2012-2013 Instructional Guide Map History/Social … Students describe the way in which the revival of classical learning and the arts ... that promoted creativity in art, literature,

• Note: Instructional Guide Maps are an overview of the Alliance Instructional Guides. They assist teachers with planning instructional units and effective

strategies to teach California high priority standards throughout the year. Every standard will be assessed with 3-5 questions on the benchmark.

* Only Quarters 1-3 have associated benchmark exams. Instruction continues with addressed standards until the end of the year. Map rev. 7/2012

2012-2013 Instructional Guide Map History/Social Science Grade 7

i

Quarter 1 Quarter 2

Instructional Days August 6 – September 28 October 15 – December 7 Benchmark Assessments October 1-5 December 10-14

Pupil Free / Teacher PD October 8 January 7 Re-teach Targeted Standards October 9-12 January 8-11

Standards Assessed on Benchmark

7.1.1 Students 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). 7.1.3 Students 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 7.2.2 Students trace the origins of Islam and the life and teachings of Muhammad, including Islamic teachings on the connection with Judaism and Christianity. 7.2.3 Students 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. 7.2.4 Students 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. 7.2.6 Students 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. 7.4.1 Students 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. 7.4.3 Students 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. 7.4.4 Students trace the growth of the Arabic language in government, trade, and Islamic scholarship in West Africa.

7.3.1 Students describe the reunification of China under the Tang Dynasty and reasons for the spread of Buddhism in Tang China, Korea, and Japan. 7.3.3 Students analyze the influences of Confucianism and changes in Confucian thought during the Sung and Mongol periods. 7.3.5 Students trace the historic influence of such discoveries as tea, the manufacture of paper, wood-block printing, the compass, and gunpowder. 7.3.6 Students describe the development of the imperial state and the scholar-official class. 7.5.1 Students!describe the significance of Japan’s proximity to China and Korea and the intellectual, linguistic, religious, and philosophical influence of those countries on Japan. 7.5.3 Students 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. 7.5.6 Students analyze the rise of a military society in the late twelfth century and the role of the samurai in that society. 7.7.2 Students study the roles of people in each society, including class structures, family life, war-fare, religious beliefs and practices, and slavery. 7.7.3 Students explain how and where each empire arose and how the Aztec and Incan empires were defeated by the Spanish. 7.7.4 Students describe the artistic and oral traditions and architecture in the three civilizations. 7.7.5 Students 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.





ii

Quarter Quarter 3

Instructional Days January 14 - March 15 Benchmark Assessments March 18 – 22

Pupil Free / Teacher PD April 1 Re-teach Targeted Standards April 2 - 5

Standards Assessed on Benchmark

7.6.3 Students 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. 7.6.4 Students demonstrate an understanding of the conflict and cooperation between the Papacy and European monarchs (e.g., Charlemagne, Gregory VII, Emperor Henry IV). 7.6.5 Students 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). 7.6.6 Students 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. 7.6.8 Students 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”). 7.8.1 Students 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). 7.8.4 Students 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). 7.8.5 Students 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).





iii

Quarter Quarter 4*

Instructional Days April 6 – June 7 Benchmark Assessments CST Testing Window:

April 22 – May 20

Pupil Free / Teacher PD

Re-teach Targeted Standards Standards Assessed on

Benchmark 7.9.1 Students list the causes for the internal turmoil in and weakening of the Catholic church (e.g., tax policies, selling of indulgences). 7.9.2 Students describe the theological, political, and economic ideas of the major figures during the Reformation (e.g., Desiderius Erasmus, Martin Luther, John Calvin, William Tyndale). 7.9.3 Students explain Protestants’ new practices of church self-government and the influence of those practices on the development of democratic practices and ideas of federalism. 7.9.4 Students 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. 7.9.5 Students 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). 7.9.7 Students 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). 7.10.1 Students discuss the roots of the Scientific Revolution (e.g., Greek rationalism; Jewish, Christian, and Muslim science; Renaissance humanism; new knowledge from global exploration). 7.10.2 Students 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). 7.10.3 Students 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. 7.11.1 Students know the great voyages of discovery, the locations of the routes, and the influence of cartography in the development of a new European worldview. 7.11.2 Students 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. 7.11.3 Students 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 7.11.5 Students describe how democratic thought and institutions were influenced by Enlightenment thinkers (e.g., John Locke, Charles-Louis Montesquieu, American founders).

