History–Social Science Standards
Results
Showing 201 - 300 of 618 Standards
Standard Identifier: HSS-6.5.1
Grade:
6
Course:
World History and Geography: Ancient Civilizations, Grade 6
Overarching Standard:
HSS-6.5 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of India.
Standard:
Locate and describe the major river system and discuss the physical setting that supported the rise of this civilization.
HSS-6.5 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of India.
Standard:
Locate and describe the major river system and discuss the physical setting that supported the rise of this civilization.
Standard Identifier: HSS-6.5.2
Grade:
6
Course:
World History and Geography: Ancient Civilizations, Grade 6
Overarching Standard:
HSS-6.5 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of India.
Standard:
Discuss the significance of the Aryan invasions.
HSS-6.5 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of India.
Standard:
Discuss the significance of the Aryan invasions.
Standard Identifier: HSS-6.5.3
Grade:
6
Course:
World History and Geography: Ancient Civilizations, Grade 6
Overarching Standard:
HSS-6.5 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of India.
Standard:
Explain the major beliefs and practices of Brahmanism in India and how they evolved into early Hinduism.
HSS-6.5 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of India.
Standard:
Explain the major beliefs and practices of Brahmanism in India and how they evolved into early Hinduism.
Standard Identifier: HSS-6.5.4
Grade:
6
Course:
World History and Geography: Ancient Civilizations, Grade 6
Overarching Standard:
HSS-6.5 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of India.
Standard:
Outline the social structure of the caste system.
HSS-6.5 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of India.
Standard:
Outline the social structure of the caste system.
Standard Identifier: HSS-6.5.5
Grade:
6
Course:
World History and Geography: Ancient Civilizations, Grade 6
Overarching Standard:
HSS-6.5 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of India.
Standard:
Know the life and moral teachings of Buddha and how Buddhism spread in India, Ceylon, and Central Asia.
HSS-6.5 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of India.
Standard:
Know the life and moral teachings of Buddha and how Buddhism spread in India, Ceylon, and Central Asia.
Standard Identifier: HSS-6.5.6
Grade:
6
Course:
World History and Geography: Ancient Civilizations, Grade 6
Overarching Standard:
HSS-6.5 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of India.
Standard:
Describe the growth of the Maurya empire and the political and moral achievements of the emperor Asoka.
HSS-6.5 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of India.
Standard:
Describe the growth of the Maurya empire and the political and moral achievements of the emperor Asoka.
Standard Identifier: HSS-6.5.7
Grade:
6
Course:
World History and Geography: Ancient Civilizations, Grade 6
Overarching Standard:
HSS-6.5 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of India.
Standard:
Discuss important aesthetic and intellectual traditions (e.g., Sanskrit literature, including the Bhagavad Gita; medicine; metallurgy; and mathematics, including Hindu-Arabic numerals and the zero).
HSS-6.5 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of India.
Standard:
Discuss important aesthetic and intellectual traditions (e.g., Sanskrit literature, including the Bhagavad Gita; medicine; metallurgy; and mathematics, including Hindu-Arabic numerals and the zero).
Standard Identifier: HSS-6.6
Grade:
6
Course:
World History and Geography: Ancient Civilizations, Grade 6
Standard:
Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of China.
Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of China.
Standard Identifier: HSS-6.6.1
Grade:
6
Course:
World History and Geography: Ancient Civilizations, Grade 6
Overarching Standard:
HSS-6.6 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of China.
Standard:
Locate and describe the origins of Chinese civilization in the Huang-He Valley during the Shang Dynasty.
HSS-6.6 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of China.
Standard:
Locate and describe the origins of Chinese civilization in the Huang-He Valley during the Shang Dynasty.
Standard Identifier: HSS-6.6.2
Grade:
6
Course:
World History and Geography: Ancient Civilizations, Grade 6
Overarching Standard:
HSS-6.6 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of China.
Standard:
Explain the geographic features of China that made governance and the spread of ideas and goods difficult and served to isolate the country from the rest of the world.
HSS-6.6 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of China.
Standard:
Explain the geographic features of China that made governance and the spread of ideas and goods difficult and served to isolate the country from the rest of the world.
Standard Identifier: HSS-6.6.3
Grade:
6
Course:
World History and Geography: Ancient Civilizations, Grade 6
Overarching Standard:
HSS-6.6 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of China.
Standard:
Know about the life of Confucius and the fundamental teachings of Confucianism and Taoism.
HSS-6.6 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of China.
Standard:
Know about the life of Confucius and the fundamental teachings of Confucianism and Taoism.
Standard Identifier: HSS-6.6.4
Grade:
6
Course:
World History and Geography: Ancient Civilizations, Grade 6
Overarching Standard:
HSS-6.6 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of China.
Standard:
Identify the political and cultural problems prevalent in the time of Confucius and how he sought to solve them.
HSS-6.6 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of China.
Standard:
Identify the political and cultural problems prevalent in the time of Confucius and how he sought to solve them.
Standard Identifier: HSS-6.6.5
Grade:
6
Course:
World History and Geography: Ancient Civilizations, Grade 6
Overarching Standard:
HSS-6.6 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of China.
Standard:
List the policies and achievements of the emperor Shi Huangdi in unifying northern China under the Qin Dynasty.
HSS-6.6 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of China.
Standard:
List the policies and achievements of the emperor Shi Huangdi in unifying northern China under the Qin Dynasty.
Standard Identifier: HSS-6.6.6
Grade:
6
Course:
World History and Geography: Ancient Civilizations, Grade 6
Overarching Standard:
HSS-6.6 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of China.
Standard:
Detail the political contributions of the Han Dynasty to the development of the imperial bureaucratic state and the expansion of the empire.
HSS-6.6 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of China.
Standard:
Detail the political contributions of the Han Dynasty to the development of the imperial bureaucratic state and the expansion of the empire.
Standard Identifier: HSS-6.6.7
Grade:
6
Course:
World History and Geography: Ancient Civilizations, Grade 6
Overarching Standard:
HSS-6.6 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of China.
Standard:
Cite the significance of the trans-Eurasian “silk roads” in the period of the Han Dynasty and Roman Empire and their locations.
HSS-6.6 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of China.
Standard:
Cite the significance of the trans-Eurasian “silk roads” in the period of the Han Dynasty and Roman Empire and their locations.
