course pacing guide
TRANSCRIPT
Course Pacing Guide
Course Code: 2109010 /2109020 (honors) Course Name: World History 6th grade
Unit Title: Unit 1 What is history?
Unit Essential Question:
What does a historian do?
Semester: 1 Grading Period: 1
Concept: 1 What is history? Concept: How does a historian work?
Concept: Researching History
Standard(s):
1. SS.6.W.1.1- Use time lines to identify
chronological order of historical events.
2. SS.6.W.1.2- Identify terms (decade, century,
epoch, era, millennium, B.C./B.C.E, A.D./C.E.)
and designations of time periods.
3. LA.6.1.6.3- The student will use context clues to
determine the meanings of unfamiliar words.
Standard(s):
1. SS.6.W.1.3- Interpret primary and secondary
sources.
2. SS.6.W.1.4- Describe the methods of historical
inquiry and how history relates to other social
sciences.
3. SS.6.W.1.5- Describe the roles of historians and
recognize varying historical interpretations
(historiography).
4. SS.6.6.6.2- Compare maps of the world in
ancient times with current political maps.
5. LA.6.1.6.1- The student will use new vocabulary
that is introduced and taught directly.
Standard(s):
1. SS.6.W.1.4- Describe the methods of historical
inquiry and how history relates to other social
sciences.
2. LA.6.1.6.1- The student will use new vocabulary
that is introduced and taught directly.
3. LA.6.1.7.3- The student will determine the main
idea or essential message in grade-level text
through inferring, paraphrasing, summarizing,
and identifying relevant details.
Lesson Essential Question:
1. What types of things can history reveal about the
past?
2. Why is it important to understand cause and
effect when studying the past?
3. What are historical periods?
4. When would a historian use a calendar? When
would a historian use a timeline?
5. How are paleontologists, archaeologists, and
anthropologists like detectives?
Lesson Essential Question:
1. What types of evidence do historians use to
understand the past?
2. What is a historian’s job when looking at
primary sources?
3. How do we write about history?
4. Why do historians draw different conclusions
about events of the past?
Lesson Essential Question:
1. How do you begin a research project?
2. Why is it important to distinguish fact from
opinion in historical writing?
3. How do you safely research on the Internet?
4. What are the consequences of using an Internet
resource with biased information?
5. What are the consequences of using an Internet
resource with biased information?
6. How do you interpret historical events
accurately?
7. What is one way to avoid plagiarism when
writing about history?
Course Pacing Guide
Vocabulary:
Era, archaeology, integral, artifact, paleontology, fossil,
anthropology, species, decade, millennium, founding,
precisely, Julian Calendar, Gregorian Calendar, A.D.,
B.C., B.C.E., C.E., timelines
Vocabulary:
Evidence, sources, primary sources, secondary sources,
point of view, bias, conclusion, scholarly, finite,
interpretations
Vocabulary:
Credentials, URL, .gov, .edu, .org, plagiarize, violates,
data
Resources:
1. Networks online
2. connected.mcgraw-hill.com
3. Game (time periods)
4. Graphic organizers (The Julian and Gregorian
Calendars)
5. Slide Show (Heinrich Schielman)
Resources:
1. Review the Doomesday Book.
2. Florida Connection
3. Terra Cotta Warriors
Resources:
1. The National Archives
2. Library of Congress
3. NASA
Additional Information: Networks Online
1. Role Playing
2. Four corners (agree, strongly agree, disagree,
strongly disagree)
http://www.historyguide.org/resources.html
http://www.internet4classrooms.com/6thSocSt.htm
www.pptpalooza.net
Additional Information: Networks Online
1. What do you think? Pages 16-17
2. Research Ghenghis Khan and his Mongol
Empire.
http://www.historyguide.org/resources.html
http://www.internet4classrooms.com/6thSocSt.htm
www.pptpalooza.net
Additional Information: Networks Online
1. Expository Writing exercise based upon essential
questions.
http://www.historyguide.org/resources.html
http://www.internet4classrooms.com/6thSocSt.htm
www.pptpalooza.net
Course Pacing Guide
Course Code: 2109010 Course Name: World History 6th grade
Unit Title: Unit 2 Studying Geography, Economics, and
Citizenship
Unit Essential Question:
How does geography influence the way people live?
Why do people trade?
Semester: 1 Grading Period: 1
Concept: Studying Geography
Concept: Exploring Economics
Concept: Practicing Citizenship
Standard(s):
SS.6.G.1.1- Use latitude and longitude coordinates to
understand the relationship between people and places of
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.1.4- Utilize tools geographers use to study 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.
LA.6.1.6.1- The student will use new vocabulary that is
introduced and taught directly.
Standard(s):
SS.6.E.1.2- Describe and identify essential and command
economies as they appear in different civilizations.
SS.6.E.1.3- Describe following economic concepts as
they relate to early civilization: scarcity, opportunity cost,
supply and demand, barter, trade, productive resources
(land, labor, capital, entrepreneurship).
