7 | TeachingHistory.org

Nebraska's Seventh Grade Standards

Article Body

NE.8.1. Content Standard: United States History
- 8.1.1. Indicator / Skill:
  
  By the end of eighth grade, students will analyze major cultures in the Americas before the 17th century.
  - 8.1.1.1. Gle / Indicator:
    
    Describe the regional culture groups of early Native Americans in North America, e.g., the Northern, Northwestern, Plains, Mound Builders, Eastern Woodlands, and Southwestern Native Americans, etc.
  - 8.1.1.2. Gle / Indicator:
    
    Describe selected civilizations in Central and South Americas, e.g., the Mayan, Olmecs, Aztec, Incas, Chibchas, and Toltecs.
  - 8.1.1.3. Gle / Indicator:
    
    Explain how geography and climate influenced the way Early American cultural groups lived.
- 8.1.2. Indicator / Skill:
  
  By the end of eighth grade, students will analyze the major people, events, and ideas that led to the exploration and settlement of the Americas by Europeans.
  - 8.1.2.1. Gle / Indicator:
    
    Explain the motivations, obstacles, and accomplishments of sponsors and leaders of key expeditions from Spain, France, Portugal, and England.
  - 8.1.2.2. Gle / Indicator:
    
    Identify the economic, ideological, religious, and nationalist forces that led to competition among European powers for control of the Americas.
  - 8.1.2.3. Gle / Indicator:
    
    Identify the political, economic, and social impact of the encounter between European and early cultures in the Americas.
  - 8.1.2.4. Gle / Indicator:
    
    Identify explorers, e.g., Columbus, Leif Ericsson, Amerigo Vespucci, Champlain, and Hudson.
  - 8.1.2.5. Gle / Indicator:
    
    Describe Spanish, French, and English settlements.
- 8.1.3. Indicator / Skill:
  
  By the end of eighth grade, students will describe key people, events, and ideas from colonial America.
  - 8.1.3.1. Gle / Indicator:
    
    Explain the factors that led to the founding of the colonies, e.g., the escape from religious persecution, economic opportunity, release from prison, and military adventure.
  - 8.1.3.2. Gle / Indicator:
    
    Describe geographic, political, economic, and social contrasts in the three regions of New England, the mid-Atlantic, and the South.
  - 8.1.3.3. Gle / Indicator:
    
    Describe life in the colonies in the 18th century from the perspectives of Native Americans, large landowners, farmers, artisans, women, and slaves.
  - 8.1.3.4. Gle / Indicator:
    
    Explain the principal economic and political connections between the colonies and England.
  - 8.1.3.5. Gle / Indicator:
    
    Describe sources of dissatisfaction that led to the American Revolution.
  - 8.1.3.6. Gle / Indicator:
    
    Identify key individuals and events in the American Revolution, e.g., King George, Lord North, Lord Cornwallis, John Adams, Samuel Adams, Paul Revere, Benjamin Franklin, George Washington, Thomas Jefferson, Patrick Henry, and Thomas Paine.
  - 8.1.3.7. Gle / Indicator:
    
    Explain major military campaigns of the Revolutionary War and reasons why the colonies were able to defeat the British.
- 8.1.4. Indicator / Skill:
  
  By the end of eighth grade, students will analyze challenges faced by the new United States government.
  - 8.1.4.1. Gle / Indicator:
    
    Explain the writing of a new Constitution in 1787 and the struggles over ratification and the addition of a Bill of Rights.
  - 8.1.4.2. Gle / Indicator:
    
    Describe major issues facing Congress and the first four presidents.
  - 8.1.4.3. Gle / Indicator:
    
    Explain conflicts between Thomas Jefferson and Alexander Hamilton that resulted in the emergence of two political parties.
- 8.1.5. Indicator / Skill:
  
  By the end of eighth grade, students will describe growth and change in the United States from 1801-1861.
  - 8.1.5.1. Gle / Indicator:
    
    Describe territorial exploration, expansion, and settlement, e.g., Lewis and Clark, Louisiana Purchase, and acquisition of southern and western territories.
  - 8.1.5.2. Gle / Indicator:
    
    Describe how the physical geography and various incentives influenced the movement of people, goods, and services
  - 8.1.5.3. Gle / Indicator:
    
    Describe the political relationships between the Americas and Europe, which led to the Monroe Doctrine.
  - 8.1.5.4. Gle / Indicator:
    
    Describe the impact of inventions, e.g., the cotton gin, McCormick reaper, etc.
- 8.1.6. Indicator / Skill:
  
  By the end of eighth grade, students will identify and analyze causes, key events, and the effects of the Civil War and Reconstruction.
  - 8.1.6.1. Gle / Indicator:
    
    Describe economic and philosophical differences between the North and South.
  - 8.1.6.2. Gle / Indicator:
    
    Identify key events leading to secession and war.
  - 8.1.6.3. Gle / Indicator:
    
    Identify key people during this period, e.g., Abraham Lincoln, Ulysses S. Grant, Jefferson Davis, Robert E. Lee, Frederick Douglas, William Lloyd Garrison, Harriet Tubman, Harriet Beecher Stowe, John Brown, Clara Barton, etc.
  - 8.1.6.4. Gle / Indicator:
    
    Identify key events during the Civil War, e.g., major battles, the Emancipation Proclamation, and Lee's surrender at Appomattox.
  - 8.1.6.5. Gle / Indicator:
    
    Describe life on the battlefield and on the homefront from multiple perspectives.
  - 8.1.6.6. Gle / Indicator:
    
    Explain the basic provisions and postwar impact of the 13th, 14th, and 15th Amendments to the United States Constitution.
  - 8.1.6.7. Gle / Indicator:
    
    Describe the impact of Reconstruction policies on the South.
- 8.1.7. Indicator / Skill:
  
  By the end of eighth grade, students will explain post Civil War changes in the United States, and the role of the United States in world affairs through World War I.
  - 8.1.7.1. Gle / Indicator:
    
    Describe federal policies of expansion and how they affected various culture groups and individuals, e.g., Native Americans, Asian Americans, etc.
  - 8.1.7.2. Gle / Indicator:
    
    Explain why people immigrated to the United States, describe their obstacles and contributions.
  - 8.1.7.3. Gle / Indicator:
    
    Describe the growth of American cities and the impact on societies.
  - 8.1.7.4. Gle / Indicator:
    
    Describe the United States participation in key world events, e.g., the Spanish- American War, World War I, etc.
- 8.1.8. Indicator / Skill:
  
  By the end of eighth grade, students will describe key, social, economic and cultural developments from WWI through the Great Depression.
  - 8.1.8.1. Gle / Indicator:
    
    Describe the arts in the United States, e.g., the Harlem Renaissance, the works of F. Scott Fitzgerald, Louis Armstrong, etc.
  - 8.1.8.2. Gle / Indicator:
    
    Describe the social changes, e.g., women's suffrage, prohibition, etc.
  - 8.1.8.3. Gle / Indicator:
    
    Describe the economic factors that led to the Great Depression.
  - 8.1.8.4. Gle / Indicator:
    
    Describe the extent and depth of business and farm failures, unemployment, and poverty.
  - 8.1.8.5. Gle / Indicator:
    
    Describe the New Deal, the Depression, and the future role of government in the economy.
  - 8.1.8.6. Gle / Indicator:
    
    Identify key people of the period, e.g., Eleanor and Franklin Roosevelt, Charles Lindbergh, etc.
  - 8.1.9.1. Gle / Indicator:
    
    Explain segregation, desegregation, and the Civil Rights Movement.
- 8.1.9. Indicator / Skill:
  
  By the end of eighth grade, students will describe key people, events, and ideas since World War II.
  - 8.1.9.2. Gle / Indicator:
    
    Describe the changing role of women in America.
  - 8.1.9.3. Gle / Indicator:
    
    Describe the technology revolution and its impact on communication, transportation, and new industries.
  - 8.1.9.4. Gle / Indicator:
    
    Describe the consumer economy and increasing global markets.
  - 8.1.9.5. Gle / Indicator:
    
    Describe the increases in violent crime and illegal drugs.
  - 8.1.9.6. Gle / Indicator:
    
    Explain the effects of increased immigration.
  - 8.1.9.7. Gle / Indicator:
    
    Describe political leaders of the period, trend in national elections, and differences between the two major political parties.
NE.8.2. Content Standard: World History to 1000 A.D.
- 8.2.1. Indicator / Skill:
  
  By the end of eighth grade, students will describe human culture in the Paleolithic and Neolithic Eras.
  - 8.2.1.1. Gle / Indicator:
    
    Describe how archeological discoveries change our knowledge of early peoples.
  - 8.2.1.2. Gle / Indicator:
    
    Compare the characteristics of Paleolithic and Neolithic societies and the adaptation to physical geography of various areas had on those groups.
  - 8.2.1.3. Gle / Indicator:
    
    Describe how tool making, use of fire, agricultural revolution, and other technological and social advancements improved life for early people.
- 8.2.2. Indicator / Skill:
  
  By the end of eighth grade, students will describe the impact of ancient river valley civilizations (Mesopotamia, Egypt, India, and China) on the development of world cultures.
  - 8.2.2.1. Gle / Indicator:
    
    Describe the geography and history of each civilization.
  - 8.2.2.2. Gle / Indicator:
    
    Describe the location in time and place.
  - 8.2.2.3. Gle / Indicator:
    
    Identify social, political, and economic institutions.
  - 8.2.2.4. Gle / Indicator:
    
    Describe religious traditions and written language.
  - 8.2.2.5. Gle / Indicator:
    
    Identify significant contributions and legacies.
- 8.2.3. Indicator / Skill:
  
  By the end of eighth grade, students will describe the impact of history, culture, and geography of Greece and Rome on later civilizations.
  - 8.2.3.1. Gle / Indicator:
    
    Describe the influence of physical geography, climate, and soils on the Greek economic, social, and political development and the impact on the commerce of the Mediterranean regions.
  - 8.2.3.2. Gle / Indicator:
    
    Describe the development of Greek democracy.
  - 8.2.3.3. Gle / Indicator:
    
    Identify and describe the contributions of Greek culture, e.g., mythology and philosophy.
  - 8.2.3.4. Gle / Indicator:
    
    Describe important Greek military campaigns, e.g., the Persian Wars and conquests by the Macedonians.
  - 8.2.3.5. Gle / Indicator:
    
    Describe the influence of geography on Roman economic, social, and political development.
  - 8.2.3.6. Gle / Indicator:
    
    Relate Roman mythology and religion.
  - 8.2.3.7. Gle / Indicator:
    
    Describe the development of the Roman government.
  - 8.2.3.8. Gle / Indicator:
    
    Identify and describe the economic and political contributions of Roman culture, e.g., mythology and architecture.
  - 8.2.3.9. Gle / Indicator:
    
    Describe important Roman military campaigns, e.g., military domination of the Mediterranean and Western Europe.
  - 8.2.3.10. Gle / Indicator:
    
    Describe the fall of the Republic and the rise of imperial monarchs.
  - 8.2.3.11. Gle / Indicator:
    
    Describe the impact and spread of Christianity and Judaism.
  - 8.2.3.12. Gle / Indicator:
    
    Describe, analyze, and evaluate the history of the Byzantine Empire from about 300 BCE to 1000 C.E., e.g., Constantinople, Codification of Roman law, Greek Orthodox churches, and Byzantine art and architecture.
- 8.2.4. Indicator / Skill:
  
  By the end of eighth grade, students will describe the development and cultural impact of major religions.
  - 8.2.4.1. Gle / Indicator:
    
    Describe the origins, customs, beliefs, and spread of the major religions
  - 8.2.4.2. Gle / Indicator:
    
    Identify the theological and cultural differences and similarities among the major religions.
  - 8.2.4.3. Gle / Indicator:
    
    Describe the effect of religious, political, and economic competition.
  - 8.2.4.4. Gle / Indicator:
    
    Identify the historical turning points that affected the spread and influence of these religious cultures.
- 8.2.5. Indicator / Skill:
  
  By the end of eighth grade, students will describe the impact of life in Medieval Europe on later civilizations.
  - 8.2.5.1. Gle / Indicator:
    
    Describe the structure of feudal society and identify economic, social, and political effects.
  - 8.2.5.2. Gle / Indicator:
    
    Describe the Age of Charlemagne.
  - 8.2.5.3. Gle / Indicator:
    
    Describe the impact of Magyars and the Vikings.
  - 8.2.5.4. Gle / Indicator:
    
    Analyze the influence of Christianity throughout Europe.
- 8.2.6. Indicator / Skill:
  
  By the end of eighth grade, students will describe the impact of selected civilizations in Asia and Africa on the development of later cultures.
  - 8.2.6.1. Gle / Indicator:
    
    Describe chronology, location, geography, social structures, forms of government, economy, and religion of each civilization.
  - 8.2.6.2. Gle / Indicator:
    
    Identify key characteristics of the kingdoms of Kush and (Axum) Aksum in Ethiopia.
  - 8.2.6.3. Gle / Indicator:
    
    Describe how geography of Africa shaped the various cultures of trading empires in Western Africa.
  - 8.2.6.4. Gle / Indicator:
    
    Describe the culture and contributions of ancient Arabia.
  - 8.2.6.5. Gle / Indicator:
    
    Identify cultural characteristics of Japan's feudal system.
  - 8.2.6.6. Gle / Indicator:
    
    Identify various Chinese dynasties and their legacies to later generations.
  - 8.2.6.7. Gle / Indicator:
    
    Describe the role of geographic factors in limiting or encouraging the movement of people and ideas.
NE.8.3. Content Standard: Civics and Economics
- 8.3.1. Indicator / Skill:
  
  By the end of eighth grade, students will explain and compare the structures, functions, and powers of the three branches of government at the national, state, and local levels.
  - 8.3.1.1. Gle / Indicator:
    
    Explain the election and appointment of officials.
  - 8.3.1.2. Gle / Indicator:
    
    Describe the division and sharing of powers among and within levels of government.
  - 8.3.1.3. Gle / Indicator:
    
    Chart the separation and sharing of powers within levels of government.
  - 8.3.1.4. Gle / Indicator:
    
    Describe the process of amending the United States and Nebraska Constitutions.
  - 8.3.1.5. Gle / Indicator:
    
    Outline the powers granted to Congress, the President, the Supreme Court, and those reserved to the states.
- 8.3.2. Indicator / Skill:
  
  By the end of eighth grade, students will compare the election process at the local, state, and national levels of government.
  - 8.3.2.1. Gle / Indicator:
    
    Explain nomination and promotion of candidates for elective office.
  - 8.3.2.2. Gle / Indicator:
    
