7 th grade review

1. 7th grade review • 7.1.1: Study the early strengths and lasting contributions of Rome (e.g., significance of Roman citizenship; rights under Roman law, Roman art, architecture, engineering, and philosophy; preservation and transmission of Christianity) and its ultimate weakness (e.g., rise of autonomous military powers within the empire, undermining of citizenship by the growth of corruptions and slavery, lack of education, and distribution of news.)

2. 7th grade review • Roman citizenship: 212 A.D. An effort was made to increase loyalty to Rome so they granted citizenship to all free people. Before: Citizens lived only in Rome. • Roman Law: based on the Twelve Tables - we borrowed many of these beliefs in our government. • 1. good government was based on the rule of law. • 2. Citizens had equal rights under the law.

3. 7th grade review • Roman Art: statues of emperors and Gods. Paintings and mosaics decorated roman Homes. • Architecture: Built by the government – public baths, temples, bridges, forums, and marketplaces. • Engineering: They invented concrete, stronger than stone. They designed arches, domes, and roads – 50,000 miles of roads were built (soldiers). Aqueducts were built to provide fresh waters for the citizens of Rome.

4. 7th grade review • Preservation and transmission of Christianity: • Early on: Christians were persecuted. The Romans even had Jesus executed. • 300’s:Emperor Constantine allowed Christians to worship freely. With this protection the Christian church grew rapidly.

5. 7th grade review • Internal Weaknesses: • Weaker Army: Began to recruit foreign soldiers in the army. They were not as loyal to Rome. They did not follow orders and it became a less effective fighting force. • Corruption: Defending the country was expensive – charge taxes. Corrupt tax collectors kept money for themselves and charged more than they should. • Slavery: Most jobs were done by slaves – made the empire very lazy.

6. 7th grade review • Great Schism: Breakup between the Roman Catholic Church and the Eastern Orthodox Church (Byzantine Empire). • Catholics believed in the Pope, he was the head of the Church. Pope had ultimate power. The main language was Latin. • Eastern Orthodox believed the emperor was the head of the empire. The highest Church official is the Patriarch. The Emperor had the power to remove a Patriarch from power. The main language was Greek.

7. 7th Grade review • 7.2.2: trace the origins of Islam and the life and teachings of Muhammad, including Islamic teachings on the connection with Judaism and Christianity. • Rise of Islam: Muhammad – 610 A.D. He had a vision of the angel Gabriel who told him to spread god’s word. • Connections: Allah was the same God who spoke to Abraham, Jesus, and other prophets of Judaism and Christianity. Muhammad claimed to be the final prophet of God.

8. 7th grade review • 7.2.3: Explain the significance of the Qu’ran and the Sunnah as the primary sources of Islamic beliefs, practice, and law, and their influence in Muslim’s daily life. • Qu’ran: For Muslims, this is the word of God. The verses discuss the nature of God, creation, and the human soul. It also addresses moral, legal, and family issues. It must be read in its original language because the Qu’ran is the word of God.

9. 7th grade review • The Sunnah:This is referred to as the words and actions of Muhammad himself. It provides guidelines to a proper life. • Hadith (the written records of the Sunnah): a collection of writings that recorded the thoughts and actions of Muhammad.

10. 7th grade review • Core beliefs: • There is only one God in Islam. There is no human figure that represents God. Muhammad was a prophet, but he had no divine power. • The Five Pillars of Islam: • 1. Declaration of faith: “There is no God (Allah) but God (Allah); Muhammad is the messenger of God,”

11. 2. Prayer: Pray five times a day. You must pray towards Mecca. • 3. Almsgiving (Zakat): Muslims believe that everything belongs to God and that we must set aside a part of our possessions for those in need. Each Muslim gives as much as he or she can, preferably in secret. • 4. Fasting: Every year in the month of Ramadan , all Muslims fast from dawn until sundown.

12. 5. Pilgrimage (Hajj): All Muslims who are able are required to make a pilgrimage to the holy city of Mecca at least once in their lifetime.

