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Kolbe Academy Home School

GRADE 7 HISTORY

Light to the Nations, Part One: The History of Christian Civilization

TABLE OF CONTENTS

I. Syllabus 2

II. Daily Course PlanA. Semester 1 4 B. Semester 2 20

III. Vocabulary Answer Key 36

IV. Assignments Answer Key 39

V. Exams 42

VI. Answer Keys for the Exams 50

Resale & Copying Policy: This course plan and all accompanying materials are not intended for resale or copying. Copying represents copyright infringement, which is illegal. Regarding reselling the materials, Kolbe Academy relies upon the continued purchase of our course plans for financial stability. As a Catholic Apostolate, we ask you to refrain from reselling Kolbe's course plans. While we cannot stop you from copying or reselling this course plan, we do strongly implore you not to do so

AMDG

Kolbe Academy Home School SYLLABUS

History Grade 7

Copyright Kolbe Academy 2015 All Rights Reserved

Light to the Nations, Part One 2

COURSE TITLE: World History

COURSE TEXT: Light to the Nations, Part One: The History of Christian Civilization. Catholic Schools Textbook Project.

COURSE DESCRIPTION:

Light to the Nations, Part One provides students with a framework for understanding our common past from the standpoint of the Catholic Church. Acknowledging the existence of prehistorical and “Before Christ” epochs, The Light to the Nations, Part One nevertheless begins with the Incarnation of Jesus Christ and concludes with the onset of the French Revolution. Milestones of the Church’s relationship with the developing western culture it both spurs and strives against are given close attention, as is the ongoing impact of Islam, Russia, and the major figures of each age. Secularizing trends in the wake of the Protestant Reformation set the stage for the Reign of Terror which is covered in more depth in The Light to the Nations, Part Two: The Making of the Modern World.

COURSE OBJECTIVES:

❖ Appreciation of the parameters of the discipline of history itself, including its definition, and theoverall contours of what is to be studied and how;

❖ Acknowledgement of Jesus Christ as the pivotal figure in all of creation and, therefore, of historyitself;

❖ Mastery of factual highlights concerning the figures and events shaping civilization up to the onsetof the French Revolution; and

❖ Sound preparation for a consideration of the philosophical, religious, and political conflicts of themodern age, which will be covered in the following text of the series (Light to the Nations, Part Two:The Making of the Modern World).

SCOPE AND SEQUENCE:

1. Weekly reading and questions, as outlined in the course plan;

2. Short weekly or biweekly papers on a topic suggested in the projects section at the end of each

chapter;

3. Oral reports whenever possible;

4. A term paper in the second semester, on a topic suggested in the projects section of one of the

chapters. This paper should be 5-10 pages in length and involve library research. Papers should be:

❖ Typed, footnoted, double-spaced and properly researched for presentation.❖ Graded on neatness, grammar, spelling, syntax, and focus on the stated topic.

AMDG

Kolbe Academy Home School SYLLABUS

History Grade 7



SKILLS TO BE DEVELOPED:

❖ Research and evaluation❖ Oral presentation (strongly recommended)

❖ Composition❖ Reading comprehension

COURSE PLAN METHODOLOGY:

Kolbe Academy has worked diligently to create the best possible course plans with the home schooling family in mind. Remember, however, that our program is intended to be flexible. Per the principle of subsidiarity, these course plans are a suggested course of study. As the teacher, you should adapt and modify them to meet the individual learning needs of your child. Do not feel obligated to follow these course plans exactly.

In the course plans that follow, Light to the Nations, Part One: The History of Christian Civilization is represented by the abbreviation LNI. Each weekly assignment is summarized in the first line of the week’s daily course plan. The specific daily assignments are outlined in the following lines indicated by the DAY 1, DAY 2, DAY 3, and DAY 4 abbreviations. Parent daily guidelines are given to the right of the student assignments. The semester schedule is set up such that one lesson, investigation or test can be done on a five-day schedule. Although most of Kolbe Academy Home School course plans are set up for a four-day week, the mathematics courses at this level do benefit from a five-day week schedule. This can be altered if the student would like to double up on an assignment or test on the final day of their week. A family’s schedule can and should vary as needed.

A weekly grade book is included at the end of the week’s course plan as a convenience. Parents should use the grade book only as a help to their homeschooling and not as a hindrance. It includes a cumulative list of written assignments from the week’s course plan as well as space for additional assignments, if needed. Kolbe Academy does not require that you keep record of all student work. If you intend to report your student’s work to Kolbe Academy for an official record, two samples of written and graded work is required per semester per course along with the signed and filled out report card. The weighting suggestion in the end of the grade book is there for convenience and may be modified as the parent deems fit. Please consult the welcome packet for a full tutorial on using the grade book.

This History course contains 36 weeks broken into 2 18-week semesters. Week 8 and Week 17 are lighter weeks, and usually include a few days for review. You should use the review days as time to catch up if necessary and then go over the subject matter. If you intend to use the tests provided, look them over before teaching the subjects and make sure you review the material in the tests throughout the semester.

Finally, begin every class with a prayer. This is a good way to help the child memorize new prayers. Repeat the same ones every day until they are known. Be sure to explain the meanings of the prayers. Repetition in all areas of study is most beneficial.

AMDG


♦ COURSE PLAN ♦ History Grade 7



FIRST SEMESTER

WEEK 1

Book Weekly Breakdown

Goals and Notes for the Week

LNI Introduction -What we mean by the term, “history”-What we know about human history, and how we know it

At the end of each chapter, there is a list of “Key Concepts” which includes vocabulary words from the boxes in the margins. In addition to these terms, students should learn the meaning of the following: culture (p. 7); megaliths (p. 8); Aryans/Indo-Europeans (p. 10); Mare Nostrum (p. 11).

Assigned paragraphs may be presented, alternatively, in oral form.

Student Daily Assignments Parent Daily Guidelines

DAY 1

LNI Pages 1-4

❑

Have the student read pp. 1-4, and study the time line on pp. 2-3. Using outside sources, identify and describe each red bullet point.

DAY 2

LNI Pages 5-9

❑

Have the student read pp. 5-10.

DAY 3

LNI Pages 10-13

❑


DAY 4

Introduction Review

❑Have the student read the review material and answer the questions on p. 15.

Week 1 Grade Book

Assignments Include

(A) PointsEarned

(B) Possible PointsA/B x100 =%

(C) Reading assignments ❑ 25

Timeline ❑ 50 Review questions ❑ 25

Week 1 Avg. Add up column C & divide by number of included assignments = %

Notes

AMDG





WEEK 2

Book Weekly Breakdown Goals and Notes for the Week

LNI First half of Chapter

One

-The Incarnation-The periods of Jesus’ life-The concept of the Eucharist

At the end of each chapter, there is a list of “Key Concepts” which includes vocabulary words from the boxes in the margins. In addition to these terms, students should learn the meaning of the following: tetrarch (p. 22); blasphemy (p. 26); institution (p. 28); gentiles (p. 36).



DAY 1

LNI Pages 17-21

❑

Have the student read pp. 17-21. Reinforce understanding of the subject by reading through the Scriptural account of the Incarnation in Lk: 1-2 and writing a paragraph summarizing it.

DAY 2

LNI Pages 21-32 ❑Have the student read pp. 21-32.

DAY 3

LNI Page 33

❑

Have the student read the text box, “The Holy Eucharist” on p. 33. Research how, in Jn. 6, His first hearers reacted when Jesus instructed them to “eat” His flesh and “drink” His blood. Write a paragraph answering the questions: Did Jesus expect people to understand the Eucharist right away? Did He try to retract His original assertions of what it is and how important it is.