    Describe similarities and differences between the major political parties.
  - 8.3.2.3. Gle / Indicator:
    
    Describe voter turnout.
  - 8.3.2.4. Gle / Indicator:
    
    Evaluate the accuracy of campaign advertising.
  - 8.3.2.5. Gle / Indicator:
    
    Discuss bias and identify how media reports, analysis, and editorials are different.
- 8.3.3. Indicator / Skill:
  
  By the end of eighth grade, students will compare the policy-making process at the local, state, and national levels of government.
  - 8.3.3.1. Gle / Indicator:
    
    Chart the basic law-making process within the respective legislative bodies.
  - 8.3.3.2. Gle / Indicator:
    
    Explain the interaction between the chief executives and the legislative bodies.
  - 8.3.3.3. Gle / Indicator:
    
    Explain the functions of departments, agencies, and regulatory bodies.
  - 8.3.3.4. Gle / Indicator:
    
    Describe the roles of political parties at the state and national levels.
  - 8.3.3.5. Gle / Indicator:
    
    Explain the ways that individuals and cultural, ethnic, and other interest groups can influence government policy makers.
  - 8.3.3.6. Gle / Indicator:
    
    Describe the impact of the media on public opinion and policy makers.
- 8.3.4. Indicator / Skill:
  
  By the end of eighth grade, students will distinguish between the judicial systems established by the Nebraska Constitution and United States Constitution.
  - 8.3.4.1. Gle / Indicator:
    
    Diagram the organization and jurisdiction of Nebraska and United States courts.
  - 8.3.4.2. Gle / Indicator:
    
    Describe the exercise of the power of judicial review.
  - 8.3.4.3. Gle / Indicator:
    
    Describe the process of bringing and resolving criminal and civil cases in Nebraska's judicial system.
  - 8.3.4.4. Gle / Indicator:
    
    Describe the function and process of the juvenile justice system in Nebraska.
- 8.3.5. Indicator / Skill:
  
  By the end of eighth grade, students will explain the structure and operation of the United States economy and the role of citizens as producers and consumers.
  - 8.3.5.1. Gle / Indicator:
    
    Define the concepts of scarcity, choice, trade-offs, specialization, entrepreneurship, productivity, inflation, profits, markets, supply and demand, inflation, and unemployment and incentives.
  - 8.3.5.2. Gle / Indicator:
    
    Analyze the effect of producer and consumer behavior on markets.
  - 8.3.5.3. Gle / Indicator:
    
    Describe the role of individuals and businesses as consumers, savers, investors, and borrowers.
  - 8.3.5.4. Gle / Indicator:
    
    Explain how various institutions help individuals and groups accomplish economic goals.
  - 8.3.5.5. Gle / Indicator:
    
    Describe common forms of credit, savings, investments, purchases, and contractual agreements, e.g., warranties, and guarantees.
  - 8.3.5.6. Gle / Indicator:
    
    Analyze skills necessary for career opportunities, e.g., individual abilities, skills, and education, and the changing supply and demand for those skills in the economy.
  - 8.3.5.7. Gle / Indicator:
    
    Describe the development of money, savings, and credit.
- 8.3.6. Indicator / Skill:
  
  By the end of eighth grade, students will compare the United States economic system to systems in other countries.
  - 8.3.6.1. Gle / Indicator:
    
    Describe the government's role in the United States economy, e.g., provision of public goods and services, protection of consumer rights, and the promotion of competition.
  - 8.3.6.2. Gle / Indicator:
    
    Describe the impact of government policies, on individuals and businesses, taxation, and government borrowing
  - 8.3.6.3. Gle / Indicator:
    
    Explain how the government addresses third-party costs and benefits, e.g., pollution and medical research.
  - 8.3.6.4. Gle / Indicator:
    
    Explain the differences between traditional command and market economics.
  - 8.3.6.5. Gle / Indicator:
    
    Analyze the costs and benefits of instituting different degrees of market, command, and traditional characteristics in mixed economic systems.
- 8.3.7. Indicator / Skill:
  
  By the end of eighth grade, students will summarize the rights and responsibilities of United States citizens.
  - 8.3.7.1. Gle / Indicator:
    
    Describe ways individuals participate in the political process, e.g., registering and voting, communicating with government officials, participating in political campaigns, and serving on juries and in voluntary appointed positions.
  - 8.3.7.2. Gle / Indicator:
    
    Identify the way individuals of cultural, ethnic, and other interest groups can influence governments.
  - 8.3.7.3. Gle / Indicator:
    
    Describe the election process and appointment of officials.
  - 8.3.7.4. Gle / Indicator:
    
    Describe the impact of the media on public opinion and policy.
  - 8.3.7.5. Gle / Indicator:
    
    Compare the election process at the local, state, and national levels of government, e.g., nomination and promotion of candidates for elective office similarities and differences between the major political parties; voter turnout; evaluate the accuracy of campaign advertising; and recognize bias and identify how media reports, analysis, and editorials are different.
- 8.3.8. Indicator / Skill:
  
  By the end of eighth grade, students will describe the purpose and function of the United States Constitution, including the Bill of Rights.
  - 8.3.8.1. Gle / Indicator:
    
    What are inalienable rights?
  - 8.3.8.2. Gle / Indicator:
    
    What does 'life, liberty, and the pursuit of happiness,' mean?
  - 8.3.8.3. Gle / Indicator:
    
    What is the rule of law, justice, and equality under the law?
  - 8.3.8.4. Gle / Indicator:
    
    Describe the Native American heritage, e.g., Iroquois Five Nations Confederacy, 'Great Binding Law.'
  - 8.3.8.5. Gle / Indicator:
    
    Explain the British and American heritage, e.g., the Magna Carta, the English Bill of Rights, the Mayflower Compact, the Articles of Confederation.
  - 8.3.8.6. Gle / Indicator:
    
    Explain the philosophy of government expressed in the Declaration of Independence.
NE.8.4. Content Standard: Skills
- 8.4.1. Indicator / Skill:
  
  By the end of eighth grade, students will explain the meaning of patriotic slogans and excerpts from notable speeches and documents.
  - 8.4.1.1. Gle / Indicator:
    
    Explain the statement 'Give me liberty or give me death.'
  - 8.4.1.2. Gle / Indicator:
    
    Explain the meaning of 'E Pluribus Unum.'
  - 8.4.1.3. Gle / Indicator:
    
    Discuss the importance of the Gettysburg Address.
  - 8.4.1.4. Gle / Indicator:
    
    Explain the Preamble to the Constitution.
  - 8.4.1.5. Gle / Indicator:
    
    Explain the Declaration of Independence.
  - 8.4.1.6. Gle / Indicator:
    
    Who said '...December 7, 1941, a date which will live in infamy'?
  - 8.4.1.7. Gle / Indicator:
    
    Explain the statement 'Ask not what your country can do for you ....'
  - 8.4.1.8. Gle / Indicator:
    
    Who said 'Mr. Gorbachev, tear down this wall!'?
- 8.4.2. Indicator / Skill:
  
  By the end of eighth grade, students will demonstrate skills for historical analysis.
  - 8.4.2.1. Gle / Indicator:
    
    Identify, analyze, and interpret primary sources, e.g., artifacts, diaries, letters, photographs, art, documents, newspapers, and contemporary media, e.g., television, movies, and computer information systems to better understand events and life in United States history to 1877.
  - 8.4.2.2. Gle / Indicator:
    
    Identify characters, settings, and events from narratives of Nebraska, America, and world history.
  - 8.4.2.3. Gle / Indicator:
    
    Construct various time lines of American history from pre-Columbian times to 1877, highlighting landmark dates, technological changes, major political and military events, and major historical figures.
  - 8.4.2.4. Gle / Indicator:
    
    Locate on a United States map major physical features, bodies of water, exploration and trade routes; the states that entered the Union up to 1877; and, identify the states that formed the Confederacy during the Civil War.
  - 8.4.2.5. Gle / Indicator:
    
    Identify, analyze, and interpret primary sources, e.g., artifacts, diaries, letters, photographs, art, documents, newspapers, contemporary media, and computer information systems, making generalizations about events and life in United States history since 1877.
  - 8.4.2.6. Gle / Indicator:
    
    Recognize and explain nationalism, race, religion, and ethnicity have influenced different points of view.
  - 8.4.2.7. Gle / Indicator:
    
    Distinguish fact from fiction by examining documentary sources.
  - 8.4.2.8. Gle / Indicator:
    
    Construct various time lines of United States history since 1877, e.g., landmark dates, technological and economic changes, social movements, military conflicts, and presidential elections.
  - 8.4.2.9. Gle / Indicator:
    
    Locate on a United States map all 50 states, the original 13 states, the states that formed the Confederacy, and states which entered the Union after 1877.
- 8.4.3. Indicator / Skill:
  
  By the end of eighth grade, students will develop skills in discussion, debate, and persuasive writing by analyzing historical situations and events.
  - 8.4.3.1. Gle / Indicator:
    
    Explain the historical perspectives of people, e.g., Native Americans, Hispanic Americans, African Americans, European Americans, and Asian Americans; settlers, slaves, and slave holders; Patriots and Tories; Federalists and Anti- Federalists; Confederates and Yankees; Republicans and Democrats; and rural and urban.
  - 8.4.3.2. Gle / Indicator:
    
    Describe the causes, costs, and benefits of major events in American history up to 1877, e.g., American Revolution, the Constitutional Convention, the Civil War, and Reconstruction.
- 8.4.4. Indicator / Skill:
  
  By the end of eighth grade, students will evaluate different assessments of the causes, costs, and benefits of major events in recent American history to develop discussion, debate, and persuasive writing skills.
- 8.4.5. Indicator / Skill:
  
  By the end of eighth grade, students will interpret economic and political issues as expressed in various visuals.
- 8.4.6. Indicator / Skill:
  
  By the end of eighth grade, students will improve their skills in historical research and geographical analysis.
  - 8.4.6.1. Gle / Indicator:
    
    Identify analyze, and interpret primary sources and secondary sources to make generalizations about events and life in world history up to 1000 A.D.
  - 8.4.6.2. Gle / Indicator:
    
    Identify, analyze, and interpret global population distribution in the Middle Ages.
  - 8.4.6.3. Gle / Indicator:
    
    Identify and compare contemporary national political boundaries with the location of civilizations, empires, and kingdoms from 4000 B.C. to 1000 A.D.
  - 8.4.6.4. Gle / Indicator:
    
    Identify and compare the distribution of major religious culture in the contemporary world with the origin and spread of Judaism, Christianity, Islam, Hinduism, and Buddhism up to 1000 A.D.

Read more about Nebraska's Seventh Grade Standards

Montana's Seventh Grade Standards

Article Body

MT.1. Content Standard: Students access, synthesize, and evaluate information to communicate and apply social studies knowledge to real world situations.
- 1.1. Benchmark:
  
  Students will apply the steps of an inquiry process (i.e., identify question or problem, locate and evaluate potential resources, gather and synthesize information, create a new product, and evaluate product and process).
- 1.2. Benchmark:
  
  Students will assess the quality of information (e.g., primary or secondary sources, point of view and embedded values of the author).
- 1.3. Benchmark:
  
  Students will interpret and apply information to support conclusions and use group decision-making strategies to solve problems in real world situations (e.g., school elections, community projects, conflict resolution, role playing scenarios).
MT.2. Content Standard: Students analyze how people create and change structures of power, authority, and governance to understand the operation of government and to demonstrate civic responsibility.
- 2.1. Benchmark:
  
  Students will describe the purpose of government and how the powers of government are acquired, maintained and used.
- 2.2. Benchmark:
  
  Students will identify and describe basic features of the political system in the United States and identify representative leaders from various levels (e.g., local, state, tribal, federal, branches of government).
- 2.3. Benchmark:
  
  Students will identify the significance of tribal sovereignty and Montana tribal governments' relationship to local, state and federal governments.
- 2.4. Benchmark:
  
  Students will analyze and explain governmental mechanisms used to meet the needs of citizens, manage conflict, and establish order and security.
- 2.5. Benchmark:
  
  Students will identify and explain the basic principles of democracy (e.g., Bill of Rights, individual rights, common good, equal opportunity, equal protection of the laws, majority rule).
- 2.6. Benchmark:
  
  Students will explain conditions, actions and motivations that contribute to conflict and cooperation within and among groups and nations (e.g., discrimination, peer interaction, trade agreements).
- 2.7. Benchmark:
  
  Students will explain the need for laws and policies governing technology and explore solutions to problems that arise from technological advancements.
MT.3. Content Standard: Students apply geographic knowledge and skills (e.g., location, place, human/environment interactions, movement, and regions).
- 3.1. Benchmark:
  
  Students will analyze and use various representations of the Earth (e.g., physical, topographical, political maps; globes; geographic information systems; aerial photographs; satellite images) to gather and compare information about a place.
- 3.2. Benchmark:
  
  Students will locate on a map or globe physical features (e.g., continents, oceans, mountain ranges, landforms) natural features (e.g., flora, fauna) and human features (e.g., cities, states, national borders) and explain their relationships within the ecosystem.
- 3.3. Benchmark:
  
  Students will analyze diverse land use and explain the historical and contemporary effects of this use on the environment, with an emphasis on Montana.
- 3.4. Benchmark:
  
  Students will explain how movement patterns throughout the world (e.g., people, ideas, diseases, products, food) lead to interdependence and/or conflict.
- 3.5. Benchmark:
  
  Students will use appropriate geographic resources to interpret and generate information explaining the interaction of physical and human systems (e.g., estimate distance, calculate scale, identify dominant patterns of climate and land use, compute population density).
- 3.6. Benchmark:
  
  Students will describe and distinguish between the environmental effects on the earth of short-term physical changes (e.g., floods, droughts, snowstorms) and long-term physical changes (e.g., plate tectonics, erosion, glaciation).
- 3.7. Benchmark:
  
  Students will describe major changes in a local area that have been caused by human beings (e.g., a new highway, a fire, construction of a new dam, logging, mining) and analyze the probable effects on the community and environment.
MT.4. Content Standard: Students demonstrate an understanding of the effects of time, continuity, and change on historical and future perspectives and relationships.
- 4.1. Benchmark:
  
  Students will interpret the past using a variety of sources (e.g., biographies, documents, diaries, eyewitnesses, interviews, internet, primary source material) and evaluate the credibility of sources used.
- 4.2. Benchmark:
  
  Students will describe how history can be organized and analyzed using various criteria to group people and events (e.g., chronology, geography, cause and effect, change, conflict, issues).
- 4.3. Benchmark:
  
