CA Medieval and Early Modern Times 2006 Grade 7 … · For questions, contact the CFIR ... Program...

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Publisher: Pearson Education, Inc. publishing as Pearson Prentice Hall

Program Title: Medieval and Early Modern Times, California Edition © 2006,

Components: Student Edition, Teacher’s Edition, Teaching Resources and Ancillaries

Grade Level(s): 7

Standards Map–Basic Comprehensive Program Grade Seven–History Social Science

World History and Geography: Medieval and Early Modern Times 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.

PUBLISHER CITATIONS IMAP/CRP USE ONLY Meets Standard

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7 7.1 Students analyze the causes and effects of the vast expansion and ultimate disintegration of the Roman Empire.

SE: The Roman Empire, 6–9, 11–15, 16–20, 21–25 TE: 2a SE/TECH: Discovery School Video: Unit 1, 1

SE: Review, 27–29 TE: 2a–2b, 2h, 6–9, 11–25, 27–29



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7 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).

SE: Empire at Its Height, 11–15; Western Empire Collapses, 16–20; Lasting Contributions, 21–25; Analysis Skills, 26; Roman Engineering, 602–603

SE: 10; Review, 27–29 TE: 2a–2b, 2h, 10, 11–29, 602–603

7 7.1.2 Discuss the geographic borders of the empire at its height and the factors that threatened its territorial cohesion.

SE: Empire at Its Height, 11–12, 13, 14–15

SE: 16–17; Review, 27–29 TE: 2a–2b, 11–17, 27–29



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7 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.

SE: Eastern Empire, 34–38; Division of Christian Church, 39–43; Byzantine Civilization, 44–49 TE: 30a, 30f SE/TECH: Discovery School Video: Constantinople: Capital of the Byzantine Empire, 36

SE: Review, 53–55; Writing Workshop, 56–59 TE: 30a–30b, 30f, 34–43, 44–49, 53–55, 56–59



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7 7.2 Students analyze the geographic, political, economic, religious, and social structures of the civilizations of Islam in the Middle Ages.

SE: Origins, Beliefs and Spread of Islam, 66–82, 92–96; Muslims’ Daily Life, 97–101; Cities and Trade, 102–105; Islamic Achievements, 108–113; Travels of Ibn Battuta, 604–605 TE: 62a, 88a SE/TECH: Discovery School Video: Unit 2, 60

SE: Review, 85–87, 115–117; Writing Workshop, 118–121; also see: Rise of Mali, 140–143; Crusades, 422–429; Christians and Muslims in Spain, 430–433 TE: 62a–62b, 62f, 66–82, 85–87, 88a–88b, 88g, 88h, 92–105, 108–113, 118–121, 140–143, 422–433, 604–605

7 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.

SE: Arabian Setting, 66–68, 78

SE: Review, 70, 85–87 TE: 62a–62b, 66–68, 70, 78, 85–87



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7 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.

SE: Story of Muhammad, 69–70; Beliefs of Islam, 71–76; Islamic Law, 97–99; Muslim Society, 99–100 TE: 62a, 62f, 88a SE/TECH: Discovery School Video: The Teachings of Islam, 81

SE: 84; Review, 85–87 TE: 62a–62b, 69–76, 84–87, 88a–88b, 88h, 97–100

7 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.

SE: Beliefs of Islam, 71–76; Muslims’ Daily Life, 97–101 SE/TECH: Discovery School Video: The Teachings of Islam, 81

SE: 69; Review, 85–87 TE: 62a–62b, 69, 71–76, 85–87, 88a–88b, 97–101



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7 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.

SE: Spread of Islam, 77–82, 92–96; Muslim Society, 99–100; Growth of Cities and Trade, 102–105; Spain Under Muslim Rule, 430–432; Travels of Ibn Battuta, 604–605

SE: Review, 85–87, 115–117; Writing Workshop, 118–121 TE: 62a–62b, 77–82, 85–87, 88a–88b, 88g, 92–96, 99–100, 102–105, 118–121, 408a–408b, 408g, 430–432, 604–605

7 7.2.5 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.

SE: Growth of Cities and Trade, 102–105; Life at the Time, 106–107; Travels of Ibn Battuta, 604–605

SE: 95; Review, 115–117 TE: 88a–88b, 88g, 95, 102–107, 115–117, 604–605



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7 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.