DAY 4


Week 2 Grade Book

Assignments Include (A) Points

Earned(B) Possible

PointsA/B x100 =%


Incarnation paragraph ❑ 25 Eucharist paragraph ❑ 50


Notes

AMDG





WEEK 3


LNI Second half of Chapter One

-Saints Peter and Paul-The establishment of the Roman Catholic Church

At the end of each chapter, there is a list of “Key Concepts” which includes vocabulary words from the boxes in the margins. In addition to these terms, students should learn the meaning of the following: catholic (p. 38); persecution (p. 41).



DAY 1

LNI Pages 36-42

❑


DAY 2

LNI Page 39

❑

Using the Bible, have the student research how many letters of the New Testament were written by St. Paul, and how many were written by other people. Have the student choose one of St. Paul’s epistles to read

DAY 3

LNI Page 40

❑

Using the Bible, have the student read what Jesus told St. Peter about the establishment of the Church (Matt. 16:13-20). Compare His words to Peter with His teaching about the two possible foundations of every human life (Matt. 7:24-29). Have the student write a paragraph explaining why there is only one Church and why it is important to belong to it.

DAY 4

Chapter One Review

❑

Have the student read the review material and answer the questions on page 44.

Week 3 Grade Book


Earned(B) Possible

PointsA/B x100 =%


Epistle assignment ❑ 25 Establishment of the Church paragraph

❑ 25

Review questions ❑ 25


Notes

AMDG





WEEK 4


LNI Chapter Two -The Roman Empire at the time of Christ-Emperors, Good and Bad-Diocletian and Persecution

At the end of each chapter, there is a list of “Key Concepts” which includes vocabulary words from the boxes in the margins. In addition to these terms, students should learn the meaning of the following: dictator (p. 47); overt (p. 51); bubonic plague (p. 62).



DAY 1

LNI Pages 47-60

❑

Have the student read pages 47-60.

DAY 2

LNI Page 50

❑

Have the student re-read the text box on p. 50, “Imperial Patron of the Arts.” Using outside sources, write a paragraph about the life and works of one of the three great poets—Virgil, Horace, or Ovid.

DAY 3

LNI Pages 61-68

❑


DAY 4

Chapter Two Review

❑

Have the student answer the review questions on p. 67.

Week 4 Grade Book


Earned(B) Possible

PointsA/B x100 =%

(C)

Reading assignments ❑ 25 Poets paragraph ❑ 50



Notes

AMDG


COURSE PLAN History

Grade 7



WEEK 5


LNI Chapter Three

-Clash between the Church and the government-The concept and historical reality of martyrdom-The concept of heresy-Origins of religious tolerance

At the end of each chapter, there is a list of “Key Concepts” which includes vocabulary words from the boxes in the margins. In addition to these terms, students should learn the meaning of the following: deified (p. 72); catechetical (p. 76); welfare state (p. 79); Nova Roma (p. 85). Assigned paragraphs may be presented, alternatively, in oral form.

Student Daily Assignments

Parent Daily Guidelines

DAY 1

LNI Pages 69-73

❑


DAY 2

LNI Pages 73-77

❑

Have the student read pp. 73-77, and research what the CCC says about the Fathers of the Church (8; 688) and martyrdom (2471-2574). What is the difference between heresy and incredulity, apostasy, and schism (2089)? Write a paragraph explaining the term of your choice: martyrdom, or heresy.

DAY 3

LNI Pages 78-85 ❑


DAY 4

Chapter Three Review

❑

Have the student read the review material and answer the questions on page 87.

Week 5 Grade Book


Earned(B) Possible

PointsA/B x100 =%


Martyrdom paragraph ❑ 50 Review questions ❑ 25

EXTRA CREDIT In his fantasy novel The Great Divorce, C. S. Lewis includes the Emperor Trajan as a saved soul-- someone who has made it to Heaven. Trajan, however, was a pagan. Write a paragraph explaining why Lewis might have chosen to “save” him.

❑(instructor’s

choice)


Notes

AMDG


COURSE PLAN History

Grade 7



WEEK 6


LNI First Half of

Chapter Four

-The Arian heresy and its far-reaching effects-The Council of Nicaea and the Creed-The rise of Christian monasticism-Threats from outside the Church

At the end of each chapter, there is a list of “Key Concepts” which includes vocabulary words from the boxes in the margins. In addition to these terms, students should learn the meaning of the following: traditores (p. 90); compromise (p. 92); catastrophe (p. 95).



DAY 1


DAY 2

The Council of Nicaea

❑

Research what the CCC gives as the definition of an ecumenical council, like Nicaea (884). How important is the teaching of such a council (891)? Write a paragraph explaining this.

DAY 3

St. Athanasius ❑

Using outside resources, research the life and work of St. Athanasius. Who was he, and why was he so important during this period of Church history? Write a paragraph about him.

DAY 4

Monasticism ❑

Other religions besides Christianity have monks. Within Christianity itself, monastic life takes many forms. Using outside sources, research some of these forms. Write a paragraph about St. Anthony of the Desert, St. Benedict, or the ruins of Skellig Michael.

Week 6 Grade Book


Earned(B) Possible

PointsA/B x100 =%

(C)

Reading assignments ❑ 25 Council paragraph ❑ 25

St. Athanasius paragraph ❑ 25 Monasticism paragraph ❑ 25


Notes

AMDG


COURSE PLAN History

Grade 7

Copyright Kolbe Academy 2015 All Rights Reserved Light to the Nations, Part One 10

WEEK 7


LNI Second Half of Chapter Four

-St. Ambrose, St. Jerome, and St. Augustine -The origins and translation of the Bible -The Pope as defender against barbarians

At the end of each chapter, there is a list of “Key Concepts” which includes vocabulary words from the boxes in the margins. In addition to these terms, students should learn the meaning of the following: spellbinding (p. 99); basilica (p. 99); impregnable (p. 104); ruthless (p. 106); bulwark (p. 109). Assigned paragraphs may be presented, alternatively, in oral form.


DAY 1

LNI Pages 98-103

❑ Have the student read pp. 98-103.

DAY 2

LNI

Page 99 ❑

Focusing on the text box on p. 99, “The Christian Scriptures,” have the student look up what the CCC says about the canon (120) and the relationship between Scripture and Tradition (80-83). Explain this relationship in paragraph form.

DAY 3

LNI Pages 103-109


DAY 4

Chapter Four Review

❑ Have the student read the review material and answer the questions on pp. 112-113.

Week 7 Grade Book


Earned (B) Possible

Points A/B x100 =%

(C)

Reading assignments ❑ 25 Scripture paragraph ❑ 50



Notes

AMDG


COURSE PLAN History

Grade 7



WEEK 8

Review Week Midterm Material Review Week Notes

LNI

During review week, focus on the material at the end of each chapter (including the Introduction). The content of the “Highways and Byways” section is supplementary and will not be mandatory for testing purposes. Assigned paragraph content is, likewise, not included in the test, which focuses on reading comprehension and mastery of the covered material.

WEEK 9

Exam Week Midterm Exam Administer the midterm exam. It should take 30 minutes or less.

