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Students will study methods of historical inquiry and primary and secondary historical documents.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 Students are empowered to perform at higher levels as they engage in the following: analyzing historical documents and supplementary readings, working in the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 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), Suggested Activities, Assessment, English Language Learner (ELL) Instructional Strategies, Related Programs (National, State,
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
2
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:
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
Geography and its use to understand relationships between people, places, and environments
o Location
o Places and Regions
o Human-Environmental Interaction
o Movement and Cultural Diffusion
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
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
2
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
2
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:
___________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________________
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
2
Topic 6: THE ISRAELITES 1800B.C. - A.D.70
Pacing
Date(s)
Traditional
10 days
11-02-15 to 11-16-15
Block
5 days
11-02-15 to 11-16-15
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 Weeks
Essential 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
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.
Department of Social Sciences
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%2
0ancient%20cultures/The%20Ancient%20Middle%20East%20GR%206.p
df
Technology:
PowerPoint presentations on the Hebrews:
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: Sixth Grade-World History
Course Code: 2109010
2
o Life in Canaan
o The Tabernacle
 The Israelite Kingdom
o Early Kings
 Two Kingdoms
o Israel
o Judah
Skill Benchmarks:
SS.6.W.1.1 Use timelines to identify chronological order of historical
events.
http://ancienthistory.pppst.com/hebrews.html
Website for Jewish holidays
http://www.chabad.org/kids/article_cdo/aid/354742/jewish/Holidays.htm
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.
 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
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/.
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
2
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: AfricanAmerican 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
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
2
Pacing Guide
Benchmark(s)
Date
Traditional:
November 02, 2015
-November 16,
2015
Block:
November 02, 2015
- November 16,
2015
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
Department of Social Sciences
Data Driven
Benchmark(s)
Activities
Assessment(s)
Strategies
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: Sixth Grade-World History
Course Code: 2109010
2
Topic 7: THE ANCIENT GREEKS 2000B.C. - 400 B.C.
Pacing
Date(s)
Traditional
12 days
11-17-15 to 12-07-15
Block
6 days
11-17-15 to 12-07-15
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.)
(Standard 3: Recognize significant events, figures, and contributions of classical civilizations (Phoenicia, Greece, Rome, Axum)
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
2
Essential Content
Course Themes Addressed:
 Geography and its use to
understand relationships
between people, places, and
environments
o Places and Regions
o Human-Environmental
Interaction
o Movement and Cultural
Diffusion
 Development of Civilizations
o Cities and government
 Economic Systems
o Trade and Commerce
 Social Structures
o Gender roles and relations
o Social and economic classes
 Civics and Political Systems
o Principles of government
o Political Structures
o Forms of government
o Citizenship
Specific Content:

Impact of Physical Geography
o Mountainous Peninsula
o Islands
o Importance of the sea
o Independent states

Island Civilization
o The Minoan Civilization
o Island of Crete
Second Nine Weeks
NGSSS-SS Benchmarks
Instructional Tools
Florida Standards Focus Standard:
Florida Standards Focus Activity:
LAFS.6.RH.3.8 Distinguish among fact, opinion, and
Have students prepare an oral and visual presentation (i.e. slide paper show)
reasoned judgment in a text.
about: Sparta, Athens, Persian Empire, Greek wars with the Persian Empire.
Content Benchmarks:
(This also meets LAFS.68.WSHT.2.6 Use technology, including the Internet, to
SS.6.C.1.1 Identify democratic concepts developed in
produce and publish writing and present the relationships between information
ancient Greece that served as a foundation for American
and ideas clearly and efficiently.)
constitutional democracy.
Text Resource: Discovering Our Past: A History of the World- Early Ages,
Click on the following link for a detailed lesson plan, reading,
2013/1st Edition; Chapter 7 (pp171-208) The Ancient Greeks
instructional materials and pre-post quiz questions to assist
in the instruction of the relevant tested benchmark above:
Vocabulary/Identification:
http://socialsciences.dadeschools.net/files/secondary_lesso
Vocabulary:
ns-civic_intergration/SS.6.C.1.1Lesson.pdf
Acropolis, agora, bard, city-state, colony, democracy, direct democracy, ephors,
helot, oligarchy, oracle, peninsula, phalanx, philosophers, polis, satrap, satrapy,
SS.6.C.2.1 Identify principles (civic participation, role of
tyranny, Zoroastrianism,
government) from ancient Greek and Roman civilizations
which are reflected in the American political process today,
Places:
and discuss their effect on the American political process.