SE: Islamic Achievements, 108–113; Islamic Law and Scholarship, 157–158; Islamic Science, 567; Travels of Ibn Battuta, 604–605 TE: 88h

SE: 101, 142–143; Review, 115–117, 173 TE: 88a–88b, 88h, 101, 108–113, 115–117, 142–143, 150a–150b, 157–158, 173, 567, 604–605



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7 7.3 Students analyze the geographic, political, economic, religious, and social structures of the civilizations of China in the Middle Ages.

SE: Tang and Song Dynasties, 268–273; China’s Golden Age, 275–279; Advances in Farming, Technology, and Trade, 280–285; Mongol Ascendancy, 294–299; Ming Dynasty, 300–305; China’s Influence, 306–309; Trade in Ming China, 610–611 TE: 264a, 290a SE/TECH: Discovery School Video: Unit 5, 262

SE: Review, 287–289, 313–315 TE: 264a–264b, 264f, 268–273, 275–279, 280–285, 287–289, 290a–290b, 290f, 294–309, 313–315, 610–611



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7 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.

SE: Tang Dynasty, 268–270; Religion in China’s Golden Age, 275–277; Support for Buddhism, 326–327; Development of Japanese Buddhism, 358–363

SE: 306, 323, 330, 365, 366; Review, 279, 287–289, 369–371 TE: 264a–264b, 268–270, 275–277, 279, 287–289, 306, 316a–316b, 323, 326–327, 330, 346a–346b, 358–363, 365, 366, 369–371

7 7.3.2 Describe agricultural, technological, and commercial developments during the Tang and Song periods.

SE: Tang and Song Dynasties, 270, 273; Advances in Farming, Technology, and Trade, 280–285

SE: Review, 287–289 TE: 264a–264b, 264f, 270, 273, 280–285, 287–289



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7 7.3.3 Analyze the influences of Confucianism and changes in Confucian thought during the Song and Mongol periods.

SE: Confucianism, 277–279

SE: 300, 306, 351, 366; Review, 287–289 TE: 264a–264b, 277–279, 287–289, 300, 306, 351, 366

7 7.3.4 Understand the importance of both overland trade and maritime expeditions between China and other civilizations in the Mongol Ascendancy and Ming Dynasty.

SE: Mongol Ascendancy, 294–299; Tribute versus Trade, 303–305; China’s Influence on the World, 306–309; Trade in Ming China, 610–611

SE: 312; Review, 313–315 TE: 290a–290b, 294–299, 303–309, 312–315, 610–611

7 7.3.5 Trace the historic influence of such discoveries as tea, the manufacture of paper, woodblock printing, the compass, and gunpowder.

SE: Technology and Trade, 280–285; China’s Influence on the World, 307–309

SE: Review, 313–315 TE: 264a–264b, 280–285, 290a–290b, 307–309, 313–315



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7 7.3.6 Describe the development of the imperial state and the scholar–official class.

SE: Splendor of the Tang, 268–269; Good Government, 271–273; An Honest Official, 274; Ming Dynasty, 300–303; China’s Influence on the World, 306–309 TE: 264f

SE: 297; Review, 313–315 TE: 264a–264b, 264f, 268–269, 271–274, 290a–290b, 297, 300–303, 306–309, 313–315



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7 7.4 Students analyze the geographic, political, economic, religious, and social structures of the sub–Saharan civilizations of Ghana and Mali in Medieval Africa.

SE: Sub–Saharan Africa, 128–132; Ghana, 133–137; Mali, 138–143; Islam in West Africa, 154–158; West African Society, 159–163; Arts of West Africa, 166–171; West African Folk Tale, 606–607 TE: 124a, 150a SE/TECH: Discovery School Video: Unit 3, 122

SE: Review, 147–149, 173–175; Writing Workshop, 176–179 TE: 124a–124b, 124f, 128–143, 147–149, 150a–150b, 150f, 154–163, 166–171, 173–179, 606–607

7 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.

SE: Sub–Saharan Africa, 128–132; Trade Routes of Ghana, 134; Gold and Salt Trade, 135–137; Mali, 139–143; Islam in West Africa, 154–155 TE: 124f

SE: 152; Review, 147–149, 173–175 TE: 124a–124b, 124f, 128–132, 134–137, 139–143, 147–149, 150a–150b, 152, 154–155, 173–175



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7 7.4.2 Analyze the importance of family, labor specialization, and regional commerce in the development of states and cities in West Africa.

