Download World History 7 2011-2012 Curriculum Package

Educational Services
th
7 Grade
World History
Curriculum Package
2011-2012
Included
♦ Welcome Letter…………………………2
♦ WH 7 Course Description……………...3
♦ Key Standards……………………………..4
♦ Quarters At-a-Glance…………….…….….9
♦ Textbook Correlation/Supp mats.………..13
♦ Subject Area Standards Assessment
Guide…………………………….………….36
♦ Grade 7 Study Guide …………………….41
“To inspire students to extraordinary achievement everyday!”
Dear TRUSD Educator,
Welcome to a new Academic Year!
This curriculum package has been created to help teachers and other
instructional support personnel plan instruction and prepare students for the
Subject Area Standards Assessments (SASA). Additionally, this curriculum
package was written to promote high quality, standards-based instruction in
all core subject areas.
Included you will find the following sections: Expected Learning Outcomes,
Course Outline [may be printed and distributed to teachers], Unpacked
Standards [to help establish the breadth and depth to which each content
standard must be addressed], District Assessment Guides, and an appendix.
The appendix contains a selection of helpful instructional resources.
Curriculum development is a continuous process. As such, these packages
are subject to periodic revisions to reflect changes in student population,
current research, and future revisions as the State Educational Frameworks
are rewritten. Through the hard work and commitment of passionate
educators over many years, this curriculum package was made a reality.
This document reflects the common vision of these dedicated educators.
For questions about any section of this package, or to offer comments and
suggestions for improvements, please contact the Curriculum and
Instruction Division.
Thank you.
Educational Services
2
DEPARTMENT:
Social Science
COURSE TITLE:
World History 7
GRADE LEVEL:
7th
LENGTH:
1 Year
CREDITS:
N/A
PREREQUISITES:
None
Course Description: Students in grade seven study the social, cultural, and technological changes
that occurred in Europe, Africa, and Asia in the years A.D. 500–1789. After reviewing the ancient
world and the ways in which archaeologists and historians uncover the past, students study the
history and geography of great civilizations that were developing concurrently throughout the world
during medieval and early modern times. They examine the growing economic interaction among
civilizations as well as the exchange of ideas, beliefs, technologies, and commodities. They learn
about the resulting growth of Enlightenment philosophy and the new examination of the concepts
of reason and authority, the natural rights of human beings and the divine right of kings,
experimentalism in science, and the dogma of belief. Finally, students assess the political forces let
loose by the Enlightenment, particularly the rise of democratic ideas, and they learn about the
continuing influence of these ideas in the world today.
Textbook:
World History: Medieval to Early Modern Times, Holt Rinehart & Winston, 2006 (adopted 5/17/06)
Supplemental Materials:
Teachers Curriculum Institute History Alive!
District Approved Audio Visual Materials
Era-specific art and music supplements
Maps and atlases
Technology links (various Internet sites)
3
Key Standards:
(Items in bold are assessed on district tests)
7.1 Students analyze the causes and effects of the vast expansion and ultimate disintegration of the
Roman Empire.
1. Study the early strengths and lasting contributions of Rome (e.g., significance of Roman
citizenship; rights under Roman law; Roman art, architecture, engineering, and philosophy;
preservation and transmission of Christianity) and its ultimate internal weaknesses (e.g., rise
of autonomous military powers within the empire, undermining of citizenship by the growth
of corruption and slavery, lack of education, and distribution of news).
2. Discuss the geographic borders of the empire at its height and the factors that threatened its
territorial cohesion.
3. Describe the establishment by Constantine of the new capital in Constantinople and the
development of the Byzantine Empire, with an emphasis on the consequences of the
development of two distinct European civilizations, Eastern Orthodox and Roman Catholic,
and their two distinct views on church-state relations.
7.2 Students analyze the geographic, political, economic, religious, and social structures of the
civilizations of Islam in the Middle Ages.
1. Identify the physical features and describe the climate of the Arabian peninsula, its
relationship to surrounding bodies of land and water, and nomadic and sedentary ways of
life.
2. Trace the origins of Islam and the life and teachings of Muhammad, including Islamic
teachings on the connection with Judaism and Christianity.
3. Explain the significance of the Qur'an and the Sunnah as the primary sources of Islamic
beliefs, practice, and law, and their influence in Muslims' daily life.
4. Discuss the expansion of Muslim rule through military conquests and treaties, emphasizing
the cultural blending within Muslim civilization and the spread and acceptance of Islam and
the Arabic language.
5. Describe the growth of cities and the establishment of trade routes among Asia, Africa, and Europe,
the products and inventions that traveled along these routes (e.g., spices, textiles, paper, steel, new
crops), and the role of merchants in Arab society.
6. Understand the intellectual exchanges among Muslim scholars of Eurasia and Africa and the
contributions Muslim scholars made to later civilizations in the areas of science, geography,
mathematics, philosophy, medicine, art, and literature.
7.3 Students analyze the geographic, political, economic, religious, and social structures of the
civilizations of China in the Middle Ages.
1. Describe the reunification of China under the Tang Dynasty and reasons for the spread of
Buddhism in Tang China, Korea, and Japan.
2. Describe agricultural, technological, and commercial developments during the Tang and Sung
periods.
3. Analyze the influences of Confucianism and changes in Confucian thought during the Sung
and Mongol periods.
4. Understand the importance of both overland trade and maritime expeditions between China and
other civilizations in the Mongol Ascendancy and Ming Dynasty.
5. Trace the historic influence of such discoveries as tea, the manufacture of paper, wood-block
printing, the compass, and gunpowder.
4
6. Describe the development of the imperial state and the scholar-official class.
7.4 Students analyze the geographic, political, economic, religious, and social structures of the subSaharan civilizations of Ghana and Mali in Medieval Africa.
1. Study the Niger River and the relationship of vegetation zones of forest, savannah, and
desert to trade in gold, salt, food, and slaves; and the growth of the Ghana and Mali empires.
2. Analyze the importance of family, labor specialization, and regional commerce in the development of
states and cities in West Africa.
3. Describe the role of the trans-Saharan caravan trade in the changing religious and cultural
characteristics of West Africa and the influence of Islamic beliefs, ethics, and law.
4. Trace the growth of the Arabic language in government, trade, and Islamic scholarship in
West Africa.
5. Describe the importance of written and oral traditions in the transmission of African history and
culture.
7.5 Students analyze the geographic, political, economic, religious, and social structures of the
civilizations of Medieval Japan.
1. Describe the significance of Japan's proximity to China and Korea and the intellectual,
linguistic, religious, and philosophical influence of those countries on Japan.
2. Discuss the reign of Prince Shotoku of Japan and the characteristics of Japanese society and family
life during his reign.
3. Describe the values, social customs, and traditions prescribed by the lord-vassal system
consisting of shogun, daimyo, and samurai and the lasting influence of the warrior code in
the twentieth century.
4. Trace the development of distinctive forms of Japanese Buddhism.
5. Study the ninth and tenth centuries' golden age of literature, art, and drama and its lasting effects on
culture today, including Murasaki Shikibu's Tale of Genji.
6. Analyze the rise of a military society in the late twelfth century and the role of the samurai in
that society.
7.6 Students analyze the geographic, political, economic, religious, and social structures of the
civilizations of Medieval Europe.
1. Study the geography of the Europe and the Eurasian land mass, including its location, topography,
waterways, vegetation, and climate and their relationship to ways of life in Medieval Europe.
2. Describe the spread of Christianity north of the Alps and the roles played by the early church and by
monasteries in its diffusion after the fall of the western half of the Roman Empire.
3. Understand the development of feudalism, its role in the medieval European economy, the
way in which it was influenced by physical geography (the role of the manor and the growth
of towns), and how feudal relationships provided the foundation of political order.
4. Demonstrate an understanding of the conflict and cooperation between the Papacy and
European monarchs (e.g., Charlemagne, Gregory VII, Emperor Henry IV).
5. Know the significance of developments in medieval English legal and constitutional
practices and their importance in the rise of modern democratic thought and representative
institutions (e.g., Magna Carta, parliament, development of habeas corpus, an independent
judiciary in England).
6. Discuss the causes and course of the religious Crusades and their effects on the Christian,
Muslim, and Jewish populations in Europe, with emphasis on the increasing contact by
Europeans with cultures of the Eastern Mediterranean world.
5
7. Map the spread of the bubonic plague from Central Asia to China, the Middle East, and
Europe and describe its impact on global population.
8. Understand the importance of the Catholic church as a political, intellectual, and aesthetic
institution (e.g., founding of universities, political and spiritual roles of the clergy, creation of
monastic and mendicant religious orders, preservation of the Latin language and religious
texts, St. Thomas Aquinas's synthesis of classical philosophy with Christian theology, and
the concept of "natural law").
9. Know the history of the decline of Muslim rule in the Iberian Peninsula that culminated in the
Reconquista and the rise of Spanish and Portuguese kingdoms.
7.7 Students compare and contrast the geographic, political, economic, religious, and social
structures of the Meso-American and Andean civilizations.
1. Study the locations, landforms, and climates of Mexico, Central America, and South America and
their effects on Mayan, Aztec, and Incan economies, trade, and development of urban societies.
2. Study the roles of people in each society, including class structures, family life, war-fare,
religious beliefs and practices, and slavery.
