Social Studies Worksheets and Study Guides Seventh Grade. Medieval Europe

The resources above correspond to the standards listed below:

California Standards

CA.6-8.HSSA. Historical and Social Sciences Analysis Skills: The intellectual skills noted below are to be learned through, and applied to, the content standards for grades six through eight. They are to be assessed only in conjunction with the content standards in grades six through eight. In addition to the standards for grades six through eight, students demonstrate the following intellectual reasoning, reflection, and research skills.
6-8.CST. Chronological and Spatial Thinking
6-8.CST.1. Students explain how major events are related to one another in time.
6-8.HI. Historical Interpretation
6-8.HI.1. Students explain the central issues and problems from the past, placing people and events in a matrix of time and place.
6-8.HI.2. Students understand and distinguish cause, effect, sequence, and correlation in historical events, including the long-and short-term causal relations.
6-8.HI.3. Students explain the sources of historical continuity and how the combination of ideas and events explains the emergence of new patterns.
6-8.HI.4. Students recognize the role of chance, oversight, and error in history.
6-8.HI.5. Students recognize that interpretations of history are subject to change as new information is uncovered.
6-8.REP. Research, Evidence, and Point
6-8.REP.1. Students frame questions that can be answered by historical study and research.
CA.7. World History and Geography: Medieval and Early Modern Times
7.1. Students analyze the causes and effects of the vast expansion and ultimate disintegration of the Roman Empire.
7.1.2. Discuss the geographic borders of the empire at its height and the factors that threatened its territorial cohesion.
7.1.3. Describe the establishment by Constantine of the new capital in Constantinople and the development of the Byzantine Empire, with an emphasis on the consequences of the development of two distinct European civilizations, Eastern Orthodox and Roman Catholic, and their two distinct views on church-state relations.
7.11. Students analyze political and economic change in the sixteenth, seventeenth, and eighteenth centuries (the Age of Exploration, the Enlightenment, and the Age of Reason).
7.11.6. Discuss how the principles in the Magna Carta were embodied in such documents as the English Bill of Rights and the American Declaration of Independence.
7.2. Students analyze the geographic, political, economic, religious, and social structures of the civilizations of Islam in the Middle Ages.
7.2.1. Identify the physical features and describe the climate of the Arabian peninsula, its relationship to surrounding bodies of land and water, and nomadic and sedentary ways of life.
7.6. Students analyze the geographic, political, economic, religious, and social structures of the civilizations of Medieval Europe.
7.6.1. Study the geography of the Europe and the Eurasian land mass, including its location, topography, waterways, vegetation, and climate and their relationship to ways of life in Medieval Europe.
7.6.2. Describe the spread of Christianity north of the Alps and the roles played by the early church and by monasteries in its diffusion after the fall of the western half of the Roman Empire.
7.6.3. Understand the development of feudalism, its role in the medieval European economy, the way in which it was influenced by physical geography (the role of the manor and the growth of towns), and how feudal relationships provided the foundation of political order.
7.6.4. Demonstrate an understanding of the conflict and cooperation between the Papacy and European monarchs (e.g., Charlemagne, Gregory VII, Emperor Henry IV).
7.6.5. Know the significance of developments in medieval English legal and constitutional practices and their importance in the rise of modern democratic thought and representative institutions (e.g., Magna Carta, parliament, development of habeas corpus, an independent judiciary in England).
7.6.6. Discuss the causes and course of the religious Crusades and their effects on the Christian, Muslim, and Jewish populations in Europe, with emphasis on the increasing contact by Europeans with cultures of the Eastern Mediterranean world.
7.6.8. Understand the importance of the Catholic church as a political, intellectual, and aesthetic institution (e.g., founding of universities, political and spiritual roles of the clergy, creation of monastic and mendicant religious orders, preservation of the Latin language and religious texts, St. Thomas Aquinas's synthesis of classical philosophy with Christian theology, and the concept of 'natural law').
CA.CC.RH.6-8. Reading Standards for Literacy in History/Social Studies
Craft and Structure
RH.6-8.4. Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
RH.6-8.5. Describe how a text presents information (e.g., sequentially, comparatively, causally).
Range of Reading and Level of Text Complexity
RH.6-8.10. By the end of grade 8, read and comprehend history/social studies texts in the grades 6–8 text complexity band independently and proficiently.

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