7th Grade: Math (page 1 of 3)
Student Name: ___________________________ Student Name: ______________________
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General Standard |
Sub-Standard |
Standard Notation |
Standard Description |
Planned (X) |
Date Mastered |
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NUMBER SENSE (NS) |
1.0 The
properties of, and compute with, rational numbers expressed in a variety of forms |
7.NS.1.1 |
Read, write, and compare rational numbers in scientific notation (positive and negative powers of 10) with approximate numbers using scientific notation. |
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7.NS.1.2 |
Add, subtract, multiply, and divide rational numbers (integers, fractions, and terminating decimals) and take positive rational numbers to whole-number powers. |
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7.NS.1.3 |
Convert fractions to decimals and percents and use these representations in estimations, computations, and applications. |
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7.NS.1.4 |
Differentiate between rational and irrational numbers. |
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7.NS.1.5 |
Know that every rational number is either a terminating or repeating decimal and be able to convert terminating decimals into reduced fractions. |
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7.NS.1.6 |
Calculate the percentage of increases and decreases of a quantity. |
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7.NS.1.7 |
Solve problems that involve discounts, markups, commissions, and profit and compute simple and compound interest. |
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2.0 Use exponents, powers, and roots and use exponents in working with fractions |
7.NA.2.1 |
Understand negative whole-number exponents. Multiply and divide expressions involving exponents with a common base. |
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7.NS.2.2 |
Add and subtract fractions by using factoring to find common denominators. |
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7.NS.2.3 |
Multiply, divide, and simplify rational numbers by using exponent rules. |
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7.NS.2.4 |
Use the inverse
relationship between raising to a power and extracting the root of a perfect
square integer; for an integer that is not square, determine without a
calculator the two integers between which its square root lies and explain why. |
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7.NS.2.5 |
Understand the meaning
of the absolute value of a number; interpret the absolute value as the distance of the number from zero on a number line; and determine the absolute value of real numbers. |
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ALGEBRA AND FUNCTIONS (AF) |
1.0 Express quantitative
relationships by using algebraic terminology, expressions, equations, inequalities, and graphs |
7.AF.1.1 |
Use variables and appropriate operations to write an expression, an equation, an inequality, or a system of equations or inequalities that represents a verbal description (e.g., three less than a number, half as large as area A). |
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7.AF.1.2 |
Use the correct order of operations to evaluate algebraic expressions (e.g, 3(2x +5)=2 |
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7.AF.1.3 |
Simplify numerical expressions by applying properties of rational numbers (e.g., identity, inverse, distributive, associative, commutative) and justify the process used. |
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7.AF.1.4 |
Use algebraic terminology (e.g., variable, equation, term, coefficient, inequality, expression, constant) correctly. |
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7.AF.1.5 |
Represent quantitative relationships graphically and interpret the meaning of a specific part of a graph in the situation represented by the graph |
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2.0 Expressions involving integer powers and simple roots |
7.AF.2.1 |
Interpret positive whole-number powers as repeated multiplication and negative whole-number powers as repeated division or multiplication by the multiplicative inverse. Simplify and evaluate expressions that include exponents. |
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7.AF.2.2 |
Multiply and divide monomials; extend the
process of taking powers and extracting roots to monomials when the latter results in a monomial with an integer exponent. |
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7th Grade: Math (page
2 of 3)
Student Name: ___________________________ Student Name: ______________________
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General Standard |
Sub-Standard |
Standard Notation |
Standard Description |
Planned (X) |
Date Mastered |
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ALGEBRA AND FUNCTIONS (AF) (continued) |
3.0 Graph and interpret linear and some nonlinear functions |
7.AF.3.1 |
Graph functions of the form y = nx 2 and y = nx 3 and use in solving problems. |
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7.AF.3.2 |
Plot the values from
the volumes of three-dimensional shapes for various values of the edge lengths (e.g., cubes with varying edge lengths or a triangle prism with a fixed height and an equilateral triangle base of varying lengths). |
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7.AF.3.3 |
Graph linear
functions, noting that the vertical change (change in y-value) per unit of horizontal change
(change in x-value) is always the
same and know that the ratio (“rise over run”) is called the slope of a graph |
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7.AF.3.4 |
Plot the values of quantities whose ratios are always the same (e.g., cost to the number of an item, feet to inches, circumference to diameter of a circle). Fit a line to the plot and understand that the slope of the line equals the quantities. |