3. Explain how and where each empire arose and how the Aztec and Incan empires were
defeated by the Spanish.
4. Describe the artistic and oral traditions and architecture in the three civilizations.
5. Describe the Meso-American achievements in astronomy and mathematics, including the
development of the calendar and the Meso-American knowledge of seasonal changes to the
civilizations' agricultural systems.
7.8 Students analyze the origins, accomplishments, and geographic diffusion of the Renaissance.
1. Describe the way in which the revival of classical learning and the arts fostered a new
interest in humanism (i.e., a balance between intellect and religious faith).
2. Explain the importance of Florence in the early stages of the Renaissance and the growth of
independent trading cities (e.g., Venice), with emphasis on the cities' importance in the spread of
Renaissance ideas.
3. Understand the effects of the reopening of the ancient "Silk Road" between Europe and
China, including Marco Polo's travels and the location of his routes.
4. Describe the growth and effects of new ways of disseminating information (e.g., the ability
to manufacture paper, translation of the Bible into the vernacular, printing).
5. Detail advances made in literature, the arts, science, mathematics, cartography, engineering,
and the understanding of human anatomy and astronomy (e.g., by Dante Alighieri,
Leonardo da Vinci, Michelangelo di Buonarroti Simoni, Johann Gutenberg, William
Shakespeare).
7.9 Students analyze the historical developments of the Reformation.
1. List the causes for the internal turmoil in and weakening of the Catholic church (e.g., tax
policies, selling of indulgences).
2. Describe the theological, political, and economic ideas of the major figures during the
Reformation (e.g., Desiderius Erasmus, Martin Luther, John Calvin, William Tyndale).
3. Explain Protestants' new practices of church self-government and the influence of those practices on
the development of democratic practices and ideas of federalism.
4. Identify and locate the European regions that remained Catholic and those that became
Protestant and explain how the division affected the distribution of religions in the New
World.
6
5. Analyze how the Counter-Reformation revitalized the Catholic church and the forces that
fostered the movement (e.g., St. Ignatius of Loyola and the Jesuits, the Council of Trent).
6. Understand the institution and impact of missionaries on Christianity and the diffusion of
Christianity from Europe to other parts of the world in the medieval and early modern periods;
locate missions on a world map.
7. Describe the Golden Age of cooperation between Jews and Muslims in medieval Spain that
promoted creativity in art, literature, and science, including how that cooperation was
terminated by the religious persecution of individuals and groups (e.g., the Spanish
Inquisition and the expulsion of Jews and Muslims from Spain in 1492).
7.10 Students analyze the historical developments of the Scientific Revolution and its lasting effect
on religious, political, and cultural institutions.
1. Discuss the roots of the Scientific Revolution (e.g., Greek rationalism; Jewish, Christian, and
Muslim science; Renaissance humanism; new knowledge from global exploration).
2. Understand (identify and explain) the significance of the new scientific theories (e.g., those
of Copernicus, Galileo, Kepler, Newton) and the significance of new inventions (e.g., the
telescope, microscope, thermometer, barometer).
3. Understand (describe) the scientific method advanced by Bacon and Descartes, the
influence of new scientific rationalism on the growth of democratic ideas, and the
coexistence of science with traditional religious beliefs.
7.11 Students analyze political and economic change in the sixteenth, seventeenth, and eighteenth
centuries (the Age of Exploration, the Enlightenment, and the Age of Reason).
1. Know the great voyages of discovery, the locations of the routes, and the influence of
cartography in the development of a new European worldview.
2. Discuss the exchanges of plants, animals, technology, culture, and ideas among Europe,
Africa, Asia, and the Americas in the fifteenth and sixteenth centuries and the major
economic and social effects on each continent.
3. Examine the origins of modern capitalism; the influence of mercantilism and cottage
industry; the elements and importance of a market economy in seventeenth-century Europe;
the changing international trading and marketing patterns, including their locations on a
world map; and the influence of explorers and map makers.
4. Explain how the main ideas of the Enlightenment can be traced back to such movements as the
Renaissance, the Reformation, and the Scientific Revolution and to the Greeks, Romans, and
Christianity.
5. Describe how democratic thought and institutions were influenced by Enlightenment
thinkers (e.g., John Locke, Charles-Louis Montesquieu, American founders).
6. Discuss how the principles in the Magna Carta were embodied in such documents as the English Bill
of Rights and the American Declaration of Independence.
7
Historical and Social Sciences Analysis Skills
History-Social Science Content Standards: Grades Six Through Eight.
The intellectual skills noted below are to be learned through, and applied to, the content standards for grades six
through eight. They are to be assessed with the content standards in grades six through eight.
In addition to the standards for grades six through eight, students demonstrate the following intellectual reasoning,
reflection, and research skills:
Chronological and Spatial Thinking
1. Students explain how major events are related to one another in time.
2. Students construct various time lines of key events, people, and periods of the historical era they are
studying.
3. Students use a variety of maps and documents to identify physical and cultural features of
neighborhoods, cities, states, and countries and to explain the historical migration of people, expansion
and disintegration of empires, and the growth of economic systems.
Research, Evidence, and Point of View
1. Students frame questions that can be answered by historical study and research.
2. Students distinguish fact from opinion in historical narratives and stories.
3. Students distinguish relevant from irrelevant information, essential from incidental information, and
verifiable from unverifiable information in historical narratives and stories.
4. Students assess the credibility of primary and secondary sources and draw sound conclusions from them.
5. Students detect the different historical points of view on historical events and determine the context in
which the historical statements were made (the questions asked, sources used, author's perspectives).
Historical Interpretation
1. Students explain the central issues and problems from the past, placing people and events in a matrix of
time and place.
2. Students understand and distinguish cause, effect, sequence, and correlation in historical events, including
the long-and short-term causal relations.
3. Students explain the sources of historical continuity and how the combination of ideas and events
explains the emergence of new patterns.
4. Students recognize the role of chance, oversight, and error in history.
5. Students recognize that interpretations of history are subject to change as new information is
uncovered.
6. Students interpret basic indicators of economic performance and conduct cost-benefit analyses of
economic and political issues.
8
Quarter 1
At-a-Glance
This is a brief overview of the standards covered in quarter 1. For a more complete view of the standards
covered in the quarter, see pages 13-17.
Key Standard
Rome
7.1.1.1
7.1.1.2
7.1.1.3
7.1.1.4
7.1.3.1
7.1.3.2
7.1.3.3
Medieval
Europe
7.6.3.1
7.6.3.2
7.6.3.3
7.6.4.1
7.6.4.2
7.6.5.1
7.6.6.1
7.6.6.2
7.6.6.3
7.6.7.1
7.6.8.1
7.6.8.2
7.6.8.3
Topic
Early strengths and lasting contributions of Rome: citizenship, law and
philosophy
Early strengths and lasting contributions of Rome: art, architecture, and
engineering
Early strengths and lasting contributions of Rome: preservation and
transmission of Christianity
Rome’s internal weaknesses: autonomous military, corruption, slavery
Constantine and the establishment of Constantinople
Development of the Byzantine Empire
Development of 2 European civilizations: Eastern Orthodox and Roman
Catholic
Development of feudalism and its role in the economy
How feudalism was influenced by physical geography (manors and towns)
Feudal relationships and political order
Conflict between Papacy and monarchs (Gregory VII, and Emperor Henry IV)
Cooperation between Papacy and European monarchs
Significance of medieval English legal and constitutional developments (Magna
Carta, parliament, Habeas Corpus)
Cause and course of the Crusades
Effect of the Crusades on Christain, Muslim and Jewish populations of Europe
How the Crusades increase contact by Europeans with cultures of the Eastern
Mediterranean world
Map the spread of the bubonic plague and its impact on the global population
Importance of the Catholic Church (political, spiritual, monastic and mendicant
orders, “natural law”
Importance of the Catholic Church as an intellectual institution (universities,
monastic and mendicant orders, preservation of the Latin language, St. Thomas
Aquinas)
Importance of the Catholic Church as an aesthetic institution.
9
Quarter 2
At-a-Glance
This is a brief overview of the standards covered in quarter 2. For a more complete view of the standards
covered in the quarter, see pages 18-24.
Key Standard
Islam
7.2.1.1
7.2.2.1
7.2.2.2
7.2.2.3
7.2.3.1
7.2.3.2
7.2.3.3
7.2.4.1
7.2.6.1
7.2.6.2
7.2.6.3
7.2.6.4
China
7.3.1.1
7.3.1.2
7.3.3.1
7.3.5.1
7.3.5.2
7.3.5.3
7.3.5.4
7.3.6.1
7.3.6.2
Japan
7.5.1.1
7.5.1.2
7.5.3.1
7.5.3.2
7.5.3.3
7.5.6.1
7.5.6.2
Topic
How the physical features and climate of the Arabian peninsula contributed to
nomadic and sedentary ways of life.
