities in History SS.6.W.1.6

(rules/deadlines)
Please refer to published rule information provided by
 Integrate complementary visual and/or audio
the District or go to www.nhd.org
elements into a project

 Identify the four components of a process paper
Six most common elements for historical analysis:
 Compare and contrast the various social
Social, political, religious, intellectual, technological,
sciences
economic (SPRITE)
 Assess varying historical interpretations of an

individual, a group, an idea, or an event
Terms to Know:
 Differentiate between primary and secondary
decade, century, millennium, epoch, era, circa, BC/BCE,
sources
AD/CE, primary source, secondary source, bias, artifacts,
 Evaluate the validity of sources
history
 Organize research for a History Fair topic
 Form conclusions and sort information for a
History Fair topic

2013-2014
2109010/20 6th Grade World History – Suggested Pacing Guide

Timeframe Topic of Study Targets Key Terms, People, Places, Events Benchmarks
8 Days 1.2 Elements of  Describe the spatial organization of people, Terms to Know: SS.6.G.1.1
September Geography: The World in places, and environments (where things are in accessibility, dispersion, density, interdependence, SS.6.G.1.2
Spatial Terms relation to other things) using spatial concepts diffusion, migration, political map, physical map, SS.6.G.1.3
 Describe the processes that influence the GPS, GIS, elevation, latitude, longitude, hemisphere, SS.6.G.1.4
distribution of human and physical phenomena legend/key, scale SS.6.G.1.5
 Describe the processes that shape human and SS.6.G.1.6
physical systems (e.g., diffusion, migration, and SS.6.G.1.7
plate tectonics) using models SS.6.G.6.1
 Identify natural wonders of the ancient world SS.6.G.6.2
 Identify characteristics and boundaries of
ancient civilizations that have shaped the world
today
 Draw conclusions using spatial concepts, such as
population density, transportation networks or
linkages, and urban or city growth patterns
using paper or digital maps
 Compare the processes that influence the
distribution of human and physical phenomena
 Evaluate the relationship between people and
places on the Earth using latitude and longitude
coordinates
 Differentiate the purposes of map projections
(political, physical, special purpose)
 Draw conclusions about the ways bodies of
water have influenced the development of
civilizations
 Compare maps of the world in ancient times
with current political maps

2013-2014
2109010/20 6th Grade World History – Suggested Pacing Guide

Timeframe Topic of Study Targets Key Terms, People, Places, Events Benchmarks
4 Days 1.3 Elements of  Identify the physical and human characteristics SS.6.G.6.1
September Geography: Places and of places SS.6.G.2.1
Regions  Describe why people create regions to interpret Constitution Day is September 17. SS.6.G.2.2
earth’s complexity SS.6.G.2.5
 Examine how culture and experience influence Terms to Know: SS.6.G.2.6
people’s perceptions of places and regions landforms, climate, environment, resources, SS.6.G.2.7
 Explain ways in which major physical cultural diffusion, continents, regions, counties,
characteristics, natural resources, climate, and cities, city-states, choropleth map, dot-density map
absolute and relative location have influenced
settlement, interactions, and the economies of
ancient civilizations of the world
 Explain the concept of cultural diffusion, and
identify the influences of different ancient
cultures on one another
 Use choropleth or dot-density maps to explain
the distribution of population in the ancient
world
 Differentiate between continents, regions,
countries, and cities in order to understand the
complexities of regions created by civilizations
 Analyze how geographic boundaries invite or
limit interaction with other regions and cultures
2 Days History Fair  Follow up SS.6.W.1.1
September  Monitor Progress SS.6.W.1.2
 Check topic focus, sources, annotated SS.6.W.1.3
bibliography SS.6.W.1.4
SS.6.W.1.5
SS.6.W.1.6