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4.0 Solve linear equations & inequalities for rational numbers |
7.AF.4.1 |
Solve two-step linear
equations and inequalities in one variable over the rational numbers, interpret the solution or solutions in the context from which they arose, and verify the reasonableness of the results. |
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7.AF.4.2 |
Solve multistep probs involving rate, ave. speed, distance, & time or a direct variation |
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MEASUREMENT AND GEOMETRY (MG) |
1.0 Units of measure and use ratios to convert within and between measurement systems |
7.MG.1.1 |
Compare weights, capacities, geometric measures, times, and temperatures within & between measurement systems (e.g., mi/hr and ft/second, cubic in to cubic cms) |
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7.MG.1.2 |
Construct and read drawings and models made to scale. |
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7.MG.1.3 |
Use measures expressed as rates (e.g., speed, density) and measures expressed as products (e.g., person-days) to solve problems; check the units of the solutions; and use dimensional analysis to check the reasonableness of the answer. |
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2.0 Perimeter, area, and volume of common geometric objects and use the results to find measures of less common objects. Perimeter, area, and volume are affected by changes of scale. |
7.MG.2.1 |
Use formulas routinely for finding the perimeter and area of basic two-dimensional figures and the surface area and volume of basic three-dimensional figures, including rectangles, parallelograms, trapezoids, squares, triangles, circles, prisms, & cylinders. |
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7.MG.2.2 |
Estimate and compute the area of more complex or irregular two- and three-dimentional figures by breaking the figures down into more basic geometric objects. |
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7.MG.2.3 |
Compute the length of the perimeter, the surface area of the faces, & the volume of a three-dimensional object built from rectangular solids. When the lengths of all dimensions are multiplied by a scale factor, the surface area is multiplied by the square of the scale factor and the volume is multiplied by the cube of the scale factor |
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7.MG.2.4 |
Relate the changes in measurement with a change of scale to the units used (e.g., square inches, cubic feet) and to conversions between units (1 square foot = 144 square inches or [1 ft 2 ] = [144 in 2 ], 1 cubic inch is approximately 16.38 cubic centimeters or [1Ê in 3 ] = [16.38 cm 3 ]). |
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3.0 Pythagorean theorem and plane and solid geometric shapes |
7.MG.3.1 |
Identify and construct
basic elements of geometric figures (e.g., altitudes, mid-points, diagonals, angle bisectors, and perpendicular bisectors; central angles, radii, diameters, and chords of circles) by using a compass and straightedge |
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7.MG.3.2 |
Understand and use coordinate graphs to plot simple figures, determine lengths and areas related to them, and determine their image under translations and reflections. |
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7.MG.3.3 |
Know & understand the Pythagorean theorem & its converse & use it to find the length of the missing side of a right triangle and the lengths of other line segments and, empirically verify the Pythagorean theorem by direct measurement. |
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7th Grade: Math (page 3 of 3) CALIFORNIA CONTENT-STANDARD CHECKLIST
Student Name: ___________________________ Student Name: ______________________
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General Standard |
Sub-Standard |
Standard Notation |
Standard Description |
Planned (X) |
Date Mastered |
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MEASUREMENT AND GEOMETRY (MG) |
3.0 Pythagorean theorem and plane and solid geometric shapes (continued) |
7.MG.3.4 |
Demonstrate an understanding of conditions that indicate two geometrical figures are congruent and what congruence means about the relationships between the sides and angles of the two figures. |
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7.MG.3.5 |
Construct
two-dimensional patterns for three-dimensional models, such as cylinders, Prisms, and cones |
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7.MG.3.6 |
Identify elements of three-dimensional geometric objects (e.g., diagonals of rectangular solids) and describe how two or more objects are related in space (e.g., skew lines, the possible ways three planes might intersect). |
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STATISTICS, DATA ANALYSIS, & PROBABILITY (SDP) |
1.0 Collect, organize, & represent data sets & ID relationships among variables w/i a data set by hand & with an elec. spreadsheet |
7.SDP.1.1 |
Know various forms of display for data sets, including a stem-and-leaf plot or box-and-whisker plot; use the forms to display a single set of data or to compare two sets of data. |
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7.SDP.1.2 |
Represent two numerical variables on a scatterplot and informally describe how the data points are distributed and any apparent relationship that exists between the two variables (e.g., between time spent on homework and grade level). |
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7.SDP.1.3 |
Understand the meaning of, and be able to compute, the minimum, the lower quartile, the median, the upper quartile, and the maximum of a data set. |
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MATHEMATICAL REASONING (MR) |
1.0 Approaching problems |
7.MR.1.1 |
Analyze problems by
identifying relationships, distinguishing relevant from irrelevant info, IDing missing info, sequencing information, & observing patterns. |
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7.MR.1.2 |