LA.6.1.6.1- Categorize products that were traded among
civilizations, and give examples of barriers to trade of
those products.
Standard(s):
SS.6.C.1.1- Identify democratic concepts developed in
Ancient Greece that served as a foundation for American
Constitutional democracy.
SS.6.C.1.2- Identify how the government of the Roman
Republic contributed to the development of democratic
principles (separation of powers, rule of law,
representative government, civic duty)
SS.6.C.2.1- Identify principles (civic participation, role of
government) from Ancient Greek and Roman civilization
which are reflected in the American political process
today, and discuss their effect on the American political
process.
LA.6.1.6.1- The student will use new vocabulary that is
introduced and taught directly.
Course Pacing Guide
Lesson Essential Question:
1. What methods do geographers use to show the
Earth’s surface?
2. What are an advantage and disadvantage to
using a map rather than a globe to study the
Earth’s geography?
3. How do geographers use the five themes and six
essential elements of elements?
4. Which Essential Elements of Geography might
be involved in the study of an area’s landforms
and how they affect people living there?
5. Why is reading the map key important when
looking at a special-purpose map?
6. What are the uses of charts, graphs, and
diagrams?
7. What type of graph shows changes over time?
8. How do geographers study population and
culture?
9. Why are geographers interested in contact
between cultures?
Lesson Essential Question:
1. What are the basic ideas of economics?
2. How will the people who make goods and those
who buy the goods react if the price goes down?
3. What are the different types of economic
systems?
4. In what type of economic system are all
decisions made by a central government?
5. Why do countries agree to trade with one
another?
Lesson Essential Question:
1. What are the key principles of the U.S.
government?
2. What type of government does the United States
have?
3. What duties do citizens have?
4. What does it mean to be a global citizen?
5. What are some ways in which you could become
a better global citizen?
Vocabulary:
Hemispheres, latitude, longitude, projection, physical
map, political map, special-purpose map, scale, cardinal
directions, choropleth, migration, culture, five themes of
geography
Vocabulary:
Capital, entrepreneurship, supply, demand, scarcity,
opportunity cost, traditional economy, command
economy, recession, inflation, exports, imports, barter,
globalization,
Vocabulary:
Representative government, federal system, separation of
powers, checks and balances, legislative branch,
executive branch, judicial branch, jury, seek, issues
Resources:
1. Biography: Gerardus Mercator
2. Florida Connection: Florida Waterways
Resources:
1. U.S. Department of Commerce
2. Models of the Business Cycle
Resources:
1. The Changing American flag (past to present)
2. Video: Living as a Responsible Global Citizen
Additional Information:
1. Critical thinking: How did sailors find their way
before there were maps?
http://www.historyguide.org/resources.html
http://www.internet4classrooms.com/6thSocSt.htm
www.pptpalooza.net
Additional Information: Networks Online
http://www.historyguide.org/resources.html
http://www.internet4classrooms.com/6thSocSt.htm
www.pptpalooza.net
Additional Information: Networks Online
1. Slideshow: Citizens’ Duties and Responsibilities.
http://www.historyguide.org/resources.html
http://www.internet4classrooms.com/6thSocSt.htm
www.pptpalooza.net
Course Pacing Guide
Course Code: 2109010 Course Name: World History (6th grade)
Unit Title: Unit 3 Early Human and the Agricultural
Revolution
Unit Essential Question: How do People Adapt to Their Environment?
Semester: 1 Grading Period: 2
Concept: 1 Hunter-Gatherers
Concept: 2 The Agricultural Revolution Concept: The Modern Agricultural Revolution
Standard(s):
SS.6.G.4.1- Explain how family and ethnic relationships
influenced ancient cultures.
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.W.1.1- Use timelines to identify chronological order
of historical events.
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.
LA.6.1.6.2- The student will listen to, read, and discuss
familiar and conceptually challenging text.
LA.6.1.7.1- The student will use background knowledge
of subject and related content areas, pre-reading
strategies, graphic representations, and knowledge of text
structure to make and confirm complex predictions of
content, purpose, and organization of a reading selection.
Standard(s):
SS.6.G.1.4- Utilize tools geographers use to study the
world.
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.4.1- Explain how family and ethnic relationships
influenced ancient cultures.
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.W.2.1- Compare the lifestyles of hunter-gatherers
with those of settlers of early agricultural communities.
LA.6.1.6.2- The student will listen to, read, and discuss
familiar and conceptually challenging text.
LA.6.1.7.1- The student will use background knowledge
of subject and related content areas, pre-reading
strategies, graphic representations, and knowledge of text
structure to make and confirm complex predictions of
content, purpose, and organization of a reading selection.
LA.6.1.7.3- The student will determine the main idea or
essential message in grade-level text through inferring,
paraphrasing, summarizing, and identifying relevant
details.
Standard(s):
LA.6.1.6.2- The student will listen to, read, and discuss
familiar and conceptually challenging text.