13. 7th grade review • 7.3.1: Describe the reunification of China under the Tang Dynasty and reasons for the spread of Buddhism in Tang China, Korea, and Japan. • Emperor Taizong reunited China after the fall of the Han dynasty. He also brought stable government back to China. He helped to revive the bureaucracy – a government with many departments and bureaus, all headed and appointed officials.

14. 7th grade review • Buddhism: is a religion based on the teachings of the Indian spiritual leader Siddhartha Guatama (Also known as Buddha or the - enlightened one). • Guatama taught that life involves suffering. The way to ease suffering is to give up worldly desires and seek perfect wisdom known as enlightenment. Those who achieved enlightenment entered Nirvana – a state of complete peace. Those who enter Nirvana also escape an endless cycle of suffering, death , and rebirth.

15. 7th grade review • 7.3.5: trace the historic influence of such discoveries as tea, the manufacture of paper, wood-block printing, the compass, and gunpowder. • Tea: sent to the west (Europe) via the Silk Road. • Paper: invented 2,000 years ago.

16. Wood-block printing: These were blocks that were carves on. When ink was placed on the block you could print a picture or writing onto paper. • Compass:invented the first compass used for navigation.

17. 7th grade review • Gunpowder: first used in fireworks. However, by the Song dynasty they began to make bombs, rockets, and other weapons.

18. 7th grade review • 7.4.1: Study the Niger river and the relationship of vegetative zones of forest, savannah, and desert to trade in gold, salt, food, and slaves; and the growth of the Ghana and Mali empires. • African landscape: • Vast desert: The Sahara dessert covers most of Northern Africa. • The Sahel: a fertile region with limited and unpredictable rainfall along the southern edge of the Sahara. • Savannah: (part of the Sahel) south of the Sahara is a dry grassland with scattered trees, something like American prairies.

19. 7th grade review • Gold and Salt Trade: The Empires of Ghana, Mali, and Songhai all got rich off this trade. They would exchange an equal amount of salt for gold. Salt came from mines in the desert and the gold came form West Africa. They would charge a tax in between this trade route – which made the empires prosper.

20. 7th grade review • 7.5.3: 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. • Shogun: supreme military commander. The Shogun ruled Japan in the name of the emperor.

21. 7th grade review • Daimyo: The job of protecting everyone became the responsibility of the local land-owning lords. (known as the Daimyo) • Feudalism: a social system in which lords grant people land or other rewards in exchange for military service. Each Daimyo relied on peasants to work his (shogun’s) land. In exchange for their labor, he (shogun) promised them protection.

22. 7th grade review • Samurai: the Shogun protected the peasants through a small army called samurai’s, or highly trained warriors. In exchange for their service, the Daimyo granted his samurai land or money. • Feudal system order: • Emperor  Shogun  daimyo  Samurai  Peasants, Merchants, Artisans • Warrior Code (Bushido): a strict code of conduct that guided the behavior of samurai.

23. 7th grade review • 7.5.6: Analyze the rise of a military society in the late twelfth century and the role of the samurai in that society. • First Shogun: Warrior clans began to fight the emperor of Japan. In 1185 A.D. Minamoto Yoritomo overthrew the emperor and became the first shogun and most powerful man in Japan. He made the title Shogun permanent.

24. 7th grade review • 7.6.3: 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. • Viking raids began to attack Europe. Viking attacks went unanswered by governments struggling to maintain order. Because the governments could not protect people form the Vikings, local nobles took over. The result was a system of feudalism much like that of Japan.

25. 7th grade review • Feudal system: • King/Queen  Lords (nobles)  Vassals  Knights  peasant farmers • Lord (nobles): Gave a grant of land (fief), to a vassal if they promised loyalty to the Lord. The vassal agreed to supply knights, or mounted warriors, to the Lord in times of trouble. • Chivalry: a warriors code of behavior that each knight must follow. • Castles: Built by the Lords and they ruled the territories around them. They controlled farms, markets, currency, and taxes on their lands. When in danger, local farmers flocked to castles for protection.