Formulate and justify mathematical conjectures based on a general description of the mathematical question or problem posed. |
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7.MR.1.3 |
Determine when and how to break a problem into simpler parts. |
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2.0 Strategies, skills, and concepts in finding solutions |
7.MR.2.1 |
Use estimation to verify the reasonableness of calculated results |
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7.MR.2.2 |
Apply strategies and results from simpler problems to more complex problems. |
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7.MR.2.3 |
Estimate unknown quantities graphically and solve for them by using logical reasoning and arithmetic and algebraic techniques. |
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7.MR.2.4 |
Make and test conjectures by using both inductive and deductive reasoning. |
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7.MR.2.5 |
Use a variety of methods, such as words, numbers, symbols, charts, graphs, tables, diagrams, and models, to explain mathematical reasoning. |
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7.MR.2.6 |
Express the solution clearly and logically by using the appropriate mathematical notation and terms and clear language; support solutions with evidence in both verbal and symbolic work. |
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7.MR.2.7 |
Indicate the relative advantages of exact and approximate solutions to problems and give answers to a specified degree of accuracy. |
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7.MR.2.8 |
Make precise calcs & check the validity of the results from the context of the prob |
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3.0 Moving beyond a problem |
7.MR.3.1 |
Evaluate the reasonableness of the solution in the context of the original situation. |
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7.MR.3.2 |
Note the method of
deriving the solution and demonstrate a conceptual understanding of the derivation by solving similar problems |
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7.MR.3.3 |
Develop generalizations of the results obtained and the strategies used and apply them to new problem situations. |
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General Standard |
Sub-Standard |
Standard Notation |
Standard Description |
Planned (X) |
Date Mastered |
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READING (“R”) |
1.0 Word Analysis, Fluency, and Systematic Vocabulary Development |
7.R.1.1 |
Identify idioms, analogies, metaphors, and similes in prose and poetry. |
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7.R.1.2 |
Use knowledge of Greek, Latin, & Anglo-Saxon roots & affixes to understand content-area vocabulary |
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7.R.1.3 |
Clarify word meanings through the use of definition, example, restatement, or contrast. |
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2.0 Reading Comprehension (by grade 8, read one million words annually) |
7.R.2.1 |
Understand & analyze the differences in structure & purpose between various categories of informational materials (e.g., textbooks, newspapers, instructional manuals, signs). |
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7.R.2.2 |
Locate information by using a variety of consumer, workplace, and public documents. |
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7.R.2.3 |
Analyze text that uses the cause-and-effect organizational pattern |
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7.R.2.4 |
ID & trace the development of an author’s argument, point of view, or perspective in text. |
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7.R.2.5 |
Understand & explain the use of a simple mechanical device by following technical directions. |
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7.R.2.6 |
Assess the adequacy, accuracy, and appropriateness of the author’s evidence to support claims and assertions, noting instances of bias and stereotyping. |
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3.0 Literary Response and Analysis |
7.R.3.1 |
Articulate the expressed purposes and characteristics of different forms of prose (e.g., short story, novel, novella, essay). |
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7.R.3.2 |
Identify events that advance the plot and determine how each event explains past or present action(s) or foreshadows future action(s). |
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7.R.3.3 |
Analyze characterization as delineated through a character’s thoughts, words, speech patterns, and actions; the narrator’s description; and the thoughts, words, & actions of other characters. |
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7.R.3.4 |
Identify and analyze recurring themes across works (e.g., the value of bravery, loyalty, and friendship; the effects of loneliness). |
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7.R.3.5 |
Contrast points of view (e.g., first and third person, limited and omniscient, subjective and objective) in narrative text and explain how they affect the overall theme of the work. |
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7.R.3.6 |
Analyze a range of responses to a literary work and determine the extent to which the literary elements in the work shaped those responses. |
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WRITING (W) |
1.0 Writing Strategies Writing Strategies (continued) |
7.W.1.1 |
Create an organizational structure that balances all aspects of the composition and uses effective transitions between sentences to unify important ideas. |
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7.W.1.2 |
Support all statements and claims with anecdotes, descriptions, facts and statistics, and specific examples. |
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7.W.1.3 |
Use notetaking, outlining, & summarizing to impose structure on composition drafts |