Origins of Islam
Life and teachings of Muhammad
Connection between Islamic teachings and Judaism and Christianity
Significance of the Qur’an and the Sunnah as the primary sources of Islamic
beliefs and practice
Significance of the Qur’an and the Sunnah as Islamic Law
Influence of the Qur’an and Sunnah in Muslim’s daily life
Cutural blending within Muslim civilization and the spread and acceptance of
Islam and the Arabic language
Intellectual exchanges among Muslim scholars
Contributions of Muslim scholars in science
Contributions of Muslim scholars in mathematics
Contributions of Muslim scholars in medicine
Reunification of China under the Tang Dynasty
Reasons for the spread of Buddhism in Tang China, Korea, and Japan
Influences of Confucianism
Historic influences of the discovery of manufactured paper
Historic influence of the discovery of woodblock printing
Historic influence of the discovery of the compass
Historic influence of the discovery of gunpowder
Development of the imperials state
Development of the scholar-official class
Significance of Japan’s proximity of China
Intellectual, linguistic, religious and philosophical influence of China on Japan
Values prescribed by the lord-vassal system
Social customs prescribed by the lord-vassal system
Traditions prescribed by the lord-vassal system
Rise of a military society in the late twelfth century
Role of the samurai in the military society
10
Quarter 3
At-a-Glance
This is a brief overview of the standards covered in quarter 3. For a more complete view of the standards
covered in the quarter, see pages 25-30.
Key Standard
Africa
7.4.1.1
7.4.1.2
7.4.3.1
7.4.3.2
7.4.4.1
Renaissance
7.8.1.1
7.8.3.1
7.8.4.1
7.8.4.2
7.8.5.1
7.8.5.2
7.8.5.3
Reformation
7.9.1.1
7.9.2.1
7.9.4.1
7.9.4.2
7.9.5.1
7.9.7.1
7.9.7.2
Topic
Relationship between the Niger River and vegetation zones to trade in gold, salt,
food and slaves
Growth of the Ghana and Mali empires
Role of the trans-Saharan caravan trade in the changing religious and cultural
characteristics of West Africa
Influence of Islamic beliefs, ethics, and law on religious and cultural characteristics
in West Africa
Growth of the Arabic language in government, trade, and Islamic scholarships in
West Africa
How the revival of classic learning and the arts fostered a new interest in
humanism
Effects of reopening the “Silk Road” (Marco Polo’s travels)
Growth and effects of new ways of disseminating information including the ability
to manufacture paper and new printing methods
Growth and effects of new ways of disseminating information including the
translation of the Bible into the vernacular.
Advances in literature: Dante, Shakespeare, Gutenberg
Advances made in the arts: da Vinci, Michelangelo, Buonarroti
Advances made in science, mathematics, engineering, anatomy, and astronomy (da
Vinci, Gutenberg)
Causes for internal turmoil in and weakening of the Catholic Church: tax policies,
selling of indulgences.
Theological, political and economic ideas of the major figures of the Reformation:
Desiderius, Erasmus, Martin Luther, John Calvin, William Tyndale.
European regions that remained Catholic and those that became Protestant
Distribution of religions in the New World
Counter Reformation (St Ignatius of Loyola and the Jesuits, the Council of Trent)
Golden Age of cooperation between Jews and Muslims in medieval Spain
How the cooperation of Jews and Muslims ended with religious persecution
(Spanish Inquisition etc)
11
Quarter 4
At-a-Glance
This is a brief overview of the standards covered in quarter 4. For a more complete view of the standards
covered in the quarter, see pages 31-35.
Key Standard
Scientific
Revolution
7.10.1.1
7.10.2.1
7.10.2.2
7.10.3.1
7.10.3.2
Mesoamerica
7.7.2.1
7.7.2.2
7.7.2.3
7.7.3.1
7.7.3.2
7.7.3.3
7.7.3.4
7.7.5.1
7.7.5.2
Age of
Exploration
7.11.1.1
7.11.1.2
7.11.2.1
7.11.3.1
Enlightenment
7.11.5.1
7.11.5.2
Topic
Roots of the Scientific Revolution
Significance of new scientific theories (Copernicus, Galileo, Kepler, Newton)
Significance of new inventions (telescope, microscope, thermometer,
barometer)
Scientific methods advanced by Bacon and Descartes
Influence of scientific rationalism on the growth of democratic ideas
Class, Structures, warfare, religious beliefs in Mayan society.
Class, Structures, warfare, religious beliefs in Aztec society.
Class, Structures, warfare, religious beliefs in Incan society.
How and where the Mayan Empire arose
How and where the Aztec Empire arose
How and where the Incan Empire arose
How the Aztec and Incan Empires were defeated by the Spanish
Meso-American achievements in mathematics
Meso-American development of the calendar
Locations and routes of the Great Voyages
Influence of cartography in the development of a new European worldview
Exachanges of plants, animals, technology, culture and ideas (Columbian
Exchange)
Origins of modern capitalism (mercantilism and cottage industry)
How democratic thought and institutions were influenced by Enlightenment
thinkers (John Locke)
How democratic thought and institutions were influenced by Enlightenment
thinkers (Montesquieu)
12
World History: Grade 7
Textbook Correlations/Supplemental Materials
Quarter 1
Major Strand/Unit
7.1 Students analyze the causes and effects of the vast expansion and ultimate disintegration of the Roman
Empire.
Standard: 7.1.1 Study the early strengths and lasting contributions of Rome (e.g., significance of Roman
citizenship; rights under Roman law; Roman art, architecture, engineering, and philosophy; preservation and
transmission of Christianity) and its ultimate internal weaknesses (e.g., rise of autonomous military powers within
the empire, undermining of citizenship by the growth of corruption and slavery, lack of education, and distribution
of news).
Standard
Key Elements
Textbook
Correlation
Pgs.
Supplemental Materials
Websites:
http://www.pbs.org/empires/romans/index.html
7.1.1.1 Study the early strengths
and lasting contributions of
Rome including the
significance of Roman
citizenship, law, and philosophy
13, 26-28, 30-31,
28m
7.1.1.2 Study the early strengths
and lasting contributions of
Rome including Roman art,
architecture, and engineering
7.1.1.3 Study the early strengths
and lasting contributions of
Rome including the
preservation and transmission
of Christianity
7.1.1.4 Study Rome’s ultimate
internal weaknesses including
the rise of autonomous military
powers and the growth of
corruption and slavery within
the empire
13
Major Strand/Unit
7.1 Students analyze the causes and effects of the vast expansion and ultimate disintegration of the Roman Empire.
Standard: 7.1.3 Describe the establishment by Constantine of the new capital in Constantinople and the
development of the Byzantine Empire, with an emphasis on the consequences of the development of two distinct
European civilizations, Eastern Orthodox and Roman Catholic, and their two distinct views on church-state
relations.
Standard
Key Elements
7.1.3.1 Describe the
establishment by Constantine of
the new capital in
Constantinople
7.1.3.2 Describe the
development of the Byzantine
Empire
7.1.3.3 Describe the
consequences of the
development of two distinct
European civilizations, Eastern
Orthodox and Roman Catholic,
including their two distinct
views on church-state relations
Textbook
Correlation
Supplemental Materials
Websites:
Pgs.
31,36
http://www.teachingaboutreligion.org/
http://www.metmuseum.org/explore/Byzantium/byz_1.html
http://www.hyperhistory.net/apwh/essays/comp/cw11greekcatholicschismp1kh.htm
37-40
39-40,
263,
14
Major Strand/Unit
7.6 Students analyze the geographic, political, economic, religious, and social structures of the civilizations of
Medieval Europe
Standard: 7.6.3 Understand the development of feudalism, its role in the medieval European economy, the way in
which it was influenced by physical geography (the role of the manor and the growth of towns), and how feudal
relationships provided the foundation of political order
Standard
Textbook
Supplemental Materials
Correlation
Websites:
Key Elements
Pgs.
http://www.britannia.com/history/nararthist.html
245p, 247-51
7.6.3.1 Understand the
http://www.encyclopedia.com/html/f1/feudalis.asp
Comparison to
development of feudalism and
Japan
the role of feudalism in the
http://www.learner.org/exhibits/middleages/
medieval European economy
242-44
7.6.3.2 Understand the way in
which feudalism was
245-248
influenced by physical
geography (the role of the
manor and the growth of
towns)
7.6.3.3 Understand how feudal
relationships provided the
foundation of political order
Major Strand/Unit
7.6 Students analyze the geographic, political, economic, religious, and social structures of the civilizations of
Medieval Europe
Standard: 7.6.4 Demonstrate an understanding of the conflict and cooperation between the Papacy and European
monarchs (e.g., Charlemagne, Gregory VII, Emperor Henry IV).
Standard
Key Elements
7.6.4.1 Demonstrate an
understanding of the conflict
between the Papacy and
European monarchs (e.g.
Gregory VII, Emperor Henry
IV).
Textbook
Correlation
Supplemental Materials
Website
260-63
http://www.sparknotes.com/biography/henryviii/section5.rhtml
http://edweb.tusd.k12.az.us/UHS/WebSite/courses/WC/Historiography/late_middle_ag
es.htm
7.6.4.2 Demonstrate an
understanding of the
cooperation between the
Papacy and European
monarchs (e.g., Charlemagne).
15
Major Strand/Unit
7.6 Students analyze the geographic, political, economic, religious, and social structures of the civilizations of
Medieval Europe.
Standard: 7.6.5 Know the significance of developments in medieval English legal and constitutional practices and
their importance in the rise of modern democratic thought and representative institutions (e.g., Magna Carta,
parliament, development of habeas corpus, an independent judiciary in England).
