School District of Palm Beach County World History Grade 6 Scope 2012‐2013
1st Nine Weeks
Course Description
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 Students are empowered to perform at higher levels as they engage in the following: analyzing historical documents and supplementary readings, working in the context of thematically categorized information, becoming proficient in note‐taking, participating in Socratic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 an extended research‐based paper/project (e.g., NHD/Florida history fair, participatory citizenship project, mock trial, projects for competitive evaluation, investment portfolio contests, or other teacher‐
directed projects).Use visual depictions of historical events in order to increase ELL students’ mastery of related content. Pacing/Topic
CCSSI/ Geography/ Economics
NGSSS
Benchmarks
Student Target Essential Content
Core
Essential Vocabulary
FCAT 2.0 Reading Reporting Categories 1. Vocabulary 2. Reading Application 3. Literary Analysis Lit
A l i
Fiction/Nonfiction 4. Informational Text/Research Process
Tools for Tools
for
Remediation/Enrichment
Aug 20 to Aug 31
Introduction to
History, Culture, SS.6.W.1.1 Use timelines
to identify chronological
Geography,
order of historical events.
Economics,
Citizenship (Core
Concepts)
Understand how to use
maps and other
geographic
representations, tools and
technology to report
information. SS.6.G.1.17
Undestand the
physical and cultural
characteristics of places.
SS.6.G.2.1-2.7
Understand the
relationships between the
Earth's ecosystems and
the populations that
dwell within the.
SS.6.G.3.1-2
Understand the
characteristics,,
distribution, and
migration of human
populations.
SS.6.G.4.1-4
Understand how human
actions can impact the
environment
SS.6.G.5.1-5.3
Understand how to apply
geography to interpret
the past and present and
plan for the future.
SS.6.G.6.1-6.2
Karpiel, F., & Krull, K.
Label key events on a
(2013). myWorld History.
timeline in chronological
Boston: Pearson. Pages 4-5,
order.
362, 363, 412-413, 535
historian, timeline,
chronology, period,
prehistory
TimeToast Timelines
SS.6.W.1.2 Identify terms
and designations (decade,
century, epoch, era,
millennium, BC/BCE,
AD/CE) of time periods.
Understand the
fundamental
concepts relevant to
the development of
a market economy.
SS.6.E.1.1-3
Understand the
fundamental
concepts relevant to
the institutions,
Use specific terms to
structure and
describe the passage of
functions of a
time in an essay.
national economy.
SS.6.E.2.1
Understand the
fundamental
concepts
p and
interrelationships of
the U.S. economy in
an international
marketplace.
SS.6.E.3.1-4
Karpiel, F., & Krull, K.
(2013). myWorld History.
Boston: Pearson. Pages 4-5,
432-435
decade, century, epoch, era,
millenium, BC/BCE, AD/CE
SS.6.W.1.3 Interpret
primary and secondary
sources. [. . . artifacts,
images, auditory sources,
written sources.]
SS.6.W.1.4 Describe the
methods of historical
inquiry and how history
relates to the other social
sciences. [. . . archaeology,
geography, political
science, economics).
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.
Evaluate the roles,
rights, and
responsibilities of
U.S. citizens and
determine methods
of active
participation in
society,
government, and the
political system.
SS.8.C.1.1-6
Demonstrate an
understanding of the
principles, functions
and organization of
government.
SS.8.C.2.1
Analyze primary source
documents.
Distinguish between a
primary source and a
secondary source.
Karpiel, F., & Krull, K.
(2013). myWorld History .
Boston: Pearson. Pages 6-7,
50-51, 76-77, 138-139, 164165, 426-427, 564-565
primary source, artifact,
secondary source, bias
Karpiel, F., & Krull, K.
Explain how archaeology (2013). myWorld History .
archaeology, anthropology,
and anthropology help us Boston: Pearson. Pages 6-7, 8- archaeologist, prehistory,
understand the past.
9, 24-25, 28-29, 58-63, 100- fossil, geologist, artifact
101, 216-219
Karpiel, F., & Krull, K.
(2013). myWorld History .
interpretation,
Boston: Pearson. Pages 6-7, 8- historiography
9, 58-63, 100-101
Give examples of how
culture is spread.
Identify cultural traits
found within my family.
Explain how religion and
culture are connected.
Karpiel, F., & Krull, K.
(2013). myWorld History .
Boston: Pearson. Pages 4243, 46
46-47,
175-181,
374-377,
43
47 175
181 374
377
542-547
cultural diffusion, culture,
cultural trait, norm, culture
region, cultural landscape ,
cultural hearth, diversity
SS.6.W.2.1 Compare the
Sep 4 to Sep 21
lifestyles of hunterEarly People and
gatherers with those of
Ancient
settlers of early agricultural
Mesopotamia
communities
communities.
Understand how to use
maps and other
geographic
representations, tools and
technology to report
information. SS.6.G.1.17
Undestand the
physical and cultural
characteristics of places.
SS.6.G.2.1-2.7
Understand the
relationships between the
Earth's ecosystems and
the populations that
dwell within the.
SS.6.G.3.1-2
Understand the
characteristics,,
distribution, and
migration of human
populations.
SS.6.G.4.1-4
Understand how human
actions can impact the
environment
SS.6.G.5.1-5.3
Understand how to apply
geography to interpret
the past and present and
plan for the future.
SS.6.G.6.1-6.2
Explain how agriculture
changed human lives in
many ways.
Karpiel, F., & Krull, K.
(2013). myWorld History .
hunter-gatherer, technology,
Boston: Pearson. Core
culture, nomad, revolution,
Concepts 3.3, pp. 46-47; Core
domesticate, deforestation
Concepts 3.4, p. 48; pp. 66,
67, 75, 82-89
Mesopotamia‐‐The British Museum
Understand the
fundamental
concepts relevant to
the development of
a market economy.
SS.6.E.1.1-3
Understand the
fundamental
SS.6.W.2.2 Describe how
concepts relevant to
the developments of
the institutions,
agriculture and metallurgy
structure and
related to settlement,
functions of a
population growth, and the
national economy.
emergence of
SS.6.E.2.1
civilization.
Understand the
fundamental
concepts
p and
interrelationships of
the U.S. economy in
an international
marketplace.
SS.6.E.3.1-4
Explain how agriculture
changed human lives in
many ways.
Describe how farming
changed the kinds of
communities people lived
in.
Describe why metallurgy
is important to a
civilization.
Explain how natural
resources were linked to
the ggrowth of
civilization.
Karpiel, F., & Krull, K.
(2013). myWorld History .
Boston: Pearson. Core
Concepts 3.4, p.48; pp. 8289, 91, 93
irrigate, stanrdard of living,
technology, erosion, surplus,
specialization, civilization,
resource, social classes,
public works, religion,
Evaluate the roles,
rights, and
responsibilities of
U.S. citizens and
determine methods
of active
SS.6.W.2.3 Identify the
participation in
characteristics of
society,
civilization. (e.g.,
government, and the
urbanization, specialized
labor, advanced technology, political system.
government and religious
SS.8.C.1.1-6
institutions, social classes). Demonstrate an
understanding of the
principles, functions
and organization of
government.
SS.8.C.2.1
Explain why a strong
government was needed
for public works.
Describe how job
specialization was linked
to the emergence of
social classes.
