Seventh Grade Social Studies
Course Description
Seventh Grade Social Studies focuses on Medieval and Early Modern Times, starting from the beginning of the Common Era (AKA 0BC/AD) to the Renaissance and beyond. We will also study the Social Sciences: Anthropology, Sociology, Psychology, Political Science, and Economics. Please study the California Content Standards for Social Studies to get an understanding of our goals. Specific activities and assignments will be announced weekly.
Materials:
All students should have a three-ring binder/notebook for their Social Studies class. Distinct sections should be provided for a calendar and time management system, all handouts, class and book notes, terms and vocabulary, journal entries and impromptu writing, teacher-provided readings, and all returned assignments. These notebooks will be checked and graded periodically. Possession of a dictionary, thesaurus is heartily recommended. The primary texts for the course are the Prentice Hall Medieval and Modern Times and Literature books for sixth grade. Further, there will be other supplementary books, reading handouts, and various instructional materials provided by the teacher.
Format:
Each class period will include two or three different activities. Each week, students can expect to spend at least one hour reading or writing in class, an hour or more of discussion or group work, an hour or more of teacher-directed instruction, and an hour or more working independently or cooperatively on class activities and projects. Other features of the class include writing journal entries, learning lists of vocabulary words and terms, various computer projects, practical writing exercises, video projects, occasional relevant films, and class projects involving a variety of resources. All students will be expected to participate in the publishing efforts of Pescadero Middle/High School as we will produce a student journal/newspaper.
Students are expected to comply with all the rules of Pescadero Middle/High School, participate in all class activities, and should turn in all class assignments on time. Late work will rarely be accepted, and sloppy or careless work is frowned upon. Good attendance is also very important. If absent, it is the student's responsibility to find out about, and make up, any missed work. We, at the Pescadero Middle/High School, have high expectations for our students and hold them to the highest standards of behavior and performance. While it may be at times difficult to meet these expectations and standards, the rewards will exceed the challenges!
Grading:
There will be a wide variety of assignments in this class - with an average of two to three scores recorded each week. All tests, quizzes, papers, essays, class work, homework, and participation are worth varying amounts of points. Although there will be a final exam each semester, it will be worth no more than 5% of the final grade. The relatively equal weighting of grades, given the variety of assignments and assessments, rewards consistency and diligence. The cumulative point total at the end of the grading period will be compared, as a percentage, to the maximum possible points available, and that will determine the grade. I am happy to discuss grades with students and parents any time!
I am often available at lunch, before or after school, and students are encouraged to come in and talk about their work. It is recommended that the students schedule one or two appointments with me during each semester to discuss and go over their writing and class work in detail. It is preferable to me that students come in pairs or in groups of three. In this way, the students can benefit not only from an analysis of their work, but from the work of their colleagues as well. It is the students' responsibility to set up these appointments.
Estudios Sociales Séptimo Grado
Traducción de Google, pido disculpas por los errores.
Séptimo Grado Estudios Sociales se centra en la Edad Media y Edad Moderna Temprana, a partir del comienzo de la era común (AKA 0BC/AD) hasta el Renacimiento y más allá. También estudiaremos las Ciencias Sociales: Antropología, Sociología, Psicología, Ciencias Políticas y Economía. Por favor, estudie los Estándares de Contenido de California para Estudios Sociales para conseguir una comprensión de nuestros objetivos. Actividades y tareas específicas serán anunciadas la semana.
Materiales:
Todos los estudiantes deben tener una carpeta de tres anillos / portátil para su clase de Estudios Sociales. Secciones distintas Deben establecerse un calendario y un sistema de gestión del tiempo, todos los folletos, de clase y las notas del libro, los términos y el vocabulario, los asientos de diario y la escritura improvisada, proporcionados por el maestro lecturas, y todas las asignaciones devueltos. Estos cuadernos se pueden comprobar y calificarán periódicamente. La posesión de un diccionario, es muy recomendado tesauro. Los textos principales del curso son los Pearson Educación, civilizaciones antiguas y libros de literatura de sexto grado. Además, habrá otros libros complementarios, folletos de lectura y diversos materiales educativos proporcionados por el profesor.
Formato:
Cada período de clase incluirá dos o tres actividades diferentes. Cada semana, los estudiantes pueden esperar para pasar al menos una hora para leer o escribir en la clase, una hora o más de discusión o grupos de trabajo, a una hora o más de la instrucción dirigida por el maestro, y más de una hora de trabajo de forma independiente o conjuntamente en las actividades de clase y proyectos. Otras características de la clase incluyen la escritura de entradas de diario, listas de vocabulario y términos, diversos proyectos informáticos, ejercicios prácticos de escritura, proyectos de vídeo, películas relevantes ocasionales y proyectos de clase que implican una variedad de recursos de aprendizaje. Se espera que todos los estudiantes a participar en los esfuerzos de publicación de Pescadero Middle / High School como vamos a producir una revista / periódico estudiantil.