Standard
Key Elements
7.6.5.1 Know the significance of
developments in medieval
English legal and constitutional
practices and their importance
in the rise of modern
democratic thought and
representative institutions
including the Magna Carta,
parliament, and the
development of habeas corpus.
Textbook
Correlation
Supplemental Materials
Websites:
Pgs.
261, 276-77, 278c,
http://www.chrononhotonthologos.com/lawnotes/magnai.htm
485, 486f (English
BofR)
277, 276-77, 485
Major Strand/Unit
7.6 Students analyze the geographic, political, economic, religious, and social structures of the civilizations of
Medieval Europe
Standard: 7.6.6 Discuss the causes and course of the religious Crusades and their effects on the Christian, Muslim,
and Jewish populations in Europe, with emphasis on the increasing contact by Europeans with cultures of the
Eastern Mediterranean world
Standard
Key Elements
7.6.6.1 Discuss the causes and
course of the religious Crusades
7.6.6.2 Discuss the effects of the
Religious Crusades on the
Christian, Muslim, and Jewish
populations in Europe
Textbook
Correlation
Supplemental Materials
Website
http://www.ucalgary.ca/applied_history/tutor/endmiddle/
264-68
http://www.medievalcrusades.com/
http://www.islamicity.org/mosque/ihame/Sec7.htm
7.6.6.3 Discuss how the
religious Crusades increased
contact by Europeans with
cultures of the Eastern
Mediterranean world
16
Major Strand/Unit
7.6 Students analyze the geographic, political, economic, religious, and social structures of the civilizations of
Medieval Europe.
Standard: 7.6.7 Map the spread of the bubonic plague from Central Asia to China, the Middle East, and Europe
and describe its impact on global population
Standard
Textbook
Correlation
Key Elements
7.6.7.1 Map the spread of the
bubonic plague from Central Asia
to China, the Middle East, and
Europe and describe its impact on
global population.
Supplemental Materials
Websites:
Pgs.
279, 285, 298
http://www.american.edu/projects/mandala/TED/BUBONIC.HTM
http://www.ac.wwu.edu/~stephan/Graunt/pictures/pictures.html
Major Strand/Unit
7.6 Students analyze the geographic, political, economic, religious, and social structures of the civilizations of
Medieval Europe
Standard: 7.6.8 Understand the importance of the Catholic church as a political, intellectual, and aesthetic institution (e.g.,
founding of universities, political and spiritual roles of the clergy, creation of monastic and mendicant religious orders,
preservation of the Latin language and religious texts, St. Thomas Aquinas's synthesis of classical philosophy with Christian
theology, and the concept of "natural law").
Standard
Key Elements
7.6.8.1 Understand the
importance of the Catholic
church as a political, institution
(e.g., political and spiritual roles
of the clergy, creation of
monastic and mendicant
religious orders, and the
concept of "natural law").
Textbook
Correlation
274, 476,
Supplemental Materials
Website
http://metalab.unc.edu/wm/rh
273, 302
http://www.ccel.org/index/classics.html
http://www2.art.utah.edu/Paging_Through/
http://www.learner.org/exhibits/middleages/
7.6.8.2 Understand the
importance of the Catholic
church as a intellectual
institution (e.g., founding of
universities, creation of
monastic and mendicant
religious orders, preservation of
the Latin language and religious
texts, St. Thomas Aquinas's
synthesis of classical philosophy
with Christian theology)
7.6.8.3 Understand the
importance of the Catholic
church as an aesthetic
institution.
17
Quarter 2
Major Strand/Unit
7.2 Students analyze the geographic, political, economic, religious, and social structures of the civilizations of
Islam in the Middle Ages
Standard: 7.2.1 Identify the physical features and describe the climate of the Arabian peninsula, its relationship
to surrounding bodies of land and water, and nomadic and sedentary ways of life.
Standard
Key Elements
7.2.1.1 Identify how the physical
features and climate of the
Arabian peninsula relate to the
nomadic and sedentary ways of
life.
Textbook
Correlation
Pgs.
54-58
Supplemental Materials
Websites:
http://www.ucalgary.ca/applied_history/tutor/islam/
Major Strand/Unit
7.2 Students analyze the geographic, political, economic, religious, and social structures of the civilizations of
Islam in the Middle Ages
Standard: 7.2.2 Trace the origins of Islam and the life and teachings of Muhammad, including Islamic
teachings on the connection with Judaism and Christianity.
Standard
Key Elements
Textbook
Correlation
Pgs.
7.2.2.1 Trace the origins of
Islam
50-51, 63-64, 60f,
61-62, 66-69
Supplemental Materials
Websites:
http://www.pbs.org/empires/islam/lesson1.html
http://www.thirteen.org/edonline/accessislam/index.html
7.2.2.2 Trace the life and
teachings of Muhammad
http://score.rims.k12.ca.us/activity/islam/index.html
7.2.2.3 Trace the connection
between Islamic teachings and
Judaism and Christianity.
18
Major Strand/Unit
7.2 Students analyze the geographic, political, economic, religious, and social structures of the civilizations of
Islam in the Middle Ages.
Standard: 7.2.3 Explain the significance of the Qur'an and the Sunnah as the primary sources of Islamic beliefs,
practice, and law, and their influence in Muslims' daily life.
Standard
Textbook
Correlation
Websites:
Key Elements
7.2.3.1 Explain the significance
of the Qur'an and the Sunnah as
the primary sources of Islamic
beliefs and practice
Supplemental Materials
Pgs.
http://www.islamicity.com/Mosque/uiatm/un_islam.htm
66-69
http://jeru.huji.ac.il/ee1.htm
http://jeru.huji.ac.il/ee1.htm
7.2.3.2 Explain the significance
of the Qur'an and the Sunnah as
the primary sources of Islamic
law
7.2.3.3 Explain the influence of
the Qur'an and the Sunnah in
Muslims' daily life.
Major Strand/Unit
7.2 Students analyze the geographic, political, economic, religious, and social structures of the civilizations of
Islam in the Middle Ages
Standard: 7.2.4 Discuss the expansion of Muslim rule through military conquests and treaties, emphasizing the
cultural blending within Muslim civilization and the spread and acceptance of Islam and the Arabic language.
Standard
Textbook
Correlation
Supplemental Materials
Key Elements
Pgs:
7.2.4.1 Discuss the cultural
blending within Muslim
civilization and the spread and
acceptance of Islam and the
Arabic language (as Muslim
rule expanded through military
conquests and treaties)
80-82
Website
http://www.islamicity.org/mosque/ihame/Sec7.htm
http://www.ucalgary.ca/applied_history/tutor/islam/
19
Major Strand/Unit
7.2 Students analyze the geographic, political, economic, religious, and social structures of the civilizations of
Islam in the Middle Ages.
Standard: 7.2.6 Understand the intellectual exchanges among Muslim scholars of Eurasia and Africa
and the contributions Muslim scholars made to later civilizations in the areas of science, geography,
mathematics, philosophy, medicine, art, and literature.
Standard
Textbook
Correlation
Key Elements
Supplemental Materials
Websites:
Pgs.
7.2.6.1 Understand the
intellectual exchanges
among Muslim scholars of
Eurasia and Africa
http://score.rims.k12.ca.us/activity/rosen_islamic_science/
82-83, 85m, 94,
http://www.pbs.org/empires/islam/lesson4.html
http://score.rims.k12.ca.us/activity/silkroad/
7.2.6.2 Understand the
contributions Muslim
scholars made to later
civilizations in the area of
science
http://score.rims.k12.ca.us/activity/rosen_islamic_science/
http://www.pbs.org/empires/islam/lesson3.html
http://www.metmuseum.org/explore/TUGHRA/splash.html
7.2.6.3 Understand the
contributions Muslim
scholars made to later
civilizations in the area of
mathematics
7.2.6.4 Understand the
contributions Muslim
scholars made to later
civilizations in the area of
medicine
20
Major Strand/Unit
7.3 Students analyze the geographic, political, economic, religious, and social structures of the civilizations of
China in the Middle Ages.
Standard: 7.3.1 Describe the reunification of China under the Tang Dynasty and reasons for the spread of
Buddhism in Tang China, Korea, and Japan.
Standard
Textbook
Correlation
Key Elements
7.3.1.1 Describe the
reunification of China under the
Tang Dynasty
Supplemental Materials
Pgs.
Websites:
http://depts.washington.edu/chinaciv/timeline.htm
166-168
http://www.religionfacts.com/buddhism/timeline.htm
7.3.1.2 Describe the reasons for
168-69
the spread of Buddhism in Tang
China, Korea, and Japan.
Major Strand/Unit
7.3 Students analyze the geographic, political, economic, religious, and social structures of the civilizations of
China in the Middle Ages.
Standard: 7.3.3 Analyze the influences of Confucianism and changes in Confucian thought during the Sung and
Mongol periods.
Standard
Textbook
Correlation
Supplemental Materials
Key Elements
7.3.3.1 Analyze the influences of
Confucianism
Pgs.
176-78
See graphics
Website
http://www.womeninworldhistory.com/lesson3.html
21
Major Strand/Unit
7.3 Students analyze the geographic, political, economic, religious, and social structures of the civilizations of China
in the Middle Ages.