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7.W.1.4 |
Identify topics; ask & evaluate questions; & develop ideas leading to inquiry, investigation, & research. |
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7.W.1.5 |
Give credit for both
quoted and paraphrased information in a bibliography by using a consistent
and sanctioned format and methodology for citations. |
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7.W.1.6 |
Create documents by using word-processing skills and publishing programs; develop simple databases and spreadsheets to manage information and prepare reports. |
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7.W.1.7 |
Revise writing to improve organization and word choice after checking the logic of the ideas and the precision of the vocabulary. |
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Student Name: ____________________ Student Number: ___________________
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General Standard |
Sub-Standard |
Standard Notation |
Standard Description |
Planned (X) |
Date Mastered |
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WRITING (W) (continued) |
2.0 Writing Applications (Genres & Their Characteristics) Write narrative,
expository, persuasive, & descriptive texts of at least 500 to 700 words in each genre. |
7.W.2.1 a, b, c |
Write fictional or autobiographical narratives: Develop a standard plot line (having a beginning, conflict, rising action, climax, and denouement) and point of view; Develop complex major and minor characters and a definite setting; Use a range of appropriate strategies (e.g., dialogue; suspense; naming of specific narrative action, including movement, gestures, and expressions). |
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7.W.2.2 a, b, c |
Write responses to literature: Develop interpretations exhibiting careful reading, understanding, and insight; Organize interpretations around several clear ideas, premises, or images from the literary work; & Justify interpretations through sustained use of examples and textual evidence. |
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7.W.2.3 a, b, c, d |
Write research reports: Pose relevant & tightly drawn questions about the topic; Convey clear & accurate perspectives on the subject; Include evidence compiled through the research process (eg, card catalog, a computer catalog, mags, newspapers, dict.) |
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7.W.2.4 a, b, c |
Write persuasive compositions: State a clear position or perspective in support of a proposition or proposal; Describe the points in support of the proposition, employing well-articulated evidence; and Anticipate and address reader concerns and counterarguments. |
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7.W.2.5 a, b, c |
Write summaries of reading materials: Include the main ideas and most significant details; Use the student’s own words, except for quotations; and Reflect underlying meaning, not just the superficial details. |
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WRITTEN AND ORAL LANGUAGE (L) |
1.0 Written and Oral Language |
7.L.1.1 |
Place modifiers properly and use the active voice. |
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7.L.1.2 |
Identify and use
infinitives and participles and make clear references between pronouns And antecedents. |
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7.L.1.3 |
Identify all parts of speech and types and structure of sentences. |
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7.L.1.4 |
Demonstrate the mechanics of writing (e.g., quotation marks, commas at end of dependent clauses) and appropriate English usage (e.g., pronoun reference). |
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7.L.1.5 |
Identify hyphens,
dashes, brackets, and semicolons and use them correctly. |
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7.L.1.6 |
Use correct
capitalization. |
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7.L.1.7 |
Spell derivatives correctly by applying the spellings of bases and affixes. |
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LISTENING & SPEAKING (LS) |
1.0 Listening and Speaking Strategies |
7.LS.1.1 |
Ask probing questions to elicit information, including evidence to support the speaker’s claims and conclusions. |
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7.LS.1.2 |
Determine the speaker’s attitude toward the subject. |
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7.LS.1.3 |
Respond to persuasive messages with questions, challenges, or affirmations. |
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7.LS.1.4 |
Organize information to achieve particular purposes and to appeal to the background and interests of the audience. |
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7.LS.1.5 |
Arrange supporting
details, reasons, descriptions, and examples effectively and persuasively in relation to the audience. |
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7.LS.1.6 |
Use speaking techniques, including voice modulation, inflection, tempo, enunciation, and eye contact, for effective presentations. |
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7.LS.1.7 |
Provide constructive feedback to speakers concerning the coherence and logic of a speech’s content and delivery and its overall impact upon the listener. |
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7.LS.1.8 |
Analyze the effect on the viewer of images, text, and sound in electronic journalism; identify the techniques used to achieve the effects in each instance studied. |
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Student Name: ____________________ Student Number: ____________________
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General Standard |
Sub-Standard |
Standard Notation |
Standard Description |
Planned (X) |
Date Mastered |
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LISTENING & SPEAKING (LS) |
2.0 Speaking Applications (Genres & Their Applications) |
7.LS.2.1 a, b, c |