Semester 1 Grade Book

Points Earned Points Possible A/B

Midterm Exam (A) (B) (C)

Midterm Exam Weight Multiply C x 100 = % (D)

Weekly Averages Weekly Percent Grade

(E)

Record from Week 1 grades → Week 1 Average Record from Week 2 grades → Week 2 Average



Record from Week 7 grades → Week 7 Average Sum of Weekly Percent Grades from column E = % (F)

Total Weekly Grade Average Divide F/7 = % (G)

Weekly Grade Weight Multiply G x 2 = % (H)

SEMESTER 1, MIDTERM HISTORY GRADE

Add D + H and divide by 3, then x 100 = %

Letter Grade Equivalent (see report card) =

Notes

Notes

AMDG


COURSE PLAN History

Grade 7



WEEK 10


LNI Chapter Five

--the concept of the “Dark Ages” --the concept of Christendom --the Germanic tribes and their society --the ongoing influence of Arianism --the conversion of Clovis

At the end of each chapter, there is a list of “Key Concepts” which includes vocabulary words from the boxes in the margins. In addition to these terms, students should learn the meaning of the following: Greco-Roman (p. 115); aqueduct (p. 132).



DAY 1

LNI Pages 115-124

❑


DAY 2

LNI Pages 124-133

❑


DAY 3

Analysis ❑

Summarize the story of the conversion of Clovis in your own words. This event was pivotal for the development of Christendom.

DAY 4

Chapter Five Review

❑

Have the student read the review material and answer the questions on p. 136.

Week 10 Grade Book


Earned(B) Possible

PointsA/B x100 =%

(C) Reading Assignments ❑ 25

Analysis ❑ 50 Review ❑ 25


Notes

AMDG


COURSE PLAN History

Grade 7



WEEK 11


LNI Chapter Six --the transition from ancient to Medieval society --the work of the great pillars of Christendom, Patrick and Benedict --the pontificate of Gregory the Great

At the end of each chapter, there is a list of “Key Concepts” which includes vocabulary words from the boxes in the margins. In addition to these terms, students should learn the meaning of the following: Nika! (p. 140); Book of Kells (p. 150); Ora et labora (p. 154); the See of Peter (p. 156); servus servorum Dei (p. 157); tonsure (p. 160).



DAY 1

LNI Pages 139-152

❑


DAY 2

LNI Pages 153-162

❑


DAY 3

Paragraph ❑

Summarize the main features of the pontificate of Gregory the Great. Using outside sources, research what this designation—“the Great”—means, and how many times it has been used in papal history. Include in your paragraph the salient features of Gregory’s pontificate.

DAY 4

Chapter Six Review ❑Have the student read the review material, and answer the questions on p. 165.

Week 11 Grade Book


Earned(B) Possible

PointsA/B x100 =%


Paragraph ❑ 50 Review ❑ 25


Notes

AMDG


COURSE PLAN History

Grade 7


WEEK 12


LNI First Half of Chapter

Seven

--understanding the roots of Islamic belief --the intrinsic incompatibility of Islam and other religions, especially Christianity --the “prophet” Muhammad

At the end of each chapter, there is a list of “Key Concepts” which includes vocabulary words from the boxes in the margins. In addition to these terms, students should learn the meaning of the following: patriarch (p. 169). Assigned paragraphs may be presented, alternatively, in oral form.


DAY 1

LNI Pages 167-177


DAY 2

Biblical Background ❑

On page 175, the story of Abraham and his son Ishmael is referenced. Who is Ishmael? How is he related to Isaac—Abraham’s son through whom the covenant blessing of God is passed on? Use the Book of Genesis, and Scriptural commentary, in your answer.

DAY 3

Comparison and Contrast

❑

On p. 176, the text describes the basic belief system which Muhammad created. Write a paragraph comparing and contrasting these beliefs with those a Christian would hold on the same subjects.

DAY 4

The Problem of Slavery

❑

On pages 176-7, the text describes the problem of slavery in Islam and in areas controlled by it. Summarize this problem in paragraph form.

Week 12 Grade Book


Earned (B) Possible

Points A/B x100 =%

(C) Reading assignment ❑ 25

Biblical Background ❑ 25 Comparison and Contrast ❑ 25

The Problem of Slavery ❑ 25


Notes

AMDG


COURSE PLAN History

Grade 7



WEEK 13


LNI Second Half of Chapter Seven

--the growth of Islam after the death of Muhammad --features of Islamic culture --the situation leading up to the Crusades

At the end of each chapter, there is a list of “Key Concepts” which includes vocabulary words from the boxes in the margins. In addition to these terms, students should learn the meaning of the following: resplendent (p. 185); concentric (p. 188).



DAY 1

LNI Pages 177-184

❑Have the student read pp. 177-184.

DAY 2

LNI Pages 184-189

❑


DAY 3

Enrichment ❑

Using outside sources, find other examples of Islamic architecture which serve to support the text’s contention of the achievements of Muslim culture in this regard. EXTRA CREDIT: C. S. Lewis, in the Chronicle of Narnia The Horse and His Boy, provides the reader with a fictionalized representation of Islamic culture in the people called “Calormenes.” How do the Calormenes resemble Muslims? How does the great city of Tashbaan accurately reflect Islamic architecture and society?

DAY 4

Chapter Seven Review

❑

Have the student read the review material and answer the questions on pp. 191-192.

Week 13 Grade Book


Earned(B) Possible

PointsA/B x100 =%


Enrichment ❑ 50 Review ❑ 25

Extra Credit ❑(instructor’s

choice)


Notes

AMDG


COURSE PLAN History

Grade 7



WEEK 14


LNI Chapter Eight

At the end of each chapter, there is a list of “Key Concepts” which includes vocabulary words from the boxes in the margins. In addition to these terms, students should learn the meaning of the following: valor (p. 193); galleys (p. 195);Theotokos (p. 196); iconodules (p. 196); Moors (p. 197); beleaguered (p. 198); impenetrable (p. 201).



DAY 1

LNI Pages 193-197

❑


DAY 2

LNI Pages 197-204

❑


DAY 3

LN 1 Pages 204-214

❑

Have the student read pp. 204-214. Using outside sources, write a paragraph about Charlemagne. It is difficult to overestimate his impact on the development of western Christendom. Cite at least three of his most important contributions.

DAY 4

Chapter Eight Review

❑

Have the student read the review material and answer the questions on pp. 216-7.

Week 14 Grade Book


Earned(B) Possible

PointsA/B x100 =%

(C)

Reading assignments ❑ 50 Review ❑


Notes

AMDG


COURSE PLAN History

Grade 7


WEEK 15


LNI First Half of

Chapter Nine

--the Vikings --western civilization after Charlemagne --the institution of chivalry

At the end of each chapter, there is a list of “Key Concepts” which includes vocabulary words from the boxes in the margins. In addition to these terms, students should learn the meaning of the following: Assigned paragraphs may be presented, alternatively, in oral form.


DAY 1

LNI Pages 219-223

❑

Have the student read pp. 219-223. EXTRA CREDIT: Read “The Ballad of the White Horse” by G. K. Chesterton.

DAY 2

LNI Pages 223-226


DAY 3

Analysis ❑

There are many current cultural allusions to knighthood—some of them accurate, some of them less so. Write a paragraph explaining the original concept of chivalry. Use outside sources as necessary.

DAY 4

Boxed Feature: Page 228

❑

On p. 228, the text considers the influence of Marian devotion on the treatment of women in society generally. What does the Catholic Church teach about Mary? If she is, as the “Hail Mary” holds, “blessed amongst women,” does this imply that other women are “blessed” as well? Why or why not?

Week 15 Grade Book


Earned (B) Possible

Points A/B x100 =%

(C)

Reading assignments ❑ 25 Boxed feature research ❑ 50

Review ❑ 25


Notes

AMDG


COURSE PLAN History

Grade 7



WEEK 16


LNI Second Half of Chapter Nine

At the end of each chapter, there is a list of “Key Concepts” which includes vocabulary words from the boxes in the margins. In addition to these terms, students should learn the meaning of the following: fallow (p. 231); destrier (p. 232); apprentice (p. 237).