Identify and describe the
characteristics of a
civilization.
Karpiel, F., & Krull, K.
(2013). myWorld History.
Boston: Pearson. Core
Concepts 2.1, pp. 20-21; Core
Conpts 2.2, pp. 22-23, 90-97
urbanization, specialization,
division of labor, advanced
technology, surplus,
government, religious
institutions, social classes
SS.6.W.2.4 Compare the
economic, political, social,
and religious institutions of
ancient river civilizations.
(e.g., Nile, TigrisEuphrates, Indus, Huang
He).
Explain why trade was
important to Sumerian
city-states.
Explain how the priests
and kings of Sumer
supported one another.
Analyze how technology
helped Sumerian
civilization develop.
Karpiel, F., & Krull, K.
(2013). myWorld History .
Boston: Pearson. Core
Concepts 2.2, pp. 22-23; pp.
113, 114, 116, 118-123, 124131
state, city-state, empire,
barter, polytheism, ziggurat,
cuneiform, ally, rule of law,
cavalry, standing army,
tribute, currency, stele
SS.6.W.2.7 Summarize the
important achievements of
Mesopotamian civilization.
(e.g.,
cuneiform writing, epic
literature such as
Gilgamesh, art and
architecture, technology
such as the wheel, sail, and
plow)
Explain the class system
of in Mesopotamia.
Describe Mesopotamian
government and its
struggles.
Explain the importance
off cuneiform
if
and
d th
the
wheel.
Karpiel, F., & Krull, K.
(2013). myWorld History .
Boston: Pearson. Core
Concepts 2.1, pp. 20-21; pp.
118-123
118
123
empire, rule of law, ally,
culturral trait, Hammurabi's
Code
SS.6.W.2.8 Determine the
impact of key figures from
ancient Mesopotamian
civilizations.
(e.g., Abraham,
Hammurabi,
Nebuchadnezzar, Cyrus,
Zoroaster).
Describe how
Hammurabi used law to
unite his empire.
Explain why Abraham
can be considered the
father of Judaism.
Explain how the
Assyrian, Babylonian,
and Persian rulers used
technology to expand and
unite their empires.
Karpiel, F., & Krull, K.
(2013). myWorld History .
Boston: Pearson. Pages 118123, 124-131
cavalry, standing army,
tribute, currency, stele,
Hammurabi, Ashurbanipal,
Nebuchadnezzar, Cyrus,
Darius
Sep 24 to Sep 28
Ancient
Phoenicians
SS.6.W.3.1 Analyze the
cultural impact the ancient
Phoenicians had on the
Mediterranean world with
regard to colonization
(Carthage), exploration,
maritime commerce (purple
dye, tin), and written
communication (alphabet).
Understand how to use
maps and other
geographic
representations, tools and
technology to report
information. SS.6.G.1.17
Undestand the
physical and cultural
characteristics of places.
SS.6.G.2.1-2.7
Understand the
relationships between the
Earth's ecosystems and
the populations that
dwell within the.
SS.6.G.3.1-2
Understand the
characteristics,,
distribution, and
migration of human
populations.
SS.6.G.4.1-4
Understand how human
actions can impact the
environment
SS.6.G.5.1-5.3
Understand how to apply
geography to interpret
the past and present and
plan for the future.
SS.6.G.6.1-6.2
Describe the
achievements
of the Ancient
Phoenicians.
Karpiel, F., & Krull, K.
(2013). myWorld History .
Boston: Pearson. Pages 132137
import, export, navigation,
colony, cultural diffusion,
alphabet
Ancient Phoenicians‐‐British Museum
Understand the
fundamental
concepts relevant to
the development of
a market economy.
SS.6.E.1.1-3
Understand the
fundamental
concepts relevant to
the institutions,
structure and
functions of a
national economy.
SS.6.E.2.1
Understand the
fundamental
concepts and
interrelationships of
the U.S. economy in
an international
marketplace.
Evaluate the roles,
rights, and
responsibilities of
U.S. citizens and
determine methods
of active
participation in
society,
government, and the
political system.
SS.8.C.1.1-6
Demonstrate an
understanding of the
principles, functions
and organization of
t
Oct 1 to Oct 18
Ancient Egypt
SS.6.W.2.1 Compare the
lifestyles of huntergatherers with those of
settlers of early agricultural
communities
communities.
Understand how to use
maps and other
geographic
representations, tools and
technology to report
information. SS.6.G.1.17
Undestand the
physical and cultural
characteristics of places.
SS.6.G.2.1-2.7
Understand the
relationships between the
Earth's ecosystems and
the populations that
dwell within the.
SS.6.G.3.1-2
Understand the
characteristics,,
distribution, and
migration of human
populations.
SS.6.G.4.1-4
Understand how human
actions can impact the
environment
SS.6.G.5.1-5.3
Understand how to apply
geography to interpret
the past and present and
plan for the future.
SS.6.G.6.1-6.2
Explain how agriculture
changed human lives in
many ways.
Karpiel, F., & Krull, K.
(2013). myWorld History .
Boston: Pearson. Pages 4647, 48, 66, 67, 75, 82-89
hunter-gatherer, technology,
culture, nomad, revolution,
domesticate, deforestation
Ancient Egypt‐‐The British Museum
Understand the
fundamental
concepts relevant to
the development of
a market economy.
SS.6.E.1.1-3
Understand the
fundamental
SS.6.W.2.2 Describe how
concepts relevant to
the developments of
the institutions,
agriculture and metallurgy
structure and
related to settlement,
functions of a
population growth, and the
national economy.
emergence of
SS.6.E.2.1
civilization.
Understand the
fundamental
concepts
p and
interrelationships of
the U.S. economy in
an international
marketplace.
SS.6.E.3.1-4
Explain how agriculture
changed human lives in
many ways.
Describe how farming
changed the kinds of
communities people lived
in.
Describe why metallurgy
is important to a
civilization.
Explain how natural
resources were linked to
the ggrowth of
civilization.
Karpiel, F., & Krull, K.
(2013). myWorld History .
Boston: Pearson. Core
Concepts 3.4, p.48; pp. 8289, 91, 93
irrigate, stanrdard of living,
technology, erosion, surplus,
specialization, civilization,
resource, social classes,
public works, religion,
Evaluate the roles,
rights, and
responsibilities of
U.S. citizens and
determine methods
of active
SS.6.W.2.3 Identify the
participation in
characteristics of
society,
civilization. (e.g.,
Describe the basic
government, and the
urbanization, specialized
features of a civilization.
labor, advanced technology, political system.
government and religious
SS.8.C.1.1-6
institutions, social classes). Demonstrate an
understanding of the
principles, functions
and organization of
government.
SS.8.C.2.1
SS.6.W.2.4 Compare the
economic, political, social,
and religious institutions of
ancient river civilizations.
(e.g., Nile, TigrisEuphrates, Indus, Huang
He).
SS.6.W.2.5 Summarize
important achievements of
Egyptian civilization. (e.g.,
agriculture,
calendar, pyramids, art and
architecture, hieroglyphic
writing and record-keeping,
literature such as The Book
of the Dead,
mummification)
Karpiel, F., & Krull, K.
(2013). myWorld History .
Boston: Pearson. Core
Concepts 2.1, pp. 20-21, Core
Conpts 2.2, pp. 22-23; pp.