Standard: 7.3.5 Trace the historic influence of such discoveries as tea, the manufacture of paper, wood-block
printing, the compass, and gunpowder.
Standard
Key Elements
7.3.5.1 Trace the historic
influence of such discoveries as
the manufacture of paper
Textbook
Correlation
Pgs.
Supplemental Materials
Websites:
http://www.kidskonnect.com/AncientChina/AncientChinaHome.htm
174
http://www.ancientchina.co.uk/menu.html
http://afe.easia.columbia.edu/song/readings/inventions_gifts.htm
7.3.5.2 Trace the historic
influence of such discoveries as
wood-block printing
7.3.5.3 Trace the historic
influence of such discoveries as
the compass.
7.3.5.4 Trace the historic
influence of such discoveries as
gunpowder
Major Strand/Unit
7.3 Students analyze the geographic, political, economic, religious, and social structures of the civilizations of China
in the Middle Ages.
Standard: 7.3.6 Describe the development of the imperial state and the scholar-official class.
Standard
Textbook
Correlation
Supplemental Materials
Key Elements
7.3.6.1 Describe the
development of the imperial
state
178-79
Website
http://www.historyforkids.org/learn/china/index.htm
7.3.6.2 Describe the
development of the scholarofficial class
22
Major Strand/Unit
7.5 Students analyze the geographic, political, economic, religious, and social structures of the civilizations of
Medieval Japan.
Standard: 7.5.1 Describe the significance of Japan's proximity to China and Korea and the intellectual, linguistic,
religious, and philosophical influence of those countries on Japan.
Standard
Textbook
Correlation
Key Elements
Websites:
Pgs.
7.5.1.1 Describe the significance
of Japan's proximity to China
Supplemental Materials
199, 201-03, 207
http://emuseum.mnsu.edu/prehistory/japan/japanese_history.html
http://www.judoinfo.com/samurai.htm
7.5.1.2 Describe the intellectual,
linguistic, religious, and
philosophical influence of China
on Japan
Major Strand/Unit
7.5 Students analyze the geographic, political, economic, religious, and social structures of the civilizations of
Medieval Japan
Standard: 7.5.3 Describe the values, social customs, and traditions prescribed by the lord-vassal system consisting
of shogun, daimyo, and samurai and the lasting influence of the warrior code in the twentieth century
Standard
Textbook
Correlation
Supplemental Materials
Key Elements
Website
7.5.3.1 Describe the values
prescribed by the lord-vassal
system consisting of shogun,
daimyo, and samurai
212, 213f, 214,
216, 248
7.5.3.2 Describe the social
customs prescribed by the lordvassal system consisting of
shogun, daimyo, and samurai
216-17
212-15, 249-50,
http://emuseum.mnsu.edu/prehistory/japan/japanese_history.html
http://www.kiku.com/electric_samurai/cobweb_castle/samurai_tour.htm
http://www.judoinfo.com/samurai.htm
7.5.3.3 Describe the traditions
prescribed by the lord-vassal
system consisting of shogun,
daimyo, and samurai
23
Major Strand/Unit
7.5 Students analyze the geographic, political, economic, religious, and social structures of the civilizations of
Medieval Japan.
Standard: 7.5.6 Analyze the rise of a military society in the late twelfth century and the role of the samurai in that
society
Standard
Key Elements
Textbook
Correlation
Pgs.
Supplemental Materials
Websites:
http://zen.thetao.info/read/samurai.htm
7.5.6.1 Analyze the rise of a
military society in the late
twelfth century
212-17
http://www.kiku.com/electric_samurai/cobweb_castle/samurai_tour.html
7.5.6.2 Analyze the role of the
samurai in the military society
in late twelfth century Japan
24
Quarter 3:
Major Strand/Unit
7.4 Students analyze the geographic, political, economic, religious, and social structures of the sub-Saharan
civilizations of Ghana and Mali in Medieval Africa.
Standard: 7.4.1 Study the Niger River and the relationship of vegetation zones of forest, savannah, and desert to
trade in gold, salt, food, and slaves; and the growth of the Ghana and Mali empires.
Standard
Textbook
Correlation
Key Elements
Supplemental Materials
Websites:
Pgs.
7.4.1.1 Study the Niger River
and the relationship of
vegetation zones of forest,
savannah, and desert to trade in
gold, salt, food, and slaves
7.4.1.2 Study the growth of the
Ghana and Mali empires
Medieval African Kingdoms
112, 114, 130, 136
http://www.sdcoe.k12.ca.us/score/afolk/afolktg.html
Stuck In Mali Webquest
130-34, 36
136-39
Major Strand/Unit
7.4 Students analyze the geographic, political, economic, religious, and social structures of the sub-Saharan
civilizations of Ghana and Mali in Medieval Africa.
Standard: 7.4.3 Describe the role of the trans-Saharan caravan trade in the changing religious and cultural
characteristics of West Africa and the influence of Islamic beliefs, ethics, and law.
Standard
Key Elements
Textbook
Correlation
Pgs.
Supplemental Materials
Website
7.4.3.1 Describe the role of the
trans-Saharan caravan trade in
the changing religious and
cultural characteristics of West
Africa
7.4.3.2 Describe the influence of
Islamic beliefs, ethics, and law
on religious and cultural
characteristics in West Africa
55-58, 83,
http://score.rims.k12.ca.us/activity/museumproj/
What is Currency?
80, 82-83,
25
Major Strand/Unit
7.4 Students analyze the geographic, political, economic, religious, and social structures of the sub-Saharan
civilizations of Ghana and Mali in Medieval Africa.
Standard: 7.4.4 Trace the growth of the Arabic language in government, trade, and Islamic scholarship in West
Africa
Standard
Textbook
Correlation
Key Elements
7.4.4.1 Trace the growth of the
Arabic language in government,
trade, and Islamic scholarship
in West Africa.
Pgs.
136-51
Supplemental Materials
Websites:
http://score.rims.k12.ca.us/activity/Mali_to_mecca/
http://score.rims.k12.ca.us/activity/a_journey_battuta/
Major Strand/Unit
7.8 Students analyze the origins, accomplishments, and geographic diffusion of the Renaissance.
Standard: 7.8.1 Describe the way in which the revival of classical learning and the arts fostered a new interest in
humanism (i.e., a balance between intellect and religious faith).
Standard
Textbook
Correlation
Key Elements
7.8.1.1 Describe the way in
Pgs.
which the revival of classical
303-10, 312-17,
learning and the arts fostered a 475-76
new interest in humanism
(i.e., a balance between
intellect and religious faith
Supplemental Materials
Websites:
http://www.artcyclopedia.com/history/early-renaissance.html
http://www.learner.org/exhibits/renaissance/index.html
26
Major Strand/Unit
7.8 Students analyze the origins, accomplishments, and geographic diffusion of the Renaissance
Standard: 7.8.3 Understand the effects of the reopening of the ancient "Silk Road" between Europe and China,
including Marco Polo's travels and the location of his routes.
Standard
Key Elements
7.8.3.1 Understand the effects
of the reopening of the ancient
"Silk Road" between Europe
and China, including Marco
Polo's travels and the location
of his routes.
Textbook
Correlation
299, 182, 299300, 446
Supplemental Materials
Website
http://www.marcopolovoyages.com/LibCongressPapers/GunnarThompson.html
Major Strand/Unit
7.8 Students analyze the origins, accomplishments, and geographic diffusion of the Renaissance
Standard: 7.8.4 Describe the growth and effects of new ways of disseminating information (e.g., the ability to
manufacture paper, translation of the Bible into the vernacular, printing).
Standard
Textbook
Correlation
Websites:
Key Elements
7.8.4.1 Describe the growth and
effects of new ways of
disseminating information
including the ability to
manufacture paper and new
printing methods.
Supplemental Materials
Pgs.
312-13
http://www.bl.uk/treasures/gutenberg/homepage.html
http://www.nd.edu/~italnet/Dante/text/1502.venice.html
330
313, 331-32
7.8.4.2 Describe the growth and
effects of new ways of
disseminating information
including translation of the
Bible into the vernacular
27
Major Strand/Unit
7.9 Students analyze the historical developments of the Reformation
Standard: 7.8.5 Detail advances made in literature, the arts, science, mathematics, cartography, engineering, and
the understanding of human anatomy and astronomy (e.g., by Dante Alighieri, Leonardo da Vinci, Michelangelo
di Buonarroti Simoni, Johann Gutenberg, William Shakespeare).
Standard
Key Elements
7.8.5.1 Detail advances made in
literature (e.g., by Dante
Alighieri and William
Shakespeare, Johann
Gutenberg).
7.8.5.2 Detail advances made in
the arts (e.g. Leonardo da Vinci,
Michelangelo di Buonarroti
Simoni).
