Review of 7th Grade

History/Social Science Standards

 Review

Standard 7.1:  Students analyze the causes and effects of the vast expansion and ultimate disintegration of the Roman Empire.

1.   What were the geographic boundaries of the Roman Empire at its height?

• From Britain in the north to Africa in the south
• From Spain in the west, to what is now Turkey and Syria in the east
• Atlantic Ocean, Mediterranean Sea, North Sea, Black Sea

2.  What factors contributed to the fall of the Roman Empire?

• Barbarian invasions (seeking refuge from the Huns of central Asia)
• Internal struggle and war—left countryside in ruins—led to food shortages
• Political corruption
• Rise in slavery and resulting unemployment
• Inflation (currency devalued through minting of more coins with less actual gold or silver in them)

3.  List the lasting contributions of the Roman Empire.

• Model for our current legal system -–rights of citizens under Roman Law
• Architecture – arch, dome, amphitheater, public baths
• Engineering – aqueducts, bridges, roads
• Art – sculpture, pottery, mosaics—both religious and secular
• Justinian Code (528 in Byzantine part of the empire)—reorganized and condensed the 1600 books of Roman Law; later used as a model for legal systems of Europe and Latin America

4.  Explain the split/division of the Roman Empire into two distinct civilizations.

• Due to vast size the empire was difficult to administer; Constantine established an eastern capital
• This new capital city was built on the ancient city of Byzantium – renamed Constantinople.
• Two parts of the empire: “Roman Empire” in the west; “Byzantine Empire” in the east
• Western Roman Empire attacked by barbarians; Rome falls in 476
• Byzantine Empire continued until 1453

5.  Why did Constantinople become an important trade city?

• Located on the Bosporus Strait (important sea connection between Europe and Asia)
• Surrounded by water on three sides; Balkan mountains on the fourth side (military advantage)
• Walls were built to protect the city
• Located on trade routes (both sea and land); had a safe harbor

6. What led to the first split (schism) in the Christian church?

• Head of the church in the west was the pope; in the east the patriarch
• Eastern (Byzantine) churches conducted services in native language (Greek); western church used Latin which was understood only by priests and well-educated
• Eastern churches were plain on the outside, but richly decorated on inside—used many icons (religious pictures)
• In the Eastern empire the emperor had more power than the patriarch
• West believed in supremacy of pope; East believed council of bishops had final authority
• Eventually, the pope (of Rome), and the patriarch (of Constantinople) excommunicated each other—thus creating two Christian churches (1054)

Standard 7.2:  Students analyze the geographic, political, economic, religious, and social structures of the civilizations of Islam in the Middle Ages.

1.      Describe the geography of the Arabian Peninsula. What are nomadic and sedentary ways of life?

• Nomadic people = wanderers in search of grazing, land and water
• Sedentary people = settled; farmers or dwellers in towns and villages

• The central part of the peninsula is mostly desert; nomadic tribes needed to be constantly on the move to find grazing for their animals
• Camel caravans crossed the desert, traveling from oasis to oasis
• Oases were areas of water and vegetation  (centers for farming, grazing, date palms and trading) that later grew into towns and cities
• Extensive coastlines--Red Sea, Indian Ocean, and Persian Gulf—led to development of trading seaports (sedentary or settled, way of life)
• Some fertile areas were found in oases, mountains and coastal hills

2.  Trace the origin of Islam and the teachings of Muhammad.

• Muhammad (a member of the powerful Quraysh tribe) married a wealthy widow
• While Muhammad was in a cave the angel Gabriel appeared to him in a vision saying; “Recite….” 
• These words, revealed in visions, became the Qur’an (Koran)
• Monotheism (belief in one God)
• Muhammad is the last messenger in a long line of prophets (Abraham, Moses, Jesus)
• Allah is the same God as that of other monotheistic religions (Judaism and Christianity)
• Islam is the name of the religion; Muslims (Moslems) are the believers
• Muhammad migrated (Hijrah),  to Medina and later returned in triumph to Mecca (630)
• Muhammad threw the idols out of the Ka’bah (cube-shaped shrine built 4000 years ago by Abraham), and then dedicated it to one god