Los estudiantes deben cumplir con todas las reglas de Pescadero Middle / High School, participar en todas las actividades de la clase, y debe entregar todas las tareas a tiempo. Obra tardía rara vez se aceptará, y el trabajo descuidado o imprudente es mal visto. La buena asistencia es también muy importante. Si está ausente, es la responsabilidad del estudiante para conocer, y hacer llamadas, cualquier trabajo perdido. Nosotros, en el Pescadero Middle / High School, tenemos altas expectativas para nuestros estudiantes y mantenerlos con los más altos estándares de comportamiento y rendimiento. Si bien puede ser a veces difíciles de satisfacer estas expectativas y normas, las recompensas superan los retos!
Clasificación:
Habrá una amplia variedad de tareas de esta clase - con un promedio de dos a tres puntuaciones registradas cada semana. Todos los exámenes, pruebas, documentos, ensayos, trabajos de clase, tareas, y la participación son cantidades que varían el valor de puntos. Aunque habrá un examen final de cada semestre, valdrá la pena no más del 5% de la nota final. La ponderación relativa igualdad de calificaciones, dada la variedad de trabajos y evaluaciones, recompensas consistencia y diligencia. Se comparó el total de puntos acumulados al final del periodo de calificaciones, en porcentaje, para el máximo de puntos posibles disponibles, y que determinará el grado. Estoy encantado de discutir grados con estudiantes y padres en cualquier momento!
A menudo estoy disponible en el almuerzo, antes o después de la escuela, y se anima a los estudiantes a entrar y hablar sobre su trabajo. Se recomienda que los estudiantes programar una o dos citas conmigo durante cada semestre para discutir y repasar su escritura y el trabajo en clase con detalle. Es preferible para mí que los estudiantes vienen en parejas o en grupos de tres. De esta manera, los estudiantes pueden beneficiarse no sólo de un análisis de su trabajo, sino del trabajo de sus colegas también. Es la responsabilidad del estudiante para establecer estas citas.
California Content Standards
World History & Geography: Medieval & Early Modern Times - Grade Seven
Students in grade seven study the social, cultural, and technological changes that occurred in Europe, Africa, and Asia in the years A. D. 500Ð 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.
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.
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 sub-Saharan 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.
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.
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 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 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.
Course Description
Seventh Grade Social Studies focuses on Medieval and Early Modern Times, starting from the beginning of the Common Era (AKA 0BC/AD) to the Renaissance and beyond. We will also study the Social Sciences: Anthropology, Sociology, Psychology, Political Science, and Economics. Please study the California Content Standards for Social Studies to get an understanding of our goals. Specific activities and assignments will be announced weekly.
Materials:
All students should have a three-ring binder/notebook for their Social Studies class. Distinct sections should be provided for a calendar and time management system, all handouts, class and book notes, terms and vocabulary, journal entries and impromptu writing, teacher-provided readings, and all returned assignments. These notebooks will be checked and graded periodically. Possession of a dictionary, thesaurus is heartily recommended. The primary texts for the course are the Prentice Hall Medieval and Modern Times and Literature books for sixth grade. Further, there will be other supplementary books, reading handouts, and various instructional materials provided by the teacher.
Format:
Each class period will include two or three different activities. Each week, students can expect to spend at least one hour reading or writing in class, an hour or more of discussion or group work, an hour or more of teacher-directed instruction, and an hour or more working independently or cooperatively on class activities and projects. Other features of the class include writing journal entries, learning lists of vocabulary words and terms, various computer projects, practical writing exercises, video projects, occasional relevant films, and class projects involving a variety of resources. All students will be expected to participate in the publishing efforts of Pescadero Middle/High School as we will produce a student journal/newspaper.
Students are expected to comply with all the rules of Pescadero Middle/High School, participate in all class activities, and should turn in all class assignments on time. Late work will rarely be accepted, and sloppy or careless work is frowned upon. Good attendance is also very important. If absent, it is the student's responsibility to find out about, and make up, any missed work. We, at the Pescadero Middle/High School, have high expectations for our students and hold them to the highest standards of behavior and performance. While it may be at times difficult to meet these expectations and standards, the rewards will exceed the challenges!
Grading:
There will be a wide variety of assignments in this class - with an average of two to three scores recorded each week. All tests, quizzes, papers, essays, class work, homework, and participation are worth varying amounts of points. Although there will be a final exam each semester, it will be worth no more than 5% of the final grade. The relatively equal weighting of grades, given the variety of assignments and assessments, rewards consistency and diligence. The cumulative point total at the end of the grading period will be compared, as a percentage, to the maximum possible points available, and that will determine the grade. I am happy to discuss grades with students and parents any time!
