Seventh Grade California History/Social Science Standards

Academic Content Standards The EP&C help students master and deepen their understanding of California's History/Social Science Standards in the following context: 1. Students analyze the causes and effects of the vast expansion and ultimate disintegration of the Roman Empire. 1. Study the early strengths and lasting contributions of Rome (e.g., significance of Roman citizenship; rights under Roman law; Roman art, architecture, engineering, and philosophy; preservation and transmission of Christianity) and its ultimate internal weaknesses (e.g., rise of autonomous military powers within the empire, undermining of citizenship by the growth of corruption and slavery, lack of education, and distribution of news). 2. Discuss the geographic borders of the I a b; The Roman Empire spread to new areas seeking the goods and empire at its height and the factors that ecosystem services provided by the natural systems in those regions. threatened its territorial cohesion. The Empire was not able to protect the farmers in the provinces, nor were the farmers able to protect themselves against barbarian invaders and farm at the same time. Ultimately, the Empire depended on the farmers and the land as even modern countries do. 3. Describe the establishment by Constantine I a b; The Byzantine Empire spread to new areas seeking the goods and of the new capital in Constantinople and the ecosystem services provided by the natural systems in the regions. development of the Byzantine Empire, with an emphasis on the consequences of the development of two distinct European civilizations, Eastern Orthodox and Roman Catholic, and their two distinct views on church-state relations. 2. Students analyze the geographic, political, economic, religious, and social structures of the civilizations of Islam in the Middle Ages. 1. Identify the physical features and describe I a b; The physical features and climate of the Arabian Peninsula and its the climate of the Arabian peninsula, its III b; relationship to surrounding bodies of land and water defined the relationship to surrounding bodies of land IV a c establishment of communities and ways of life for the people of the and water, and nomadic and sedentary region. ways of life. Natural systems provided resources (goods and ecosystem services) upon which human communities on the Arabian Peninsula relied. Their nomadic and sedentary ways of life depended on their knowledge of natural systems. Humans depend upon the cycles that are part of natural systems. 2. Trace the origins of Islam and the life and teachings of Muhammad, including Islamic teachings on the connection with Judaism and Christianity. 3. Explain the significance of the Qur'an and the Sunnah as the primary sources of Islamic beliefs, practice, and law, and their influence in Muslims' daily life. 4. Discuss the expansion of Muslim rule I a b; As Muslims conquered other peoples in other regions, they learned through military conquests and treaties, III b c how to utilize the natural resources in those regions, adapt local emphasizing the cultural blending within farming techniques, and allow people to continue with practices that Muslim civilization and the spread and were successful in the local environments. acceptance of Islam and the Arabic language. EP&C

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Seventh Grade California History/Social Science Standards

5. Describe the growth of cities and the establishment of trade routes among Asia, Africa, and Europe, the products and inventions that traveled along these routes (e.g., spices, textiles, paper, steel, new crops), and the role of merchants in Arab society. I a b; II a b c d; III b; Vab Natural systems provided resources (goods and ecosystem services) upon which the human communities on the Arabian Peninsula relied. Their nomadic and sedentary ways of life depended on their knowledge of natural systems. The populations of the Middle East grew, in large part, due to trade routes between Europe and Asia. Towns were settled along wellknown routes, taking advantage of raw materials from far away places as well as the products made locally As towns established their own resource supply methods and consumed resources, the natural systems in the area were affected. The operation of these towns and cities, and the laws, policies and incentives that governed their resource use and management in the region all had effects on the natural systems. Humans depend upon the cycles that are part of natural systems. Decisions made at this time regarding resource use and were based on a variety of factors and limitations. The processes of making decisions about resources and natural systems, and the assessment of social, economic, political, and environmental factors varied among these civilizations and were shared by their scholars.

6. Understand the intellectual exchanges among Muslim scholars of Eurasia and Africa and the contributions Muslim scholars made to later civilizations in the areas of science, geography, mathematics, philosophy, medicine, art, and literature.