DAY 1

LNI Pages 228-238

❑


DAY 2

Analysis ❑

In this half of the chapter, a sweeping overview of feudal society is provided. Choose one aspect of it to summarize in paragraph form.

DAY 3

Analysis ❑Choose another aspect, and repeat the exercise from yesterday.

DAY 4

Chapter Nine Review

❑

Have the student read the review material, and answer the questions on p. 241.

Week 16 Grade Book


Earned(B) Possible

PointsA/B x100 =%

(C)

Reading assignment ❑ 25 Analysis 1 ❑ 25

Analysis 2 ❑ 25 Review ❑ 25


Notes

AMDG


COURSE PLAN History

Grade 7


WEEK 17

Review Week Semester 1 Material

Review Week Notes


WEEK 18

Exam Week Semester 1 Exam Administer the first semester exam. It should take 30 minutes or less.



Semester 1 Exam (A) (B) (C)

Semester 1 Exam Weight Multiply C x 100 = % (D)


(E)







SEMESTER 1 HISTORY GRADE



Notes

Notes

AMDG


COURSE PLAN History

Grade 7


SECOND SEMESTER

WEEK 1


LNI Chapter 10

--the onset of the Middle Ages --monasticism --reform of the life of the Church (as opposed to the common usage of the term, referring to the Protestant Reformation)

At the end of each chapter, there is a list of “Key Concepts” which includes vocabulary words from the boxes in the margins. In addition to these terms, students should learn the meaning of the following: crosier (p. 243); the “Truce of God” (p. 245); the “Peace of God” (p. 246); delegation (p. 254). Assigned paragraphs may be presented, alternatively, in oral form.


DAY 1

LNI Pages 243-255


DAY 2

Comprehension ❑

The practice of “lay investiture” seems strange to modern sensibilities, accustomed to concepts such as the “separation of Church and state.” What does “lay investiture” mean? Why did it spark such conflict during the Middle Ages? Express your answer in the form of a paragraph.

DAY 3

LNI Pages 256-262


DAY 4

❑ Have the student read the review material, and answer the questions on pp. 264.

Week 1 Grade Book


Earned (B) Possible

Points A/B x100 =%

(C)

Reading assignments ❑ 25 Comprehension paragraph ❑ 50

Review ❑ 25 EXTRA CREDIT: It is often alleged that Christianity is a “patriarchical” religion which seeks to keep women down. Use the boxed feature on page 252 as a starting point for research. Does the historical record bear this allegation out?

❑ (instructor’s

choice)


Notes

AMDG


COURSE PLAN History

Grade 7


WEEK 2


LNI Chapter 11

--the concept of the Reconquest --the career of William the Conqueror --the life of Eleanor of Aquitaine --the growth of the monarchy in France

At the end of each chapter, there is a list of “Key Concepts” which includes vocabulary words from the boxes in the margins. In addition to these terms, students should learn the meaning of the following: zealous (p. 271); grand jury (p. 278). Assigned paragraphs may be presented, alternatively, in oral form.


DAY 1

LNI Pages 267-272


DAY 2

LNI Pages 273-284


DAY 3

LNI Pages 284-290


DAY 4

Chapter Review ❑ Have the student read the review material, and answer the questions on p. 293.

Week 2 Grade Book


Earned (B) Possible

Points A/B x100 =%

(C)

Reading assignment ❑ 75 Review ❑ 25


Notes

AMDG


COURSE PLAN History

Grade 7


WEEK 3



12

--understanding the reasons for the Crusades --different aspects of the early efforts to retake the Holy Land

At the end of each chapter, there is a list of “Key Concepts” which includes vocabulary words from the boxes in the margins. In addition to these terms, students should learn the meaning of the following: Deus lo volt! (p. 296); besieged (p. 203). Assigned paragraphs may be presented, alternatively, in oral form.


DAY 1

LNI Pages 295-298

❑ Have the student read pp. 295-298. Consider the actions of the zealous but imprudent Peter the Hermit. What did he do right? Wrong?

DAY 2

LNI Pages 298-304


DAY 3

LNI Pages 305-308

❑

Have the student read pp. 305-308. Consider: the “noble infidel” Saladin may have served as the model for the character of Emeth in C. S. Lewis’ The Last Battle. In what ways is Emeth like Saladin?

DAY 4

LNI Pages 309-312


Week 3 Grade Book


Earned (B) Possible

Points A/B x100 =%


Comparison of Emeth and Saladin

❑ 50

Review ❑ 25


Notes

AMDG


COURSE PLAN History

Grade 7



WEEK 4


LNI Second half of

Chapter 12

--the failure of the Fourth Crusade --events on the Iberian Peninsula --the rise of Albigensianism --evaluating the Crusades

At the end of each chapter, there is a list of “Key Concepts” which includes vocabulary words from the boxes in the margins. In addition to these terms, students should learn the meaning of the following: cherish (p. 317); blockaded (p. 320).



DAY 1

LNI Pages 312-317

❑

Have the students read pp. 312-317.

DAY 2

Comprehension ❑

Reread the text box on p. 317, concerning the Inquisition. The Inquisition is a much-maligned medieval institution often distorted and misrepresented in order to discredit the Church’s moral stance today. What was the Inquisition, really? Express your answer in the form of a paragraph.

DAY 3

LNI Pages 317-322

❑


DAY 4

Chapter Review ❑Read the review material and answer the questions on pp. 324-5.

Week 4 Grade Book


Earned(B) Possible

PointsA/B x100 =%

(C)

Reading assignments ❑ 25 Inquisition paragraph ❑ 50

Review ❑ 25


Notes

AMDG


COURSE PLAN History

Grade 7



WEEK 5



13

--cultural advances of the Middle Ages --the Fourth Lateran Council

At the end of each chapter, there is a list of “Key Concepts” which includes vocabulary words from the boxes in the margins. In addition to these terms, students should learn the meaning of the following: rose window (p. 328); barrel-vaulted (p. 329); trivium (p. 332); quadrivium (p. 332); transubstantiation (p. 335).



DAY 1

LNI Pages 327-333

❑

Have the student read pp. 327-333. Write a paragraph about one of the two topics dealt with in boxed features in this section: Marian devotion during the Middle Ages (p. 321) or the relationship between faith and reason (p. 333).

DAY 2

LNI Pages 333-336

❑Have the student read pp. 333-336.

DAY 3

LNI Pages 333-340

❑

Have the student read pp. 336-340. EXTRA CREDIT: Using outside sources, locate Giottos’ famous frescoes depicting moments in the life of St. Francis of Assisi.

Week 5 Grade Book


Earned(B) Possible

PointsA/B x100 =%

(C) Questions ❑

Other: ❑


Notes

AMDG


COURSE PLAN History

Grade 7


WEEK 6


LNI Second half of

Chapter 16

--invasion by Mongols --Fernando changes the face of the European situation --advancement in philosophy through Scholasticism

At the end of each chapter, there is a list of “Key Concepts” which includes vocabulary words from the boxes in the margins. In addition to these terms, students should learn the meaning of the following: khan (p. 342); horde (p. 342); intrepid (p. 345); illustrious (p. 350). Assigned paragraphs may be presented, alternatively, in oral form.


DAY 1

LNI Pages 345-348


DAY 2

LNI Pages 348-350


DAY 3

LNI Pages 350-354.

❑

Have the student read pp. 350-354. Obtain a copy of the Summa Theologica by St. Thomas Aquinas. Read through one point of argumentation presented. Summarize the argument in your own words.

DAY 4

Review ❑ Read the review material and answer the questions on p. 356-7.

