California Content Standards
CA.7. World History and Geography: Medieval and Early Modern Times
7.8. Students analyze the origins, accomplishments, and geographic diffusion of the Renaissance.
7.8.4. 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).
7.8.5. Detail advances made in literature, the arts, science, mathematics, cartography, engineering, and the understanding of human anatomy and astronomy (e.g., by Dante Alighieri, Leonardo da Vinci, Michelangelo di Buonarroti Simoni, Johann Gutenberg, William Shakespeare).
7.9. Students analyze the historical developments of the Reformation.
7.9.1. List the causes for the internal turmoil in and weakening of the Catholic church (e.g., tax policies, selling of indulgences).
7.9.2. Describe the theological, political, and economic ideas of the major figures during the Reformation (e.g., Desiderius Erasmus, Martin Luther, John Calvin, William Tyndale).
7.9.3. Explain Protestants' new practices of church self-government and the influence of those practices on the development of democratic practices and ideas of federalism.
7.9.4. 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.
7.9.5. 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).
7.9.6. 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.
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.REP. Research, Evidence, and Point
6-8.REP.1. Students frame questions that can be answered by historical study and research.
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.
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.