Social Studies Worksheets and Study Guides Seventh Grade. The Renaissance in Europe

The resources above correspond to the standards listed below:

California Content Standards

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.
7.1.1. 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).
7.2. Students analyze the geographic, political, economic, religious, and social structures of the civilizations of Islam in the Middle Ages.
7.2.5. 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.
7.8. Students analyze the origins, accomplishments, and geographic diffusion of the Renaissance.
7.8.1. Describe the way in which the revival of classical learning and the arts fostered a new interest in humanism (i.e., a balance between intellect and religious faith).
7.8.2. 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.
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).
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.
Standards

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