  Students will use historical facts and concepts and apply methods of inquiry (e.g., primary documents, interviews, comparative accounts, research) to make informed decisions as responsible citizens.
- 4.4. Benchmark:
  
  Students will identify significant events and people and important democratic values (e.g., freedom, equality, privacy) in the major eras/civilizations of Montana, American Indian, United States, and world history.
- 4.5. Benchmark:
  
  Students will identify major scientific discoveries and technological innovations and describe their social and economic effects on society.
- 4.6. Benchmark:
  
  Students will explain how and why events (e.g., American Revolution, Battle of the Little Big Horn, immigration, Women's Suffrage) may be interpreted differently according to the points of view of participants, witnesses, reporters, and historians.
- 4.7. Benchmark:
  
  Students will summarize major issues affecting the history, culture, tribal sovereignty, and current status of the American Indian tribes in Montana and the United States.
MT.5. Content Standard: Students make informed decisions based on an understanding of the economic principles of production, distribution, exchange, and consumption.
- 5.1. Benchmark:
  
  Students will identify and explain basic economic concepts (e.g., supply, demand, production, exchange and consumption; labor, wages, and capital; inflation and deflation; and private goods and services).
- 5.2. Benchmark:
  
  Students will apply economic concepts to explain historical events, current situations, and social issues in local, Montana, tribal, national, or global concerns.
- 5.3. Benchmark:
  
  Students will compare and contrast the difference between private and public goods and services.
- 5.4. Benchmark:
  
  Students will analyze how various personal and cultural points of view influence economic decisions (e.g., land ownership, taxation, unemployment).
- 5.5. Benchmark:
  
  Students will explain and illustrate how money is used (e.g., trade, borrow, save, invest, compare the value of goods and services) by individuals and groups (e.g., businesses, financial institutions, and governments).
- 5.6. Benchmark:
  
  Students will analyze the influences of technological advancements (e.g., machinery, internet, genetics) on household, state, national and global economies.
MT.6. Content Standard: Students demonstrate an understanding of the impact of human interaction and cultural diversity on societies.
- 6.1. Benchmark:
  
  Students will compare and illustrate the ways various groups (e.g., cliques, clubs, ethnic communities, American Indian tribes) meet human needs and concerns (e.g., self esteem, friendship, heritage) and contribute to personal identity.
- 6.2. Benchmark:
  
  Students will explain and give examples of how human expression (e.g., language, literature, arts, architecture, traditions, beliefs, spirituality) contributes to the development and transmission of culture.
- 6.3. Benchmark:
  
  Students will identify and differentiate ways regional, ethnic and national cultures influence individual's daily lives and personal choices.
- 6.4. Benchmark:
  
  Students will compare and illustrate the unique characteristics of American Indian tribes and other cultural groups in Montana.
- 6.5. Benchmark:
  
  Students will explain the cultural contributions of, and tensions between, racial and ethnic groups in Montana, the United States, and the world.
- 6.6. Benchmark:
  
  Students will identify and describe the stratification of individuals within social groups (e.g., status, social class, haves and have nots).

Read more about Montana's Seventh Grade Standards

Missouri's Seventh Grade Standards

Article Body

MO.TS.7. Strand: Big Idea / Standard: Tools of Social Science Inquiry

Knowledge of the use of tools of social science inquiry (such as surveys, statistics, maps and documents)
- TS.7.G. Concept: Gle / Benchmark:
  
  Supporting a point of view
  - TS.7.G.a. Gle / Proficiency:
    
    Identify, research and defend a point of view/position (DOK 3; SS7 1.2, 1.4, 1.7)
- TS.7.A. Concept: Gle / Benchmark:
  
  Identify, select, use, analyze and create appropriate resources, primary and secondary, for social science inquiry
  - TS.7.A.a. Gle / Proficiency:
    
    Select, investigate, and present a topic using primary and secondary resources, such as oral interviews, artifacts, journals, documents, photos and letters (DOK 2; SS7 1.2, 1.4, 2.1)
- TS.7.B. Concept: Gle / Benchmark:
  
  Knowledge to create and use various social studies graphics and maps
  - TS.7.B(1). Gle / Proficiency:
    
    Use maps, graphs, statistical data, timelines, charts and diagrams to interpret, draw conclusions and make predictions (DOK 4; SS7 1.4, 3.5, 1.6)
  - TS.7.B(2). Gle / Proficiency:
    
    Create maps, graphs, timelines, charts and diagrams to communicate information (DOK 2; SS7 1.8, 1.4, 2.1)
- TS.7.C. Concept: Gle / Benchmark:
  
  Understanding fact, opinion, bias and points of view in sources
  - TS.7.C.a. Gle / Proficiency:
    
    Distinguish between fact and opinion and recognize bias and points of view (DOK 2; SS7 1.7, 3.6, 3.5)
- TS.7.D. Concept: Gle / Benchmark:
  
  Using technological tools
  - TS.7.D.a. Gle / Proficiency:
    
    Use technological tools for research and presentation (DOK 2, 3, 4; SS7 1.4, 2.7, 2.1)
MO.PC.1. Strand: Big Idea / Standard: Principles of Constitutional Democracy

Knowledge of the principles expressed in documents shaping constitutional democracy in the United States
- PC.1.A. Concept: Gle / Benchmark:
  
  Principles of constitutional democracy in the United States
  - PC.1.A(1). Gle / Proficiency:
    
    Analyze responsibilities governments and citizens need to accept to become effective in a constitutional democracy (DOK 2; SS1 1.6, 4.2)
  - PC.1.A(2). Gle / Proficiency: Compare and contrast the following
    
    limited government (DOK 2; SS1 1.6)
  - PC.1.A(2). Gle / Proficiency: Compare and contrast the following
    
    rule of law (DOK 2; SS1 1.6)
  - PC.1.A(2). Gle / Proficiency: Compare and contrast the following
    
    majority law (DOK 2; SS1 1.6)
  - PC.1.A(2). Gle / Proficiency: Compare and contrast the following
    
    minority rights (DOK 2; SS1 1.6)
MO.EC.4. Strand: Big Idea / Standard: Economic Concepts and Principles

Knowledge of economic concepts (including productivity and the market system) and principles (including the laws of supply and demand)
- EC.4.A. Concept: Gle / Benchmark:
  
  Knowledge of basic economic concepts, being able to explain and use them to interpret historical and current events
  - EC.4.A.a. Gle / Proficiency: Apply the following economic concepts
    
    investment (DOK 2; SS4 1.1)
  - EC.4.A.b. Gle / Proficiency: Apply the following economic concepts
    
    productivity (DOK 2; SS4 1.1)
  - EC.4.A.c. Gle / Proficiency: Apply the following economic concepts
    
    Gross Domestic Product (GDP) (DOK 2; SS4 1.1)
  - EC.4.A.d. Gle / Proficiency: Apply the following economic concepts
    
    inflation (DOK 2; SS4 1.1)
  - EC.4.A.e. Gle / Proficiency: Apply the following economic concepts
    
    profit and profit motive (DOK 2; SS4 1.1)
- EC.4.B. Concept: Gle / Benchmark:
  
  Understanding the consequences of personal and public economic decisions
  - EC.4.B.a. Gle / Proficiency:
    
    Identify the consequences of personal and public economic decisions (DOK 2; SS4 1.1)
- EC.4.F. Concept: Gle / Benchmark:
  
  Interpreting the past, explaining the present and predicting the future of economic decisions
  - EC.4.F.a. Gle / Proficiency:
    
    Interpret the past, explain the present and predict future consequences of economic decisions (DOK 3; SS4 3.8)
MO.EG.5. Strand: Big Idea / Standard: Elements of Geographical Study and Analysis

Knowledge of major elements of geographical study and analysis (such as location, place, movement and regions) and their relationship to changes in society and the environment
- EG.5.A. Concept: Gle / Benchmark:
  
  Reading and constructing maps
  - EG.5.A(1). Gle / Proficiency:
    
    Use geographic research sources to process and report information to solve problems (DOK 3; SS5 2.1, 3.2, 1.4, 1.5)
  - EG.5.A(2). Gle / Proficiency:
    
    Construct maps (DOK 2; SS5 1.8)
- EG.5.B. Concept: Gle / Benchmark:
  
  Understanding the concept of location to make predictions and solve problems
  - EG.5.B(1). Gle / Proficiency:
    
    Locate major cities and nations of the world in historical context (DOK 1; SS5 1.4, 1.10, 1.5)
  - EG.5.B(2). Gle / Proficiency:
    
    Locate the world's continents, oceans and major topographic features as civilizations spread (DOK 1; SS5 1.4, 1.10)
  - EG.5.B(3). Gle / Proficiency:
    
    Locate and describe geographic places, using absolute and relative location, especially as people were able to define them more accurately (DOK 2; SS5 1.4, 1.5, 1.10)
- EG.5.C. Concept: Gle / Benchmark:
  
  Understanding the concept of place
  - EG.5.C(1). Gle / Proficiency:
    
    Explain physical characteristics, such as climate, topography, relationship to water and ecosystems (DOK 1; SS5 1.1)
  - EG.5.C(2). Gle / Proficiency:
    
    Explain human characteristics, such as people's education, language, diversity, economies, religions, settlement patterns, ethnic background and political system (DOK 2; SS5 1.6)
- EG.5.D. Concept: Gle / Benchmark:
  
  Relationships within places (Human- Environment Interactions) (Movement)
  - EG.5.D(1). Gle / Proficiency:
    
    Describe how physical processes shape the physical environment (DOK 2; SS5 1.1)
  - EG.5.D(2). Gle / Proficiency:
    
    Describe a variety of ecosystems, and explain where they may be found and how physical processes and human activities may change them (DOK 3; SS5 1.6)
- EG.5.E. Concept: Gle / Benchmark:
  
  Understanding relationships between and among places
  - EG.5.E.a. Gle / Proficiency:
    
    Explain causes and effects of migration streams, movements of people to job markets, barriers to human movement and how people overcome such barriers (DOK 2; SS5 1.6, 3.6)
- EG.5.F. Concept: Gle / Benchmark:
  
  Understanding relationships between and among regions
  - EG.5.F.a. Gle / Proficiency:
    
    Explain how regions of the world relate to one another and change over time (DOK 3; SS5 1.6)
- EG.5.I. Concept: Gle / Benchmark:
  
  Human-environment interactions
  - EG.5.I(1). Gle / Proficiency:
    
    Identify and describe world-wide patterns of resource distribution (DOK 1; SS5 1.6)
  - EG.5.I(2). Gle / Proficiency:
    
    Identify how technology and culture have influenced resource use in the past (DOK 2; SS5 1.6)
  - EG.5.I(3). Gle / Proficiency:
    
    Identify and explain environmental consequences of how people use resources from historical examples (DOK 2; SS5 1.6, 3.5)
  - EG.5.I(4). Gle / Proficiency:
    
    Identify and explain the effect of natural forces upon human activities from historical experiences (DOK 2; SS5 1.6, 3.5)
- EG.5.J. Concept: Gle / Benchmark:
  
  Using geography to interpret, explain and plan for the future
  - EG.5.J.a. Gle / Proficiency:
    
    Use geography to interpret the past, explain the present and plan for the future (DOK 3; SS5 1.6, 3.2)
MO.RI.6. Strand: Big Idea / Standard: Relationships of Individual and Groups to Institutions and Traditions

Knowledge of relationships of the individual and groups to institutions and cultural traditions
- RI.6.D. Concept: Gle / Benchmark:
  
  Knowledge of how needs of individuals are met
  - RI.6.D.a. Gle / Proficiency:
    
    Analyze how the needs of individuals are met by families, friends, groups and organizations, such as governments, businesses, schools, religious institutions and charities in the United States and other nations (DOK 4; SS6 1.6, 1.9)
- RI.6.F. Concept: Gle / Benchmark:
  
  Effects of actions, cultural, traditions and institutions
  - RI.6.F.a. Gle / Proficiency:
    
    Analyze how cultural traditions, human actions and institutions affect people's behavior (DOK 2; SS6 1.6)
- RI.6.G. Concept: Gle / Benchmark:
  
  Effect of laws and events on relationships
  - RI.6.G.a. Gle / Proficiency:
    
    Identify how laws and events affect members of groups and relationships among groups (DOK 2; SS6 1.6, 3.6)
- RI.6.J. Concept: Gle / Benchmark:
  
  Methods of resolving conflicts Evaluate constructive processes or methods for resolving conflicts
  - RI.6.J.a. Gle / Proficiency:
    
    Evaluate constructive processes or methods for resolving conflicts (DOK 3; SS6 3.4, 1.7)

Read more about Missouri's Seventh Grade Standards

Michigan: 7th-Grade Standards

Article Body

MI.H1. Strand / Standard Category: Eastern Hemisphere Studies - History - The World in Temporal Terms

Historical Habits of Mind: Evaluate evidence, compare and contrast information, interpret the historical record, and develop sound historical arguments and perspectives on which informed decisions in contemporary life can be based.
- H1.1. Standard: Temporal Thinking
  
  Use historical conceptual devices to organize and study the past.
  - 7-H1.1.1. Grade Level Expectation:
    
    Explain why and how historians use eras and periods as constructs to organize and explain human activities over time.
  - 7-H1.1.2. Grade Level Expectation:
    
    Compare and contrast several different calendar systems used in the past and present and their cultural significance (e.g., Sun Dial, Gregorian calendar - B.C./A.D.; contemporary secular - B.C.E./C.E.; Chinese, Hebrew, and Islamic/Hijri calendars).
- H1.2. Standard: Historical Inquiry and Analysis
  
  Use historical inquiry and analysis to study the past.
  - 7-H1.2.1. Grade Level Expectation:
    
    Explain how historians use a variety of sources to explore the past (e.g., artifacts, primary and secondary sources including narratives, technology, historical maps, visual/mathematical quantitative data, radiocarbon dating, DNA analysis).
  - 7-H1.2.2. Grade Level Expectation:
    
    Read and comprehend a historical passage to identify basic factual knowledge and the literal meaning by indicating who was involved, what happened, where it happened, what events led to the development, and what consequences or outcomes followed.
  - 7-H1.2.3. Grade Level Expectation:
    
    Identify the point of view (perspective of the author) and context when reading and discussing primary and secondary sources.
  - 7-H1.2.4. Grade Level Expectation:
    
    Compare and evaluate competing historical perspectives about the past based on proof.
  - 7-H1.2.5. Grade Level Expectation:
    
    Describe how historians use methods of inquiry to identify cause effect relationships in history noting that many have multiple causes.
  - 7-H1.2.6. Grade Level Expectation:
    
    Identify the role of the individual in history and the significance of one person's ideas.
- H1.4. Standard: Historical Understanding
  
  Use historical concepts, patterns, and themes to study the past.
  - 7-H1.4.1. Grade Level Expectation:
    
    Describe and use cultural institutions to study an era and a region (political, economic, religion/belief, science/technology, written language, education, family).
  - 7-H1.4.2. Grade Level Expectation:
    
    Describe and use themes of history to study patterns of change and continuity.
  - 7-H1.4.3. Grade Level Expectation:
    
    Use historical perspectives to analyze global issues faced by humans long ago and today.
MI.W1. Strand / Standard Category: Eastern Hemisphere Studies - World History and Geography (WHG) Era 1 - Beginnings to 4000 B.C.E./B.C.