Week 6 Grade Book


Earned (B) Possible

Points A/B x100 =%


Perusal of the Summa Theologica

❑ 50

Review ❑ 25


Notes

AMDG


COURSE PLAN History

Grade 7


WEEK 7


LNI Chapter 14

--weakening of papal power and its deleterious effect on the stability of European society --the works of Dante Alighieri --the piety of St. Catherine of Siena --the corrupt Valois monarchs of France

At the end of each chapter, there is a list of “Key Concepts” which includes vocabulary words from the boxes in the margins. In addition to these terms, students should learn the meaning of the following: assailants (p. 351); Vicar of Christ (p. 362); pardoner (p. 369); cultivating (p. 372); dynasty (p. 376). Assigned paragraphs may be presented, alternatively, in oral form.


DAY 1

LNI Pages 359-368


DAY 2

LNI Pages 368-376


DAY 3

Theology of the Eucharist

❑

During this period of history, figures such as John Wycliffe begin challenging traditional Catholic teaching about the Eucharist. Read over what the Catechism of the Catholic Church (CCC) has to say about transubstantiation again (1373-1375). The text says that Wycliffe claimed that “the bread and wine do not become the Body and Blood of Jesus Christ, but remain bread and wine” (p. 367). How does this view contrast with the doctrine presented in the Catechism?

DAY 4

Review ❑ Read the review material and answer the questions on p. 378.

Week 7 Grade Book


Earned (B) Possible

Points A/B x100 =%

(C)

Reading assignments ❑ 25 Paragraph on the Eucharist ❑ 50

Review ❑ 25


Notes

AMDG


COURSE PLAN History

Grade 7



WEEK 8

Review Week Midterm Material Review Week Notes


WEEK 9

Exam Week Midterm Exam Administer the midterm exam. It should take 30 minutes or less.

Grade Book


Midterm Exam (A) (B) (C)

Midterm Exam Weight Multiply C x 100 = % (D)


(E)







MIDTERM HISTORY GRADE



Notes

Notes

AMDG


COURSE PLAN History

Grade 7



WEEK 10


LNI First half of Chapter 15

At the end of each chapter, there is a list of “Key Concepts” which includes vocabulary words from the boxes in the margins. In addition to these terms, students should learn the meaning of the following: Nevski (p. 387); roundly (391).



DAY 1

LNI Pages 381-386

❑


DAY 2

LNI Pages 386-395

❑


DAY 3

LNI Pages 395-399

❑


DAY 4

Paragraph on La Pucelle

❑

The story of Joan of Arc is well known, but not equally well understood. Write a paragraph restating it in your own words.

Week 10 Grade Book


Earned(B) Possible

PointsA/B x100 =%


Paragraph on Joan of Arc ❑ 75 Other: ❑

Other: ❑


Notes

AMDG


COURSE PLAN History

Grade 7



WEEK 11


LNI Second half of

Chapter 15

--turmoil in Great Britain --the rise of the Ottoman Empire --the stage is set for the Renaissance

At the end of each chapter, there is a list of “Key Concepts” which includes vocabulary words from the boxes in the margins. In addition to these terms, students should learn the meaning of the following: Tower of London (p. 403); hostility (p. 404).



DAY 1

LNI Pages 399-403

❑

Have the students read pp. 399-403.

DAY 2

Paragraph ❑

The history of England becomes complicated at this time. Summarize, in paragraph form, the issues surrounding the War of the Roses.

DAY 3

LNI Page 403-407

❑


DAY 4

Review ❑Read the review material and answer the questions on pp. 410-411.

Week 11 Grade Book


Earned(B) Possible

PointsA/B x100 =%


Paragraph on the War of the Roses

❑ 50

Review ❑ 25


Notes

AMDG


COURSE PLAN History

Grade 7


WEEK 12


LNI Chapter 16 --understanding the basis of the Renaissance --developments in Russia --the impact of the printing press

At the end of each chapter, there is a list of “Key Concepts” which includes vocabulary words from the boxes in the margins. In addition to these terms, students should learn the meaning of the following: shied away (p. 416); fresco (421); the veche (p. 430). Assigned paragraphs may be presented, alternatively, in oral form.


DAY 1

LNI Pages 413-428


DAY 2

LNI Pages 428-438


DAY 3

Paragraph on Humanism

❑

What is humanism? In what ways did it represent a departure from medieval ways of thinking about the world? Is it necessarily a bad thing? Express your answer in the form of a paragraph.

DAY 4

Review ❑ Read the review material and answer the questions on p. 441.

Week 12 Grade Book


Earned (B) Possible

Points A/B x100 =%


Paragraph on Humanism ❑ 50 Review ❑ 25


Notes

AMDG


COURSE PLAN History

Grade 7



WEEK 13



17

--reasons for Martin Luther’s revolt against the authority of Christ’s Church --personalities and beliefs of leading Protestant “reformers”

At the end of each chapter, there is a list of “Key Concepts” which includes vocabulary words from the boxes in the margins. In addition to these terms, students should learn the meaning of the following: patronizing (p. 444); the Antichrist (p. 452).



DAY 1

LNI Pages 443-453

❑


DAY 2

LNI Pages 453-457

❑


DAY 3

Paragraph on reasons for the

Reformation

❑

Much ink has been spilled on the subject of the Protestant Reformation, and the reasons behind it. Choose one reason and explain it, in paragraph form, in your own words.

DAY 4

Paragraph on the Reformers

Themselves ❑

Choose one follower of Martin Luther, and summarize his approach to Protestantism in your own words. Explain why—if Luther thought he could disagree with the Church and decide for himself what is right and wrong—his followers thought they could, similarly, disagree with him. Can there be such a thing as a “church” based on a lack of authority? Why or why not?

Week 13 Grade Book


Earned(B) Possible

PointsA/B x100 =%

(C)

Reading assignments ❑ 50 Paragraph on reasons for the Reformation

❑ 25

Paragraph on the Reformers themselves

❑ 25


Notes

AMDG


COURSE PLAN History

Grade 7



WEEK 14


LNI Second half of

Chapter 17

--ongoing and escalating trouble with the Ottoman Turks --the beginning of Catholic Reform --Henry VIII and the impact of Protestantism in England

At the end of each chapter, there is a list of “Key Concepts” which includes vocabulary words from the boxes in the margins. In addition to these terms, students should learn the meaning of the following: expansion (p. 458); mercenaries (p. 461).



DAY 1

LNI Pages 457-463

❑


DAY 2

LNI Pages 463-477

❑


DAY 3

Paragraph on St. Thomas More

❑

The heroic witness of Thomas More says much to Christians of all ages, including our own. Summarize his issue with Henry VIII in paragraph form.

DAY 4


Week 14 Grade Book


Earned(B) Possible

PointsA/B x100 =%


Paragraph on Thomas More ❑ 50 Review ❑ 25

Other: ❑


Notes

AMDG


COURSE PLAN History

Grade 7


WEEK 15


LNI Chapter 18 --issues surrounding the Council of Trent --St. Charles Borromeo and the Counter-Reformation --political upheaval throughout Europe

At the end of each chapter, there is a list of “Key Concepts” which includes vocabulary words from the boxes in the margins. In addition to these terms, students should learn the meaning of the following: the fold (p. 485); simplified (p. 489); sackcloth (p. 492); defenestration (p. 505); dismemberment (p. 514). Assigned paragraphs may be presented, alternatively, in oral form.


DAY 1

LNI Pages 483-494


DAY 2

LNI Pages 494-514


DAY 3

Paragraph on the Council of Trent

❑ There were many issues tackled at Trent. Choose one of them and summarize it in your own words, in paragraph form.

DAY 4

Review ❑ Read the review material, and answer the questions on p. 518.

