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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.
Standard Essential Content Resources
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)
Islamic History Sourcebook:http://www.fordham.edu/Halsall/islam/islamsbook.asp
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”
Islamic History Sourcebook:http://www.fordham.edu/Halsall/islam/islamsbook.asp
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
Islamic History Sourcebook:http://www.fordham.edu/Halsall/islam/islamsbook.asp
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.
Standard Essential Content Resources
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.
Standard Essential Content Resources
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.
Standard Essential Content Resources
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.
Standard Essential Content Resources
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.
Standard Essential Content Resources
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.
Standard Essential Content Resources
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.
Standard Essential Content Resources
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/
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