Standard Identifier: HSS-6.6.8
Grade:
6
Course:
World History and Geography: Ancient Civilizations, Grade 6
Overarching Standard:
HSS-6.6 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of China.
Standard:
Describe the diffusion of Buddhism northward to China during the Han Dynasty.
HSS-6.6 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of China.
Standard:
Describe the diffusion of Buddhism northward to China during the Han Dynasty.
Standard Identifier: HSS-6.7
Grade:
6
Course:
World History and Geography: Ancient Civilizations, Grade 6
Standard:
Students analyze the geographic, political, economic, religious, and social structures during the development of Rome.
Students analyze the geographic, political, economic, religious, and social structures during the development of Rome.
Standard Identifier: HSS-6.7.1
Grade:
6
Course:
World History and Geography: Ancient Civilizations, Grade 6
Overarching Standard:
HSS-6.7 Students analyze the geographic, political, economic, religious, and social structures during the development of Rome.
Standard:
Identify the location and describe the rise of the Roman Republic, including the importance of such mythical and historical figures as Aeneas, Romulus and Remus, Cincinnatus, Julius Caesar, and Cicero.
HSS-6.7 Students analyze the geographic, political, economic, religious, and social structures during the development of Rome.
Standard:
Identify the location and describe the rise of the Roman Republic, including the importance of such mythical and historical figures as Aeneas, Romulus and Remus, Cincinnatus, Julius Caesar, and Cicero.
Standard Identifier: HSS-6.7.2
Grade:
6
Course:
World History and Geography: Ancient Civilizations, Grade 6
Overarching Standard:
HSS-6.7 Students analyze the geographic, political, economic, religious, and social structures during the development of Rome.
Standard:
Describe the government of the Roman Republic and its significance (e.g., written constitution and tripartite government, checks and balances, civic duty).
HSS-6.7 Students analyze the geographic, political, economic, religious, and social structures during the development of Rome.
Standard:
Describe the government of the Roman Republic and its significance (e.g., written constitution and tripartite government, checks and balances, civic duty).
Standard Identifier: HSS-6.7.3
Grade:
6
Course:
World History and Geography: Ancient Civilizations, Grade 6
Overarching Standard:
HSS-6.7 Students analyze the geographic, political, economic, religious, and social structures during the development of Rome.
Standard:
Identify the location of and the political and geographic reasons for the growth of Roman territories and expansion of the empire, including how the empire fostered economic growth through the use of currency and trade routes.
HSS-6.7 Students analyze the geographic, political, economic, religious, and social structures during the development of Rome.
Standard:
Identify the location of and the political and geographic reasons for the growth of Roman territories and expansion of the empire, including how the empire fostered economic growth through the use of currency and trade routes.
Standard Identifier: HSS-6.7.4
Grade:
6
Course:
World History and Geography: Ancient Civilizations, Grade 6
Overarching Standard:
HSS-6.7 Students analyze the geographic, political, economic, religious, and social structures during the development of Rome.
Standard:
Discuss the influence of Julius Caesar and Augustus in Rome’s transition from republic to empire.
HSS-6.7 Students analyze the geographic, political, economic, religious, and social structures during the development of Rome.
Standard:
Discuss the influence of Julius Caesar and Augustus in Rome’s transition from republic to empire.
Standard Identifier: HSS-6.7.5
Grade:
6
Course:
World History and Geography: Ancient Civilizations, Grade 6
Overarching Standard:
HSS-6.7 Students analyze the geographic, political, economic, religious, and social structures during the development of Rome.
Standard:
Trace the migration of Jews around the Mediterranean region and the effects of their conflict with the Romans, including the Romans’ restrictions on their right to live in Jerusalem.
HSS-6.7 Students analyze the geographic, political, economic, religious, and social structures during the development of Rome.
Standard:
Trace the migration of Jews around the Mediterranean region and the effects of their conflict with the Romans, including the Romans’ restrictions on their right to live in Jerusalem.
Standard Identifier: HSS-6.7.6
Grade:
6
Course:
World History and Geography: Ancient Civilizations, Grade 6
Overarching Standard:
HSS-6.7 Students analyze the geographic, political, economic, religious, and social structures during the development of Rome.
Standard:
Note the origins of Christianity in the Jewish Messianic prophecies, the life and teachings of Jesus of Nazareth as described in the New Testament, and the contribution of St. Paul the Apostle to the definition and spread of Christian beliefs (e.g., belief in the Trinity, resurrection, salvation).
HSS-6.7 Students analyze the geographic, political, economic, religious, and social structures during the development of Rome.
Standard:
Note the origins of Christianity in the Jewish Messianic prophecies, the life and teachings of Jesus of Nazareth as described in the New Testament, and the contribution of St. Paul the Apostle to the definition and spread of Christian beliefs (e.g., belief in the Trinity, resurrection, salvation).
Standard Identifier: HSS-6.7.7
Grade:
6
Course:
World History and Geography: Ancient Civilizations, Grade 6
Overarching Standard:
HSS-6.7 Students analyze the geographic, political, economic, religious, and social structures during the development of Rome.
Standard:
Describe the circumstances that led to the spread of Christianity in Europe and other Roman territories.
HSS-6.7 Students analyze the geographic, political, economic, religious, and social structures during the development of Rome.
Standard:
Describe the circumstances that led to the spread of Christianity in Europe and other Roman territories.
Standard Identifier: HSS-6.7.8
Grade:
6
Course:
World History and Geography: Ancient Civilizations, Grade 6
Overarching Standard:
HSS-6.7 Students analyze the geographic, political, economic, religious, and social structures during the development of Rome.
Standard:
Discuss the legacies of Roman art and architecture, technology and science, literature, language, and law.
HSS-6.7 Students analyze the geographic, political, economic, religious, and social structures during the development of Rome.
Standard:
Discuss the legacies of Roman art and architecture, technology and science, literature, language, and law.
Standard Identifier: HSS-7.1
Grade:
7
Course:
World History and Geography: Medieval and Early Modern Times, Grade 7
Standard:
Students analyze the causes and effects of the vast expansion and ultimate disintegration of the Roman Empire.
Students analyze the causes and effects of the vast expansion and ultimate disintegration of the Roman Empire.