Deliver narrative presentations: Establish a context, standard plot line (having a beginning, conflict, rising action, climax, and denouement), and point of view.; Describe complex major and minor characters and a definite setting.; and Use a range of appropriate strategies, including dialogue, suspense, and naming of specific narrative action (e.g., movement, gestures, expressions). |
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7.LS.2.2 a, b, c |
Deliver oral summaries of articles and books: Include the main ideas of the event or article and the most significant details; Use the student’s own words, except for material quoted from sources; and Convey a comprehensive understanding of sources, not just superficial details. |
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7.LS.2.3 a, b, c, d |
Deliver research presentations: Pose relevant & concise questions about the topic.; Convey clear and accurate perspectives on the subject.; Include evidence generated through the formal research process (e.g., use of a card catalog, Reader’s Guide to Periodical Literature, computer databases, magazines, news-papers, dictionaries); & Cite reference sources appropriately. |
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7.LS.2.4 a, b, |
Deliver persuasive presentations: State a clear position or perspective in support of an argument or proposal; and Describe the points in support of the argument and employ well-articulated evidence. |
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7th Grade: Science: Focus on Life Science (page 1 of 2) CALIFORNIA CONTENT-STANDARD CHECKLIST
Student Name: ___________________________ Student Number: ____________________
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General Standard |
Standard Notation |
Standard Description |
Planned (X) |
Date Mastered |
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1.0 CELL BIOLOGY All living organisms are composed of cells, from just one to many trillions, whose details usually are visible only through a microscope |
7.1.a |
Cells function similarly in all living organisms. |
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7.1.b |
The characteristics that distinguish plant cells from animal cells, including chloroplasts and cell walls. |
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7.1.c |
The nucleus is the repository for genetic information in plant and animal cells. |
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7.1.d |
Mitochondria liberate energy for the work that cells do and that chloroplasts capture sunlight energy for photosynthesis. |
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7.1.e |
Cells divide to increase their numbers through a process of mitosis, which results in two daughter cells with identical sets of chromosomes |
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7.1.f |
As multicellular organisms develop, their cells differentiate. |
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2.0 GENETICS A typical
cell of any organism contains genetic instructions that specify its traits. Those traits may be modified by environmental influences |
7.2.a |
The differences between the life cycles and reproduction methods of sexual and asexual organisms |
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7.2.b |
Sexual reproduction produces offspring that inherit half their genes from each parent |
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7.2.c |
An inherited trait can be determined by one or more genes. |
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7.2.d |
Plant & animal cells contain many 1,000s of different genes & typically have 2 copies of every gene. The two copies (or alleles) of the gene may or may not be identical, & one may be dominant in determining the phenotype while the other is recessive. |
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7.2.e |
DNA (deoxyribonucleic acid) is the genetic material of living organisms and is located in the chromosomes of each cell. |
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3.0 EVOLUTION Biological evolution accounts for the diversity of species developed through gradual processes over many generations |
7.3.a |
Both genetic variation & envir. factors are causes of evolution & diversity oforganisms |
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7.3.b |
The reasoning used by Charles Darwin in reaching his conclusion that natural selection is the mechanism of evolution. |
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7.3.c |
How independent lines of evidence from geology, fossils, and comparative anatomy provide the bases for the theory of evolution. |
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7.3.d |
Construct a simple branching diagram to classify living groups of organisms by shared derived characteristics and how to expand the diagram to include fossil organisms |
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7.3.e |
Extinction of a species occurs when the environment changes and that the adaptive characteristics of a species are insufficient for its survival. |
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4.0 EARTH AND LIFE HISTORY Evidence from rocks allows us to understand the evolution of life on Earth |
7.4.a |
Earth processes today are similar to those that occurred in the past and slow geologic processes have large cumulative effects over long periods of time. |
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7.4.b |
The history of life on Earth has been disrupted by major catastrophic events, such as major volcanic eruptions or the impacts of asteroids. |
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7.4.c |
The rock cycle includes the formation of new sediment and rocks and that rocks are often found in layers, with the oldest generally on the bottom. |
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7.4.d |
Evidence from geologic layers and radioactive dating indicates Earth is approximately 4.6 billion years old & that life on this planet has existed for more than 3 billion years. |