3.  What are the primary teachings of the Qur’an and Sunna?

• The Qur’an contains the revelations given to Muhammad (written by his wife and followers, he was not literate)
• The Sunna is the collection of the other words and deeds of Muhammad (the guiding rules for daily life for Muslims)
• The Five Pillars of Islam are commandments found in the Qur’an and explained in the Sunna:
  • Profession of faith (no god but Allah and Muhammad is his prophet)
  • Prayer (five times a day, facing toward Mecca)
  • Giving alms (money for the poor)
  • Ritual fast during month of Ramadan (no eating nor drinking during daylight)
  • Hajj (the pilgrimage to Mecca)
• Sunni Muslims accept the first four caliphs, even though these caliphs were not of Muhammad’s family (today = 80% of Muslims)
• Shiites accept only members of Muhammad’s family as rightful caliphs (today = 20% of Muslims)

4.  How did Muslims treat others in their conquests and spread of Islam?

• Jews and Christians were regarded as “People of the Book”
• People who converted to Islam paid lower taxes; in general non-converts were treated with tolerance
• Cultural unity was achieved by common language, common coinage (inscribed with quotations from the Qur’an), and common architecture (mosques built throughout the empire)
• By 750 the Islamic Empire was divided between the Umayyads in Europe and the Abbasids in Asia and Africa

5.  How did Muslims promote education, science and trade?

• Muslims preserved Greek and early classics by translating the books into Arabic
• They built the first universities in Europe, Africa and the Middle East
• Their cities (such as Baghdad and Cordoba) became centers for scholars and traders
• Many advances in learning including:
  • Calligraphy, poetry, bookmaking, libraries
  • Mapped the solar system, developed algebra, studied number systems
  • Hospitals, herbal medicines, study of diseases
  • Art (used geometry and pattern-making), architecture

Standard 7.3:  Students analyze the geographic, political, economic, religious, and social structures of the civilizations of China in the Middle Ages.

1.  What steps were taken by Emperor Wen to reunify China? (Sui Dynasty; late 500s)

• Ancient Chinese political rituals and traditions were followed
• Public works projects were organized (Grand Canal and rebuilding of Great Wall)
• Scholarship and calligraphy were revived
• Buddhism, Confucianism and Daoism were all encouraged

2.  What were the reasons for the spread of Buddhism in China?

• The fall of the Han dynasty left disorganization and a struggle for survival (crop failures, fear of attack, flood, famine, plague)
• Traders and missionaries traveling the Silk Road brought Buddhism to China from India
• Buddhism taught that suffering was a part of life, but that through meditation one could achieve a state of enlightenment and peace
• This idea held great appeal for people surrounded by chaos and suffering

3.  Describe Confucianism.

• Confucianism focuses on: respect for elders, duties to the family, being virtuous, study of government and the classics, public service
• “Meritocracy” or the idea that people should earn their positions based on their performance led to the development of a capable civil service

4.  What were the most significant achievements of the Tang and Song dynasties?

• The arts flourished – particularly poetry and painting
• A civic service system with position filled by people of merit
• An extensive network of roads and waterways
• Moveable type printing
• Gunpowder
• Currency and money economy
• Compass

5.  What was China’s relationship with the rest of the world during the Mongol rule (Yuan Dynasty) and the Ming Dynasty?

• Trade increased; camel caravans traveled the Silk Road taking tea, porcelain, spices, silks and ceramics westward
• The western world became aware of Chinese advances such as gunpowder through stories told by travelers such as Marco Polo
• Admiral Zheng He was sent with a fleet of ships to the Middle East and Africa
• Eventually the Ming emperor decided the rest of the world had nothing to offer and ended sea voyages

 Standard 7.4:  Students analyze the geographic, political, economic, religious, and social structures of the sub-Saharan civilizations of Ghana and Mali in Medieval Africa.