26. 7th grade review • Manor: the self-sufficient estate of a medieval lord. • The center was the castle or lord’s stone house. • Around it was a clustered village, a church, and the surrounding fields and forests. • The manor produced everything the lord, his family, and villagers needed. • Led to the growth of towns.

27. 7th grade review • 7.6.4: Demonstrate the understanding of the conflict and cooperation between the Papacy and European monarchs (e.g., Charlemagne, Gregory VII, Emperor Henry IV). • Charlemagne: (8th and 9th century) tried to rule in a Christian manner. Many of his advisers were drawn from the clergy (a group of people who give their lives to serve the Church as priests, monks, and higher church officials).

28. Charlemagne wanted to become emperor. Pope Leo III visited Charlemagne when rivals threatened to blind him and remove him form office. A few months later the Pope returned to Rome under the protection of Charlemagne. • On Christmas day Pope Leo III crowned him emperor.

29. Strengthened the Church. It established the principal that only the Pope could crown an emperor. However, this complicated the Byzantine church (eastern orthodox) because they didn’t agree with what the Pope did.

30. 7th grade review • Pope Gregory VII: In 1073, a monk named Hildebrand became Pope Gregory VII. He declared the Pope alone had the power to choose bishops. He even claimed the power to remove emperors from the thrown. • Henry IV (Holy Roman Emperor at the time): Henry felt that Pope Gregory was attacking his power so he tried to remove the Pope from office. • Pope Gregory then excommunicated (kicked him out of the Church) Henry IV. In addition, the Pope freed Henry’s subjects from their feudal oaths of loyalty to the emperor.

31. Henry IV then marched to Italy and stood outside the Popes residence for three days in the snow begging for forgiveness. The Pope eventually forgave him. • Concordat of Worms: 1122 the problem was solved. This agreement gave the Church sole power to appoint bishops but it also allowed emperors to give fiefs, in order to win their loyalty.

32. 7th grade review • 7.6.6: Discuss the causes and course of the religious Crusades and their effects on Christian, Muslim, and Jewish populations in Europe, with emphasis on increasing contact by Europeans with cultures of the Eastern Mediterranean world. • The Crusades: A series of Christian religious wars to take back the holy land of Jerusalem.

33. 7th grade review • Effects of the Crusades: • Christians in Europe: Peasants who had never been farther from home than the next village suddenly saw new lands, peoples, and ways of life. Began to increase trade with the East. New goods brought in to Europe which resulted in more demand and increased trade. • Peasants were given their freedom if they ventured to the Holy land on a Crusade. • Prompted Europeans to explore the world around them.

34. 7th grade review • Effects of the Crusades – cont’d. • Persecution of Jews: they were the main targets for attack in Europe – viewed as enemies of the Christian faith. Jews were slaughtered if they failed to convert to Christianity. • Heresy: a belief that is rejected by official Church doctrine. • Inquisition: Other Christians who held different beliefs than that of the Catholic Church were persecuted.

35. 7th grade review • 7.7.2: Study the roles of people in each society (Aztec, Incan and Mayans), including class structures, family life, war-fare, religious beliefs and practices, and slavery. • Mayas: • Class structure: ruled by a god-king, whose office passed down from father to son.

36. 7th grade review • Mayas – class structure: • Two social groups – Nobles and commoners • Nobles: were aristocrats born into powerful families. They included the king, top officials, and priests. • Commoners: mostly farmers.

37. 7th grade review • Mayas – Daily life: • Men: worked the fields, hunted, and maintained the village buildings. • Women: raised children, tending gardens, livestock, and preparing food. • Extended families: a group of families that lived together in a central location.

38. 7th grade review • Maya Religion: worshipped many gods. Most of the Gods represented natural phenomena – such as rain, lightning, and the planets. • Kings were descended from the Gods. They communicated to the Gods through sacred ritual. • Human Sacrifice: people killed were usually prisoners of war. Usually the heart was removed using a knife.

39. 7th grade review • Incan class structure: There are two different classes -Nobles and Commoners. • Nobles: three ranks of Nobles. • Nobles by birth: they were at the top. They were close relatives of the ruling party. • Appointed Nobles: these were nobles who earned noble status as reward for service to the empire. • Non – Inca Nobles: (curacas) These were local non-Inca chiefs whose lands had become part of the Inca Empire through conquest.