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7.4.e |
Fossils provide evidence of how life and environmental conditions have changed. |
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7.4.f |
Movements of Earth’s cont. & oceanic plates through time, w/ associated changes in climate & geog. connections have affected the past & present distrib. of organisms. |
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7.4.g |
Explain significant developments and extinctions of plant and animal life on the geologic time scale. |
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7th Grade: Science: Focus on Life Science (page 2 of 2) CALIFORNIA CONTENT-STANDARD CHECKLIST
Student Name: ___________________________ Student Number: ____________________
|
General Standard |
Standard Notation |
Standard Description |
Planned (X) |
Date Mastered |
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5.0 STRUCTURE
AND FUNCTION IN LIVING SYSTEMS The anatomy and
physiology of plants and animals illustrate the complementary nature of structure and function |
7.5.a |
Plants and animals have levels of organization for structure and function, including cells, tissues, organs, organ systems, and the whole organism. |
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7.5.b |
Organ systems function because of the contributions of individual organs, tissues, and cells. The failure of any part can affect the entire system. |
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7.5.c |
Bones and muscles work together to provide a structural framework for movement |
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7.5.d |
The reproductive organs of the human female and male generate eggs and sperm and how sexual activity may lead to fertilization and pregancy. |
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7.5.e |
The function of the umbilicus and placenta during pregnancy. |
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7.5.f |
Structures & processes by which flowering plants generate pollen, ovules, seeds, & fruit |
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7.5.g |
Relate the structures of the eye and ear to their functions. |
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6.0 PHYSICAL
PRINCIPLES IN LIVING SYSTEMS (Physical Science) Physical principles underlie biological structures and functions. As a basis for understanding |
7.6.a |
Visible light is a small band within a very broad electromagnetic spectrum. |
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7.6.b |
For an object to be seen, light emitted by or scattered from it must be detected by the eye. |
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7.6.c |
Light travels in straight lines if the medium it travels through does not change. |
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7.6.d |
Simple lenses are used in a magnifying glass, the eye, a camera, a telescope, and a microscope. |
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7.6.e |
White light is a mixture of many wavelengths (colors) and that retinal cells react differently to different wavelengths. |
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7.6.f |
Light can be reflected, refracted, transmitted, and absorbed by matter. |
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7.6.g |
The angle of reflection of a light beam is equal to the angle of incidence. |
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7.6.h |
Compare joints in the body (wrist, shoulder, thigh) with structures used in machines and simple devices (hinge, ball-and-socket, and sliding joints). |
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7.6.i |
Levers confer mechanical advantage and how the application of this principle applies to the musculoskeletal system. |
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7.6.j |
Contractions of the heart generate blood pressure and that heart valves prevent backflow of blood in the circulatory system. |
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7.0 INVESTIGATION AND EXPERIMENTATION Scientific progress is made by asking meaningful questions and conducting careful Investigations. As a basis for understanding this concept and addressing the content in the other three strands, students should develop their own questions and perform investigations. |
7.7.a |
Select and use appropriate tools and technology (including calculators, computers, balances, spring scales, microscopes, and binoculars) to perform tests, collect data, and display data |
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7.7.b |
Use a variety of print and electronic resources (including the World Wide Web) to collect information and evidence as part of a research project. |
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7.7.c |
Communicate the logical connection among hypotheses, science concepts, tests conducted, data collected, and conclusions drawn from the scientific evidence. |
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7.7.d |
Construct scale models, maps, and appropriately labeled diagrams to communicate scientific knowledge (e.g., motion of Earth’s plates and cell structure). |
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7.7.e |
Communicate the steps and results from an investigation in written reports and oral presentations. |
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7th grade: World History and
Geography: Modern and Early Modern Times
(page 1 of 3) CALIFORNIA
CONTENT-STANDARD CHECKLIST
Student Name: ____________________ Student Number: ____________________
|
General Standard |
Standard Notation |
Standard Description |
Planned (X) |
Date Mastered |
|
7.1 The causes and effects of the vast expansion and ultimate disintegration of the Roman Empire |
7.1.1 |
Study the early strengths and lasting
contributions of Rome (e.g., significance of Roman citizenship; rights under
Roman law; Roman art, architecture, engineering, and philosophy; preservation
and transmission of Christianity) and its ultimate internal weaknesses (e.g.,
rise of autonomous military powers within the empire, undermining of