History Grade 7 Instructional Guide, 2012-2013 1

** Emphasis level C=low/*Standard not ranked for emphasis

History Social Science – Grade 7 MEDIEVAL HISTORY Benchmark Assessments and Instructional Pacing Guide

2012-2013 Instructional Guides are provided as resource for Alliance classroom teachers. They identify high priority grade-level standards to be taught during each quarter of instruction in the context of proposed units with a suggested amount of time. High priority standards are assessed on quarterly benchmark exams.

Unit High Priority Standards Benchmark Assessment

CST Items

1st Qtr Items Medium Priority Standards #CST

Items Topics to be Addressed

Textbook/ Resource

Unit 1: The Roman Empire Unit Summary This unit will address the rise of the Roman Empire, its contributions to humanity and its ultimate fall. Students will learn about the history of Roman law and how it protected the rights of Roman Citizens. Study will focus on the division of the empire into two parts, with capitols in Rome and Constantinople, and how this affected both church and European history. The physical/geographical extent of the empire will also be addressed.

7.1.1 Students 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).

7.1.3 Students 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

1

1

5

5

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

**C Low Priority

• Roman citizenship

• Roman law • Roman art,

architecture, engineering, and philosophy

• Rome and Christianity

• Constantine • Constantino

ple • Byzantine

Empire • Roman

Catholic Church

• Eastern Orthodox Church

• Church-state relations

Teacher’s Curriculum Institute History Alive Sections 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 3.2, 6.1, 6.2, 6.3, 6.5, 7.4




CST Items



Textbook/ Resource

Unit 2: Islam in the Middle Ages Unit Summary This unit addresses the origin of Islam and the contributions Islam has made to the world. It includes the life and teaching of Muhammad and the connections Islam has with Judaism and Christianity. Study will emphasize Islamic law, its teachings, and its practices as outlined in the Qur’an and the Sunnah. Students will study Muslim conquests and the spread of Muslim civilization as well as Muslim contributions in the areas of science, geography, math, medicine, art and literature. Students will also explore trade routes throughout Asia, Africa, and Europe, focusing on the products and inventions that moved along these routes.

7.2.2 Students trace the origins of Islam and the life and teachings of Muhammad, including Islamic teachings on the connection with Judaism and Christianity.

7.2.3 Students 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.

7.2.4 Students 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.

7.2.6 Students 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.

1

1

1

1

5

5

5

5

7.2.1 Students 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.

7.2.5 Students 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.

**C Low Priority **C Low Priority

• Muhammad • Islam • Qur’an • Sunnah • Arabic

language • Contribution

s in science, geography, mathematics, philosophy, medicine, art, and literature

• Trade routes

Teacher’s Curriculum Institute History Alive Sections 7.1, 7.2, 7.3, 7.4, 7.5, 7.6, 8.1. 8.2, 8.3, 8.4, 8.5, 8.6, 8.7, 9.1, 9.2, 9.3, 10.1. 10.2, 10.3, 10.4, 10.5, 10.6, 10.7, 10.8, 10.9, 10.10, 11.7, 11.8




CST Items



Textbook/ Resource

Unit 3: Ghana and Mali Unit Summary This unit addresses the sub-Saharan civilizations of Ghana and Mali. Study will focus on the Niger River and its importance to the establishment of the Ghana and Mali Empires. Students will learn about the trade routes across the Sahara Desert and the impact they had on sub-Saharan cultures. Emphasis will be given to the influence of Islamic law, ethics, government and beliefs had on West Africa. In addition, the society of West Africa and the importance of written and oral traditions will be addressed.

7.4.1 Students 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.

7.4.3 Students 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.

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

1

1

1

5

5

5

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

7.4.5 Students describe the importance of written and oral traditions in the transmission of African history and culture.