1.  Describe the importance of the Niger River geographically and economically.

• The Niger River provided a fertile growing plain when the yearly flood receded
• The region supported rice and cattle farming as well as fishing
• Natural highway for trade between the north and south-- gold, rice, fish, baskets and pottery traveled north while salt, copper, and stone traveled south
• Empires of Ghana, Mali and Songhai all developed in this part of Africa

2.  How did family and kinship play a role in the development of West Africa?

• Kinship was the basis for government
• Village chiefs were the male heads of clans; they were also religious leaders
•  Each family member had a responsibility to the village
• Slavery was practiced; most were captives of war
• Being a slave was not necessarily a permanent condition
• Matrilineal succession traced leadership through female line of the family

3.  How did the trans-Saharan trade bring Islamic ideas and beliefs to Sub-Saharan Africa?

• The gold and salt trade across the Sahara brought ideas as well as economic growth
• Since most of the traders in Ghana were Arab Muslims, the beliefs of Muhammad were spread
• African merchants and middlemen were among the first to convert to Islam
• Africans relied on oral tradition; Arabs brought written language

4.  How did Mansa Musa support the growth of the Arabic language and Islamic scholarship?

• Mansa Musa’s pilgrimage to Mecca made Mediterranean merchants aware of Mali and the Sub-Saharan civilizations
• Musa brought back Arabic scholars and established centers of learning
• Islamic scholars were drawn to the cultural and trade city of Timbuktu

5.  What is the significance of African proverbs in passing down African history and culture?

• Storytelling and dance were ways to pass down values, morals, and history
• Griots were storytellers; people who communicated with the spirit world were diviners
• Ancestor worship was a way to honor the spirits of the dead

Standard 7.5:  Students analyze the geographic, political, economic, religious, and social structures of the civilizations of Medieval Japan.

1.  How did the geography of Japan influence its development?

• Four main islands; mostly mountainous and hilly; few natural resources other than the sea
• Its isolation helped to protect against military invasions and also allowed for the control of outside ideas and culture
• Heavily influenced by ideas from China (from China, through Korean peninsula to Japan)
• Examples of this would be rice growing and Buddhism
• During its later history Japan deliberately practiced isolation from the rest of the world
• This isolation ended in 1854 with the treaty established by Commodore Perry

2.  By what means did Prince Shotoku help spread Chinese culture and help develop the characteristics of Japanese society and family life?

• Encouraged spread of Buddhism, side-by-side with Shinto beliefs
• Encouraged the spread of Chinese architectural styles
• Appreciation for refinement and the arts (beauty of nature)

3.  Describe the lord-vassal world of the shogun, daimyo and samurai. How is it evident in today’s world?

• Shogun (great general) held the real power in feudal Japan
• Emperor (believed to be divine) led a life of refinement at court
• Daimyos owned estates in the provinces
• Samurai (those who serve) were the warriors who served the daimyos
• Bushido (the way of the warrior) was the code of honor for the samurai
  • Samurai would give up his life to protect his lord
  • Failure could lead to ritual suicide
  • Code of gentlemanly conduct as an example to lower classes
• Evidence in today’s world: emphasis on honor, ritual courtesies, extreme courage in battle, martial arts, pursuit of excellence in the business world and in scholarship

 4.  Why might Zen Buddhism have appealed to many samurai?

• Zen stressed rigid spiritual and physical discipline
• Enlightenment attained through that discipline allowed a warrior to rid himself of worldly concerns and concentrate on fighting
• Many samurai warriors were illiterate and thus were attracted to Zen’s de-emphasis of book learning; in later years literacy was common

 5.  Compare and contrast the three denominations of Buddhism developed in Japan.

• Zen Buddhism --individual enlightenment, physical and mental exercise
• Nichiren Buddhism –truth is to be found in the Lotus Sutra (believed to be Buddha’s last teaching)
• Pure Land Buddhism--stressed chanting the name of Amida Buddha while watching the sun set

Standard 7.6:  Students analyze the geographic, political, economic, religious, and social structures of the civilizations of Medieval Europe.

 1.  How was the feudal system organized in feudal Europe?

• Fall of the Roman Empire left people with need for protection
• Landowners (lords) gave protection to others in exchange for service
• Vassals promised loyalty (oath of fealty) and service to their lords
• Large landowners gave land (fiefs) to lower lords, thus one could be both lord and vassal
• Knights served as armed, mounted soldiers for their lords (chivalry was code of conduct)
• Monarchies developed later
• Hierarchies are rankings such as:
  • King, nobleman, knight, squire, page
  • Pope, cardinal, bishop, priest, monk
  • Master, journeyman, apprentice