citizenship by the growth of corruption and slavery, lack of education, and
distribution of news). |
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7.1.2 |
Discuss the geographic borders of the
empire at its height and the factors that threatened its territorial cohesion |
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7.1.3 |
Describe the establishment by Constantine
of the new capital in Constantinople and the development of the Byzantine
Empire, w/ an emphasis on the consequences of the development of two distinct
European civilizations, Eastern Orthodox and Roman Catholic, & two distinct
views on church-state relations. |
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7.2 The geographic,
political, economic, religious, and social Structures of the civilizations of Islam in the Middle Ages |
7.2.1 |
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. |
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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 |
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7.2.3 |
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 |
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7.2.4 |
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 |
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7.2.5 |
Describe the growth of cities and the establishment of
trade routes among Asia, Africa, and Europe, the products and inventions that
traveled along these routes (e.g., spices, textiles, paper, steel, new
crops), and the role of merchants in Arab society |
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7.2.6 |
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. |
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7.3 The geographic,
political, economic, religious, and social Structures of the civilizations of China in the Middle Age |
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 |
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7.3.2 |
Describe agricultural, technological, and commercial
developments during the Tang and Sung periods |
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7.3.3 |
Analyze the influences of Confucianism and changes in
Confucian thought during the Sung and Mongol periods |
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7.3.4 |
Understand the importance of both overland trade and
maritime expeditions between China and other civilizations in the Mongol
Ascendancy and Ming Dynasty. |
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7.3.5 |
Trace the historic influence of such discoveries as
tea, the manufacture of paper, wood-block printing, the compass, and
gunpowder |
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7.3.6 |
Describe the development of the imperial state and the
scholar-official class. |
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7.4 The geographic, political, economic, religious, & social structures of the subSaharan civs of Ghana & Mali in Medieval Africa. |
7.4.1 |
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. |
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7.4.2 |
Analyze the importance of family, labor
specialization, and regional commerce in the Development of states and cities
in West Africa. |
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7.4.3 |
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. |
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7.4.4 |
Trace the growth of the Arabic language in government,
trade, and Islamic scholarship In West Africa. |
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7.4.5 |
Describe the importance of written and oral traditions
in the transmission of African history and culture |
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7th grade: History-Social Science: Modern and Early
Modern Times (page 2 of 3) CALIFORNIA
CONTENT-STANDARD CHECKLIST
Student Name: ____________________ Student Number: ____________________
|
General Standard |
Standard Notation |
Standard Description |
Planned (X) |
Date Mastered |
|
|
7.5 The geographic, political, economic, religious, and
social Structures of the civilizations of Medieval Japan |
7.5.1 |
Describe the significance of Japan’s proximity to
China and Korea and the intellectual, linguistic, religious, and
philosophical influence of those countries on Japan. |
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7.5.2 |
Discuss the reign of Prince Shotoku
of Japan & the charact. of Jap. society &
family life during his reign |
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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. |
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7.5.4 |
Trace the development of distinctive forms of Japanese
Buddhism. |
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7.5.5 |
Study 9th & 10th cent.’
golden age of literature, art, & drama & its lasting effects on
culture today, (e.g., Tale of Genji) |
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7.5.6 |
Analyze the rise of a military society in the late
twelfth century & the role of the samurai in that society. |
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7.6 The geographic, political, economic, religious, and
social Structures of the civilizations of Medieval Europe |
7.6.1 |
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 |
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7.6.2 |
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 |
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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 |
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7.6.4 |
Demonstrate an understanding of the conflict and
cooperation between the Papacy and European monarchs (e.g., Charlemagne,
Gregory VII, Emperor Henry IV). |
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7.6.5 |
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). |
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7.6.6 |
Discuss the causes & course of religious Crusades
and their effects on the Christian, Muslim, & Jewish pop in Eur.