152-157
urbanization, specialization,
division of labor, advanced
technology, surplus,
government, religious
institutions, social classes;
hieroglyphic, papyrus,
pyramid, sculpture, anatomy
Karpiel, F., & Krull, K.
Describe the importance (2013). myWorld History .
of religion in Ancient
Boston: Pearson. Core Conpts
Egypt.
2.2, pp. 22-23; pp. 148, 149,
150, 151, 161-163
mummification, artisan,
pharaoh, dynasty,
bureaucracy, Hatshepsut,
Ramses II, commerce, ivory,
interdependence, Meroitic
script, ebony
Identify how and why
pyramids were built.
Explain key contributions
of the ancient Egyptians
in science and art.
hieroglyphic, papyrus,
pyramid, sculpture,
anatomy, The Book of the
Dead
Karpiel, F., & Krull, K.
(2013). myWorld History .
Boston: Pearson. Pages 144151, 152-157, 158-163, 190191
SS.6.W.2.6 Determine the
contributions of key figures
from ancient Egypt. (e.g.,
Narmer,
Imhotep, Hatshepsut,
Ramses the Great,
Akhenaten, Tutankhamen).
Analyze the importance
of the pharaoh in
Egyptian social structure.
Identify the contributions
of famous Egyptian
pharaohs.
Karpiel, F., & Krull, K.
(2013). myWorld History .
Boston: Pearson. Pages 140142, 144-151, 152-157
Hatshepsut, Narmer, Ramses
II
Week of October 15, 2012 -- Comprehension Check
School District of Palm Beach County World History Grade 6 Scope 2012‐2013
2nd Nine Weeks
Course Description 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 an extended research‐based paper/project (e.g., NHD/Florida history fair, participatory citizenship project, mock trial, projects for competitive evaluation, investment portfolio contests, or other teacher‐directed projects).Use visual depictions of historical events in order to increase ELL students’ mastery of related content. FCAT 2.0 Reading Reporting Categories 1. Vocabulary 2. Reading Application 3. Tools for Literary Analysis
Literary Analysis NGSSS
CCSSI
Student Target St d t T
t
C
Core
EEssential Vocabulary
ti l V b l
Pacing/Topic
Fiction/Nonfiction Remediation/Enrichment
4. Informational Text/Research Process
Benchmarks
Essential Content
SS.6.W.2.1 Compare the
lifestyles of hunterOct 22 to Oct 26
gatherers with those of
Ancient Hebrews
settlers of early agricultural
communities
communities.
Understand how to use
maps and other
geographic
representations, tools and
technology to report
information. SS.6.G.1.17
Undestand the
physical and cultural
characteristics of places.
SS.6.G.2.1-2.7
Understand the
relationships between the
Earth's ecosystems and
the populations that
dwell within the.
SS.6.G.3.1-2
Understand the
characteristics,,
distribution, and
migration of human
populations.
SS.6.G.4.1-4
Understand how human
actions can impact the
environment
SS.6.G.5.1-5.3
Understand how to apply
geography to interpret
the past and present and
plan for the future.
SS.6.G.6.1-6.2
Explain how agriculture
changed human lives in
many ways.
Karpiel, F., & Krull, K.
(2013). myWorld History .
Boston: Pearson. Pages 4647, 48, 66, 67, 75, 82-89
hunter-gatherer, technology,
culture, nomad, revolution,
domesticate, deforestation
Judaism and Jewish History Curricular Resource Packet
Understand the
fundamental
concepts relevant to
the development of
a market economy.
SS.6.E.1.1-3
Understand the
fundamental
SS.6.W.2.2 Describe how
concepts relevant to
the developments of
the institutions,
agriculture and metallurgy
structure and
related to settlement,
functions of a
population growth, and the
national economy.
emergence of
SS.6.E.2.1
civilization.
Understand the
fundamental
concepts
p and
interrelationships of
the U.S. economy in
an international
marketplace.
SS.6.E.3.1-4
Explain how agriculture
changed human lives in
many ways.
Describe how farming
changed the kinds of
communities people lived
in.
Describe why metallurgy
is important to a
civilization.
Explain how natural
resources were linked to
the ggrowth of
civilization.
Karpiel, F., & Krull, K.
(2013). myWorld history .
Boston: Pearson. Core
Concepts 3.4, p.48; pp. 8289, 91, 93
irrigate, stanrdard of living,
technology, erosion, surplus,
specialization, civilization,
resource, social classes,
public works, religion,
Evaluate the roles,
rights, and
responsibilities of
U.S. citizens and
determine methods
of active
SS.6.W.2.3 Identify the
participation in
characteristics of
society,
civilization. (e.g.,
Describe the basic
government, and the
urbanization, specialized
features of a civilization.
labor, advanced technology, political system.
government and religious
SS.8.C.1.1-6
institutions, social classes). Demonstrate an
understanding of the
principles, functions
and organization of
government.
SS.8.C.2.1
SS.6.W.2.4 Compare the
economic, political, social,
and religious institutions of
ancient river civilizations.
(e.g., Nile, TigrisEuphrates, Indus, Huang
He).
Explain how religion
helped shape the culture
of the ancient Hebrews.
Explain the connection
between Jewish beliefs
about invidual worth and
the modern idea of
equality before the law.
Karpiel, F., & Krull, K.
(2013). myWorld History.
Boston: Pearson. Core
Concepts 2.1, pp. 20-21; Core
Concepts 2.2, pp. 22-23
urbanization, specialization,
division of labor, advanced
technology, surplus,
government, religious
institutions, social classes
Karpiel, F., & Krull, K.
(2013). myWorld History .
Boston: Pearson. Core
Concepts 2.2, pp. 22-23
monotheism, ethics, Torah,
covenant, Exodus,
commandment
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. (e.g., Abraham,
Moses, monotheism, law,
emphasis on individual
worth and responsibility).
Compare and contrast
monotheist religions with
polytheistic religions.
Describe the major
characteristics of
Judaism.
Explain how Judaism
shpaed the culture of the
Jews in the Diaspora.
Analyze how the position
of the Land of Israel, in a
region conquered by
several ancient empires,
affect Jewish history.
Karpiel, F., & Krull, K.
(2013). myWorld History .
Boston: Pearson. Pages 166169, 170-175, 176-181, 182187, 188-189
scripture, justic, prophet,
rabbi, Talmud,
righteousness, Sabbath,
judge, exile, Diaspora,
synagogue
Oct 29 to Nov 9
Mesoamerican
civilizations
SS.6.W.2.1 Compare the
lifestyles of huntergatherers with those of
settlers of early agricultural
communities
communities.
Understand how to use
maps and other
geographic
representations, tools and
technology to report
information. SS.6.G.1.17
Undestand the
physical and cultural
characteristics of places.
SS.6.G.2.1-2.7
Understand the
relationships between the
Earth's ecosystems and
the populations that
dwell within the.
SS.6.G.3.1-2
Understand the
characteristics,,
distribution, and
migration of human
populations.
SS.6.G.4.1-4
Understand how human
actions can impact the
environment
SS.6.G.5.1-5.3
Understand how to apply
geography to interpret
the past and present and
plan for the future.
SS.6.G.6.1-6.2
Explain how agriculture
changed human lives in
many ways.
Karpiel, F., & Krull, K.