Acropolis, Aegean Sea, Asia Minor, Athens, Crete, Delphi. Ionia, Macedonia,
Click on the following link for a detailed lesson plan, reading, Marathon, Mount Olympus, Parthenon, Plataea, Salamis, Sparta, Thebes,
instructional materials and pre-post quiz questions to assist
Thermopylae
in the instruction of the relevant tested benchmark above:
People:
http://socialsciences.dadeschools.net/files/secondary_lesso
Aeschylus, Alexander the Great, Archimedes, Aristotle, Plato, Pythagoras,
ns-civic_intergration/SS.6.C.1.1Lesson.pdf
Socrates, Xerxes, Zeus
SS.6.W.3.2 Explain the democratic concepts (polis, civic
Events: Peloponnesian War
participation and voting rights, legislative bodies, written
constitutions, rule of law) developed in ancient Greece.
Ancient World History Lesson Plan:
Click the link for access to a complete lesson plan on the topic of Ancient
SS.6.W.3.3 Compare life in Athens and Sparta (government
Greece.
and the status of citizens, women and children, foreigners,
http://socialsciences.dadeschools.net/files/6th%20grd%20worldhistory%20ancie
helots).
nt%20cultures/Ancient%20Greece%20GR%206.pdf
SS.6.W.3.4 Explain the causes and effects of the Persian
SS.6.W.3.5 Summarize the important achievements and
Technology:
contributions of ancient Greek civilization.
Compilation website of Athens, Daily life, geography, gods and goddesses,
Sparta, time and war:
http://www.ancientgreece.co.uk/
Department of Social Sciences
Website has Greece timeline, culture, maps, architecture, museums, and art:
http://www.ancientgreece.com/s/Main_Page/
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: Sixth Grade-World History
Course Code: 2109010
2
o
o
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
Knossos
First civilization in Aegean
Region
Trade
Mainland Civilization
o The Mycenaean Kingdom
o Palaces
o Traders and Warriors
o Dark Age and Decline
o Hellenes
Colonies and Trade
o Population growth
o Establishment of colonies
o Trade
Greek City-State
o Role of geography
Polis
o
Agora
o Citizenship
Sparta and Athens
Sparta: Military Society
o Location
Peloponnesian Peninsula
o Economy
Helots-enslaved laborers
o Military Society
Discipline
Simplicity
Strength through self-denial
o Women
o Strict Government
Oligarchy
Assembly
Council of Elders
SS.6.W.3.6 Determine the impact of key figures from
ancient Greece.
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.
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.2.5 Interpret how geographic boundaries invite or
limit interaction with other regions and cultures.
Website has Greece timeline, culture, maps, architecture, museums, and art:
http:/www.historyforkids.org/learn/greeks/
Ancient Greece resource for teachers and students:
http://www.bbc.co.uk/schools/primaryhistory/ancient_greeks/
economies of ancient civilizations of the world.
Suggested Activities:
Have students create a map of ancient Greece and the Mediterranean world and
locate the key political and physical features.
Have students write a summary on the following statement, “The geography of
Greece influenced the development of different city-states.”
Have students create a military handbook for Spartan boys and their life in the
Spartan military.
SS.6.G.2.6 Explain the concept of cultural diffusion, and
identify the influences of different ancient cultures on one
another.
Have students compose a poem explaining the meaning of the following quote
from Sparta: “Children should be considered not so much the property of their
parents as of the state.”
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.
Have students compare Athenian democracy with the governments of
Mesopotamia and Egypt in a diagram or chart.
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.
Have students create a Venn diagram comparing Sparta and Athens.
Have students create a graphic organizer comparing the rights of women in
ancient Athens and Sparta.
Have students create a script for a play about an Athenian citizen who visits
Sparta for the first time.
Have students write a persuasive essay on why they would have preferred to live
in Athens or Sparta.
Skill Benchmarks:
SS.6.G.1.7 Use maps to identify characteristics and
boundaries of ancient civilizations that have shaped the
world today.
Have students write a letter describing a typical day’s journey on the Royal
Road.
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 write a TV listing of one paragraph that advertises a documentary
on Greek discoveries.
Department of Social Sciences
Have students write a two-paragraph account of the Battle of Marathon.
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: Sixth Grade-World History
Course Code: 2109010
2
o
o

Ephors
Citizens
Currency: Iron Bars
SS.6.W.1.1 Use timelines to identify chronological order of
historical events.
Athens: Young Democracy
o Education
o Early Reforms:
Solon
Council of 400
Peisistratus - tyrant
o Development of Democracy
Cleisthenes
Council of 500
o Currency
Have students prepare an oral and visual presentation about the Greek wars
with the Persian Empire.
Have students write a letter to Xerxes outlining reasons why he should cancel
his invasion of Greece.
Have students create a flow chart outlining factors that helped the Greeks defeat
Persia.
Have students compare the rights of women in ancient Athens and the rights of
women in the United States today.
Have students write an epitaph summarizing Pericles’ life.
Have students create a Venn Diagram comparing the Preamble to the
Declaration of Independence to Pericles’ Funeral Oration.

Greece and Persia
Have students create a chart outlining what Athens was like during the Age of
Pericles (government, economy, culture, wars).