Vab

3. Students analyze the geographic, political, economic, religious, and social structures of the civilizations of China in the Middle Ages. 1. Describe the reunification of China under the Tang Dynasty and reasons for the spread of Buddhism in Tang China, Korea, and Japan. 2. Describe agricultural, technological, and I a b; Natural systems provided resources (goods and ecosystem services) commercial developments during the Tang II a b upon which the human communities in Medieval China relied. and Sung periods. cd Technological advances supported improvements in agriculture and trade by making production time faster, more efficient or safer. Agriculture and trade supported technology by creating an environment for the improvement and evolution of technology. As human communities grew, resource supply methods and consumption rates changed. These changes, as well as the laws, policies, and incentives developed to regulate natural resource use and management had effects on the surrounding natural systems. 3. Analyze the influences of Confucianism and changes in Confucian thought during the Sung and Mongol periods. 4. Understand the importance of both overland I a b; Natural systems provided resources (goods and ecosystem services) trade and maritime expeditions between II a b upon which human communities in Medieval China relied. China and other civilizations in the Mongol c d; III Technological advances improved the time, safety, and efficiency Ascendancy and Ming Dynasty. b; rate of maritime expeditions and trade. Expeditions and trade Vab supported technology by creating an environment for the improvement and evolution of technology. As human communities grew, resource supply methods and consumption rates changed. These changes, as well as the laws, policies, and incentives developed to regulate natural resource use and management had effects on the surrounding natural systems. Humans depend upon the cycles that are part of natural systems. Decisions to explore, harvest and trade certain resources were based on a wide variety of factors and were made by the ruling class.

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Seventh Grade California History/Social Science Standards

5. Trace the historic influence of such discoveries as tea, the manufacture of paper, wood-block printing, the compass, and gunpowder. I a b; II a b c d; Vab Natural systems provided resources (goods and ecosystem services) upon which the human communities in Medieval China relied. Such discoveries as tea and gunpowder, and the processes involved in their production, influenced worldwide natural resource production practices and consumption patterns. As human communities grew, resource supply methods and consumption rates changed. These changes, as well as the laws, policies, and incentives developed to regulate natural resource use and management had effects on the surrounding natural systems.

6. Describe the development of the imperial state and the scholar-official class. 4. Students analyze the geographic, political, economic, religious, and social structures of the sub-Saharan civilizations of Ghana and Mali in Medieval Africa. 1. Study the Niger River and the relationship of I a b; Natural systems provided resources (goods and ecosystem services) vegetation zones of forest, savannah, and II a b upon which the human communities in northwestern Africa, Europe, desert to trade in gold, salt, food, and c d; III the Middle East and North America relied. slaves; and the growth of the Ghana and b; IV Consumption patterns in Europe, the Middle East and North America Mali empires. b; V a made the African nations some of the most sought after areas for colonization. As a result of the growth of African communities, resource supply methods and consumption rates changed. These changes, as well as the laws, policies, and incentives developed to regulate natural resource use and management had effects on the surrounding natural systems. Humans depend upon the cycles that are part of natural systems. The byproducts of human activities are not readily prevented from entering natural systems and may be beneficial, neutral or detrimental in their effects. Decisions to explore, harvest and trade African resources were based on a wide variety of factors, governed by the needs of the communities and social systems in Europe, the Middle East and North America. 2. Analyze the importance of family, labor I a b; Natural systems provided resources (goods and ecosystem services) specialization, and regional commerce in the II a b upon which human communities in northwestern Africa relied. development of states and cities in West c; III Consumption patterns in Europe, the Middle East and North America Africa. c; made the African nations some of the most sought after areas for IV a colonization. c; V a As a result of the growth of African communities, resource supply methods and consumption rates changed. These changes, as well as the laws, policies, and incentives developed to regulate natural resource use and management had effects on the surrounding natural systems. Decisions to explore, harvest and trade African resources were based on a wide variety of factors, governed by the needs of the communities and social systems in Europe, the Middle East and North America. 3. Describe the role of the trans-Saharan I a b; Natural systems provided resources (goods and ecosystem services) caravan trade in the changing religious and II a b upon which human communities in northwestern Africa relied. cultural characteristics of West Africa and c; III The trans-Saharan caravan trade changed the resource supply and the influence of Islamic beliefs, ethics, and b; consumption patterns of the human communities in Western Africa law. Va and other parts of the continent. The way that communities operated also changed and had effects on the surrounding natural systems. Decisions made in Medieval Africa regarding the natural systems and resources were based on a variety of factors. 4. Trace the growth of the Arabic language in government, trade, and Islamic scholarship in West Africa. 5. Describe the importance of written and oral traditions in the transmission of African history and culture.