*Low Priority *Low Priority

• Ghana • Mali • Niger River • Trade

Routes • Gold trade • Salt trade • Growth of

Arabic language in government

• Islamic scholarship in West Africa

• Written and oral traditions

Teacher’s Curriculum Institute History Alive Sections 12.1, 12.3, 12.4, 12.5, 13.1, 13.2, 13.3, 13.4, 13.5, 13.6, 14.1, 14.2, 14.3, 14.4, 14.5, 14.6, 14.7, 14.8, 15.1, 15.2 pp. 134-135




CST Items

2nd Qtr Items Medium Priority Standards #CST


Textbook/ Resource

Unit 4: China in the Middle Ages Unit Summary This unit focuses on China under the Tang, Sung, and Ming Dynasties and the period of Mongol rule. Students will study the reasons for the spread of Buddhism in China, Korea and Japan. Students will analyze the influence of and changes to Confucianism. Focus will be given to the discoveries of tea, paper, printing, the compass, and gunpowder. An emphasis will be placed on the development of an imperial state in China and the scholar-official class. The agricultural, technological and commercial advancements of the Sung and Mongols periods will be addressed. Chinas interactions with other societies through trade will also be discussed.

7.3.1 Students describe the reunification of China under the Tang Dynasty and reasons for the spread of Buddhism in Tang China, Korea, and Japan.

7.3.3 Students analyze the influences of Confucianism and changes in Confucian thought during the Sung and Mongol periods.

7.3.5 Students trace the historic influence of such discoveries as tea, the manufacture of paper, wood-block printing, the compass, and gunpowder.

7.3.6 Students describe the development of the imperial state and the scholar-official class.

1

1

1

1

3

3

4

4

7.3.2 Students describe agricultural, technological, and commercial developments during the Tang and Sung periods.

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


• Tang Dynasty

• Buddhism • Sung

Dynasty • Mongol

Ascendancy • Confucianis

m • Ming

Dynasty • Tea • Manufacture

of paper • Printing • Gunpowder • Overland

trade • Maritime

expeditions

Teacher’s Curriculum Institute History Alive Sections 16.1, 16.2, 16.3, 16.4, 16.5, 16.6, 17.1, 17.2, 17.3, 17.4, 18.1, 18.2, 18.3, 18.4, 18.5, 18.6, 19.2, 19.3, 19.4, 20.5




CST Items



Textbook/ Resource

Unit 5: Medieval Japan Unit Summary This unit addresses medieval Japan. Students will study the influence China and Korea had on Japan particularly in the areas of philosophy, religion, language and government. Students will study the customs, values, and traditions of the lord-vassal system and the warrior code. Students will analyze the rise of the military society and the role of the Samurai. Students will learn about the reign of Price Shotoku and the changes he brought to Japan as well as the distinctive forms of Japanese Buddhism. The golden age of literature, art and drama will also be studied.

7.5.1 Students describe the significance of Japan’s proximity to China and Korea and the intellectual, linguistic, religious, and philosophical influence of those countries on Japan.

7.5.3 Students 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.

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

1

1

1

3

4

3

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

7.5.4 Students trace the development of distinctive forms of Japanese Buddhism.

7.5.5 Students 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.

**C Low Priority **C Low Priority *Low Priority

• China’s influence on Japan

• Korea’s influence on Japan

• Lord-vassal system

• Shogun • Daimyo • Samurai • Prince

Shotoku • Buddhism • Golden Age

of literature, are, and drama

• Murasaki Shikibu’s Tale of Genji

Teacher’s Curriculum Institute History Alive Sections 20.1, 20.2, 20.3, 20.4, 20.5, 20.6, 20.7, 20.8, 20.9, 20.10, 21.1, 21.2, 21.3, 21.4, 21.5, 21.6, 21.7, 21.8, 21.9, 21.10, 22.1, 22.2, 22.3, 22.4, 22.5, 22.6, 22.7, 22.8, 22.9, 22.10, 22.11, 22.12




CST Items



Textbook/ Resource

Unit 6: Meso-American and Andean Civilizations Unit Summary This unit addresses the Mayan, Aztec and Incan civilizations. Students will study the society, customs, accomplishments, arts, architecture, and achievements of these societies. The students will learn about the rise of the Aztec and Incan empires and their interaction with the Spanish explorers. Instruction will also emphasize the contributions Mayan, Aztec, and Incan civilizations made in the areas of astronomy, mathematics, calendar development, and agriculture.