w/emphasis on increasing contact by Europeans w/ cultures of the Eastern Mediterrean world |
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7.6.7 |
Map spread of
bubonic plague from Central Asia to China, Middle East, & Europe &
describe impacts on global pop |
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7.6.8 |
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” |
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7.6.9 |
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 |
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7.7 Compare and contrast the geo., political, economic,
religious, &social structures of the Meso-Amer.
& Andean civilizations |
7.7.1 |
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. |
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7.7.2 |
Study peoples roles in each society, (e.g class structures, family life, warfare, relig. practices & slavery) |
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7.7.3 |
Explain how & where each empire arose & how
the Aztec & Incan empires were defeated by Spanish |
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7.7.4 |
Describe the artistic and oral traditions and
architecture in the three civilizations |
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7.7.5 |
Describe the Meso-American
achievements in astronomy & mathematics, including the development of the
calendar & the Meso-Amer. Knowledge of seasonal
changes to the civilizations’ agricultural systems |
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7.8 The origins, accomplishments, and geographic diffusion
of the Renaissance |
7.8.1 |
Describe the way in which the revival of classical
learning and the arts fostered a new interest in humanism |
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7.8.2 |
Explain the importance of Florence in the early stages
of the Renaissance and the growth of independent trading cities (e.g.,
Venice), with emphasis on the cities’ importance in the spread of Renaissance
ideas. |
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7.8.3 |
Understand the effects of the reopening of the ancient
“Silk Road” between Eur. and China, including Marco Polo’s travels and the
location of his routes |
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7th grade: World History and Geography: Modern and Early Modern Times (page 3 of
3) CALIFORNIA
CONTENT-STANDARD CHECKLIST
Student Name: ____________________ Student Number: ____________________
|
General Standard |
Standard Notation |
Standard Description |
Planned (X) |
Date Mastered |
|
The origins, accomplishments, and geographic diffusion
of the Renaissance (continued) |
7.8.4 |
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). |
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7.8.5 |
Detail advances made in literature, the arts, science,
mathematics, cartography, engineering, and the understanding of human anatomy
and astronomy (e.g., by Dante Alighieri, Leonardo da
Vinci, Michelangelo di Buonarroti
Simoni, Johann Gutenberg, William Shakespeare). |
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7.9 The
historical developments of the Reformation |
7.9.1 |
List the causes for the internal turmoil in and
weakening of the Catholic church (e.g., tax policies, selling of indulgences) |
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7.9.2 |
Describe the theological, political, and economic
ideas of the major figures during the Reformation (e.g., Desiderius
Erasmus, Martin Luther, John Calvin, William Tyndale). |
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7.9.3 |
Explain Protestants’ new practices of church
self-government and the influence of those practices on the development of
democratic practices and ideas of federalism |
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7.9.4 |
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 |
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7.9.5 |
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). |
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7.9.6 |
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 |
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7.9.7 |
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). |
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7.10 Scientific Revolution & its effect on religious,
political, & cultural institutions |
7.10.1 |
Discuss the roots of the Scientific Revolution (e.g.,
Greek rationalism; Jewish, Christian, and Muslim science; Renaissance
humanism; new knowledge from global exploration). |
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7.10.2 |
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). |
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7.10.3 |
Understand the scientific method advanced by Bacon
& Descartes, the influence of new scientific rationalism on the growth of
democratic ideas, & coexistence of science w/ traditional religious
beliefs. |
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7.11 The political and economic change in the sixteenth,
seventeenth, And eighteenth centuries (the Age of Exploration, the
Enlightenment, and the Age of Reason). |
7.11.1 |
Know the great voyages of discovery, the locations of
the routes, and the influence of cartography in the development of a new
European worldview |
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7.11.2 |
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 |
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7.11.3 |
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. |
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7.11.4 |
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, & Christianity. |
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7.11.5 |
Describe how democratic thought and institutions were
influenced by Enlightenment thinkers (e.g., John Locke, Charles-Louis
Montesquieu, American founders) |
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7.11.6 |
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 |
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