(2013). myWorld History .
Boston: Pearson. Pages 4647, 48, 66, 67, 75, 82-89
hunter-gatherer, technology,
culture, nomad, revolution,
domesticate, deforestation
The Olmec Civilization
Understand the
fundamental
concepts relevant to
the development of
a market economy.
SS.6.E.1.1-3
Understand the
fundamental
SS.6.W.2.2 Describe how
concepts relevant to
the developments of
the institutions,
agriculture and metallurgy
structure and
related to settlement,
functions of a
population growth, and the
national economy.
emergence of
SS.6.E.2.1
civilization.
Understand the
fundamental
concepts
p and
interrelationships of
the U.S. economy in
an international
marketplace.
SS.6.E.3.1-4
Explain how agriculture
changed human lives in
many ways.
Describe how farming
changed the kinds of
communities people lived
in.
Describe why metallurgy
is important to a
civilization.
Explain how natural
resources were linked to
the ggrowth of
civilization.
Karpiel, F., & Krull, K.
(2013). myWorld History .
Boston: Pearson. Core
Concepts 3.4, p.48; pp. 8289, 91, 93, 200-207
irrigate, stanrdard of living,
technology, erosion, surplus,
specialization, civilization,
resource, social classes,
public works, religion, slashand-burn agriculture,
drought
Evaluate the roles,
rights, and
responsibilities of
U.S. citizens and
determine methods
of active
SS.6.W.2.3 Identify the
participation in
characteristics of
society,
civilization. (e.g.,
government, and the
urbanization, specialized
labor, advanced technology, political system.
government and religious
SS.8.C.1.1-6
institutions, social classes). Demonstrate an
understanding of the
principles, functions
and organization of
government.
SS.8.C.2.1
Describe how Maya
religion and government
were connected.
Explain how Maya
architecture reflected
Maya religious beliefs.
Karpiel, F., & Krull, K.
(2013). myWorld History .
Boston: Pearson. Core
observatories, hieroglyphic,
Concepts 2.1, pp. 20-21, Core quetzal
Conpts 2.2, pp. 22-23; pp.
200-207
SS.6.W.2.4 Compare the
economic, political, social,
and religious institutions of
ancient river civilizations.
(e.g., Nile, TigrisEuphrates, Indus, Huang
He).
Comapare and contrast
the Olmec, Zapotec, and
Maya cultures.
Describe how Aztec
civilization was similar to
and different from Maya
civilization.
Explain why the road
system was important for
unifying the Incan
empire
Karpiel, F., & Krull, K.
(2013). myWorld History .
Boston: Pearson. Core Conpts
2.2, pp. 22-23; pp. 200-207,
208-213, 220-225
chinampa, dike, absolute
monarchy, aqueduct,
Moctezuma, colossal heads,
pyramids, Tikal, Palenque,
Monte Alban, Macchu
Picchu, terrace
SS.6.W.2.10 Compare the
emergence of advanced
civilizations in Meso and
South America with the four
early river valley
civilizations. (e.g., Olmec,
Zapotec, Chavin)
Identify the major ancient
civilizations of Latin
America.
Explain why the Olmec
can be considered a
"mother culture."
Describe the legacy of
the Olmec, Zapotec, and
Chavin on later
Mesoamerican
civilizations
Karpiel, F., & Krull, K.
(2013). myWorld History .
Boston: Pearson. Pages 203,
204, 205, 207, 211, 213, 221,
222, 223, 225
obsidian, quetzal,
hiroglyphic, observatory,
aqueduct, quipu, hiearchy,
ayllu, mita system
SS.6.W.2.1 Compare the
lifestyles of hunterNov 12 to Nov16
gatherers with those of
Ancient Americas
settlers of early agricultural
communities
communities.
Understand how to use
maps and other
geographic
representations, tools and
technology to report
information. SS.6.G.1.17
Undestand the
physical and cultural
characteristics of places.
SS.6.G.2.1-2.7
Understand the
relationships between the
Earth's ecosystems and
the populations that
dwell within the.
SS.6.G.3.1-2
Understand the
characteristics,,
distribution, and
migration of human
populations.
SS.6.G.4.1-4
Understand how human
actions can impact the
environment
SS.6.G.5.1-5.3
Understand how to apply
geography to interpret
the past and present and
plan for the future.
SS.6.G.6.1-6.2
Explain how agriculture
changed human lives in
many ways.
hunter-gatherer, technology,
Karpiel, F., & Krull, K.
culture, nomad, revolution,
(2013). myWorld History .
domesticate, deforestation,
Boston: Pearson. Pages 46artifact, drought, wigwam,
47, 48, 66, 67, 75, 82-89, 226longhouse, teepee, igloo,
233
potlach
Aztec History
Understand the
fundamental
concepts relevant to
the development of
a market economy.
SS.6.E.1.1-3
Understand the
fundamental
SS.6.W.2.2 Describe how
concepts relevant to
the developments of
the institutions,
agriculture and metallurgy
structure and
related to settlement,
functions of a
population growth, and the
national economy.
emergence of
SS.6.E.2.1
civilization.
Understand the
fundamental
concepts
p and
interrelationships of
the U.S. economy in
an international
marketplace.
SS.6.E.3.1-4
Explain how agriculture
changed human lives in
many ways.
Explain why some Native
Americans developed
farming while others did
not.
Karpiel, F., & Krull, K.
(2013). myWorld History .
Boston: Pearson. Core
Concepts 3.4, p.48; pp. 8289, 91, 93
irrigate, stanrdard of living,
technology, erosion, surplus,
specialization, civilization,
resource, social classes,
public works, religion,
Evaluate the roles,
rights, and
responsibilities of
U.S. citizens and
determine methods
of active
SS.6.W.2.3 Identify the
participation in
characteristics of
society,
civilization. (e.g.,
Describe the basic
government, and the
urbanization, specialized
features of a civilization.
labor, advanced technology, political system.
government and religious
SS.8.C.1.1-6
institutions, social classes). Demonstrate an
understanding of the
principles, functions
and organization of
government.
SS.8.C.2.1
SS.6.W.2.4 Compare the
economic, political, social,
and religious institutions of
ancient river civilizations.
(e.g., Nile, TigrisEuphrates, Indus, Huang
He).
Explain how geographic
features have influenced
settlement, interactions,
and the economies of
Native American
cultures.
Describe what the
different types of Native
American dwellings tell
about the region they are
located in.
Karpiel, F., & Krull, K.
(2013). myWorld History .
Boston: Pearson. Core
pottery, pueblo, totem
Concepts 2.1, pp. 20-21, Core
Concepts 2.2, pp. 22-23; pp.
226-233
Karpiel, F., & Krull, K.
(2013). myWorld History .
Boston: Pearson. Core
Concepts 2.2, pp. 22-23; pp.
226-233
SS.6.W.2.10 Compare the
emergence of advanced
civilizations in Meso and
South America with the four
early river valley
civilizations. (e.g., Olmec,
Zapotec, Chavin)
Identify the major ancient
civilizations of Latin
America.
Explain why the Olmec
can be considered a
"mother culture."
Describe the legacy of
the Olmec, Zapotec, and
Chavin on later
Mesoamerican
civilizations
Karpiel, F., & Krull, K.
(2013). myWorld History .