7.7.2 Students study the roles of people in each society, including class structures, family life, war-fare, religious beliefs and practices, and slavery.

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

7.7.4 Students describe the artistic and oral traditions and architecture in the three civilizations.

7.7.5 Students 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.

1

1

1

1

4

2

3

4

7.7.1 Students 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.

*Low Priority

• Mayan empire

• Aztec empire

• Incan empire

• Spanish explorers

• Meso-America

• Astronomy • Mathematics • Calendar • Agricultural

systems • Geographica

l impact

Teacher’s Curriculum Institute History Alive Sections 23.1, 23.2, 23.3, 23.4, 23.5, 23.6, 24.1, 24.2, 24.3, 24.4, 25.1, 25.2, 25.3, 25.4, 25.5, 25.6, 25.7, 25.8, 26.1, 26.2, 26.3, 26.4, 26.5, 26.6, 27.1, 27.2, 27.3, 27.4, pp. 256-257




CST Items

3rd Qtr Items Medium Priority Standards #CST


Textbook/ Resource

Unit 7: Medieval Europe Unit Summary This unit focuses on Europe from the fall of the Western half of the Roman Empire to the beginning of the Renaissance. The students will study feudalism and its impact on European society and government. Students will understand the relationships that formed between the Roman Catholic Church and the monarchs of Europe and the impact of these relationships. Emphasis will be given to the growth of the English legal and constitutional practices and their importance to the establishment of democratic ideals. Students will understand the Influence of the Roman Catholic Church in areas such as: the Crusades, founding universities, religious orders, and the concept of “natural law”. Additional areas of study will include the geography of Europe, the spread of Christianity, the origin and spread of bubonic plague, and the expulsion of the Muslims from the Iberian Peninsula.

7.6.3 Students 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.

7.6.4 Students demonstrate an understanding of the conflict and cooperation between the Papacy and European monarchs (e.g., Charlemagne, Gregory VII, Emperor Henry IV).

7.6.5 Students 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).

7.6.6 Students 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.

7.6.8 Students 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”).

1

1

1

1

1

3

4

5

5

5

7.6.1 Students 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.

7.6.2 Students 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.

7.6.7 Students map the spread of the bubonic plague from Central Asia to China, the Middle East, and Europe and describe its impact on global population.

7.6.9 Students 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.

*Low Priority *Low Priority *Low Priority *Low Priority

• Feudalism • Papacy • Charlemagne • Gregory VII • Emperor

Henry IV • Magna Carta • Habeas

corpus • Crusades • St. Thomas

Aquinas • Bubonic

plague • Reconquista

Teacher’s Curriculum Institute History Alive Sections 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7, 3.1, 3.2, 3.8, 4.1, 4.2, 4.4, 4.6, 5.1, 5.2, 5.3, 11.1, 11.2, 11.3, 11.4, 11.5, 11.6




CST Items

3rd Qtr Items Medium Priority Standards #CST


Textbook/ Resource

Unit 8: Renaissance Unit Summary This unit addresses the Renaissance. Students will study the revival of learning and the effects of new methods to disseminate information. Students will learn about advances in many areas including: art, literature, science, math, engineering, map making, anatomy, and astronomy. The importance of trade with civilizations to the east of Europe will also be addressed.

7.8.1 Students 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).

7.8.4 Students 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).

7.8.5 Students 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).

1

1

1

4

5

5

7.8.2 Students 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.

7.8.3 Students 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.


• Renaissance • Reformation • Dante

Alighieri • Leonardo da

Vinci • Michelangelo

di Buonarroti Simoni

• Johann Gutenberg

• William Shakespeare

• Florence • Venice • Silk Road • Marco Polo

Teacher’s Curriculum Institute History Alive Sections 28.1, 28.2, 28.3, 28.4, 28.5, 29.1, 29.2, 29.3, 29.4, 29.5, 29.6, 29.7, 29.8, 29.9, 30.1, 30.2, 30.3, 30.4, 30.5, 30.6, 30.7, 30.8, 30.9, 30.10, 30.11, 30.12