Standard Identifier: HSS-7.1.1
Grade:
7
Course:
World History and Geography: Medieval and Early Modern Times, Grade 7
Overarching Standard:
HSS-7.1 Students analyze the causes and effects of the vast expansion and ultimate disintegration of the Roman Empire.
Standard:
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).
HSS-7.1 Students analyze the causes and effects of the vast expansion and ultimate disintegration of the Roman Empire.
Standard:
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).
Standard Identifier: HSS-7.1.2
Grade:
7
Course:
World History and Geography: Medieval and Early Modern Times, Grade 7
Overarching Standard:
HSS-7.1 Students analyze the causes and effects of the vast expansion and ultimate disintegration of the Roman Empire.
Standard:
Discuss the geographic borders of the empire at its height and the factors that threatened its territorial cohesion.
HSS-7.1 Students analyze the causes and effects of the vast expansion and ultimate disintegration of the Roman Empire.
Standard:
Discuss the geographic borders of the empire at its height and the factors that threatened its territorial cohesion.
Standard Identifier: HSS-7.1.3
Grade:
7
Course:
World History and Geography: Medieval and Early Modern Times, Grade 7
Overarching Standard:
HSS-7.1 Students analyze the causes and effects of the vast expansion and ultimate disintegration of the Roman Empire.
Standard:
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.
HSS-7.1 Students analyze the causes and effects of the vast expansion and ultimate disintegration of the Roman Empire.
Standard:
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.
Standard Identifier: HSS-7.10
Grade:
7
Course:
World History and Geography: Medieval and Early Modern Times, Grade 7
Standard:
Students analyze the historical developments of the Scientific Revolution and its lasting effect on religious, political, and cultural institutions.
Students analyze the historical developments of the Scientific Revolution and its lasting effect on religious, political, and cultural institutions.
Standard Identifier: HSS-7.10.1
Grade:
7
Course:
World History and Geography: Medieval and Early Modern Times, Grade 7
Overarching Standard:
HSS-7.10 Students analyze the historical developments of the Scientific Revolution and its lasting effect on religious, political, and cultural institutions.
Standard:
Discuss the roots of the Scientific Revolution (e.g., Greek rationalism; Jewish, Christian, and Muslim science; Renaissance humanism; new knowledge from global exploration).
HSS-7.10 Students analyze the historical developments of the Scientific Revolution and its lasting effect on religious, political, and cultural institutions.
Standard:
Discuss the roots of the Scientific Revolution (e.g., Greek rationalism; Jewish, Christian, and Muslim science; Renaissance humanism; new knowledge from global exploration).
Standard Identifier: HSS-7.10.2
Grade:
7
Course:
World History and Geography: Medieval and Early Modern Times, Grade 7
Overarching Standard:
HSS-7.10 Students analyze the historical developments of the Scientific Revolution and its lasting effect on religious, political, and cultural institutions.
Standard:
Understand the significance of the new scientific theories (e.g., those of Copernicus, Galileo, Kepler, Newton) and the significance of new inventions (e.g., the telescope, microscope, thermometer, barometer).
HSS-7.10 Students analyze the historical developments of the Scientific Revolution and its lasting effect on religious, political, and cultural institutions.
Standard:
Understand the significance of the new scientific theories (e.g., those of Copernicus, Galileo, Kepler, Newton) and the significance of new inventions (e.g., the telescope, microscope, thermometer, barometer).
Standard Identifier: HSS-7.10.3
Grade:
7
Course:
World History and Geography: Medieval and Early Modern Times, Grade 7
Overarching Standard:
HSS-7.10 Students analyze the historical developments of the Scientific Revolution and its lasting effect on religious, political, and cultural institutions.
Standard:
Understand the scientific method advanced by Bacon and Descartes, the influence of new scientific rationalism on the growth of democratic ideas, and the coexistence of science with traditional religious beliefs.
HSS-7.10 Students analyze the historical developments of the Scientific Revolution and its lasting effect on religious, political, and cultural institutions.
Standard:
Understand the scientific method advanced by Bacon and Descartes, the influence of new scientific rationalism on the growth of democratic ideas, and the coexistence of science with traditional religious beliefs.
Standard Identifier: HSS-7.11
Grade:
7
Course:
World History and Geography: Medieval and Early Modern Times, Grade 7
Standard:
Students analyze political and economic change in the sixteenth, seventeenth, and eighteenth centuries (the Age of Exploration, the Enlightenment, and the Age of Reason).
Students analyze political and economic change in the sixteenth, seventeenth, and eighteenth centuries (the Age of Exploration, the Enlightenment, and the Age of Reason).
Standard Identifier: HSS-7.11.1
Grade:
7
Course:
World History and Geography: Medieval and Early Modern Times, Grade 7
Overarching Standard:
HSS-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).
Standard:
Know the great voyages of discovery, the locations of the routes, and the influence of cartography in the development of a new European worldview.
HSS-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).
Standard:
Know the great voyages of discovery, the locations of the routes, and the influence of cartography in the development of a new European worldview.
Standard Identifier: HSS-7.11.2
Grade:
7
Course:
World History and Geography: Medieval and Early Modern Times, Grade 7
Overarching Standard:
HSS-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).
Standard:
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.
HSS-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).
Standard:
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.
Standard Identifier: HSS-7.11.3
Grade:
7
Course:
World History and Geography: Medieval and Early Modern Times, Grade 7
Overarching Standard:
HSS-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).
Standard:
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.
HSS-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).
Standard:
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.
Standard Identifier: HSS-7.11.4
Grade:
7
Course:
World History and Geography: Medieval and Early Modern Times, Grade 7
Overarching Standard:
HSS-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).
Standard:
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.
HSS-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).
Standard:
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.
Standard Identifier: HSS-7.11.5
Grade:
7
Course:
World History and Geography: Medieval and Early Modern Times, Grade 7
Overarching Standard:
HSS-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).
Standard:
Describe how democratic thought and institutions were influenced by Enlightenment thinkers (e.g., John Locke, Charles-Louis Montesquieu, American founders).
HSS-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).
Standard:
Describe how democratic thought and institutions were influenced by Enlightenment thinkers (e.g., John Locke, Charles-Louis Montesquieu, American founders).
Standard Identifier: HSS-7.11.6
Grade:
7
Course:
World History and Geography: Medieval and Early Modern Times, Grade 7
Overarching Standard:
HSS-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).