Persian Empire
o King Cyrus
Treated conquered people
fairly
Improved network of roads
o Government:
Darius I reorganized
government into satraps
(provinces)
o Zoroaster (religious
teacher)
Monotheism
Zoroastrianism
Have students write a summary discussing how direct democracy of ancient
Athens differs from representative democracy in the United States.

Persian Wars
o Battle at Marathon
o Battle at Thermopylae
o Battle at Salamis
o Battle at Plataea
o Decline of Persia
Department of Social Sciences
Have students write a speech explaining the role the Delian League played in
advancement of Athenian civilization.
Have students create a chart that outlines challenges or threats to democracy in
Athens.
Working in groups, have students create a poster describing one of the following
in ancient Greece: religion, drama, philosophy, writing, art and architecture.
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:
Have students analyze the painting from Knossos and list some of the most
important visual details in the painting that reflect Minoan culture.
Use visual depictions of historical events in order to increase ELL students’
mastery of related content.
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: Sixth Grade-World History
Course Code: 2109010
2

Rule of Pericles
o Athens economic/cultural
center
o Democracy (direct)
o Pericles- Ruled 30 years
Reforms
Athenian Democracy
Arts and science
Prosperous trade
Center for knowledge

Athenian Life Under Pericles
o Men and Women
o Slavery
o Economy

War Between Athens and
Sparta (Peloponnesian War)
o Delian League
o The Athenian Empire
o War Breaks Out
o Pericles Funeral Oration
o Athenian Surrender
o Effects of War
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 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.
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
2
Pacing Guide
Benchmark(s)
Date
Traditional:
November 17December 7, 2015
Block:
November 17December 7, 2015
Florida Standards Focus Standard:
LAFS.6.RH.3.8 Distinguish among fact,
opinion, and reasoned judgment in a text.
Content Benchmarks:
SS.6.C.1.1 Identify democratic concepts
developed in ancient Greece that served as a
foundation for American constitutional
democracy.
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.
SS.6.W.3.2 Explain the democratic concepts
(polis, civic participation and voting rights,
legislative bodies, written constitutions, rule of
law) developed in ancient Greece.
SS.6.W.3.3 Compare life in Athens and
Sparta (government and the status of
citizens, women and children, foreigners,
helots).
SS.6.W.3.4 Explain the causes and effects of
the Persian and Peloponnesian Wars.
SS.6.W.3.5 Summarize the important
achievements and contributions of ancient
Greek civilization.
Department of Social Sciences
Data Driven
Benchmark(s)
Activities
Assessment(s)
Strategies
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: Sixth Grade-World History
Course Code: 2109010
2
Pacing Guide
Benchmark(s)
Date
Traditional:
November 17December 7, 2015
Block:
November 17December 7, 2015
Data Driven
Benchmark(s)
Activities
Assessment(s)
Strategies
SS.6.W.3.6 Determine the impact of key figures
from ancient Greece.
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.
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.2.5 Interpret how geographic boundaries
invite or limit interaction with other regions and
cultures.
SS.6.G.2.6 Explain the concept of cultural
diffusion, and identify the influences of different
ancient cultures on one another.
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.
Department of Social Sciences
economies of ancient civilizations of the world.
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: Sixth Grade-World History
Course Code: 2109010
2
Topic 8: GREEK CIVILIZATION 700 B.C. - 212 B.C.
Pacing
Date(s)
Traditional
12 days
12-08-15 to 01-06-16
Block
6 days
12-08-15 to 01-06-16
Essential Questions:
What shared beliefs, common practices, and values united Greeks in different city-states?
How did Philip II and Alexander the Great spread Greek ideas to foreign lands?
How do Greek advancements 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 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.)
(Standard 3: Recognize significant events, figures, and contributions of classical civilizations (Phoenicia, Greece, Rome, Axum).
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
2
Essential Content
Course Themes Addressed:
 Geography and its use to
o Movement and Cultural
Diffusion
 Development of Civilizations
o Culture
o Religions and philosophies
o Science and technology
o Arts and architecture
 Civics and Political Systems
o Colonization and Imperialism
o Global Structures and global
citizenship
Specific Content:
 Greek Culture
 Greek Beliefs
o Greek Gods
o Oracles
o Epics and Fables
o Greek Drama
o Writers
o Art and Architecture
The Greek Mind
o Greek thinkers
Philosophers
o The Sophists
Rhetoric
o Socrates
Socratic method
Fear of Socrates’ influence
o Plato’s ideas
The Republic
Department of Social Sciences
Second Nine Weeks
NGSSS-SS Benchmarks
Instructional Tools
Florida Standards Focus Standard:
Florida Standards Focus Activity:
1) LAFS.6.RH.4.10 By the end of grade 8, read and
1) Working in groups, have students create a poster describing and drawing the
comprehend history/social studies text in the grades 6-8 text most important Greek contribution Literature, history, government, medicine,
complexity band independently and proficiently.
mathematics, astronomy, biology, art, religion, architecture, theater, and sports.
