MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: Sixth Grade-World History
Florida Standards READING
Course Code: 2109010
STANDARDS FOR LITERACY IN HISTORY/SOCIAL STUDIES 6–1
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Students will study methods of historical inquiry and primary and secondary historical documents.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 Students are empowered to perform at higher levels as they engage in the following: analyzing historical documents and supplementary readings, working in the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:
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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.
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Each Social Studies Pacing Guide is divided into the following headings/categories to assist teachers in developing lesson plans:
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Grade Level or Course Title - The grade level and course title are listed in the heading of each page.
Course Code - The Florida Department of Education Course Code is listed for the course.
Topic - The general topic for instruction is listed; e.g., Westward Expansion.
Pacing - An estimated number of traditional or block instructional days needed to complete instruction on the topic is provided.
Strands and Standards – Strands and Standards from the Next Generation Sunshine State Standards (NGSSS) are provided for each topic.
Nine Week Grading Period - Grading periods (1-4) are identified.
Essential Content – This critically important column provides a detailed list of content/topics and sub topics to be addressed during instruction.
NGSSS-SS Benchmarks – This critically important column lists the required instructional Benchmarks that are related to the particular topic. The Benchmarks are divided into
Content Benchmarks and Skill Benchmarks. These benchmarks should be identified in the teacher’s lesson plans.
Instructional Tools - This column provides suggested resources and activities to assist the teacher in developing engaging lessons and pedagogically sound instructional
practices. The Instructional Tools column is divided into the following subparts: Core Text Book, Key Vocabulary, Technology (Internet resources related to a particular topic),
Suggested Activities, Assessment, English Language Learner (ELL) Instructional Strategies, Related Programs (National, State, and/or District programs as they relate to a
particular topic), and SPED (A link to the NGSSS-SS Access Points for Students with Cognitive Disabilities).
Department of Social Sciences
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: Sixth Grade-World History
Florida Standards READING

Course Code: 2109010
STANDARDS FOR LITERACY IN HISTORY/SOCIAL STUDIES 6–1
Florida Reading and Writing Standards for Literacy in 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
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Classical Civilizations in World History
o Historical Inquiry
o Foundation
o Culture
o Religions and philosophies
o Science and technology
o Arts and architecture
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Economic Systems
o Agriculture
o Trade and Commerce
o Resources and Production
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Social Structures
o Daily Life
o Family & Kinship
o Gender roles and relations
o Race and ethnicity
o Social and economic classes
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Civics and Political Systems
o Principles of government
o Political Structures
o Forms of government
o Citizenship – roles, rights, and responsibilities
o Colonization and Imperialism
o Global Structures and global citizenship
Department of Social Sciences
Financial Literacy:
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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
Florida Standards READING
Course Code: 2109010
STANDARDS FOR LITERACY IN HISTORY/SOCIAL STUDIES 6–1
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.
Have students report back about their analysis of the source(s).
5. 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.
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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://socialsciennces.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
Florida Standards READING
Course Code: 2109010
STANDARDS FOR LITERACY IN HISTORY/SOCIAL STUDIES 6–1
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
Florida Standards READING
Course Code: 2109010
STANDARDS FOR LITERACY IN HISTORY/SOCIAL STUDIES 6–1
Topic 1: HISTORY
Pacing
Date(s)
Traditional
5 days
08-24-15-08-28-15
Block
2.5 days
08-24-15-08-28-15
Essential Questions:
How does learning about the past help us understand the present and make decisions about
the future?
How do historians collect evidence from primary and secondary sources to understand the
past?
STRAND(S) and STANDARD(S):
World History: (Standard 1: Utilize historical inquiry skills and analytical processes)
Geography:
(Standard 1: Understand how to use maps and other geographic representations, tools and technology to report information)
First Nine Weeks
NGSSS-SS Benchmarks
Instructional Tools
Essential Content
Course Themes Addressed:
 Classical Civilizations in World
History
o Historical Inquiry
o Foundation
Florida Standards Focus Standard:
LAFS.68.RH.3.9 Analyze the relationship between a primary
and secondary source on the same topic.
Specific Content:
SS.6.W.1.1 Use timelines to identify chronological order of
historical events.
 History
o Why study history?
o Measuring Time
Periods of History
Calendars
Dating Events
Using Time Lines
 Studying the Past
o History & Science:
Archaeology
Paleontology
Anthropology
 Historians
o What does a historian do?
o Methods of historical inquiry
o Collecting Evidence:
Primary vs. Secondary sources
o Interpreting history
o Writing about history
Content Benchmarks:
SS.6.W.1.2 Identify terms (decade, century, epoch, era,
millennium, BC/BCE, AD/CE) and designations of time
periods.
SS.6.W.1.3 Interpret primary and secondary sources.
SS.6.W.1.4 Describe the methods of historical inquiry and
how history relates to the other social sciences.
SS.6.W.1.5 Describe the roles of historians and recognize
varying historical interpretations (historiography).
SS.6.W.1.6 Describe how history transmits culture and
heritage and provides models of human character.
Florida Standards Focus Activity:
Have students complete the online lesson on primary and secondary sources
(with follow-up quiz and extension activities) – History on the Net:
http://www.historyonthenet.com/Lessons/sources/sourcesexplain.htm
Have students select an item from modern life and write a paragraph describing
the defining characteristics of this object. What will this object tell future
scientists about American civilization in the twenty-first century?
(This also meets LAFS.68.WSHT.3.9: Draw evidence from informational texts to
support analysis, reflection, and research.)
Text Resource: Discovering Our Past: A History of the World- Early Ages,
2013/1st Edition; Chapter 1 (pp. 1-21)
Vocabulary/Identification:
analyze, analysis, anthropology, archaeology, artifact, bias, chronological, era,
fossil, history, historian, historical inquiry, plagiarize, point of view, primary
source, species
Technology:
Why Study History Essay from American Historical Association:
http://www.historians.org/pubs/Free/WhyStudyHistory.htm
Why Study History? Excerpts from The Classics "Declassified" (C) 1977 Dan
Peel
http://itasca.k12.il.us/peacock/7team/peel/whyhist.htm
Lesson plan- Historical Inquiry from NPS
http://www.nps.gov/nr/twhp/Prof_Dev_Project/historicalinquirylesson.htm
Lesson Plan- Using Primary & Secondary sources in History:
http://www.vrml.k12.la.us/6th/6ss/Unit_activities_SS/unit1_SS/act2/6th_SS_Un1
_Act2.htm
Department of Social Sciences
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: Sixth Grade-World History
Florida Standards READING
Course Code: 2109010
STANDARDS FOR LITERACY IN HISTORY/SOCIAL STUDIES 6–1
Essential Content
First Nine Weeks
NGSSS-SS Benchmarks
Instructional Tools
Lesson Plan on Primary Sources from the Library of Congress:
http://www.loc.gov/teachers/usingprimarysources/
Smithsonian Education site- allows you to search by state standards for
resources http://www.smithsonianeducation.org/educators/index.html
Lesson plans- History from Education World:
http://www.educationworld.com/a_lesson/archives/history.shtml
Suggested Activities:
Have students create a list of events from different historical periods. Have them
list/explain what each event tells them about that particular time.
After discussing the meaning of “history,” have students write an essay on their
personal history.
Have students create a timeline of their individual and/or family history, listing
significant events, and continuing to the current date.
Using historical inquiry, have students interview older family members to create
a family history.
Have students complete the Venn Diagram and activity outlined in “I’m an
Historian,” activity 4 in the lesson from the National Endowment for the
Humanities: http://edsitement.neh.gov/lesson-plan/what-history-timelines-andoral-histories#sect-activities
Assessment:
Develop rubrics and share with students for each of the above mentioned
projects to increase opportunities for mastery of content and historical thinking
skills. Each project or assignment should be assessed for content accuracy and
skill development in terms of writing and reading comprehension.
ELL:
Use visual depictions of historical events in order to increase ELL students’
mastery of related content.