7.8.5.3 Detail advances made in
science, mathematics,
engineering, human anatomy,
and astronomy. (e.g. Leonardo
da Vinci, Johann Guteberg)
Textbook
Correlation
Supplemental Materials
308-09,
313-Gutenberg
Website
Dante-306
http://www.artcyclopedia.com/history/early-renaissance.html
http://www.arthistory.sbc.edu/artartists/renaissance.html
http://www.artcyclopedia.com/history/high-renaissance.html
Shakespeare 31617
http://www.mos.org/leonardo/
http://www.field-trips.org/tours/cross/leo/_tourlaunch1.htm
http://www.nga.gov/
http://www.essentialsofmusic.com/eras/renaissance.html
http://sunsite.unc.edu/expo/vatican.exhibit/exhibit/Main_Hall.html
http://www.twingroves.district96.k12.il.us/Renaissance/GeneralFiles/Map.html
Major Strand/Unit
7.9 Students analyze the historical developments of the Reformation
Standard: 7.9.1 List the causes for the internal turmoil in and weakening of the Catholic church (e.g., tax policies,
selling of indulgences).
Standard
Textbook
Correlation
Key Elements
7.9.1.1 List the causes for the
internal turmoil in and
weakening of the Catholic
church (e.g., tax policies, selling
of indulgences)
Supplemental Materials
Websites:
Pgs.
329
http://www.historyguide.org/earlymod/lecture3c.html
28
Major Strand/Unit
7.9 Students analyze the historical developments of the Reformation.
Standard: 7.9.2 Describe the theological, political, and economic ideas of the major figures during the
Reformation (e.g., Desiderius Erasmus, Martin Luther, John Calvin, William Tyndale).
Standard
Textbook
Correlation
Key Elements
7.9.2.1 Describe the theological,
political, and economic ideas of
the major figures during the
Reformation (e.g., Desiderius
Erasmus, Martin Luther, John
Calvin, William Tyndale).
Supplemental Materials
Website
http://www.bbc.co.uk/history/state/church_reformation/
332, 330-31,
314, 319,
http://www.crf-usa.org/bria/bria17_1.htm#luther
http://www.ccel.org/c/calvin/
http://www.iclnet.org/pub/resources/text/wittenberg/luther/web/ninetyfive.html
Major Strand/Unit
7.9 Students analyze the historical developments of the Reformation.
Standard: 7.9.4 Identify and locate the European regions that remained Catholic and those that became
Protestant and explain how the division affected the distribution of religions in the New World.
Standard
Key Elements
7.9.4.1 Identify and locate the
European regions that remained
Catholic and those that became
Protestant
7.9.4.2 Explain how the division
(between Catholic and
Protestant regions) affected the
distribution of religions in the
New World
Textbook
Correlation
Pgs.
328-33, 340-45
Supplemental Materials
Websites:
http://www.newadvent.org/cathen/12700b.htm
http://www.fordham.edu/halsall/mod/map16rel.gif
29
Major Strand/Unit
7.9 Students analyze the historical developments of the Reformation.
Standard: 7.9.5 Analyze how the Counter-Reformation revitalized the Catholic church and the forces that fostered
the movement (e.g., St. Ignatius of Loyola and the Jesuits, the Council of Trent)
Standard
Key Elements
7.9.5.1 Analyze how the
Counter-Reformation revitalized
the Catholic church and the
forces that fostered the
movement (e.g., St. Ignatius of
Loyola and the Jesuits, the
Council of Trent).
Textbook
Correlation
Supplemental Materials
Website
336-37
http://history.hanover.edu/early/trent.htm
http://www.fordham.edu/halsall/source/loyola-spirex.html
Major Strand/Unit
7.9 Students analyze the historical developments of the Reformation.
Standard: 7.9.7 Describe the Golden Age of cooperation between Jews and Muslims in medieval Spain that
promoted creativity in art, literature, and science, including how that cooperation was terminated by the religious
persecution of individuals and groups (e.g., the Spanish Inquisition and the expulsion of Jews and Muslims from
Spain in 1492).
Standard
Textbook
Supplemental Materials
Correlation
Key Elements
Pgs.
Websites:
7.9.7.1 Describe the Golden Age
334-35
http://www.asia.si.edu/exhibitions/online.htm
of cooperation between Jews
and Muslims in medieval Spain
http://www.xmission.com:8000/~dderhak/index/moors.htm
that promoted creativity in art,
http://www.sephardicstudies.org/decree.html
literature, and science
7.9.7.2 Describe how that
cooperation between Jews and
Muslims in medieval Spain was
terminated by the religious
persecution of individuals and
groups (e.g., the Spanish
Inquisition and the expulsion of
Jews and Muslims from Spain in
1492).
30
Quarter 4:
Major Strand/Unit
7.10 Students analyze the historical developments of the Scientific Revolution and its lasting effect on religious,
political, and cultural institutions.
Standard: 7.10.1 Discuss the roots of the Scientific Revolution (e.g., Greek rationalism; Jewish, Christian, and
Muslim science; Renaissance humanism; new knowledge from global exploration).
Standard
Key Elements
7.10.1.1 Discuss the roots of the
Scientific Revolution (e.g.,
Greek rationalism; Jewish,
Christian, and Muslim science;
Renaissance humanism; new
knowledge from global
exploration).
Textbook
Correlation
Supplemental Materials
Websites:
Pgs.
304-05, 313-14,
http://www.enchantedlearning.com/inventors/
http://www.maths.tcd.ie/pub/HistMath/People/RBallHist.html
http://www.ibiblio.org/expo/vatican.exhibit/exhibit/dmathematics/Ptolemy_geo.html
Major Strand/Unit
7.10 Students analyze the historical developments of the Scientific Revolution and its lasting effect on religious,
political, and cultural institutions
Standard: 7.10.2 Understand the significance of the new scientific theories (e.g., those of Copernicus, Galileo,
Kepler, Newton) and the significance of new inventions (e.g., the telescope, microscope, thermometer,
barometer)
Standard
Textbook
Correlation
Key Elements
7.10.2.1 Understand the
significance of the new
scientific theories (e.g., those of
Copernicus, Galileo, Kepler,
Newton
Supplemental Materials
Website
359-60, 363,. 476,
360-61,
362,
http://es.rice.edu/ES/humsoc/Galileo/
http://www.law.umkc.edu/faculty/projects/ftrials/galileo/galileo.html
363
7.10.2.2 Understand the
significance of new inventions
(e.g., the telescope, microscope,
thermometer, barometer)
31
Major Strand/Unit
7.10 Students analyze the historical developments of the Scientific Revolution and its lasting effect on religious,
political, and cultural institutions
Standard: 7.10.3 Understand the scientific method advanced by Bacon and Descartes, the influence of new
scientific rationalism on the growth of democratic ideas, and the coexistence of science with traditional
religious beliefs.
Standard
Key Elements
7.10.3.1 Understand the
scientific method advanced by
Bacon and Descartes and the
coexistence of science with
traditional religious beliefs
Textbook
Correlation
Pgs.
364-65
364-66
Supplemental Materials
Websites:
http://www-groups.dcs.stand.ac.uk/~history/Mathematicians/Galileo.html
http://www.bbc.co.uk/history/historic_figures/bacon_francis.shtml
http://www.leaderu.com/science/kobe.html
7.10.3.2 Understand the
influence of new scientific
rationalism on the growth of
democratic ideas
Major Strand/Unit
7.7 Students compare and contrast the geographic, political, economic, religious, and social structures of the
Meso-American and Andean civilizations.
Standard: 7.7.2 Study the roles of people in each society, including class structures, family life, warfare, religious
beliefs and practices, and slavery
Standard
Key Elements
7.7.2.1 Study the class
structures, nature of warfare,
and religious beliefs and
practices in Mayan society
7.7.2.2 Study the class
structures, nature of warfare,
and religious beliefs and
practices in Aztec society
7.7.2.3 Study the class
structures, nature of warfare,
and religious beliefs and
practices in Incan society
Textbook
Correlation
Pgs.
Supplemental Materials
Websites:
http://www.azteccalendar.com/
380p-81p, 397-98,
395-96, 393
http://www.pbs.org/wgbh/nova/peru/
http://www.nationalgeographic.com/features/96/mummy/splash/splash.html
http://www.civilization.ca/civil/maya/mminteng.html
http://www.mexconnect.com/mex_/history.html
http://www.ex.ac.uk/~RDavies/inca/
http://www.humanities-interactive.org/splendors/
http://muweb.millersville.edu/~columbus/papers/white.html
32
Major Strand/Unit
7.7 Students compare and contrast the geographic, political, economic, religious, and social structures of the
Meso-American and Andean civilizations.
Standard: 7.7.3 Explain how and where each empire arose and how the Aztec and Incan empires were defeated by
the Spanish.
Standard
Key Elements
7.7.3.1 Explain how and where
the Mayan Empire arose
7.7.3.2 Explain how and where
the Aztec Empire arose
7.7.3.3. Explain how and where
the Incan Empire arose
7.7.3.4 Explain how the Aztec
and Incan Empires were
defeated by the Spanish
Textbook
Correlation
Supplemental Materials
Websites:
Pgs.
390,
410-14, 421p
http://www.pbs.org/opb/conquistadors/about/about.htm
http://www.floridahistory.com/inset11.html
http://ambergriscaye.com/pages/mayan/aztec.htm
http://muweb.millersville.edu/~columbus/papers/white.htm
422-26,
Major Strand/Unit
7.7 Students compare and contrast the geographic, political, economic, religious, and social structures of the
Meso-American and Andean civilizations
Standard: 7.7.5 Describe the Meso-American achievements in astronomy and mathematics, including the
development of the calendar and the Meso-American knowledge of seasonal changes to the civilizations' agricultural
systems.