Standard:
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.
HSS-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).
Standard:
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.
Standard Identifier: HSS-7.2
Grade:
7
Course:
World History and Geography: Medieval and Early Modern Times, Grade 7
Standard:
Students analyze the geographic, political, economic, religious, and social structures of the civilizations of Islam in the Middle Ages.
Students analyze the geographic, political, economic, religious, and social structures of the civilizations of Islam in the Middle Ages.
Standard Identifier: HSS-7.2.1
Grade:
7
Course:
World History and Geography: Medieval and Early Modern Times, Grade 7
Overarching Standard:
HSS-7.2 Students analyze the geographic, political, economic, religious, and social structures of the civilizations of Islam in the Middle Ages.
Standard:
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.
HSS-7.2 Students analyze the geographic, political, economic, religious, and social structures of the civilizations of Islam in the Middle Ages.
Standard:
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.
Standard Identifier: HSS-7.2.2
Grade:
7
Course:
World History and Geography: Medieval and Early Modern Times, Grade 7
Overarching Standard:
HSS-7.2 Students analyze the geographic, political, economic, religious, and social structures of the civilizations of Islam in the Middle Ages.
Standard:
Trace the origins of Islam and the life and teachings of Muhammad, including Islamic teachings on the connection with Judaism and Christianity.
HSS-7.2 Students analyze the geographic, political, economic, religious, and social structures of the civilizations of Islam in the Middle Ages.
Standard:
Trace the origins of Islam and the life and teachings of Muhammad, including Islamic teachings on the connection with Judaism and Christianity.
Standard Identifier: HSS-7.2.3
Grade:
7
Course:
World History and Geography: Medieval and Early Modern Times, Grade 7
Overarching Standard:
HSS-7.2 Students analyze the geographic, political, economic, religious, and social structures of the civilizations of Islam in the Middle Ages.
Standard:
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.
HSS-7.2 Students analyze the geographic, political, economic, religious, and social structures of the civilizations of Islam in the Middle Ages.
Standard:
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.
Standard Identifier: HSS-7.2.4
Grade:
7
Course:
World History and Geography: Medieval and Early Modern Times, Grade 7
Overarching Standard:
HSS-7.2 Students analyze the geographic, political, economic, religious, and social structures of the civilizations of Islam in the Middle Ages.
Standard:
Discuss the expansion of Muslim rule through military conquests and treaties, emphasizing the cultural blending within Muslim civilization and the spread and acceptance of Islam and the Arabic language.
HSS-7.2 Students analyze the geographic, political, economic, religious, and social structures of the civilizations of Islam in the Middle Ages.
Standard:
Discuss the expansion of Muslim rule through military conquests and treaties, emphasizing the cultural blending within Muslim civilization and the spread and acceptance of Islam and the Arabic language.
Standard Identifier: HSS-7.2.5
Grade:
7
Course:
World History and Geography: Medieval and Early Modern Times, Grade 7
Overarching Standard:
HSS-7.2 Students analyze the geographic, political, economic, religious, and social structures of the civilizations of Islam in the Middle Ages.
Standard:
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.
HSS-7.2 Students analyze the geographic, political, economic, religious, and social structures of the civilizations of Islam in the Middle Ages.
Standard:
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.
Standard Identifier: HSS-7.2.6
Grade:
7
Course:
World History and Geography: Medieval and Early Modern Times, Grade 7
Overarching Standard:
HSS-7.2 Students analyze the geographic, political, economic, religious, and social structures of the civilizations of Islam in the Middle Ages.
Standard:
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.
HSS-7.2 Students analyze the geographic, political, economic, religious, and social structures of the civilizations of Islam in the Middle Ages.
Standard:
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.
Standard Identifier: HSS-7.3
Grade:
7
Course:
World History and Geography: Medieval and Early Modern Times, Grade 7
Standard:
Students analyze the geographic, political, economic, religious, and social structures of the civilizations of China in the Middle Ages.
Students analyze the geographic, political, economic, religious, and social structures of the civilizations of China in the Middle Ages.
Standard Identifier: HSS-7.3.1
Grade:
7
Course:
World History and Geography: Medieval and Early Modern Times, Grade 7
Overarching Standard:
HSS-7.3 Students analyze the geographic, political, economic, religious, and social structures of the civilizations of China in the Middle Ages.
Standard:
Describe the reunification of China under the Tang Dynasty and reasons for the spread of Buddhism in Tang China, Korea, and Japan.
HSS-7.3 Students analyze the geographic, political, economic, religious, and social structures of the civilizations of China in the Middle Ages.
Standard:
Describe the reunification of China under the Tang Dynasty and reasons for the spread of Buddhism in Tang China, Korea, and Japan.
Standard Identifier: HSS-7.3.2
Grade:
7
Course:
World History and Geography: Medieval and Early Modern Times, Grade 7
Overarching Standard:
HSS-7.3 Students analyze the geographic, political, economic, religious, and social structures of the civilizations of China in the Middle Ages.
Standard:
Describe agricultural, technological, and commercial developments during the Tang and Sung periods.
HSS-7.3 Students analyze the geographic, political, economic, religious, and social structures of the civilizations of China in the Middle Ages.
Standard:
Describe agricultural, technological, and commercial developments during the Tang and Sung periods.
Standard Identifier: HSS-7.3.3
Grade:
7
Course:
World History and Geography: Medieval and Early Modern Times, Grade 7
Overarching Standard:
HSS-7.3 Students analyze the geographic, political, economic, religious, and social structures of the civilizations of China in the Middle Ages.
Standard:
Analyze the influences of Confucianism and changes in Confucian thought during the Sung and Mongol periods.
HSS-7.3 Students analyze the geographic, political, economic, religious, and social structures of the civilizations of China in the Middle Ages.
Standard:
Analyze the influences of Confucianism and changes in Confucian thought during the Sung and Mongol periods.
Standard Identifier: HSS-7.3.4
Grade:
7
Course:
World History and Geography: Medieval and Early Modern Times, Grade 7
Overarching Standard:
HSS-7.3 Students analyze the geographic, political, economic, religious, and social structures of the civilizations of China in the Middle Ages.