Boston: Pearson. Pages 203,
204, 205, 207, 211, 213, 221,
222, 223, 225
obsidian, quetzal,
hiroglyphic, observatory,
aqueduct, quipu, hiearchy,
ayllu, mita system
The Maya Rise And Fall
Nov19 to Dec 21
Ancient Greece
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.
Understand how to use
maps and other
geographic
representations, tools and
technology to report
information. SS.6.G.1.17
Undestand the
physical and cultural
characteristics of places.
SS.6.G.2.1-2.7
Understand the
relationships between the
Earth's ecosystems and
the populations that
dwell within the.
SS.6.G.3.1-2
Understand the
characteristics,,
distribution, and
migration of human
populations.
SS.6.G.4.1-4
Understand how human
actions can impact the
environment
SS.6.G.5.1-5.3
Understand how to apply
geography to interpret
the past and present and
plan for the future.
SS.6.G.6.1-6.2
Explain the impact of
classical Greece on the
development of modern
political systems.
Karpiel, F., & Krull, K.
(2013). myWorld History .
Boston: Pearson. Pages 2425, 250-251, 260, 261, 263,
269
citizen, politics, aristocracy,
acroplis, tyrannies,
democracy, citizenship,
direct democracy,
representative democracy
Ancient Greece
Understand the
fundamental
concepts relevant to
the development of
a market economy.
SS.6.E.1.1-3
Understand the
fundamental
SS.6.W.3.3 Compare life in concepts relevant to
the institutions,
Athens and Sparta
Compare and contrast
(government and the status structure and
rival city-states Athens
functions of a
of citizens, women
and Sparta.
national economy.
and children, foreigners,
SS.6.E.2.1
helots).
Understand the
fundamental
concepts
p and
interrelationships of
the U.S. economy in
an international
marketplace.
SS.6.E.3.1-4
Karpiel, F., & Krull, K.
(2013). myWorld History
history . Boston: Pearson.
Pages 253, 254, 257, 261,
263, 264, 265, 266, 267
ephors, helots, military state,
barracks, Sparta, Athens
SS.6.W.3.4 Explain the
causes and effects of the
Persian and Peloponnesian
Wars.
SS.6.W.3.5 Summarize the
important achievements and
contributions of ancient
Greek
civilization. (e.g., art and
architecture, athletic
competitions, the birth of
democracy and civic
responsibility, drama,
history, literature,
mathematics, medicine,
philosophy, science,
warfare)
Evaluate the roles,
rights, and
responsibilities of
U.S. citizens and
determine methods
of active
participation in
society,
government, and the
political system.
SS.8.C.1.1-6
Demonstrate an
understanding of the
principles, functions
and organization of
government.
SS.8.C.2.1
Explain how the rivalry
between Greece and
Sparta led to the
Peloponnesian War.
Summarize the battles
and results of the Persian
Wars.
Describe the
achievements
of the Greek culture.
Analyze the significance
of festivals and sports in
ancient Greece.
Karpiel, F., & Krull, K.
(2013). myWorld History .
Boston: Pearson. Pages 243245, 274-279, 299
Battle of Marathon, Battle of
Salamis, Delian League,
Peloponnesian League
Karpiel, F., & Krull, K.
(2013). myWorld History .
Boston: Pearson. Pages 258263, 284-289, 290-297
oligarchy, phalanx, tyranny,
democracy, citizenship,
direct domocracy,
representative democracy,
polytheism, mythology,
Olympic games, Delphic
oracle, lyric poetry, chorus,
Socratic method, Academy,
hypothesis, Hippocratic oath
Odyssey Online: Greece
SS.6.W.3.6 Determine the
impact of key figures from
ancient Greece. (e.g.,
Aristophanes,
Aristotle, Hippocrates,
Herodotus, Homer, Pericles,
Plato, Pythagoras, Socrates,
Solon, Sophocles, Thales,
Themistocles, Thucydides).
Describe the
contributions of Greek
playwrights to drama.
Analyze whether the rule
of Pericles was a "golden
age" for Athens.
Explain why some
Athenians found
Socrates' ideas to be
disturbing.
Karpiel, F., & Krull, K.
(2013). myWorld History .
Pericles, Solon, Cleisthenes,
Boston: Pearson. Pages 258- Herodotus, Aristotle,
263, 274-279, 283-289, 290- Hippocrates, Pythagoras
297
SS.6.W.3.7 Summarize the
key achievements,
contributions, and figures
associated with The
Hellenistic Period. (e.g.,
Alexander the Great,
Library of Alexandria,
Archimedes, Euclid,
Plutarch, The Septuagint,
Stoicism, Ptolemy I).
Evaluate whether
Alexander was worthy of
the title "Great."
Identify the achievements
of Hellenistic scholars.
Summarize the major
philosophies and artistic
styles of the Hellenistic
period.
Karpiel, F., & Krull, K.
(2013). myWorld History .
Boston: Pearson. Pages 270273, 280-282, 290-297
sarissa, Alexendria,
Hellenistic, Alexander the
Great, Philip II. Library of
Alexandria, Archimedes,
Euclid, Plutarch, Stoicism
Week of December 17, 2012 -- Comprehension Check
School District of Palm Beach County World History Grade 6 Scope 2012‐2013
3rd Nine Weeks
Course Description
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 an extended research‐based paper/project (e.g., NHD/Florida history fair, participatory citizenship project, mock trial, projects for competitive evaluation, investment portfolio contests, or other teacher‐
directed projects).Use visual depictions of historical events in order to increase ELL students’ mastery of related content. Pacing/Topic
g/ p
NGSSS
CCSSI
Benchmarks
Student Target Essential Content
Core
Essential Vocabulary
FCAT 2.0 Reading Reporting Categories 1. Vocabulary 2. Reading Application 3. Literary Analysis Fiction/Nonfiction 4. Informational Text/Research Process
Tools for Remediation/Enrichment
Jan 8 to Feb 7
Ancient Rome
SS.6.W.3.8 Determine the
impact of significant figures
associated with ancient
Rome. (e.g., Augustus,
Cicero, Cincinnatus,
Cleopatra, Constantine the
Great, Diocletian, Tiberius
and Gaius Gracchus,
Hadrian, Hannibal, Horace,
Julius Caesar,
Caesar Ovid,
Ovid
Romulus and Remus,
Marcus Aurelius, Scipio
Africanus, Virgil,
Theodosius, Attila the
Hun).
Understand how to use
maps and other
geographic
representations, tools and
technology to report
information. SS.6.G.1.17
Undestand the
physical and cultural
characteristics of places.
SS.6.G.2.1-2.7
Understand the
relationships between the
Earth's ecosystems and
the populations that
dwell within the.
SS.6.G.3.1-2
Understand the
characteristics,,
distribution, and
migration of human
populations.
SS.6.G.4.1-4
Understand how human
actions can impact the
environment
SS.6.G.5.1-5.3
Understand how to apply
geography to interpret
the past and present and
plan for the future.
SS.6.G.6.1-6.2
Virgil, Cincinnatus,
Hannibal, Scipio, Gaius
Explain the significance
Marius, Tiberius Gracchus,
Karpiel, F., & Krull, K.
of key people from
Marius, Sulla, Pompey,
(2013). myWorld History .
ancient Rome.