LA.6.1.7.1- The student will use background knowledge
of subject and related content areas, pre-reading
strategies, graphic representations, and knowledge of text
structure to make and confirm complex predictions of
content, purpose, and organization of a reading selection.
LA.6.1.7.3- The student will determine the main idea or
essential message in grade-level text through inferring,
paraphrasing, summarizing, and identifying relevant
details.
Lesson Essential Question:
1. What was life like during the Paleolithic Age?
2. Why was fire important to Paleolithic people?
3. How did people adapt to survive during the ice
ages?
4. How were land bridges formed?
Lesson Essential Question:
1. How did farming change people’s lives?
2. How did the spread of farming change the lives
of nomads?
3. What was life like during the Neolithic Age?
4. How did the spread of agriculture affect trade?
5. What characteristics did early civilizations
share?
6. Why did early peoples form governments?
Lesson Essential Question:
1. What is a farmer’s market?
2. What are the advantages to starting your own
garden?
3. Where does your local produce and meat
products come from?
Course Pacing Guide
Vocabulary:
Paleolithic, nomads, technology, Ice Age, methods,
available, constructed, communicated, constantly
Vocabulary:
Domesticate, Neolithic age, systematic agriculture,
shrine, specialization, bronze age, monarchy, economic,
located
Vocabulary:
Farmer’s market, victory garden, going green,
Resources:
1. Slide show: Wooly Mammoth
2. Graphic Organizer: Paleolithic Inventions
Resources:
1. Life in Catal Huyuk
2. Biography: Otzi the Iceman
3. Map: Early Farming, Ancient Civilizations
Resources:
1. Gogreen.com
Additional Information: Networks Online
http://www.historyguide.org/resources.html
http://www.internet4classrooms.com/6thSocSt.htm
www.pptpalooza.net
Additional Information: Networks Online
http://www.historyguide.org/resources.html
http://www.internet4classrooms.com/6thSocSt.htm
www.pptpalooza.net
Additional Information: Networks Online
http://www.historyguide.org/resources.html
http://www.internet4classrooms.com/6thSocSt.htm
www.pptpalooza.net
Course Pacing Guide
Course Code: 2109010 Course Name: World History 6th grade
Unit Title: Unit 4 Early Civilizations
Unit Essential Question:
How does geography influence the way people live? Why does conflict develop?
Semester: Semester 1 Grading Period: 2
Concept: The Sumerians
Concept: Epic of Gilgamesh Concept: Expository writing
Standard(s):
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.2.3- Analyze the relationship of physical
geography to the development of ancient river valley
civilizations.
SS.6.W.2.3- Identify the characteristics of civilization.
SS.6.W.2.7- Summarize the important achievements of
Mesopotamian civilization.
LA.6.1.6.1- The student will use new vocabulary that is
introduced and taught directly.
LA.6.1.6.3- The student will use context clues to
determine meanings of unfamiliar words.
Standard(s):
SS.6.W.1.3- Interpret primary and secondary sources.
LA.6.1.6.2- The student will listen to, read, and discuss
familiar and conceptually challenging text.
Standard(s):
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.2.3- Analyze the relationship of physical
geography to the development of ancient river valley
civilizations.
LA.6.1.6.1- The student will use new vocabulary that is
introduced and taught directly.
LA.6.1.6.3- The student will use context clues to
determine meanings of unfamiliar words.
Lesson Essential Question:
1. Why did people settle in Mesopotamia?
2. How did floods sometimes help farmers?
3. Why do you think the Sumerians built cities
with walls around them?
4. Why did the Sumerians invent a writing system?
Lesson Essential Question:
1. How many times is death mentioned in this
excerpt?
2. How do you know that Gilgamesh and Enkidu
are friends?
3. Enkidu is left in a risky situation. What do you
think happens to him?
Lesson Essential Question:
1. Why is vocabulary important to lessons?
2. How are context clues used in Reading and
Writing?
Vocabulary:
Silt, irrigation, surplus, city-state, polytheism, ziggurat,
cuneiform, scribe, epic, parallel,
Vocabulary:
Embrace, obstacle, stutter, Enkidu, Humbaba, Ur, Uruk,
Eridu, Gilgamesh, Ashurbanipal, Nineveh, tablets, stutter
Vocabulary:
Empire, tribute, province, caravan, astronomer, military,
Hammurabi, Assyrians, Sargon, Akkad, slingshot
Resources:
1. Read Code of Hammurabi
2. Biography: Hammurabi
Resources:
1. View the Epic of Gilgamesh
Resources:
1. “The Mesopotamian View of Death” Document Based
Questions.