2.  Describe the conflict between the church and European monarchs during the Middle Ages.

• Kings started to usurp the power of the church by appointing bishops and selling church positions
• Pope Gregory warned that the pope was above the king; anyone who disagreed could be excommunicated
• The King of Germany, Henry IV, refused and was excommunicated
• Henry repented and was reinstated by the pope
• This is one example of the power struggles that existed between monarchs and the church during medieval times

3. What is the connection between legal developments in medieval England and modern democracies?

• Magna Carta or Great Charter was signed by King John in 1215
• The Magna Carta guaranteed certain right to nobles, therefore putting even the king under the “rule of law”
• Magna Carta also gave nobles the right to trial by a jury of peers
• Parliament, the English law-making body, was made up of two houses:
  • House of Lords (nobility)
  • House of Commons (landowners, merchants, lawyers)
• Habeas corpus is a protection against unlawful imprisonment; the accused was entitled to his “day in court” and to be told the charges against him

4. What were the Crusades and what was their impact on Europe and the Eastern Mediterranean world?

• The city of Jerusalem is sacred to Jews, Christians and Muslims
• In 1095 Pope Urban II issued a call to free the Holy Land from Muslim control
• Four major crusades followed
• Motives included: religion, desire for adventure, desire to escape from life as a serf, desire for wealth and plunder, desire for land
• Results:
  • Trade expanded
  • Europeans were exposed to new ideas and a higher standard of living
  • Luxury goods from the East (silk, spices, pearls, porcelain) were introduced
  • Exchange of military technology; strengthening of the monarchs as many nobles lost their lives or stayed in the Holy Lands
  • Jewish populations destroyed as Crusaders passed through Europe
  • Holy land stayed in Muslim hands
  • Christian city of Constantinople sacked by Crusaders

5.  Describe the spread of the bubonic plague from Asia to Europe, including its impact on global population.

• The plague began in Asia and was carried to Europe by the fleas on rats
• The plague moved from south to north along trade routes--by the late 1300’s, 1/3 of the population of Europe had died
• Known as the Black Death
• After the plague there were not enough people to harvest the crops or produce goods
• Peasants demanded higher wages but the landlords resisted
• Peasants broke their ties with landlords; the feudal system began to falter

6. How was the Catholic church a significant force in Medieval Europe?

• Monasteries worked to preserve learning in Europe following the fall of the Roman Empire
• Charlemagne crowned Holy Roman Emperor—indicating power to rule came from God
• Clergy were often the only members of society who could read and write
• The church was the institution that offered salvation and sacraments
• Church was at the center of village and town life
• The construction of a cathedral could take 100 years (Gothic architecture: ribbed arches, flying buttresses, gargoyles, stained glass)

Standard 7.7:  Students compare and contrast the geographic, political, economic, religious, and social structures of the Meso-American and Andean civilizations.

1.  How did the geographical landforms and climates shape the Mayan, Aztec and Incan civilizations?

• Maya (250-900)
  • Jungle culture (Yucatan Peninsula and Guatemala)
  • Slash and burn farming; also terrace farming with canals for irrigation
  • Later moved northward into a more arid climate (desert—deep wells)
• Aztec (1300-1500)
  • Swampy area of central Mexico
  • Developed chinampas or “floating gardens”
  • Used canals as water source and for transportation
• Inca (1400-1525)
  • Mountain culture (Andes Mountains; Peru, Chile, Ecuador, Bolivia, Argentina)
  • Developed terrace farming
  • Vertical economy (grow certain crops according to elevation of land)

2.      How did the warfare and religious practices impact social structure of these civilizations?

·         Maya and Aztec had warrior king, priests, nobles, commoners and slaves

·         Inca had king who was lord of all and two classes of nobles and commoners

·         All three were very war-like and conquered other groups

·         Aztec and Maya used captives as sacrifices to their gods

·         All three produced an abundance of food which promoted trade and prosperity

·         All three were polytheistic

·         Aztec and Maya gave blood to keep gods happy

·         Inca kept mummies of old kings to honor them and to bring prosperity

3.  How did the Aztec and Incan empires fall to Spanish conquistadors?

• Neighboring tribes disliked them and helped the Spanish
• Spanish had cannons, crossbows, and spears and swords made of iron
• Aztecs thought Cortés was a god who had returned
• 1519 Cortés defeated Aztecs—Moctezuma last empire
• 1532 Pizzaro defeated Incas—Atahualpa last emperor