Boston: Pearson. Pages 311, Caesar, Augustus, Tiberius,
Describe how
313, 316, 321, 329, 336, 341, Trajan, Hadrian, Marcus
Christianity became the
343, 344, 347, 353, 360, 362, Aurelius, Cicero, Juvenal,
official religion of Rome
363, 365
Seneca, Ptolemy, Galen,
under Constantine
Constantine, Septimus
Severus, Diocletain
Ancient World Mapping Center
SS.6.W.3.9 Explain the
impact of the Punic Wars
on the development of the
Roman Empire.
Understand the
fundamental
concepts relevant to
the development of
a market economy.
SS.6.E.1.1-3
Understand the
fundamental
concepts relevant to
the institutions,
Describe how the Punic
structure and
Wars helped to increase
functions of a
Roman power.
national economy.
SS.6.E.2.1
Understand the
fundamental
concepts
p and
interrelationships of
the U.S. economy in
an international
marketplace.
SS.6.E.3.1-4
Karpiel, F., & Krull, K.
(2013). My world history .
Boston: Pearson. Pages 326,
327, 329
empire, province, civil war,
Augustus
Evaluate the roles,
rights, and
responsibilities of
U.S. citizens and
SS.6.W.3.10 Describe the determine methods
government of the Roman of active
participation in
Republic and its
society,
contribution to the
development of democratic government, and the
principles (separation of
political system.
powers, rule of law,
SS.8.C.1.1-6
representative government, Demonstrate an
civic duty).
understanding of the
principles, functions
and organization of
government.
SS.8.C.2.1
Describe the impact of
Rome on the
development of modern
political systems.
Karpiel, F., & Krull, K.
(2013). My world history .
Boston: Pearson. Pages 316321
SS.6.W.3.11 Explain the
transition from Roman
Republic to empire and
Imperial Rome, and
compare Roman life and
culture under each one.
Analyze the problems
facing the Roman
Republic.
Summarize the events
leading to the creation of
the Roman Empire.
Describe the life under
the republic and empire.
Identify the measures the
government took to
distract and control the
masses of Rome.
Karpiel, F., & Krull, K.
(2013). myWorld History .
Boston: Pearson. Pages 322325, 329, 341, 365
constitution, veto,
magistrates, toga, senate,
representative democracy,
tribunes, plebians, consuls,
dictator
SS.6.W.3.12 Explain the
causes for the growth and
longevity of the Roman
Empire. (e.g.,
centralized and efficient
government, religious
toleration, expansion of
citizenship, the legion, the
extension of road
networks)
SS.6.W.3.13 Identify key
figures and the basic beliefs
of early Christianity. (e.g.,
Christian Monotheism,
Jesus as the son of God,
Peter, Paul) and how these
beliefs impacted the Roman
Empire
Empire.
SS.6.W.3.14 Describe the
key achievements and
contributions of Roman
civilization. (e.g., art
and architecture,
engineering, law, literature,
technology).
SS.6.W.3.15 Explain the
reasons for the gradual
decline of the Western
Roman Empire after the Pax
Romana. (e.g., internal
power struggles, constant
Germanic pressure on the
frontiers, economic policies,
over dependence on slavery
and mercenary soldiers).
Describe how a long
peaceful reign under
Augustus helped to
promote stability in the
Roman Empire.
Karpiel, F., & Krull, K.
(2013). myWorld History .
legion, maniple
Boston: Pearson. Pages 315,
337, 338, 339, 340, 341, 353
Identify the reasons for
the rise of Christianity.
Explain how Roman
attitudes toward
Christians changed over
time.
Karpiel, F., & Krull, K.
(2013). myWorld History .
Boston: Pearson. Pages 4445, 190-191, 348-353, 354359, 368-369
monotheism, resurrection,
baptism, crucifixion,
conversion, martyr, Jesus,
Peter, Paul
Explain the significance
of Roman contributions
in law, engineering,
architecture and art.
Karpiel, F., & Krull, K.
(2013). myWorld History .
Boston: Pearson. Pages 321,
336-341, 342-347, 368-369
concrete, aqueduct,
Pantheon, Collosseum,
mosaic, Romance languages,
oratory, satire, gladiator,
Twelve Tables
Describe the internal
problems and invasions
that plagued the Roman
Empire.
Karpiel, F., & Krull, K.
(2013). myWorld History .
Boston: Pearson. Pages 360365
inflation, barbarian,
mercenary, Franks, Vandals,
Goths, Huns
The Perseus Collection
SS.6.W.3.16 Compare life
in the Roman Republic for
patricians, plebeians,
women, children,
and slaves.
Describe how women
gained greater freedom in
the later years of the
republic and early years
of the empire.
Describe the differences
and similarities between
the patricians and the
plebians.
Karpiel, F., & Krull, K.
(2013). myWorld History .
Boston: Pearson. Pages 307309, 315, 322-325
patriarchial society,
paterfamilias, villas,
patrician, plebian,
SS.6.W.3.17 Explain the
spread and influence of the
Latin language on western
civilization. (e.g.,
education, law, medicine,
religion, science).
Explain how the legacy
of the Latin language is
important in science and
law today.
Karpiel, F., & Krull, K.
(2013). myWorld History .
Boston: Pearson. Pages 319,
343, 347
Romance languages, Latin
Feb 11 to Mar 8
Ancient Africa
SS.6.W.2.1 Compare the
lifestyles of huntergatherers with those of
settlers of early agricultural
communities
communities.
Understand how to use
maps and other
geographic
representations, tools and
technology to report
information. SS.6.G.1.17
Undestand the
physical and cultural
characteristics of places.
SS.6.G.2.1-2.7
Understand the
relationships between the
Earth's ecosystems and
the populations that
dwell within the.
SS.6.G.3.1-2
Understand the
characteristics,,
distribution, and
migration of human
populations.
SS.6.G.4.1-4
Understand how human
actions can impact the
environment
SS.6.G.5.1-5.3
Understand how to apply
geography to interpret
the past and present and
plan for the future.
SS.6.G.6.1-6.2
Explain how agriculture
changed human lives in
many ways.
Karpiel, F., & Krull, K.
(2013). myWorld History .
Boston: Pearson. Pages 4647, 48, 66, 67, 75, 82-89
hunter-gatherer, technology,
culture, nomad, revolution,
domesticate, deforestation
The Internet African History Sourcebook
Understand the
fundamental
concepts relevant to
the development of
a market economy.
SS.6.E.1.1-3
Understand the
fundamental
SS.6.W.2.2 Describe how
concepts relevant to
the developments of
the institutions,
agriculture and metallurgy
structure and
related to settlement,
functions of a
population growth, and the
national economy.
emergence of
SS.6.E.2.1
civilization.
Understand the
fundamental
concepts
p and
interrelationships of
the U.S. economy in
an international
marketplace.
SS.6.E.3.1-4
Explain how agriculture
changed human lives in
many ways.
Describe how farming
changed the kinds of
communities people lived
in.
Describe why metallurgy
is important to a
civilization.
Explain how natural
resources were linked to
the ggrowth of
civilization.
Karpiel, F., & Krull, K.
(2013). myWorld History .