Standard
Key Elements
7.7.5.1 Describe the MesoAmerican achievements in
mathematics
Textbook
Correlation
Supplemental Materials
Website
397-98
http://www.azteccalendar.com/
http://www.sci.mus.mn.us/sln/ma/
http://www.azteccalendar.com/azteccalendar.html
7.7.5.2 Describe the MesoAmerican development of the
calendar
http://www.gorp.com/gorp/location/latamer/arc_maya.htm
http://maya-archaeology.org/museums/copan/copanImageMenu.html
33
Major Strand/Unit
7.11 Students analyze political and economic change in the sixteenth, seventeenth, and eighteenth centuries
(the Age of Exploration, the Enlightenment, and the Age of Reason).
Standard: 7.11.1 Know the great voyages of discovery, the locations of the routes, and the influence of
cartography in the development of a new European worldview
Standard
Key Elements
7.11.1.1 Know the great voyages
of discovery and the locations of
the routes
7.11.1.2 Know the influence of
cartography in the development
of a new European worldview.
Textbook
Correlation
Pgs.
310, 447
Supplemental Materials
Websites:
http://www.1421.tv/
http://www.ucalgary.ca/applied_history/tutor/eurvoya/
http://www.bbc.co.uk/history/discovery/exploration/index.shtml
http://www.ruf.rice.edu/~feegi/
http://www.learner.org/biographyofamerica/prog01/index.html
Major Strand/Unit
7.11 Students analyze political and economic change in the sixteenth, seventeenth, and eighteenth centuries
(the Age of Exploration, the Enlightenment, and the Age of Reason).
Standard: 7.11.2 Discuss the exchanges of plants, animals, technology, culture, and ideas among Europe,
Africa, Asia, and the Americas in the fifteenth and sixteenth centuries and the major economic and social effects
on each continent
Standard
Textbook
Supplemental Materials
Correlation
Key Elements
Websites:
http://www.mariner.org/captivepassage/index.html
7.11.2.1 Discuss the exchanges
Pgs.
http://www.ucalgary.ca/applied_history/tutor/eurvoya/
of plants, animals, technology,
454-58
http://www.learner.org/biographyofamerica/prog01/index.html
culture, and ideas among
Europe, Africa, Asia, and the
Americas in the fifteenth and
sixteenth centuries and the
major economic and social
effects on each continent.
34
Major Strand/Unit
7.11 Students analyze political and economic change in the sixteenth, seventeenth, and eighteenth centuries
(the Age of Exploration, the Enlightenment, and the Age of Reason).
Standard: 7.11.3 Examine the origins of modern capitalism; the influence of mercantilism and cottage industry;
the elements and importance of a market economy in seventeenth-century Europe; the changing international trading and
marketing patterns, including their locations on a world map; and the influence of explorers and map makers.
Standard
Key Elements
7.11.3.1 Examine the origins of
modern capitalism, including
the influence of mercantilism
and cottage industry
Textbook
Correlation
Supplemental Materials
463, 496-97
http://africanhistory.about.com/library/weekly/aa080601a.htm
Website
460, 459-61
Major Strand/Unit
7.11 Students analyze political and economic change in the sixteenth, seventeenth, and eighteenth centuries
(the Age of Exploration, the Enlightenment, and the Age of Reason).
Standard: 7.11.5 Describe how democratic thought and institutions were influenced by Enlightenment thinkers
(e.g., John Locke, Charles-Louis Montesquieu, American founders).
Standard
Textbook
Correlation
Websites:
Key Elements
Pgs.
7.11.5.1 Describe how
democratic thought and
institutions were influenced by
Enlightenment thinkers (John
Locke).
Supplemental Materials
474-77,
480, 479-80
http://library.byu.edu/~rdh/eurodocs/uk.html
http://odur.let.rug.nl/~usa/D/16511700/locke/ECCG/governxx.htm
http://www.wsu.edu/%7Edee/ENLIGHT/ENLIGHT.HTM
7.11.5.2 Describe how
democratic thought and
institutions were influenced by
Enlightenment thinkers
(Charles-Louis Montesquieu
35
Subject Area Standards Assessment Guide:
World History 7th Grade
Quarter 1
Key Standard
Number of
Questions
Rome
7.1.1.1
2
7.1.1.2
2
7.1.1.3
7.1.1.4
1
2
7.1.3.1
7.1.3.2
7.1.3.3
Middle Ages
7.6.3.1
7.6.3.2
7.6.3.3
7.6.4.1
7.6.4.2
7.6.5.1
Sample Questions
A major contribution of the Roman Empire to Western society was the development of
a. gunpowder
b. agricultural communes
c. monotheism
d. an effective legal system
One of the weaknesses of the Roman Empire was that it had
a. become to large to defend and govern effectively
b. allowed the Pope and other church officials to become too powerful
c. a system of poor quality roads and aqueducts
d. created a set of written laws that all citizens had to obey.
1
1
2
1
1
2
1
1
3
7.6.6.1
7.6.6.2
7.6.6.3
7.6.7.1
7.6.8.1
7.6.8.2
2
1
1
2
1
2
7.6.8.3
Total:
1
30
England’s Magna Carta limited the power of
a. nobles
b. merchants
c. kings
d. knights
All classes in universities founded by the church were taught in
a. Latin
b. Greek
c. Spanish
d. English
36
Quarter 2
Key Standard
Number of
Questions
Islam
7.2.1.1
2
7.2.2.1
7.2.2.2
1
2
7.2.2.3
7.2.3.1
7.2.3.2
7.2.3.3
7.2.4.1
1
2
1
2
2
7.2.6.1
7.2.6.2
7.2.6.3
7.2.6.4
China
7.3.1.1
7.3.1.2
7.3.3.1
7.3.5.1
1
1
1
1
7.3.5.2
7.3.5.3
7.3.5.4
7.3.6.1
1
1
1
1
7.3.6.2
Japan
7.5.1.1
7.5.1.2
2
7.5.3.1
1
1
1
1
1
1
1
Sample Questions
What is the main reason some early peoples of Arabia developed the nomadic life that their
descendants follow today?
A. Trade has long been an important part of life in the region
B. The prophet Mohammad was a nomad
C. No towns developed in Arabia
D. Resources are scarce in the region’s desert geography
Which of the following responsibilities of Muslims in not one of the Five Pillars of Islam?
A. jihad
B. frequent prayer
C. hajj
D. giving to the poor
The map above represents the military conquests associated with the spread of
what major world religion?
A Christianity
B Judaism
C Islam
D Hinduism
Which of these describes how paper was introduced into medieval Europe?
A The Chinese introduced it to the Arabs, who passed it on to Europeans.
B The Swedes bought it from Russians, who learned about it from Indians.
C The Turks learned to make it and sold the process to Europeans.
D The Arabs learned about paper making from the Japanese and taught Europeans.
The examinations described in the quotation above were necessary for a position as a Chinese
A soldier.
B priest.
C silk merchant.
D government official.
China’s influence on Medieval Japan is illustrated by Japan’s development of
A a writing system.
B the samurai tradition.
C haiku poetry.
D a civil service exam.
Endurance, cunning, physical strength, and courage were the ideal characteristics of
A Confucian offi cials.
37
B Buddhist priests.
C Japanese samurai.
D Hindu governors.
7.5.3.2
7.5.3.3
7.5.6.1
7.5.6.2
Total
1
2
1
1
35
38
Quarter 3
Africa
7.4.1.1
7.4.1.2
7.4.3.1
7.4.3.2
7.4.4.1
Renaissance
7.8.1.1
7.8.3.1
2
3
2
2
1
1
1
7.8.4.1
7.8.4.2
7.8.5.1
2
1
1
7.8.5.2
2
7.8.5.3
Reformation
7.9.1.1
7.9.2.1
7.9.4.1
7.9.4.2
7.9.5.1
7.9.7.1
7.9.7.2
Total
The contacts between civilizations shown in the map above were primarily made by
A explorers who were mapping Central Africa.
B traders who crossed the Sahara desert into West Africa.
C Christian missionaries from the Middle East.
D barbarians migrating from North Africa.
The stories from Marco Polo’s travels encouraged Europeans to
A journey to Asia in search of wealth.
B abandon the feudal land system.
C launch the Crusades against Muslims.
D isolate themselves from foreigners.
Which of these is not a characteristic of Renaissance painting?
A subject matter limited to Christian themes
B realistic portrait painting
C settings reflecting the world of the artists
D paintings showing depth and perspective
The information in the chart above best describes which of these individuals of the
Renaissance?
A Raphael
B Michelangelo
C da Vinci
D Botticelli
1
2
3
1
England became a Protestant country during the Reformation when its
A king declared himself head of the Church of England.
B people demanded the adoption of Lutheran beliefs.
C priests opposed reforms implemented by the Pope.
D armies were exposed to Calvinist beliefs while in France.