Use: http://www.ancientgreece.co.uk/knowledge/explore/exp_set.html
2)LAFS.6.RH.1.1 Cite specific textual evidence to support
analysis of primary and secondary sources.
(This also meets LAFS.68.WSHT.3.8 Gather relevant information from multiple
print and digital sources, using search terms effectively; assess the credibility
Content Benchmarks:
and accuracy of each source; and quote or paraphrase the data and conclusions
SS.6.W.3.2 Explain the democratic concepts (polis, civic
of others while avoiding plagiarism and following a standard format for citation.)
participation and voting rights, legislative bodies, written
constitutions, rule of law) developed in ancient Greece.
2) Using primary sources (text resource p228-229 Did Socrates Commit
Treason?, have students develop an opinion and write an argument to support
SS.6.W.3.5 Summarize the important achievements and
their point of view.
contributions of ancient Greek civilization.
(This also meets LAFS.68.WSHT.1.1 Write arguments focused on discipline
SS.6.W.3.6 Determine the impact of key figures from
specific content.)
ancient Greece.
Text Resource: Discovering Our Past: A History of the World- Early
Ages, 2013/1st Edition; Chapter 8 (pp 209-244) Greek Civilization
SS.6.W.3.7 Summarize the key achievements,
contributions, and figures associated with The Hellenistic
Vocabulary/Identification:
Period.
Content:
comedy, democracy, drama, fable, monarchy, myth, oligarchy, oracle, oral
SS.6.C.1.1 Identify democratic concepts developed in
tradition, ritual, tragedy
ancient Greece that served as a foundation for American
constitutional democracy.
Places: Mt. Olympus,
Click on the following link for a detailed lesson plan, reading,
instructional materials and pre-post quiz questions to assist
People: Aeschylus, Aristophanes, Euripides, Sophocles
in the instruction of the relevant tested benchmark above:
Concepts: Iliad and Odyssey
http://socialsciences.dadeschools.net/files/secondary_lesso
ns-civic_intergration/SS.6.C.1.1Lesson.pdf
Ancient World History Lesson Plan:
Click the link for access to a complete lesson plan on the topic of Ancient
SS.6.C.2.1 Identify principles (civic participation, role of
Greece.
government) from ancient Greek and Roman civilizations
http://socialsciences.dadeschools.net/files/6th%20grd%20worldhistory%20ancie
which are reflected in the American political process today,
nt%20cultures/Ancient%20Greece%20GR%206.pdf
and discuss their effect on the American political process.
Click on the following link for a detailed lesson plan, reading,
Technology:
instructional materials and pre-post quiz questions to assist
Compilation website of Athens, Daily life, geography, gods and goddesses,
in the instruction of the relevant tested benchmark above:
Sparta, time and war:
http://socialsciences.dadeschools.net/files/secondary_lesso
http://www.ancientgreece.co.uk/
ns-civic_intergration/SS.6.C.1.1Lesson.pdf.
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: Sixth Grade-World History
Course Code: 2109010
2
o
o
o
o
Essential Content
Aristotle
Interests: Politics/Government,
science
Monarchy
Oligarchy
Democracy
 New History and Science Ideas
o The Greeks and history
o Herodotus 435 BC
o Thucydides: historian
o First scientists
Thales
Pythagoras
o Medicine
Hippocrates
Hippocratic Oath
 Alexander’s Empire
o Phillip II of Macedonia.
Macedonians conquer Greece
o Alexander, Phillip’s son
Leads War with Persia
 Alexander’s Legacy
o Alexander the Great
o Education
o Courage
o A Divided Empire
Macedonia, Egypt,
Pergamum, Seleucid
o The Hellenistic Kings
 Hellenistic Culture
o Hellenistic Arts
Buildings
Statues
Department of Social Sciences
Second Nine Weeks
NGSSS-SS Benchmarks
Instructional Tools
SS.6.G.2.2 Differentiate between continents, regions,
countries, and cities in order to understand the complexities
Website with timeline, culture, maps, architecture, museums, and art:
of regions created by civilizations.
http://www.ancientgreece.com/s/Main_Page/
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.2.6 Explain the concept of cultural diffusion, and
identify the influences of different ancient cultures on one
another.
SS.6.E.1.1 Identify the factors (new resources, increased
productivity, education, technology, slave economy,
territorial expansion) that increase economic growth.
Skill Benchmarks:
SS.6.G.1.7 Use maps to identify characteristics and
boundaries of ancient civilizations that have shaped the
world today.
SS.6.G.4.1 Explain how family and ethnic relationships
influenced ancient cultures.
