Course Pacing Guide

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?


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?


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


1. What do you think? Pages 16-17

2. Research Ghenghis Khan and his Mongol

Empire.



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1. Expository Writing exercise based upon essential

questions.



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Course Pacing Guide

Course Code: 2109010 Course Name: World History 6th grade

Unit Title: Unit 2 Studying Geography, Economics, and

Citizenship


How does geography influence the way people live?

Why do people trade?


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.



Course Pacing Guide


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?


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?


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?



www.pptpalooza.net




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1. Slideshow: Citizens’ Duties and Responsibilities.



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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?


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.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.6.1.7.3- The student will determine the main idea or

essential message in grade-level text through inferring,

paraphrasing, summarizing, and identifying relevant

details.

Standard(s):











details.


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?


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?


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




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Course Pacing Guide


Unit Title: Unit 4 Early Civilizations


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.6.1.6.3- The student will use context clues to

determine meanings of unfamiliar words.

Standard(s):

SS.6.W.1.3- Interpret primary and secondary sources.



Standard(s):







civilizations.






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?


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?


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


Connections to Today: Libraries

www.connected.mcgraw-hill.com


www.pptpalooza.net




www.pptpalooza.net




www.pptpalooza.net

http://www.connected.mcgraw-hill.com/









Course Pacing Guide


Unit Title: Unit 5 Ancient Egypt and Kush

Unit Essential Question: What makes a culture unique?


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.







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.






details

Standard(s):


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.


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?


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?


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


1. Map: Ancient Egypt and Early Trade Routes



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1. Making a mummy



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Course Pacing Guide


Unit Title: Unit 6 The Israelites

Unit Essential Question: How do religions develop?


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.



Standard(s):






Standard(s):







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?


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?


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




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www.pptpalooza.net




www.pptpalooza.net

http://www.ancientstories.com/

http://www.ancientstories.com/










Course Pacing Guide


Unit Title: Unit 7 The Ancient Greeks


How does Geography influence the way people live?


Concept: The Rise of Greek Civilization

Concept: Sparta and Athens: City-State Rivals Concept: Greece and Persia

Standard(s):





SS.6.G.2.5- Interpret how geographic boundaries invite

or limit interaction with other regions and cultures.



LA.6.1.7.1- The students will use background knowledge




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.



Standard(s):

SS.6.W.2.8- Determine the impact of key figures from

ancient Mesopotamian civilizations.



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.








selection.


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?


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?


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




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http://www.religions.com/










Course Pacing Guide


Unit Title: Unit 8 Greek Civilization



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.2.6- Explain the concept of cultural diffusion, and

identify the influences of different ancient cultures on

one another.










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.


contributions of ancient Greek civilization.

SS.6.W.3.6- Determine the impact of key figures from

ancient Greece.










selection.

Standard(s):







one another.








selection.


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?


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?”


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




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www.pptpalooza.net

http://www.greekhistory.com/

http://www.greekhistory.com/










Course Pacing Guide


Unit Title: Unit 9 Ancient India


How does Geography influence the way people live?

How do religions develop?

What makes a culture unique?


Concept: Early Civilizations

Concept: Religions of Ancient India Concept: The Mauryan Empire

Standard(s):









Standard(s):


contributions of ancient Indian civilization.






one another.

Standard(s):

SS.6.W.4.3- Recognize the political and cultural

achievements of the Mauryan and Gupta empires.


contributions of ancient Indian civilization.



world today.











selection.


1. How did physical geography and climate

influence the development of civilization in

India?

2. How do monsoon winds affect life in India?


1. What are the basic beliefs of Hinduism?

2. How did Hinduism affect eh way ancient

Indians lived day to day?


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



www.pptpalooza.net



www.pptpalooza.net



www.pptpalooza.net

http://www.historychannel.com/







Course Pacing Guide


Unit Title: Unit 10 Early China



Standard(s):



SS.6.E.3.2- Categorize products that were traded among

civilizations, and give examples of barriers to trade of

those products.



world today.










civilizations.

SS.6.G.5.3- Use geographic tools and terms to analyze

how famine, drought, and natural disasters plagued many

ancient civilizations.



Standard(s):



world today.










civilizations.






Standard(s):



world today.










civilizations.







1. How have rivers, mountains, and deserts shaped

the development of China’s civilization?

2. Why did China’s Shang rulers become

powerful?


1. How did Chinese thinkers influence society and

government?

2. How are the ideas of Confucius and Laozi

similar? How are they different?


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


http://china.mrdonn.org/dynasties.html








Course Pacing Guide


Unit Title: Unit 11 Rome: Republic to Empire

Unit Essential Question: How does geography influence the way people?

How do governments change?


Concept: The Founding of Rome

Concept: The End of the Republic Concept: Rome Builds an Empire

Standard(s):


SS.6.W.3.16- Compare life in the Roman Republic for

patricians, plebeians, women, children, and slaves.

Standard(s):




Standard(s):







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?


1. How did conflict between the classes change

Rome’s government?

2. What was the emergency that caused

Cincinnatus to be appointed dictator?


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:


Resources:



www.pptpalooza.net


www.pptpalooza.net


www.pptpalooza.net

http://www.libraryofcongress.com/






Course Pacing Guide


Unit Title: Unit 12 Roman Civilization



Concept: The Roman Way of Life

Concept: Rome’s Decline Concept: The World’s Literature/The Aeneid

Standard(s):




Standard(s):




Standard(s):





1. What was daily life like for the Romans?

2. Why was the family important to Roman

society?


1. How did the Greeks influence Roman culture?

2.


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:


Resources:














Course Pacing Guide


Unit Title: Unit 13 The Rise of Christianity

Unit Essential Question: How do religions develop?


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.


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?


1. How did Christianity change over time?

2. How did Constantine support Christianity?

3. What writings are included in the New

Testament?


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:

Course Pacing Guide


Unit Title: Unit 14 The Americas

Unit Essential Question: How does geography affect the way people live?

What makes a culture unique?


Concept: The First Americans

Concept: Concept:

Standard(s):




details

Standard(s):




details

Standard(s):




details


1. How did geography shape the ways people

settled in the Americas?

2. Which four separate geographical areas make up

the America?


1. How did the Maya live in the rain forests of

Mesopotamia?

2. How were the governed?


Vocabulary:

Isthmus, maize, linked, abandoned,

Vocabulary:

Sinkhole, Hogan, Kinich Ahau, temporary

Vocabulary:

Resources:

5.

6.

Resources: Resources:


Additional Information: Additional Information:

Course Pacing Guide

Documents

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