Instruction Continues After CST – Q4


CST Items Medium Priority Standards #CST


Textbook/ Resource

Unit 9: Reformation Unit Summary This unit addresses the Reformation and Counter-Reformation and their impact on world civilizations. Students will study the actions which caused the Reformation to begin, the people who led the Reformation, political divisions caused by the Reformation, and the impact it had on religions of the New World. Students will explain the practices of self-government fostered by Protestants and the influence these practices had on the beginning of democracy. Students will learn about the beginnings and impact of Christian missionaries sent to all parts of the world. Students will analyze the Golden Age of cooperation between Jews and Muslims in Spain and how that cooperation ended.

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

7.9.2 Students describe the theological, political, and economic ideas of the major figures during the Reformation (e.g., Desiderius Erasmus, Martin Luther, John Calvin, William Tyndale).

7.9.3 Students explain Protestants’ new practices of church self-government and the influence of those practices on the development of democratic practices and ideas of federalism.

7.9.4 Students 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.

7.9.5 Students 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).

7.9.7 Students 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).

1

1

1

1

1

1

7.9.6 Students 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.

**C Low Priority

• Reformation • Counter-

Reformation • Desiderius

Erasmus • Martin Luther • John Calvin • William Tyndale • St. Ignatius of

Loyola and the Jesuits

• Council of Trent • Spanish

Inquisition

Teacher’s Curriculum Institute History Alive Sections 31.1, 31.2, 31.3, 31.4, 31.5, 32.1,32.2, 32.3, 32.4, 32.5, 32.6 p. 123






Textbook/ Resource

Unit 10: Scientific Revolution Unit Summary This unit addresses the Scientific Revolution and its impact on religion, politics, and cultures. The students will analyze the significance of new scientific theories and methods and how these changed aspects of human society.

7.10.1 Students discuss the roots of the Scientific Revolution (e.g., Greek rationalism; Jewish, Christian, and Muslim science; Renaissance humanism; new knowledge from global exploration).

7.10.2 Students 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).

7.10.3 Students 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.

1

1

1

• Scientific revolution

• Greek rationalism

• Jewish, Christian, and Muslim science

• Renaissance • Copernicus • Galileo • Kepler • Newton • Telescope • Microscope • Thermometer • Barometer • Bacon • Descartes

Teacher’s Curriculum Institute History Alive Sections 10.4, 10.5, 10.6, 10.7, 10.8, 34.2, 34.3, 34.4, 34.5, 34.6, 34.7






Textbook/ Resource

Unit 11: Age of Exploration, Enlightenment, Age of Reason Unit Summary This unit addresses the exploration of the world and the exchanges of ideas, plants, animals, technology, and cultures during the Age of Exploration. Emphasis is given to the change in thinking and the growth of capitalism, mercantilism, international trade and the growth of democratic ideas and institutions during the Enlightenment and Age of Reason. Students will analyze the impact of the Renaissance, Reformation and the Scientific Revolution on the Enlightenment. Students will also study how the Magna Carta was the basis for the English Bill of Rights and the American Declaration of Independence.

7.11.1 Students know the great voyages of discovery, the locations of the routes, and the influence of cartography in the development of a new European worldview.

7.11.2 Students 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.

7.11.3 Students 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

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

1

1

1

1

7.11.4 Students 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.

7.11.6 Students 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.


• Age of Exploration

• Enlightenment • Age of Reason • Capitalism • Mercantilism • John Locke • Charles-Louis

Montesquieu • The American

founders • Magna Carta • English Bill of

Rights • American

Declaration of Independence

Teacher’s Curriculum Institute History Alive Sections 33.1, 33.2, 33.3, 33.4, 33.5, 33.6, 33.7, 35.1, 35.2, 35.3, 35.4, 35.5, 35.6, 35.7, 35.8, 35.9 pp. 372-373

Documents

2012-2013 Instructional Guide Map History/Social … Students describe the way in which the revival of classical learning and the arts ... that promoted creativity in art, literature,