Week 15 Grade Book


Earned (B) Possible

Points A/B x100 =%

(C)

Reading assignments ❑ 25 Paragraph on Trent ❑ 50

Review ❑ 25


Notes

AMDG


COURSE PLAN History

Grade 7



WEEK 16


LNI Chapter 19 --understanding the cultural setting prior to the French Revolution

At the end of each chapter, there is a list of “Key Concepts” which includes vocabulary words from the boxes in the margins. In addition to these terms, students should learn the meaning of the following: customary (522); regicide (p. 523); close-cropped (p. 528)..



DAY 1

LNI Pages 521-533

❑


DAY 2

LNI Pages 533-551

❑


DAY 3

Paragraph on Versailles

❑

The Palace of Versailles was an important place during that period of history, and in more modern times as well. Using information in the boxed feature on p. 544, draw or describe it.

DAY 4


Week 16 Grade Book


Earned(B) Possible

PointsA/B x100 =%

(C)

Reading assignments ❑ 25 Paragraph on Versailles ❑ 50

Review ❑ 25


Notes

AMDG


COURSE PLAN History

Grade 7



WEEK 17

Review Week Semester 2 Material

Review Week Notes


WEEK 18

Exam Week Semester 2 Exam Administer the second semester exam. It should take 30 minutes or less.



Semester Exam (A) (B) (C)

Semester Exam Weight Multiply C x 100 = % (D)


(E)







SEMESTER 2 HISTORY GRADE



Notes

Notes

AMDG


VOCABULARY ANSWER KEY History

Grade 7



FIRST SEMESTER

VOCABULARY ANSWERS

Week 1

culture: the shared customs, technologies, and beliefs that bind a people together megaliths: literally, “large stones,” used in ancient buildings Aryans/Indo-Europeans: synonymous terms denoting invaders who overran Turkey, India, and Iran in

prehistoric times Mare Nostrum: literally, “our sea,” referring to the Mediterranean

Week 2

tetrarch: literally, “ruler of four regions,” meaning an agent of Rome blasphemy: claiming to be equal to God institution: establishment; beginning gentiles: people other than the Jews

Week 3

catholic: universal, unlimited persecution: to be punished not for evildoing but for belief in Jesus Christ

Week 4

dictator: sole ruler; usually, a tyrannical and unaccountable one overt: in the open; not concealed bubonic plague: highly contagious and usually fatal disease

Week 5

deified: divinized; elevated to god-like status catechetical: the adjectival form of the noun catechesis, meaning the teaching of the truths of

the Faith welfare state: a form of government in which basic material necessities, as well as other

goods and services, are provided or not provided through a system of forced

taxation Nova Roma: literally, “New Rome,” the name given to Byzantium by Constantine

AMDG



Grade 7



Week 6

traditores: literally, “traitors” compromise: the process of finding a middle ground between opposing positions, and the

agreement upon this position by the formerly opposed parties catastrophe: a major, sudden, negative event

Week 7

spellbinding: enchanting; fascinating basilica: one of the seven main churches of Rome, or a church granted similar privileges impregnable: not capable of being successfully assaulted; unassailable bulwark: stronghold

Week 10

Greco-Roman: of or pertaining to ancient civilization; literally, “Greek and Roman” aqueduct: a structure built by the ancient Romans for moving water to its place of usage

Week 11

Nika!: literally, “conquer!” Book of Kells: a manuscript made in Ireland, containing and illustrating the Gospels ora et labora: literally, “work and pray,” the motto of St. Benedict See of Peter: the papacy servus servorum Dei: literally, “the servant of the servants of God,” a name used by the popes tonsure: the shaving of the head of a monk, leaving only a fringe of hair

Week 12

patriarch: the male leader of a family group; used as a term for bishops in the east

Week 13

resplendent: shining; awesome concentric: having a single center, as in a circle situated perfectly within another circle

AMDG



Grade 7



Week 14

valor: courage; bravery Theotokos: literally, “God-bearer,” a name used to denote Mary Immaculate, the Mother of

God iconodules: literally, “those who serve images” Moors: from the Spanish, “deadly ones;” a name given to the Muslims by the people

they temporarily conquered on the Iberian Peninsula beleaguered: beset; surrounded impenetrable: incapable of being breached; inviolable

Week 15

reverence: honor; respect tinged with religious feeling trove: collection bickering: quarreling; fighting over relatively unimportant matters

Week 16

fallow: unploughed; left alone in order to allow for recovery destrier: a heavy horse used for military rather than agricultural purposes apprentice: a young man learning a trade from a man more experienced

AMDG


♦ ASSIGNMENTS ANSWER KEY ♦ History Grade 7



FIRST SEMESTER

Week 1

Day 1: Answers will vary. A complete sentence per bullet point will suffice.

Week 2

Day 1: Lk. 1-2. Answers will vary. The paragraph should focus on the uniqueness of the birth of Jesus as announced by the angel Gabriel.

Day 3: Answers will vary. At both the seventh grade and High School levels, students should grasp the concept of the Real Presence, and how even Jesus’ original hearers were taken aback at the concept.

Week 3

Day 2: Answers will vary. It is generally held that St. Paul is the author of the Letter to the Hebrews and several other epistles, making the number he penned 13, but modern scholarship questions the origin of a total of 5. Any response between 8 and 13 could therefore be considered acceptable.

Day 3: Students should grasp that Jesus Christ Himself founded the Church; that He founded only one; that He guarantees it against the gates of Hell itself; and that other Christian or non-christian groups which we colloquially call “churches” are not “churches” properly speaking. Some share in ecclesial elements; others don’t. Even when we use the term “churches” to refer to dioceses, it is only in the sense that each geographical incarnation of THE Church is found in other churches, and that is the only way in which a plural can be used.

Week 4

Day 2: Answers will vary.

Week 5

Day 2: Heresy is obstinate post-baptismal denial of some truth which must be believed. Apostasy is the total repudiation of the Catholic Faith.

Incredulity is the neglect of revealed truth or the willful refusal to assent to it.

Schism is the refusal of submission to the Roman Pontiff or of communion with the members of the

church subject to him.

EXTRA CREDIT: C. S. Lewis’ fantasy is very thought-provoking, including the idea that earthly fame has

little to do with “making it,” or not “making it,” into Heaven. The author uses Trajan as an image of the

possibility of repentance even for those whose lives on earth have become very evil.

AMDG





Week 6

Day 2: An ecumenical council is a gathering in which the college of bishops exercises power over the universal church in a solemn manner.


Week 7

Day2: The canon of Scripture was developed by the Catholic Church and cannot contradict either Tradition or magisterial teaching. The antithesis set up by the Protestant mentality in which adherence to the truths of Scripture is set against adherence to Tradition and the Magisterium is a false one.

SECOND SEMESTER

Week 10


Week 11

Day 3: Answers will vary. Gregory’s contributions were many. His role as patron of the arts and of liturgical reform should be emphasized.

Week 12

Day 1: There are many angles to the story of the finding of the True Cross. Answers will vary as to whether its discovery “matters” or not, with students being permitted to express opinions including that Christ died on the True Cross whether or not Helena ever found it, to belief that the existing relics do represent pieces of the original. For research on the nature and importance of relics, the website www.treasuresofthechurch.com constitutes a valuable starting point.

Day 2: The Scriptural account tells us that Ishmael is not the inheritor of God’s promise, but rather that Abraham’s legitimate son Isaac, the son also of Sarah his wife, is. For more information, see the writings of Scott Hahn, especially in A Father Who Keeps His Promises.

Day 3: Grade school and High School students alike should comprehend the essential incompatibility between certain teachings of Our Lord and Savior Jesus Christ, and those of the “prophet” who founded Islam. Killing in the name of religion, which is an official teaching of the Muslim sect, is neither Christian, nor human, nor peaceful, nor true.