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Seventh Grade California History/Social Science Standards

5. Students analyze the geographic, political, economic, religious, and social structures of the civilizations of Medieval Japan. 1. Describe the significance of Japan's proximity to China and Korea and the intellectual, linguistic, religious, and philosophical influence of those countries on Japan. 2. Discuss the reign of Prince Shotoku of Japan and the characteristics of Japanese society and family life during his reign. 3. Describe the values, social customs, and traditions prescribed by the lord-vassal system consisting of shogun, daimyo, and samurai and the lasting influence of the warrior code in the twentieth century. 4. Trace the development of distinctive forms of Japanese Buddhism. 5. Study the ninth and tenth centuries' golden age of literature, art, and drama and its lasting effects on culture today, including Murasaki Shikibu's Tale of Genji. 6. Analyze the rise of a military society in the late twelfth century and the role of the samurai in that society. 6. Students analyze the geographic, political, economic, religious, and social structures of the civilizations of Medieval Europe. 1. Study the geography of the Europe and the I a b; Natural systems and physical geography of Europe and the Eurasian Eurasian landmass, including its location, II a b landmass provided resources (goods and ecosystem services) upon topography, waterways, vegetation, and c d; III which human communities relied. climate and their relationship to ways of life b; As a result of the growth of African communities, resource supply in Medieval Europe. IV a methods and consumption rates changed. c; V a These changes, as well as the laws, policies, and incentives b developed to regulate natural resource use and management had effects on the surrounding natural systems. Humans depend on the cycles that are part of natural systems. In Medieval Europe, decisions regarding the supply and use of natural resources were based on a wide variety of factors. The assessment of social, economic, political, and environmental factors changed during Medieval European times in order to preserve the natural systems that yield goods and ecosystem services. 2. Describe the spread of Christianity north of Vab Decisions regarding the supply and use of natural resources during the Alps and the roles played by the early this era were based on a wide variety of factors, which now included church and by monasteries in its diffusion Christian ideals and beliefs. after the fall of the western half of the Roman Empire. 3. Understand the development of feudalism, I a b; Natural systems and physical geography of Europe and the Eurasian its role in the medieval European economy, II a b landmass provided resources (goods and ecosystem services) upon the way in which it was influenced by c d; which human communities relied. physical geography (the role of the manor IV a As feudal communities were established, resource supply methods and the growth of towns), and how feudal c; V a and consumption rates changed. relationships provided the foundation of b These changes, as well as the laws, policies, and incentives political order. developed to regulate natural resource use and management had effects on the surrounding natural systems. In Medieval Europe, decisions regarding the supply and use of natural resources were based on a wide variety of factors. The assessment of social, economic, political, and environmental factors changed during Medieval European times in order to preserve the natural systems that yield goods and ecosystem services. 4. Demonstrate an understanding of the conflict and cooperation between the Papacy and European monarchs (e.g., Charlemagne, Gregory VII, Emperor Henry IV).

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Seventh Grade California History/Social Science Standards

5. Know the significance of developments in medieval English legal and constitutional practices and their importance in the rise of modern democratic thought and representative institutions (e.g., Magna Carta, parliament, development of habeas corpus, an independent judiciary in England). 6. Discuss the causes and course of the religious Crusades and their effects on the Christian, Muslim, and Jewish populations in Europe, with emphasis on the increasing contact by Europeans with cultures of the Eastern Mediterranean world. 7. Map the spread of the bubonic plague from Central Asia to China, the Middle East, and Europe and describe its impact on global population.

Vab

The Crusades changed from religious wars to wars fought to gain property and wealth.

II a c d; III b; IV a b; V ab

8. Understand the importance of the Catholic church as a political, intellectual, and aesthetic institution (e.g., founding of universities, political and spiritual roles of the clergy, creation of monastic and mendicant religious orders, preservation of the Latin language and religious texts, St. Thomas Aquinas's synthesis of classical philosophy with Christian theology, and the concept of "natural law"). 9. Know the history of the decline of Muslim rule in the Iberian Peninsula that culminated in the Reconquista and the rise of Spanish and Portuguese kingdoms.

Vab

As the populations and communities of Europe grew in the wake of increased trade, resource supply methods and consumption rates changed. These changes, as well as the laws, policies, and incentives developed to regulate natural resource use and management had effects on the surrounding natural systems. Humans depend on the cycles that are part of natural systems. The byproducts of increased production and consumption began to have a more noticeable and cumulative effect on natural systems. The byproducts of human activity are not readily prevented from entering natural systems and may be beneficial, neutral, or detrimental in their effect. In Medieval Europe and other regions, decisions regarding the supply and use of natural resources, waste removal and consumption patterns were based on a wide variety of factors. The assessment of social, economic, political, and environmental factors changed during Medieval European times in order to preserve the natural systems that yield goods and ecosystem services. In Medieval Europe, decisions regarding the supply and use of natural resources were based on a wide variety of factors including Christian ideals and beliefs (natural law).