I am often available at lunch, before or after school, and students are encouraged to come in and talk about their work. It is recommended that the students schedule one or two appointments with me during each semester to discuss and go over their writing and class work in detail. It is preferable to me that students come in pairs or in groups of three. In this way, the students can benefit not only from an analysis of their work, but from the work of their colleagues as well. It is the students' responsibility to set up these appointments.
Estudios Sociales Séptimo Grado
Traducción de Google, pido disculpas por los errores.
Séptimo Grado Estudios Sociales se centra en la Edad Media y Edad Moderna Temprana, a partir del comienzo de la era común (AKA 0BC/AD) hasta el Renacimiento y más allá. También estudiaremos las Ciencias Sociales: Antropología, Sociología, Psicología, Ciencias Políticas y Economía. Por favor, estudie los Estándares de Contenido de California para Estudios Sociales para conseguir una comprensión de nuestros objetivos. Actividades y tareas específicas serán anunciadas la semana.
Materiales:
Todos los estudiantes deben tener una carpeta de tres anillos / portátil para su clase de Estudios Sociales. Secciones distintas Deben establecerse un calendario y un sistema de gestión del tiempo, todos los folletos, de clase y las notas del libro, los términos y el vocabulario, los asientos de diario y la escritura improvisada, proporcionados por el maestro lecturas, y todas las asignaciones devueltos. Estos cuadernos se pueden comprobar y calificarán periódicamente. La posesión de un diccionario, es muy recomendado tesauro. Los textos principales del curso son los Pearson Educación, civilizaciones antiguas y libros de literatura de sexto grado. Además, habrá otros libros complementarios, folletos de lectura y diversos materiales educativos proporcionados por el profesor.
Formato:
Cada período de clase incluirá dos o tres actividades diferentes. Cada semana, los estudiantes pueden esperar para pasar al menos una hora para leer o escribir en la clase, una hora o más de discusión o grupos de trabajo, a una hora o más de la instrucción dirigida por el maestro, y más de una hora de trabajo de forma independiente o conjuntamente en las actividades de clase y proyectos. Otras características de la clase incluyen la escritura de entradas de diario, listas de vocabulario y términos, diversos proyectos informáticos, ejercicios prácticos de escritura, proyectos de vídeo, películas relevantes ocasionales y proyectos de clase que implican una variedad de recursos de aprendizaje. Se espera que todos los estudiantes a participar en los esfuerzos de publicación de Pescadero Middle / High School como vamos a producir una revista / periódico estudiantil.
Los estudiantes deben cumplir con todas las reglas de Pescadero Middle / High School, participar en todas las actividades de la clase, y debe entregar todas las tareas a tiempo. Obra tardía rara vez se aceptará, y el trabajo descuidado o imprudente es mal visto. La buena asistencia es también muy importante. Si está ausente, es la responsabilidad del estudiante para conocer, y hacer llamadas, cualquier trabajo perdido. Nosotros, en el Pescadero Middle / High School, tenemos altas expectativas para nuestros estudiantes y mantenerlos con los más altos estándares de comportamiento y rendimiento. Si bien puede ser a veces difíciles de satisfacer estas expectativas y normas, las recompensas superan los retos!
Clasificación:
Habrá una amplia variedad de tareas de esta clase - con un promedio de dos a tres puntuaciones registradas cada semana. Todos los exámenes, pruebas, documentos, ensayos, trabajos de clase, tareas, y la participación son cantidades que varían el valor de puntos. Aunque habrá un examen final de cada semestre, valdrá la pena no más del 5% de la nota final. La ponderación relativa igualdad de calificaciones, dada la variedad de trabajos y evaluaciones, recompensas consistencia y diligencia. Se comparó el total de puntos acumulados al final del periodo de calificaciones, en porcentaje, para el máximo de puntos posibles disponibles, y que determinará el grado. Estoy encantado de discutir grados con estudiantes y padres en cualquier momento!
A menudo estoy disponible en el almuerzo, antes o después de la escuela, y se anima a los estudiantes a entrar y hablar sobre su trabajo. Se recomienda que los estudiantes programar una o dos citas conmigo durante cada semestre para discutir y repasar su escritura y el trabajo en clase con detalle. Es preferible para mí que los estudiantes vienen en parejas o en grupos de tres. De esta manera, los estudiantes pueden beneficiarse no sólo de un análisis de su trabajo, sino del trabajo de sus colegas también. Es la responsabilidad del estudiante para establecer estas citas.
California Content Standards
World History & Geography: Medieval & Early Modern Times - Grade Seven
Students in grade seven study the social, cultural, and technological changes that occurred in Europe, Africa, and Asia in the years A. D. 500Ð 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.
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.
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 sub-Saharan 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.
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.
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 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 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.