Day 4: The systematic implementation of slavery in areas of the world controlled by Islam is directly related to the false belief that “Allah” is a Master towards the human race, and not a loving Father as is

http://www.treasuresofthechurch.com/

AMDG





the true and Living God known by Christians because revealed by His Son, Jesus Christ. If God treats us as “slaves,” wouldn’t it be “godlike” to treat others that way?

Week 13

Day 1: Answers will vary. Students should demonstrate an understanding that internal divisions within Islam itself belie its characterization as a “religion of peace.”

Day 3: Answers will vary. Many examples of Muslim architecture are readily available.

EXTRA CREDIT: C. S. Lewis’ Calormenes are Muslim in appearance, mannerism, and belief. The student will recognize several points of contact between reality and fictional depiction.

Week 14

Day 3: Answers will vary. The text offers a great deal of commentary on Charlemagne’s reign, and additional research material is readily available.

Week 15

Day 1: Answers will vary. G. K. Chesterton’s famous epic poem, The Ballad of the White Horse, highlights the triumph of the Cross over all comers in all historical settings by concentrating on King Alfred’s victory over the pagan Guthrum and his Danes.

Day 3: Chivalry is a great concept that has inspired the mores of western civilization at large. The code of conduct of a Christian knight is unrivalled in all of human history. These days, we mostly hear about how the knights sometimes failed to live according to this code; still, this very complaint is a tacit admission of the greatness and nobility of the ideal that is found in no other belief system or society.

Day 4: The Church’s reverence for Mary both demonstrates and explains Christianity’s role as the one worldview in all of human history in which women are accorded full human rights and the dignity they deserve.

Week 16

Day 2: Answers will vary. Aspects of feudal society are interesting to compare and contrast with modes of modern life. Students should be encouraged to focus on a particular practice and to learn more about it, rather than trying to do a general overview of the situation at large.

AMDG

Kolbe Academy Home School MIDTERM 1 EXAM

History Grade 7



Grade: /100 Part One. True/False. (two points each)

1. A civilization is a group of people sharing a belief in the one true God.

2. Diocletian (245-316), although a pagan, governed with such wisdom and justice that he is recalledas “The Best” of the Roman rulers today.

3. The word “consubstantial,” meaning sharing “one substance,” was used in the creed of the councilof Nicaea to express the relationship of God the Father and God the Son.

4. The new organization of government begun by Augustus, giving power to the emperor as the “firstcitizen,” was known as the principate.

5. The Western Goths, who sacked Rome in 410 A.D., are known as the Visigoths.

6. A heresy is a teaching that emphasizes a part of the Faith but ignores or denies another part.

7. Agriculture and architecture are two important features of the Paleolithic period.

8. The word “Eucharist” means “thanksgiving.”

9. The Sacred Scriptures were translated into Latin—known as the “Vulgate” version—by SaintAugustine.

10. The Edict of Milan granted religious toleration to all religions within the Roman Empire, includingChristianity.

Part Two. Fill in the Blanks. (four points each)

1. In the early Church, a heresy called __________ taught that the God of the Old Testament, who iscruel and vindictive, is not the God of the New Testament, who is merciful and loving.

2. __________, a wise ruler among the Romans, ordered that Jerusalem be rebuilt after its destructionin 71 A.D. He also built a massive tomb for himself in Rome, which was used as a fortress duringthe Middle Ages and is known as Castel Sant’Angelo today.

3. Rome was defended from the king of the Vandals, Genseric, through the efforts of Pope _________.

4. Antoninus was succeeded as emperor by __________, whose Stoic philosophy taught that happinesscan only be found by one who practices self-control and follows the natural law.

5. Herod Antipas, ruling as tetrarch, grew angry with __________ for denouncing his matrimonialstatus, and had him put to death by beheading.

6. The long period of relative peace throughout the Mediterranean world, from 27 B.C. to 180 A.D.,goes by its name in Latin: __________.

AMDG


History Grade 7



7. The empire was divided between Honorius in the West, and Arcadius in the East, after the deathof their father, __________.

8. Civilizations first grew along the banks of the major rivers Tigris and Euphrates, Yellow, Indus, and__________.

9. The Emperor Tiberius, because he had no heir, passed his wealth and power to his nephew,__________, who went by the nickname of “Little Boots.”

10. After the terrible fire of 64 A.D., which Nero tried to blame on the Christians and the Jews, he builta glorious “golden house” for himself high atop __________.

Part Three. Essay. (twenty points each)

Answer both questions in the form of at least one paragraph.

1. Select a heresy from the history of the Church as studied so far. Explain what it holds, and howit differs from orthodox belief.

2. Choose a leading figure from the days of the Roman Empire. Explain the details and impact ofhis reign.

AMDG

Kolbe Academy Home School SEMESTER 1 EXAM

History Grade 7



Grade: /100

Part One. True/False. (two points each)

1. The gods of a people or a nation are called its pantheon.

2. St. Isidore of Seville wrote the famous medieval encyclopedia called the Etymologies.

3. Pope St. Gregory the Great called himself the “servant of the servants of God.”

4. The motto of St. Patrick of Ireland was ora et labora--pray and work.

5. Clothilde was bound and determined to convert her husband, Clovis, to Catholicism.

6. Followers of the “Prophet Muhammad” believe that there is one God in three divine persons, asChristians also believe.

7. Islam is a backward religion in which no intellectual or cultural life has ever been known to flourish.

8. The practice of offering protection to those who cultivate the land, in exchange for their loyaltyand a portion of the produce, is known as iconoclasm.

9. Charles Martel and his Frankish forces defeated the Moors at the Battle of Tours, thus preservingChristianity in Europe.

10. The Arabic name for Spain was Al-Andalus.

Part Two. Fill in the blanks. (four points each)

1. St. __________ is known as the “Apostle to the Germans.”

2. Charlemagne’s supervisor of schools and teacher at the royal court was an English monk andscholar by the name of __________.

3. The fierce pagans of the north, who invaded parts of Europe by various routes from the 9th to the11th centuries, called themselves __________, which means “sailor” or “traveler.”

4. An organization of merchants or craftsmen, formed to protect their craft or business, was called a__________.

5. Charlemagne’s father was called __________.

6. The inhabitants of Spain called their Muslim conquerors __________, based on a term meaning, “thedeadly ones.”

7. At the Battle of __________ in 718, Don Pelayo and his Christian forces handed the Muslims their firstdefeat on the Iberian Peninsula.

AMDG


History Grade 7



8. The Ecclesiastical History of the English People was penned by the great British historian and teacher,St. __________.

9. The open field system, the moldboard plane, and the breeding of heavy farm horses, were among theinnovations characterizing the “Second ____________ ____________,” during the Middle Ages.

10. In 817, Louis I divided his divided his empire among his sons in the __________ of __________.


Choose two of the following three topics. Answer in the form of at least one paragraph.

1. What are the five Pillars of Islam? Give a brief description of each one.

2. Who was St. Augustine of Canterbury? Cite several highlights of his life.

3. Describe what life was like in a feudal manor.

AMDG


History Grade 7




1. The practice of allowing persons who were not priests to participate in celebrating the sacraments,and taking a more active part in Church ministry generally, was known as lay investiture.

2. The lives of Hroswitha and Hildegarde help to illustrate the fact that society during the Middle Ageswas not as closed to the participation of women as is sometimes alleged.

3. St. Anselm penned the famous and influential work, Cur Deus Homo (“Why Did God Become Man?”)

4. The son of Eleanor of Aquitaine, Richard the Lion-Heart spent much of his life on crusade in the HolyLand.

5. The Knights Templar and the Knights Hospitaller fought a mighty battle against one another at Krakdes Chevaliers, in which the Knights Templar triumphed, although at great cost.

