Social Studies Worksheets and Study Guides Seventh Grade. Medieval Europe

The resources above correspond to the standards listed below:

New Jersey Standards

NJ.6.2.8. World History: Global Studies: All students will acquire the knowledge and skills to think analytically and systematically about how past interactions of people, cultures, and the environment affect issues across time and cultures. Such knowledge and skills enable students to make informed decisions as socially and ethically responsible world citizens in the 21st century.
Era: Expanding Exchanges and Encounters (500 CE-1450 CE)
6.2.8.A.4. Civics, Government, and Human Rights
Expanding Exchanges and Encounters
6.2.8.A.4.a. Analyze the role of religion and other means rulers used to unify and centrally govern expanding territories with diverse populations.
6.2.8.A.4.b. Compare and contrast the Japanese and European systems of feudalism and the effectiveness of each in promoting social, economic, and political order.
6.2.8.A.4.c. Determine the influence of medieval English legal and constitutional practices (i.e., the Magna Carta, parliament, and the development of habeas corpus and an independent judiciary) on modern democratic thought and institutions.
6.2.8.B.4. Geography, People, and the Environment
Expanding Exchanges and Encounters
6.2.8.B.4.a. Explain how geography influenced the development of the political, economic, and cultural centers of each empire and well as the empires' relationships with other parts of the world.
6.2.8.B.4.e. Analyze the motivations for civilizations to modify the environment, determine the positive and negative consequences of environmental changes made during this time period, and relate these changes to current environmental challenges.
6.2.8.B.4.g. Explain why the strategic location and economic importance of Constantinople and the Mediterranean Sea were a source of conflict between civilizations.
6.2.8.C.4. Economics, Innovation, and Technology
Expanding Exchanges and Encounters
6.2.8.C.4.a. Explain the interrelationships among improved agricultural production, population growth, urbanization, and commercialization.
6.2.8.C.4.b. Analyze how trade, technology, the availability of natural resources, and contact with other civilizations affected the development of empires in Eurasia and the Americas.
6.2.8.C.4.c. Explain how the development of new business practices and banking systems impacted global trade and the development of a merchant class.
6.2.8.C.4.e. Determine the extent to which interaction between the Islamic world and medieval Europe increased trade, enhanced technology innovation, and impacted scientific thought and the arts.
6.2.8.D.4. History, Culture, and Perspectives
Expanding Exchanges and Encounters
6.2.8.D.4.b. Analyze how religion both unified and divided people.
6.2.8.D.4.c. Analyze the role of religion and economics in shaping each empire's social hierarchy, and evaluate the impact these hierarchical structures had on the lives of various groups of people.
6.2.8.D.4.d. Analyze the causes and outcomes of the Crusades from different perspectives, including the perspectives of European political and religious leaders, the crusaders, Jews, Muslims, and traders.
6.2.8.D.4.f. Determine which events led to the rise and eventual decline of European feudalism.
6.2.8.D.4.h. Determine the extent to which the Byzantine Empire influenced the Islamic world and western Europe.
6.2.8.D.4.j. Compare the major technological innovations and cultural contributions of the civilizations of this period and justify which represent enduring legacies.
Era: The Classical Civilizations of the Mediterranean World, India, and China (1000 BCE-600 CE)
6.2.8.A.3. Civics, Government, and Human Rights
The Classical Civilizations of the Mediterranean World, India, and China
6.2.8.A.3.b. Compare and contrast the rights and responsibilities of free men, women, slaves, and foreigners in the political, economic, and social structures of classical civilizations.
6.2.8.D.3. History, Culture, and Perspectives
History, Culture, and Perspectives
6.2.8.D.3.c. Determine common factors that contributed to the decline and fall of the Roman Empire, Gupta India, and Han China.
NJ.CC.6-8.RH. Reading Standards for Literacy in History/Social Studies
Craft and Structure
6-8.RH.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.
6-8.RH.5. Describe how a text presents information (e.g., sequentially, comparatively, causally).
Range of Reading and Level of Text Complexity
6-8.RH.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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