7. Students compare and contrast the geographic, political, economic, religious, and social structures of the Meso-American and Andean civilizations. 1. Study the locations, landforms, and climates I a b; The natural systems and physical geography of Central and South of Mexico, Central America, and South III b; America provided resources (goods and ecosystem services) upon America and their effects on Mayan, Aztec, IV a which both ancient human communities and urban societies relied. and Incan economies, trade, and c; Humans depend on the cycles that are part of natural systems. development of urban societies. Va In Meso-American and Andean civilizations, decisions regarding natural resource use and supply were based on a variety of factors. 2. Study the roles of people in each society, including class structures, family life, warfare, religious beliefs and practices, and slavery.

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Seventh Grade California History/Social Science Standards

3. Explain how and where each empire arose and how the Aztec and Incan empires were defeated by the Spanish. I a b; III a b; IV a c; V a b The natural systems and physical geography Central and South America determined the location of ancient communities and provided resources (goods and ecosystem services) upon which ancient human communities relied. Decisions regarding natural resource use and supply by the Aztecs and Incans were based on one set of needs and beliefs, while those of the Spanish were based on another set. The introduction of European diseases played an important part in the defeat of the Aztecs and Incas. Introduction of disease-causing or other organisms can have a devastating effect on native populations of humans and other organisms. Aztec, Inca, and Spanish architecture was based on the availability of local resources and ecosystem services. The natural systems and physical geography of Central and South America provided resources (goods and ecosystem services) upon which ancient human communities relied. Humans depend on the cycles that are part of natural systems. Decisions in Meso-America regarding natural resource use and supply were based on a variety of factors including extensive knowledge of the functioning of natural systems.

4. Describe the artistic and oral traditions and architecture in the three civilizations. 5. Describe the Meso-American achievements in astronomy and mathematics, including the development of the calendar and the MesoAmerican knowledge of seasonal changes to the civilizations' agricultural systems.

Ia I a b; III b; IV a c; Vab

8. Students analyze the origins, accomplishments, and geographic diffusion of the Renaissance. 1. Describe the way in which the revival of Vab Humanism promoted the idea that people can affect their destiny classical learning and the arts fostered a that what we do in our lives is important and that we have a large new interest in humanism (i.e., a balance degree of control over our futures. between intellect and religious faith). 2. Explain the importance of Florence in the early stages of the Renaissance and the growth of independent trading cities (e.g., Venice), with emphasis on the cities' importance in the spread of Renaissance ideas. 3. Understand the effects of the reopening of I a b; The reopening of the ancient "Silk Road" between Europe and China the ancient "Silk Road" between Europe and II a b had an impact on the natural systems of the regions. China, including Marco Polo's travels and c; Natural systems provide resources (goods and ecosystem services) the location of his routes. Va upon which human communities rely. As populations and communities grew, resource supply methods and consumption rates changed. These changes, as well as the laws, policies, and incentives developed to regulate natural resource use and management had effects on the surrounding natural systems. Decisions made during the Renaissance to explore, harvest, and trade natural resources were based upon a variety of factors. 4. Describe the growth and effects of new ways of disseminating information (e.g., the ability to manufacture paper, translation of the Bible into the vernacular, printing). 5. Detail advances made in literature, the arts, Vab Decisions made during the Renaissance regarding natural resources science, mathematics, cartography, and natural systems were based on personal views and beliefs. engineering, and the understanding of Sometimes these decisions were based on incomplete or erroneous human anatomy and astronomy (e.g., by information. Ongoing scientific discovery during this time focused on Dante Alighieri, Leonardo da Vinci, improving the base of knowledge, a process that continues today. Michelangelo di Buonarroti Simoni, Johann Gutenberg, William Shakespeare). 9. Students analyze the historical developments of the Reformation. 1. List the causes for the internal turmoil in and weakening of the Catholic church (e.g., tax policies, selling of indulgences). 2. Describe the theological, political, and economic ideas of the major figures during the Reformation (e.g., Desiderius Erasmus, Martin Luther, John Calvin, William Tyndale). Page 6 of 8