Standard:
Understand the importance of both overland trade and maritime expeditions between China and other civilizations in the Mongol Ascendancy and Ming Dynasty.
HSS-7.3 Students analyze the geographic, political, economic, religious, and social structures of the civilizations of China in the Middle Ages.
Standard:
Understand the importance of both overland trade and maritime expeditions between China and other civilizations in the Mongol Ascendancy and Ming Dynasty.
Standard Identifier: HSS-7.3.5
Grade:
7
Course:
World History and Geography: Medieval and Early Modern Times, Grade 7
Overarching Standard:
HSS-7.3 Students analyze the geographic, political, economic, religious, and social structures of the civilizations of China in the Middle Ages.
Standard:
Trace the historic influence of such discoveries as tea, the manufacture of paper, woodblock printing, the compass, and gunpowder.
HSS-7.3 Students analyze the geographic, political, economic, religious, and social structures of the civilizations of China in the Middle Ages.
Standard:
Trace the historic influence of such discoveries as tea, the manufacture of paper, woodblock printing, the compass, and gunpowder.
Standard Identifier: HSS-7.3.6
Grade:
7
Course:
World History and Geography: Medieval and Early Modern Times, Grade 7
Overarching Standard:
HSS-7.3 Students analyze the geographic, political, economic, religious, and social structures of the civilizations of China in the Middle Ages.
Standard:
Describe the development of the imperial state and the scholar-official class.
HSS-7.3 Students analyze the geographic, political, economic, religious, and social structures of the civilizations of China in the Middle Ages.
Standard:
Describe the development of the imperial state and the scholar-official class.
Standard Identifier: HSS-7.4
Grade:
7
Course:
World History and Geography: Medieval and Early Modern Times, Grade 7
Standard:
Students analyze the geographic, political, economic, religious, and social structures of the sub-Saharan civilizations of Ghana and Mali in Medieval Africa.
Students analyze the geographic, political, economic, religious, and social structures of the sub-Saharan civilizations of Ghana and Mali in Medieval Africa.
Standard Identifier: HSS-7.4.1
Grade:
7
Course:
World History and Geography: Medieval and Early Modern Times, Grade 7
Overarching Standard:
HSS-7.4 Students analyze the geographic, political, economic, religious, and social structures of the sub-Saharan civilizations of Ghana and Mali in Medieval Africa.
Standard:
Study the Niger River and the relationship of vegetation zones of forest, savannah, and desert to trade in gold, salt, food, and slaves; and the growth of the Ghana and Mali empires.
HSS-7.4 Students analyze the geographic, political, economic, religious, and social structures of the sub-Saharan civilizations of Ghana and Mali in Medieval Africa.
Standard:
Study the Niger River and the relationship of vegetation zones of forest, savannah, and desert to trade in gold, salt, food, and slaves; and the growth of the Ghana and Mali empires.
Standard Identifier: HSS-7.4.2
Grade:
7
Course:
World History and Geography: Medieval and Early Modern Times, Grade 7
Overarching Standard:
HSS-7.4 Students analyze the geographic, political, economic, religious, and social structures of the sub-Saharan civilizations of Ghana and Mali in Medieval Africa.
Standard:
Analyze the importance of family, labor specialization, and regional commerce in the development of states and cities in West Africa.
HSS-7.4 Students analyze the geographic, political, economic, religious, and social structures of the sub-Saharan civilizations of Ghana and Mali in Medieval Africa.
Standard:
Analyze the importance of family, labor specialization, and regional commerce in the development of states and cities in West Africa.
Standard Identifier: HSS-7.4.3
Grade:
7
Course:
World History and Geography: Medieval and Early Modern Times, Grade 7
Overarching Standard:
HSS-7.4 Students analyze the geographic, political, economic, religious, and social structures of the sub-Saharan civilizations of Ghana and Mali in Medieval Africa.
Standard:
Describe the role of the trans-Saharan caravan trade in the changing religious and cultural characteristics of West Africa and the influence of Islamic beliefs, ethics, and law.
HSS-7.4 Students analyze the geographic, political, economic, religious, and social structures of the sub-Saharan civilizations of Ghana and Mali in Medieval Africa.
Standard:
Describe the role of the trans-Saharan caravan trade in the changing religious and cultural characteristics of West Africa and the influence of Islamic beliefs, ethics, and law.
Standard Identifier: HSS-7.4.4
Grade:
7
Course:
World History and Geography: Medieval and Early Modern Times, Grade 7
Overarching Standard:
HSS-7.4 Students analyze the geographic, political, economic, religious, and social structures of the sub-Saharan civilizations of Ghana and Mali in Medieval Africa.
Standard:
Trace the growth of the Arabic language in government, trade, and Islamic scholarship in West Africa.
HSS-7.4 Students analyze the geographic, political, economic, religious, and social structures of the sub-Saharan civilizations of Ghana and Mali in Medieval Africa.
Standard:
Trace the growth of the Arabic language in government, trade, and Islamic scholarship in West Africa.
Standard Identifier: HSS-7.4.5
Grade:
7
Course:
World History and Geography: Medieval and Early Modern Times, Grade 7
Overarching Standard:
HSS-7.4 Students analyze the geographic, political, economic, religious, and social structures of the sub-Saharan civilizations of Ghana and Mali in Medieval Africa.
Standard:
Describe the importance of written and oral traditions in the transmission of African history and culture.
HSS-7.4 Students analyze the geographic, political, economic, religious, and social structures of the sub-Saharan civilizations of Ghana and Mali in Medieval Africa.
Standard:
Describe the importance of written and oral traditions in the transmission of African history and culture.
Standard Identifier: HSS-7.5
Grade:
7
Course:
World History and Geography: Medieval and Early Modern Times, Grade 7
Standard:
Students analyze the geographic, political, economic, religious, and social structures of the civilizations of Medieval Japan.
Students analyze the geographic, political, economic, religious, and social structures of the civilizations of Medieval Japan.
Standard Identifier: HSS-7.5.1
Grade:
7
Course:
World History and Geography: Medieval and Early Modern Times, Grade 7
Overarching Standard:
HSS-7.5 Students analyze the geographic, political, economic, religious, and social structures of the civilizations of Medieval Japan.
Standard:
Describe the significance of Japan’s proximity to China and Korea and the intellectual, linguistic, religious, and philosophical influence of those countries on Japan.