ELL website for free blank printable graphic organizers and semantic webs:
http://www.everythingesl.net/inservices/graphic_organizers.php?ty=print
Additional ELL Strategies:
Provide students with:
Oral and visual cues for directions
Department of Social Sciences
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: Sixth Grade-World History
Florida Standards READING
Course Code: 2109010
STANDARDS FOR LITERACY IN HISTORY/SOCIAL STUDIES 6–1
Essential Content
First Nine Weeks
NGSSS-SS Benchmarks
Instructional Tools
Pictures, graphs, charts, and videos
Oral reading strategies (i.e., read-a-loud, jump in reading)
Peer grouping for activities
Teacher read-a-loud strategies
Audio books
Manipulative items (i.e.,3-D objects)
Cooperative learning activities (small/large group settings)
Structured paragraphs for writing assignments
Simplified/shortened reading text
Semantic mapping activities to enhance writing
Language Experience Approach
Related Programs:
State and District Instructional Requirements: Teachers should be aware
that State and District policy requires that all teachers K-12 provide instruction to
students in the following content areas: African-American History, Character
Education, Hispanic Contributions to the United States, Holocaust Education,
and Women’s Contributions to the U.S. Detailed lesson plans can be
downloaded from the Department of Social Sciences website,
http://socialsciences.dadeschools.net/, under the headings “Character
Education” and “Multicultural Support Documents.” Please note that instruction
regarding the aforementioned requirements should take place throughout the
entire scope of a given social studies course, not only during the particular
month or day when a particular cultural group is celebrated or recognized.
SPED: Go the Department of Social Sciences’ website,
http://socialsciences.dadeschools.net/, and look under “Curricular Documents,”
Next Generation Sunshine State Standards” in order to download the PDF of
Access Points for Students with Cognitive Disabilities related to this particular
grade level.
Department of Social Sciences
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: Sixth Grade-World History
Florida Standards READING
STANDARDS FOR LITERACY IN HISTORY/SOCIAL STUDIES 6–1
Date
Traditional:
August 24 August 28,
2015
Block:
August 24August 28,
2015
Course Code: 2109010
Pacing Guide
Benchmark(s)
Florida Standards Focus Standard:
LAFS.68.RH.3.9 Analyze the relationship between a primary and secondary
source on the same topic.
Content Benchmarks:
SS.6.W.1.1 Use timelines to identify chronological order of historical events.
SS.6.W.1.2 Identify terms (decade, century, epoch, era, millennium,
BC/BCE, AD/CE) and designations of time periods.
SS.6.W.1.3 Interpret primary and secondary sources.
SS.6.W.1.4 Describe the methods of historical inquiry and how history
relates to the other social sciences.
SS.6.W.1.5 Describe the roles of historians and recognize varying historical
interpretations (historiography).
SS.6.W.1.6 Describe how history transmits culture and heritage and
provides models of human character.
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
Florida Standards READING
Course Code: 2109010
STANDARDS FOR LITERACY IN HISTORY/SOCIAL STUDIES 6–1
Topic 2: GEOGRAPHY
Pacing
Date(s)
Traditional
10 days
08-31-15 to 09-15-15
Block
5 days
08-31-15 to 09-15-15
Essential Question:
How do geographers use the five themes and six essential elements of geography as an organizing framework to understand the world and its
people?
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 3: Understand the relationships between the earth’s ecosystems and the populations that dwell within them)
(Standard 4: Understand the characteristics, distribution, and migration of human populations)
(Standard 5: Understand how human actions can impact the environment)
(Standard 6: Understand how to apply geography to interpret the past and present and plan for the future.)
World History: (Standard 1: Utilize historical inquiry skills and analytical processes.)
Department of Social Sciences
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: Sixth Grade-World History
Florida Standards READING
Course Code: 2109010
STANDARDS FOR LITERACY IN HISTORY/SOCIAL STUDIES 6–1
First Nine Weeks
Essential Content
Course Themes Addressed:
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
Specific Content:
Maps and Globes
o Hemispheres
o Finding Places on Earth
Latitude and Longitude
Absolute Location
Relative Location
o Reading Maps
Scale
Compass Rose
Cardinal Direction
Map Key
o Map Projections
Equal Area Projection
Mercator Projection
Robinson Projection
Winkel Tripel Projection
 The Six Essential Elements of
Geography
o World in Spatial Terms
o Places and Regions
o Physical Systems
o Human Systems
o Environment and Society
o Uses of Geography
 Types of Maps
o Physical Maps
o Political Maps
o Special Purpose Maps
 Graphs and Charts
Department of Social Sciences
NGSSS-SS Benchmarks
Florida Standards Focus Standard:
LAFS.68.RH.3.7 Integrate visual information (e.g. in charts,
graphs, photographs, videos, or maps) with other
information in print and digital texts.
Content Benchmarks:
SS.6.G.1.1 Use latitude and longitude coordinates to
understand the relationship between people and places on
the Earth.
SS.6.G.1.2 Analyze the purposes of map projections
(political, physical, special purpose) and explain the
applications of various types of maps.
SS.6.G.1.5 Use scale, cardinal, and intermediate directions,
and estimation of distances between places on current and
ancient maps of the world.
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.
SS6.G.2.6 Explain the concept of cultural diffusion, and
identify the influences of different ancient cultures on one
another.
SS.6.G.2.7 Interpret choropleths or dot-density maps to
explain the distribution of population in the ancient world.
SS.6.G.6.1 Describe the Six Essential Elements of
Geography (The World in Spatial Terms, Places and
Regions, Physical Systems, Human Systems, Environment,
The Uses of Geography) as the organizing framework for
understanding the world and its people.
SS.6.G.6.2 Compare maps of the world in ancient times with
current political maps.
Skill Benchmarks:
SS.6.G.1.3 Identify natural wonders of the ancient world.
SS.6.G.1.4 Utilize tools geographers use to study the world.
Instructional Tools
Florida Standards Focus Activity:
Have students design a travel brochure for an ancient natural wonder that
incorporates Six Essential Elements of Geography.
Have students create three types of maps (political, physical and special
purpose) for an imaginary country. Identify and label all key components of the
maps.
(This also meets LAFS.68.WSHT.2.6 Use technology, including the internet, to
produce and publish writing and present the relationships between information
and ideas clearly and efficiently.)
Text Resource: Discovering Our Past: A History of the World- Early Ages,
2013/1st Edition ; Chapter 2 ( pp. 27-37)
Vocabulary/Identification: absolute location, cardinal direction, choropleth,
city, climate, compass rose, continent , country, culture, direction, equator,
geography, globe, hemisphere, intermediate direction, International Date Line,
latitude, longitude, map projection, migration, physical map, place, political
map, Prime Meridian, region, relative location, scale, spatial, special-purpose
map, sphere, Tropic of Cancer, Tropic of Capricorn
Technology:
Complete lesson plan on The Six Essential Elements of Geography from
National Geographic : “Be a Geography Detective”
http://www.nationalgeographic.com/xpeditions/lessons/02/g35/detective.html
Geography online quizzes using 6 essential elements of geography:
http://www.sheppardsoftware.com/Geography.htm
Geography online quizzes for location of countries and continents:
http://www.lizardpoint.com/fun/geoquiz/
Lesson plans and activities exploring the Seven Ancient Wonders of the World:
http://7wonders.mrdonn.org/index.html
Videos and images of the Seven Ancient Wonders of the World:
http://www.history.com/topics/seven-ancient-wonders-of-the-world
Website with information on 5 themes of geography
http://www.brainpop.com
Rap song for 5 themes of geography
http://www.teachertube.com/viewVideo.php?title=5_Themes_of_Geography&vid
eo_id=132237
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: Sixth Grade-World History
Florida Standards READING
Course Code: 2109010
STANDARDS FOR LITERACY IN HISTORY/SOCIAL STUDIES 6–1
First Nine Weeks
Essential Content
o Bar, line, and circle graphs
o Diagrams
o Climographs
 Geographic study of population
and culture
o Population Shifts
o Culture
o Cultural Diffusion
NGSSS-SS Benchmarks
SS.6.G.1.6 Use a map to identify major bodies of water of
the world, and explain ways they have impacted the
development of civilizations.
Instructional Tools
Geography Week Lessons:
http://www.educationworld.com/a_lesson/lesson/lesson325.shtml
Suggested Activities:
Have students draw a map of the continents with a chart below. List the major
physical features (landforms and water bodies) and locations (highest elevation,
deepest lake, longest river, largest desert, etc.) Locate and identify each feature
on the map. Alternative: Assign each cooperative group a continent.