Seventh Grade California History/Social Science Standards

3. Explain Protestants' new practices of church self-government and the influence of those practices on the development of democratic practices and ideas of federalism. 4. Identify and locate the European regions that remained Catholic and those that became Protestant and explain how the division affected the distribution of religions in the New World. 5. Analyze how the Counter-Reformation revitalized the Catholic church and the forces that fostered the movement (e.g., St. Ignatius of Loyola and the Jesuits, the Council of Trent). 6. Understand the institution and impact of missionaries on Christianity and the diffusion of Christianity from Europe to other parts of the world in the medieval and early modern periods; locate missions on a world map. 7. Describe the Golden Age of cooperation between Jews and Muslims in medieval Spain that promoted creativity in art, literature, and science, including how that cooperation was terminated by the religious persecution of individuals and groups (e.g., the Spanish Inquisition and the expulsion of Jews and Muslims from Spain in 1492). 10. Students analyze the historical developments of the Scientific Revolution and its lasting effect on religious, political, and cultural institutions. 1. Discuss the roots of the Scientific Revolution (e.g., Greek rationalism; Jewish, Christian, and Muslim science; Renaissance humanism; new knowledge from global exploration). 2. Understand the significance of the new Vab Decisions made during the Scientific Revolution regarding natural scientific theories (e.g., those of Copernicus, resources and natural systems were based on personal views and Galileo, Kepler, Newton) and the beliefs. Sometimes these decisions were based on incomplete or significance of new inventions (e.g., the erroneous information. Ongoing scientific discovery during this time telescope, microscope, thermometer, focused on improving the base of knowledge, a process that barometer). continues today. 3. Understand the scientific method advanced Vab Decisions made during the Scientific Revolution regarding natural by Bacon and Descartes, the influence of resources and natural systems were based on personal views and new scientific rationalism on the growth of beliefs. Sometimes these decisions were based on incomplete or democratic ideas, and the coexistence of erroneous information. Ongoing scientific discovery during this time science with traditional religious beliefs. focused on improving the base of knowledge, a process that continues today. 11. Students analyze political and economic change in the sixteenth, seventeenth, and eighteenth centuries (the Age of Exploration, the Enlightenment, and the Age of Reason). 1. Know the great voyages of discovery, the locations of the routes, and the influence of cartography in the development of a new European worldview.

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2. Discuss the exchanges of plants, animals, technology, culture, and ideas among Europe, Africa, Asia, and the Americas in the fifteenth and sixteenth centuries and the major economic and social effects on each continent. I a b; II a b c d; III c; IV a b; V a b The exchanges of plants, animals, technology, culture, and ideas among Europe, Africa, Asia, and the Americas had an impact on the surrounding natural systems. Natural systems provide resources (goods and ecosystem services) upon which human communities rely. As populations and communities grew, resource supply methods and consumption rates changed. These changes, as well as the laws, policies, and incentives developed to regulate natural resource use and management had effects on the surrounding natural systems. As humans meet their needs, they can alter the cycles that are part of natural systems. The quantity of resources consumed and the byproducts of production and consumption have an effect on natural systems. The byproducts of human activity are not readily prevented from entering systems and may be beneficial, neutral or detrimental in their effects. Decisions made during the Age of Exploration, Age of Enlightenment and Age of Reason to explore, harvest, and trade natural resources were based upon a variety of factors. The assessment of social, economic, political, and environmental factors changed during the fifteenth and sixteenth centuries in order to preserve the natural systems that yield goods and ecosystem services. Natural systems provide resources (goods and ecosystem services) upon which human communities rely. As the populations and communities of Europe grew with the advent of mercantilism and a market economy, resource supply methods and consumption rates changed. These changes, as well as the laws, policies, and incentives developed to regulate natural resource use and management had effects on the surrounding natural systems. Decisions made during seventeenth Europe to explore, harvest, and trade natural resources were based upon a variety of factors. The assessment of social, economic, political, and environmental factors changed during this time in order to preserve the natural systems that yield goods and ecosystem services. Decisions regarding natural resources and natural systems made during this time were based on personal views and beliefs and incomplete or erroneous information. Ongoing scientific discovery during this time focused on improving the base of knowledge, a process that continues today.

3. Examine the origins of modern capitalism; the influence of mercantilism and cottage industry; the elements and importance of a market economy in seventeenth-century Europe; the changing international trading and marketing patterns, including their locations on a world map; and the influence of explorers and map makers.

Iab c; II a b c d; IV a c; V a b

4. Explain how the main ideas of the Enlightenment can be traced back to such movements as the Renaissance, the Reformation, and the Scientific Revolution and to the Greeks, Romans, and Christianity. 5. Describe how democratic thought and institutions were influenced by Enlightenment thinkers (e.g., John Locke, Charles-Louis Montesquieu, American founders). 6. Discuss how the principles in the Magna Carta were embodied in such documents as the English Bill of Rights and the American Declaration of Independence.

Vab

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