HSS-7.5 Students analyze the geographic, political, economic, religious, and social structures of the civilizations of Medieval Japan.
Standard:
Describe the significance of Japan’s proximity to China and Korea and the intellectual, linguistic, religious, and philosophical influence of those countries on Japan.
Standard Identifier: HSS-7.5.2
Grade:
7
Course:
World History and Geography: Medieval and Early Modern Times, Grade 7
Overarching Standard:
HSS-7.5 Students analyze the geographic, political, economic, religious, and social structures of the civilizations of Medieval Japan.
Standard:
Discuss the reign of Prince Shotoku of Japan and the characteristics of Japanese society and family life during his reign.
HSS-7.5 Students analyze the geographic, political, economic, religious, and social structures of the civilizations of Medieval Japan.
Standard:
Discuss the reign of Prince Shotoku of Japan and the characteristics of Japanese society and family life during his reign.
Standard Identifier: HSS-7.5.3
Grade:
7
Course:
World History and Geography: Medieval and Early Modern Times, Grade 7
Overarching Standard:
HSS-7.5 Students analyze the geographic, political, economic, religious, and social structures of the civilizations of Medieval Japan.
Standard:
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.
HSS-7.5 Students analyze the geographic, political, economic, religious, and social structures of the civilizations of Medieval Japan.
Standard:
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.
Standard Identifier: HSS-7.5.4
Grade:
7
Course:
World History and Geography: Medieval and Early Modern Times, Grade 7
Overarching Standard:
HSS-7.5 Students analyze the geographic, political, economic, religious, and social structures of the civilizations of Medieval Japan.
Standard:
Trace the development of distinctive forms of Japanese Buddhism.
HSS-7.5 Students analyze the geographic, political, economic, religious, and social structures of the civilizations of Medieval Japan.
Standard:
Trace the development of distinctive forms of Japanese Buddhism.
Standard Identifier: HSS-7.5.5
Grade:
7
Course:
World History and Geography: Medieval and Early Modern Times, Grade 7
Overarching Standard:
HSS-7.5 Students analyze the geographic, political, economic, religious, and social structures of the civilizations of Medieval Japan.
Standard:
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.
HSS-7.5 Students analyze the geographic, political, economic, religious, and social structures of the civilizations of Medieval Japan.
Standard:
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.
Standard Identifier: HSS-7.5.6
Grade:
7
Course:
World History and Geography: Medieval and Early Modern Times, Grade 7
Overarching Standard:
HSS-7.5 Students analyze the geographic, political, economic, religious, and social structures of the civilizations of Medieval Japan.
Standard:
Analyze the rise of a military society in the late twelfth century and the role of the samurai in that society.
HSS-7.5 Students analyze the geographic, political, economic, religious, and social structures of the civilizations of Medieval Japan.
Standard:
Analyze the rise of a military society in the late twelfth century and the role of the samurai in that society.
Standard Identifier: HSS-7.6
Grade:
7
Course:
World History and Geography: Medieval and Early Modern Times, Grade 7
Standard:
Students analyze the geographic, political, economic, religious, and social structures of the civilizations of Medieval Europe.
Students analyze the geographic, political, economic, religious, and social structures of the civilizations of Medieval Europe.
Standard Identifier: HSS-7.6.1
Grade:
7
Course:
World History and Geography: Medieval and Early Modern Times, Grade 7
Overarching Standard:
HSS-7.6 Students analyze the geographic, political, economic, religious, and social structures of the civilizations of Medieval Europe.
Standard:
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.
HSS-7.6 Students analyze the geographic, political, economic, religious, and social structures of the civilizations of Medieval Europe.
Standard:
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.
Standard Identifier: HSS-7.6.2
Grade:
7
Course:
World History and Geography: Medieval and Early Modern Times, Grade 7
Overarching Standard:
HSS-7.6 Students analyze the geographic, political, economic, religious, and social structures of the civilizations of Medieval Europe.
Standard:
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.
HSS-7.6 Students analyze the geographic, political, economic, religious, and social structures of the civilizations of Medieval Europe.
Standard:
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.
Standard Identifier: HSS-7.6.3
Grade:
7
Course:
World History and Geography: Medieval and Early Modern Times, Grade 7
Overarching Standard:
HSS-7.6 Students analyze the geographic, political, economic, religious, and social structures of the civilizations of Medieval Europe.
Standard:
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.
HSS-7.6 Students analyze the geographic, political, economic, religious, and social structures of the civilizations of Medieval Europe.
Standard:
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.
Standard Identifier: HSS-7.6.4
Grade:
7
Course:
World History and Geography: Medieval and Early Modern Times, Grade 7
Overarching Standard:
HSS-7.6 Students analyze the geographic, political, economic, religious, and social structures of the civilizations of Medieval Europe.
Standard:
Demonstrate an understanding of the conflict and cooperation between the Papacy and European monarchs (e.g., Charlemagne, Gregory VII, Emperor Henry IV).
HSS-7.6 Students analyze the geographic, political, economic, religious, and social structures of the civilizations of Medieval Europe.
Standard:
Demonstrate an understanding of the conflict and cooperation between the Papacy and European monarchs (e.g., Charlemagne, Gregory VII, Emperor Henry IV).
Standard Identifier: HSS-7.6.5
Grade:
7
Course:
World History and Geography: Medieval and Early Modern Times, Grade 7
Overarching Standard:
HSS-7.6 Students analyze the geographic, political, economic, religious, and social structures of the civilizations of Medieval Europe.
Standard:
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).
HSS-7.6 Students analyze the geographic, political, economic, religious, and social structures of the civilizations of Medieval Europe.
Standard:
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).
Standard Identifier: HSS-7.6.6
Grade:
7
Course:
World History and Geography: Medieval and Early Modern Times, Grade 7
Overarching Standard:
HSS-7.6 Students analyze the geographic, political, economic, religious, and social structures of the civilizations of Medieval Europe.
Standard:
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.
HSS-7.6 Students analyze the geographic, political, economic, religious, and social structures of the civilizations of Medieval Europe.
Standard:
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.
Standard Identifier: HSS-7.6.7
Grade:
7
Course:
World History and Geography: Medieval and Early Modern Times, Grade 7
Overarching Standard:
HSS-7.6 Students analyze the geographic, political, economic, religious, and social structures of the civilizations of Medieval Europe.