Website has Greece timeline, culture, maps, architecture, museums, and art:
http:/www.historyforkids.org/learn/greeks/
Website with information on Greek gods
http://www.brainpop.com
Discovery Education Lesson plan- Alexander the Great- Meets the Press:
http://streaming.discoveryeducation.com/teacherCenter/lessonPlans/pdfs/68_SocialStudies_AlexanderTheGreatMeetsThePress.pdf
Suggested Activities:
Access the following web site and take the “Greek Mythology Symbol
Challenge”.
http://www.ancientgreece.co.uk/gods/challenge/cha_set.html
Read selected portions of “Aesop’s Fables” and conduct a class discussion of
the lessons being taught and how the lessons exemplify the Greek idea of
“Arête”.
Assign students the task of researching and reporting on the Greek poet: Homer.
Prepare a storytelling session for the class using several of Aesop’s best-known
stories, such as the tale of the “The Goose that Laid the Golden Egg” or “The
Boy Who Cried Wolf.”
Have students create a television commercial storyboard for either Plato’s
Academy or Aristotle’s Lyceum, outlining the important points of each man’s
thinking.
Have students create a pictionary of Greek gods and goddesses.
Have students build a model of a Greek theater.
Have students develop a time line covering the conquests of Alexander the
Great and the spread of Greek culture.
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: Sixth Grade-World History
Course Code: 2109010
2
Essential Content
o Writers
Appolonius
Theocritus
Menader
o Thinkers
Epicurius- Epicurianism
Zeno- Stoicism
o Science and Math
Aristarchus
Euclid
Erastothenes
Archimedes
 Greece and Rome
o Four Kingdoms of Alexander’s
Empire
o Rome
Second Nine Weeks
NGSSS-SS Benchmarks
Instructional Tools
Have students create a list naming current or recent figures who might merit the
title “the Great.”
Have students create an outline describing the reasons for the breakup of
Alexander’s empire into three separate kingdoms.
Have students draw a postcard of the library at Alexandria and the Lighthouse at
Alexandria and write a caption underneath explaining its importance for Greek
culture.
Bring in pictures of contemporary architecture that is built in the ancient Greek
fashion; e.g. University of Virginia, buildings in Washington D.C. and other
building which contain Greek columns and arches. Have students share and
discuss the items.
Have students create a list naming current or recent figures who might merit the
title “the Great.”
Assign students the task of preparing a visual presentation of Phillip of
Macedonia and his son Alexander ‘s major battles at Granicus, Issus,
Alexandria and Gaugamela.
Have students create a collage of Alexander’s World
http://www.britishmuseum.org/explore/galleries/ancient_greece_and_rome/room
_22_alexander_the_great.aspx
Have students develop a time line covering the conquests of Alexander the
Great and the spread of Greek culture. http://www.heritagehistory.com/www/heritage.php?Dir=characters&FileName=alexander.php
Have students create a flow chart tracking the achievements of Alexander the
Great.
Working in groups, have students create a poster describing and drawing the
most important Greek contribution Literature, history, government, medicine,
mathematics, astronomy, biology, architecture, theater, and sports. Use:
http://www.ancientgreece.co.uk/knowledge/explore/exp_set.html
Have students create an outline describing the reasons for the breakup of
Alexander’s empire into three separate kingdoms.
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
2
Essential Content
Second Nine Weeks
NGSSS-SS Benchmarks
Instructional Tools
Have students create a chart describing the Greek scientists and their
contributions.
Working in small groups, have students prepare radio documentaries on the
achievements of the Hellenistic Era in science, and math.
Have students choose one ancient Greek thinker, scientist, writer or leader and
write a short speech explaining why this person deserves the Nobel Prize.
http://www.ancientgreece.co.uk/knowledge/explore/exp_set.html
Have students choose one of the following experiences and write a journal entry
that describes what it would be like to be undergoing that experience using time
and place: the oracle at Delphi, fighting at the Battle of Troy, sailing with
Odysseus on his way home from the war, watching a great Athenian dramatist
play, studying in the Academy or Lyceum, flying with Daedalus and Icarus or
marching with Alexander’s army.
Conduct a Greek Olympic competition as outlined at
http://ancienthistory.mrdonn.org/GreekOlympics.html
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:
Have students analyze the painting from Knossos and list some of the most
important visual details in the painting that reflect Minoan culture.
Use visual depictions of historical events in order to increase ELL students’
mastery of related content.
ELL website offering free blank printable graphic organizers and semantic webs.:
http://www.everythingesl.net/inservices/graphic_organizers.php?ty=print
Provide students with oral and visual cues for directions
Provide students with pictures, graphs, charts, and videos.
Provide students with oral reading strategies (i.e., read-a-loud, jump in reading)
Provide students with peer grouping for activities
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
2
Essential Content
Second Nine Weeks
NGSSS-SS Benchmarks
Instructional Tools
Provide students with teacher read-a-loud strategies
Provide students with the opportunity to use of audio books
Provide students with the use of manipulative items (i.e.,3-D objects)
Provide students with cooperative learning activities (small/large group settings)
Provide students with structured paragraphs for writing assignments
Provide students with the use of simplified/shortened reading text
Provide students with semantic mapping activities to enhance writing
Provide students with the opportunity to use the 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.
