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Connecticut: 7th-Grade Standards

Content Suggestion:

World Regional Studies of three or four countries or regions from different continents considering the geography, two selected periods of history, and contemporary cultures of these countries. For example, studying Latin America might include the Mayan Empire, Independence movements of the 19th Century, and modern Latin America. Just as in Grade 6, districts should limit the number of topicsand regions in favor of an in-depth study using a wide range of resource materials.

1.1 – Significant events and themes in United States history.

Grade Level Expectations
Students will be able to:

  • 1. Evaluate the impact of interactions between the United States and other countries/areas worldwide.
  • 2. Compare and contrast historical events in other nations with those in American history (e.g. settlement, Revolution, U.S. Constitution).
  • 3. Compare and contrast the influence of leaders in other nations with those in U.S. History.
Correlations

Critical Thinking and Problem Solving
Civic Literacy
Global awareness
1 NCSS 9 “Individuals, Groups, and Institutions”
2 NCSS 5, “Individuals, Groups, and Institutions”
3 NCSS 5, “Individuals, Groups, and Institutions”

1.2 – Significant events in local and Connecticut history and their connections to United States history.

Grade Level Expectations
Students will be able to:

  • 4. Compare and contrast how the status of family, gender and ethnicity has evolved in Connecticut and the United States in relation to other areas worldwide.
Correlations

Critical Thinking and Problem Solving
Civic Literacy
Global Awareness
4 NCSS 5, “Individuals, Groups, and Institutions”

1.3 – Significant events and themes in world history/international studies.

Grade Level Expectations
Students will be able to:

  • 5. Explain how a civilization/nation’s arts, architecture, music and literature reflect its culture and history.
  • 6. Analyze how specific individuals and their ideas and beliefs influenced world history.
  • 7. Evaluate the cultural contributions of a variety of past and present civilizations.
  • 8. Analyze how cultural differences sometimes contributed to conflict among civilizations or nations.
Correlations

Critical Thinking and Problem Solving
Civic Literacy
I&TL: 1,2,3,4,5,6,
5. NCSS 1, “Culture”
6. NCSS 3, “People, Places, and Environments”
7. NCSS 2, “Time, Continuity, and Change”
8. NCSS 1, “Culture”8- NCSS 1

1.4 – Geographical space and place.

Grade Level Expectations
Students will be able to:

  • 9. Identify selected countries and determine the advantages and challenges created by their geography.
  • 10. Examine geographic factors that help explain historical events and contemporary issues.
  • 11. Analyze settlement patterns in different world regions using appropriate maps.
Correlations

I&TL: 1, 2, 3, 5, 6
Critical Thinking and Problem Solving
Information Literacy
Communication
9. NCSS 3 “People, Places, and Environments”
10. NCSS 3 “People, Places, and Environments”
11. NCSS 3 “People, Places, and Environments”

1.5 – Interaction of humans and the environment.

Grade Level Expectations
Students will be able to:

  • 12. Compare and contrast the impact of technology on the environment at different times and in different places.
Correlations

I&TL: 1,2,3,4,5,6,7
Critical Thinking and Problem Solving
Information Literacy
12. NCSS 8 “Science, Technology, and Society”

1.6 – Patterns of human movement across time and place.

Grade Level Expectations
Students will be able to:

  • 13. Analyze and describe how technology influenced migration patterns in a region/ country.
  • 14. Assess how ideas/religions affected migration in different regions (e.g. Crusades, South African trek, founding of Israel).
  • 15. Evaluate the positive and/or negative impacts of mass human migrations on both people and a nation/ region.
Correlations

I&TL: 1,2,3,4,5,6,7
Critical Thinking and Problem Solving
Information Literacy
Global Awareness
13. NCSS 8 “Science, Technology, and Society”
14. NCSS 1 “Culture”
15. NCSS 3 “People, Places, and Environment”

1.7 – The purpose, structures and functions of government and law at the local, state, national and international levels.

Grade Level Expectations
Students will be able to:

  • 16. Identify the powers and functions of international governmental bodies.
  • 17. Evaluate the strengths and weaknesses of different forms of government in the past and present (e.g. monarchy, dictatorship, representative democracy, parliament).
Correlations

I&TL: 1, 2, 3, 5, 6
Critical Thinking and Problem Solving
Civic Literacy
Information Literacy
16-NCSS 6, “Power, Authority, and Governance”
17-NCSS 6 “Power, Authority, and Governance”

1.8 – The interactions between citizens and their government in the making and implementation of laws.