Course Pacing Guide
Additional Information: Networks Online
Connections to Today: Libraries
www.connected.mcgraw-hill.com
http://www.historyguide.org/resources.html
www.pptpalooza.net
Additional Information: Networks Online
www.connected.mcgraw-hill.com
http://www.historyguide.org/resources.html
www.pptpalooza.net
Additional Information: Networks Online
www.connected.mcgraw-hill.com
http://www.historyguide.org/resources.html
www.pptpalooza.net
Course Pacing Guide
Course Code: 2109010 Course Name: World History 6th grade
Unit Title: Unit 5 Ancient Egypt and Kush
Unit Essential Question: What makes a culture unique?
Semester: 1 Grading Period: 2
Concept: The Nile River
Concept: Life in Ancient Egypt Concept: Egypt’s Empire
Standard(s):
SS.6.G.1.7- Use maps to identify characteristics and
boundaries of ancient civilizations that have shaped the
world today.
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.2.3- Analyze the relationship of physical
geography to the development of ancient river valley
civilizations.
SS.6.G.3.1- Explain how the physical landscape has
affected the development of agriculture and industry in
the ancient world.
LA.6.1.7.4- The student will identify cause-and effect-
relationships in text.
Standard(s):
SS.6.W.2.3- Identify the characteristics of civilization.
SS.6.W.2.4- Compare the economic, political, social, and
religious institutions of ancient river civilizations.
LA.6.1.6.1- The student will use new vocabulary that is
introduced and taught directly.
LA.6.1.7.3- The student will determine the main idea or
essential message in grade-level text through inferring,
paraphrasing, summarizing, and identifying relevant
details
Standard(s):
SS.6.W.1.3- Interpret primary and secondary sources.
SS.6.G.2.4- Explain how the geographical location of
ancient civilizations contributed to the culture and
politics of those societies.
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.
Lesson Essential Question:
1. Why was the Nile River important to Ancient
Egyptians?
2. How were the Egyptians protected by their
physical environment?
3. How did the ancient Egyptians depend on the
Nile River to grow their crops?
4. What kind of writing systems did the Egyptians
develop?
5. How did Egypt become united?
Lesson Essential Question:
1. How was ancient Egypt governed?
2. How was the pharaoh a political and a religious
leader?
3. What kind of religion did the ancient Egyptians
practice?
4. Why did Egyptians protect a person’s body after
death?
5. Why and how were pyramids built?
6. Why did the Egyptians build the pyramids?
7. How was Egyptian society organized?
8. What types of people made up Egypt’s upper
class?
Lesson Essential Question:
1. Why was the “Middle Kingdom” a golden age
for Egypt?
2. How were the Egyptians able to defeat the
Hyksos?
3. Why was the “New Kingdom” a unique period
in ancient Egypt’s history?
4. Why did the Egyptians want to trade with the
Phoenicians?
5. How did two unusual pharaohs change Egypt?
6. What were the accomplishments of Ramses II?
Vocabulary:
Cataract, delta, shadoof, papyrus, hieroglyphics, dynasty,
Kemet, unique
Vocabulary:
Theocracy, pharaoh, bureaucrat, embalming, pyramid,
distributed, crucial, resided, labor, construct
Vocabulary:
Incense, envoy, acquired, authority, declined
Course Pacing Guide
Resources:
1. Diagram: How Papyrus is made
2. Graphic Organizer: Benefits of the Nile
Resources:
1. History Channel: Ancient Egypt
Resources:
1. Florida Connection
Additional Information: Networks Online
1. Map: Ancient Egypt and Early Trade Routes
www.connected.mcgraw-hill.com
http://www.historyguide.org/resources.html
www.pptpalooza.net
Additional Information: Networks Online
1. Making a mummy
www.connected.mcgraw-hill.com
http://www.historyguide.org/resources.html
www.pptpalooza.net
Additional Information: Networks Online
www.connected.mcgraw-hill.com
http://www.historyguide.org/resources.html
www.pptpalooza.net
Course Pacing Guide
Course Code: 2109010 Course Name: World History 6th grade
Unit Title: Unit 6 The Israelites
Unit Essential Question: How do religions develop?
Semester: 2 Grading Period: 3
Concept: Beginnings
Concept: The Israelite Kingdom Concept: The Development of Judaism
Standard(s):
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.
LA.6.1.6.1- The student will use new vocabulary that is
introduced and taught directly.
Standard(s):
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.
LA.6.1.6.1- The student will use new vocabulary that is
introduced and taught directly.
Standard(s):
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.
LA.6.1.6.1- The student will use new vocabulary that is
introduced and taught directly.
Lesson Essential Question:
1. What did the Ancient Israelites believe?
2. How did the Israelites’ beliefs differ from the
beliefs of most other ancient peoples?
3. How did the Israelites settle Canaan?
4. Who were the Phoenicians, and what was their
major contribution to world civilization?
Lesson Essential Question:
1. What was the role of kings in Israelites history?
2. Why did the Israelites believe David was their
greatest king?
3. How did neighboring empires respond to the
Israelites?
4. What empires conquered Israel and Judah?
Lesson Essential Question:
1. How did the people of Judah practice their
religion while in exile and in their homeland?