4.      What were the lasting contributions of these empires?

• Aztec and Maya had codices—books written in hieroglyphics (most were destroyed by Spanish)
• Inca had no written language but used quipus (strings with a series of knots) to keep track of the number of items
• Inca had an advanced system of roads with tunnels, causeways and bridges
• Maya and Aztec were advanced astronomers and produced accurate calendars
• Maya carved stone columns with hieroglyphs (called steles) and used them to record their history
• Maya had advanced number system (base 20) written with dots and dashes
• All three had advanced architectural skill and built large stone pyramids; Aztec and Maya had temples on top of these pyramids
• Maya developed the corbel arch and used it in their cities

Standard 7.8:  Students analyze the origins, accomplishments, and geographic diffusion of the Renaissance.

1.  What were the basic beliefs held by Renaissance humanists?

• Humanism stresses the dignity and value of each individual
• Renaissance humanists believed in scholarship, providing public service, and exercising individual will
• Rediscovered and studied the classics of the ancient Greeks and Romans

2.  Why was Florence the most influential of all Italian city-states?

• Due to proximity to the eastern Mediterranean, Florence established strong commercial ties with the Byzantine and Muslim merchants
• Florentine merchants created a thriving industry in the wool and textile trade
• Some Florentine merchants sold insurance to sea traders
• Banking--the Florentine coin (florin) became the most respected currency in Europe
• The leaders of Florence (the Medici) encouraged the arts, becoming patrons of sculptors, painters, etc.

3.  What were the major effects of reopening the “Silk Road” between Europe and China? How did Marco Polo play a part in the reopening?

• Opened up trade and a desire for goods such as spices, tea, silks, porcelain
• Spread Christianity
• Led to a desire to find a sea route to the Far East in order to bypass the middlemen (Persians etc…) of the Silk Road
• Marco Polo stimulated Europe’s interest in trading with China and provided valuable information to mapmakers.

4.  During the early Renaissance (late 1400s) how did the spread of information move from Italy to other countries (such as France, Germany, Spain, England)?

• Ideas were spread by the travels of Italian businessmen and merchants
• Other Europeans began to appreciate their wealth, beauty, and personal achievement
• Europeans also made journeys to study art and ancient ruins.
• Gutenberg was the first in Europe to invent a moveable type printing press (1450); books and pamphlets enabled ideas to spread throughout Europe

5.      List some of the major artistic and scientific figures and their achievements:

• Shakespeare (poetry and drama—tragedies and comedies)

• Thomas More (literature)
• Paracellus (medicine – used poisons to destroy disease)
• Michelangelo (sculptor and artist; David and ceiling of Sistine Chapel are two examples)
• Vesalius (anatomy)
• Leonardo da Vinci (painting, inventions, anatomy)
• Nicolaus Copernicus (astronomy)
• El Greco (painter)
• Cervantes (literature)

Standard 7.9: Students analyze the historical developments of the Reformation.

1.  What were the causes of the weakening of the Catholic Church?

• The “Great Schism” or split in the church creating two Popes, one in Avignon, France and the other one in Rome, Italy
• The church owned much land and collected large taxes
• Some clergy sold indulgences (forgiveness)
• The church sold positions to the highest bidder

2.  Who were the major figures in the Reformation? (birth of Protestant religion)

• John Wycliffe thought Monarchs should rule churches/translated bible from Latin to English
• Martin Luther’s 95 Theses (1517) listed his objections to church practices
• Luther stated that faith alone is the path to God
• The ensuing years of debate and discussion led to  the Reformation
• Desiderius Erasmus thought everyone should be able to read the Bible, not just clergy
• John Calvin taught Reformation ideas but thought salvation was predestined
• King Henry VIII started Church of England with himself as the leader of both the church and state.