SE: Ghana, 133; Trade Routes of Ghana, 134; Gold and Salt Trade, 135–137; Mali, 139–143; Islam in West Africa, 154–155; West African Society, 159–163

SE: Review, 147–149, 173–175; Writing Workshop, 176–179 TE: 124a–124b, 133–137, 139–143, 147–149, 150a–150b, 150f, 154–155, 159–163, 173–179

7 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.

SE: Trade Routes of Ghana, 134; Gold and Salt Trade, 135–137; Mali, 139–143; Spread of Islam and Arabic, 156–158 SE/TECH: Discovery School Video: An Empire of Knowledge, 142

SE: Review, 147–149, 173–175 TE: 124a–124b, 134–137, 139–143, 147–149, 150a–150b, 156–158, 173–175



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7 7.4.4 Trace the growth of the Arabic language in government, trade, and Islamic scholarship in West Africa.

SE: Islamic Culture in Mali, 140, 143; Spread of Islam and Arabic, 156–158 SE/TECH: Discovery School Video: An Empire of Knowledge, 142

SE: Review, 147–148, 173–175 TE: 124a–124b, 140, 143, 147–148, 150a–150b, 150f, 156–158, 173–175

7 7.4.5 Describe the importance of written and oral traditions in the transmission of African history and culture.

SE: Islamic Culture in Mali, 140, 143; Sundiata, 144–145; Analysis Skills, 146; Spread of Islam and Arabic, 156–158; City and Village Life, 161; Storytelling and the Arts of West Africa, 166–168, 171; West African Folk Tale, 606–607 SE/TECH: Discovery School Video: An Empire of Knowledge, 142

SE: Review, 173–175 TE: 124a–124b, 140, 143–146, 150a–150b, 150f, 156–158, 161, 166–168, 171, 173–175, 606–607



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7 7.5 Students analyze the geographic, political, economic, religious, and social structures of the civilizations of Medieval Japan.

SE: Land of the Rising Sun, 320–323; Age of Emperors, 324–328; Feudalism, 329–333; Castles, 334–335, Shoguns, 336–341; Cultural Flowering, 350–355; Buddhism, 358–363; Society, 364–367; Constitution of Seventeen Articles, 612–613 TE: 316a, 346a SE/TECH: Discovery School Video: Unit 5, 262

SE: Review, 343–345, 369–371 TE: 316a–316b, 316g, 316h, 320–341, 343–345, 346a–346b, 346f, 350–355, 358–363, 364–367, 369–371, 612–613



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7 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.

SE: Japan and Its Neighbors, 321–323; Age of Emperors, 324, 326–328; Feudalism, 329–330; Mongol Invasions, 339; Japan’s Cultural Flowering, 350–353; Japanese Buddhism, 358–363; Japanese Society, 364–367

SE: 365, 367; Review, 343–345 TE: 316a–316b, 321–324, 326–330, 339, 343–345, 346a–346b, 350–353, 358–363, 364–367

7 7.5.2 Discuss the reign of Prince Shotoku of Japan and the characteristics of Japanese society and family life during his reign.

SE: Prince Shotoku Unites Japan, 326–328; Japanese Buddhism, 359; Japanese Society, 365; Constitution of Seventeen Articles, 612–613

SE: Review, 343–345 TE: 316a–316b, 326–328, 343–345, 346a–346b, 359, 365, 612–613



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7 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.

SE: Feudalism, 331–333; Castles, 334–335, Japan Under the Shoguns, 336–341; Cultural Flowering, 355; Japanese Society, 364–367 TE: 316h SE/TECH: Discovery School Video: Samurai of Japan, 338

SE: Review, 343–345, 369–371 TE: 316a–316b, 316g, 316h, 331–341, 343–345, 346a–346b, 346f, 355, 364–367, 369–371

7 7.5.4 Trace the development of distinctive forms of Japanese Buddhism.

SE: Arrival of Buddhism, 323; Support for Buddhism, 326; Buddhism, 358–363, 365, 366

SE: Review, 343, 369–371 TE: 316a–316b, 323, 326, 343, 346a–346b, 358–363, 365, 366, 369–371



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7 7.5.5 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.

SE: Cultural Flowering, 350–355; Pillow Book, 356–357; Analysis Skills, 368 TE: 346f

SE: Review, 369–371 TE: 346a–346b, 346f, 350–357, 368–371

7 7.5.6 Analyze the rise of a military society in the late twelfth century and the role of the samurai in that society.

