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Topic: Social change and cultural achievement in Europe 

World History

 Standard 20.  Understands the redefinition of European society and culture from 1000 to 1300 CE
  Level II (Grade 5-6)
   Benchmark 4.Understands the lives of different groups of people in Medieval Europe (e.g., life in Jewish communities and what Jews added to the cultural and economic development of Europe; the influence of ideals of chivalry and courtly love on feudal society; how the status of women changed in medieval European life)
    Knowledge/skill statements
     1.Understands daily life in Jewish communities in medieval Europe
     2.Understands what Jews added to the cultural and economic development of medieval Europe
     3.Understands the influence of ideals of chivalry and courtly love on feudal society
     4.Understands how the status of women changed in medieval European life
   Benchmark 5.Understands the significance of the university in Medieval Europe (e.g., how universities contributed to literacy, learning, and scientific advancement; why universities were founded in certain parts of Europe; the meaning of the word "university")
    Knowledge/skill statements
     1.Understands how universities contributed to literacy, learning, and scientific advancement in medieval Europe
     2.Knows why universities were founded in certain parts of Europe
     3.Understands the meaning of the word "university" as related to its origins in medieval Europe
   Benchmark 7.Understands aspects of the architecture of Medieval Europe (e.g., different architectural styles from this period; how some elements may still be seen in local, modern architecture)
    Knowledge/skill statements
     1.Knows different architectural styles from Medieval Europe
     2.Knows how some elements of the architecture of Medieval Europe may still be seen in local, modern architecture
  Level III (Grade 7-8)
   Benchmark 4.Understands Christian efforts for the Reconquest of Spain from Muslim powers
    Knowledge/skill statements
     1.Understands Muslim power in central and southern Iberia
     2.Understands the successful Christian efforts to regain central and southern Iberia
   Benchmark 5.Understands the consequences of German expansion into Poland and the Baltic region
    Knowledge/skill statements
     1.Knows the consequences of German expansion into Poland
     2.Knows the consequences of German expansion into the Baltic region
   Benchmark 6.Understands art, architecture, and education in medieval Christian and Spanish Muslim society (e.g., how major works of art, architecture, and literature reflect values and attitudes of medieval Christian society; poetry of Muslim Spain and Christian Europe; the origins, organization, and studies of Christian universities in Europe, and the influence of Muslim scholarship and universities; how Gothic cathedrals reflect central aspects of European society)
    Knowledge/skill statements
     1.Understands features of art in medieval Christian society
     2.Understands features of architecture in medieval Christian society
     3.Understands features of education in medieval Christian society
     4.Understands features of art in medieval Spanish Muslim society
     5.Understands features of architecture in medieval Spanish Muslim society
     6.Understands features of education in medieval Spanish Muslim society
     7.Understands how major works of literature reflect values and attitudes of medieval Christian society
     8.Understands how major works of architecture reflect values and attitudes of medieval Christian society
     9.Understands how major works of literature reflect values and attitudes of medieval Christian society
     10.Knows major works of poetry of Muslim Spain
     11.Knows major works of poetry of Christian Europe
     12.Understands the origins, organization, and studies of Christian universities in Europe
     13.Understands the influence of Muslim scholarship and universities in Medieval Europe
     14.Understands how Gothic cathedrals reflect central aspects of Medieval European society
  Level IV (Grade 9-12)
   Benchmark 5.Understands the spread of philosophy to Europe (e.g., the importance of the Islamic states of Iberia and Sicily as well as the Byzantine Empire in transmitting scientific and philosophical knowledge to Western and Central Europe; how classical works such as those of Aristotle and Plato became part of medieval philosophy in Western Europe, and the attitude of the Church toward these non-Christian philosophies)
    Knowledge/skill statements
     1.Understands the importance of the Islamic states of Iberia and Sicily in transmitting scientific and philosophical knowledge to Western and Central Europe
     2.Understands the importance of the Byzantine Empire in transmitting scientific and philosophical knowledge to Western and Central Europe
     3.Understands how classical works such as those of Aristotle and Plato became part of medieval philosophy in Western Europe
     4.Understands the attitude of the Church toward non Christian philosophies adopted in Western Europe
   Benchmark 11.Understands how women's experiences in Europe were determined by social class, area, time, and stage of life and how these experiences are reflected in different types of literature (e.g., Treasure of City of Ladies by Catherine of Pisan and Art of Courtly Love)
    Knowledge/skill statements
     1.Understands how women’s experiences in Europe were determined by social class
     2.Understands how women’s experiences in Europe were determined by region
     3.Understands how women’s experiences in Europe were determined by time and stage of life
     4.Understands how women’s experiences in Medieval Europe are reflected in different types of literature (e.g., Treasure of City of Ladies by Christine of Pisan and Art of Courtly Love)
 Standard 27.  Understands how European society experienced political, economic, and cultural transformations in an age of global intercommunication between 1450 and 1750
  Level III (Grade 7-8)
   Benchmark 3.Understands significant social and cultural changes that took place during the Renaissance (e.g., advances in printing press technology, the connections between the Italian Renaissance and the development of Humanist ideals in Europe north of the Alps, positive and negative changes in the status of women during the Renaissance and Reformation, the legacy of Renaissance architecture, changes in European art and architecture between the Middle Ages and the High Renaissance)
    Knowledge/skill statements
     1.Understands significant social changes that took place during the Renaissance
     2.Understands significant cultural changes that took place during the Renaissance
     3.Understands the significance of advances in printing press technology
     4.Understands the connections between the Italian Renaissance and the development of Humanist ideals in Europe north of the Alps
     5.Knows positive and negative changes in the status of women during the Renaissance and Reformation
     6.Understands the legacy of Renaissance architecture
     7.Understands changes in European art and architecture between the Middle Ages and the High Renaissance
 Standard 35.  Understands patterns of nationalism, state-building, and social reform in Europe and the Americas from 1830 to 1914
  Level III (Grade 7-8)
   Benchmark 3.Understands social change and the emergence of new social class culture in 19th-century Europe (e.g., the elements of the distinctive middle-class and working class culture that developed in industrial Europe; how the average standard of living changed in Europe in the 19th century and the factors that accounted for this change; broad-ranging benefits and disadvantages of attending school for children from peasant, middle class, craft, and urban factory-working families)
    Knowledge/skill statements
     1.Understands the elements of the distinctive middle class and working class culture that developed in industrial Europe
     2.Understands how the average standard of living changed in Europe in the 19th century and the factors that accounted for this change
     3.Understands broad ranging benefits of attending school for children from peasant, middle class, craft, and urban factory working families
     4.Understands broad ranging disadvantages of attending school for children from peasant, middle class, craft, and urban factory working families