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Topic: Feudalism, monarchies, and city-states in Europe 

World History

 Standard 19.  Understands the maturation of an interregional system of communication, trade, and cultural exchange during a period of Chinese economic power and Islamic expansion
  Level III (Grade 7-8)
   Benchmark 3.Understands government and politics of the Kamakura period (e.g., similarities and differences between feudalism in Japan and medieval Europe; significant political events in the history of the Kamakura period)
    Knowledge/skill statements
     1.Understands similarities and differences between feudalism in Japan and medieval Europe
     2.Knows significant political events in the history of the Kamakura period
 Standard 20.  Understands the redefinition of European society and culture from 1000 to 1300 CE
  Level II (Grade 5-6)
   Benchmark 1.Understands the significance of developments in medieval English legal and constitutional practice and their importance for modern democratic thought and institutions
    Knowledge/skill statements
     1.Understands the significance of developments in medieval English legal and constitutional practice
     2.Understands the importance of developments in medieval English legal and constitutional practice for modern democratic thought and institutions
   Benchmark 2.Understands the systems of feudalism and manorialism (e.g., the principles of feudalism, manorialism, and serfdom, and their widespread use in parts of Europe in the 11th century; how population growth and agricultural expansion affected the legal, economic, and social position of peasant men and women; how the lives of peasants and serfs differed; how their lives were affected by the manors and castles)
    Knowledge/skill statements
     1.Understands the principles of feudalism and their widespread use in parts of Europe in the 11th century
     2.Understands the principles of manorialism and their widespread use in parts of Europe in the 11th century
     3.Understands how population growth and agricultural expansion affected the legal, economic, and social position of peasant men and women
     4.Understands how the lives of peasants and serfs differed
     5.Understands how the lives of peasants and serfs were affected by the manors and castles
   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 6.Understands the significance of William the Conqueror in English society (e.g., why William invaded England; how he won control of England after the Battle of Hastings; what changes he made in governing England)
    Knowledge/skill statements
     1.Understands why William the Conqueror invaded England
     2.Knows how William the Conqueror won control of England after the Battle of Hastings
     3.Knows what changes William the Conqueror made in governing England
  Level III (Grade 7-8)
   Benchmark 1.Understands political events that shaped the development of European governments (e.g., how European monarchies expanded their power at the expense of feudal lords, and the growth and limitations of representative institutions in these monarchies; how the political relationship between the Roman Catholic Church and secular states changed from the Early Middle Ages to the High Middle Ages; the conflict that led to the Battle of Hastings; the political changes William initiated after his victory, and the long-term cultural and social changes in England following the Norman conquest)
    Knowledge/skill statements
     1.Understands how European monarchies expanded their power at the expense of feudal lords
     2.Understands the growth and limitations of representative institutions in European monarchies
     3.Understands how the political relationship between the Roman Catholic Church and secular states changed from the Early Middle Ages to the High Middle Ages
     4.Understands the conflict that led to the Battle of Hastings
     5.Knows the political changes William the Conqueror initiated after his victory
     6.Understands the long term cultural and social changes in England following the Norman conquest
   Benchmark 2.Understands the importance of inheritance laws, arranged marriages, dowries, and family alliances for dynastic and aristocratic politics
    Knowledge/skill statements
     1.Understands the importance of inheritance laws for dynastic and aristocratic politics in European society
     2.Understands the importance of arranged marriages for dynastic and aristocratic politics in European society
     3.Understands the importance of dowries for dynastic and aristocratic politics in European society
     4.Understands the importance of family alliances for dynastic and aristocratic politics in European society
  Level IV (Grade 9-12)
   Benchmark 1.Understands the role of feudalism and manorialism in European society (e.g., how different feudal institutions assisted monarchies in centralizing power; how manorialism could be considered an economic system, and the rights, roles, and obligations of manorial inhabitants; the relative success of European monarchies at establishing security and political legitimacy for feudalism)
    Knowledge/skill statements
     1.Understands the role of feudalism in European society
     2.Understands the role of manorialism in European society
     3.Understands how different feudal institutions assisted monarchies in centralizing power
     4.Understands how manorialism could be considered an economic system
     5.Understands the rights, roles, and obligations of manorial inhabitants
     6.Understands the relative success of European monarchies at establishing security and political legitimacy for feudalism
   Benchmark 2.Understands the development of English government and its legal and political system (e.g., the Magna Carta and its tenets of the rule of the law and constitutional liberties; the structural differences, powers of, and participants in the representative governmental bodies of the English Parliament and French Estates-General)
    Knowledge/skill statements
     1.Understands the development of the English legal system
     2.Understands the development of the English political system
     3.Understands the Magna Carta and its tenets of the rule of the law and constitutional liberties
     4.Understands the structural differences in the representative governmental bodies of the English Parliament and French Estates General
     5.Understands the powers of the representative governmental bodies of the English Parliament and French Estates General
     6.Knows the participants in the representative governmental bodies of the English Parliament and French Estates General
   Benchmark 3.Understands the rise of the city-state in Italy and northern Europe (e.g., how city-states differed from centralizing monarchies; common features and activities that allowed city-states such as Genoa, Venice, and Bruges to become commercial, financial, and economic leaders of Europe and maintain their independence)
    Knowledge/skill statements
     1.Understands the rise of the city state in Italy
     2.Understands the rise of the city state in northern Europe
     3.Understands how city states differed from centralizing monarchies
     4.Knows common features and activities that allowed city states such as Genoa, Venice, and Bruges to become commercial, financial, and economic leaders of Europe
     5.Knows common features and activities that allowed city states such as Genoa, Venice, and Bruges to maintain their independence
   Benchmark 7.Understands the social elements of feudalism (e.g., the daily life of serfs, knights, and lords as feudalism developed late in the 1st millennium CE; how their lives and duties were interrelated, and what diverse sources illustrate about this life and this time)
    Knowledge/skill statements
     1.Understands elements of the daily life of serfs as feudalism developed late in the 1st millennium CE
     2.Understands elements of the daily life of knights as feudalism developed late in the 1st millennium CE
     3.Understands elements of the daily life of lords as feudalism developed late in the 1st millennium CE
     4.Understands how the lives and duties of serfs, knights, and lords were interrelated
     5.Knows what diverse sources illustrate about daily life under feudalism in Europe
   Benchmark 8.Understands how women influenced medieval politics (e.g., the roles and duties of women in 14th century political and home life; the opportunities available to upper class women and the obstacles they faced)
    Knowledge/skill statements
     1.Understands the roles and duties of women in 14th century political life
     2.Understands the roles and duties of women in 14th century home life
     3.Knows the opportunities available to upper class women in Medieval Europe and the obstacles they faced