SE: The First Shogun, 331–333; Castles, 334–335, Japan Under the Shoguns, 336–341; Cultural Flowering, 355; Japanese Society, 364–367 TE: 316h SE/TECH: Discovery School Video: Samurai of Japan, 338

SE: Review, 343–345, 369–371 TE: 316a–316b, 316h, 331–374, 343–345, 346a–346b, 355, 364–367, 369–371



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7 7.6 Students analyze the geographic, political, economic, religious, and social structures of the civilizations of Medieval Europe.

SE: Early Middle Ages, 384–389; Spread of Christianity, 390–397; Feudalism, 398–403; Popes and Rulers, 412–416; Kings, Nobles, and the Magna Carta, 417–421; Crusades, 422–429; Spain, 430–433; Trade and Towns, 442–447; Age of Faith, 448–453; Breakdown of Medieval Society, 455–459 TE: 380a, 408a, 438a SE/TECH: Discovery School Video: Unit 6, 378; Feudal Life in the Middle Ages, 399

SE: Review, 405–407, 435–437, 461–463 TE: 380a–380b, 380f, 384–403, 405–407, 408a–408b, 408g, 408h, 412–433, 435–437, 438a–438b, 438f, 442–453, 455–459, 461–463



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7 7.6.1 Study the geography of Europe and the Eurasian landmass, including its location, topography, waterways, vegetation, and climate and their relationship to ways of life in Medieval Europe.

SE: Geography of Europe, 384–387; The Medieval Manor, 402–403

SE: Review, 389, 405–407 TE: 380a–380b, 384–387, 389, 402–403, 405–407

7 7.6.2 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.

SE: Division of the Christian Church, 39–43; New Kingdoms in Europe, 387–389; Spread of Christianity, 390–397; Popes and Rulers, 412–416; Crusades, 422–429; Age of Faith, 448–453 TE: 380f

SE: Review, 405–407, 435–437 TE: 30a–30b, 39–43, 380a–380b, 387–397, 405–407, 408a–408b, 412–416, 422–429, 435–437, 438a–438b, 448–453



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7 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.

SE: Development of Feudalism, 398–403; Kings, Nobles, and the Magna Carta, 419–421; Trade and Towns, 442–447; Breakdown of Feudal Order, 474–475; Roots of American Democracy, 580–581 SE/TECH: Discovery School Video: Feudal Life in the Middle Ages, 399

SE: Review, 405–407, 461–463 TE: 380a–380b, 380f, 398–403, 405–407, 408a–408b, 419–421, 438a–438b, 442–447, 461–463, 470a–470b, 474–475, 580–581

7 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).

SE: Charlemagne’s Empire, 387–389; Spread of Christianity, 390–397; Popes and Rulers, 412–416; Crusades, 422–429; Age of Faith, 448–453 TE: 408g

SE: Review, 405–407, 435–437; Writing Workshop, 464–467 TE: 380a–380b, 387–397, 405–407, 408a–408b, 408g, 412–416, 422–429, 448–453, 464–467



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7 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).

SE: Kings, Nobles, and the Magna Carta, 419–421; Roots of American Democracy, 580–581; Magna Carta, 614–615

SE: Review, 435–437 TE: 408a–408b, 408g, 408h, 419–421, 435–437, 562a–562f, 580–581, 614–615

7 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.

SE: Crusades, 422–427; The Reconquista, 432–433; Analysis Skills, 434; Growth of Trade and Towns, 444–445 TE: 408h

SE: Review, 435–437 TE: 408a–408b, 408h, 422–427, 432–437, 438a–438b, 444–445

7 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.

SE: The Black Death, 456–459

SE: Review, 461–462 TE: 438a–438b, 456–459, 461–462



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7 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”).

SE: Spread of Christianity, 390–397; Popes and Rulers, 412–416; Crusades, 422–429; Age of Faith, 448–453

SE: 389; Review, 405–407 TE: 380a–380b, 389, 390–397, 405–407, 408a–408b, 408g, 408h, 412–416, 422–429, 438a–438b, 448–453

7 7.6.9 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.

SE: Spain Under Muslim Rule, 430–431; The Reconquista, 432–433

SE: Review, 435–437 TE: 408a–408b, 430–433, 435–437



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7 7.7 Students compare and contrast the geographic, political, economic, religious, and social structures of the Meso–American and Andean civilizations.