2013-2014
2109010/20 6th Grade World History – Suggested Pacing Guide

Timeframe Topic of Study Targets Key Terms, People, Places, Events Benchmarks
4 Days 1.4 Elements of  Identify the physical processes that shape the Terms to Know: SS.6.G.6.1
September Geography: patterns of Earth’s surface atmosphere, lithosphere, hydrosphere, biosphere, SS.6.G.2.4
Physical Systems  Describe how Earth’s position relative to the erosion, tectonics, water cycle, deforestation, SS.6.G.3.1
Sun affects conditions on Earth desertification, climograph
 Identify attributes of Earth's different physical
systems
 Explain ways in which the geographical location
of ancient civilizations contributed to the
culture and politics of those societies
 Describe how ocean currents influence the
characteristics of ecosystems
 Describe how climate (temperature and rainfall)
primarily determines the characteristics and
geographic distribution of biomes
 Describe how the physical landscape has
affected the development of agriculture and
industry in the ancient world
 Analyze the characteristics and spatial
distribution of ecosystems on Earth’s surface
 Generalize how oceans and mountain ranges
affect the distribution of climate and vegetation
 Assess the distribution of biomes using
climographs (using temperature and
precipitation data)

2013-2014
2109010/20 6th Grade World History – Suggested Pacing Guide

Timeframe Topic of Study Targets Key Terms, People, Places, Events Benchmarks
6 Days 1.5 Elements of  Identify the types of migrations in terms of time, SS.6.G.6.1
September - Geography: distance, and cause SS.6.G.3.2
October Human Systems  Identify and explain push and pull factors Terms to Know: SS.6.G.4.1
influencing decisions to migrate immigration, emigration, population, census, economy, SS.6.G.4.2
 Explain how conflicting territorial claims can religion SS.6.G.4.4
erupt over resources, land use, and ethnic and SS.6.G.5.2
national identities
 Describe the diffusion of a cultural
characteristic, such as religious belief, music
style, and architecture
 Examine how the forces of cooperation and
conflict among people influence the division and
control of Earth’s surface
 Use geographic terms and tools to explain why
ancient civilizations developed networks of
highways, waterways, and other transportation
linkages
 Compare the cultural characteristics of different
cultures
 Analyze the impact of the spread of various
belief systems in the ancient world
 Analyze the impact of human populations on
the ancient world’s ecosystems
 Compare and contrast the issues faced by a
country with a very young population and a
country with a very old population

2013-2014
2109010/20 6th Grade World History – Suggested Pacing Guide

Timeframe Topic of Study Targets Key Terms, People, Places, Events Benchmarks
6 Days 1.6 Elements of  Identify how human actions modify the Terms to Know: SS.6.G.6.1
October Geography: environment environment, natural resources (renewable, non- SS.6.G.5.3
Environment  Describe how cultures differ in their definition renewable, flow), famine, drought, scarcity, SS.6.G.5.1
and use of resources opportunity cost, supply and demand, barter, trade, SS.6.E.1.3
 Examine how physical systems affect human productive resources (land, labor, capital,
systems
entrepreneurship)
 Identify the changes that occur in the meaning,
use, distribution, and importance of resources
 Explain how people use tools and technologies
in adapting to the physical environment
 Identify the methods used to compensate for
the scarcity of resources in the ancient world
 Describe the following economic concepts as
they relate to early civilization: scarcity,
opportunity cost, supply and demand, barter,
trade, productive resources (land, labor, capital,
and entrepreneurship)
 Assess how characteristics of a physical
environment provide opportunities for and
impose constraints on human activities
 Analyze the positive and negative consequences
of humans changing the physical environment
 Analyze how famine, drought, and natural
disasters plagued many ancient civilizations
 Evaluate how sustainable management
techniques applied in farming, forestry, and
fishing use productive resources
3 Days History Fair  Follow up SS.6.W.1.1
October  Monitor Progress SS.6.W.1.2
 Check topic focus, sources, annotated SS.6.W.1.3
bibliography SS.6.W.1.4
SS.6.W.1.5
SS.6.W.1.6