Boston: Pearson. Core
Concepts 3.4, p.48; pp. 8289, 91, 93
irrigate, stanrdard of living,
technology, erosion, surplus,
specialization, civilization,
resource, social classes,
public works, religion,
plateau, desertification,
savanna, natural resources
Feb 26 to Feb 28
FCAT Writes
Evaluate the roles,
rights, and
responsibilities of
U.S. citizens and
determine methods
of active
SS.6.W.2.3 Identify the
participation in
characteristics of
society,
civilization. (e.g.,
government, and the
urbanization, specialized
labor, advanced technology, political system.
government and religious
SS.8.C.1.1-6
institutions, social classes). Demonstrate an
understanding of the
principles, functions
and organization of
government.
SS.8.C.2.1
Describe the social
structure of West African
society.
Compare and contrast
Axum and Kush.
Explain how Ethiopia
became a center of
Christianity.
Karpiel, F., & Krull, K.
(2013). myWorld History .
Boston: Pearson. Core
Concepts 2.1, pp. 20-21; Core
Conpts 2.2, pp. 22-23; pp.
526-531
caste, kinship, lineage,
ethnic group, oral tradition,
proverb, polyrhythmic
drumming
SS.6.W.3.18 Describe the
rise and fall of the ancient
east African kingdoms of
Kush and Axum, and
Christianity's development
in Ethiopia.
Explain how maritime
trade led to Axum's
growth.
Give
examples of Axum's
achievements.
Explain the effects of the
Muslim invasion of
Axum.
Explain why the people
of Axum became
Christian.
Explain how Axum
contributed to the decline
of Kush
Karpiel, F., & Krull, K.
(2013). myWorld History .
Boston: Pearson. Pages 522525
stele, monk, dynasty,
stonetown, King Ezana
Mar 11 to Mar 22 SS.6.W.1.1 Use timelines
to identify chronological
Islamic
order of historical events.
Civilizations
Understand how to use
maps and other
geographic
representations, tools and
technology to report
information. SS.6.G.1.17
Undestand the
physical and cultural
characteristics of places.
SS.6.G.2.1-2.7
Understand the
relationships between the
Earth's ecosystems and
the populations that
dwell within the.
SS.6.G.3.1-2
Understand the
characteristics,,
distribution, and
migration of human
populations.
SS.6.G.4.1-4
Understand how human
actions can impact the
environment
SS.6.G.5.1-5.3
Understand how to apply
geography to interpret
the past and present and
plan for the future.
SS.6.G.6.1-6.2
Label key events on a
timeline in chronological
order.
Place key events in
Muhammad's life on a
timeline.
Karpiel, F., & Krull, K.
(2013). myWorld History.
Boston: Pearson. Pages 4-5,
535-537, 540
historian, timeline,
chronology, period,
prehistory, hijra
Islamic Civilization‐‐The Middle East Institute
SS.6.W.1.2 Identify terms
and designations (decade,
century, epoch, era,
millennium, BC/BCE,
AD/CE) of time periods.
Understand the
fundamental
concepts relevant to
the development of
a market economy.
SS.6.E.1.1-3
Understand the
fundamental
concepts relevant to
the institutions,
Use specific terms to
structure and
describe the passage of
functions of a
time in an essay.
national economy.
SS.6.E.2.1
Understand the
fundamental
concepts
p and
interrelationships of
the U.S. economy in
an international
marketplace.
SS.6.E.3.1-4
Karpiel, F., & Krull, K.
(2013). myWorld History.
Boston: Pearson. Pages 4-5,
decade, century, epoch, era,
millenium, BC/BCE, AD/CE
SS.6.W.1.3 Interpret
primary and secondary
sources. [. . . artifacts,
images, auditory sources,
written sources.]
SS.6.W.4.10 Explain the
significance of the silk
roads and maritime routes
across the Indian Ocean to
the movement of goods and
ideas among Asia, East
Africa, and the
Mediterranean Basin.
Evaluate the roles,
rights, and
responsibilities of
U.S. citizens and
determine methods
of active
participation in
society,
government, and the
political system.
SS.8.C.1.1-6
Demonstrate an
understanding of the
principles, functions
and organization of
government.
SS.8.C.2.1
Analyze a passage from
the Quran.
Analyze a passage from
Muhammad's farewell
sermon.
Karpiel, F., & Krull, K.
(2013). myWorld History .
Boston: Pearson. Pages 6-7,
50-51, 76-77, 564-565
Analyze the impact of the
Silk Roads on the spread
of culture.
Describe why trade
flourished along the Silk
Road.
Identify one idea that
passed through Islamic
civilization on trade
routes
Karpiel, F., & Krull, K.
(2013). myWorld History .
Boston: Pearson. Pages 458, Silk Road
459, 463, 490, 491, 525, 557,
558, 563
primary source, artifact,
secondary source, bias,
Quran
Week of March 18, 2013 -- Comprehension Check
School District of Palm Beach County World History Grade 6 Scope 2012‐2013
4th Nine Weeks
Course Description
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 an extended research‐based paper/project (e.g., NHD/Florida history fair, participatory citizenship project, mock trial, projects for competitive evaluation, investment portfolio contests, or other teacher‐
directed projects).Use visual depictions of historical events in order to increase ELL students’ mastery of related content. Pacing/Topic
NGSSS
CCSSI
Benchmarks
Student Target St d t T
t
Essential Content
Core
C
EEssential Vocabulary
ti l V b l
FCAT 2.0 High School Reading Reporting Categories 1. Vocabulary 2. Reading Application 3.
2. Reading Application 3. Literary Analysis Fiction/Nonfiction 4. Informational Text/Research Process
Tools for Remediation/Enrichment
SS.6.W.4.1 Discuss the
Apr 2 to Apr 12
significance of Aryan and
Apr 29 to May 10
other tribal migrations on
Ancient India
Indian civilization
Understand how to use
maps and other
geographic
representations, tools and
technology to report
information. SS.6.G.1.17
Undestand the
physical and cultural
characteristics of places.
SS.6.G.2.1-2.7
Understand the
relationships between the
Earth's ecosystems and
the populations that
dwell within the.
SS.6.G.3.1-2
Understand the
characteristics,,
distribution, and
migration of human
populations.
SS.6.G.4.1-4
Understand how human
actions can impact the
environment
SS.6.G.5.1-5.3
Understand how to apply
geography to interpret
the past and present and
plan for the future.
SS.6.G.6.1-6.2
Summarize the Aryan
invasion of Indian and
the culture that arose as a
result.
Karpiel, F., & Krull, K.
(2013). myWorld History .
Boston: Pearson. Pages 384389.
Aryans, Khyber Pass, Hindu
Kush
Ancient India‐‐The British Museum
Understand the
fundamental
concepts relevant to
the development of
a market economy.
SS.6.E.1.1-3
Understand the
fundamental
SS.6.W.4.2 Explain the
major beliefs and practices concepts relevant to
associated with Hinduism the institutions,
Describe the origins,
and the social structure of structure and
beliefs, and development
the caste system in ancient functions of a
of Hinduism.
national economy.
India. (e.g., Brahman,
SS.6.E.2.1
reincarnation, dharma,
Understand the
karma, ahimsa, moksha).
fundamental
concepts and
interrelationships of
the U.S. economy in
an international
marketplace.
SS.6.E.3.1-4
Karpiel, F., & Krull, K.
(2013). myWorld History .