Have students begin a picture dictionary of geographic vocabulary for landforms,
map elements, and bodies of water to add to and use as a resource throughout
the course.
Have students grid absolute location coordinates for major cities and countries
using a world atlas or web site such as Google Earth.
Have students keep an ongoing geography journal in which they record
significant geographical information as they read the textbook. Have students
use the geographical information to answer reflection questions to write about
the relationship between geography and history.
Assessment:
Develop rubrics and share with students for each of the above mentioned
projects to increase opportunities for mastery of content and historical thinking
skills. Each project or assignment should be assessed for content accuracy and
skill development in terms of writing and reading comprehension.
ELL:
Use visual depictions of historical events in order to increase ELL students’
mastery of related content.
Have students create a picture geographic dictionary of key terms in English and
their native language using http://wordmonkey.info/.
ELL website for free blank printable graphic organizers and semantic webs:
http://www.everythingesl.net/inservices/graphic_organizers.php?ty=print
Additional ELL Strategies:
Provide students with:
Oral and visual cues for directions
Pictures, graphs, charts, and videos
Oral reading strategies (i.e., read-a-loud, jump in reading)
Peer grouping for activities
Teacher read-a-loud strategies
Department of Social Sciences
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: Sixth Grade-World History
Florida Standards READING
Course Code: 2109010
STANDARDS FOR LITERACY IN HISTORY/SOCIAL STUDIES 6–1
First Nine Weeks
Essential Content
NGSSS-SS Benchmarks
Instructional Tools
Audio books
Manipulative items (i.e.,3-D objects)
Cooperative learning activities (small/large group settings)
Structured paragraphs for writing assignments
Simplified/shortened reading text
Semantic mapping activities to enhance writing
Language Experience Approach
Related Programs:
State and District Instructional Requirements: Teachers should be aware
that State and District policy requires that all teachers K-12 provide instruction to
students in the following content areas: African-American History, Character
Education, Hispanic Contributions to the United States, Holocaust Education,
and Women’s Contributions to the U.S. Detailed lesson plans can be
downloaded from the Department of Social Sciences website,
http://socialsciences.dadeschools.net/, under the headings “Character
Education” and “Multicultural Support Documents.” Please note that instruction
regarding the aforementioned requirements should take place throughout the
entire scope of a given social studies course, not only during the particular
month or day when a particular cultural group is celebrated or recognized.
SPED:
Go the Department of Social Sciences’ website,
http://socialsciences.dadeschools.net/, and look under “Curricular Documents,”
Next Generation Sunshine State Standards” in order to download the PDF of
Access Points for Students with Cognitive Disabilities related to this particular
grade level.
Department of Social Sciences
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: Sixth Grade-World History
Florida Standards READING
STANDARDS FOR LITERACY IN HISTORY/SOCIAL STUDIES 6–1
Pacing Guide
Benchmark(s)
Date
Traditional:
August 31, 2015 –
September 15, 2015
Block:
August 31, 2015 –
September 15, 2015
Course Code: 2109010
Florida Standards Focus Standard:
LAFS.68.RH.3.7 Integrate visual information (e.g.
in charts, graphs, photographs, videos, or maps)
with other information in print and digital texts.
Content Benchmarks:
SS.6.G.1.1 Use latitude and longitude coordinates
to understand the relationship between people and
places on the Earth.
SS.6.G.1.2 Analyze the purposes of map
projections (political, physical, special purpose) and
explain the applications of various types of maps.
SS.6.G.1.5 Use scale, cardinal, and intermediate
directions, and estimation of distances between
places on current and ancient maps of the world.
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.
SS6.G.2.6 Explain the concept of cultural diffusion,
and identify the influences of different ancient
cultures on one another.
SS.6.G.2.7 Interpret choropleths or dot-density
maps to explain the distribution of population in the
ancient world.
SS.6.G.6.1 Describe the Six Essential Elements of
Geography (The World in Spatial Terms, Places
and Regions, Physical Systems, Human Systems,
Environment, The Uses of Geography) as the
organizing framework for understanding the world
and its people.
SS.6.G.6.2 Compare maps of the world in ancient
times with current political maps
Department of Social Sciences
Data Driven
Benchmarks
Activities
Assessment(s)
Strategies
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: Sixth Grade-World History
Florida Standards READING
Course Code: 2109010
STANDARDS FOR LITERACY IN HISTORY/SOCIAL STUDIES 6–1
Topic 3: PREHISTORY: EARLY HUMANS- 8000 B.C.-2000 B.C.
Pacing
Traditional
Block
Date(s)
10 days
5 days
09-16-15 to 09-30-15
09-16-15 to 09-30-15
Essential Question:
How did the process of human adaptation to the environment result in emergence of
civilization?
STRAND(S) and STANDARD(S):
Geography:
(Standard 3: Understand the relationships between the earth’s ecosystems and the populations that dwell within them)
(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 2: Understand the fundamental concepts relevant to the institutions, structure, and functions of a national economy.)
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)
Essential Content
Course Themes Addressed:
 Geography and its use to
understand relationships between
people, places, and environments
o Human-Environmental
Interaction
First Nine Weeks
NGSSS-SS Benchmarks
Florida Standards Focus Standard:
Florida Standards Focus Activity:
1) LAFS.68.WSHT.1.3 Identify key steps in a process
related to history/social studies (e.g. how a bill becomes a
law, how interest rates are raised or lowered).
1) Identify and describe the key steps in the development of more complex
culture, or civilization. Discuss how each advancement creates the foundation for
further development (i.e. adaptations, technology, agriculture, communities, and
aspects of culture).
(This also meets LAFS.68.WSHT.1.2 Write informative/explanatory texts,
including the narration of historical events, scientific procedures/experiments, or
technical processes.
2) LAFS.6.RH.2.5 Describe how a text presents information
(e.g. sequentially, comparatively, causally).
2) Have students create a Venn Diagram comparing Paleolithic and Neolithic
lifestyles, including social, cultural, technology, and physical characteristics.
(This also meets LAFS.68.WSHT.3.9 Draw evidence from informational texts to
support analysis, reflection, and research.)
 Classical Civilizations in World
History
o Science and technology
 Economic Systems
o Agriculture
 Social Structures
o Family & Kinship
o Gender roles and relations
Specific Content:
 Hunters-Gatherers
 Stone Age
o Paleolithic (Old)
Hunters-Gathers
Technology:
Stone Tools
Survival
Shelter, Clothing, Fire
Department of Social Sciences
Instructional Tools
Content Benchmarks:
SS.6.W.2.1 Compare the lifestyles of hunter-gatherers with
those of settlers of early agricultural communities.
SS.6.W.2.2 Describe how the developments of agriculture
and metallurgy related to settlement, population growth, and
the emergence of civilization.
SS.6.W.2.3 Identify the characteristics of civilization.
Text Resource: Discovering Our Past: A History of the World- Early Ages,
2013/1st Edition ; Chapter 3 (pp 51-71)
Vocabulary/Identification
agriculture, ancestor, anthropology, archaeology, artifact, Bronze Age, culture,
decade, domesticate, Era , fossil, homo sapiens, Ice Age, land bridge, Neolithic,
nomads, Paleolithic, paleontology, prehistory, social class, specialization,
species, systematic agriculture, technology
Ancient World History Lesson Plan:
Click the link for access to a complete lesson plan on the topic of Human Origins
and the Agricultural Revolution:
http://socialsciences.dadeschools.net/files/6th%20grd%20worldhistory%20ancie
nt%20cultures/Human%20Origins%20and%20%20the%20Agricultural%20Revol
ution%206%20GR.pdf
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: Sixth Grade-World History
Florida Standards READING
Course Code: 2109010
STANDARDS FOR LITERACY IN HISTORY/SOCIAL STUDIES 6–1
Essential Content
Language and Art
Spoken Language
Cave Paintings
Ice Ages
Climate/geographical change
Human Adaptation
 Development of Agriculture
o Neolithic (New)
Domestication of animals
Agriculture/Farming
o Life in Neolithic times
Communities
Job Specialization
o End of Neolithic Age
Technological Advances
Bronze Age
 Emergence of Civilization
o Cities and Government
o Religion
o Social Structure
o Writing
o Culture/Art
First Nine Weeks
NGSSS-SS Benchmarks
Instructional Tools
SS.6.E.2.1 Evaluate how civilizations through clans, leaders,
Technology:
and family groups make economic decisions for that
civilization providing a framework for future city-state or
A documentary on the evolutionary process, the latest reports from field
nation development.
researchers, articles from experts, an extensive glossary, and links to other sites:
http://www.becominghuman.org/
SS.6.G.3.1 Explain how the physical landscape has affected
the development of agriculture and industry in the ancient
Smithsonian site featuring human evolution:
world.
http://www.mnh.si.edu/anthro/humanorigins/)
SS.6.G.3.2 Analyze the impact of human populations on the
ancient world's ecosystems.