6. St. Louis IX, king of France, was a great military commander whose stunning victories on thebattlefield eventually succeeded in retaking Outremer for the Christian forces at last.

7. At the Fourth Lateran Council, the term transubstantiation was used in an official ecclesial sense forthe first time.

8. Members of the mendicant orders founded by Francis and Dominic sought temporal power, albeit inthe cause of Christ, by deliberately infiltrating secular governments.

9. Thomas Aquinas was also known as the “Dumb Ox.”

10. As a member of the Valois monarchy, John Wycliffe was free to impose his heterodox views onlarge portions of the French population, especially towards the end of his life.


1. King Ferdinand III was a devout Catholic and a powerful warrior who changed the situation on theIberian Peninsula through his great victory over the Moors at ____________.

2. During the Fourth Crusade, the Islamic commander _________________ reconquered Jerusalem, buttreated the Christians with justice and consideration nevertheless.

3. To crush heresy, and to replace violence with the rule of law, were two purposes for which PopeGregory IX established a tribunal called the __________________, which is much maligned andmisunderstood today.

4. A member of the Ghibelline faction, _________ penned The Divine Comedy.

AMDG


History Grade 7



5. The _________________ Plague, also known as the “Black Death,” devastated the population of Europeduring the Middle Ages.

6. _________________, whose name means “Good Fortune,” was a Franciscan saint and theologian.

7. __________________, Henry II’s chief chancellor, was murdered before the altar at the cathedral atCanterbury.

8. A king or ruler of the Turks is known as a _____________.

9. The _______________, also known as Cathars, heretically believed that the soul is created by a goodgod, but that it needs to be freed from imprisonment in the materiality of the body.

10. A monk of the Cistercian Order, _________________ of Clairvaux’s preaching and example gavereligious direction to the French nation and to all of western Christendom during his lifetime (1090-1153).



1. Explain, in your own words, the effects of the Crusades. In a military sense, were they a success?Why or why not?

2. It is sometimes alleged that modern-day Catholics are “too devoted” to Mary. In fact, Mariandevotion has deep roots in both the theology and the spirituality of the Church. Explain some of theways it was manifested during the Middle Ages.

3. What happened to Francis of Assisi at the Church of San Damiano? What effect did this mysticalexperience have on him and on Catholicism as a whole?

AMDG


History Grade 7




1. The humanist maxim, “Man is the measure of all things,” can be understood correctly, but it can alsobe misapplied, which has led to humanism becoming increasingly atheistic.

2. St. John Capistrano’s choice to pray in seclusion rather than become involved in what was going onaround him led to the loss of Belgrade for the Christian forces.

3. Gutenberg’s printing press was used to publish the Turkenkalendar, warning of the danger of invasionby the Ottoman Turks.

4. Christopher Columbus was among the Catholic Counter-Reformers who had a significant impact onevents at the Council of Trent.

5. Martin Luther denied that sacramentals are a source of grace for the soul.

6. The principle cuius regio, eius religio meant that Christians no longer had a need for Church authorityto tell them the meaning of the Sacred Scriptures, but that they felt they had every right to read andinterpret the Bible for themselves.

7. Queen Elizabeth herself rejected an Anglican minister who was sent to her when she was dying.

8. According to the concept of the divine right of kings, the monarch was seen as something like afather to his “children,” the common people.

9. The Sun King, Louis XIV, successfully laid siege to Magdeburg during the Thirty Years’ War.

10. After Henry VIII had Anne Boleyn murdered, he married Catherine of Aragon, who became themother of Elizabeth I.


1. King Fernando and Queen ____________ were great Catholic monarchs on the Iberian peninsula, whobecame instrumental in the discovery of the New World.

2. Thomas Cranmer was the archbishop of Canterbury, and the author of the Book of ________________________.

3. The founder of the Jesuit Order, whose given name was originally Inigo, became known, in religiouslife, as __________________ of _____________________.

4. A Christian fleet under the command of Don Juan of Austria won a great victory over Islamic forcesin the naval Battle of ____________ on October 7, 1571.

AMDG


History Grade 7



5. _________ ________ stated, “I neither can nor will recant anything, for it is neither safe nor right to actagainst one’s conscience.”

6. One of the most influential thinkers of the Renaissance, _______________ is best known for his work,The Prince, in which he argued that the unscrupulous leader is actually the most effective and,therefore, successful.

7. ___________ ________________, the author of the Institutes of the Christian Religion, lived and taught inGeneva, Switzerland, and differed from Luther in holding that Baptism and Eucharist are not sacramentsand that God predestines people to go to Heaven or to Hell.

8. Those who favored strong papal control over national churches were known as _____________, from aword meaning, “beyond the mountains.”

9. The papal bull Exurge Domine urged Martin Luther to recant, but instead of responding to thisopportunity, Luther ____________ the bull.

10. It was a catastrophe of indescribable magnitude, when the great eastern Christian city of__________________ , named for the son of St. Helen, fell to the Ottoman Turks and was renamedIstanbul.



1. Choose a hotly-contested theological issue related to the Protestant Reformation, and explain whatthe problem was.

2. Restate, in your own words, why St. Thomas More had to die.

3. Briefly recap, in your own words, the story of the Battle of Lepanto.

AMDG


♦ MIDTERM 1 ANSWER KEY ♦ History Grade 7



Part One. True/False. 1. false2. false3. true4. true5. true6. true7. false8. true9. false10. true

Part Two. Short Answers. 1. Marcionism2. Hadrian3. Leo the Great4. Marcus Aurelius5. John the Baptist6. Pax Romana7. Theodosius8. Nile9. Caligula10. Palatine Hill

Part Three. Essay. 1. Answers will vary.2. Answers will vary.

AMDG


♦ SEMESTER 1 ANSWER KEY ♦ History Grade 7



Part One. True/False. 1. true2. true3. true4. false5. true6. false7. false8. false9. true10. true

Part Two. Fill in the blanks. 1. Boniface2. Alcuin3. Vikings4. guild5. Pepin6. Moors7. Covadonga8. Bede9. Industrial Revolution10. Partition of Aachen

Part Three. Essay. 1. Answers will vary. Information is found in the text box on p. 176.2. Answers will vary. Information is found on pp. 158-9.3. Answers will vary. Information is found on pp. 228-9.

AMDG


♦ MIDTERM 2 ANSWER KEY ♦ History Grade 7



Part One. True/False. 1. false2. true3. true4. true5. false6. false7. true8. false9. true10. false

Part Two. Fill in the blanks. 1. Seville2. Saladin3. Inquisition4. Dante5. Bubonic6. Bonaventure7. Thomas Becket8. sultan9. Albigensians10. Bernard

Part Three. Short Answers. 1. Answers will vary. Information is found on pp. 321-2.2. Answers will vary. Information is found on p. 331.3. Answers will vary. Information is found on pp. 337-340.

AMDG

Kolbe Academy Home School ♦ SEMESTER 2 ANSWER KEY ♦

History Grade 7



Part One. True/False. 1. true2. false3. true4. false5. true6. false7. true8. true9. false10. false

Part Two. Fill in the blanks. 1. Isabel2. Common Prayer3. Ignatius of Loyola4. Lepanto5. Martin Luther6. Machiavelli7. John Calvin8. Ultramontanes9. burned10. Constantinople

Part Three. Short Answers. 1. Answers will vary.2. Answers will vary.3. Answers will vary.

kolbe academy home schoolgrade... · 2018-10-30 · a weekly grade book is included at the end of...

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