2. Why did religious leaders guide Jewish society
after the Jews returned from exile?
3. How did religion shape the Jewish way of life?
4. Why did religious teachers become important
leaders in Jewish communities?
Vocabulary:
Prophet, monotheism, tribe, Exodus, covenant, Torah,
commandment, alphabet, cultures, locusts,
Vocabulary:
Psalm, proverb, exile, King David, founded, survived,
Vocabulary:
Synagogues, Sabbath, tradition, scrolls, communicate,
community, kosher, Diaspora, version, expanded,
devotion, cooperation, tensions, rabbis
Resources:
1. Daily Focus Transparency: Early Alphabets
2. Connections to Today
Resources:
www.ancientstories.com
Resources:
www.ancientstories.com
Additional Information: Networks Online
www.connected.mcgraw-hill.com
http://www.historyguide.org/resources.html
www.pptpalooza.net
Additional Information: Networks Online
www.connected.mcgraw-hill.com
http://www.historyguide.org/resources.html
www.pptpalooza.net
Additional Information: Networks Online
www.connected.mcgraw-hill.com
http://www.historyguide.org/resources.html
www.pptpalooza.net
Course Pacing Guide
Course Code: 2109010 Course Name: World History 6th grade
Unit Title: Unit 7 The Ancient Greeks
Unit Essential Question:
How does Geography influence the way people live?
Semester: 2 Grading Period: 3
Concept: The Rise of Greek Civilization
Concept: Sparta and Athens: City-State Rivals Concept: Greece and Persia
Standard(s):
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.2.5- Interpret how geographic boundaries invite
or limit interaction with other regions and cultures.
LA.6.1.6.1- The student will use new vocabulary that is
introduced and taught directly.
LA.6.1.7.1- The students will use background knowledge
of subject and related content areas, pre-reading
strategies, graphic representations, and knowledge of text
structure to make and confirm complex predictions of
content, purpose, and organizations of a reading
selection.
Standard(s):
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.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.
LA.6.1.6.1- The student will use new vocabulary that is
introduced and taught directly.
Standard(s):
SS.6.W.2.8- Determine the impact of key figures from
ancient Mesopotamian 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.
LA.6.1.6.1- The student will use new vocabulary that is
introduced and taught directly.
LA.6.1.7.1- The students will use background knowledge
of subject and related content areas, pre-reading
strategies, graphic representations, and knowledge of text
structure to make and confirm complex predictions of
content, purpose, and organizations of a reading
selection.
Lesson Essential Question:
1. How did physical geography influence the lives
of the early Greeks?
2. How did seas influence the way many ancient
Greeks lived?
3. How did the civilization of the Minoans
develop?
4. What did the discovery of Knossos reveal about
the Minoans?
5. How did the Dorian invasion help spread Greek
culture?
6. How did the colonies affect trade and industry in
the Greek World?
Lesson Essential Question:
1. Which types of government did the Greeks city-
states have?
2. Why were tyrants able to hold power in various
Greeks city-states?
3. Why did the Spartans focus on military skills?
4. Why did Sparta fall behind other Greek city-
states in many areas?
5. Why was Solon chosen to be leader of Athens?
Lesson Essential Question:
1. How did the Persia rule a vast empire?
2. How did the Greeks defeat the Persians?
3. After the losses in Greece, why did the Persians
grow unhappy with their government?
Course Pacing Guide
Vocabulary:
Peninsula, bard, colony, polis, agora, phalanx,
Dominate, community, concluded, economic, declined,
affected
Vocabulary:
Tyrant, oligarchy, democracy, helots, military, stability,
achieved, construct
Vocabulary:
Satrapy, satrap, Zoroastrianism, obtain, collapsed,
Xerxes, King Leonidas
Resources:
1. Connection to today-Coins
2. Thinking Like a Historian
Resources:
1. Biography-Solon
2. Cleisthenes
Resources:
1. www.religions.com
Additional Information: Networks Online
www.connected.mcgraw-hill.com
http://www.historyguide.org/resources.html
www.pptpalooza.net
Additional Information: Networks Online
www.connected.mcgraw-hill.com
http://www.historyguide.org/resources.html
www.pptpalooza.net
Additional Information: Networks Online
www.connected.mcgraw-hill.com
http://www.historyguide.org/resources.html
www.pptpalooza.net
Course Pacing Guide
Course Code: 2109010 Course Name: World History 6th grade
Unit Title: Unit 8 Greek Civilization
Unit Essential Question: What makes a culture unique?
Semester: 2 Grading Period: 3
Concept: Greek Culture
Concept: The Greek Mind Concept: Alexander’s Empire
Standard(s):
SS.6.W.3.5- Summarize the important achievements and
contributions of ancient Greek civilization.
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.G.4.1- Explain how family and ethnic relationships
influenced ancient cultures.
LA.6.1.6.1- The student will use new vocabulary that is
introduced and taught directly.