SS.6.G.4.1 Explain how family and ethnic relationships
influenced ancient cultures.
Lesson plans, activities and modules covering Early man:
http://earlyhumans.mrdonn.org/lessonplans.html
http://archaeology.mrdonn.org/lessonplans.html
SS.6.G.4.2 Use maps to trace significant migrations, and
analyze their results.
Suggested Activities:
Have students create a timeline tracking advancement of glaciers during the Ice
Age of the Paleolithic Era .Have students Include an explanation of timeline
terminology such as BC, BCE, AD
SS.6.G.4.3 Locate sites in Africa and Asia where
archaeologists have found evidence of early human
societies, and trace their migration patterns to other parts of
the world.
Have students begin an ongoing journal to record significant information as they
read content material using a variety of note-taking strategies (outline, 2-column,
Venn Diagram) depending on the material. Use information to write about the
relationship between geography and history.
Skill Benchmarks:
SS.6.W.1.1 Use timelines to identify chronological order of
historical events.
SS.6.G.1.4 Utilize tools geographers use to study the world.
SS.6.G.4.3 Locate sites in Africa and Asia where
archaeologists have found evidence of early human
societies, and trace their migration patterns to other parts of
the world.
SS.6.G.6.2 Compare maps of the world in ancient times with
current political maps.
.
Have students create a narrative diary account from the viewpoint of Louis or
Mary Leakey discussing fossil discoveries at the Olduvai Gorge in East Africa.
Have students develop maps depicting spread of farming in the Neolithic Era.
Have students create a poster or power-point presentation depicting a civilization
with aspects from each of the following six characteristics: cities/architecture,
social structure, writing, culture/arts, government, and economy.
Have students write an article describing the invention of tools by people in the
Paleolithic era.
Have students research a nomadic group of people that still exists today
(Brazilian Native Indians, Australia’s Aborigines, African nomads). Develop a
presentation to describe a day in the life of one of these groups.
Have students watch the movie “Ice Man” or read the article “Otzi the Iceman”
available at http://www.pbs.org/wgbh/nova/icemummies/iceman.html . Take two
column notes while watching the movie or reading the article
Assessment:
Develop rubrics and share with students for each of the above mentioned
projects to increase opportunities for mastery of content and historical thinking
skills. Each project or assignment should be assessed for content accuracy and
skill development in terms of writing and reading comprehension.
Department of Social Sciences
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: Sixth Grade-World History
Florida Standards READING
Course Code: 2109010
STANDARDS FOR LITERACY IN HISTORY/SOCIAL STUDIES 6–1
Essential Content
First Nine Weeks
NGSSS-SS Benchmarks
Instructional Tools
ELL:
Use visual depictions of historical events in order to increase ELL students’
mastery of related content.
Create a picture dictionary of key terms in English and their native language
using http://wordmonkey.info/.
ELL website offering free blank printable graphic organizers and semantic webs:
http://www.everythingesl.net/inservices/graphic_organizers.php?ty=print
Additional ELL Strategies:
Provide students with:
Oral and visual cues for directions
Pictures, graphs, charts, and videos
Oral reading strategies (i.e., read-a-loud, jump in reading)
Peer grouping for activities
Teacher read-a-loud strategies
Audio books
Manipulative items (i.e.,3-D objects)
Cooperative learning activities (small/large group settings)
Structured paragraphs for writing assignments
Simplified/shortened reading text
Semantic mapping activities to enhance writing
Language Experience Approach
State and District Instructional Requirements: Teachers should be aware
that State and District policy requires that all teachers K-12 provide instruction to
students in the following content areas: African-American History, Character
Education, Hispanic Contributions to the United States, Holocaust Education,
and Women’s Contributions to the U.S. Detailed lesson plans can be
downloaded from the Department of Social Sciences website,
http://socialsciences.dadeschools.net/, under the headings “Character
Education” and “Multicultural Support Documents.” Please note that instruction
regarding the aforementioned requirements should take place throughout the
entire scope of a given social studies course, not only during the particular
month or day when a particular cultural group is celebrated or recognized.
SPED:
Go the Department of Social Sciences’ website,
http://socialsciences.dadeschools.net/, and look under “Curricular Documents,”
Next Generation Sunshine State Standards” in order to download the PDF of
Access Points for Students with Cognitive Disabilities related to this particular
grade level.
Department of Social Sciences
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: Sixth Grade-World History
Florida Standards READING
STANDARDS FOR LITERACY IN HISTORY/SOCIAL STUDIES 6–1
Date
Traditional:
September 16,
2015 to
September 30,
2015
Block:
September 16,
2015 to
September 30,
2015
Course Code: 2109010
Pacing Guide
Benchmark(s)
Florida Standards Focus Standard:
1) LAFS.68.WSHT.1.3 Identify key steps in a process related to
history/social studies (e.g. how a bill becomes a law, how interest rates are
raised or lowered).
2) LAFS.6.RH.2.5 Describe how a text presents information (e.g.
sequentially, comparatively, causally).
Content Benchmarks:
SS.6.W.2.1 Compare the lifestyles of hunter-gatherers with those of settlers
of early agricultural communities.
SS.6.W.2.2 Describe how the developments of agriculture and metallurgy
related to settlement, population growth, and the emergence of civilization.
SS.6.W.2.3 Identify the characteristics of civilization.
SS.6.E.2.1 Evaluate how civilizations through clans, leaders, and family
groups make economic decisions for that civilization providing a framework
for future city-state or nation development.
SS.6.G.3.1 Explain how the physical landscape has affected the
development of agriculture and industry in the ancient world.
SS.6.G.3.2 Analyze the impact of human populations on the ancient world's
ecosystems.
SS.6.G.4.1 Explain how family and ethnic relationships
influenced ancient cultures.
SS.6.G.4.2 Use maps to trace significant migrations, and analyze their
results.
SS.6.G.4.3 Locate sites in Africa and Asia where archaeologists have found
evidence of early human societies, and trace their migration patterns to
other parts of the world.
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
Florida Standards READING
Course Code: 2109010
STANDARDS FOR LITERACY IN HISTORY/SOCIAL STUDIES 6–1
Topic 4: MESOPOTAMIA 3000B.C. - 500 B.C
Pacing
Traditional
Block
Date(s)
10 days
5 days
10-01-15 to 10-14-15
10-01-15 to 10-14-15
Essential Questions:
What important developments in Sumeria and Mesopotamia laid the foundation for future
civilizations?
What shared beliefs, common practices and values defined early cultures?
STRAND(S) and STANDARD(S):
Geography: (Standard 1: Understand how to use maps and other geographic representations, tools and technology to report information)
(Standard 2: Understand physical and cultural characteristics of places)
(Standard 4: Understand the characteristics, distribution, and migration of human populations)
(Standard 5: Understand how human actions can impact the environment)
Economics: (Standard 1: Understand the fundamental concepts relevant to the development of a market economy.)
(Standard 3: Understand the fundamental concepts of the interrelationships of the United States economy in the international marketplace.)
World History: (Standard 1: Utilize historical inquiry skills and analytical processes.)
(Standard 2: Describe the emergence of early civilizations, (Nile, Tigris-Euphrates, Indus, and Yellow Rivers, Meso and South American)
Essential Content
First Nine Weeks
NGSSS-SS Benchmarks
Course Themes Addressed:
 Classical Civilizations in World
History
o Foundation
o Culture
o Religions and philosophies
o Science and technology
o Arts and architecture
Florida Standards Focus Standard:
LAFS.68.RH.4.10 By the end of grade 8, read and
comprehend history/social studies texts in the grades 6-8
text complexity band independently and proficiently.