Explain the basic features and differences between hunter-gatherer societies and pastoral nomads. Analyze and explain the geographic, environmental, biological, and cultural processes that influenced the rise of the earliest human communities, the migration and spread of people throughout the world, and the causes and consequences of the growth of agriculture.
- W1.1. Standard: Peopling of the Earth
  
  Describe the spread of people in the Western Hemisphere in Era 1.
  - 7-W1.1.1. Grade Level Expectation:
    
    Explain how and when human communities populated major regions of the Eastern Hemisphere (Africa, Australia, Europe, Asia) and adapted to a variety of environments.
  - 7-W1.1.2. Grade Level Expectation:
    
    Explain what archaeologists have learned about Paleolithic and Neolithic patterns of living in Africa, Western Europe, and Asia.
- W1.2. Standard: Agricultural Revolution
  
  Describe the Agricultural Revolution and explain why it was a turning point in history.
  - 7-W1.2.1. Grade Level Expectation:
    
    Explain the importance of the natural environment in the development of agricultural settlements in different locations (e.g., available water for irrigation, adequate precipitation, and suitable growth season).
  - 7-W1.2.2. Grade Level Expectation:
    
    Explain the impact of the Agricultural Revolution (stable food supply, surplus, population growth, trade, division of labor, development of settlements).
  - 7-W1.2.3. Grade Level Expectation:
    
    Compare and contrast the environmental, economic, and social institutions of two early civilizations from different world regions (e.g., Yangtse, Indus River Valley, Tigris/Euphrates, and Nile).
MI.W2. Strand / Standard Category: Eastern Hemisphere Studies - World History and Geography (WHG) Era 2 - Early Civilizations and Cultures and the Emergence of Pastoral Peoples, 4000 to 1000 B.C.E./B.C.

Describe and differentiate defining characteristics of early civilization and pastoral societies, where they emerged, and how they spread.
- W2.1. Standard: Early Civilizations and Early Pastoral Societies
  
  Analyze early Eastern Hemisphere civilizations and pastoral societies.
  - 7-W2.1.1. Grade Level Expectation: Describe the importance of the development of human language, oral and written, and its relationship to the development of culture
    - 7-W2.1.1a. Expectation:
      
      Verbal vocalizations
    - 7-W2.1.1b. Expectation:
      
      Standardization of physical (rock, bird) and abstract (love, fear) words
    - 7-W2.1.1c. Expectation:
      
      Pictographs to abstract writing (governmental administration, laws, codes, history and artistic expressions)
  - 7-W2.1.2. Grade Level Expectation:
    
    Use historical and modern maps and other sources to locate, describe, and analyze major river systems and discuss the ways these physical settings supported permanent settlements, and development of early civilizations (Tigris and Euphrates Rivers, Yangtze River, Nile River, Indus River).
  - 7-W2.1.3. Grade Level Expectation:
    
    Examine early civilizations to describe their common features (ways of governing, stable food supply, economic and social structures, use of resources and technology, division of labor and forms of communication).
  - 7-W2.1.4. Grade Level Expectation:
    
    Define the concept of cultural diffusion and how it resulted in the spread of ideas and technology from one region to another (e.g., plants, crops, plow, wheel, bronze metallurgy).
  - 7-W2.1.5. Grade Level Expectation:
    
    Describe pastoralism and explain how the climate and geography of Central Asia were linked to the rise of pastoral societies on the steppes.
MI.W3. Strand / Standard Category: Eastern Hemisphere Studies - World History and Geography (WHG) Era 3 - Classical Traditions, World Religions, and Major Empires, 1000 B.C.E./B.C. to 300 C.E./A.D.

Analyze classical civilizations and empires and the emergence of major world religions and large-scale empires.
- W3.1. Standard: Classical Traditions in Regions of the Eastern Hemisphere
  
  Analyze classical civilizations and empires and their lasting impact on institutions, political thought, structures, technology and art forms that grew in India, China, the Mediterranean basin, Africa, and Southwest and Central Asia during this era.
  - 7-W3.1.1. Grade Level Expectation:
    
    Describe the characteristics that classical civilizations share (institutions, cultural styles, systems of thought that influenced neighboring peoples and have endured for several centuries).
  - 7-W3.1.2. Grade Level Expectation:
    
    Using historic and modern maps, locate three major empires of this era, describe their geographic characteristics including physical features and climates, and propose a generalization about the relationship between geographic characteristics and the development of early empires.
  - 7- W3.1.3. Grade Level Expectation:
    
    Compare and contrast the defining characteristics of a city-state, civilization, and empire.
  - 7-W3.1.4. Grade Level Expectation:
    
    Assess the importance of Greek ideas about democracy and citizenship in the development of Western political thought and institutions.
  - 7-W3.1.5. Grade Level Expectation:
    
    Describe major achievements from Indian, Chinese, Mediterranean, African, and Southwest and Central Asian civilizations in the areas of art, architecture and culture; science, technology and mathematics; political life and ideas; philosophy and ethical beliefs; and military strategy.
  - 7-W3.1.6. Grade Level Expectation:
    
    Use historic and modern maps to locate and describe trade networks among empires in the classical era.
  - 7-W3.1.7. Grade Level Expectation:
    
    Use a case study to describe how trade integrated cultures and influenced the economy within empires (e.g., Assyrian and Persian trade networks or networks of Egypt and Nubia/Kush; or Phoenician and Greek networks).
  - 7-W3.1.8. Grade Level Expectation:
    
    Describe the role of state authority, military power, taxation systems, and institutions of coerced labor, including slavery, in building and maintaining empires (e.g., Han Empire, Mauryan Empire, Egypt, Greek city-states and the Roman Empire).
  - 7-W3.1.9. Grade Level Expectation:
    
    Describe the significance of legal codes, belief systems, written languages and communications in the development of large regional empires.
  - 7-W3.1.10. Grade Level Expectation:
    
    Create a time line that illustrates the rise and fall of classical empires during the classical period.
- W3.2. Standard: Growth and Development of World Religions
  
  Explain how world religions or belief systems of Hinduism, Judaism, Buddhism, Christianity, Confucianism and Islam grew and their significance. (Islam is included here even though it came after 300 C.E./A.D.)
  - 7-W3.2.1. Grade Level Expectation:
    
    Identify and describe the beliefs of the five major world religions.
  - 7-W3.2.2. Grade Level Expectation:
    
    Locate the geographical center of major religions and map the spread through the 3rd century C.E./A.D.
  - 7-W3.2.3. Grade Level Expectation:
    
    Identify and describe the ways that religions unified people's perceptions of the world and contributed to cultural integration of large regions of Afro-Eurasia.
MI.G1. Strand / Standard Category: Eastern Hemisphere Studies - Geography - The World in Spatial Terms

Geographical Habits of Mind: Study the relationships between people, places, and environments by using information that is in a geographic (spatial) context. Engage in mapping and analyzing the information to explain the patterns and relationships they reveal both between and among people, their cultures, and the natural environment. Identify and access information, evaluate it using criteria based on concepts and themes, and use geography in problem solving and decision making. Explain and use key conceptual devices (places and regions, spatial patterns and processes) that geographers use to organize information and inform their study of the world.
- G1.1. Standard: Spatial Thinking
  
  Use maps and other geographic tools to acquire and process information from a spatial perspective.
  - 7-G1.1.1. Grade Level Expectation:
    
    Explain and use a variety of maps, globes, and web based geography technology to study the world, including global, interregional, regional, and local scales.
  - 7-G1.1.2. Grade Level Expectation:
    
    Draw an accurate sketch map from memory of the Eastern Hemisphere showing the major regions (Africa, Asia, Europe, Australia/Oceania, Antarctica).
- G1.2. Standard: Geographical Inquiry and Analysis
  
  Use geographic inquiry and analysis to answer important questions about relationships between people, cultures, their environment, and relations within the larger world context.
  - 7-G1.2.1. Grade Level Expectation:
    
    Locate the major landforms, rivers and climate regions of the Eastern Hemisphere.
  - 7-G1.2.2. Grade Level Expectation:
    
    Explain why maps of the same place may vary as a result of the cultural or historical background of the cartographer.
  - 7-G1.2.3. Grade Level Expectation:
    
    Use observations from air photos, photographs (print and CD), films (VCR and DVD) as the basis for answering geographic questions about the human and physical characteristics of places and regions.
  - 7-G1.2.4. Grade Level Expectation:
    
    Draw the general population distribution of the Eastern Hemisphere on a map, analyze the patterns, and propose two generalizations about the location and density of the population.
  - 7-G1.2.5. Grade Level Expectation:
    
    Use information from modern technology such as Geographic Positioning System (GPS), Geographic Information System (GIS), and satellite remote sensing to locate information and process maps and data to analyze spatial patterns of the Eastern Hemisphere to answer geographic questions.
  - 7-G1.2.6. Grade Level Expectation:
    
    Apply the skills of geographic inquiry (asking geographic questions, acquiring geographic information, organizing geographic information, analyzing geographic information, and answering geographic questions) to analyze a problem or issue of importance to a region of the Eastern Hemisphere.
- G1.3. Standard: Geographical Understanding
  
  Use geographic themes, knowledge about processes and concepts to study the Earth.
  - 7-G1.3.1. Grade Level Expectation:
    
    Use the fundamental themes of geography (location, place, human environment interaction, movement, region) to describe regions or places on earth.
  - 7-G1.3.2. Grade Level Expectation:
    
    Explain the locations and distributions of physical and human characteristics of Earth by using knowledge of spatial patterns.
  - 7-G1.3.3. Grade Level Expectation:
    
    Explain the different ways in which places are connected and how those connections demonstrate interdependence and accessibility.
MI.G2. Strand / Standard Category: Eastern Hemisphere Studies - Geography - Places and Regions

Describe the cultural groups and diversities among people that are rooted in particular places and in human constructs called regions. Analyze the physical and human characteristics of places and regions.
- G2.1. Standard: Physical Characteristics of Place
  
  Describe the physical characteristics of places.
  - 7-G2.1.1. Grade Level Expectation:
    
    Describe the landform features and the climate of the region (within the Western or Eastern Hemispheres) under study.
  - 7-G2.1.2. Grade Level Expectation:
    
    Use information from GIS, remote sensing and the World Wide Web to compare and contrast the surface features and vegetation of the continents of the Eastern Hemisphere.
- G2.2. Standard: Human Characteristics of Place
  
  Describe the human characteristics of places.
  - 7-G2.2.1. Grade Level Expectation:
    
    Describe the human characteristics of the region under study (including languages, religion, economic system, governmental system, cultural traditions).
  - 7-G2.2.2. Grade Level Expectation:
    
    Explain that communities are affected positively or negatively by changes in technology (e.g., increased manufacturing resulting in rural to urban migration in China, increased farming of fish, hydroelectric power generation at Three Gorges, pollution resulting from increased manufacturing and automobiles).
  - 7-G2.2.3. Grade Level Expectation:
    
    Analyze how culture and experience influence people's perception of places and regions (e.g., that beaches are places where tourists travel, cities have historic buildings, northern places are cold, equatorial places are very warm).
MI.G3. Strand / Standard Category: Eastern Hemisphere Studies - Geography - Physical Systems

Describe the physical processes that shape the Earth's surface which, along with plants and animals, are the basis for both sustaining and modifying ecosystems. Identify and analyze the patterns and characteristics of the major ecosystems on Earth.
- G3.1. Standard: Physical Processes
  
  Describe the physical processes that shape the patterns of the Earth's surface.
  - 7-G3.1.1. Grade Level Expectation:
    
    Construct and analyze climate graphs for locations at different latitudes and elevations in the region to answer geographic questions and make predictions based on patterns (e.g., compare and contrast Norway and France; Nairobi and Kilimanjaro; Mumbai and New Delhi).
- G3.2. Standard: Ecosystems
  
  Describe the characteristics and spatial distribution of ecosystems on the Earth's surface.
  - 7-G3.2.1. Grade Level Expectation:
    
    Explain how and why ecosystems differ as a consequence of differences in latitude, elevation, and human activities (e.g., effects of latitude on types of vegetation in Africa, proximity to bodies of water in Europe, and effects of annual river flooding in Southeast Asia and China).
  - 7-G3.2.2. Grade Level Expectation:
    
    Identify ecosystems of a continent and explain why some provide greater opportunities (fertile soil, precipitation) for humans to use than do other ecosystems and how that changes with technology (e.g., China's humid east and arid west and the effects of irrigation technology).
MI.G4. Strand / Standard Category: Eastern Hemisphere Studies - Geography - Human Systems

Explain that human activities may be seen on Earth's surface. Human systems include the way people divide the land, decide where to live, develop communities that are part of the larger cultural mosaic, and engage in the cultural diffusion of ideas and products within and among groups.
- G4.1. Standard: Cultural Mosaic
  
  Describe the characteristics, distribution and complexity of Earth's cultural mosaic.
  - 7-G4.1.1. Grade Level Expectation:
    
    Identify and explain examples of cultural diffusion within the Eastern Hemisphere (e.g., the spread of sports, music, architecture, television, Internet, Bantu languages in Africa, Islam in Western Europe).
  - 7-G4.1.2. Grade Level Expectation:
    
    Compare roles of women in traditional African societies in the past with roles of women as modern micro-entrepreneurs in current economies.
- G4.2. Standard: Technology Patterns and Networks
  
  Describe how technology creates patterns and networks that connect people, products and ideas.
  - 7-G4.2.1. Grade Level Expectation:
    
    List and describe the advantages and disadvantages of different technologies used to move people, products, and ideas throughout the world (e.g., opportunities for employment, entrepreneurial and educational opportunities using the Internet; the effects of technology on reducing the time necessary for communications and travel; the uses and effects of wireless technology in developing countries; and the spread of group and individual's ideas as voice and image messages on electronic networks such as the Internet).
- G4.3. Standard: Patterns of Human Settlement
  