SE: Mayas, 186–190, 191–195, 198–203; Incas, 212–217, 218–222, 223–227; Aztecs, 238–243, 244–248, 249–254 SE/TECH: Discovery School Video: Unit 4, 180 TE: 182a, 208a, 234a

SE: Review, 205–207, 231–233, 257–259; Writing Workshop, 260–261 TE: 182a–182b, 182f, 186–195, 198–203, 205–207, 208a–208b, 208f, 212–222, 223–227, 231–233, 234a–234b, 234f, 238–254, 257–259, 260–261

7 7.7.1 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.

SE: Meso–American Setting, 186–188; Maya Civilization, 188–190; World of the Incas, 212–215; Inca Roads, 228–229; Aztec World, 238–241; Aztec Empire, 240–241

SE: Review, 205–207, 231–233, 257–259 TE: 182a–182b, 186–190, 205–207, 208a–208b, 208f, 212–215, 228–229, 231–233, 234a–234b, 234f, 238–241



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7 7.7.2 Study the roles of people in each society, including class structures, family life, warfare, religious beliefs and practices, and slavery.

SE: Maya Society, 191–195; Inca Society, 218–222; Aztec Society, 244–248; Inca Creation Myth, 608–609

SE: 196–197; Review, 205–207, 231–233, 257–259 TE: 182a–182b, 191–197, 205–207, 208a–208b, 218–222, 231–233, 234a–234b, 244–248, 257–259, 608–609

7 7.7.3 Explain how and where each empire arose and how the Aztec and Incan empires were defeated by the Spanish.

SE: Rise of the Mayas, 186–190; Rise of the Incas, 212–217; Rise of the Aztecs, 238–243; Conquest of the Americas, 542–546; Conquest of Mexico, 620–621 TE: 182a, 208a, 234a

SE: Review, 205–207, 231–233, 257–259, 559–561 TE: 182a–182b, 182f, 186–190, 205–207, 208a–208b, 212–217, 231–233, 234a–234b, 234f, 238–243, 257–259, 542–546, 559–561, 620–621



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7 7.7.4 Describe the artistic and oral traditions and architecture in the three civilizations.

SE: Maya Civilization, 189–190; Maya Achievements, 198–203; Analysis Skills, 204; Inca Achievements, 224–227; Inca Roads, 228–229; Aztec Achievements, 249–254 TE: 208f

SE: Review, 205–207, 231–233, 257–259; Writing Workshop, 260–261 TE: 182a–182b, 189–190, 198–207, 208a–208b, 208f, 224–229, 231–233, 234a–234e, 249–254, 260–261



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7 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.

SE: Rain Forest Agriculture, 187–188; Maya Achievements, 200–201; Andean Agriculture, 214–215; Tenochtitlán, 240–241; Aztec Achievements, 253 TE: 234f SE/TECH: Discovery School Video: Achievements of the Inca, 214

SE: Review, 205–207, 231–233, 257–259 TE: 182a–182b, 187–188, 200–201, 205–207, 208a–208b, 214–215, 231–233, 234a–234b, 234f, 240–241, 253, 257–259



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7 7.8 Students analyze the origins, accomplishments, and geographic diffusion of the Renaissance.

SE: Origins of the Renaissance, 474–477; New Ways of Viewing the World, 478–483; Spread of New Ideas, 486–490; Renaissance Legacy, 491–495 TE: 470a SE/TECH: Discovery School Video: Unit 7, 468

SE: Review, 497–499 TE: 470a–470b, 470g, 470h, 474–483, 486–495, 497–499



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7 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).

SE: Revival of Learning, 475; Humanism, 478–479; Math Meets Art, 484–485; Spread of New Ideas, 486–490; Renaissance Legacy, 491–495; Science During the Renaissance, 567–568; The New Education, 618–619 TE: 470a

SE: Review, 497–499 TE: 470a–470b, 475, 478–479, 484–495, 497–499, 562a–562b, 567–568, 618–619

7 7.8.2 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.

SE: Origins of the Renaissance, 474–477

SE: Review, 497–499 TE: 470a–470b, 474–477, 497–499

7 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.

SE: Reopening of the “Silk Road,” 298–299

SE: Review, 313–315 TE: 290a–290b, 298–299, 313–315



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7 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).

SE: Dissemination of Ideas, 488–490; Spread of Protestant Ideas, 508–509; Analysis Skills, 526

SE: Review, 497–499 TE: 470a–470b, 470g, 470h, 488–490, 497–499, 500a–500b, 508–509, 526

7 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).