LA.6.1.7.1- The students will use background knowledge
of subject and related content areas, pre-reading
strategies, graphic representations, and knowledge of text
structure to make and confirm complex predictions of
content, purpose, and organizations of a reading
selection.
Standard(s):
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.
LA.6.1.6.1- The student will use new vocabulary that is
introduced and taught directly.
LA.6.1.6.3- The student will use context clues to
determine meanings of unfamiliar words.
LA.6.1.7.1- The students will use background knowledge
of subject and related content areas, pre-reading
strategies, graphic representations, and knowledge of text
structure to make and confirm complex predictions of
content, purpose, and organizations of a reading
selection.
Standard(s):
SS.6.W.1.3- Interpret primary and secondary sources.
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.2.6- Explain the concept of cultural diffusion, and
identify the influences of different ancient cultures on
one another.
LA.6.1.6.1- The student will use new vocabulary that is
introduced and taught directly.
LA.6.1.7.1- The students will use background knowledge
of subject and related content areas, pre-reading
strategies, graphic representations, and knowledge of text
structure to make and confirm complex predictions of
content, purpose, and organizations of a reading
selection.
Lesson Essential Question:
1. How did the ancient Greeks honor their gods?
2. Why did the ancient Greeks seek advice from
oracles?
3. Why were epics and fables important to ancient
Greeks?
Lesson Essential Question:
1. What ideas did the Greeks develop to explain
the world around them?
2. Why did Plato dislike Athenian democracy?
3. What did the Greeks believe about history and
science?
4. Why is Herodotus called “the father of history?”
Lesson Essential Question:
1. Why did Macedonia become powerful?
2. How was Phillip II able to gain control over
most of Greece?
3. What were Alexander’s goals as a rule?
4. Why was the Battle of Guaganela so important
to Alexander?
5. How was successful was Alexander in achieving
his goals?
Course Pacing Guide
Vocabulary:
Myths, ritual, oracle, construct, Odyssey, fable, drama,
oral,
Vocabulary:
Sophists, rhetoric, Socratic method, Hippocratic oath,
reveal, rejected, despite, individuals, Plato, Herodotus,
Pythagoras
Vocabulary:
Calvary, Hellenistic era, create, voluntarily, pursue,
Pergummum
Resources: Greek Gods and Goddesses (Flow Chart)
Resources:
www.greekhistory.com
Resources:
www.greekhistory.com
Additional Information: Networks Online
www.connected.mcgraw-hill.com
http://www.historyguide.org/resources.html
www.pptpalooza.net
Additional Information:
www.connected.mcgraw-hill.com
http://www.historyguide.org/resources.html
www.pptpalooza.net
Additional Information:
www.connected.mcgraw-hill.com
http://www.historyguide.org/resources.html
www.pptpalooza.net
Course Pacing Guide
Course Code: 2109010 Course Name: World History 6th grade
Unit Title: Unit 9 Ancient India
Unit Essential Question:
How does Geography influence the way people live?
How do religions develop?
What makes a culture unique?
Semester: 2 Grading Period: 3
Concept: Early Civilizations
Concept: Religions of Ancient India Concept: The Mauryan Empire
Standard(s):
SS.6.W.2.4- Compare the economic, political, social, and
religious institutions of ancient river civilizations.
SS.6.W.2.4- Compare the economic, political, social, and
religious institutions of ancient river civilizations.
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.
Standard(s):
SS.6.W.3.5- Summarize the important achievements and
contributions of ancient Indian civilization.
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.
Standard(s):
SS.6.W.4.3- Recognize the political and cultural
achievements of the Mauryan and Gupta empires.
SS.6.W.4.5- Summarize the important achievements and
contributions of ancient Indian 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.2.2- Differentiate between continents, regions,
countries, and cities in order to understand the
complexities of regions created by civilizations.
LA.6.1.6.1- The student will use new vocabulary that is
introduced and taught directly.
LA.6.1.7.1- The students will use background knowledge
of subject and related content areas, pre-reading
strategies, graphic representations, and knowledge of text
structure to make and confirm complex predictions of
content, purpose, and organizations of a reading
selection.
Lesson Essential Question:
1. How did physical geography and climate
influence the development of civilization in
India?
2. How do monsoon winds affect life in India?
Lesson Essential Question:
1. What are the basic beliefs of Hinduism?
2. How did Hinduism affect eh way ancient
Indians lived day to day?
Lesson Essential Question:
1. How did religion affect the development of the
Mauryan Empire?
2. What caused Ashoka to denounce violence?
What was the result?