  Describe patterns, processes and functions of human settlement.
  - 7-G4.3.1. Grade Level Expectation: Identify places in the Eastern Hemisphere that have been modified to be suitable for settlement by describing
    
    the modifications that were necessary (e.g., Nile River irrigation, reclamation of land along the North Sea, planting trees in areas that have become desertified in Africa).
  - 7-G4.3.2. Grade Level Expectation:
    
    Describe patterns of settlement by using historical and modern maps (e.g., the location of the world's mega cities, other cities located near coasts and navigable rivers, regions under environmental stress such as the Sahel).
- G4.4. Standard: Forces of Cooperation and Conflict
  
  Explain how forces of conflict and cooperation among people influence the division and control of the Earth's surface.
  - 7-G4.4.1. Grade Level Expectation:
    
    Identify and explain factors that contribute to conflict and cooperation between and among cultural groups (e.g., natural resources, power, culture, wealth).
  - 7-G4.4.2. Grade Level Expectation:
    
    Describe examples of cooperation and conflict within the European Union (e.g., European Parliament, Euro as currency in some countries but not others, open migration within the European Union, free trade, and cultural impacts such as a multi-lingual population).
MI.G5. Strand / Standard Category: Eastern Hemisphere Studies - Geography - Environment and Society

Explain that the physical environment is modified by human activities, which are influenced by the ways in which human societies value and use Earth's natural resources, and by Earth's physical features and processes. Explain how human action modifies the physical environment and how physical systems affect human systems.
- G5.1. Standard: Humans and the Environment
  
  Describe how human actions modify the environment.
  - 7-G5.1.1. Grade Level Expectation:
    
    Describe the environmental effects of human action on the atmosphere (air), biosphere (people, animals, and plants), lithosphere (soil), and hydrosphere (water) (e.g., desertification in the Sahel Region of North Africa, deforestation in the Congo Basin, air pollution in urban center, and chemical spills in European Rivers).
  - 7-G5.1.2. Grade Level Expectation:
    
    Describe how variations in technology affect human modifications of the landscape (e.g., clearing of agricultural land in Southeast Asia, fish factories in North Atlantic and Western Pacific Ocean, and damming rivers to meet needs for electricity).
  - 7-G5.1.3. Grade Level Expectation:
    
    Identify the ways in which human-induced changes in the physical environment in one place can cause changes in other places (e.g., cutting forests in one region may result in river basin flooding elsewhere as has happened historically in China; building dams floods land upstream and permits irrigation downstream as in Southern Africa, the Aswan Dam flooded the upper Nile Valley and permitted irrigation downstream).
- G5.2. Standard: Physical and Human Systems
  
  Describe how physical and human systems shape patterns on the Earth's surface.
  - 7-G5.2.1. Grade Level Expectation:
    
    Describe the effects that a change in the physical environment could have on human activities and the choices people would have to make in adjusting to the change (e.g., drought in Africa, pollution from volcanic eruptions in Indonesia, earthquakes in Turkey, and flooding in Bangladesh).
MI.G6. Strand / Standard Category: Eastern Hemisphere Studies - Geography - Global Issues Past and Present

Throughout the school year the students are introduced to topics that address global issues that integrate time and place. Included are capstone projects that entail the investigation of historical and contemporary global issues that have significance for the student and are clearly linked to the world outside the classroom. The topics and issues are developed as capstone projects within units and at the end of the course. Regular experiences with those topics and issues are necessary during each grade in order to build the background students will require to complete in-depth capstone projects. (H1.4.3, G1.2.6)
- G6.1. Standard: Public Discourse, Decision Making, and Citizen Involvement (P3, P4)
  
  Capstone projects require the student to use geography, history, economics, and government to inquire about major contemporary and historical issues and events linked to the world outside the classroom. The core disciplines are used to interpret the past and plan for the future. During the school year the students will complete at least three capstone projects.
  - 7-G6.1.1. Grade Level Expectation:
    
    Contemporary Investigations - Conduct research on contemporary global topics and issues, compose persuasive essays, and develop a plan for action. (H1.4.3, G1.2.6, See P3 and P4) (H1.4.3, G1.2.6, See P3 and P4)
    - 7-G6.1.1a. Expectation: Contemporary Investigation Topics
      
      Conflict, Stability, and Change-Investigate the significance of conflict, stability, and change in governmental systems within the region.
    - 7-G6.1.1b. Expectation: Contemporary Investigation Topics
      
      Diversity and Nationalism-Investigate the tensions that may develop between cultural diversity and nationalism within a country and their consequences.
    - 7-G6.1.1c. Expectation: Contemporary Investigation Topics
      
      Urbanization-Investigate urbanization and its consequences for the world's population.
    - 7-G6.1.1d. Expectation: Contemporary Investigation Topics
      
      Oil and Society-Investigate the significance of how oil has changed nations as both consumers and producers of this natural resource.
    - 7-G6.1.1e. Expectation: Contemporary Investigation Topics
      
      Children in the World-Investigate issues affecting children such as health, labor, and war.
    - 7-G6.1.1f. Expectation: Contemporary Investigation Topics
      
      Regional Cooperation-Explain the significance of and barriers to regional cooperation.
  - 7-G6.1.2. Grade Level Expectation:
    
    Investigations Designed for Ancient World History Eras - Conduct research on global topics and issues, compose persuasive essays, and develop a plan for action. (H1.4.3, G1.2.6, See P3 and P4) (H1.4.3, G1.2.6, See P3 and P4)
    - 7-G6.1.2a. Expectation: Contemporary Investigation Topics-Related to Content in World History and Contemporary Geography
      
      WHG Era 1: Population Growth and Resources - Investigate how population growth affects resource availability.
    - 7-G6.1.2b. Expectation: Contemporary Investigation Topics-Related to Content in World History and Contemporary Geography
      
      WHG Era 1: Migration - Investigate the significance of migrations of peoples and the resulting benefits and challenges.
    - 7-G6.1.2c. Expectation: Contemporary Investigation Topics-Related to Content in World History and Contemporary Geography
      
      WHG Era 2: Sustainable Agriculture - Investigate the significance of sustainable agriculture and its role in helping societies produce enough food for people.
    - 7-G6.1.2d. Expectation: Contemporary Investigation Topics-Related to Content in World History and Contemporary Geography
      
      WHG Era 3: Development - Investigate economic effects on development in a region and its ecosystems and societies.
    - 7-G6.1.2e. Expectation: Contemporary Investigation Topics-Related to Content in World History and Contemporary Geography
      
      WHG Era 3: Religious Conflict - Investigate conflict that arises from varying religious beliefs.
MI.C1. Strand / Standard Category: Eastern Hemisphere Studies - Civics and Government - Purposes of Government

Analyze how people identify, organize, and accomplish the purposes of government.
- C1.1. Standard: Nature of Civic Life, Politics, and Government
  
  Describe civic life, politics and government and explain their relationships.
  - 7-C1.1.1. Grade Level Expectation:
    
    Explain how the purposes served by government affect relationships between the individual, government, and society as a whole and the differences that occur in monarchies, theocracies, dictatorships, and representative governments.
MI.C3. Strand / Standard Category: Eastern Hemisphere Studies - Civics and Government - Structure and Functions of Government

Explain that governments are structured to serve the people. Describe the major activities of government, including making and enforcing laws, providing services and benefits to individuals and groups, assigning individual and collective responsibilities, generating revenue, and providing national security.
- C3.6. Standard: Characteristics of Nation-States
  
  Describe the characteristics of nation-states and how nation-states may interact.
  - 7-C3.6.1. Grade Level Expectation:
    
    Define the characteristics of a nation-state (a specific territory, clearly defined boundaries, citizens, and jurisdiction over people who reside there, laws, and government) and how Eastern Hemisphere nations interact.
MI.C4. Strand / Standard Category: Eastern Hemisphere Studies - Civics and Government - Relationship of United States to Other Nations and World Affairs

Explain that nations interact with one another through trade, diplomacy, treaties and agreements, humanitarian aid, economic sanctions and incentives, and military force and threat of force.
- C4.3. Standard: Conflict and Cooperation Between and Among Nations
  
  Explain the various ways that nations interact both positively and negatively.
  - 7-C4.3.1. Grade Level Expectation:
    
    Explain how governments address national issues and form policies, and how the policies may not be consistent with those of other countries (e.g., population pressures in China compared to Sweden; international immigration quotas, international aid, energy needs for natural gas and oil and military aid).
  - 7-C4.3.2. Grade Level Expectation:
    
    Explain the challenges to governments and the cooperation needed to address international issues (e.g., migration and human rights).
  - 7-C4.3.3. Grade Level Expectation:
    
    Explain why governments belong to different types of international and regional organizations (e.g., United Nations (UN), North Atlantic Treaty Organization (NATO), Organization of the Petroleum Exporting Countries (OPEC), European Union (EU), and African Union (AU), G-8 countries (leading economic/political)).
MI.E1. Strand / Standard Category: Eastern Hemisphere Studies - Economics - The Market Economy

Describe the market economy in terms of the relevance of limited resources, how individuals and institutions make and evaluate decisions, the role of incentives, how buyers and sellers interact to create markets, how markets allocate resources, and the economic role of government in a market economy.
- E1.1. Standard: Individual, Business, and Government Choices
  
  Describe how individuals, businesses, and governments make economic decisions when confronting scarcity in the market economy.
  - 7-E1.1.1. Grade Level Expectation:
    
    Explain the role of incentives in different economic systems (acquiring money, profit, goods, wanting to avoid loss, position in society, job placement).
  - 7-E1.1.2. Grade Level Expectation:
    
    Describe the circular flow model (that businesses get money from households in exchange for goods and services and return that money to households by paying for the factors of production that households have to sell) and apply it to a public service (e.g., education, health care, military protection).
MI.E2. Strand / Standard Category: Eastern Hemisphere Studies - Economics - The National Economy

Use economic concepts, terminology, and data to identify and describe how a national economy functions they study the role of government as a provider of goods and services within a national economy.
- E2.3. Standard: Role of Government
  
  Describe how national governments make decisions that affect the national economy.
  - 7-E2.3.1. Grade Level Expectation:
    
    Explain how national governments make decisions that impact both that country and other countries that use its resources (e.g., sanctions and tariffs enacted by a national government to prevent imports, most favored trade agreements, the impact China is having on the global economy and the U.S. economy in particular).
MI.E3. Strand / Standard Category: Eastern Hemisphere Studies - Economics - International Economy

Analyze reasons for individuals and businesses to specialize and trade, why individuals and businesses trade across international borders, and the comparisons of the benefits and costs of specialization and the resulting trade for consumers, producers, and governments.
- E3.1. Standard: Economic Interdependence
  
  Describe patterns and networks of economic interdependence, including trade.
  - 7-E3.1.1. Grade Level Expectation:
    
    Explain the importance of trade (imports and exports) on national economies in the Eastern Hemisphere (e.g., natural gas in North Africa, petroleum Africa, mineral resources in Asia).
  - 7-E3.1.2. Grade Level Expectation:
    
    Diagram or map the movement of a consumer product from where it is manufactured to where it is sold to demonstrate the flow of materials, labor, and capital (e.g., global supply chain for computers, athletic shoes, and clothing).
  - 7-E3.1.3. Grade Level Expectation:
    
    Determine the impact of trade on a region of the Eastern Hemisphere by graphing and analyzing the gross Domestic Product of the region for the past decade and comparing the data with trend data on the total value of imports and exports over the same period.
  - 7-E3.1.4. Grade Level Expectation:
    
    Explain how communications innovations have affected economic interactions and where and how people work (e.g., internet home offices, international work teams, international companies).
- E3.3. Standard: Economic Systems
  
  Describe how societies organize to allocate resources to produce and distribute goods and services.
  - 7-E3.3.1. Grade Level Expectation: Explain and compare how economic systems (traditional, command, and market) answer four basic questions
    
    What should be produced? How will it be produced? How will it be distributed? Who will receive the benefits of production? (e.g., market economies in Africa, Europe; command economy in North Korea; and the transition to market economies in Vietnam and China).
MI.P. Strand / Standard Category: Public Discourse, Decision Making, and Citizen Involvement (P3, P4)
- P3.1. Standard:
  
  Identifying and Analyzing Issues, Decision Making, Persuasive Communication About a Public Issue, and Citizen Involvement
  - 7-P3.1.1. Grade Level Expectation:
    
    Clearly state an issue as a question or public policy, trace the origins of an issue, analyze and synthesize various perspectives, and generate and evaluate alternative resolutions. Deeply examine policy issues in group discussions and debates to make reasoned and informed decisions. Write persuasive/argumentative essays expressing and justifying decisions on public policy issues. Plan and conduct activities intended to advance views on matters of public policy, report the results, and evaluate effectiveness.
    - 7-P3.1.1a. Expectation:
      
      Identify public policy issues related to global topics and issues studied.
    - 7-P3.1.1b. Expectation:
      
      Clearly state the issue as a question of public policy orally or in written form.
    - 7-P3.1.1c. Expectation:
      
      Use inquiry methods to acquire content knowledge and appropriate data about the issue.
    - 7-P3.1.1d. Expectation:
      
      Identify the causes and consequences and analyze the impact, both positive and negative.
    - 7-P3.1.1e. Expectation:
      
      Share and discuss findings of research and issue analysis in group discussions and debates.
    - 7-P3.1.1f. Expectation:
      
      Compose a persuasive essay justifying the position with a reasoned argument.
    - 7-P3.1.1g. Expectation:
      
      Develop an action plan to address or inform others about the issue at the local to global scales.
- P4.2. Standard:
  
  Citizen Involvement
  - 7-P4.2.1. Grade Level Expectation:
    
    Demonstrate knowledge of how, when, and where individuals would plan and conduct activities intended to advance views in matters of public policy, report the results, and evaluate effectiveness.
  - 7-P4.2.2. Grade Level Expectation:
    
    Engage in activities intended to contribute to solving a national or international problem studied.
  - 7-P4.2.3. Grade Level Expectation:
    
    Participate in projects to help or inform others (e.g., service learning projects).