 Economic Systems
o Agriculture
o Trade and Commerce
o Resources and Production
SS.6.W.2.2 Describe how the developments of agriculture
and metallurgy related to settlement, population growth, and
the emergence of civilization.
 Social Structures
o Daily Life
o Family & Kinship
o Gender roles and relations
o Social and economic classes
Content Benchmarks:
SS.6.W.1.3 Interpret primary and secondary sources.
SS.6.W.2.4 Compare the economic, political, social, and
religious institutions of ancient river civilizations.
SS.6.W.2.7 Summarize the important achievements of
Mesopotamian civilization.
 Civics and Political Systems
o Principles of government
o Political Structures
SS.6.W.2.8 Determine the impact of key figures from
ancient Mesopotamian civilizations.
Department of Social Sciences
Instructional Tools
Florida Standards Focus Activity:
Have students create and fill in a chart listing major civilizations of Ancient
Mesopotamia with the following categories: political, economic, social, and
cultural.
(This also meets LAFS.68.WSHT.3.7 Conduct short research projects to answer
a question (including a self-generated question).)
Text Resource: Discovering Our Past: A History of the World- Early Ages,
2013/1st Edition; Chapter 4 (pp.73-96)
Vocabulary/Identification
astronomer, caravan, city-state, cuneiform , empire, epic, fertile crescent,
irrigation, monotheism , polytheism, province, scribe, silt, surplus, theocracy,
tribute, ziggurat
Ancient World History Lesson Plans:
Click the link for access to a complete lesson plan on the topic of Early River
Valley civilizations:
http://socialsciences.dadeschools.net/files/6th%20grd%20worldhistory%20ancie
nt%20cultures/Early%20River%20Valley%20Civilizations%20GR%206.pdf
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%20ancie
nt%20cultures/The%20Ancient%20Middle%20East%20GR%206.pdf
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: Sixth Grade-World History
Florida Standards READING
Course Code: 2109010
STANDARDS FOR LITERACY IN HISTORY/SOCIAL STUDIES 6–1
Essential Content
Specific Content:
 Impact of Geography in Ancient
Mesopotamia
o Mesopotamia – Land Between
Two Rivers:
Tigris River
Euphrates River
o Managing the Rivers
Flood Control
Irrigation
o Farming (The Fertile Crescent)
 Sumerian Civilization
o City-States (Ur)
o Religion
Polytheism
Ziggurat
o Social Classes
o Farming/Trading
 Sumerian Contributions
o Writing
Cuneiform
Scribes
Literature
o Technology
Wheel
Cart
Potter’s wheel
Sailboat
Sundial
Bronze
o Math
Number system
Geometry
Calendar
o Astronomy
o Architecture
Department of Social Sciences
First Nine Weeks
NGSSS-SS Benchmarks
Instructional Tools
Technology:
SS.6.W.2.9 Identify key figures and basic beliefs of the
Israelites and determine how these beliefs compared with
Lesson plans, activities and modules for Mesopotamia:
those of others in the geographic area.
http://mesopotamia.mrdonn.org/lessonplans.html
SS.6.G.2.1 Explain how major physical characteristics,
natural resources, climate, and absolute and relative
locations have influenced settlement, interactions, and the
economies of ancient civilizations of the world.
SS.6.G.2.2 Differentiate between continents, regions,
countries, and cities in order to understand the complexities
of regions created by civilizations.
SS.6.G.2.3 Analyze the relationship of physical geography
to the development of ancient river valley civilizations.
SS.6.G.2.4 Explain how the geographical location of
ancient civilizations contributed to the culture and politics of
those societies.
SS.6.G.4.1 Explain how family and ethnic relationships
influenced ancient cultures.
SS.6.G.5.1 Identify the methods used to compensate for the
scarcity of resources in the ancient world.
British museum interactive website on geography, gods, and writing of
Mesopotamia :
http://www.mesopotamia.co.uk/
Website with cuneiform samples
http://www.brainpop.com
Suggested Activities:
Have students look at a map of the Persian Gulf region today. Identify the
nations that currently surround the Tigris and Euphrates Rivers.
Have students create a timeline that shows each stage of the development of
Mesopotamia from hunter-gatherers to the first empire.
Have students re-create an Ancient River Civilization using multimedia, graphics,
posters, models, maps, or dramatic skits. List advancements associated with
each of the stages. Discuss how each advancement contributed to development
of civilization.
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 research and answer the questions, “How do Ancient
Mesopotamian civilizations impact our lives today?” (Examples: wheel, number
system, sail boat, arch, writing, devotional statues, games, irrigation,
mathematics, metal-working, music, plow, organized armies, etc.)
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.
Review descriptions of Sumerian cities. Have students pair off with a partner
and list the differences between Sumerian cities and contemporary cities. Share
their responses with the class.(land, labor, capital, entrepreneurship).
SS.6.E.2.1 Evaluate how civilizations through clans, leaders,
and family groups make economic decisions for that
civilization providing a framework for future city-state or
nation development.
Have students review copies of different laws from Hammurabi’s Code in
cooperative groups. Rewrite codes in modern English.
Skill Benchmarks:
Help students develop understanding of the relationship between history and
literature by using of primary sources. Distribute selected portions of the “Epic of
Gilgamesh” and conduct a guided reading of the reading using excerpts and
description of the “Epic of Gilgamesh” available at http://www.sacredtexts.com/ane/eog/
SS.6.G.1.3 Identify natural wonders of the ancient world.
SS.6.G.1.4 Utilize tools geographers use to study the world.
Have students compare Hammurabi’s code to present-day American laws.
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: Sixth Grade-World History
Florida Standards READING
Course Code: 2109010
STANDARDS FOR LITERACY IN HISTORY/SOCIAL STUDIES 6–1
Essential Content
 Mesopotamian Empires
o Akkad, first empire
Leader: Sargon
o Babylonian Empire
Leader: Hammurabi
Hammurabi’s Code
o Assyrian Empire
Military Control
o The Chaldeans
Leader: Nabopolassar/
Nebuchadnezzar
Rebirth of Babylon
Hanging Gardens of Babylon
o Fall of the Chaldean Empire
Weak king
Poor harvests
Slow trade
First Nine Weeks
NGSSS-SS Benchmarks
Instructional Tools
SS.6.G.1.6 Use a map to identify major bodies of water of
Have students design a chart/graph that compares and contrasts the different
the world, and explain ways they have impacted the
empires (Akkadians, Babylonians, Assyrians, Chaldeans) that emerged in
development of civilizations.
Mesopotamia
Have students outline and summarize
SS.6.G.1.7
theUse
keymaps
aspects
to identify
of civilization
characteristics
for the and bound
Mesopotamian empires in Content Journals.
SS.6.G.4.2 Use maps to trace significant migrations, and
analyze their results.
SS.6.G.4.3 Locate sites in Africa and Asia where
archaeologists have found evidence of early human
societies, and trace their migration patterns to other parts of
the world.
SS.6.G.5.3 Use geographic tools and terms to analyze how
famine, drought, and natural disasters plagued many
ancient civilizations.
SS.6.G.6.2 Compare maps of the world in ancient times with
current political maps.
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.1.1 Use timelines to identify chronological order of
historical events.
Assessment:
Develop rubrics and share with students for each of the above mentioned
projects to increase opportunities for mastery of content and historical thinking
skills. Each project or assignment should be assessed for content accuracy and
skill development in terms of writing and reading comprehension.
ELL:
Develop a graphic organizer with the words “Cradle of Civilization” in the middle
and have the students extend outward to fill in the spokes with the names of the
ancient civilizations. Have students extend outward again and list the
achievements of each civilization. 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
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,
Department of Social Sciences
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: Sixth Grade-World History
Florida Standards READING
Course Code: 2109010
STANDARDS FOR LITERACY IN HISTORY/SOCIAL STUDIES 6–1
Essential Content
First Nine Weeks
NGSSS-SS Benchmarks
Instructional Tools
and Women’s Contributions to the U.S. Detailed lesson plans can be
downloaded from the Department of Social Sciences website,
http://socialsciences.dadeschools.net/, under the headings “Character
Education” and “Multicultural Support Documents.” Please note that instruction
regarding the aforementioned requirements should take place throughout the
entire scope of a given social studies course, not only during the particular
month or day when a particular cultural group is celebrated or recognized.