Standard:
Map the spread of the bubonic plague from Central Asia to China, the Middle East, and Europe and describe its impact on global population.
HSS-7.6 Students analyze the geographic, political, economic, religious, and social structures of the civilizations of Medieval Europe.
Standard:
Map the spread of the bubonic plague from Central Asia to China, the Middle East, and Europe and describe its impact on global population.
Standard Identifier: HSS-7.6.8
Grade:
7
Course:
World History and Geography: Medieval and Early Modern Times, Grade 7
Overarching Standard:
HSS-7.6 Students analyze the geographic, political, economic, religious, and social structures of the civilizations of Medieval Europe.
Standard:
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”).
HSS-7.6 Students analyze the geographic, political, economic, religious, and social structures of the civilizations of Medieval Europe.
Standard:
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”).
Standard Identifier: HSS-7.6.9
Grade:
7
Course:
World History and Geography: Medieval and Early Modern Times, Grade 7
Overarching Standard:
HSS-7.6 Students analyze the geographic, political, economic, religious, and social structures of the civilizations of Medieval Europe.
Standard:
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.
HSS-7.6 Students analyze the geographic, political, economic, religious, and social structures of the civilizations of Medieval Europe.
Standard:
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.
Standard Identifier: HSS-7.7
Grade:
7
Course:
World History and Geography: Medieval and Early Modern Times, Grade 7
Standard:
Students compare and contrast the geographic, political, economic, religious, and social structures of the Meso-American and Andean civilizations.
Students compare and contrast the geographic, political, economic, religious, and social structures of the Meso-American and Andean civilizations.
Standard Identifier: HSS-7.7.1
Grade:
7
Course:
World History and Geography: Medieval and Early Modern Times, Grade 7
Overarching Standard:
HSS-7.7 Students compare and contrast the geographic, political, economic, religious, and social structures of the Meso-American and Andean civilizations.
Standard:
Study the locations, landforms, and climates of Mexico, Central America, and South America and their effects on Mayan, Aztec, and Incan economies, trade, and development of urban societies.
HSS-7.7 Students compare and contrast the geographic, political, economic, religious, and social structures of the Meso-American and Andean civilizations.
Standard:
Study the locations, landforms, and climates of Mexico, Central America, and South America and their effects on Mayan, Aztec, and Incan economies, trade, and development of urban societies.
Standard Identifier: HSS-7.7.2
Grade:
7
Course:
World History and Geography: Medieval and Early Modern Times, Grade 7
Overarching Standard:
HSS-7.7 Students compare and contrast the geographic, political, economic, religious, and social structures of the Meso-American and Andean civilizations.
Standard:
Study the roles of people in each society, including class structures, family life, warfare, religious beliefs and practices, and slavery.
HSS-7.7 Students compare and contrast the geographic, political, economic, religious, and social structures of the Meso-American and Andean civilizations.
Standard:
Study the roles of people in each society, including class structures, family life, warfare, religious beliefs and practices, and slavery.
Standard Identifier: HSS-7.7.3
Grade:
7
Course:
World History and Geography: Medieval and Early Modern Times, Grade 7
Overarching Standard:
HSS-7.7 Students compare and contrast the geographic, political, economic, religious, and social structures of the Meso-American and Andean civilizations.
Standard:
Explain how and where each empire arose and how the Aztec and Incan empires were defeated by the Spanish.
HSS-7.7 Students compare and contrast the geographic, political, economic, religious, and social structures of the Meso-American and Andean civilizations.
Standard:
Explain how and where each empire arose and how the Aztec and Incan empires were defeated by the Spanish.
Standard Identifier: HSS-7.7.4
Grade:
7
Course:
World History and Geography: Medieval and Early Modern Times, Grade 7
Overarching Standard:
HSS-7.7 Students compare and contrast the geographic, political, economic, religious, and social structures of the Meso-American and Andean civilizations.
Standard:
Describe the artistic and oral traditions and architecture in the three civilizations.
HSS-7.7 Students compare and contrast the geographic, political, economic, religious, and social structures of the Meso-American and Andean civilizations.
Standard:
Describe the artistic and oral traditions and architecture in the three civilizations.
Standard Identifier: HSS-7.7.5
Grade:
7
Course:
World History and Geography: Medieval and Early Modern Times, Grade 7
Overarching Standard:
HSS-7.7 Students compare and contrast the geographic, political, economic, religious, and social structures of the Meso-American and Andean civilizations.
Standard:
Describe the Meso-American achievements in astronomy and mathematics, including the development of the calendar and the Meso-American knowledge of seasonal changes to the civilizations’ agricultural systems.
HSS-7.7 Students compare and contrast the geographic, political, economic, religious, and social structures of the Meso-American and Andean civilizations.
Standard:
Describe the Meso-American achievements in astronomy and mathematics, including the development of the calendar and the Meso-American knowledge of seasonal changes to the civilizations’ agricultural systems.
Standard Identifier: HSS-7.8
Grade:
7
Course:
World History and Geography: Medieval and Early Modern Times, Grade 7
Standard:
Students analyze the origins, accomplishments, and geographic diffusion of the Renaissance.
Students analyze the origins, accomplishments, and geographic diffusion of the Renaissance.
Standard Identifier: HSS-7.8.1
Grade:
7
Course:
World History and Geography: Medieval and Early Modern Times, Grade 7
Overarching Standard:
HSS-7.8 Students analyze the origins, accomplishments, and geographic diffusion of the Renaissance.
Standard:
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).
HSS-7.8 Students analyze the origins, accomplishments, and geographic diffusion of the Renaissance.
Standard:
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).
Standard Identifier: HSS-7.8.2
Grade:
7
Course:
World History and Geography: Medieval and Early Modern Times, Grade 7
Overarching Standard:
HSS-7.8 Students analyze the origins, accomplishments, and geographic diffusion of the Renaissance.
Standard:
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.
HSS-7.8 Students analyze the origins, accomplishments, and geographic diffusion of the Renaissance.
Standard:
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.
Standard Identifier: HSS-7.8.3
Grade:
7
Course:
World History and Geography: Medieval and Early Modern Times, Grade 7
Overarching Standard:
HSS-7.8 Students analyze the origins, accomplishments, and geographic diffusion of the Renaissance.