Read more about Michigan: 7th-Grade Standards

Massachusetts: 7th-Grade Standards

Article Body

MA.1. Domain / General Standard: Ancient and Classical Civilizations in the Mediterranean to the Fall of the Roman Empire

Ideas that Shaped History: Seventh graders study the origins of human beings in Africa and the early civilizations that flourished in the Mediterranean area. They study the religions, governments, trade, philosophies, and art of these civilizations as well as the powerful ideas that arose in the ancient world and profoundly shaped the course of world history.
- 7.1. Learning Standard / Outcome: Concepts and Skills
  
  History and Geography: Compare information shown on modern and historical maps of the same region. (G)
- 7.2. Learning Standard / Outcome: Concepts and Skills
  
  History and Geography: Use correctly the words or abbreviations for identifying time periods or dates in historical narratives (decade, age, era, century, millennium, AD/CE, BC/BCE, c., and circa). Identify in BC/BCE dates the higher number as indicating the older year (that is, 3000 BC/BCE is earlier than 2000 BC/BCE) (H)
- 7.3. Learning Standard / Outcome: Concepts and Skills
  
  History and Geography: Construct and interpret timelines of events and civilizations studied. (H)
- 7.4. Learning Standard / Outcome: Concepts and Skills
  
  History and Geography: Distinguish between primary and secondary sources and describe how each kind of source is used in interpreting history. (H)
- 7.5. Learning Standard / Outcome: Concepts and Skills
  
  History and Geography: Identify multiple causes and effects when explaining historical events. (H)
- 7.6. Learning Standard / Outcome: Concepts and Skills
  
  History and Geography: Describe ways of interpreting archaeological evidence from societies leaving no written records. (H)
- 7.7. Learning Standard / Outcome: Concepts and Skills
  
  Civics and Government: Define and use correctly words and terms relating to government such as city-state, dynasty, kingdom, empire, republic, separation of powers, civic duty, rule of law, and military. (C)
- 7.8. Learning Standard / Outcome: Concepts and Skills
  
  Economics: Define and apply economic concepts learned in prekindergarten through grade 6: producers, consumers, goods, services, buyers, sellers, natural resources, taxes, specialization, savings, entrepreneur, prices, markets, scarcity, trade, barter, money, medium of exchange, supply, and demand. (E)
- 7.9. Learning Standard / Outcome: Learning Standards
  
  Human Origins in Africa through the Neolithic Age: Describe the great climatic and environmental changes that shaped the earth and eventually permitted the growth of human life. (H)
- 7.10. Learning Standard / Outcome: Learning Standards
  
  Human Origins in Africa through the Neolithic Age: Identify sites in Africa where archaeologists have found evidence of the origins of modern human beings and describe what the archaeologists found. (G, H)
- 7.11. Learning Standard / Outcome: Learning Standards
  
  Human Origins in Africa through the Neolithic Age: Describe the characteristics of the hunter-gatherer societies of the Paleolithic Age (their use of tools and fire, basic hunting weapons, beads and other jewelry). (H)
- 7.12. Learning Standard / Outcome: Learning Standards
  
  Human Origins in Africa through the Neolithic Age: Explain the importance of the invention of metallurgy and agriculture (the growing of crops and the domestication of animals). (H)
- 7.13. Learning Standard / Outcome: Learning Standards
  
  Human Origins in Africa through the Neolithic Age: Describe how the invention of agriculture related to settlement, population growth, and the emergence of civilization. (H)
- 7.14. Learning Standard / Outcome: Learning Standards
  
  Human Origins in Africa through the Neolithic Age: Identify the characteristics of civilizations (the presence of geographic boundaries and political institutions). (H, G, E)
- 7.15. Learning Standard / Outcome: Learning Standards
  
  Human Origins in Africa through the Neolithic Age: Identify the characteristics of civilizations (an economy that produces food surpluses). (H, G, E)
- 7.16. Learning Standard / Outcome: Learning Standards
  
  Human Origins in Africa through the Neolithic Age: Identify the characteristics of civilizations (a concentration of population in distinct areas or cities). (H, G, E)
- 7.17. Learning Standard / Outcome: Learning Standards
  
  Human Origins in Africa through the Neolithic Age: Identify the characteristics of civilizations (the existence of social classes). (H, G, E)
- 7.18. Learning Standard / Outcome: Learning Standards
  
  Human Origins in Africa through the Neolithic Age: Identify the characteristics of civilizations (developed systems of religion, learning, art, and architecture). (H, G, E)
- 7.19. Learning Standard / Outcome: Learning Standards
  
  Human Origins in Africa through the Neolithic Age: Identify the characteristics of civilizations (a system of record keeping ). (H, G, E)
- 7.20. Learning Standard / Outcome: Learning Standards
  
  Mesopotamia: Site of Several Ancient River Civilizations, c. 3500-1200 BC/BCE: On a historical map, locate the Tigris and Euphrates Rivers and identify Sumer, Babylon, and Assyria as successive civilizations and empires in this region, and explain why the region is sometimes called 'the Fertile Crescent.' On a modern map of western Asia, identify the modern countries in the region (Iraq, Iran, and Turkey). (H, G, E)
- 7.21. Learning Standard / Outcome: Learning Standards
  
  Mesopotamia: Site of Several Ancient River Civilizations, c. 3500-1200 BC/BCE: Identify polytheism (the belief that there are many gods) as the religious belief of the people in Mesopotamian civilizations. (H)
- 7.22. Learning Standard / Outcome: Learning Standards
  
  Mesopotamia: Site of Several Ancient River Civilizations, c. 3500-1200 BC/BCE: Describe how irrigation, metalsmithing, slavery, the domestication of animals, and inventions such as the wheel, the sail, and the plow contributed to the growth of Mesopotamian civilizations. (H, E)
- 7.23. Learning Standard / Outcome: Learning Standards
  
  Mesopotamia: Site of Several Ancient River Civilizations, c. 3500-1200 BC/BCE: Describe the important achievements of Mesopotamian civilization (its system of writing (and its importance in record keeping and tax collection)). (H, C, E)
- 7.24. Learning Standard / Outcome: Learning Standards
  
  Mesopotamia: Site of Several Ancient River Civilizations, c. 3500-1200 BC/BCE: Describe the important achievements of Mesopotamian civilization (monumental architecture (the ziggurat)). (H, C, E)
- 7.25. Learning Standard / Outcome: Learning Standards
  
  Mesopotamia: Site of Several Ancient River Civilizations, c. 3500-1200 BC/BCE: Describe the important achievements of Mesopotamian civilization (art (large relief sculpture, mosaics, and cylinder seals)). (H, C, E)
- 7.26. Learning Standard / Outcome: Learning Standards
  
  Mesopotamia: Site of Several Ancient River Civilizations, c. 3500-1200 BC/BCE: Describe who Hammurabi was and explain the basic principle of justice in Hammurabi's Code ('an eye for an eye'). (H, C, E)
- 7.27. Learning Standard / Outcome: Learning Standards
  
  Egypt: An Ancient River Civilization, c. 3000-1200 BC/BCE: On a historical map of the Mediterranean region, locate the Mediterranean and Red Seas, the Nile River and Delta, and the areas of ancient Nubia and Egypt. Identify the locations of ancient Upper and Lower Egypt and explain what the terms mean. On a modern map, identify the modern countries of Egypt and Sudan. (G)
- 7.28. Learning Standard / Outcome: Learning Standards
  
  Egypt: An Ancient River Civilization, c. 3000-1200 BC/BCE: Describe the kinds of evidence that have been used by archaeologists and historians to draw conclusions about the social and economic characteristics of Ancient Nubia (the Kingdom of Kush) and their relationship to the social and economic characteristics of Ancient Egypt. (H, G)
- 7.29. Learning Standard / Outcome: Learning Standards
  
  Egypt: An Ancient River Civilization, c. 3000-1200 BC/BCE: Describe the role of the pharaoh as god/king, the concept of dynasties, the importance of at least one Egyptian ruler, the relationship of pharaohs to peasants, and the role of slaves in ancient Egypt. (H, C)
- 7.30. Learning Standard / Outcome: Learning Standards
  
  Egypt: An Ancient River Civilization, c. 3000-1200 BC/BCE: Describe the polytheistic religion of ancient Egypt with respect to beliefs about death, the afterlife, mummification, and the roles of different deities. (H)
- 7.31. Learning Standard / Outcome: Learning Standards
  
  Egypt: An Ancient River Civilization, c. 3000-1200 BC/BCE: Summarize important achievements of Egyptian civilization (the agricultural system; the invention of a calendar; monumental architecture and art such as the Pyramids and Sphinx at Giza; hieroglyphic writing; the invention of papyrus). (H)
- 7.32. Learning Standard / Outcome: Learning Standards
  
  Phoenicia, c. 1000-300 BC/BCE: On a map of the ancient Mediterranean world, locate Greece, Asia Minor, Crete, Phoenicia, the Aegean, and the Red Sea. On a modern map, locate Greece, Crete, Turkey, Lebanon, and Syria. (G)
- 7.33. Learning Standard / Outcome: Learning Standards
  
  Phoenicia, c. 1000-300 BC/BCE: Identify the Phoenicians as the successors to the Minoans in dominating maritime trade in the Mediterranean from c. 1000-300 BC/BCE. Describe how the Phoenician writing system was the first alphabet (with 22 symbols for consonants) and the precursor of the first complete alphabet developed by the ancient Greeks (with symbols representing both consonants and vowels). (H, E)
- 7.34. Learning Standard / Outcome: Learning Standards
  
  The Roots of Western Civilization: Ancient Israel, c. 2000 BC/BCE-70 AD/CE: On a historical map of the Mediterranean, locate Asia Minor, Greece and Mesopotamia, the kingdoms of the Hittites and ancient Israel, and Egypt. On a modern map, locate Egypt, Greece, Israel, Jordan, Lebanon, the area governed by the Palestinian Authority, Syria, and Turkey. (G)
- 7.35. Learning Standard / Outcome: Learning Standards
  
  The Roots of Western Civilization: Ancient Israel, c. 2000 BC/BCE-70 AD/CE: Identify the ancient Israelites, or Hebrews, and trace their migrations from Mesopotamia to the land called Canaan, and explain the role of Abraham and Moses in their history. (H, G)
- 7.36. Learning Standard / Outcome: Learning Standards
  
  The Roots of Western Civilization: Ancient Israel, c. 2000 BC/BCE-70 AD/CE: Describe the monotheistic religion of the Israelites (the belief that there is one God; the Ten Commandments; the emphasis on individual worth and personal responsibility; the belief that all people must adhere to the same moral obligations, whether ruler or ruled; the Hebrew Bible (Old Testament) as part of the history of early Israel). (H)
- 7.37. Learning Standard / Outcome: Learning Standards
  
  The Roots of Western Civilization: Ancient Israel, c. 2000 BC/BCE-70 AD/CE: Describe the unification of the tribes of Israel under Kings Saul, David, and Solomon, including David's founding of Jerusalem as his capital city in 1000 BC/BCE and the building of the first temple by Solomon. (H)
- 7.38. Learning Standard / Outcome: Learning Standards
  
  The Roots of Western Civilization: Ancient Israel, c. 2000 BC/BCE-70 AD/CE: Explain the expulsion/dispersion of the Jews to other lands (referred to as the Diaspora) after the destruction of the second temple in Jerusalem in 70 AD/CE, and the renaming of the country by the Romans. (H)
- 7.39. Learning Standard / Outcome: Learning Standards
  
  The Roots of Western Civilization: Ancient Greece, c. 800-300 BC/BCE: On a historical map of the Mediterranean area, locate Greece and trace the extent of its influence to 300 BC/BCE. On a modern map of the Mediterranean area, Europe, England, the Middle East, and the Indian subcontinent, locate England, France, Greece, Italy, Spain, and other countries in the Balkan peninsula, Crete, Egypt, India, the Middle East, Pakistan, and Turkey. (H, G)
- 7.40. Learning Standard / Outcome: Learning Standards
  
  The Roots of Western Civilization: Ancient Greece, c. 800-300 BC/BCE: Explain how the geographical location of ancient Athens and other city-states contributed to their role in maritime trade, their colonies in the Mediterranean, and the expansion of their cultural influence. (H, G, E)
- 7.41. Learning Standard / Outcome: Learning Standards
  
  The Roots of Western Civilization: Ancient Greece, c. 800-300 BC/BCE: Explain why the government of ancient Athens is considered the beginning of democracy and explain the democratic political concepts developed in ancient Greece (the 'polis' or city-state; civic participation and voting rights; legislative bodies; constitution writing; rule of law). (H, C)
- 7.42. Learning Standard / Outcome: Learning Standards
  
  The Roots of Western Civilization: Ancient Greece, c. 800-300 BC/BCE: Compare and contrast life in Athens and Sparta. (H)
- 7.43. Learning Standard / Outcome: Learning Standards
  
  The Roots of Western Civilization: Ancient Greece, c. 800-300 BC/BCE: Describe the status of women and the functions of slaves in ancient Athens. (H)
- 7.44. Learning Standard / Outcome: Learning Standards
  
  The Roots of Western Civilization: Ancient Greece, c. 800-300 BC/BCE: Analyze the causes, course, and consequences of the Persian Wars, including the origins of marathons. (H)
- 7.45. Learning Standard / Outcome: Learning Standards
  
  The Roots of Western Civilization: Ancient Greece, c. 800-300 BC/BCE: Analyze the causes, course, and consequences of the Peloponnesian Wars between Athens and Sparta. (H)
- 7.46. Learning Standard / Outcome: Learning Standards
  
  The Roots of Western Civilization: Ancient Greece, c. 800-300 BC/BCE: Describe the rise of Alexander the Great and the spread of Greek culture. (H)
- 7.47. Learning Standard / Outcome: Learning Standards
  
  The Roots of Western Civilization: Ancient Greece, c. 800-300 BC/BCE: Describe the myths and stories of classical Greece; give examples of Greek gods and goddesses, heroes, and events, and where and how we see their names used today. (H)
- 7.48. Learning Standard / Outcome: Learning Standards
  
  The Roots of Western Civilization: Ancient Greece, c. 800-300 BC/BCE: Explain why the city-states of Greece instituted a tradition of athletic competitions and describe the kinds of sports they featured. (H)
- 7.49. Learning Standard / Outcome: Learning Standards
  
  The Roots of Western Civilization: Ancient Greece, c. 800-300 BC/BCE: Describe the purposes and functions of the lyceum, the gymnasium, and the Library of Alexandria, and identify the major accomplishments of the ancient Greeks (Thales (science) ; Pythagoras and Euclid (mathematics); Hippocrates (medicine); Socrates, Plato, and Aristotle (philosophy); Herodotus, Thucydides, Homer, Aeschylus, Sophocles, Aristophanes, and Euripides (history, poetry, and drama); the Parthenon, the Acropolis, and the Temple of Apollo (architecture); the development of the first complete alphabet with symbols for consonants and vowels). (H)
- 7.50. Learning Standard / Outcome: Learning Standards
  
