Performance Assessments

Students may be required to complete one or more of the following assessments: geographical mapping activity, essay test, Islam research packet, Islam flipbook, PowerPoint presentation, multiple-choice test, historical fiction literature review

Grading Procedure

All students must pass with a “C” or better (70%) in their performance grade, or they will be placed in a second history class (CLM) to master the standards for the grading period.

A Advanced Grade: Student demonstrates a clear understanding of the contributions of the Roman Empire, the Byzantine Empire and the origins, beliefs and spread of Islam. The student makes few mistakes, and applies social studies skills (mapping, timeline, research, interpretation, etc.) with confidence. The student should be able to discuss the topics listed below.

B Proficient Grade: Much understanding, some mistakes

C Basic Grade: Enough understanding to pass, despite mistakes

D Below Basic Grade: Only sometimes shows understanding, many mistakes

F Far Below Basic Grade: Rarely shows understanding, many mistakes

Topics to be covered in above assessments:

Use your History book ACROSS THE CENTURIES to answer these Objectives. If you are able to answer and understand these objectives, this will have shown that you have competency in each unit of study in 7th grade World History. You may also use these objectives as a means of studying for any test given per chapter or Unit of study.

Medieval Societies

Ch. 10-12

Ch. 10

1. Characterize the political situation in Europe following the fall of the Roman

Empire.

2. Describe the reign of Charlemagne and asses the political conditions in Europe

after the death of Charlemagne.

3. Explain the importance of Alfred the Great and of William the Conqueror in the

history of Medieval England.

4. Explain the structure of feudalism .

5. Describe the daily life of people of different classes under feudalism.

6. Explain the decline feudalism in England and the importance of the Magna Carta.

7. Identify the major similarities in the development of feudalism in Western Europe and in Japan.

8. Summarize the reasons that feudalism ended earlier in Europe than it did in Japan,

9. Evaluate the advantages and disadvantages of accepting and supporting group decisions.

10. Identify similarities and differences between Japanese and American Schools.

11. Identify the values reflected by each system.

Ch. 11

1. Describe the organization of the Catholic church between 1000 and 1300 and its

effectiveness as a unifying force in western Europe.

2. Account for the conflicts between popes and kings during this period.

3. Describe the role of the church in everyday life.

4. Identify Constantinople’s geographical advantage for land and sea trade.

5. Describe the role of the emperor in the Byzantine Empire.

6. Compare and contrast Christian churches in the East and the West.

7. Summarize the events that led to the disruption of the Byzantine Empire.

8. Analyze the reasons for the crusades and the reasons people became crusaders.

9. Summarize the major crusades to the Holy Land and assess the effectiveness of each.

10. Evaluate the outcomes and significance of the crusades.

11. Draw conclusions in the context of historical geography.

Ch. 12

1. Assess the effects of the plague, war, and famine on Western Europe.

2. Describe the breakdown of feudalism and the rise of central governments.

3. Describe how northern Italy gave birth to the Renaissance.

4. Define humanism and show how it affected Western Europe.

5. Interpret information presented in a technical drawing.

6. Describe life in an Italian city of the Renaissance.

7. Identify and describe the different social classes of Renaissance Italy.

8. Explain how the ideas of the Italian Renaissance spread to northern Europe.

9. Compare and contrast Northern Europe humanism and Italian humanism.