Standard:
Understand the effects of the reopening of the ancient “Silk Road” between Europe and China, including Marco Polo’s travels and the location of his routes.
HSS-7.8 Students analyze the origins, accomplishments, and geographic diffusion of the Renaissance.
Standard:
Understand the effects of the reopening of the ancient “Silk Road” between Europe and China, including Marco Polo’s travels and the location of his routes.
Standard Identifier: HSS-7.8.4
Grade:
7
Course:
World History and Geography: Medieval and Early Modern Times, Grade 7
Overarching Standard:
HSS-7.8 Students analyze the origins, accomplishments, and geographic diffusion of the Renaissance.
Standard:
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).
HSS-7.8 Students analyze the origins, accomplishments, and geographic diffusion of the Renaissance.
Standard:
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).
Standard Identifier: HSS-7.8.5
Grade:
7
Course:
World History and Geography: Medieval and Early Modern Times, Grade 7
Overarching Standard:
HSS-7.8 Students analyze the origins, accomplishments, and geographic diffusion of the Renaissance.
Standard:
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).
HSS-7.8 Students analyze the origins, accomplishments, and geographic diffusion of the Renaissance.
Standard:
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).
Standard Identifier: HSS-7.9
Grade:
7
Course:
World History and Geography: Medieval and Early Modern Times, Grade 7
Standard:
Students analyze the historical developments of the Reformation.
Students analyze the historical developments of the Reformation.
Standard Identifier: HSS-7.9.1
Grade:
7
Course:
World History and Geography: Medieval and Early Modern Times, Grade 7
Overarching Standard:
HSS-7.9 Students analyze the historical developments of the Reformation.
Standard:
List the causes for the internal turmoil in and weakening of the Catholic church (e.g., tax policies, selling of indulgences).
HSS-7.9 Students analyze the historical developments of the Reformation.
Standard:
List the causes for the internal turmoil in and weakening of the Catholic church (e.g., tax policies, selling of indulgences).
Standard Identifier: HSS-7.9.2
Grade:
7
Course:
World History and Geography: Medieval and Early Modern Times, Grade 7
Overarching Standard:
HSS-7.9 Students analyze the historical developments of the Reformation.
Standard:
Describe the theological, political, and economic ideas of the major figures during the Reformation (e.g., Desiderius Erasmus, Martin Luther, John Calvin, William Tyndale).
HSS-7.9 Students analyze the historical developments of the Reformation.
Standard:
Describe the theological, political, and economic ideas of the major figures during the Reformation (e.g., Desiderius Erasmus, Martin Luther, John Calvin, William Tyndale).
Standard Identifier: HSS-7.9.3
Grade:
7
Course:
World History and Geography: Medieval and Early Modern Times, Grade 7
Overarching Standard:
HSS-7.9 Students analyze the historical developments of the Reformation.
Standard:
Explain Protestants’ new practices of church self-government and the influence of those practices on the development of democratic practices and ideas of federalism.
HSS-7.9 Students analyze the historical developments of the Reformation.
Standard:
Explain Protestants’ new practices of church self-government and the influence of those practices on the development of democratic practices and ideas of federalism.
Standard Identifier: HSS-7.9.4
Grade:
7
Course:
World History and Geography: Medieval and Early Modern Times, Grade 7
Overarching Standard:
HSS-7.9 Students analyze the historical developments of the Reformation.
Standard:
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.
HSS-7.9 Students analyze the historical developments of the Reformation.
Standard:
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.
Standard Identifier: HSS-7.9.5
Grade:
7
Course:
World History and Geography: Medieval and Early Modern Times, Grade 7
Overarching Standard:
HSS-7.9 Students analyze the historical developments of the Reformation.
Standard:
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).
HSS-7.9 Students analyze the historical developments of the Reformation.
Standard:
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).
Standard Identifier: HSS-7.9.6
Grade:
7
Course:
World History and Geography: Medieval and Early Modern Times, Grade 7
Overarching Standard:
HSS-7.9 Students analyze the historical developments of the Reformation.
Standard:
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.
HSS-7.9 Students analyze the historical developments of the Reformation.
Standard:
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.
Standard Identifier: HSS-7.9.7
Grade:
7
Course:
World History and Geography: Medieval and Early Modern Times, Grade 7
Overarching Standard:
HSS-7.9 Students analyze the historical developments of the Reformation.
Standard:
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).
HSS-7.9 Students analyze the historical developments of the Reformation.
Standard:
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).
Standard Identifier: HSS-8.1
Grade:
8
Course:
United States History and Geography: Growth and Conflict, Grade 8
Standard:
Students understand the major events preceding the founding of the nation and relate their significance to the development of American constitutional democracy.
Students understand the major events preceding the founding of the nation and relate their significance to the development of American constitutional democracy.
Standard Identifier: HSS-8.1.1
Grade:
8
Course:
United States History and Geography: Growth and Conflict, Grade 8
Overarching Standard:
HSS-8.1 Students understand the major events preceding the founding of the nation and relate their significance to the development of American constitutional democracy.
Standard:
Describe the relationship between the moral and political ideas of the Great Awakening and the development of revolutionary fervor.
HSS-8.1 Students understand the major events preceding the founding of the nation and relate their significance to the development of American constitutional democracy.
Standard:
Describe the relationship between the moral and political ideas of the Great Awakening and the development of revolutionary fervor.
Standard Identifier: HSS-8.1.2
Grade:
8
Course:
United States History and Geography: Growth and Conflict, Grade 8
Overarching Standard:
HSS-8.1 Students understand the major events preceding the founding of the nation and relate their significance to the development of American constitutional democracy.
Standard:
Analyze the philosophy of government expressed in the Declaration of Independence, with an emphasis on government as a means of securing individual rights (e.g., key phrases such as “all men are created equal, that they are endowed by their Creator with certain unalienable Rights”).
HSS-8.1 Students understand the major events preceding the founding of the nation and relate their significance to the development of American constitutional democracy.
Standard:
Analyze the philosophy of government expressed in the Declaration of Independence, with an emphasis on government as a means of securing individual rights (e.g., key phrases such as “all men are created equal, that they are endowed by their Creator with certain unalienable Rights”).
Showing 201 - 300 of 618 Standards
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