  The Roots of Western Civilization: Ancient Rome, c. 500 BC/BCE-500 AD/CE: On a historical map, identify ancient Rome and trace the extent of the Roman Empire to 500 AD/CE. (H, G)
- 7.51. Learning Standard / Outcome: Learning Standards
  
  The Roots of Western Civilization: Ancient Rome, c. 500 BC/BCE-500 AD/CE: Explain how the geographical location of ancient Rome contributed to the shaping of Roman society and the expansion of its political power in the Mediterranean region and beyond. (H, G, E)
- 7.52. Learning Standard / Outcome: Learning Standards
  
  The Roots of Western Civilization: Ancient Rome, c. 500 BC/BCE-500 AD/CE: Explain the rise of the Roman Republic and the role of mythical and historical figures in Roman history (Romulus and Remus; Hannibal and the Carthaginian Wars; Cicero; Julius Caesar and Augustus; Hadrian). (H)
- 7.53. Learning Standard / Outcome: Learning Standards
  
  The Roots of Western Civilization: Ancient Rome, c. 500 BC/BCE-500 AD/CE: Describe the government of the Roman Republic and its contribution to the development of democratic principles, including separation of powers, rule of law, representative government, and the notion of civic duty. (H, C)
- 7.54. Learning Standard / Outcome: Learning Standards
  
  The Roots of Western Civilization: Ancient Rome, c. 500 BC/BCE-500 AD/CE: Describe the influence of Julius Caesar and Augustus in Rome's transition from a republic to an empire and explain the reasons for the growth and long life of the Roman Empire (Military organization, tactics, and conquests; and decentralized administration; the purpose and functions of taxes; the promotion of economic growth through the use of a standard currency, road construction, and the protection of trade routes; the benefits of a Pax Romana). (H, E)
- 7.55. Learning Standard / Outcome: Learning Standards
  
  The Roots of Western Civilization: Ancient Rome, c. 500 BC/BCE-500 AD/CE: Describe the characteristics of slavery under the Romans. (H)
- 7.56. Learning Standard / Outcome: Learning Standards
  
  The Roots of Western Civilization: Ancient Rome, c. 500 BC/BCE-500 AD/CE: Describe the origins of Christianity and its central features (monotheism; the belief in Jesus as the Messiah and God's son who redeemed humans from sin; the concept of salvation; belief in the Old and New Testament; the lives and teachings of Jesus and Saint Paul; the relationship of early Christians to officials of the Roman Empire). (H)
- 7.57. Learning Standard / Outcome: Learning Standards
  
  The Roots of Western Civilization: Ancient Rome, c. 500 BC/BCE-500 AD/CE: Explain how inner forces (including the rise of autonomous military powers, political corruption, and economic and political instability) and external forces (shrinking trade, attacks, and invasions) led to the disintegration of the Roman Empire. (H, E)
- 7.58. Learning Standard / Outcome: Learning Standards
  
  The Roots of Western Civilization: Ancient Rome, c. 500 BC/BCE-500 AD/CE: Describe the contribution of Roman civilization to law, literature, poetry, architecture, engineering, and technology (e.g., roads, bridges, arenas, baths, aqueducts, central heating, plumbing, and sanitation). (H)
- 7.59. Learning Standard / Outcome: Learning Standards
  
  The Roots of Western Civilization: Ancient Rome, c. 500 BC/BCE-500 AD/CE: Explain the spread and influence of the Roman alphabet and the Latin language, the use of Latin as the language of education for more than 1,000 years, and the role of Latin and Greek in scientific and academic vocabulary. (H)

Read more about Massachusetts: 7th-Grade Standards

Maryland: 7th-Grade Standards

Article Body

MD.1.0. Strand / Topic / Standard: Political Science

Students will understand the historical development and current status of the fundamental concepts and processes of authority, power, and influence, with particular emphasis on the democratic skills and attitudes necessary to become responsible citizens.
- 1.A. Topic / Indicator:
  
  The foundations and function of government
  - 1.A.1. Indicator / Proficiency Level:
    
    Analyze the characteristics and structure of various systems of government around the world
    - 1.A.1.a. Objective:
      
      Describe and compare the advantages and disadvantages of limited governments, such as representative democracy and parliamentary democracy
    - 1.A.1.b. Objective:
      
      Compare the advantages and disadvantages of unlimited government, such as authoritarian and dictatorships
    - 1.A.1.c. Objective:
      
      Explain and demonstrate how nation-states interact with each other
    - 1.A.1.d. Objective:
      
      Using multi-perspectives, describe and trace how past events assisted or impeded the development of nations, such as the founding of Israel, the break up of the Soviet Union
  - 1.A.2. Indicator / Proficiency Level:
    
    Analyze the historic events, documents, and practices that are the foundations of political systems around the world
    - 1.A.2.a. Objective:
      
      Examine and report examples of historic events, documents and practices that have influenced individuals and groups around the world, such as the U.N. Declaration of Rights, German reunification, the formation of NATO, and Apartheid
  - 1.A.3. Indicator / Proficiency Level:
    
    Analyze the roles of governments around the world regarding public policy and issues
    - 1.A.3.a. Objective:
      
      Evaluate the effectiveness of the various policies of governments in addressing issues, such as health, poverty, crime, security, and environmental concerns
    - 1.A.3.b. Objective:
      
      Analyze the effects that different world issues have on shaping international responses, such as rainforest conservation, pollution, climate change, and energy sources (oil drilling, coal, nuclear)
- 1.B. Topic / Indicator:
  
  Individual and group participation in the political system
  - 1.B.1. Indicator / Proficiency Level:
    
    Analyze the methods used by individuals and groups to shape governmental policy and actions
    - 1.B.1.a. Objective:
      
      Compare methods used to change governments, such as coups, elections and revolts
    - 1.B.1.b. Objective:
      
      Evaluate ways citizens use, monitor and influence the formation and implementation of public policy
    - 1.B.1.c. Objective:
      
      Describe how political parties and special interest groups influence and change government policy, such as third parties, and non-governmental organizations
    - 1.B.1.d. Objective:
      
      Analyze the role of media and public opinion in shaping government policy and action
  - 1.B.2. Indicator / Proficiency Level:
    
    Analyze the importance of civic participation as a citizen of the world
    - 1.B.2.a. Objective:
      
      Analyze the relevancy of sources and perspectives of information such as internet sites and online newspapers
    - 1.B.2.b. Objective:
      
      Analyze the concept of a global citizen and how the awareness and responsibilities have changed during the information age
- 1.C. Topic / Indicator:
  
  Protecting rights and maintaining order
  - 1.C.1. Indicator / Proficiency Level:
    
    Examine the rights and responsibilities of being a citizen of the world
    - 1.C.1.a. Objective:
      
      Justify the responsibilities associated with certain human rights in a global society such as a commitment to world peace and the elimination of poverty.
    - 1.C.1.b. Objective:
      
      Explain how international rules and laws protect individual rights and protect the common good, such as the U.N. Declaration of Human Rights, European Union membership, Geneva Conventions
  - 1.C.2. Indicator / Proficiency Level:
    
    Analyze how governments, organizations, and policies around the world protect or fail to protect the rights of individuals and groups
    - 1.C.2.a. Objective:
      
      Analyze how the definition of the common good differs in limited and unlimited governments
    - 1.C.2.b. Objective:
      
      Debate the need to balance between providing for the common good and how protecting individual rights differ in governments around the world
    - 1.C.2.c. Objective:
      
      Describe the role of international organizations and policies in maintaining order during a time of crisis, such as the International Red Cross/Red Crescent, the United Nations, the Geneva Conventions, and the World Health Organization
MD.2.0. Strand / Topic / Standard: Peoples of the Nation and World

Students will understand the diversity and commonality, human interdependence, and global cooperation of the people of Maryland, the United States and the world through both a multicultural and historic perspective.
- 2.A. Topic / Indicator:
  
  Elements of culture
  - 2.A.1. Indicator / Proficiency Level:
    
    Analyze characteristics that are used to organize people into cultures
    - 2.A.1.a. Objective:
      
      Apply understandings of the elements of culture to the studies of modern world regions, such as art, music, religion, government, social structure, education, values, beliefs and customs
    - 2.A.1.b. Objective:
      
      Describe the characteristics of a sovereign nation, such as the legitimate use of authority, autonomy and establishment of borders
    - 2.A.1.c. Objective:
      
      Describe the characteristics of democratic and authoritarian societies
- 2.B. Topic / Indicator:
  
  Cultural diffusion
  - 2.B.1. Indicator / Proficiency Level:
    
    Analyze how diverse cultures shape a pluralistic society
    - 2.B.1.a. Objective:
      
      Identify cultural groups within a contemporary world region
    - 2.B.1.b. Objective:
      
      Describe how migration contributes to the diversity of nations and regions
    - 2.B.1.c. Objective:
      
      Analyze how cultural diffusion is influenced by factors, such as trade, migration, immigration and conflict
  - 2.B.2. Indicator / Proficiency Level:
    
    Examine how increasing diversity in global societies results from immigration, settlement, and economic development
    - 2.B.2.a. Objective:
      
      Examine policies related to human rights, such as foreign aid, subsidies to developing countries, ethnic persecution and economic sanctions
    - 2.B.2.b. Objective:
      
      Examine contemporary world wide concerns that affect international relationships, such as world health, nation building, national security, and human rights
- 2.C. Topic / Indicator:
  
  Conflict and compromise
  - 2.C.1. Indicator / Proficiency Level:
    
    Analyze major sources of tension, cooperation, and conflict in the world and the efforts that have been made to address them
    - 2.C.1.a. Objective:
      
      Evaluate causes of conflict in the global community, such as Apartheid, the acquisition of natural resources, the decline of communism, ethnic persecution, and domestic and international terrorism
    - 2.C.1.b. Objective:
      
      Analyze and describe the efforts of world nations and groups to assist in the resolution of conflicts within and among regions, such as the United Nations, the International Red Cross/Red Crescent, United States Agency for International Development and other humanitarian organizations
    - 2.C.1.c. Objective:
      
      Analyze and describe efforts by nations to promote cooperation within and among those regions, such as the creation of the International Monetary Fund, North American Free Trade Agreement, World Bank, European Union and world-wide healthcare initiatives
MD.3.0. Strand / Topic / Standard: Geography

Students will use geographic concepts and processes to examine the role of culture, technology, and the environment in the location and distribution of human activities and spatial connections throughout time.
- 3.A. Topic / Indicator:
  
  Using geographic tools
  - 3.A.1. Indicator / Proficiency Level:
    
    Use geographic tools to locate places and describe the human and physical characteristics in the contemporary world
    - 3.A.1.a. Objective:
      
      Use maps to compare geographic locations of places and regions
    - 3.A.1.b. Objective:
      
      Use photographs and thematic maps to compare human and physical characteristics of places and regions
    - 3.A.1.c. Objective:
      
      Analyze geographic issues and problems
- 3.B. Topic / Indicator:
  
  Geographic characteristics of places and regions
  - 3.B.1. Indicator / Proficiency Level:
    
    Analyze interrelationships among physical and human characteristics that shape the identity of places and regions around the world
    - 3.B.1.a. Objective:
      
      Identify and describe physical characteristics that influenced human settlement
    - 3.B.1.b. Objective:
      
      Explain how physical and human characteristics of a region such as vegetation, climate, minerals, population density and religion, affect its economic growth and the way people make a living
    - 3.B.1.c. Objective:
      
      Analyze how regional characteristics and interests including economic development, climate, and the environmental impact government policies
    - 3.B.1.d. Objective:
      
      Identify geographic factors that have influenced international relations and economic development in world regions, such as trade, infrastructure, and health issues
- 3.C. Topic / Indicator:
  
  Movement of people, goods and ideas
  - 3.C.1. Indicator / Proficiency Level:
    
    Describe and analyze population growth, migration and settlement patterns in contemporary world regions
    - 3.C.1.a. Objective:
      
      Identify reasons why people migrate, such as economic opportunity, climate, political reasons and government policies
    - 3.C.1.b. Objective:
      
      Evaluate the consequences of migration and settlement in various regions of the world, such as employment, changes in population and cultural diversity/conflict
    - 3.C.1.c. Objective:
      
      Explain how regional population patterns, trends, and projections affect the environment and influence government policies
- 3.D. Topic / Indicator:
  
  Modifying and adapting to the environment
  - 3.D.1. Indicator / Proficiency Level:
    
    Analyze why and how people in contemporary world regions modify their natural environment and the impact of those modifications
    - 3.D.1.a. Objective:
      
      Identify trade offs of using resources to pursue economic opportunities v. Preserving the environment, such as water use, the burning of fossil fuels, deforestation, and strip mining
    - 3.D.1.b. Objective:
      
      Evaluate the consequences of modifying the natural environment, such as desertification, air pollution, and climate change
    - 3.D.1.c. Objective:
      
      Identify and explain land use issues that illustrate the conflict between economic growth, deforestation, mining, and burning fossil fuels
    - 3.D.1.d. Objective:
      
      Explain how land use and environmental issues such as burning the rain forest and environmental preservation are addressed by government policy
MD.4.0. Strand / Topic / Standard: Economics

Students will develop economic reasoning to understand the historical development and current status of economic principles, institutions, and processes needed to be effective citizens, consumers, and workers participating in local communities, the nation, and the world.
- 4.A. Topic / Indicator:
  
  Scarcity and economic decision-making
  - 4.A.1. Indicator / Proficiency Level:
    
    Analyze the decisions that people made because resources were limited relative to economic wants for goods and services in contemporary world regions
    - 4.A.1.a. Objective:
      
      Identify the opportunity cost of economic decisions made by individuals, businesses, and governments such as decisions about investing in education
  - 4.A.2. Indicator / Proficiency Level:
    
    Analyze how scarcity of economic resources affects economic choices in contemporary world regions
    - 4.A.2.a. Objective:
      
      Describe how goals of countries affect the use of resources in the pursuit of economic growth, and sustainable development
    - 4.A.2.b. Objective:
      
      Identify tradeoffs made in economic decisions by producers and consumers
    - 4.A.2.c. Objective:
      
      Explain how available resources affect specialization and trade
  - 4.A.3. Indicator / Proficiency Level:
    
    Analyze how technological changes have affected the consumption and production in the contemporary world
    - 4.A.3.a. Objective:
      
      Give examples of how technology has changed consumption of goods and services, such as the development of computers
    - 4.A.3.b. Objective:
      
      Examine why technology has changed job skills and the influenced productivity
  - 4.A.4. Indicator / Proficiency Level:
    
    Compare the levels of specialization and economic development in different parts of the contemporary world
    - 4.A.4.a. Objective:
      