SE: New Ways of Viewing the World, 478–483; Math Meets Art, 484–485; Spread of New Ideas, 486–490; Renaissance Legacy, 491–495; Advances in Sailing Technology, 534–535; Science During the Renaissance, 567–569 TE: 470g, 470h

SE: Review, 497–499 TE: 470a–470b, 470g, 470h, 478–495, 497–499, 530a–530b, 534–535, 562a–562b, 567–569



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7 7.9 Students analyze the historical developments of the Reformation.

SE: Origins of Reformation, 504–511; Counter–Reformation, 512–515; Division of Christendom, 516–520; Political Impact, 521–525 TE: 500a, 500g SE/TECH: Discovery School Video: Unit 7, 468

SE: Review, 527–529 TE: 500a–500b, 500g, 500h, 504–525, 527–529

7 7.9.1 List the causes for the internal turmoil in and weakening of the Catholic church (e.g., tax policies, selling of indulgences).

SE: Origins of Reformation, 504–511 TE: 500a

SE: Review, 527–529 TE: 500a–500b, 504–511, 527–529



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7 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).

SE: Desiderius Erasmus, 487; Origins of Reformation, 504–511; Counter–Reformation, 515; Political Impact, 525

SE: Review, 527–529 TE: 487, 500a–500b, 500g, 504–511, 515, 525, 527–529

7 7.9.3 Explain Protestants’ new practices of church self–government and the influence of those practices on the development of democratic practices and ideas of federalism.

SE: Protestant Movement Grows, 507–511; Political Impact, 521–525

SE: Review, 527–529 TE: 500a–500b, 507–511, 521–515, 527–529

7 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.

SE: Protestant Movement Grows, 507–511; Counter–Reformation, 512–515; Division of Christendom, 516–520; Political Impact, 521–525; Missions, 548

SE: Review, 527–529 TE: 500a–500b, 500g, 507–511, 512–520, 521–525, 527–529, 548



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7 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).

SE: Counter–Reformation, 512–515; Catholic Southern Europe, 518–519

SE: Review, 527–529 TE: 500a–500b, 512–515, 518–519, 527–529

7 7.9.6 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.

SE: Jesuits, 512–513; Missions, 548, 549

SE: Christian, preaching in China, 298; medieval Europe, 392–394; Columbian Exchange, 551 TE: 298, 380f, 392–394, 500a–500b, 512–513, 530h, 548–549, 551

7 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).

SE: Spain Under Muslim Rule, 431–432; Religious Persecutions, 433; Islamic Science, 567

SE: Review, 435–437 TE: 408a–408b, 431–433, 435–437, 567



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7 7.10 Students analyze the historical developments of the Scientific Revolution and its lasting effect on religious, political, and cultural institutions.

SE: Origins of Scientific Revolution, 566–569; Rise of Modern Science, 570–575 TE: 562a, 562h SE/TECH: Discovery School Video: Unit 7, 468

SE: Review, 593–595 TE: 562a–562b, 562h, 566–569, 570–575, 593–595

7 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).

SE: A New View of the World, 539; Origins of Scientific Revolution, 566–569

SE: Review, 593–595 TE: 539, 562a–562b, 566–569, 593–595



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7 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).

SE: New Tools for Science, 568–569; Rise of Modern Science, 570–575 TE: 562a SE/TECH: Discovery School Video: Galileo’s Telescope, 572

SE: Review, 593–595 TE: 562a–562b, 568–575, 593–595

7 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.

SE: Science and Reason, 574–575

SE: Review, 593–595 TE: 562a–562b, 574–575, 593–595



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7 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).

SE: Voyages of Discovery, 534–539; Conquest of the Americas, 542–546; Planting of Colonies, 547–551; Origins of Modern Capitalism, 552–557; Enlightenment, 576–579; Influence of Enlightenment Ideas, 580–585 TE: 530a, 562a SE/TECH: Discovery School Video: Unit 7, 468

SE: Review, 559–561, 593–595 TE: 530a–530b, 530g, 534–539, 542–557, 559–561, 562a–562b, 562h, 576–585, 593–595



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7 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.

SE: Voyages of Discovery, 534–539; Sailor’s Life at Sea, 540–541; Global Exploration, 568

SE: Review, 559–561; Writing Workshop, 596–599 TE: 530a–530b, 530g, 534–541, 559–561, 568, 596–599

7 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.