3.  How were the countries of Europe divided by religious beliefs?

• The predominately Catholic countries were: Spain, Portugal, France, Austria, & Italy
• The predominately Protestant countries were: England, Germany, Denmark, Norway, Sweden, and some parts of Ireland and France

4.  What was the Counter-Reformation? (Catholic Church’s response to Reformation)

• Council of Trent (1545-1563) church leaders met to rid church of abuses and return to traditional beliefs
• New orders founded to restore faith in the church--based on the Society of Jesus (Jesuits)

5.  What occurred during the “Golden Age” between Jews and Muslims in Spain?

• Peaceful coexistence and acceptance for both belief systems
• Centers set up to study science and literature
• Ended with the “Reconquista” (1085) Ferdinand and Isabella drove Muslims from Spain
• “Spanish Inquisition” torturing and killing of non-Catholics

Standard 7.10: Students analyze the historical developments of the Scientific Revolution and its lasting effects on religious, political, and cultural institutions.

1.  What were the roots of the Scientific Revolution? (1550-1650)

• Rebirth of interest in and study of Greek and Roman works
• “Humanist” Movement/all people have worth or value

2.  What were some of the new scientific theories?

• Nicolaus Copernicus, astronomer, theorized sun not earth center of universe
• Galileo, astronomer, tested theory of falling bodies found all objects fall at same rate/developed more powerful telescope
• Johannes Kepler, astronomer, proved that planets orbits were oval
• Andreas Vesalius, anatomist, produced the most accurate description of the body’s functions and structures
• Francis Bacon, scientist, developed the scientific method for testing hypotheses
• Robert Hooke, scientist, developed the compound microscope
• Sir Isaac Newton, scientist, discovered a force called gravity
• Rene’ Descartes considered the father of modern philosophy stressed reason and logical thinking

3.  What was the Scientific Revolution’s influence on traditional beliefs?

• New scientific theories disagreed with traditional religious beliefs
• This questioning of traditional beliefs led to further reform movements and scientific investigations

Standard 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).

1.  Identify the major explorers and their great voyages of discovery.

• Motivated by God, gold, and country
• Prince Henry the Navigator of Portugal (early 1400’s) encouraged exploration and started a school for navigation where shipbuilders, mapmakers, sea captains studied
• Christopher Columbus voyaged to the new world in 1492; he thought he had found a route to Asia, but actually landed in San Salvador
• Vasco de Gama was the first European to sail around Africa to India (1498)
• Portuguese set up trading centers in East Africa on sea routes to East Indies

·         Vasco de Balboa first explorer to see Pacific Ocean

• Ferdinand Magellan (1519-1521) first to circumnavigate the globe

2.  The exchange of ideas, products and inventions caused by exploration led to what major events?

• Christianity spread; missionaries brought Christianity to many new places in the world
• Portuguese encouraged slave trading in Africa destroying cultures there and bringing African slaves to the Americas
• Spanish exploration for gold destroyed Mesoamerican cultures
• European explorers treated native people cruelly; new diseases also destroyed many natives
• The term “Columbian Exchange” refers to the sharing of biological items between the old and new worlds (examples: chocolate to Europe; horses to the Americas)

3.  What origins of Capitalism are found in the Age of Exploration?

• Bankers invested in exploration to finance voyages and receive a share of the profit
• “Mercantilism”--countries set up colonies to obtain raw materials and new markets for products
• cottage economy—small scale businesses and manufacturing carried out in homes

4.  What were the main ideas of the Enlightenment? (early 1700’s)

• Reason and logic were the keys to understanding the world
• Renaissance thinkers and exploration helped bring into question the belief that ancient civilizations were superior
• Scholars began to realize they had surpassed Greeks and Romans

5.  What were the origins of democratic thought from this period?

• Voltaire, fought for freedom from censorship, rights of individuals, and against religious intolerance

·         Denis Diderot published these new ideas in his “Encyclopedie”

• John Locke wrote that government was a contract between people and their ruler, so they could overthrow a bad ruler.  Also wrote about “natural rights”; life, liberty, protection of property
• Baron de Montesquieu wrote that a monarch’s power should be limited, and government should be divided into 3 branches; legislative, executive, judicial
• Jean-Jacques Rousseau wrote people should participate directly in their elected governments

6.  How were the principles of earlier legal documents woven into America’s new documents?

• Magna Carta focused on rights of nobles.  Set up rule of law, King couldn’t take away these rights.  Set up due process, no freeman could be imprisoned without judgment of his peers
• English Bill of Rights limited the power of the monarch by setting up Parliament with supreme legal power