SPED:
Go the Department of Social Sciences’ website,
http://socialsciences.dadeschools.net/, and look under “Curricular Documents,”
Next Generation Sunshine State Standards” in order to download the PDF of
Access Points for Students with Cognitive Disabilities related to this particular
grade level.
Department of Social Sciences
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: Sixth Grade-World History
Florida Standards READING
Date
Traditional:
October 1,
2015 October 14,
2015
Block:
October 1,
2015 October 14,
2015
STANDARDS FOR LITERACY IN HISTORY/SOCIAL STUDIES 6–1
Pacing Guide
Data Driven
Benchmark(s)
Benchmark(s)
Florida Standards Focus Standard:
LAFS.68.RH.4.10 By the end of grade 8, read and comprehend
history/social studies texts in the grades 6-8 text complexity band
independently and proficiently.
Content Benchmarks:
SS.6.W.1.3 Interpret primary and secondary sources.
SS.6.W.2.2 Describe how the developments of agriculture and metallurgy
related to settlement, population growth, and the emergence of civilization.
SS.6.W.2.4 Compare the economic, political, social, and religious institutions
of ancient river civilizations.
SS.6.W.2.7 Summarize the important achievements of Mesopotamian
civilization.
SS.6.W.2.8 Determine the impact of key figures from ancient Mesopotamian
civilizations.
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.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.4.1 Explain how family and ethnic relationships influenced ancient
cultures.
SS.6.G.5.1 Identify the methods used to compensate for the scarcity of
resources in the ancient world.
Department of Social Sciences
Course Code: 2109010
Activities
Assessment(s) Strategies
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: Sixth Grade-World History
Florida Standards READING
Date
Traditional:
October 1,
2015 October 14,
2015
Block:
October 1,
2015 October 14,
2015
Course Code: 2109010
STANDARDS FOR LITERACY IN HISTORY/SOCIAL STUDIES 6–1
Pacing Guide
Data Driven
Benchmark(s)
Benchmark(s)
Activities
Assessment(s)
Content Benchmarks:
SS.6.G.5.2 Use geographic terms and tools to explain why ancient
civilizations developed networks of highways, waterways, and other
transportation linkages.
SS.6.E.1.3 Describe the following economic concepts as they relate to
early civilization: scarcity, opportunity cost, supply and demand, barter,
trade, productive resources.
SS.6.E.2.1 Evaluate how civilizations through clans, leaders, and family
groups make economic decisions for that civilization providing a
framework for future city-state or nation development.
Department of Social Sciences
(land, labor, capital, entrepreneurship).
Strategies
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Topic 5: ANCIENT EGYPT AND KUSH 5000B.C. - A.D.350
GRADE LEVEL OR COURSE TITLE: Sixth Grade-World History
Florida Standards READING
Pacing
Course Code: 2109010
Essential Question:
STANDARDS FOR LITERACY
STUDIES 6–1
Date(s) IN HISTORY/SOCIAL
How did ancient civilizations influence one another?
Traditional
11 days
10-15-15 to 10-29-15
Block
5.5 days
10-15-15 to 10-29-15
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 3: Understand the relationships between the earth’s ecosystems and the populations that dwell within them)
(Standard 4: Understand the characteristics, distribution, and migration of human populations)
(Standard 5: Understand how human actions can impact the environment)
Economics: (Standard 1: Understand the fundamental concepts relevant to the development of a market economy.)
(Standard 3: Understand the fundamental concepts and interrelationships of the United States economy in the international marketplace.)
World History: (Standard 1: Utilize historical inquiry skills and analytical processes.)
(Standard 2: Describe the emergence of early civilizations, (Nile, Tigris-Euphrates, Indus, and Yellow Rivers, Meso and South American)
(Standard 3: Recognize the significant events, figures, and contributions of classical civilizations (Phoenicia, Greece, Rome, Axum)
First Nine Weeks
NGSSS-SS Benchmarks
Instructional Tools
Essential Content
Florida Standards Focus Standard:
Florida Standards Focus Activity:
Course Themes Addressed:
LAFS.6.RH.1.2 Determine the central ideas or information of Working in groups, have students create a journal of an imaginary archeological
a primary or secondary source; provide an accurate
expedition that has uncovered artifacts from ancient Egypt and/or Kush.
 Geography and its use to
summary of the source distinct from prior knowledge or
Students should analyze objects and infer what they can learn about the ancient
understand relationships between
opinions.
civilization. (This also meets LAFS.68.WSHT.2.4 Produce clear and coherent
people, places, and environments
writing in which the development, organization, and style are appropriate to task,
o Human-Environmental
Content Benchmarks:
purpose, and audience.)
Interaction
o Movement and Cultural
Text Resource: Discovering Our Past: A History of the World- Early Ages,
SS.6.W.2.4 Compare the economic, political, social, and
Diffusion
2013/1st Edition ; Chapter 5 (pp. 97-136)
religious institutions of ancient river civilizations.
 Classical Civilizations in World
Vocabulary/Identification:
SS.6.W.2.5 Summarize important achievements of Egyptian
History
Content: alluvial plain, artisan, bureaucrats, cataract, delta, dynasty,
civilization.
o Historical Inquiry
embalming, envoys, hieroglyphics, incense, papyrus, pharaoh, pyramids,
o Foundation
savanna, scribe, shadoof, textile, theocracy, trade
SS.6.W.2.6 Determine the contributions of key figures from
o Culture
ancient
Egypt.
o Religions and philosophies
People: Hatshepsut, Hyksos, Imhotep, King Tutankhamen
o Science and technology
Places: Kush, Nubia, Axum, Khufu, Meroe
SS.6.G.2.1 Explain how major physical characteristics,
o Arts and architecture
natural resources, climate, and absolute and relative
locations have influenced settlement, interactions . . .
economies of ancient civilizations of the world.
 Economic Systems
Ancient World History Lesson Plan:
o Agriculture
Click the link for access to a complete lesson plan on the topic of Early River
SS.6.G.2.3 Analyze the relationship of physical geography
o Trade and Commerce
Valley civilizations:
to the development of ancient river valley civilizations.
o Resources and Production
http://socialsciences.dadeschools.net/files/6th%20grd%20worldhistory%20ancie
SS.6.G.2.4 Explain how the geographical location of ancient nt%20cultures/Early%20River%20Valley%20Civilizations%20GR%206.pdf
 Social Structures
civilizations contributed to the culture and politics of those
o Daily Life
societies.
Department of Social Sciences
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: Sixth Grade-World History
Florida Standards READING
o
o
o
o
Course Code: 2109010
STANDARDS FOR LITERACY IN HISTORY/SOCIAL STUDIES 6–1
Essential Content
Family & Kinship
Gender roles and relations
Race and ethnicity
Social and economic classes
 Civics and Political Systems
o Principles of government
o Political Structures
o Citizenship – roles, rights, and
responsibilities
Specific Content:
 The Nile River
o Nile River valley
Civilization
Gift of the River
Protection
o People of the River
Floods
Farming
Writing/ hieroglyphics
 Uniting Egypt
o Unification of 3100 BC
Kingdoms
King: Narmer
o Time Periods:
Old Kingdom
Middle Kingdom
New Kingdom
o Dynasties
 Life in Ancient Egypt
o Egypt’s early rulers
Pharaohs
o Religion in Egypt
Afterlife
o Pyramid Tombs
Labor
Engineering/Construction Skills
o Daily Life
Social Classes
Department of Social Sciences
First Nine Weeks
NGSSS-SS Benchmarks
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.
Instructional Tools
Technology:
National Geographic Ancient Tombs Video:
http://video.kids.nationalgeographic.com/video/player/kids/people-placeskids/egypt-tombs-kids.html
SS.6.G.2.7 Interpret choropleths or dot density maps to
explain the distribution of population in the ancient world.