Grade Level Expectations
Students will be able to:

  • 18. Analyze the factors that led to the rise of different types of governments worldwide.
  • 19. Analyze and critique examples where governments in other nations have changed through violent or peaceful means.
Correlations

I&TL: 1, 2, 3, 5, 6
Critical Thinking and Problem Solving
Civic Literacy
Information Literacy
18-NCSS 6, “Power, Authority, and Governance”
19-NCSS 5, “Individuals, Groups, and Institutions”

1.9 – The rights and responsibilities of citizens.

Grade Level Expectations
Students will be able to:

  • 19. Compare and contrast the rights and responsibilities of citizens under different forms of government throughout the world.
Correlations

Critical Thinking and Problem Solving Skills
Civic Literacy
I&TL: 1, 2, 3, 5, 6
NCSS 10, “Civic Ideals and Practices”

1.10 – How limited resources influence economic decisions.

Grade Level Expectations
Students will be able to:

  • 20. Compare and contrast the availability and distribution of resources across world regions.
Correlations

Critical Thinking and Problem Solving Skills
Financial Literacy
I&TL: 1, 2, 3, 5, 6
NCSS 7, “Production, Distribution, and Consumption”

1.11 – How different economic systems organize resources.

Grade Level Expectations
Students will be able to:

  • 20. Compare and contrast the rights and responsibilities of citizens under different forms of government throughout the world.
Correlations

I&TL: 1, 2, 3, 5, 6
Critical Thinking and Problem Solving
Civic Literacy
Global Awareness
Information Literacy
20. NCSS 10, “Civic, Ideals, and Practices”

1.12 – The interdependence of local, national and global
economies.

Grade Level Expectations
Students will be able to:

  • 21. Analyze how resources or lack of resources influenced a nation/region’s development (e.g. diversification vs. one-crop economies).
Correlations

I&TL: 1, 2, 3, 5, 6
Critical Thinking and Problem Solving
Financial Literacy
Information Literacy
21. NCSS 7, “Production, Distribution, and Consumption”

1.13 – The characteristics of and interactions among culture, social systems and institutions.

Grade Level Expectations
Students will be able to:

  • 22. Compare and contrast different economic systems in the world.
  • 23. Analyze how different economic systems guide production and distribution
Correlations

I&TL: 1, 2, 3, 5, 6
Critical Thinking and Problem Solving
Global Awareness
Financial Literacy
Information Literacy
22-NCSS 7, “Production, Distribution, and Consumption”
23-NCSS 7, “Production, Distribution, and Consumption”

Standard 2: History/Social Studies Literacy

Competence in literacy, inquiry, and research skills is necessary to analyze, evaluate, and present history and social studies information.

2.1 – Access and gather information from a variety of primary and secondary sources including electronic media (maps, charts, graphs, images, artifacts, recordings and text).

Grade Level Expectations
Students will be able to:

  • 1. Gather information from multiple print and digital sources, including text, visuals, charts, graphs and thematic maps
  • 2. Cite specific textual evidence to support analysis of primary and secondary sources.
  • 3. Answer questions about content gathered from print and non-print sources
  • 4. Summarize information about primary and secondary sources
  • 5. Determine the central ideas or information of a primary or secondary source and provide an accurate summary.
  • 6. Identify key steps in a text’s description of a process related to history/social studies (e.g. how a bill becomes a law, how interest rates are raised or lowered)
  • 7. Analyze how a text makes connections among and distinctions between individuals, ideas, or events.
  • 8. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
Correlations

RH- 1, 2, 3, 10
RI7-3
WHST-7, 8
I&TL: 1, 2, 3, 5, 6
Information Literacy
Media Literacy
ICT Literacy

2.2 – Interpret information from a variety of primary and secondary sources, including electronic media (e.g. maps, charts, graphs, images, artifacts, recordings and text).