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
2
Pacing Guide
Benchmark(s)
Date
Florida Standards Focus Standard:
Traditional:
1)LAFS.6.RH.4.10 By the end of grade 8, read
December 8, 2015- and comprehend history/social studies text in
January 6, 2016
the grades 6-8 text complexity band
independently and proficiently.
Block:
December 8, 2015- 2)LAFS.6.RH.1.1 Cite specific textual evidence
to support analysis of primary and secondary
January 6, 2016
sources.
Content Benchmarks:
SS.6.W.3.2 Explain the democratic concepts
(polis, civic participation and voting rights,
legislative bodies, written constitutions, rule of
law) developed in ancient Greece.
SS.6.W.3.5 Summarize the important
achievements and contributions of ancient
Greek civilization.
SS.6.W.3.6 Determine the impact of key
figures from ancient Greece.
SS.6.W.3.7 Summarize the key achievements,
contributions, and figures associated with The
Hellenistic Period.
SS.6.C.1.1 Identify democratic concepts
developed in ancient Greece that served as a
foundation for American constitutional
democracy.
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.
Department of Social Sciences
Data Driven
Benchmark(s)
Activities
Assessment(s)
Strategies
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: Sixth Grade-World History
Course Code: 2109010
2
Pacing Guide
Benchmark(s)
Date
Content Benchmarks:
Traditional:
SS.6.G.2.2 Differentiate between continents,
December 8, 2015- regions, countries, and cities in order to
January 6, 2016
understand the complexities of regions created
by civilizations.
Block:
December 8, 2015- SS.6.G.2.4 Explain how the geographical
location of ancient civilizations contributed to
January 6, 2016
the culture and politics of those societies.
SS.6.G.2.6 Explain the concept of cultural
diffusion, and identify the influences of different
ancient cultures on one another.
SS.6.E.1.1 Identify the factors (new resources,
increased productivity, education, technology,
slave economy, territorial expansion) that
increase economic growth.
Department of Social Sciences
Data Driven
Benchmark(s)
Activities
Assessment(s)
Strategies
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: Sixth Grade-World History
Course Code: 2109010
2
Topic 9: ANCIENT INDIA 3000 B.C.-A.D. 500
Pacing
Date(s)
Traditional
11 days
01-07-16 to 01-22-16
Block
5.5 days
01-07-16 to 01-22-16
Essential Questions:
How did physical geography and climate influence the development of civilization in India?
How did religions of India develop and shape culture and Indian 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)
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 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)
Second Nine Weeks
Essential Content
NGSSS-SS Benchmarks
Instructional Tools
Florida Standards Focus Standard:
Florida Standards Focus Activity:
Course Themes Addressed:
LAFS.68.RH.2.4 Determine the meaning of words and
Have students develop vocabulary concept maps/webs for key areas of the
 Geography and its use to
phrases as they are used in a text, including vocabulary
chapter. Vocabulary should be categorized, defined, and illustrated and include
understand relationships between
specific to domains related to history/social studies.
key people, places, or events. Possible categories for concept maps: geography,
people, places, and environments
religion, language/literature, social caste.
o Places and Regions
Content Benchmarks:
o Human-Environmental
(This also meets LAFS.68.WSHT.1.2 Write informative/explanatory texts,
Interaction
SS.6.W.2.4 Compare the economic, political, social, and
including the narration of historical events, scientific procedures/experiments, or
o Movement and Cultural
religious institutions of ancient river civilizations.
technical processes (d. Use precise language and domain specific vocabulary to
Diffusion
inform about or explain the topic).
SS.6.W.4.1 Discuss the significance of Aryan and other
 Development of Civilizations
tribal migrations on Indian civilization.
Text Resource: Discovering Our Past: A History of the World- Early
o Culture
Ages, 2013/1st Edition; Chapter 9 (pp 246-274) Ancient India
o Religions and philosophies
SS.6.W.4.2 Explain the major beliefs and practices
o Science and technology
associated with Hinduism and the social structure of the
Vocabulary/Identification:
o Arts and Sciences
caste system in ancient India.
Content:
 Economic Systems
caste, culture, dharma, family, guru, monsoon, karma, language, nirvana,
o Agriculture
pilgrim, raja, reincarnation, Sanskrit, stupa, Subcontinent,
o Trade and Commerce
People:
 Social Structures
Aryans, Ashoka, Brahmans, Chandra Gupta, Gupta Maurya, Kshatriyas,
o Family & Kinship
Mahavira, (Mauryan Dynasty), Sudras, Vaisyas
o Race and Ethnicity
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
2
Essential Content
o Social and economic classes
Specific Content:
 The Geography of India
o The Indian Subcontinent
o Mountains, plains, rivers
o Climate
 Indus Valley Civilizations
o Cities:
Mohenjo-Daro
Harappa
o Daily Life
 Aryan Migrations/Settlements
o Language Families
Indo-European (Aryan)
o Tribes
Leader: Raja
Language: Sanskrit
Sacred Texts: Vedas
 Ancient Indian society
o Varnas (Caste system)
Priests (Brahmins)
Kshatriyas (warriors, rulers)
Vaisyas (Common people)
Sudras (workers/servants)
 Religions of Ancient India
o Hinduism
Oldest, third largest religion
Brahman – universal spirit
Beliefs:
Reincarnation
Karma
Dharma
o Buddhism
The Buddha
Department of Social Sciences
Second Nine Weeks
NGSSS-SS Benchmarks
Instructional Tools
SS.6.W.4.3 Recognize the political and cultural
Places:
achievements of the Mauryan and Gupta empires.
Deccan Plateau, Ganges River, Indus River,
SS.6.W.4.4 Explain the teachings of Buddha, the
importance of Asoka, and how Buddhism spread in India,
Ceylon, and other parts of Asia.
Concepts:
Bhagavad Gita, Buddhism, The Eightfold Path, The Four Noble Truths,
Hinduism, Jainism, Siddhartha Gautama, Varnas, Vedas,
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.
Technology:
India –Past and present for teachers and students:
http://countries.mrdonn.org/india.html
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.2.6 Explain the concept of cultural diffusion, and
identify the influences of different ancient cultures on one
another.
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.3.1 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.3.4 Describe the relationship among civilizations that
engage in trade, including the benefits and drawbacks of
voluntary trade.
The British Museum - Ancient India information:
http://www.ancientindia.co.uk/
Ancient India for kids:
http://www.historyforkids.org/learn/india/
India virtual field trip:
http://www.indiavirtualtour.com/Delhi/VirtualTour.asp?monumentID=14
Suggested Activities:
Study a climate and physical map of India and identify all of the geographical
and climate features.
Write a one page report on what it is like to be a member of a caste in ancient
India.
Follow yoga exercises from Bershma, Danielle & Visscher, Marjoke, Yoga
games for Children, 2003. After the exercise, discuss the relationship between
the “religion” of Buddhism and Yoga as well as how we use Yoga today.
Work in cooperative groups and read copies of children’s Vedas and summarize
and prepare a short statement on the plot and moral and how it relates to the
religion of Hinduism
Review Egyptian building techniques and compare them to the kinds of building
the Harappa building techniques.
Demonstrate to students how performing mathematical functions with IndianArabic numerals is simpler than with Roman numeral because the former system
is a base-ten system that uses place value. Review with students the values of
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: Sixth Grade-World History
Course Code: 2109010
2
Essential Content
Four Noble Truths
Eightfold Path
o Jainism
Mahavira
Ahimsa
 Mauryan Empire
o India’s First Empire
o Leader: Ashoka
Influence of Buddhism
o Accomplishments
o Decline
 Gupta Empire
o Leader: Gupta
o Religion
o Trade
o Pilgrims
 Indian Culture
o Literature
Bhagavad Gita
o Art
o Architecture
o Math
Algebra
o Science
o Medicine
Department of Social Sciences
Second Nine Weeks
NGSSS-SS Benchmarks
Skill Benchmarks:
SS.6.W.2.3 Identify the characteristics of civilization.
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.
SS.6.G.4.4 Map and analyze the impact of the spread of
various belief systems in the ancient world.
SS.6.E.3.2 Categorize products that were traded among
civilizations, and give examples of barriers to trade of those
products.
SS.6.W.4.5 Summarize the important achievements and
contributions of ancient Indian civilization.
Instructional Tools
these Roman numerals: I = 1 V = 5 X = 10.
Create a virtual timeline of the development of Hinduism and the emergence of
Buddhism.
Additional activities under technology at:
http://countries.mrdonn.org/india.html
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
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: Sixth Grade-World History
Course Code: 2109010
2
Essential Content
Second Nine Weeks
NGSSS-SS Benchmarks
Instructional Tools
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.
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
2
Date
Pacing Guide
Benchmark(s)
Traditional:
January 7, 2016
-January 22,
2016
Block:
January 7, 2016
-January 22,
2016
Florida Standards Focus Standard:
LAFS.68.RH.2.4 Determine the meaning of words and phrases as they are
used in a text, including vocabulary specific to domains related to
history/social studies.
Content Benchmarks:
SS.6.W.2.4 Compare the economic, political, social, and religious
institutions of ancient river civilizations.
SS.6.W.4.1 Discuss the significance of Aryan and other tribal migrations
on Indian civilization.
SS.6.W.4.2 Explain the major beliefs and practices associated with
Hinduism and the social structure of the caste system in ancient India.
SS.6.W.4.3 Recognize the political and cultural achievements of the
Mauryan and Gupta empires.
SS.6.W.4.4 Explain the teachings of Buddha, the importance of Asoka,
and how Buddhism spread in India, Ceylon, and other parts of Asia.
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.2.6 Explain the concept of cultural diffusion, and identify the
influences of different ancient cultures on one another.
Department of Social Sciences
Data Driven
Benchmark(s)
Activities
Assessment(s) Strategies
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: Sixth Grade-World History
Course Code: 2109010
2
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
2
Date
Pacing Guide
Benchmark(s)
Traditional:
January 7,
2016 -January
22, 2016
Block:
January 7,
2016 -January
22, 2016
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.3.1 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.3.4 Describe the relationship among civilizations that engage in
trade, including the benefits and drawbacks of voluntary trade.
Department of Social Sciences
Data Driven
Benchmark(s)
Activities
Assessment(s) Strategies
(land, labor, capital, entrepreneurship).
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: Sixth Grade-World History
Course Code: 2109010
2
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
2
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”.
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
2
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
Course Code: 2109010
2
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
2
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 important mone
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
2
Please log in to Discover Ed through your portal and copy and paste resource name into search function on Discovery Ed website.
TOPIC 6: ISRAELITES 1800 B.C.-A.D.70
Video:
Mediterranean Religions
Judaism Introduces Monotheism (AGL)
Judaism: Abraham and His Community
The Exodus
The Torah
Jewish Teachings
Project 500: Ancient Israel (AGL)
David (AGL)
The Phoenicians & Hebrews: The First Alphabets
Jerusalem's History
Refusing to Assimilate to the Greek Life
The Story of Judah Maccabee (BGL)
Uprising in Judea Haunts Rome
Summary
Image:
Map: 10c B.C. kingdoms of Israel and Judah. (AGL)
A reconstruction of Solomon's temple, Jerusalem.
Ancient synagogue at Capernaum, modern-day Israel.
Titus's Arch Showing the Menorah
Audio:
Religions of the World: Judaism: History
Stuff You Should Know Podcast: How Hanukkah Works
Article:
Judaism
TOPIC 7: THE ANCIENT GREEKS 2000B.C.-400 B.C.
Video:
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
2
Greece
The Land and City-States of Ancient Greece
Minoan Civilization
Mycenae
Greek City-States
Athens: The Birthplace of Democracy
History of Athens (AGL)
Democracy Comes to Greece (AGL)
Spartan Warriors
The Security Systems of Athens and Sparta
Horrible Histories: Groovy Greeks
The Peloponnesian Wars
The Battle of Marathon (AGL)
Image:
Map of the Minoan and Mycenaean civilizations
The Agora, Athens
Map: The Persian Wars 490-479 B.C.
The Peloponnesian War, 431-404 B.C.
Audio:
The Myths & Legends of Ancient Greece: The Trojan War
Stuff You Missed in History Class Podcast: The Battle of Marathon
Article:
Greece: History--Origins, Ancient Greece
Zoroaster
TOPIC 8: GREEK CIVILIZATION 700B.C.-212B.C.
Video:
Delphi
Greek Mythology
Myths and Legends: Ancient Greece
Greek Drama: Tragedy & Comedy
The Sanctuary of Zeus at Olympia
Greek Art and Architecture in the Parthenon
Ancient Greek Philosophy
Plato and Aristotle
Socrates Challenges Society (AGL)
Plato and the Olympics (BGL)
Math and the Ancient Greeks
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
2
The Hippocratic Oath
Greece: One Out Of Many
Alexander the Great
The Spread of Hellenism (AGL)
Image:
The facade of the Parthenon (AGL)
Plato and Aristotle by Luca Della Robbia
Alexander the Great.
Map, Hellenistic Empire under Alexander
Audio:
The Greek & Roman World: The Mediterranean Greeks: Alexander the Great
Stuff You Missed in History Class Podcast: King Porus versus Alexander the Great (AGL)
Article:
Greek Religion and Mythology
Alexander the Great
Greece: History--Hellenistic Period
Reading Passage:
Perseus and Medusa
Skill Builder:
Greek Tragedy (AGL)
TOPIC 9: ANCIENT INDIA 3000B.C.-A.D.500
Video:
Geography and Climate of India
Civilizations in the Indus Valley
Migrants and Aryan Nomads
Dravidian Religions and the Mauryan Empire
Indo-European
India's Place-Value Number System
Hindu Beliefs
The Caste System
India's Faithful
Founding Buddhism (AGL)
Buddhism
Four Noble Truths and Eight-Fold Path of Buddhism
India: The Mauryan Empire
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
2
Elephant Warriors
Hindu Scripture
India (Architecture)
Image:
A map of Asoka's empire
A Map of King Harsha’s Empire, 606-648 A.D.
Audio:
Stuff You Should Know Podcast: How Karma Works (AGL)
Article:
India
Department of Social Sciences