1
2
1
1
30
39
Quarter 4
Number of
Questions
Scientific Revolution
7.10.1.1
1
7.10.2.1
2
Sample Questions
Key Standard
7.10.2.2
7.10.3.1
7.10.3.2
Mesoamerica
7.7.2.1
7.7.2.2
7.7.2.3
7.7.3.1
7.7.3.2
7.7.3.3
2
2
1
7.7.3.4
7.7.5.1
7.7.5.2
Age of Exploration
7.11.1.1
1
2
2
1
1
1
1
1
1
3
7.11.1.2
7.11.2.1
7.11.3.1
Enlightenment
7.11.5.1
2
2
2
7.11.5.2
1
Total
1
Which astronomer is known for proving that planets move in elliptical orbits?
a. Nicolaus Copernicus
b. Tycho Brahe
c. Johannes Kepler
d. Galileo Galilei
The Mayan Civilization arose in
A. river valleys
B. dry plains
C. tropical rain forests
D. very high mountains
Who was the first person to direct a voyage that went all the way around the world?
a. Christopher Columbus
b. Ferdinand Magellan
c. Henry the Navigator
d. Vasco da Gama
John Locke called life, liberty and property
a. natural rights
b. essential rights
c. human rights
d. civil rights
30
40
World History 7
Quarter 1 Study Guide
Rome
1. What were the early strengths and lasting contributions of Rome? Consider:
a. the significance of Roman citizenship
b. rights under Roman law
c. Roman art
d. Roman architecture
e. Roman engineering,
f. Roman philosophy
g. Roman preservation and transmission of Christianity
2. What were the weaknesses of the Roman Empire? Consider:
a. The rise of autonomous military powers within the empire
b. The undermining of citizenship by the growth of corruption and slavery
3. Why did Constantine establish the new capital in Constantinople?
4. How did the Byzantine Empire develop?
5. What were the differences between the Eastern Orthodox and Roman Catholic churches?
Middle Ages
1. How did feudalism develop?
2. What was the role of feudalism in the medieval European economy?
3. How was feudalism influenced by physical geography? (the role of the manor and the growth of
towns)
4. How did feudal relationships provide the foundation of political order?
5. What were the conflicts between the Papacy and European monarchs in medieval Europe (Gregory
VII, Emperor Henry IV)?
6. What were the benefits of cooperation between the Papacy and European monarchs in medieval
Europe? (Charlemagne).
7. How were the following significant in the rise of modern democratic thought:
a. the Magna Carta
41
b. the creation of a parliament
c. the development of habeas corpus
8. What were the causes of the religious Crusades?
9. What were the effects of the Crusades on the Christian, Muslim, and Jewish populations in Europe?
10. How did the Crusades increase contact by Europeans with cultures of the Eastern Mediterranean
world?
11. How did the bubonic plague spread from Central Asia to China, the Middle East, and Europe?
12. How did plague impact the global population?
13. How was the Catholic Church important as a political institution in medieval Europe? Consider:
a. the political and spiritual roles of the clergy
b. the creation of monastic and mendicant religious orders
c. the concept of "natural law"
14. How was the Catholic Church important as an aesthetic institution in medieval Europe? (art and
architecture)
15. How was the Catholic Church important as an intellectual institution in medieval Europe? Consider:
a. the founding of universities
b. the preservation of the Latin language and religious texts
c. St. Thomas Aquinas's synthesis of classical philosophy with Christian theology
42
Quarter 2 Study Guide
Islam:
1. What are the physical features of the Arabian Peninsula?
2. Describe the climate of the Arabian Peninsula?
3. How do the physical features and climate of the Arabian Peninsula relate to its peoples’ nomadic and
sedentary ways of life?
4. What are the origins of Islam?
5. Describe the life and teachings of Muhammad.
6. What are the connections between Islamic teachings and Judaism and Christianity?
7. What do the Qur’an and Sunnah say about Islamic beliefs and practices?
8. What do the Qur’an and Sunnah say about Islamic law?
9. What effect do the Qur’an and Sunnah have on Muslim’s daily lives?
10. What types of cultural blending occurred as the Muslim Empire expanded?
11. How did Islam and the Arabic language spread?
12. What types of intellectual exchanges took place between Muslim scholars of Eurasia and Africa?
13. What contributions did Muslim scholars make in the area of science?
14. What contributions did Muslim scholars make in the area of math?
15. What contributions did Muslim scholars make in the area of medicine?
China:
1. Describe the reunification of China under the Tang Dynasty.
2. Why did Buddhism spread in Tang China, Korea and Japan?
3. What were the main influences of Confucianism?
4. What is the significance of the discovery of manufactured paper?
5. What is the significance of the discovery of wood block printing?
6. What is the significance of the discovery of the compass?
7. What is the significance of the discovery of gunpowder?
8. How did the imperial state develop in China?
9. How did the scholar-official class develop in China?
43
Japan:
1. What is the significance of Japan’s close location to China?
2. What intellectual, linguistic, religious, and philosophical influences did China have on Japan?
3. What were the values of the lord-vassal system in Japan consisting of shogun, daimyo, and samurai?
4. What were the social customs of the lord-vassal system in Japan consisting of shogun, daimyo, and
samurai?
5. What were the traditions of the lord-vassal system in Japan consisting of shogun, daimyo, and
samurai?
6. Why did a military society rise in Japan during the late twelfth century?
7. What role did the samurai play in the military society of late twelfth century Japan?
44
Quarter 3 Study Guide
Africa:
1. What is the relationship between the vegetations zones of forest, savannah, and desert to the trade of
gold, salt, food and slaves in the Niger River area?
2. How did the empires of Ghana and Mali grow?
3. What role did the trans-Saharan caravan trade play in changing the religious and cultural
characteristics of West Africa?
4. What was the influence of Islamic beliefs, ethics, and law on the religious and cultural characteristics
of West Africa?
5. How did the Arabic language grow in government, trade, and Islamic scholarship in West Africa?
Renaissance
1. How did the revival of classical learning and the arts during the Renaissance foster a new interest in
humanism? (Consider: a balance between intellect and religious faith).
2. What new ways of disseminating information were created during the Renaissance? Consider:
a. the ability to manufacture paper
b. the translation of the Bible into the vernacular
c. the printing press
3. What advances were made in literature during the Renaissance? (Dante Alighieri, Shakespeare)
4. What advances were made the arts during the Renaissance? (da Vinci, Michelangelo)
5. What advances were made in science during the Renaissance?
6. What advances were made in mathematics during the Renaissance?
7. What advances were made in cartography during the Renaissance?
8. What advances were made in engineering during the Renaissance? (Gutenberg)
9. What advances were made in the understanding of human anatomy and astronomy during the
Renaissance? (da Vinci)
Reformation:
1. What were the causes for problems within and weakening of the Catholic Church (e.g., tax policies,
selling of indulgences)?
2. What were the main beliefs of the major figures during the Reformation (e.g., Desiderius Erasmus,
Martin Luther, John Calvin, and William Tyndale)?
45
3. Be able to identify and locate the European regions that remained Catholic and those that became
Protestant.
4. How did the division between Catholic and Protestant countries affect the distribution of religions in
the New World?
5. How did the Counter-Reformation revitalize the Catholic Church?
6. Who/What started the Counter-Reformation movement? (e.g., St. Ignatius of Loyola and the Jesuits,
the Council of Trent)
7. How did the Golden Age of cooperation between Jews and Muslims in medieval Spain promote
creativity in art, literature, and science?
8. What were the causes and effects of Jewish and Muslim persecution (e.g., the Spanish Inquisition and
the expulsion of Jews and Muslims from Spain in 1492)?
46
Quarter 4 Study Guide
Scientific Revolution:
1. What were the roots of the Scientific Revolution (e.g., Greek rationalism; Jewish, Christian, and
Muslim science; Renaissance humanism; new knowledge from global exploration?
2. What was the significance of the new scientific theories (e.g., those of Copernicus, Galileo, Kepler,
and Newton) during the Scientific Revolution?
3. What was the significance of new inventions (e.g., the telescope, microscope, thermometer, and
barometer) during the Scientific Revolution?
4. What is the scientific method?
5. How did Bacon and Descartes advance the scientific method?
6. What was the influence of new scientific rationalism on the growth of democratic ideas, including
how science with traditional religious beliefs could exist together?
Meso-America:
1. What were class structures, warfare, and religious beliefs and practices like in Mayan society?
2. What were class structures, warfare, and religious beliefs and practices like in Aztec society?
3. What were class structures, warfare, and religious beliefs and practices like in Incan society?
4. How and where did the Mayan Empire rise?
5. How and where did the Aztec Empire rise?
6. How and where did the Incan Empire rise?
7. How did the Spanish defeat the Aztec and Incan Empires?
8. What were the Meso-American achievements in mathematics?
9. Describe the Meso-American development of the calendar.
Age of Exploration:
1. What were the great voyages of discovery?
2. What were the locations of the routes of the great voyages of discovery?
3. What was the influence of cartography in the development of a new European worldview?
4. What types of plants, animals, technology, culture, and ideas did Europe, Africa, Asia, and the
Americas exchange in the fifteenth and sixteenth centuries?
47
5. What were the major economic and social effects in Europe, Africa, Asia, and the Americas due to
their exchanges of goods and ideas?
6. What was the influence of mercantilism and the cottage industry on the development modern
capitalism?
Enlightenment:
1. How did Enlightenment thinkers influence democratic thought and institutions (e.g., John Locke, CharlesLouis Montesquieu)?
48