Grade Level Expectations
Students will be able to:

  • 9. Compare information about the same event using a variety of primary sources.
  • 10. Explain why one would use a primary or secondary source in a specific context.
  • 11. Analyze the relationship between a primary and secondary source on the same topic.
  • 12. Assess primary and secondary sources, including Internet sources, to determine accuracy and validity.
  • 13. Identify aspects of a text that reveal an author’s point of view or purpose (e.g. loaded language, inclusion or avoidance of particular facts) and detect and analyze propaganda, censorship and bias.
  • 14. Distinguish among fact, opinion, and reasoned judgment in a text.
  • 15. Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
  • 16. Describe how a text presents information (e.g. sequentially, comparatively, causally).
  • 17. Assess an author’s purpose and point of view and respond in literal, critical and evaluative ways.
  • 18. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.
  • 19. Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.
  • 20. Evaluate the credibility of a speaker (e.g. hidden agendas, slants or biases).
  • 21. Analyze and interpret maps and charts to support conclusions about historical events.
  • 22. Integrate visual information (e.g. in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
Correlations

Communication
Information Literacy
ICT Literacy
RH-4, 5, 6, 7, 9
RI6- 8, 9
WHST-8
SL6-3
I&TL: 1,2,3,5,6

2.3 – Create various forms of written work (e.g. journal, essay, blog, Web page, brochure) to demonstrate an understanding of historyand social studies issues.

Grade Level Expectations
Students will be able to:

  • 23. Create written work expressing more than one point of view (e.g. perspective from a historical figure’s viewpoint or persuasive piece) and properly cite evidence.
  • 24. Write arguments on discipline-specific content.
  • 25. Write informative/explanatory texts, including the narration of historical events, that incorporates research and information to describe a social studies event or issue.
  • 26. Integrate information from multiple print and digital sources while avoiding plagiarism.
Correlations

RH-1 WHST-1, 2, 6, 8
I&TL: 1,2,3,4,5,6,7
Critical Thinking and Problem Solving
Communication

2.4 – Demonstrate an ability to participate in social studies discourse through informed discussion, debate and effective oral presentation.

Grade Level Expectations
Students will be able to:

  • 27. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on social studies topics and texts, building on others’ ideas and expressing their own clearly.
  • 28. State and defend points of view using relevant evidence.
  • 29. Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details and examples; use appropriate eye contact, adequate volume, and clear pronunciation
Correlations

SL7- 1,3
I&TL: 1, 2, 3, 5, 6
Critical Thinking and Problem Solving
Communication
Information Literacy

2.5 – Create and present relevant social studies materials using both print and electronic media (e.g. maps, charts, models, displays).

Grade Level Expectations
Students will be able to:

  • 30. Present social studies topics using visual forms of evidence, including multimedia components (e.g. maps, pictures, portraits, graphs, video, sound), to clarify claims and findings and emphasize salient points.
  • 31. Create maps of areas, regions or nations and provide relevant information.
  • 32. Compare two countries/regions or two historical periods in the same country/ region using visual representations (e.g. charts, maps, graphs).
  • 33. Make and use maps, globes, models and databases to analyze spatial distributions and patterns.
Correlations

SL7-4, 5
I&TL: 1, 2, 3, 4, 5, 6, 7
Critical Thinking and Problem Solving
Communication
Information Literacy
Media Literacy

Standard 3: Civic Engagement

Civic competence in analyzing historical issues and current problems requires the synthesis of information, skills, and perspective.

3.1 – Use evidence to identify, analyze and evaluate historical interpretations.

Grade Level Expectations
Students will be able to:

  • 1. Use evidence to describe and/or predict the impact of history on a nation’s policies or behavior.
  • 2. Evaluate the quality of evidence from various sources supporting a point of view.
Correlations

I&TL: 1,2,3,4,5,6,7
Critical Thinking and Problem Solving
Communication
Information Literacy

3.2 – Analyze and evaluate human action in historical and/or contemporary contexts from alternative points of view.

Grade Level Expectations
Students will be able to:

  • 3. Compare, contrast and evaluate two or more views of a contemporary national issue (e.g. immigration, economy, energy, civil liberties).
  • 4. Explain the point of view of people engaged in a historical event (e.g. immigrant experience, wartime experiences) using primary sources.
Correlations

Flexibility and Adaptability
I&TL: 1, 2, 3, 4, 5, 6, 7

3.3 - Apply appropriate historical, geographic, political, economic and cultural concepts and methods in proposing and evaluating solutions to contemporary problems.

Grade Level Expectations
Students will be able to:

  • 5. Compare, contrast and evaluate the significance of any one factor influencing a contemporary event..
Correlations

I&TL: 1,2,3,4,5,6,7
Critical Thinking and Problem Solving
Communication
Information Literacy

 
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