SE: Impact of Conquest, 545–546; Columbian Exchange, 549–551

SE: Review, 559–561 TE: 530a–530b, 545–546, 549–551, 559–561

7 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 mapmakers.

SE: Mercantilism, 475; Origins of Modern Capitalism, 552–557

SE: Review, 559–561 TE: 475, 530a–530b, 552–557, 559–561



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7 7.11.4 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.

SE: Enlightenment, 576–579; Influence of Enlightenment Ideas, 580–585

SE: Review, 593–595 TE: 562a–562b, 576–585, 593–595

7 7.11.5 Describe how democratic thought and institutions were influenced by Enlightenment thinkers (e.g., John Locke, Charles–Louis Montesquieu, American founders).

SE: Enlightenment, 576–577; Influence of Enlightenment Ideas, 580–585

SE: Review, 593–595 TE: 562a–562b, 562h, 576–577, 580–585, 593–595

7 7.11.6 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.

SE: Magna Carta, 419–421; Influence of Enlightenment Ideas, 580–585; Enduring Ideas, Beliefs, and Values, 587–590; Magna Carta, 616–617

SE: Review, 436–437, 593–595 TE: 408a–408b, 419–421, 436–437, 562a–562f, 562h, 580–585, 587–590, 593–595, 616–617



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Historical and Social Sciences Analysis Skills 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 only in conjunction 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

7 (1) Students explain how major events are related to one another in time.

SE: Timelines, HT20; History Reading Skill: How Events Relate in Time, 64, 66, 71, 77; Analysis Skills: Order Events, 84; History Reading Skill: Distinguish Sequence, 266, 268, 275, 280

SE: Review: 67, 70, 75, 76, 78, 82, 86, 87, 272, 273, 278, 279, 281, 285, 288 TE: HT20, 64, 66–67, 70–71, 75–78, 82, 84, 86–87, 266, 268, 272–273, 275, 278–281, 285, 288 TR: U1, 12, 21; U5, 13

7 (2) Students construct various time lines of key events, people, and periods of the historical era they are studying.

SE: Historians, 232; Artists, 498; Journalists, 528 TE: 2h, 30f, 182f, 562h

SE: 64, 84 TE: 64, 84, Review: 232, 498, 528



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7 (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.

SE: Historical Sources, HT2–HT7; Maps, HT13–HT19; Analysis Skills: Interpret Thematic Maps, 114 TE: 530g

SE: Map Master, 13, 18, 37, 40, 67, 78, 104, 114, 129, 134, 155, 187, 213, 215, 239, 242, 269, 295, 304, 321, 361, 385, 388, 394, 414, 418, 432, 444, 457, 476, 519, 536, 549, 556, 565; Review: 117 TE: HT2–HT7, HT13–HT19, 13, 18, 37, 40, 67, 78, 104, 114, 117, 129, 134, 155, 187, 213, 215, 239, 242, 269, 295, 304, 321, 361, 385, 388, 394, 414, 418, 432, 444, 457, 476, 519, 536, 549, 556, 565 TR: U2, 49



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RESEARCH, EVIDENCE, AND POINT OF VIEW

7 (1) Students frame questions that can be answered by historical study and research.

SE: Using Historical Sources, HT3; Write Like a Historian, HT24–HT27; Writing Workshop, 260–261, 372–377

SE: Locate Information Using the Internet, 256; Explain Issues and Problems, 292 TE: HT3, HT24–HT27, 256, 260–261, 292, 372–377 TR: U4, 73; U5, 38



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7 (2) Students distinguish fact from opinion in historical narratives and stories.

SE: Distinguish Between Facts and Opinions, HT6; History Reading Skill: Distinguish Fact From Opinion, 410, 412, 417, 422, 430

SE: Review: 415, 416, 418, 421, 422, 427, 431, 433, 436, 437; Compare Points of View, 434; Analyze Primary Sources, 460; Primary Sources: 602–603, 610–611 TE: HT6, 410, 412, 415–418, 421–422, 427, 430–431, 433–437, 460, 602–603, 610–611 TR: U6, 41, 50, 78

7 (3) Students distinguish relevant from irrelevant information, essential from incidental information, and verifiable from unverifiable information in historical narratives and stories.