Smithsonian – Ancient Egypt articles:
http://www.smithsonianmag.com/topics/Time-Ancient_Cultures_Egypt.html
Ancient Egypt- History for Kids.org (middle school):
http://www.historyforkids.org/learn/egypt/
SS.6.G.3.1 Explain how the physical landscape has affected
the development of agriculture and industry in the ancient
world.
Interactive games on Ancient Egypt from National Geographic:
http://kids.nationalgeographic.com/kids/games/interactiveadventures/tombunknown-mummy/
SS.6.G.5.1 Identify the methods used to compensate for the
scarcity of resources in the ancient world.
Suggested Activities:
Have students research and prepare a map and/or chart of the world’s ten
longest rivers.
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.
SS.6.E.3.2 Categorize products that were traded among
civilizations, and give examples of barriers to trade of those
products.
SS.6.E.3.3 Describe traditional economies (Egypt, Greece,
Rome, and Kush) and elements of those economies that led
to the rise of a merchant class and trading partners.
Skill Benchmarks:
SS.6.W.1.1 Use timelines to identify chronological order of
historical events.
SS.6.W.1.3 Interpret primary and secondary sources.
Have students map the geographical locations of the pyramids of Egypt.
(land, labor, capital, entrepreneurship).
Have students compare flooding of the Nile River in ancient Egypt with the
present-day flood control of the Aswan Dam.
Have students create a map of Ancient Egypt with labels written in hieroglyphics.
Work in cooperative groups to predict nature, name and characteristics of the
assigned pictures of the different gods.
Have students choose their favorite pharaoh and write a biographical newspaper
article of their life and impact on Egyptian history.
Have students make a presentation on the discovery and contents of the tomb of
Tutankhamen.
Have students draw a pyramid chart which includes social hierarchy of ancient
Egyptian society.
SS.6.W.2.3 Identify the characteristics of civilization.
Have students create and play a “Pictionary” board game using Ancient Egyptian
terminology and concepts.
SS.6.G.1.3 Identify natural wonders of the ancient world.
After reading, The Egypt Game, by Zilpha Keatley Snyder have students relate
the main character’s experiences to their own personal lives.
SS.6.G.1.4 Utilize tools geographers use to study the world.
SS.6.G.1.5 Use scale, cardinal, and intermediate directions,
and estimation of distances between places on current and
Have students write a letter from the point of view of an Egyptian pharaoh to
farmers and workers in the kingdom explaining why it is their duty to build the
pyramid for you.
Have students write a news report about an event in the ancient Kush region.
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: Sixth Grade-World History
Florida Standards READING
Course Code: 2109010
STANDARDS FOR LITERACY IN HISTORY/SOCIAL STUDIES 6–1
Essential Content
Families
 Egypt’s Empire
o Golden Age
The Arts
The Hyksos
o Building an Empire
Queen Hatshepsut
Expanding trade
Politics
Expansion
o Pharaohs
Amenhotep IV(Akhenaton)
Tutankhamen (2) (3)
o Recovery / Decline
Ramses II
Age of Temples
 The Kingdom of Kush
o The Nubians
Kingdom of Kerma
Egyptian Invasion
o Kushite Kingdom
Rise of Kush from Nubia
Kush conquers Egypt
Technology: Iron
o Capital: Meroe
o Trade Center
First Nine Weeks
NGSSS-SS Benchmarks
ancient maps of the world.
SS.6.G.1.6 Use a map to identify major bodies of water of
the world, and explain ways they have impacted the
development of civilizations.
SS.6.G.1.7 Use maps to identify characteristics and
boundaries of ancient civilizations that have shaped the
world today.
SS.6.G.5.2 Use geographic terms and tools to explain why
ancient civilizations developed networks of highways,
waterways, and other transportation linkages.
SS.6.G.5.3 Use geographic terms and tools to analyze how
famine, drought and natural disasters plagued many ancient
civilizations.
Instructional Tools
Have students write a summary describing economic and religious change in
ancient Africa exemplified by the Kush kingdom.
Have students create a virtual postcard of the Kushite pyramids.
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
Create a picture geographic dictionary of key terms in English and their native
language using http://wordmonkey.info/.
Additional ELL Strategies:
Provide students with:

Oral and visual cues for directions

Pictures, graphs, charts, and videos

Oral reading strategies (i.e., read-a-loud, jump in reading)

Peer grouping for activities

Teacher read-a-loud strategies

Audio books

Manipulative items (i.e.,3-D objects)

Cooperative learning activities (small/large group settings)

Structured paragraphs for writing assignments

Simplified/shortened reading text

Semantic mapping activities to enhance writing

Language Experience Approach
Related Programs:
State and District Instructional Requirements: Teachers should be aware
that State and District policy requires that all teachers K-12 provide instruction to
students in the following content areas: African-American History, Character
Education, Hispanic Contributions to the United States, Holocaust Education,
and Women’s Contributions to the U.S. Detailed lesson plans can be
downloaded from the Department of Social Sciences website,
http://socialsciences.dadeschools.net/, under the headings “Character
Department of Social Sciences
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: Sixth Grade-World History
Florida Standards READING
Course Code: 2109010
STANDARDS FOR LITERACY IN HISTORY/SOCIAL STUDIES 6–1
Essential Content
First Nine Weeks
NGSSS-SS Benchmarks
Instructional Tools
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 to 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
Florida Standards READING
Date
Traditional:
October 15,
2015 October 29,
2015
Block:
October 15,
2015 October 29,
2015
Course Code: 2109010
STANDARDS FOR LITERACY IN HISTORY/SOCIAL STUDIES 6–1
Pacing Guide
Data Driven
Benchmark(s)
Benchmark(s)
Activities
Assessment(s)
Florida Standards Focus Standard:
LAFS.6.RH.1.2 Determine the central ideas or information of a
primary or secondary source; provide an accurate summary of
the source distinct from prior knowledge or opinions.
Content Benchmarks:
SS.6.W.2.4 Compare the economic, political, social, and
religious institutions of ancient river civilizations.
SS.6.W.2.5 Summarize important achievements of Egyptian
civilization.
SS.6.W.2.6 Determine the contributions of key figures from
ancient Egypt.
SS.6.G.2.1 Explain how major physical characteristics, natural
resources, climate, and absolute and relative locations have
influenced settlement, interactions . . .
SS.6.G.2.3 Analyze the relationship of physical geography to
the development of ancient river valley civilizations.
SS.6.G.2.4 Explain how the geographical location of ancient
civilizations contributed to the culture and politics of those
societies.
SS.6.G.2.5 Interpret how geographic boundaries invite or limit
interaction with other regions and cultures.
SS.6.G.2.6 Explain the concept of cultural diffusion, and
identify the influences of different ancient cultures on one
another.
SS.6.G.2.7 Interpret choropleths or dot density maps to explain
the distribution of population in the ancient world.
SS.6.G.3.1 Explain how the physical landscape has affected
the development of agriculture and industry in the ancient
world.
Department of Social Sciences
economies of ancient civilizations of the world.
Strategies
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: Sixth Grade-World History
Florida Standards READING
STANDARDS FOR LITERACY IN HISTORY/SOCIAL STUDIES 6–1
Date
Traditional:
October 15,
2015 October 29,
2015
Block:
October 15,
2015 October 29,
2015
Course Code: 2109010
Pacing Guide
Benchmark(s)
Data Driven
Benchmark(s)
Activities
Assessment(s)
SS.6.G.5.1 Identify the methods used to compensate for the
scarcity of resources in the ancient world.
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.
SS.6.E.3.2 Categorize products that were traded among
civilizations, and give examples of barriers to trade of those
products.
SS.6.E.3.3 Describe traditional economies (Egypt, Greece,
Rome, and Kush) and elements of those economies that led to
the rise of a merchant class and trading partners.
Department of Social Sciences
(land, labor, capital, entrepreneurship).
Strategies
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: Sixth Grade-World History
Florida Standards READING
Florida Standards READING
Course Code: 2109010
STANDARDS FOR LITERACY IN HISTORY/SOCIAL STUDIES 6–1
STANDARDS FOR LITERACY IN HISTORY/SOCIAL STUDIES 6–1
Everfi Program Overview
EverFi Financial Literacy™
Student Length: 6 hours (approximate)
Meets 53 of the 107 Florida Standards for economics.