Boston: Pearson.Pages 384389, 390-397
Veda, caste, Brahmin,
Kshatriya, Vaishya, Sudra,
Dalit, Brahmanism, guru,
Brahman, reincarnation,
karma, dharma, ahimsa,
moksha
Describe how
Chandragupta Maurya
unified North India.
Describe the rise of the
Gupta Empire.
Karpiel, F., & Krull, K.
(2013). myWorld History .
Boston: Pearson.Pages 412419, 420-425
strategy, province,
bureaucracy, subject,
tolerance, Chandragupta
Maurya, Arthashastra ,
Jainism, Ashoka, Chandra
Gupta I
SS.6.W.4.4 Explain the
teachings of Buddha, the
importance of Asoka, and
how Buddhism spread in
India, Ceylon, and other
parts of Asia. (e.g., The
Four Noble Truths, Three
Qualities, Eightfold Path)
Explain why Asoka is
considered a benevolent
ruler.
Explain why and how
religion changed in India.
Karpiel, F., & Krull, K.
(2013). myWorld History .
Boston: Pearson. Pages 398405, 411, 416, 417, 419, 425,
468-469, 500, 501, 503
Ashoka, Buddha, meditate,
enlightenment, nirvana,
monastery, Theravada
Buddhism, Mahayana
Buddhism, The Four Noble
Truths, The Eightfold Path,
SS.6.W.4.5 Summarize the
important achievements and
contributions of ancient
Indian civilization. (e.g.,
Sanskrit, Bhagavad Gita,
medicine, metallurgy, and
mathematics including
Hindu-Arabic
Hindu
Arabic numerals and
the concept of zero).
Karpiel, F., & Krull, K.
Describe achievements in
(2013). myWorld History .
Indian literature, art,
Boston: Pearson. Pages 380,
science and mathematics.
384-389, 420-425
SS.6.W.4.3 Recognize the
political and cultural
achievements of the
Mauryan and Gupta
empires.
Apr 15 to Apr 26
FCAT Testing
Evaluate the roles,
rights, and
responsibilities of
U.S. citizens and
determine methods
of active
participation in
society,
government, and the
political system.
SS.8.C.1.1-6
Demonstrate an
understanding of the
principles, functions
and organization of
government.
SS.8.C.2.1
Sanskrit, numeral, decimal
system, metallurgy,
Bhagavad Gita
SS.6.W.4.6 Describe the
May 13 to Jun 6 concept of the Mandate of
Ancient China and Heaven and its connection
to the Zhou and later
the Mongols
dynasties
dynasties.
Understand how to use
maps and other
geographic
representations, tools and
technology to report
information. SS.6.G.1.17
Undestand the
physical and cultural
characteristics of places.
SS.6.G.2.1-2.7
Understand the
relationships between the
Earth's ecosystems and
the populations that
dwell within the.
SS.6.G.3.1-2
Understand the
characteristics,,
distribution, and
migration of human
populations.
SS.6.G.4.1-4
Understand how human
actions can impact the
environment
SS.6.G.5.1-5.3
Understand how to apply
geography to interpret
the past and present and
plan for the future.
SS.6.G.6.1-6.2
Karpiel, F., & Krull, K.
Summarize the rise and (2013). myWorld History .
fall of the Zhou dynasty. Boston: Pearson. Pages 437,
438, 482
Mandate of Heaven,
warlord, chaos, Warring
States period, Zhou dynasty
Ancient China‐‐The British Museum
Understand the
fundamental
concepts relevant to
the development of
a market economy.
SS.6.E.1.1-3
Understand the
fundamental
SS.6.W.4.7 Explain the
concepts relevant to
basic teachings of Laozi,
the institutions,
Confucius, and Han Fei Zi.
structure and
(e.g., filial piety, the role of
functions of a
kinship in maintaining
national economy.
order, hierarchy in Chinese
SS.6.E.2.1
society).
Understand the
fundamental
concepts and
interrelationships of
the U.S. economy in
an international
marketplace.
SS.6.E.3.1-4
Summarize Confucian
ideas about the family
and society.
Identify ethical systems
of this period.
Karpiel, F., & Krull, K.
(2013). My world history .
Boston: Pearson. Pages 440445, 447, 454, 455, 459, 468469, 503
philosophy, ancestor
worship, Confucianism,
filial piety, Daoism, Dao De
Jing, Yin and Yang
Evaluate the roles,
rights, and
responsibilities of
U.S. citizens and
SS.6.W.4.8 Describe the
determine methods
contributions of classical
of active
and post classical China.
participation in
(e.g., Great Wall,
society,
Silk Road, bronze casting,
government, and the
silk-making, movable type,
political system.
gunpowder, paper-making,
SS.8.C.1.1-6
magnetic compass, horse
Demonstrate an
collar, stirrup, civil service
understanding of the
system, the Analects).
principles, functions
and organization of
government.
SS.8.C.2.1
Analyze the importance
of the Silk Roads.
Analyze the benefits of
the civil service system.
Describe why the Great
Wall was built.
Karpiel, F., & Krull, K.
(2013). myWorld History .
Boston: Pearson. Pages 435,
440-445, 453, 454, 458, 459,
464, 465, 483, 484, 485, 496503
Great Wall, civil service
system, Legalism,
standardize, Silk Road,
calligraphy, laquer,
acupuncture, seismometer,
porcelain, compass, block
printing, harness, gunpowder
SS.6.W.4.10 Explain the
significance of the silk
roads and maritime routes
across the Indian Ocean to
the movement of goods and
ideas among Asia, East
Africa, and the
Mediterranean Basin.
Analyze the impact of the
Silk Roads on the spread
of culture.
Explain why trade
flourished along the Silk
Road.
Karpiel, F., & Krull, K.
(2013). myWorld History .
Boston: Pearson. Pages 458,
459, 463, 490, 491
Silk Road, Yuan dynasty,
Marco Polo, khan
SS.6.W.4.9 Identify key
figures from classical and post
classical China. (e.g., Shi
Huangdi, Wu-ti, Empress Wu,
Chengho).
Explain why Tang rulers
fought to expand China's
borders.
Karpiel, F., & Krull, K.
(2013). myWorld History .
Confucius, Mencius, Shi
Boston: Pearson. Pages 429Huangdi, Shang Yang, Han
431, 440-445, 449-451, 453, Feizi, Wudi, Zheng He
454, 455, 456, 458, 459, 479,
485, 487, 489, 491, 494, 495
SS.6.W.4.11 Explain the
rise and expansion of the
Mongol empire and its
effects on peoples of
Asia and Europe including
the achievements of
Ghengis and Kublai Khan.
Describe the geography
of the steppe and the life
styles of nomads.
Explain the Khans'
successes.
Summarize the extent of
the Mongol Empire and
its divisions.
Karpiel, F., & Krull, K.
(2013). myWorld History
Boston: Pearson. Pages 474477, 486-491
Kublai Khan, Ghengis Khan,
nomad, Mongol, steppe,
khan, Yuan dynasty
SS.6.W.4.12 Identify the
causes and effects of
Chinese isolation and the
decision to limit foreign
trade in the 15th century.
Explain why the Chinese
resisted interaction with
outsiders in the 15th
century.
Karpiel, F., & Krull, K.
(2013). myWorld History .
Boston: Pearson. 433, 495,
503
Ming
i ddynasty
Week of June 3, 2013 -- Comprehension Check
Biography of Genghis Khan