SE: Using Historical Sources, HT3, How to Read History, HT6–7; Analysis Skills: Distinguish Verifiable From Unverifiable Information, 146; Distinguish Essential From Incidental Information, 592

SE: Review: 149, 595; Primary Source, 608–609 TE: HT3, HT6–HT7, 146–149, 592, 595, 608–609 TR: U3, 20; U7, 111



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7 (4) Students assess the credibility of primary and secondary sources and draw sound conclusions from them.

SE: Using Historical Sources, HT3, Evaluate Credibility, HT7; Analysis Skills: Analyze a Work of Art, 368; Analyze Primary Sources, 460

SE: Review: 371, 463; Primary Sources, 604–605, 606–607, 616–617, 620–621 TE: HT3, HT7, 368, 371, 460, 463, 604–605, 606–607, 616–617, 620–621 TR: U5, 100; U6, 78

7 (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).

SE: How to Read History, HT6–HT9; Analysis Skills: Analyze Author’s Perspective, 172; Compare Points of View, 434; Identify Stereotyping, 558

SE: Review: 175, 436, 561; Primary Sources, 612–613, 614–615, 618–619 TE: HT6–HT9, 172, 175, 434, 436, 558, 561, 612–613, 614–615, 618–619 TR: U6, 50; U7, 80



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HISTORICAL INTERPRETATION

7 (1) Students explain the central issues and problems from the past, placing people and events in a matrix of time and place.

SE: Using Historical Sources, HT3; Analysis Skills: Identify Central Issues and Problems, 26; History Reading Skill: Explain Issues and Problems, 292, 294, 300, 306

SE: Review: 29, 296, 299, 304, 305, 309, 314 TE: HT3, 26, 29, 292, 294, 296, 299, 300, 304, 305, 306, 309, 314 TR: U1, 22; U5, 38



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7 (2) Students understand and distinguish cause, effect, sequence, and correlation in historical events, including the long–and short–term causal relations.

SE: Timelines, HT20; Flowcharts, HT22; History Reading Skill: How Events Relate in Time, 64, 66, 71, 77; Analysis Skills: Order Events, 84; History Reading Skill: Identify Cause and Effect, 184, 186, 191, 198; History Reading Skill: Distinguish Sequence, 266, 268, 275, 280; History Reading Skill: Analyze Cause and Effect, 382, 384, 390, 398, 502, 504, 512, 516, 521; Analysis Skills: Analyze Causation and Correlation, 526

SE: Review: 67, 70, 75, 76, 78, 82, 86, 88, 187, 190, 195, 200, 203, 206, 272, 273, 278, 279, 285, 286, 386, 389, 393, 395, 399, 403, 406, 506, 509, 514, 515, 519, 520, 522, 525, 528, 529 TE: HT20, HT22, 64, 66, 67, 70, 71, 75–78, 82, 84, 86, 88, 184, 186, 187, 190–191, 195, 198, 200, 203, 206, 266, 268, 272–273, 275, 278–279, 280, 285–286, 382, 384, 386, 389–390, 393, 395, 398–399, 403, 406, 502, 504, 506, 509, 512, 514–516, 519–522, 525–526, 528–529 TR: U2, 21; 39; U4, 13; U5, 13; U7, 52



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7 (3) Students explain the sources of historical continuity and how the combination of ideas and events explains the emergence of new patterns.

SE: Analysis Skills: Identify Causes of Change, 404

SE: Review: 407 TE: 404, 407 TR: U6, 23

7 (4) Students recognize the role of chance, oversight, and error in history.

SE: Analysis Skills: Recognize the Role of Chance, Oversight, and Error, 342

SE: Review: 344 TE: 342, 344 TR: U5, 74

7 (5) Students recognize that interpretations of history are subject to change as new information is uncovered.

SE: Using Historical Sources, HT3; Analysis Skills: Update an Interpretation Based on New Information, 204

SE: Review: 207 TE: HT3, 204, 207 TR: U4, 21



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7 (6) Students interpret basic indicators of economic performance and conduct cost–benefit analyses of economic and political issues.

SE: Analysis Skills: Interpret a Line Graph, 286; Conduct a Cost–Benefit Analysis, 312

SE: Review: 288, 289, 315 TE: 286, 288–289, 312, 315 TR: U5, 21, 46

Appendix SE = Student Edition TE = Teachers Edition TECH = Technology TR = Teaching Resources

CA Medieval and Early Modern Times 2006 Grade 7 … · For questions, contact the CFIR ... Program...

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