End of Q1
2013-2014
2109010/20 6th Grade World History – Suggested Pacing Guide

Timeframe Topic of Study Targets Key Terms, People, Places, Events Benchmarks
4 Days 2.1 Elements of  Describe population settlement patterns during Terms to Know: SS.6.W.1.1
October Geography: different historical periods Great Pyramids of Giza, Hanging Gardens of Babylon, SS.6.W.1.3
Uses of Geography  Explain how historical events were influenced Temple of Artemis, Statue of Zeus at Olympia, SS.6.G.6.1
by people’s perceptions of people, places, Mausoleum of Halicarnassus, Colossus of Rhodes, SS.6.G.1.3
regions, and environments Lighthouse of Alexandria
 Explain the role of the geographic context in a
current global conflict (e.g., boundary dispute,
resource allocation, land-use issues) and
identify strategies that might be used to settle
the conflict
 Describe how the increasing demand for water
resources will affect the physical environment
 Identify how people’s perceptions of the world
affect their views of the present, and
expectations about the future
 List the seven natural wonders of Africa: Nile
River, Mount Kilimanjaro, Great Rift Valley,
 Serengeti Plains, Sahara Desert, Victoria Lake
and Falls, Table Mountain
 Analyze the significance of physical features that
have influenced historical events
 Analyze the current pattern of interstate
highways and based on projections of
population growth suggest where new highways
might be needed

2013-2014
2109010/20 6th Grade World History – Suggested Pacing Guide

Timeframe Topic of Study Targets Key Terms, People, Places, Events Benchmarks
10 Days 2.2 Beginnings of  Summarize the characteristics of the lifestyles of Terms to Know: SS.6.W.2.1
October – Human Society: hunter-gatherers and early agricultural prehistory, hominid, ancestor, Stone Age, Paleolithic Era, SS.6.W.2.2
November Old and New Stone Age communities Mesolithic Era, Neolithic Era, Bronze Age, Iron Age, SS.6.W.2.3
 Describe how the developments of agriculture society, hunter-gathers, domestication, agriculture, SS.6.G.2.3
and metallurgy influenced settlement, megalith, metallurgy, division of labor, river civilization, SS.6.W.2.4
population growth, and the emergence of social class, Mesopotamia, Kush, Nile River, Egypt, Tigris SS.6.G.2.4
civilization River, Euphrates River, Huang He River, Indus River
 Identify the six characteristics of civilization
 Explain how the geographical location of ancient
civilizations contributed to the culture and
politics of those societies
 Compare the lifestyles of hunter-gatherers with
those of settlers of early agricultural
communities
 Analyze the relationship of physical geography to
the development of ancient river valley
civilizations
 Compare the economic, political, social, and
religious institutions of ancient river civilizations
 Trace the migration patterns of early societies in
Africa and Asia to other parts of the world

2013-2014
2109010/20 6th Grade World History – Suggested Pacing Guide

Timeframe Topic of Study Targets Key Terms, People, Places, Events Benchmarks
14 Days 2.3 River Civilizations:  Summarize the important achievements of Terms to Know: SS.6.W.2.7
November – Mesopotamia Mesopotamian civilization Fertile Crescent, Mesopotamia, silt, irrigation, canals, SS.6.W.2.8
December  Identify the impact of key figures from ancient surplus, rural, urban, city-state, Gilgamesh, Sargon, SS.6.W.3.1
DBQ: Hammurabi’s Mesopotamian civilizations empire, polytheism, priests, cuneiform, pictographs, SS.6.E.1.1
Code: Was It Just?  Identify the key factors that increased economic scribe, epic, ziggurat, monarch, Hammurabi’s Code, SS.6.E.3.4
growth in Mesopotamia (fertile rivers, farming, chariot, Nebuchadnezzar, Babylonia, Assyria, Phoenicia,
new technology, division of labor) Sumer
 Describe the relationship, benefits, and
drawbacks between the Fertile Crescent,
Phoenicia, and the civilizations with whom they
traded
 Analyze the relationship of physical geography
to the development of Mesopotamia/The Fertile
Crescent
 Analyze the cultural impact the ancient
Phoenicians had on the Mediterranean world
with regard to colonization (Carthage),
exploration, maritime commerce (purple dye,
tin), and written communication (alphabet)
 Compare and contrast the benefits and
drawbacks of voluntary trade
2 Days History Fair  Follow up SS.6.W.1.1
November  Monitor Progress SS.6.W.1.2
 Check topic focus, sources, annotated SS.6.W.1.3
bibliography SS.6.W.1.4
 Remind due date SS.6.W.1.5
SS.6.W.1.6
4 Days History Fair/ Semester  Follow up SS.6.W.1.1
December Exam Review  Monitor Progress SS.6.W.1.2
 Prepare Process Paper SS.6.W.1.3
 Annotated Bibliography (MLA style) SS.6.W.1.4
 Remind due date SS.6.W.1.5
SS.6.W.1.6

st
End of 1 Semester
2013-2014