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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