Vocabulary:
Subcontinent, monsoon, language family, raja, Sanskrit,
Vedas, caste, guru
Vocabulary:
Hinduism, Brahman, reincarnation, karma, dharma,
Buddhism, nirvana, Jainism
Vocabulary:
Stupa, pilgrim, Bhagavad Gita
Course Pacing Guide
Resources:
History Channel: India’s caste system
www.historychannel.com
Resources:
Biography: Buddha
Biography: Mahatma Ghandi
Resources:
Biography: Hindu Art
Additional Information:
www.connected.mcgraw-hill.com
www.pptpalooza.net
Additional Information:
www.connected.mcgraw-hill.com
www.pptpalooza.net
Additional Information:
www.connected.mcgraw-hill.com
www.pptpalooza.net
Course Pacing Guide
Course Code: 2109010 Course Name: World History 6th grade
Unit Title: Unit 10 Early China
Unit Essential Question: What makes a culture unique?
Semester: 2 Grading Period: 3
Standard(s):
SS.6.W.2.4- Compare the economic, political, social, and
religious institutions of ancient river civilizations.
SS.6.E.3.2- Categorize products that were traded among
civilizations, and give examples of barriers to trade of
those products.
SS.6.G.1.7- Use maps to identify characteristics and
boundaries of ancient civilizations that have shaped the
world today.
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.5.3- Use geographic tools and terms to analyze
how famine, drought, and natural disasters plagued many
ancient civilizations.
LA.6.1.6.1- The student will use new vocabulary that is
introduced and taught directly.
Standard(s):
SS.6.G.1.7- Use maps to identify characteristics and
boundaries of ancient civilizations that have shaped the
world today.
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.5.3- Use geographic tools and terms to analyze
how famine, drought, and natural disasters plagued many
ancient civilizations.
LA.6.1.6.1- The student will use new vocabulary that is
introduced and taught directly.
Standard(s):
SS.6.G.1.7- Use maps to identify characteristics and
boundaries of ancient civilizations that have shaped the
world today.
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.5.3- Use geographic tools and terms to analyze
how famine, drought, and natural disasters plagued many
ancient civilizations.
LA.6.1.6.1- The student will use new vocabulary that is
introduced and taught directly.
Lesson Essential Question:
1. How have rivers, mountains, and deserts shaped
the development of China’s civilization?
2. Why did China’s Shang rulers become
powerful?
Lesson Essential Question:
1. How did Chinese thinkers influence society and
government?
2. How are the ideas of Confucius and Laozi
similar? How are they different?
Lesson Essential Question:
1. How did the Qin Emperor unite China?
2. How would you describe Qin as a ruler?
Course Pacing Guide
Vocabulary:
Warlord, aristocrat, ancestor, pictograph, ideograph,
bureaucracy,
Vocabulary:
Confucianism, Daoism, legalism, social class, filial piety
Vocabulary:
Censor, currency, civil service, tenant farmer,
acupuncture
Resources:
1. Map Focus:
a. What bodies of water border Chinese
lands to the west?
b. In which direction did most of the Han
Empire expansion take place?
c. How does the area of modern China
compare to the land controlled by early
Chinese dynasties?
Resources:
1. Chinese philosophies
2. Slide show Zhou Dynasty Art
Resources:
1. Biography: Ban Zhao
Additional Information:
http://china.mrdonn.org/dynasties.html
Additional Information:
http://china.mrdonn.org/dynasties.html
Additional Information:
http://china.mrdonn.org/dynasties.html
Course Pacing Guide
Course Code: 2109010 Course Name: World History 6th grade
Unit Title: Unit 11 Rome: Republic to Empire
Unit Essential Question: How does geography influence the way people?
How do governments change?
Semester: 2 Grading Period: 4
Concept: The Founding of Rome
Concept: The End of the Republic Concept: Rome Builds an Empire
Standard(s):
SS.6.W.1.3- Interpret primary and secondary sources.
SS.6.W.3.16- Compare life in the Roman Republic for
patricians, plebeians, women, children, and slaves.
Standard(s):
SS.6.W.1.3- Interpret primary and secondary sources.
SS.6.W.3.16- Compare life in the Roman Republic for
patricians, plebeians, women, children, and slaves.
Standard(s):
SS.6.W.1.3- Interpret primary and secondary sources.
SS.6.W.3.16- Compare life in the Roman Republic for
patricians, plebeians, women, children, and slaves.
LA.6.1.6.1- The student will use new vocabulary that is
introduced and taught directly.
Lesson Essential Question:
1. What affect did geography have on the rise of
Roman civilization?
2. How did the Etruscans influence early Rome?
3. Why were the Romans able to expand their
control of Italy?
Lesson Essential Question:
1. How did conflict between the classes change
Rome’s government?
2. What was the emergency that caused
Cincinnatus to be appointed dictator?
Lesson Essential Question:
1. What factors led to the decline of the Roman
Republic?