Topics Covered: •Credit scores, •consumer fraud and protection, •budgeting, •insurance, •credit cards, •student loans, •1040’s, •FAFSA,
•mortgages, •taxes, •stocks, •savings, •401k’s
EverFi™ - Assist students in learning critical financial literacy skills. The web based program is plug and play ready and assists teachers in efficiently
providing critical need financial skills in a fun and engaging digital environment. The system automatically records student progress and reports the
unique score of each user back to the teacher. The program is engaging, easy to use, and provides students with a wonderful background on the
essential skills that are critical for their future financial success. The resource contains 10 modules covering over 600 topics including banking,
credit scores, insurance, credit cards, student loans, mortgages, taxes, stocks, savings, 401k’s and other critical concepts. Video, animations, 3-D
gaming, avatars, and social networking – bring complex financial concepts to life for today’s digital generation. Students who successfully complete
the course earn certification in financial literacy, which can be a powerful tool for job applications, college search, and internships.
Steps to Access
I. Activating Administrative Account
• Go to http://www.everfi.com/login • Click “sign up” on the top right of the screen. • Type in your school site registration site code (see list) and click “I’m a teacher”. • Complete the fields, enter your email address, create a • password and fill remaining fields. Click finished!
II. Creating Classes and Class Codes
1. Once logged in, select the “classes” tab from the top navigation bar.
2. On the dropdown and select “create class”.
3. Select the appropriate curriculum (if applicable). Name the class the and click “add class”. (This will automatically generate a class registration
code that will be stored on your dashboard. Students will use this class code in the same manner in which you registered.)
Department of Social Sciences
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: Sixth Grade-World History
Florida Standards READING
Florida Standards READING
STANDARDS FOR LITERACY IN HISTORY/SOCIAL STUDIES 6–1
STANDARDS FOR LITERACY IN HISTORY/SOCIAL STUDIES 6–1
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
Course Code: 2109010
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: Sixth Grade-World History
Florida Standards READING
Florida Standards READING
STANDARDS FOR LITERACY IN HISTORY/SOCIAL STUDIES 6–1
STANDARDS FOR LITERACY IN HISTORY/SOCIAL STUDIES 6–1
Department of Social Sciences
Course Code: 2109010
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: Sixth Grade-World History
Florida Standards READING
Florida Standards READING
Course Code: 2109010
STANDARDS FOR LITERACY IN HISTORY/SOCIAL STUDIES 6–1
STANDARDS FOR LITERACY IN HISTORY/SOCIAL STUDIES 6–1
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
Florida Standards READING
Course Code: 2109010
STANDARDS FOR LITERACY IN HISTORY/SOCIAL STUDIES 6–1
STANDARDS FOR LITERACY IN HISTORY/SOCIAL STUDIES 6–1
Please log in to Discover Ed through your portal and copy and paste resource name into search function on Discovery Ed website.
Florida Standards READING
TOPIC 1: HISTORY
Video:
Experts Combine Knowledge: Historians, Geologists, Archeologists
Archaeology
How Fossils Help Us Learn About the History of the Earth
Lucy's Discovery: Australopithecus afarensis
Dating the Remains
Re-creating the Colosseum
The Fragility of Civilizations
Smithsonian Institution: Written in Bone: Stories of Life and Death in Colonial Chesapeake
Lost City of Shang
Mummies of Peru
Case Closed
Utilizing Tools for Research and Exhibitions (AGL)
Egyptology
Paul Revere’s Engraving (AGL)
The PBS NewsHour: Civil War’s Causes: Historians Largely United on Slavery, But Public Divided
Article:
History and Historiography
Archaeology
Paleontology
TOPIC 2: GEOGRAPHY
Video:
What is Geography?
World Exploration and Map Making
Globes
Maps
Graphs, Charts, and Tables
Water and Landforms
Climate and Natural Resources
What Is Human Geography?
Humans Impact Their Environment
Human Capacity to Change the Landscape
Understanding Regions
Causes of Differing Population Density
Science Nation: Geo-Immersion Makes Maps Come Alive
World’s Best: Natural Wonders
Department of Social Sciences
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: Sixth Grade-World History
Florida Standards READING
Florida Standards READING
STANDARDS FOR LITERACY IN HISTORY/SOCIAL STUDIES 6–1
STANDARDS FOR LITERACY IN HISTORY/SOCIAL STUDIES 6–1
Image:
A French Map of La Floride, 1657
Interactive Map:
Discovery Atlas Interactive Map
Article:
Geography
Skill Builder:
A World of Maps and Globes
TOPIC 3: PRE-HISTORY-8000B.C. - 2000 B.C.
Video:
The Earliest Human Migration
Our Universal Mother (AGL)
Horrible Histories: Savage Stone Age
The First Tools
Hunting Practice
Modifying the Physical Landscape
The Ice Man Discovered
The Artists of Cave Art – Cro-Magnon Humans
Lifestyles of the Neanderthals
Farming: A New Innovation
Water and the First Civilizations
How Grain Equates to Power
Developing the Agricultural World
The Hunt for Society (AGL)
Civilization
Image:
A drawing of a Stone Age axe
Bison Painting from Caves at Altamira, Spain
A map showing the Bering Strait land bridge
Cliff Palace at Mesa Verde, in Colorado.
Stonehenge
Article:
Stone Age
Paleolithic Art
Neolithic Art
TOPIC 4: MESOPOTAMIA 3000-500B.C.
Department of Social Sciences
Course Code: 2109010
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: Sixth Grade-World History
Florida Standards READING
Florida Standards READING
STANDARDS FOR LITERACY IN HISTORY/SOCIAL STUDIES 6–1
STANDARDS FOR LITERACY IN HISTORY/SOCIAL STUDIES 6–1
Video:
Migration to the Fertile Crescent
Factors that Contribute to the Formation of Civilizations
Agricultural Technology
The Origin and Spread of Urbanization
Ancient Middle East (Audio Description Version)
Development of Trade in Mesopotamia (BGL)
Development of Writing in Mesopotamia (BGL)
Inventions and Innovations in Ancient Mesopotamia (BGL)
Mesopotamia & Cuneiform
Numbers
Myths and Archetypes of Mesopotamia (BGL)
Sumer
King Nebuchadnezzar II and Ancient Babylon
Image:
A Map of Mesopotamia and the Ancient Near East
Reconstruction of a Chaldean Ziggurat (AGL)
Hammurabi Receives Laws from Shamash (AGL)
A Sumerian cuneiform tablet from Ur III
The Hanging Gardens of Babylon, a drawing (AGL)
Audio:
Stuff You Missed in History Class Podcast: Mesopotamia: The First Civilization
Article:
Mesopotamia
Hammurabi, Code of
TOPIC 5: ANCIENT EGYPTIAN AND AFRICAN CIVILIZATIONS 3500B.C.-A.D.350
Video:
Ancient Egyptians
The Nile: Where Egypt Began (AGL)
The Birth of a Nation
Paper, Writing, and Numbers
Egypt: First Dynasty
Osiris and Isis (BGL)
The Afterlife
Champion Builders (BGL)
The Great Pyramid
The New Kingdom: Ancient Egypt's Golden Age
Daily Life
Hatshepsut: The Queen Who Became King (AGL)
Department of Social Sciences
Course Code: 2109010
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: Sixth Grade-World History
Florida Standards READING
Florida Standards READING
STANDARDS FOR LITERACY IN HISTORY/SOCIAL STUDIES 6–1
STANDARDS FOR LITERACY IN HISTORY/SOCIAL STUDIES 6–1
Tut the Warrior
Ramses: From Military Leader to Tomb Builder
The Decline of the Nation
Image:
A water clock
Two of the Great Stone Pyramids, Giza, Egypt
The Rosetta Stone: Key to the Hieroglyphic Texts (AGL)
Kush Pyramids
Audio:
Stuff You Missed in History Class Podcast: How the Rosetta Stone Works
Article:
Egyptian Art and Architecture
Egyptian Literature
Activity:
Nanotube Pyramid
Department of Social Sciences
Course Code: 2109010