40. 7th grade review • Inca Class Structure: • Commoners: divided into categories depending on their age and sex. • Ex: boys age 9 to 16 – herding llamas and alpacas. Girls age 9 to 12 gathered wild plants for dyes and medicines. Men age 25 to 50 raised crops and served as soldiers. • Lived in communities called ayllu – a group of related families that lived in the same location.

41. 7th grade review • Incan Religion: • Worshipped many gods. The most important god was the sun god, Inti. Incans believed they were descended from the Init. They believed in nature spirits - spirits occupied special places in the natural world, such as rocks, caves, and waterfalls.

42. 7th grade review • Aztec Class structure: • Two main classes – Nobles and commoners • Nobles: a small portion of the society. 5 to 10 percent of the population. Nobles trace their ancestry to the first Aztec King. They served as government officials. • Commoners: live humble lives by farming. Soma made fine craft goods for Nobles. Other traded…

43. 7th grade review • Slavery: they worked fro the nobles. Some were commoners who had sold themselves into slavery to escape poverty or to avoid punishment for theft or other crimes. Others were captured during war. • Religion: Huitzilopochtli – the most important god. He brought success in battle and kept the sun in the sky. He needed blood to remain strong. They sacrificed thousands every year, cutting out their hearts and offering them to the Gods.

44. 7th grade review • 7.7.3: explain how and where each empire arose and how the Aztec and Incan empires were defeated by the Spanish. • Defeat of the Incan Empire: • Francisco Pizzaro: He led a small group of Conquistadores to the Inca empire in 1531. There, a small smallpox epidemic killed many Incas. After a Civil War it left the empire very weak. Pizarro took advantage of this and captured the Incan King. He then ransomed him for twenty tons of gold. They gave him the gold yet still Killed the Inca King. The empire died off.

45. 7th grade review • Decline of the Aztec: • In 1519, Hernan Cortez attacked the Aztec empire at Tenochtitlan. He allied with Aztec enemies. As a result his 600 men added about 10,000 natives to his army. He took the King Moctezuma captive and later killed him. He was later kicked out. In 1521 he returned and laid siege to the town. The town then fell to the Spanish and they renamed it Mexico City.

46. 7th grade review • 7.8.1: Describe the way in which the revival of classical learning and the arts fostered a new interest in humanism (i.e., a balance between intellect and religious faith). • During the renaissance interest in classical learning grew enormously. This new focus was called humanism. • Humanism – a cultural movement of the Renaissance based on the teachings of classical works.

47. 7th grade review • Humanists valued learning not as a preparation for a religious life but as a means of self improvement. They believed in the human potential to achieve excellence in all things. • Humanism led the way to secularism: This was the view that religion need not be the center of human affairs. People began to view life as an opportunity for enjoyment and pleasure. They did not think that life was just a painful pilgrimage to heaven.

48. 7th grade review • 7.8.5: Detail advances made in literature, the arts, science, mathematics, cartography, engineering, and the understanding of human anatomy and astronomy (e.g., by Dante Alighieri, Leonardo Da Vinci, Michelangelo di Bounarroti Simoni, Johann Gutenberg, William Shakespeare).

49. 7th grade review • Art: most art before the renaissance focused on religious themes. During the renaissance they still focused on religious themes but also wove secular themes into the paintings. As time went on paintings were not religious at all. Individuals, landscapes, and self-portraits became popular. • Medieval art was stiff and unrealistic. Renaissance art was more realistic and focused on the living world. • Ex: Leonardo Da Vinci’s – “Last Supper” and “Mona Lisa” – uses three dimensional views.

50. 7th grade review • Literature: Writing began to flourish during the renaissance. Writers began to write not only about religious themes but about every day life. • Ex: Dante Alighieri: wrote The divine comedy .This long poem describes an imaginary journey through heaven and hell. • Ex: William Shakespeare: Born three hundred years after Dante. He wrote 37 plays that include comedies, tragedies, and histories.