2. What was the purpose of “brand and circuses?”
Vocabulary:
republic, legion, found, involve
Vocabulary:
Patrician, plebian, consul, veto, praetor, tribune, dictator,
civic duty
Vocabulary:
Latifundia, triumvirate, Pax Romana, proconsul, inspect,
aqueducts, succesors
Resources:
www.libraryofcongress.com
Resources:
www.libraryofcongress.com
Resources:
www.libraryofcongress.com
Additional Information:
www.pptpalooza.net
Additional Information:
www.pptpalooza.net
Additional Information:
www.pptpalooza.net
Course Pacing Guide
Course Code: 2109010 Course Name: World History 6th grade
Unit Title: Unit 12 Roman Civilization
Unit Essential Question: What makes a culture unique?
Semester: 2 Grading Period: 4
Concept: The Roman Way of Life
Concept: Rome’s Decline Concept: The World’s Literature/The Aeneid
Standard(s):
SS.6.W.1.3- Interpret primary and secondary sources.
SS.6.W.3.16- Compare life in the Roman Republic for
patricians, plebeians, women, children, and slaves.
Standard(s):
SS.6.W.1.3- Interpret primary and secondary sources.
SS.6.W.3.16- Compare life in the Roman Republic for
patricians, plebeians, women, children, and slaves.
Standard(s):
SS.6.W.1.3- Interpret primary and secondary sources.
SS.6.W.3.16- Compare life in the Roman Republic for
patricians, plebeians, women, children, and slaves.
Lesson Essential Question:
1. What was daily life like for the Romans?
2. Why was the family important to Roman
society?
Lesson Essential Question:
1. How did the Greeks influence Roman culture?
2.
Lesson Essential Question:
1. Describe the Roman improvements to Greek
architecture.
2. What is the purpose of Anchises’s speech?
Vocabulary:
Gladiator, anatomy, vault, satire, ode
Vocabulary:
Reforms, expand, reinforce
Vocabulary:
Mosaic, invaders, legions
Resources:
www.Connected.mcgraw-hill.com
Resources:
www.libraryofcongress.com
Resources:
www.libraryofcongress.com
Additional Information:
www.libraryofcongress.com
Additional Information:
www.Connected.mcgraw-hill.com
Additional Information:
www.Connected.mcgraw-hill.com
Course Pacing Guide
Course Code: 2109010 Course Name: World History 6th grade
Unit Title: Unit 13 The Rise of Christianity
Unit Essential Question: How do religions develop?
Semester: 2 Grading Period: 4
Concept: Early Christianity
Concept: The Early Church Concept: The Modern Church
Standard(s):
SS.6.W.3.13- Identify key figures and the basic beliefs
of early Christianity and how these beliefs impacted the
Roman Empire.
SS.6.G.4.4- Map and analyze the impact of the spread of
various belief systems in the ancient world.
Standard(s):
SS.6.W.3.8- Determine the impact of significant figures
associated with ancient Rome.
Standard(s):
SS.6.W.3.13- Identify key figures and the basic beliefs
of early Christianity and how these beliefs impacted the
Roman Empire.
SS.6.G.4.4- Map and analyze the impact of the spread of
various belief systems in the ancient world.
Lesson Essential Question:
1. How did the Jews respond to Roman rule?
2. How did the A.D. 132 revolt affect the Jews of
Judaea?
3. Why were the life and death of Jesus of
Nazareth important to his followers?
Lesson Essential Question:
1. How did Christianity change over time?
2. How did Constantine support Christianity?
3. What writings are included in the New
Testament?
Lesson Essential Question:
1. How are modern churches similar/different from those
in the past?
Vocabulary:
Parables, resurrection, apostle, salvation
Vocabulary:
Martyr, hierarchy, clergy, doctrine, gospel, pope, laity
Vocabulary:
Presbyterian, Baptist, Pentecostal, non denominational
Resources:
3.
4.
Resources: Resources:
Additional Information:
Additional Information: Additional Information:
Course Pacing Guide
Course Code: 2109010 Course Name: World History 6th grade
Unit Title: Unit 14 The Americas
Unit Essential Question: How does geography affect the way people live?
What makes a culture unique?
Semester: 2 Grading Period: 4
Concept: The First Americans
Concept: Concept:
Standard(s):
LA.6.1.7.3- The student will determine the main idea or
essential message in grade-level text through inferring,
paraphrasing, summarizing, and identifying relevant
details
Standard(s):
LA.6.1.7.3- The student will determine the main idea or
essential message in grade-level text through inferring,
paraphrasing, summarizing, and identifying relevant
details
Standard(s):
LA.6.1.7.3- The student will determine the main idea or
essential message in grade-level text through inferring,
paraphrasing, summarizing, and identifying relevant
details
Lesson Essential Question:
1. How did geography shape the ways people
settled in the Americas?
2. Which four separate geographical areas make up
the America?
Lesson Essential Question:
1. How did the Maya live in the rain forests of
Mesopotamia?
2. How were the governed?
Lesson Essential Question:
Vocabulary:
Isthmus, maize, linked, abandoned,
Vocabulary:
Sinkhole, Hogan, Kinich Ahau, temporary
Vocabulary:
Resources:
5.
6.
Resources: Resources:
Additional Information:
Additional Information: Additional Information: