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Seventh Grade World History and Geography: The Middle Ages to the Exploration of the Americas

The Fall of the Roman EmpireThe legacy of the Roman Empire and the consequences of the fall of the Roman Empire.

Standard Essential Content Resources

7.1 Analyze the legacy of the Roman Empire. (C, H)

Location:● Rome: centrally located around the

Mediterranean Sea

Contributions of Ancient Rome:● Art/architecture – Pantheon, Coliseum,

Forum● Technology – roads, aqueducts, Roman

arches● Medicine – emphasis on public health

(public baths; public water system; medical schools)

● Language – Latin, Romance languages (Latin roots)

● Religion – adoption of Christianity as the imperial religion

● Law – principle of “innocent until proven guilty”/ trial by jury

● Government- Senate, Republic, Dictator

Causes for the decline of the Roman Empire:● Geographic size – difficulty of defense

and administration● Economy – the cost of defense and

devaluation of Roman currency (include the basics of economics: i.e., trade, currency, inflation→use of Chapter 2 Lesson 2 page 38-43)

● Military – army membership starting to include non-Romans, resulting in decline of discipline

● Moral decay – people’s loss of faith in Rome and the family

● Political problems – civil conflict and weak administration

● Invasion – attacks on borders

Contributions:

7.2 Summarize the consequences of the fall of the Roman Empire including the continuation of the Eastern Roman Empire as the Byzantine Empire,

Social Consequences:● decline of education and literacy● decline of sophisticated architecture● decline of economic interaction● decline of rule of written law

Fall of Rome info and questions:http://amoschetto.pbworks.com/f/cwcFall+of+the+Roman+

Justinian and the significance of Constantinople. (C, E, G, H, P). Byzantine Emperor Justinian:

● Codification of Roman law (impact on European legal codes)

● Justinian Code● Reconquest of former Roman territories● Expansion of trade

Role of Constantinople:● Geography of Constantinople● Seat of the Byzantine Empire until

Ottoman conquest● Preserved classical Greco-Roman

culture● Center of trade

● The cultural and political differences between the eastern and western Roman Empire weakened the unity of the Christian Church and led to its division (Catholic/Eastern Orthodox) Great Schism.

Empire%5B1%5D.pdf

The Fall of an Empire - Byzantinehttps://www.youtube.com/watch?v=XNiLuxdS4Ac

BrainPOP:

● Roman Republic● Pax Romana● Rise of the Roman

Empire● Fall of the Roman

Empire

Division of the Church:http://christianity.about.com/od/easternorthodoxy/a/orthodoxhistory.htm

Primary Documents and Supporting Texts to Read: excerpts from Eusebius of Caesarea, "Ecclesiastical History," that describe Constantine

Text to read:

Ecclesiastical HistoryBook IX or X: Chapter 9 in both,

http://www.documentacatholicaomnia.eu/03d/0265-0339,_Eusebius_Caesariensis,_Church_History,_EN.pdf(alternate link to whole text in case above two links do not work)

Islamic World, 400 AD/CE – 1500’sStudents analyze the geographic, political, economic, social, and religious structures of the civilizations.


7.3 Identify the physical location and features and the climate of the Arabian Peninsula, its relationship to surrounding bodies of land and water, including Northern Africa, Mediterranean Sea, Black

Physical Geography:● climate: desert ● peninsula● Southwest Asia ● Tigris and Euphrates Rivers, Nile river● Surrounding seas (Red Sea)● relationship to Northern Africa● Central location in relation to Asia,

http://www.islamproject.org/muhammad/muhammad_04_GeographyArabianPeninsula.htm

(website has additional information for several of

Sea, Caspian Sea, Tigris and Euphrates Rivers, Nile River. (G)

Europe, Africa the standards in this unit)

http://www.slideshare.net/kimberlyjmartin/geography-of-arabian-peninsula

7.4 Describe the expansion of Muslim rule through conquests and the spread of cultural diffusion of Islam and the Arabic language. (C, E, G, H)

Spread of Islam:● Across Asia and Africa, and into Spain● Geographic extent of first Muslim

empire● Spread into the Fertile Crescent, Iran,

and Central Asia – facilitated by weak Byzantine and Persian empires

● Umayyad and Abbasid Empires● spread of Arabic language into

conquered areas; converts required to learn Arabic

PowerPoint - The Rise of Islam:http://www.slideshare.net/gsill/rise-of-islam

http://www.middleeastpdx.org/resources/original/the-golden-age-of-islamic-achievement/lesson-1-history-of-the-abbasid-and-umayyad-dynasties/(includes history of Umayyad, Abbasid, and Muslim Spain)

http://www.lcps.org/cms/lib4/VA01000195/Centricity/Domain/1219/APWH_Muslim_Empires_%28Ottomans,_etc%29_%28ch_16%29_%285_Oct_2010%29.pdf (Three major Muslim Empires: Ottomans, Safavid, and Mughals)

7.5 Trace the origins of Islam and the life and teachings of Muhammad, including Islam’s historical connections to Judaism and Christianity. (C, H)

Origins of Islam:● Muhammad, the Prophet● Mecca and Medina on the Arabian

Peninsula – early Muslim cities (Makkah and Madinah are Mecca and Medina respectively)

Beliefs, traditions, and customs of Islam:● Monotheism (Allah, Arabic word for

“God”)● Qur’an (Koran) – the word of God● Five pillars of Islam● Acceptance of Judeo-Christian

prophets, including Abraham, Moses and Jesus

Islamic History Sourcebook:http://www.fordham.edu/Halsall/islam/islamsbook.asp

7.6 Explain the significance of the Qur’an and the Sunnah as the primary

Teachings:● Qur’an (Koran) – the word of Allah,

Arabic as a special language and

Islamic History Sourcebook:http://www.fordham.edu/

sources of Islamic beliefs, practice, and law and their influence in Muslims’ daily life. (C, H, P)

unifying force● Sunnah (Sunna)-Habitual practice The

traditional social and legal customs and practices of the Islamic community (Hadith is an Arabic term used in connection to the Sunnah).

● Major source of Sharia (Islamic law)no alcohol, no pork, no gambling, covering of women, etc.

Halsall/islam/islamsbook.asp

http://legacy.fordham.edu/halsall/source/sunnah-horne.asp (Sunnah excerpts)

http://legacy.fordham.edu/halsall/source/misc-hadith.asp (Hadith excerpts from Sunnah)

http://www.britannica.com/EBchecked/topic/538793/Shariah (Sharia law explanation)

BrainPOP:● Ramadan

7.7 Analyze the origins and impact of different sects within Islam, Sunnis and Shi’ites. (C, H)

Historical turning points:● Division of Sunni and Shi’a (Shi’a

interchangeable with Shi’ites).● Islamic capital moved to Baghdad● Caliph and the first 4 caliphs of Islam● modern conflicts between Shia and

Sunni (Iraq and Iran)


http://www.bbc.com/news/world-middle-east-16047709 (origins of Sunni and Shia)

http://islam.about.com/cs/history/a/aa040703a.htm (history of Baghdad and its role in the Golden Age of Islamic rule)

https://www.youtube.com/watch?v=5KLvjs7Yrtw&index=37&list=PL8LHC5iLKDgNGaiwLxahrPoD1jEvrJ2vx video explaining the differences between Sunni, Shia, and background information on modern conflicts

7.8 Examine and summarize the contributions Muslim scholars made to later civilizations in the areas of

Cultural contributions and achievements:● Architecture (Dome of the Rock)● Mosques / minarets

Islamic History Sourcebook:http://www.fordham.edu/Halsall/islam/

science, geography, mathematics, philosophy, medicine, art, and literature. (C, G, H)

● Mosaics● Arabic alphabet● Universities● Translation of ancient texts into Arabic

Scientific contributions and achievements:● Arabic numerals (adapted from India,

including zero)● Algebra● Medicine● Expansion of geographic knowledge● Arabian Nights (Aladdin, Sinbad) ● Ibn Sina/Avicenna (European version of

his name)

islamsbook.asp

https://quizlet.com/37725988/cultural-and-scientific-contributions-and-achievements-of-islamic-civilization-flash-cards/ (Quizlet flashcards)

http://score.rims.k12.ca.us/activity/rosen_islamic_science/#LEARNING%20ADVICE (Learning activity with lots of additional links)

7.9 Describe the establishment of trade routes among Asia, Africa, and Europe and the role of merchants in Arab society. (E, G, H)

Trade:● Diffusion along trade routes from

Mecca and Medina-Arabia as a crossroads for trade

● Expansion despite great distances, desert environments, and mountain barriers

● Trade routes expand to cities such as Baghdad, Cordoba, Timbuktu (introduce-continued in Africa Unit)

● Arab merchants spread Islam, Arabic language, and Arabian goods and ideas and brought other goods and ideas back to the Arabs (Chinese paper and gunpowder, Indian cotton and rice, African gold and slaves, etc.)

Islam Practice Quiz:http://phschool.com/webcodes10/index.cfm?wcprefix=mxa&wcsuffix=3043&fuseaction=home.gotoWebCode&x=21&y=12

Map bank:http://www.phschool.com/curriculum_support/map_bank/

http://go.hrw.com/hrw.nd/gohrw_rls1/pKeywordResults?keyword=st9%20muslim%20trade

Islamic economy:http://www.historyforkids.org/learn/islam/economy/

7.10 Gather relevant information from multiple print and digital sources to examine the art and architecture, including the Taj Mahal during the Mughal period. (C, H)

Art and Architecture:● Taj Mahal = example of Islamic

Architecture● Akbar was also the first great Mughal

patron of the arts. ● Painting was a popular expression of

art

Art of the Mughals:http://www.metmuseum.org/toah/hd/mugh_2/hd_mugh_2.htm

http://www.britannica.com/EBchecked/topic/396119/Mughal-architecture/images-videos

7.11 Explain the importance of Mehmed II the Conqueror and Suleiman the Magnificent. (H, P)

Rulers:● Mehmed II defeated the Byzantine

Empire● Mehmed II made Constantinople the

Ottoman capital (Istanbul)● Mehmed II is the same person as

Mehmet II● Turned the Hagia Sophia (Byzantine

Great Church) into a mosque.● Suleiman-expansion of the Ottoman

empire to control the eastern Mediterranean Ottoman Empire reached its cultural peak under his rule.

● Suleiman “The Lawgiver”


7.12 Write an explanatory text to describe the Shah Abbas and how his policies of cultural blending led to the Golden Age and the rise of the Safavid Empire. (C, H, P)

Shah Abbas and the Safavid Empire:● Persian Muslims-Safavid Empire● Blended Persian and Muslim traditions● Isfahan became a cultural crossroads

where European and Asian traders, travellers and adventurers mixed with many levels of Safavid society.

Info on Shah Abbas:http://www.britishmuseum.org/explore/themes/leaders_and_rulers/shah_abbas/shah_abbas_%E2%80%93_ruling_an_empire.aspx

Primary Documents and Supporting Texts to Consider: excerpts from The Hadith, Muhammad; excerpts from The Book of Golden Meadows, Masoudi

The excerpts are for consideration and review to recognize important facets of the Islamic culture:

● The Hadith● The Book of Golden Meadows


Hadith excerpts:http://www.guidedways.com/qudsihadith.php?hadith=1

Hadith Database:http://islam.uga.edu/hadith.html The Book of the Golden Meadows:http://www.fordham.edu/halsall/source/masoudi.asp

Africa, 400 AD/CE – 1500’sStudents analyze the geographic, political, economic, social, and religious structures of the civilizations.


7.13 Analyze the growth of Ghana, Mali, and Songhai kingdoms including trading centers such as Timbuktu and Jenne, which would later develop into centers culture and learning. (C, E, G, H, P).

Geography of West Africa:● Sahara Desert, Niger River

Development of trade:● Camel caravan trade routes● Gold, salt, food, slaves● Trade centers develop into cities:

Timbuktu, JenneTrade leads to the expansion of the empires: Ghana, Mali, Songhai

Background info:https://docs.google.com/file/d/0BxqyFu60hg1RZ2dmZWVneUpvNFE/edit

7.14 Draw evidence from informational texts to 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. (C, E, G, H, P)

Contact through trade brings:● economic prosperity● military expansion● religious changes (ancestor

worship/polytheism to Islam)● written laws● Arabic language/cultural diffusion

Travel account from; 1)Abu Ubaydallah al-Bakri: http://college.cengage.com/history/primary_sources/world/book_routes_realms.htm2) Ibn Battuta: http://www.fordham.edu/halsall/source/1354-ibnbattuta.asp

http://ibnbattuta.berkeley.edu/12westafrica.html

7.15 Examine the importance of written and oral traditions in the transmission of African history and culture. (C, H)

Teachers, historians, storytellers:● Griot/diviners● Folktales● Islamic scholars introduced writing● Sundiata: Epic of Old Mali

Oral Traditions of Africa PDF: http://schoolwires.henry.k12.ga.us/cms/lib08/GA01000549/Centricity/Domain/8286/Oral%20Traditions%20of%20Africa%20Article.pdf

7.16 Analyze the importance of family, labor specialization, and regional commerce in the development of states and cities in West Africa. (C, E, G, H, P)

Village life:● extended family (kinship)● loyalty to family● chiefs, elders, griots, diviner

Commerce: ● gold and salt trade● food● slaves● rise of Timbuktu and Jenne

Trade leads to the expansion of the empires: Ghana, Mali, Songhai

Gold and Salt trade:http://www.metmuseum.org/toah/hd/gold/hd_gold.htm

7.17 Explain the importance of Mansa Musa and locate his pilgrimage to Mecca in 1324. (C, G, H, P)

Mansa Musa:● Mali's most famous ruler ● Mali expanded to become a sizable

empire and reached its peak of prosperity

● Define Hajj and Mecca ● During his pilgrimage to Mecca in 1324

Trade route map:http://mansamusahajj.files.wordpress.com/2012/05/screen-shot-2012-05-07-at-6-45-24-pm.png

he gave away much gold and had many travelers accompany his caravan

● Africa first appeared on the “Map of the World” under his rule after his pilgrimage

Mansa Musa info:http://www.blackhistorypages.net/pages/mansamusa.php

7.18 Compare the indigenous religious practices observed by early Africans before and after contact with Islam and Christianity. (C, H)

Compare and contrast: ● Indigenous religions (role of diviners)● Islam-West & North Africa● Christianity –Eastern Africa

Use graphic organizer to compare and contrast

Primary Documents and Supporting Texts to Read: excerpts from Sundiata: An Epic of Old Mali

Excerpt to read:

Sundiata: An Epic of Old Mali● Page 3 refers specifically to trade

http://woodlawnschool.pbworks.com/f/Excerpts+from+Sundiata_+An+Epic+of+Old+Mali(1235).pdf

China 400 AD/CE – 1500’sStudents analyze the geographic, political, economic, social, and religious structures of the civilizations.


7.19 Create a visual or multimedia display to identify the physical location and major geographical features of China including Yangtze River, Yellow River, Himalayas, Plateau of Tibet, Gobi Desert. (G)

Physical Geography:● Major Rivers● Mountains● Other major physical regions

http://afe.easia.columbia.edu/(highly recommended; includes timelines of Dynasties, inventions, etc.)

http://www.ushistory.org (search ancient civilizations) Background information foreach dynasty - text is appropriate for middle school

7.20 Describe the reunification of China under the Tang Dynasty and reasons for the cultural diffusion of Buddhism. (C, G, H, P)

Rise of Tang:● Weak government little respect from

the population.● Relate to Han Dynasty (Cultural

Continuity)-unified China after civil wars when Han Dynasty fell

● Shrinking of government● Invention of printing and gunpowder

Tang Dynasty:http://archive.artsmia.org/art-of-asia/history/dynasty-tang.cfm

http://www.yourhistoryteacher.c

● Expansion of the empire, and the diffusion of ideas along the Silk Road

● Expansion of Buddhism from northern India

● Economic struggle leads to persecution of Buddhism and decline of cultural exchange

om/Textbook/CJ6_212-219.pdf

Tang Dynasty & Buddhism:http://education.asianart.org/explore-resources/background-information/buddhism-tang-618%E2%80%93906-and-song-960%E2%80%931279-dynasties

7.21 Analyze the role of kinship and Confucianism in maintaining order and hierarchy. (C, H, P)

Analyze Family Dynamics:● Vertical relationship based on

obedience and authority, not mutual love

● Patriarchal focused society● Family line traced through males● Hierarchy of order based on profession

and role in family● Confucianism- Basis of Core Chinese

Values: Honor, Respect and Obedience to Father and

Aged Relative, Importance of Family as Corporate Group and Honor to AncestorsExcerpts from Analects (primary source document)

Family Life (examples) PDF:http://www.udel.edu/anthro/budani/House%20of%20Lim%20Confucianism%20and%20Kinship.pdf

7.22 Summarize the significance of the rapid agricultural, commercial, and technological development during the Song Dynasties. (C, E, H)

● new crops and new varieties of rice cultivation led to a population explosion

● China began exporting huge amounts of porcelain (including the plates, cups and bowls made of glazed clay we now call "china").

● Shipbuilding and the compass● Printing and movable type● Gunpowder

Info, Song Dynasty:http://afe.easia.columbia.edu/song/econ/pop.htm

http://www.pbs.org/wgbh/nova/ancient/song-dynasty.html

7.23 Trace the spread of Chinese technology to other parts of Asia, the Islamic world, and Europe including papermaking, wood-block printing, the compass and gunpowder. (C, E, G, H)

Spread of Technology (Silk Road):● Eurasian Silk Road was used as the

transmitter of people, goods, ideas, beliefs and inventions.

● Focus on; papermaking, wood-block printing, the compass, and gunpowder

● Map the route of the Silk Road and its major tributaries

● timeline of how this occurred at the same time as other cultures

Silk Road:http://www.amnh.org/exhibitions/past-exhibitions/traveling-the-silk-road/promos/for-educators

http://afe.easia.columbia.edu/

(highly recommended; includes timelines of Dynasties, inventions, etc.)

Chinese art (also includes maps and other info):http://archive.artsmia.org/art-of-asia/history/chinese-dynasty-guide.cfm

7.24 Describe and locate the Mongol conquest of China including Genghis Khan, Kublai Khan. (G, H, P)

The Mongol Empire:● Why did the Mongols erupt out of

obscurity to become a superpower? ● Map the Mongol Empire● Unification of Mongol tribes, and

organization of army. (Use of animals [Horse], technology, strategy)

● Genghis Khans three major invasions● Kublai Khan founding Yuan Dynasty

and conquest of southern China● Expansion of interaction between East

and West. (trade and ideas from Asia and Europe were safer under Kublai Khan - reopening of the Silk Road)

Info, Mongol Empire:http://afe.easia.columbia.edu/mongols/conquests/conquests.htm

Mongols and Silk Road (good for text passages):http://www.silkroadfoundation.org/newsletter/volumeonenumberone/mongols.html

BrainPOP:● The Silk Road

7.25 Engage effectively in a collaborative discussion describing the development of the imperial state and the scholar-official class (Neo-Confucianism). (C, H, P)

Discuss the development of the imperial state:● neo-Confucian thinkers formulated a

system influenced by Zen Buddhism● Scholar-officials; educated person with

a government position, usually wealthy upper class

● Civil Service examsDiscussion Question:

● Why was there a need to create Neo-Confucianism?

Chinese Imperial State:https://mguenther-sartwell.wikispaces.com/file/view/CJ5___WWD.pdf

Neo-Confucianism:http://education.asianart.org/explore-resources/background-information/neo-confucianism-tang-618%E2%80%93906-and-song-960%E2%80%931279-dynasties

7.26 Draw evidence from informational texts to analyze the contributions made during the Ming Dynasty such as building projects, including the Forbidden City and the reconstruction of the Great Wall , isolationism, and sea voyages. (C, E, H, P)

Questions: ● What was the purpose of the Ming’s

sea voyages?● Why was isolationism adopted over

exploration?● What technological and artistic

achievements were gained during this time?

Discuss Ming projects:● Importance/purpose of building the

Forbidden City.● Explain the need to build and

Ming Dynasty overview:http://www.ducksters.com/history/china/ming_dynasty.php

Forbidden City:http://www.ducksters.com/history/china/forbidden_city.php

strengthen the Great Wall of China● The 7 sea voyages of Zheng He (1405-

1433)

Video-show short clips:https://www.youtube.com/watch?v=in3DPBYP3p0

Isolationism:http://staff.imsa.edu/~esmith/treasurefleet/treasurefleet/chinese_isolationism.htm

Zheng He and activities:http://afe.easia.columbia.edu/special/china_1000ce_mingvoyages.htm

BrainPOP:● The Great Wall

Primary Documents and Supporting Texts to Read: excerpts from The Analects, Confucius

Excerpts to read:● The Analects (Confucius)

Japan, 400 AD/CE – 1500’sStudents analyze the geographic, political, economic, social, and religious structures of the civilizations.


7.27 Compare the major features of Shinto, Japan’s indigenous religion, and Japanese Buddhism. (C, H)

Compare religions in Japan:● Beliefs of Shinto (kami, ancestral kami,

shrines, festivals) ● Japanese Buddhism● Shinto and Buddhism coexist and

complement each other.● Beliefs of Japanese Buddhism (Zen

Buddhism)● First Buddhist writings in Chinese ● Buddhist temples center of culture

Info on Shinto:http://www.japan-guide.com/e/e2056.html

http://www.patheos.com/Library/Shinto.html

http://www.bbc.co.uk/religion/religions/shinto/

https://www.youtube.com/watch?v=RjHhFgvq_co&list=PL8LHC5iLKDgNGaiwLxahrPoD1jEvrJ2vx&index=82Visiting a Shinto Shrine…used as an introduction video to talk about strict codes/procedures and how they are still practiced today

Japanese Buddhism:http://www.buddhanet.net/nippon/nippon_toc.htm

7.28 Explain the influence of China and the Korean peninsula upon Japan as Buddhism, Confucianism, and the Chinese writing system were adopted. (C, G, H)

Influence of China and Korea on Japan:● Written language: Chinese characters

to represent Japanese sounds● Prince Shotoku and the introduction of

Confucianism and spread of Buddhism● Confucianism: social changes, outlined

family structures (i.e. father rule families, wives obey husbands, children obey parents), Chinese influenced

● Buddhism: Shotoku was Buddhist, Korean influenced

The spread of Chinese culture:http://history-world.org/Chinese%20Civilization%20To%20Japan.htm (good for reading passages)

Worksheet:http://thematthatters.com/worldhistory/japan/Ch_8.1_pg72.pdf

7.29 Trace the emergence of the Japanese nation during the Nara, 710-794, and the Heian periods, 794-1180. (H, P)

The Rise of Japan as a nation:● Nara era: characterized by importation

of Chinese ideas and methods.● Nara first permanent capital city● Heian era: rise of the

nobles/aristocracy● Heian saw rise of unique Japanese

language and first novels written (by women): The Tale of Genji and Pillow Book

● Breakdown of central authority: nobles fought for land and resulted in multiple civil wars and dawn of the feudal era

Japanese Buddhism:http://www.buddhanet.net/nippon/nippon_toc.htm

Heian Era-growth of unique Japanese culture:http://www.metmuseum.org/toah/hd/heia/hd_heia.htm

7.30 Describe how the Heian (contemporary Kyoto) aristocracy created enduring Japanese cultural perspectives that are epitomized in works of prose such as The Tale of Genji, one of the world’s first novels. (C, H)

Japanese culture:● Heian nobles lived in isolation from

poorer citizens● Supporters of the arts leading to golden

age of the arts in Japan● Elaborate clothing and fans● Writing was popular-women wrote

diaries/journals● Men wrote in Chinese, women in

Japanese● Poetry (Haiku), paintings, calligraphy,

architecture, performing arts● Tale of Genji as a primary source

document

Heian culture:www.britannica.com/EBchecked/topic/259482/Heian-periodHeian flashcards:http://quizlet.com/10553329/society-and-culture-in-heian-japan-flash-cards/

Japanese Culture:http://yourhistoryteacher.com/Textbook/CJ6_256-261.pdf

Tale of Genji:http://www.learner.org/

courses/worldlit/the-tale-of-genji/

7.31 Analyze the rise of a military society in the late twelfth century and the role of the shogun and samurai in that society. (C, H, P)

The Rise of the military class:● Established after emperor engaged in

courtly matters/individual nobles fought over land due to lack of oversight by emperor

● Class structure: 1. Emperor (divine figurehead) 2. Shogun (the real power) 3. Daimyo (nobles/landowners) 4. Samurai (warriors) 5. Farmers 6. Merchants

● Samurai: professional warriors commissioned by nobles--exercised civil, judicial, and military power over peasants/pledged allegiance to noble

● Bushido: Code of conduct● Minamoto clan: emerged as leader of

Japan and named himself shogun● Shogun: replaced role of emperor

(figurehead only)/ general who ruled

Samurai and Bushido video:http://www.history.com/topics/samurai-and-bushido

Class pyramids (scroll down to Japan):http://www.mysocialstudiesteacher.com/wiki/index.php?title=Social_Class_Pyramids

Primary Documents and Supporting Texts to Read: excerpts from The Tale of Genji

Excerpts to read:● Tale of Genji

-- Lady Murasaki

http://www.learner.org/courses/worldlit/the-tale-of-genji/

Middle Ages in Western Europe, 400 AD/CE – 1500’sStudents analyze the geographic, political, economic, social, and religious structures of the civilizations.


7.32 Identify the physical location and features of Europe including the Alps, the Ural Mountains, the North European Plain, and the Mediterranean Sea and the influence of the North Atlantic Drift. (G)

Locate and identify:● Alps● Urals● Northern European Plain● Mediterranean Sea

Importance of the North Atlantic Drift-helps to regulate a mild climate in Europe

http://education.nationalgeographic.com/education/encyclopedia/europe-physical-geography/?ar_a=1

7.33 Describe the development of feudalism and manorialism, its role in the medieval European economy, and the way in which it was influenced by physical geography (the role of the manor and the growth

Feudal society during the Middle Ages (political):

● Fief● Vassals● Serfs● Feudal obligations● Knights● Chivalry

Feudal class structure-detailed information on the various groups of European feudal society:http://www.lscacamp.org/portals/0/medieval%20people.pdf

of towns). (C, E, G, H, P) ● Lords● role of the Church and Clergy

Manorial system during the Middle Ages (economics):

● Rigid class structure● Self-sufficient manors● economic developments ● Improved agriculture (i.e. wheelbarrow,

horseshoe, new crops)Towns:

● Trade, guilds, growth of towns

Feudalism & Manorialism:http://gibsonworldhistory.weebly.com/lesson-2-feudalism-and-manorialism.html

BrainPOP:● Middle Ages● Feudalism●

7.34 Demonstrate understanding of the conflict and cooperation between the Papacy and European monarchs, including Charlemagne, Gregory VII, and Emperor Henry IV. (H, P)

Cooperation:● Purpose behind why the Pope crowned

Charlemagne emperor of the Romans● Power of the church was established in

political life● Spread Christianity

Conflict:● Power and authority between: Gregory

VII and Henry IV—Investiture Controversy

● Role of the Church in politics and government

Gregory VII vs Henry IVhttps://www.youtube.com/watch?v=Knpjenby_FY

Popes vs Kings primary sources:http://legacy.fordham.edu/halsall/source/johnparis-y67s14a.asp

Guilds:http://www.public.iastate.edu/~gbetcher/373/guilds.htm

Charlemagne:http://www.lucidcafe.com/library/96apr/charlemagne.html

7.35 Examine the Norman Invasion, Battle of Hastings, and the impact of the reign of William the Conqueror on England and Northern France. (H, G, P)

Feudal England:● William the Conqueror, leader of the

Norman Conquest, united most of England (Battle of Hastings, 1066)

● William is also called the Great and brought feudalism to England.

● Domesday book and William’s census of England

William the Conqueror Bio:http://www.biography.com/people/william-the-conqueror-9542227

Bayeux Tapestry-tells the story of the Battle of Hastings and includes a description of what happened after the battle:http://www.bayeuxtapestry.org.uk/Bayeux26.htm

Domesday Book-information on what William the Conqueror did

in England after the battle:http://www.domesdaybook.co.uk/index.html

7.36 Conduct a short research project explaining the significance of developments in medieval English legal and constitutional practices and their importance in the rise of modern democratic thought and representative institutions including trial by jury, the common law, Magna Carta, parliament, habeas corpus, and an independent judiciary in England. (H, P)

Research the following to show the developments of the English legal system:

● Trial by jury● Common law● Magna Carta● Parliament● Habeas Corpus● An independent judicial system

Explain how these items affected the rise of modern democratic thought and representative institutions

Make connection to the US constitution and Habeas Corpus

Magna Carta - National Archives: http://www.archives.gov/exhibits/featured_documents/magna_carta/Habeas Corpus Act of 1679: http://www.constitution.org/eng/habcorpa.htm

BrainPOP:● Magna Carta

Trial by Jury activity:http://www.scholastic.com/browse/article.jsp?id=3749996

7.37 Examine 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. (C, G, H)

Examine the spread of Christianity to northern Europe:

● The Church as the center of daily life● Explain the components of a monastery● Monasteries help to spread Christianity

to Northern Europe (across the Alps)● Saint Patrick as an example

Life in a Medieval Monastery:http://www.middle-ages.org.uk/medieval-monastery.htm

7.38 Analyze the causes, course, and consequences of the European 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. (C, G, H)

Causes:● Christian political and religious leaders

carried out Crusades to take control of the Holy Land from the Muslims.

Economic effects of the Crusades:● Increased demand for Middle Eastern

products● Stimulated production of goods to

trade in Middle Eastern marketsKey events of the Crusades:

● The capture of Jerusalem● Founding of Crusader states● Loss of Jerusalem to Saladin● Relationship between Saladin and

Richard I● Sack of Constantinople by western

Info and videos on the Crusades:http://www.history.com/topics/crusades

http://www.historylearningsite.co.uk/the_crusades.htm

Map:http://explorethemed.com/Crusades.asp?c=1

http://www.historytoday.com/interactive/key-moments-crusades-interactive-map

Crusaders Effects of the Crusades:

● Weakened the Pope and nobles; strengthened monarchs

● Stimulated trade throughout the Mediterranean area and Middle East

● Left a legacy of bitterness among Christians, Jews, and Muslims

● Weakened the Byzantine Empire

Links to primary sources and information about the causes of the Crusades:http://gibsonworldhistory.weebly.com/the-crusades.html

Crusade effect on Judaism in Europe:http://www.pbs.org/wgbh/pages/frontline/shows/apocalypse/explanation/crusades.html

7.39 Explain the importance of the Catholic church as a political, intellectual, and aesthetic institution, including 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, Thomas Aquinas’s synthesis of classical philosophy with Christian theology and the concept of “natural law.” (C, H, P)

Church scholars:● Were among the very few who could

read and write● Worked in monasteries● The rise of universities● Translated Greek and Arabic works into

Latin● Made new knowledge in philosophy,

medicine, and science available in Europe

● Study of TheologyThomas Aquinas:

● Philosophy, ideas of “natural law” as found in “Summa Theologica”

Political influence:● Clergy served as advisors to monarchs● Church could own territory

Thomas Aquinas Biography: http://www.biography.com/people/st-thomas-aquinas-9187231Thomas Aquinas Concept of Natural Law: http://www.lonang.com/exlibris/aquinas/sum12094.htm

http://www.nlnrac.org/classical/aquinas

Thomas Aquinas biography and quotes:http://www.ccel.org/ccel/aquinas

Monks:http://www.britannica.com/EBchecked/topic/507284/Roman-Catholicism/257685/Religious-orders-canons-and-monks

7.40 Describe the economic and social effects of the spread of the Black Death (Bubonic Plague) from Central Asia to China, the Middle East, and Europe, and its impact on global population. (C, E, G, H)

Impact of the Black Death:● Decline in global population-started in

China and migrated along Silk Road and trade routes

● Scarcity of labor- leads to fall of feudalism and Towns freed from feudal obligations

● Scarcity of labor also leads to the rise of a wage system.

● Decline of church influence

Map of Black Death Progression: http://themiddleagesviz.weebly.com/bubonic-plague.html

Economics and the Plague:http://msh.councilforeconed.org/lessons.php?lid=68374

● Disruption/change of trade patternsVideo:http://www.history.com/videos/the-black-death-begins#the-black-death-begins

BrainPOP:● The Black Death

7.41 Trace the emergence of a modern economy, including the growth of banking, technological and agricultural improvements, commerce, towns, and a merchant class. (C, E, H)

Growth of towns through trade:● merchants, shopkeepers, artisans● importance of guilds● rise in manufacturing● agricultural improvements

(wheelbarrow, horseshoe, horse collar, heavy plow, three field system, etc.)

● banking, money economy● more trade with Asia and the Middle

East

Economic lesson plan on Medieval Europe:http://msh.councilforeconed.org/lessons.php?lid=68373

Agricultural improvements:http://www.flowofhistory.com/units/west/10/FC63

7.42 Outline the decline of Muslim rule in the Iberian Peninsula that culminated in the Reconquista, Inquisition, and the rise of Spanish and Portuguese kingdoms. (C, G, H)

The Reconquista:● Review the geography of the Iberian

Peninsula● Review the rise of Islam on the Iberian

Peninsula● Review the 732 Battle of Tours (Charles

“the Hammer”)● Define and explain the Reconquista● Spanish Inquisition● Political split of the Iberian Peninsula:

Spain, Portugal

Map:http://commons.wikimedia.org/wiki/File:Reconquista.jpg

Interactive Map:http://explorethemed.com/reconquista.asp

Connecting the Crusades to the Reconquista:http://www.the-orb.net/encyclop/religion/crusades/crumadden.html

Primary Documents and Supporting Texts to Read: excerpts from The Life of Charlemagne: The Emperor Himself, Einhard; selected accounts of the Black Death; excerpts from Summa Theologica, Thomas Aquinas

Excerpts to read:● The Life of Charlemagne: The Emperor

Himself, Einhard● Selected accounts of the Black Death● Summa Theologica, Thomas Aquinas

Excerpts to consider:● “Frank-land”: An Islamic View of the

The Life of Charlemagne: See Section 1 http://www.fordham.edu/halsall/basis/stgall-charlemagne.asp

Summa Theologica, Thomas Aquinas “Natural Law”: http://www.lonang.com/exlibris/aquinas/sum12094.htm

Accounts concerning the Black Death:http://

Primary Documents and Supporting Texts to Consider: excerpts from "Frank-land": An Islamic View of the West, Al-Qazwini; excerpts from Walter of Henley’s Husbandry (describes manor life)

West, Al-Qazwini● Walter of Henley’s Husbandry

www.studymode.com/essays/Bubonic-Plague-Journal-Entries-88465.html

http://www.eyewitnesstohistory.com/plague.htm

The Renaissance and ReformationStudents analyze the origins, accomplishments, and geographic diffusion of the Renaissance and the historical developments of the Reformation.


7.43 Trace the emergence of the Renaissance, including influence from Moorish (or Muslim) scholars in Spain. (C, H)

Economic effects of the Crusades:● Increased demand for Middle Eastern

products● Stimulated production of goods to

trade in Middle Eastern markets Important economic concepts:

● New accounting, credit, banking, and bookkeeping practices (use of Arabic numerals) were introduced.

Muslim translations of Greek, Roman, and other ancient writings; importance of Cordoba as an intellectual and artistic community

PDF outline/worksheets on the Renaissance:http://www.coreknowledge.org/mimik/mimik_uploads/lesson_plans/373/The%20Renaissance%20%20The%20Rebirth%20of%20Ideas.pdf

Muslim and Jewish influence:http://www.webpages.uidaho.edu/engl257/Don%20Quixote/moorish_influence_on_renaiss.htm

7.44 Cite evidence in writing explaining the importance of Florence, Italy and the Medici Family in the early stages of the Renaissance and the growth of independent trading cities, such as Venice, and their importance in the spread of Renaissance ideas. (C, E, G, H)

The cities of Florence, Venice, Genoa, Milan:● Had access to trade routes connecting

Europe with Middle Eastern markets● Served as trading centers for the

distribution of goods to northern Europe

● Were initially independent city-states governed as republics

Florence:● Wool, art, gold standard, spices,

banking● Medici Family

● Banking, Trade Family● Financial support of the arts

Venice:● glass, spices, shipbuilding

Renaissance info:http://theitalianrenaissance-byhelenlo.weebly.com/trade-and-commerce.html

http://www.ducksters.com/history/renaissance/italian_city-states.php

https://www.boundless.com/world-history/textbooks/boundless-world-history-i-ancient-1600-textbook/early-modern-europe-12/the-age-of-discovery-57/italian-trade-cities-218-13252/

Machiavelli’s The Prince● An early modern treatise on

government● Supported absolute power of the ruler● Maintains that the end justifies the

means● Advises that one should do good if

possible, but do evil when necessary● Leaders should be clever and cunning

as well as strong

Medici family:http://galileo.rice.edu/lib/student_work/florence96/alexc/medici.html

The Prince: http://www.gutenberg.org/ebooks/1232?msg=welcome_stranger

7.45 Summarize the effects and implications of the reopening of the ancient Silk Road between Europe and China, including Marco Polo’s travels and the location of his routes. (C, E, G, H)

Marco Polo- traveled to China, wrote book of travels that increased trade between Europe and Asia Mongols open Silk Road for trade

Examples of goods traded:wool, silk, wines, furs / leather, jewels, ivory, metals, glass, spices (salt, cinnamon, peppercorns, cloves, nutmeg)

PDF lesson plan (The Silk Road):http://www.artic.edu/aic/collections/citi/resources/Rsrc_001878.pdf

Economic lesson plan (The Silk Road):http://msh.councilforeconed.org/lessons.php?lid=68366

Marco Polo Interactive Map http://eduplace.com/kids/socsci/books/applications/imaps/maps/g2_u5/

BrainPOP:● The Silk Road

7.46 Describe how humanism led to a revival of classical learning and fostered a new interest in the arts including a balance between intellect and religious faith. (C, H)

Medieval art and literature focused on the Church and salvation; Renaissance art and literature focused on individuals and worldly matters, along with Christianity.

Humanism:● Celebrated the individual● Stimulated the study of Greek and

Roman literature and culture● Was supported by wealthy patrons

Humanism (scroll down to the section titled “Humanism”)http://academic.brooklyn.cuny.edu/english/melani/cs6/ren.html

Video and article:http://www.history.com/topics/renaissance-art

7.47 Analyze the growth and effects of new ways of disseminating information, ability to manufacture paper, translation of the Bible into vernacular, and printing. (C, H)

● Johann Gutenberg- movable type printing press and the production and sale of books (Gutenberg Bible) helped disseminate ideas

● Translating the Bible: ● John Wycliffe translates passages into

English while William Tyndale translates the whole Bible into English

Renaissance printing and thinking:http://www.learner.org/interactives/renaissance/printing.html

● Martin Luther translates into German● knowledge of paper manufacturing

came from China along Silk Road

Books before and after Gutenberg:http://www.hrc.utexas.edu/educator/modules/gutenberg/books/

7.48 Outline the advances made in literature, the arts, science, mathematics, cartography, engineering, and the understanding of human anatomy and astronomy, including Leonardo da Vinci (Last Supper, Mona Lisa), Michelangelo (Sistine Chapel, The David), Johann Gutenberg, and William Shakespeare. (C, G, H)

Advances were made in science, mathematics, cartography, engineering.

Connected with standard 7.60

Artistic and literary creativity:● Leonardo da Vinci – Mona Lisa and The

Last Supper, anatomical sketches● Brunelleschi—linear perspective, dome

of the Cathedral in Florence● Michelangelo – Ceiling of the Sistine

Chapel and David ● Petrarch – sonnets, humanist

scholarship● Johann Gutenberg - movable type print● Shakespeare - Romeo and Juliet,

Hamlet

Renaissance art:

BrainPOP:● Michelangelo

Buonarroti● Leonardo da Vinci

Achievements (some of this is covered in the Scientific Revolution unit)http://www.ducksters.com/history/renaissance_science.php

BrainPOP:● Shakespeare

7.49 Gather relevant information from multiple sources about Henry V, Hundreds Year War, and Joan of Arc. (H, G, P)

Henry V● King of England● Victory at Agincourt

Hundreds Years War (1337-1453)● France vs. England● New Weapons (English longbow, first

use of gunpowder, cannons)● Joan of Arc (France)● Shakespeare’s play Henry V

Hundred Years War:http://www.bbc.co.uk/history/british/middle_ages/hundred_years_war_01.shtml

Henry V Saint Crispin’s Day Speech:https://www.youtube.com/watch?v=A-yZNMWFqvM

Battle of Agincourt: http://www.history.com/this-day-in-history/battle-of-agincourt

http://www.eyewitnesstohistory.com/agincourt.htm

Weapons:http://traveltoeat.com/guns-gunpowder-and-longbows-during-the-hundred-years-war/

Joan of Arc:http://www.history.com/

topics/saint-joan-of-arc

http://archive.joan-of-arc.org/joanofarc_short_biography.html

7.50 Conduct a research project drawing on several resources to investigate the Tudor dynasties of Henry VIII, Mary I, and Elizabeth I, including their family heritage, line of succession, religious conflicts, Spanish Armada, and the rise of English power in Europe. (H, G, P)

Research:

Henry VIII● Why he wanted a divorce from

Catherine of Aragon● Starts the Church of England when the

Pope refuses annulment● 6 Wives

Mary I● Daughter of Catherine of Aragon● Catholic ● Religious Conflict with Catholics● Burned 300 Protestants, nicknamed

Bloody Mary

Elizabeth I ● Daughter of Anne Boleyn ● Protestant (Church of England)● Leader during the “Golden Age” of

England● Gained respect after the defeat of the

Spanish Armada

This begins the era of the rise of English power in Europe and as a naval power.

Spanish Armada: http://www.historyonthenet.com/Tudors/spanish_armada.htm

http://www.elizabethi.org/contents/armada/

Elizabeth’s Tillbury Speech:http://www.elizabethi.org/contents/armada/speech.html

Tudor family tree:http://www.britroyals.com/tudor.htm

English Reformation Video:http://www.history.com/topics/reformation/videos/protestand-reformation-english-reformation

BrainPOP:● Elizabeth I

Suggested: Teacher supplies students with material needed and perform group project and presentation.

7.51 Explain 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. (C, G, H)

Christian missionaries:● Franciscan (from Francis of Assisi) and

Dominican monasteries● Spread of Christianity by monks, nuns,

priests (clergy) and rulers (such as Charlemagne)

Missionary work:http://www.heritage-history.com/www/heritage-books.php?Dir=books&author=sisters&book=leading4&story=new

Missionary work outside of

Europe:http://www.academia.edu/2128705/World_Christianity_Its_History_Spread_and_Social_Influnce

7.52 Locate and identify the European regions that remained Catholic and those that became Protestant and how the division affected the distribution of religions in the New World. (C, G, H)

Review this in the Exploration Unit

Locate and identify on a map:● Split in Christianity in Europe (Catholic

regions and Protestant regions)● Distribution of religions in the New

World (overlaps with Age of Exploration unit)

English colonies - Protestant French colonies - Catholic Spanish colonies - Catholic Portuguese colonies - Catholic

Map:http://go.hrw.com/hrw.nd/gohrw_rls1/pKeywordResults?ST9%20Eur%20Religions%201600

Map and sample quiz questions:http://isite.lps.org/tbrady/web/documents/Chapter1PracticeQuizzes.pdf

7.53 Explain the heightened influence of the Catholic Church, the growth of literacy, the spread of printed books, the explosion of knowledge and the Church’s reaction to these developments. (C, H, P)

Aspects of the Catholic Church:● Explain the power of the Catholic

Church in Europe● Johann Gutenberg- movable type

printing press and the production and sale of books (Gutenberg Bible) helped disseminate ideas

● Negative reaction by the Church to the spread of printed books/literacy

Information on printing and the Church response:http://www.hrc.utexas.edu/educator/modules/gutenberg/books/legacy/

7.54 List and explain the significance of the causes for the internal turmoil within and eventual weakening of the Catholic Church including tax policies, selling of indulgences, England’s break with the Catholic Church. (C, H, P)

Weakening of the Catholic Church:● turmoil within ● tax policies● selling of indulgences ● England’s break with the Catholic

Church -- Henry VIII (Church of England)

Differences between Protestant Reformation ideas and the Catholic Church:http://classroom.synonym.com/difference-between-ideas-protestant-reformation-roman-catholic-church-5641.html

7.55 Outline the reasons for the growing discontent with the Catholic Church, including the main ideas of Martin Luther (salvation by faith), John Calvin

Analyze the Reformation:● Martin Luther

- Lutheran Church - Salvation by Faith

● John Calvin

Reading and questions:https://www.hccfl.edu/media/173616/ee2luther.pdf

(predestined), Desiderius Erasmus (free will), and William Tyndale (translating the Bible into English) and their attempts to reconcile what they viewed as God’s word with Church action. (C, H, P)

- Calvinism - Predestination

● Desiderius Erasmus - Free will

● William Tyndale - Translating the whole Bible to English

Video and articlehttp://www.history.com/topics/martin-luther-and-the-95-theses

7.56 Engage effectively in collaborative discussions explaining Protestants’ new practices of church self-government and the influence of those practices on the development of democratic practices and ideas of federalism. (C, H, P)

Discussion of New PracticesChanges in church organization:

● Self-government● democratic practices ● federalism (shared powers)

Changes help to develop ideas of federalism and democratic ideas.

7.57 Analyze how the Catholic Counter-Reformation revitalized the Catholic Church and the forces that fostered the movement, including St. Ignatius of Loyola and the Jesuits, the Council of Trent. (C, H)

Define Counter-Reformation and the contributions of the following:

● St. Ignatius of Loyola & the start of the Jesuits

● Council of Trent● renounced selling of indulgences● seminary school for priests● reinforced key Catholic ideas

Council of Trent: http://www.britannica.com/EBchecked/topic/604238/Council-of-Trent

Bio of St. Ignatius:http://www.ccel.org/ccel/ignatius

7.58 Identify the voyages of discovery, the locations of the routes (Da Gama, Dias, Magellan), and the influence of cartography in the development of a new worldview. (C, G, H)

Identify voyages of discovery: * see also standard 7.73

● Dias--tip of Africa● Da Gama--around Africa to India● Magellan-around the world via the tip

of South America● Strait of Magellan

Explain how the increased knowledge of world geography and cartography led to a new worldview.

Animated map of Magellan’s expedition:http://www.the-map-as-history.com/demos/tome10/14-magellan_demo.php

Primary Documents and Supporting Texts to Read: excerpts from “Ninety-Five Theses”, Martin Luther; excerpts from The Travels of Marco Polo

Primary Documents and Supporting Texts to Consider: excerpts from In

Texts to Read:● Ninety-Five Theses (Martin Luther)● The Travels of Marco Polo (Marco Polo)

Texts to Consider:● In Praise of Folly (Erasmus)● Romeo and Juliet, Hamlet, Macbeth

(William Shakespeare)● The Prince (Machiavelli)

Ninety - Five Theses: http://www.history.com/this-day-in-history/martin-luther-posts-95-theses

Praise of Folly, Erasmus; selected pieces from William Shakespeare; excerpts from The Prince, Machiavelli

The Enlightenment and Scientific RevolutionStudents analyze the historical developments of the Scientific Revolution and its lasting effect on religious, political, and cultural institutions. Students analyze political, social, and economic change as a result of the Age of Enlightenment in Europe.


7.59 Describe the roots of the Scientific Revolution based upon Christian and Muslim influences. (C, H)

Roots of the Scientific Revolution:● Muslim scholars build from the

foundations of Greek knowledge. (Preserved and advanced work of Greeks)

● Significant discoveries made by Muslims in mathematics, medicine, and astronomy (Review from Unit 2)

● Christians used advancements from Muslims as their foundation

● Some Christian scholars tried to tie religion and science together

● Other Christians challenged the teachings of the Catholic Church using science.

Roots of the Scientific Revolution:http://mrkash.com/activities/scientificrev.html

7.60 Gather relevant information from multiple print and digital sources explaining the significance of new scientific theories, the accomplishments of leading figures including Sir Frances Bacon, Nicolaus Copernicus, Rene Descartes, Galileo Galilei, Johannes Kepler, and Sir Isaac Newton, and new inventions, including the telescope, microscope, thermometer, and barometer. (C, H)

Know leading scientific figures and inventions:● Scientific method: Depends upon logic,

observation, and reason rather than faith

● Sir Isaac Newton: mathematical proof that laws of nature based on human reason (gravity and invented calculus to explain laws of gravity)

● Copernicus: Earth revolves around the sun

● Bacon: invented scientific method● Galileo invented telescope,

thermometer● Kepler: Three Laws of Planetary Motion● Descartes: “I think, therefore I am”—

used mathematics to determine truths● Know the new scientific inventions:

telescope, microscope, thermometer, and barometer

● Andreas Vesalius - “Father of human anatomy”

Copernicus Video and info:http://www.history.com/topics/nicolaus-copernicus/videos/beyond-the-big-bang-copernicus

Quizlet and answers:https://quizlet.com/29558775/guided-reading-questions-scientific-revolution-flash-cards/

Brain Pop: Galileo Galilei

7.61 Trace how the main ideas of the Enlightenment can be traced back to such movements and epochs as the Renaissance, the

Foundations of the Enlightenment:● Enlightenment: intellectual movement,

emphasizes reason in human condition. (scientific method)

● Renaissance: political, religious, and

Info, Enlightenment:http://www2.sunysuffolk.edu/westn/enlight.html

Reformation, the Scientific Revolution, the Greeks, the Romans, and Christianity. (C, H, P)

literary growth and expansion. (Transition period from medieval and modern times)

● Enlightenment may be understood as a logical continuation of the Renaissance. (The Renaissance was closely related to a search for the accumulation of past knowledge, Enlightenment clearly involved a conscious effort to break with the past.)

● A major cause for the Enlightenment was the Scientific Revolution because of its many achievements in science, gave rise to the expectation that similar breakthroughs might be achieved in the social and political arena if only the same methods were applied.

● Scientific Revolution brought new ways of thinking. (Philosophers and scholars began to reevaluate old ideas about other aspects of society.)

● The ancient Greeks were the first Western culture that believed in finding rational answers to the great questions of earthly life.

● Both the Ancient Greeks and the Ancient Romans had enormous respect for human beings, and what they could accomplish with their minds and bodies. (Humanist)

● Christianity and Enlightenment start out sharing ideas, and slowly drift apart from each other.

Scientific Revolution and Enlightenment:http://www.fresno.k12.ca.us/divdept/sscience/lloyd/Scientific_Revolution_En.htm

Foundations of Enlightenment info (and info on Enlightenment thinkers)http://faculty.ucc.edu/egh-damerow/the_enlightenment.htm

7.62 Describe the accomplishments of major Enlightenment thinkers, including Locke and Charles-Louis Montesquieu. (C, H)

Ideas of Locke and Montesquieu:● Locke: People have natural rights: life,

liberty, and property; governments should have limited powers

● Montesquieu: 3 branches of government

● Hobbes-Leviathan/absolute monarchy● Rousseau-Social Contract● Constitutional Monarchy

Ideas of government rights versus rights of society and individuals

Encyclopedia info on Locke:http://plato.stanford.edu/entries/locke/

Encyclopedia info on Montesquieu:http://plato.stanford.edu/entries/montesquieu/

7.63 Explain the origins of modern capitalism, the influence of mercantilism, and the cottage industry; the elements and importance of a market economy in 17th century Europe; the changing international trading and marketing

Changes in Economics:● Town life of the Middle ages furnished

the environment that first manifested Capitalism. (Commercial form)

● Focus on Florence Italy when looking at the start of capitalism.

● Mercantilism creation of the idea that in order to remain economically and politically strong a country must export

Online book (PDF) -- Origins of Capitalism (147 pgs.)http://www.efm.bris.ac.uk/het/see/ModernCapitalism.pdf

patterns; including their locations on a world map; and the influence of explorers and mapmakers. (C, E, G, H, P)

more than it imports. (Exploration, Imperialism)

● The cottage industry faced numerous disadvantages when trying to compete with much larger factory-based companies. (Home based production vs. mass production)

● The application of scientific knowledge and mathematics to navigation and shipbuilding were intimately connected with the expansion of trade.

● European nations set up global empires. Plants, animals, peoples, and ideas spread from one part of the world to another.

● Market Economy starts an economic system in which companies manage their own business, profits, and the supply and price of goods are decided according to how much demand there is, not by the government. (Supply and Demand)

● Explain the need to explore and find new markets for countries goods. (Include raw materials)

● Create map of world showing major locations and trade routes created by 16th and 17th explorers.

BrainPOP:● Adam Smith: Mr.

Lassies Faire

Primary Documents and Supporting Texts to Read: excerpts from Two Treatises of Government, John Locke; excerpts from The Spirit of Law, Montesquieu

Primary Documents and Supporting Texts to Consider: excerpts from Galileo Discovers the Moons of Jupiter, Galileo Galilei; excerpts from The Principia and The Correspondence of Isaac Newton, Sir Isaac Newton

Texts to Read:● excerpts from Two Treatises of

Government, John Locke● excerpts from The Spirit of Law,

Montesquieu

Texts to Consider:

● excerpts from Galileo Discovers the Moons of Jupiter, Galileo Galilei

● excerpts from The Principia and The Correspondence of Isaac Newton, Sir Isaac Newton

http://chnm.gmu.edu/revolution/d/274/ The Spirit of Law

The Age of ExplorationStudents compare and contrast the geographic, political, religious, social, and economic structures of the

Mesoamerican and Andean civilizations. Students analyze reasons for movement of people from Europe to the Americas, describing the impact of exploration by Europeans and American Indians.


7.64 Identify the locations of the Olmecs, Mayans, Aztec, and Incas and explain the impact of the geographical features and climates of Mexico, Central America, and South America on their civilizations. (C, E, G, H, P)

Olmec civilization:● First great civilization in Mesoamerica● Rich soil (grew maize)

Mayan civilization:● Located in the Mexican and Central

American rain forest - Mesoamerica● Covered all of the Yucatan Peninsula

and immediate surrounding area.● Economy based on agriculture and

trade● Took advantage of natural resources,

including limestone (for construction), the volcanic rock obsidian (for tools and weapons) and salt, jade, quetzal feathers (used to decorate the elaborate costumes of Maya nobility) and marine shells, which were used as trumpets in ceremonies and warfare.

● Warm lowlands good for growing cotton, rubber trees, and cacao beans

Aztec civilization:● Located in valley in central Mexico● Swampy island in lake Texcoco● floating gardens-Chinampas● To survive, hired themselves out as

trained fighters● War was important to economy

Incan civilization:● Located in the Andes Mountains of Peru● Terrace farming in mountains● Irrigation system on coast to farm in

desert

Map from a teacher created wiki for Mesoamerica (Olmec, Maya, Aztec):http://misscollishawsocialstudies6.cmswiki.wikispaces.net/Unit+15+MesoAmerican+Civilizations

Map Olmec:https://sites.google.com/site/theolmeccivilization/home/maps

Map Aztec & Maya:http://meyerisland.wikispaces.com/file/view/AztecMayaMap2.jpg/31943155/612x444/AztecMayaMap2.jpg

Map Inca:http://ngm.nationalgeographic.com/2011/04/inca-empire/interactive-map

Info:http://www.history.com/topics/aztecs

http://www.history.com/topics/maya

http://www.britannica.com/EBchecked/topic/284517/Inca

BrainPOP:● Mesoamerica● Maya● Aztec● Inca● Conquistadors

7.65 Describe the highly structured social and political system of the Maya civilization, ruled by kings and consisting of agriculturally intensive centers around independent city-states. (C, H, P)

Maya Civilization:● Group of city-states, each with its own

government and ruled by its own king, Represented by Chichen Itza, Calakmul, Tikal

● City-states fought each other for power and land.

Social roles: ● Rulers, priests, professional warriors,

merchants in upper class● Lower class-farming families● Slaves held lowest position in society

(orphans and people owing money)

Culture:http://www.indians.org/welker/maya.html

City-states:http://www.ducksters.com/history/maya/sites_and_cities.php

Social Structure:http://tarlton.law.utexas.edu/exhibits/aztec/maya_social.html

7.66 Create a graphic organizer or concept map explaining how and where each empire arose (how the Aztec and Incan empires were eventually defeated by the Spanish in the 16th century). (C, G, H, P)

Rise and fall of Aztec and Inca:Aztec:

● Aztec arose after the Mexica people first built Tenochtitlan (later to become Mexico City), they formed an alliance with two other cities - Texcoco (Tetzcoco) and Tlacopan.

● Aztecs defeated by Spanish: Hernan Cortes

● Moctezuma leader of Aztecs at time of defeat

Inca:● Inca arose from Wari and Tiwanaku

roots● Empire built in the Andes Mountains

and Western South America● Inca defeated by the Spanish: Francisco

Pizarro

* For more on defeat: see 7.71

Aztec info and maps:http://www.aztec-history.com/aztec-empire.html

Inca info and maps:http://www.ancient.eu/Inca_Civilization/

7.67 Explain the roles of peoples in the Aztec and Incan societies, including class structures, family life, warfare, religious beliefs and practices, and slavery. (C, H)

Aztec and Inca Societies:Aztec:

● Two main social classes (nobility or pilli, then the common people or macehualli.)

● Common people mostly farmers● Different jobs, warriors glorified● Slavery not hereditary● Lives ruled by fate and religion● human sacrifices

Aztec society:http://www.ducksters.com/history/aztec_empire/society.php

Inca society:

Inca:● absolute government● Upper class: god-king, priests,

government officials (men worked for govt women had household duties)

● Lower class: farmers, artisans, servants● No slaves in Incan society● Farming, mining, army, road building● Official religion: sun god important,

kings related to sun god, mummies of former kings brought to ceremonies

● Blood sacrifices● Conquered peoples taught official

religion, but could also practice their own

http://www.localhistories.org/inca.html

http://www.ducksters.com/history/inca/society.php

Religion:http://mayaincaaztec.com/incareligion.html

7.68 Use multimedia components and visual displays in presentations to describe the artistic and oral traditions and architecture in the four civilizations (Olmecs, Mayan, Aztec, and Incan civilizations). (C, H)

Art, Architecture, Oral traditions:Olmec:

● Sculpture and ceramics● Pyramids● First writing system in Americas

Mayan:● Sculpture● Jade and gold jewelry● Writing system similar to Egyptian

hieroglyphics● Stories and poetry passed down orally● Popol Vuh-about Mayan life, legends,

and history written after Spanish conquest

Aztec:● Architecture and sculpture made of

stone● Turquoise, gold, and feathers to make

jewelry● Embroidered designs in clothing● Kept written historical records in codex

(books with pages)● Strong oral tradition-stories about

ancestors and gods.(not written until after Spanish conquest.

Inca:● first to establish an official spoken

language● no written language● kept records on cords called quipus,

knots in cords represented numbers● created lifesize field of corn out of gold

and silver● some of best textiles in Americas● passed down stories and songs orally● official memorizers to learn long stories

and songs (written down after Spanish conquest)

Olmec and Maya art and architecture:http://www.essential-humanities.net/world-art/mesoamerican/

writing styles:http://www.ancientscripts.com/ma_ws.html

7.69 Cite several pieces of textual evidence to support

Mesoamerican advancements:Maya:

Maya:http://

the analysis of the impacts of the Mesoamerican developments in astronomy and mathematics, including the calendar, and the Mesoamerican knowledge of seasonal changes to the civilizations’ agricultural systems. (C, H)

● built observatories/astronomy● astronomers developed 365 day year● interpreted the cycles of the moon● predicted eclipses● agricultural calendar matched changes

in the seasons/more accurate than Europe

● created number system● first with symbol for zero

Aztec:● assimilated ideas of conquered peoples● studied astronomy—similar to the Maya● discovered over 100 plants which could

be used as medicinesInca:

● roads and rope bridges for trade, communication, and government administration.

● masonry/stonework

www.storyofmathematics.com/mayan.html

http://www.starteachastronomy.com/mayan.html

Aztec:http://www.aztec-history.com/aztec-agriculture.html

Inca:http://eeincaproject.weebly.com/inca-achievements.html

http://science.howstuffworks.com/innovation/inventions/5-ancient-incan-inventions.htm#page=0

7.70 Compare the varied economies and trade networks within and among major indigenous cultures prior to contact with Europeans and their systems of government, religious beliefs, distinct territories, and customs and traditions. (C, E, G, H, P)

Economics:Maya:

● economy-trade between those in highlands and lowlands

● each city-state had its own king, no unifying government system

● polytheistic, king communicated with the gods

● each person offered blood to gods by piercing tongue or skin

● extra blood on special occasions (human sacrifice)

Aztec:● economy based on agriculture, trade,

tribute from conquered peoples● government--see flowchart in resource

website● religious beliefs-gods ruled all part of

life and could be found in nature, great people(kings),

● human sacrifice (as many as 10,000 victims per year)

Inca:● economy based on farming, trade, and

tribute● conquered areas’ leaders forced to

leave their villages and leaders’ children trained in Inca govt and religion.

● established an official language, Quechua, to unify empire.

● labor tax system● farmers: maize and peanuts in valleys,

Merchants of Mesoamerica:http://archaeology.about.com/od/mesoamerica/a/mesoamerican_traders.htm

Aztec government:http://www.aztec-history.com/ancient-aztec-government.html

Inca:http://www.peru-explorer.com/economy.htm

potatoes in mountains, animals(llamas) in high mountains

● no merchants or markets, goods distributed by government

7.71 Identify the European countries responsible for North American exploration and the modern day countries in which they settled, including France, Spain, England, Portugal, and the Dutch. Summarize the reasons for the success of these countries in colonization or North and South America. (E, G, H, P)

See 7.73 for list of European countries, explorers, and settlements

England-Canada, United StatesFrance-CanadaSpain-MexicoPortugal-BrazilDutch-United States (New England), West Indies

Reasons for success:● Guns● Germs/Diseases: the introduction of

diseases decimated thousands of indigenous peoples

● Steel● Able to unite mistreated subjects of the

Aztec

Book: Guns, Germs, and Steel by Jared Diamondhttp://www.pbs.org/gunsgermssteel/show/transcript3.html

BrainPOP:● Conquistadors

7.72 Analyze why European countries were motivated to explore including religion, political rivalry, and economic gain. (C, E, H, P)

Analyze European motivations in the New World:

● Want for Asian spices without having to trade with Egypt and Italy

● Want to spread Christianity to counter spread of Islam

● Want for land and natural resources● Curiosity based on writings on Marco

Polo● Development of plantations and

institution of mines

Economics behind Columbus:http://msh.councilforeconed.org/documents/978-1-56183-758-8-activity-lesson-18.pdf

7.73 Identify the voyages of discovery, the locations of the routes, and the influence of technology in the developments of a new European worldview including cartography, compass, caravel, astrolabe. (C, E, G, H, P)

Voyages of Discovery:Portugal:

● Dias--tip of Africa● Da Gama--around Africa to India● Cabral--sailed to Brazil

Spain:● Columbus--Nina, Pinta, Santa

Maria/Bahamas● Magellan-around the world via the tip

of South AmericaFrance:

● Cartier--St. Lawrence River into Canada (claimed land for France)

England:● Drake--sent to steal gold from Spanish

ships coming from Americas/became rich pirate

● Cabot--Canada (claimed land for England)

● Brought new knowledge of geography● Discovery of Americas (thought

originally to be Asia)● began world trade routes

Exploration and trade:http://www.learner.org/interactives/renaissance/exploration.html

Interactive Exploration map of North Americahttp://www.eduplace.com/kids/socsci/books/applications/imaps/maps/g5s_u2/

http://www.myperfed.com/submat/BZ-4410.pdf

technology:http://www.slideshare.net/jodztitus/technological-advancements-in-the-

● Maps included correct interpretation of whole world

● Compass, astrolabe used to chart courses

● Caravel--ships with triangular sails/ could sail into the wind

15th-century

BrainPOP:● Columbus

7.74 Examine the impact of the exchanges of plants, animal, technology, culture, ideas, and diseases among Europe, Africa, Asia, and the Americas in the 15th and 16th centuries and the major economic and social effects on each continent. (C, E, G, H)

Analyze the Columbian Exchange:Plants:

● Bananas, sugarcane from Asia● Oranges, onions, lettuce from Europe● Introduction to Europe, Asia, Africa:

tomatoes, potatoes, squash, avocados, tobacco, chocolate, corn, pineapple, peanuts

Animals:● Domesticated animals introduced by

Spanish (cows, goats, sheep, pigs, horses)

● Rats came over on ships (from Europe)

Diseases:● measles and smallpox (from Europe)

Cultural Ideas:● Spread of Christianity● Blended Christianity with native

traditions● Spread of European languages● Introduction of guns and steel in

Americas● Use of animals in technology (i.e. oxen

to plow fields)

Economic lesson plan:http://msh.councilforeconed.org/lessons.php?lid=68379

map/visual of Columbian Exchange:http://northspringsapwh.blogspot.com/2012/12/columbian-exchange-food-blog.html

BrainPOP:● The Columbian

Exchange

7.75 Write an opinion piece with supporting details that describes the effects of exploration on the indigenous American cultures. (C, H)

Opinion on effects of European exploration:Pros:

● Cultural diffusion● Increased ideas in

technology/domesticated animals● Introduction of new crops

Cons:● Slavery ● Diseases● End of specific cultural societies (i.e.

Inca, Aztec)● Pilfering of natural resources

PowerPoint:http://www.slideshare.net/ezlee2/impact-of-european-exploration-and-colonization-on-native-532920

Primary Documents and Supporting Texts to Read: excerpts from the journals of Christopher Columbus

Primary Documents and Supporting Texts to Consider: excerpts from Indigenous Peoples of North America, James D. Torr

Text to Read:● Journals of Christopher Columbus

Text to Consider:● Indigenous Peoples of North America

(James D. Torr)

http://www.fordham.edu/halsall/source/columbus1.asp

http://www.utpteachingculture.c

om/category/excerpts/