      Analyze examples of specialization that result from economic resources
    - 4.A.4.b. Objective:
      
      Describe the standard of living and the quality of life in a world region using data, such as gross national product (GNP), gross domestic product (GDP), per capita income and the human development index (HDI)
    - 4.A.4.c. Objective:
      
      Identify factors that have influenced economic development in various regions, such as individuals, corporations, natural resources, technology, military power, population growth, international organizations, infrastructure and public health issues
- 4.B. Topic / Indicator:
  
  Economic systems and the role of government in the economy
  - 4.B.1. Indicator / Proficiency Level:
    
    Evaluate the types of economic systems in countries throughout the contemporary world
    - 4.B.1.a. Objective:
      
      Examine how different economic systems, traditional, command, market, and mixed answer the basic economic question of what, how, and for whom to produce
    - 4.B.1.b. Objective:
      
      Describe examples of decisions in (traditional economies, such as the economic roles of men and women
    - 4.B.1.c. Objective:
      
      Describe examples of command modern economies, such as government ownership of land and other resources
  - 4.B.2. Indicator / Proficiency Level:
    
    Analyze the role of government in the economies of contemporary societies
    - 4.B.2.a. Objective:
      
      Explore how government spending and taxation influence an economy's ability to grow and provide jobs and services
    - 4.B.2.b. Objective:
      
      Evaluate the trade-offs of government regulations
    - 4.B.2.c. Objective:
      
      Analyze the ways that governments can help or impede economic activity, such as providing a stable monetary system, protecting property rights, maintaining infrastructure and providing public goods and services
    - 4.B.2.d. Objective:
      
      Examine the impact of regulatory agencies in different countries, such as, consumer behavior such as air traffic management and environmental protection
  - 4.B.3. Indicator / Proficiency Level:
    
    Describe the money and banking systems in various countries in the contemporary world
    - 4.B.3.a. Objective:
      
      Explain why a stable money and banking system is necessary for an economy to grow and prosper
MD.5.0. Strand / Topic / Standard: History

Students will examine significant ideas, beliefs, and themes; organize patterns and events; and analyze how individuals and societies have changed over time in Maryland, the United States and around the world.
- 5.B. Topic / Indicator:
  
  Emergence, expansion and changes in nations and empires
  - 5.B.1. Indicator / Proficiency Level:
    
    Analyze the growth and the development of nations in the contemporary world
    - 5.B.1.a. Objective:
      
      Describe the social, political and economic impacts of various world religions on a global society, such as Judaism, Christianity, Islam, Hinduism, Taoism and Buddhism
    - 5.B.1.b. Objective:
      
      Compare the effects of political and cultural changes in nations such as independence movements and democratic reforms
- 5.C. Topic / Indicator:
  
  Conflict between ideas and institutions
  - 5.C.1. Indicator / Proficiency Level:
    
    Analyze the major sources of tension and conflict in the contemporary world
    - 5.C.1.a. Objective:
      
      Describe how the changes in political structures impacted individuals and groups
    - 5.C.1.b. Objective:
      
      Examine the impact of philosophies and policies of leaders in the modern world
  - 5.C.2. Indicator / Proficiency Level:
    
    Analyze the major traditions, customs and beliefs of world religions and their expansion
    - 5.C.2.a. Objective:
      
      Explain how the establishment of religions in areas caused conflict
    - 5.C.2.b. Objective:
      
      Analyze the political and social impact of religious and traditions in areas such as Europe and the Middle East
MD.6.0. Strand / Topic / Standard: Social Studies Skills and Processes

Students shall use reading, writing, and thinking processes and skills to gain knowledge and understanding of political, historical, and current events using chronological and spatial thinking, economic reasoning, and historical interpretation, by framing and evaluating questions from primary and secondary sources.
- 6.A. Topic / Indicator:
  
  Read to learn and construct meaning about social studies
  - 6.A.1. Indicator / Proficiency Level:
    
    Use appropriate strategies and opportunities to increase understandings of social studies vocabulary
    - 6.A.1.a. Objective:
      
      Acquire and apply new vocabulary through investigating, listening, independent reading and discussing a variety of print and non-print sources
    - 6.A.1.b. Objective:
      
      Identify and use new vocabulary acquired through study of relationships to prior knowledge and experiences
    - 6.A.1.c. Objective:
      
      Use context clues to understand new social studies vocabulary
    - 6.A.1.d. Objective:
      
      Use new vocabulary in speaking and writing to gain and extend content knowledge and clarify expression
  - 6.A.2. Indicator / Proficiency Level:
    
    Use strategies to prepare for reading (before reading)
    - 6.A.2.a. Objective:
      
      Identify the characteristics of informational texts, such as print features, graphic aids, informational aids, organizational aids, and online features
    - 6.A.2.b. Objective:
      
      Preview the text by examining features, such as the title, pictures, maps, illustrations, photographs, charts, timelines, graphs, and icons
    - 6.A.2.c. Objective:
      
      Set a purpose for reading the text
    - 6.A.2.d. Objective:
      
      Ask questions and make predictions about the text
    - 6.A.2.e. Objective:
      
      Make connections to the text using prior knowledge and experiences
  - 6.A.3. Indicator / Proficiency Level:
    
    Use strategies to monitor understanding and derive meaning from text and portions of text (during reading)
    - 6.A.3.a. Objective:
      
      Identify and use knowledge of organizational structures, such as chronological order, cause/effect, main ideas and details, description, similarities/differences, and problem/solution to gain meaning
    - 6.A.3.b. Objective:
      
      Reread slowly and carefully, restate, or read on and revisit difficult parts
    - 6.A.3.c. Objective:
      
      Use a graphic organizer or another note-taking technique to record important ideas or information
    - 6.A.3.d. Objective:
      
      Look back through the text to search for connections between and among ideas
    - 6.A.3.e. Objective:
      
      Make, confirm, or adjust predictions about the text
    - 6.A.3.f. Objective:
      
      Periodically summarize or paraphrase important ideas while reading
    - 6.A.3.g. Objective:
      
      Visualize what was read for deeper meaning
    - 6.A.3.h. Objective:
      
      Explain personal connections to the ideas or information in the text
  - 6.A.4. Indicator / Proficiency Level:
    
    Use strategies to demonstrate understanding of the text (after reading)
    - 6.A.4.a. Objective:
      
      Identify and explain what is directly stated in the text
    - 6.A.4.b. Objective:
      
      Identify, paraphrase, or summarize the main idea of the text
    - 6.A.4.c. Objective:
      
      Determine and explain the author's purpose
    - 6.A.4.d. Objective:
      
      Distinguish between facts and opinions
    - 6.A.4.e. Objective:
      
      Explain whether or not the author's opinion is presented fairly
    - 6.A.4.f. Objective:
      
      Explain what is not directly stated in the text by drawing inferences
    - 6.A.4.g. Objective:
      
      Confirm or refute predictions made about the text to form new ideas
    - 6.A.4.h. Objective:
      
      Connect the text to prior knowledge or personal experiences
    - 6.A.4.i. Objective:
      
      Draw conclusions and make generalizations based on the text, multiple texts, and/or prior knowledge
- 6.B. Topic / Indicator:
  
  Write to learn and communicate social studies understandings
  - 6.B.1. Indicator / Proficiency Level:
    
    Select and use informal writing strategies, such as short/response/essay answer/ brief constructed responses, journal writing, note taking, and graphic organizers, to clarify, organize, remember, and/or express new understandings
    - 6.B.1.a. Objective:
      
      Identify key ideas
    - 6.B.1.b. Objective:
      
      Connect key ideas to prior knowledge (personal experience, text and world)
  - 6.B.2. Indicator / Proficiency Level:
    
    Use formal writing, such as multi-paragraph essays, historical investigations, research reports, letters, summaries, to inform
    - 6.B.2.a. Objective:
      
      Identify form, audience, topic, and purpose before writing
    - 6.B.2.b. Objective:
      
      Organize facts and/or data/statistics to support a topic
    - 6.B.2.c. Objective:
      
      Provide introduction, body, and conclusion
    - 6.B.2.d. Objective:
      
      Cite sources when paraphrasing, summarizing, and quoting
    - 6.B.2.e. Objective:
      
      Enhance text with graphics, such as charts, maps, and diagrams
  - 6.B.3. Indicator / Proficiency Level:
    
    Use formal writing, such as multi-paragraph essays, historical investigations, editorials, and letters to persuade
    - 6.B.3.a. Objective:
      
      Identify form, audience, topic, and purpose
    - 6.B.3.b. Objective:
      
      State a clear opinion or position
    - 6.B.3.c. Objective:
      
      Modify or refute a position when appropriate
    - 6.B.3.d. Objective:
      
      Provide reasons and cite reliable supporting evidence
    - 6.B.3.e. Objective:
      
      Demonstrate understandings of social studies knowledge
  - 6.B.4. Indicator / Proficiency Level:
    
    Use timed, on-demand writing to demonstrate understanding on assessments (Constructed Responses)
    - 6.B.4.a. Objective:
      
      Address the topic
    - 6.B.4.b. Objective:
      
      Provide accurate information
    - 6.B.4.c. Objective:
      
      Support topic with appropriate details
    - 6.B.4.d. Objective:
      
      Integrate social studies concepts and skills
- 6.C. Topic / Indicator:
  
  Ask social studies questions
  - 6.C.1. Indicator / Proficiency Level:
    
    Identify a topic that requires further study
    - 6.C.1.a. Objective:
      
      Identify prior knowledge about the topic
    - 6.C.1.b. Objective:
      
      Pose questions the about the topic
    - 6.C.1.c. Objective:
      
      Formulate research questions
    - 6.C.1.d. Objective:
      
      Develop a plan for how to answer questions about the topic
  - 6.C.2. Indicator / Proficiency Level:
    
    Identify a situation/issue that requires further study
    - 6.C.2.a. Objective:
      
      Define the situation/issue
    - 6.C.2.b. Objective:
      
      Identify prior knowledge about the situation/issue
    - 6.C.2.c. Objective:
      
      Pose questions about the situation/issue from a variety of perspectives
    - 6.C.2.d. Objective:
      
      Pose questions that elicit higher order thinking responses
    - 6.C.2.e. Objective:
      
      Formulate research questions
    - 6.C.2.f. Objective:
      
      Develop a plan for how to answer questions about the situation/issue
- 6.D. Topic / Indicator:
  
  Acquire social studies information
  - 6.D.1. Indicator / Proficiency Level:
    
    Identify primary and secondary sources of information that relate to the topic/situation/problem being studied
    - 6.D.1.a. Objective:
      
      Gather and read appropriate print sources, such as journals, periodicals, government documents, timelines, databases, reference works, and web sites
    - 6.D.1.b. Objective:
      
      Read and obtain information from texts representing diversity in content, culture, authorship, and perspective
    - 6.D.1.c. Objective:
      
      Locate and gather data and information from appropriate non-print sources, such as music, artifacts, charts, maps, graphs, photographs, video clips, illustrations, paintings, political cartoons, multimedia, interviews, and oral histories
    - 6.D.1.d. Objective:
      
      Access and process information that is factual and reliable from readings, investigations, and/or oral communications
  - 6.D.2. Indicator / Proficiency Level:
    
    Engage in field work that relates to the topic/ situation/ problem being studied
    - 6.D.2.a. Objective:
      
      Gather data
    - 6.D.2.b. Objective:
      
      Make and record observations
    - 6.D.2.c. Objective:
      
      Design and conduct surveys and oral histories
- 6.E. Topic / Indicator:
  
  Organize social studies information
  - 6.E.1. Indicator / Proficiency Level:
    
    Organize information from non-print sources
    - 6.E.1.a. Objective:
      
      Prioritize information gathered according to importance and relevance
    - 6.E.1.b. Objective:
      
      Distinguish factual from fictional information
    - 6.E.1.c. Objective:
      
      Find relationships among gathered information
    - 6.E.1.d. Objective:
      
      Display information on various types of graphic organizers, maps, and charts
    - 6.E.1.e. Objective:
      
      Summarize information obtained from surveys and field work
  - 6.E.2. Indicator / Proficiency Level:
    
    Organize information from print sources
    - 6.E.2.a. Objective:
      
      Prioritize information gathered according to importance and relevance
    - 6.E.2.b. Objective:
      
      Determine the bias and reliability of a source
    - 6.E.2.c. Objective:
      
      Find relationships among gathered information
    - 6.E.2.d. Objective:
      
      Construct various types of graphic organizers, maps, and charts to display information
- 6.F. Topic / Indicator:
  
  Analyze social studies information
  - 6.F.1. Indicator / Proficiency Level:
    
    Interpret information from primary and secondary sources
    - 6.F.1.a. Objective:
      
      Interpret information in maps, charts and graphs
    - 6.F.1.b. Objective:
      
      Interpret information from field studies and surveys
    - 6.F.1.c. Objective:
      
      Analyze a document to determine point of view
    - 6.F.1.d. Objective:
      
      Analyze the perspective of the author to determine if the document or topic is historically significant
    - 6.F.1.e. Objective:
      
      Identify bias and prejudice
  - 6.F.2. Indicator / Proficiency Level:
    
    Evaluate information from a variety of sources
    - 6.F.2.a. Objective:
      
      Compare information from a variety of sources
    - 6.F.2.b. Objective:
      
      Compare information to prior knowledge
    - 6.F.2.c. Objective:
      
      Determine the reliability of the document
    - 6.F.2.d. Objective:
      
      Compare ideas, models, systems, and perspectives
  - 6.F.3. Indicator / Proficiency Level:
    
    Synthesize information from a variety of sources
    - 6.F.3.a. Objective:
      
      Recognize relationships in and among ideas or events, such as cause and effect, sequential order, main idea, and details
    - 6.F.3.b. Objective:
      
      Reconstruct the arguments of issues or events
    - 6.F.3.c. Objective:
      
      Assess the costs and benefits of alternatives
    - 6.F.3.d. Objective:
      
      Modify understandings of social studies concepts and trend
    - 6.F.3.e. Objective:
      
      Verify or change prior understandings based on new information
- 6.G. Topic / Indicator:
  
  Answer social studies questions
  - 6.G.1. Indicator / Proficiency Level:
    
    Describe how the country has changed over time and how people have contributed to its change, drawing from maps, photographs, newspapers, and other sources
    - 6.G.1.a. Objective:
      
      Present social studies information in a variety ways, such as mock trials, simulations, debates, and skits
    - 6.G.1.b. Objective:
      
      Engage in civic participation and public discourse
    - 6.G.1.c. Objective:
      
      Use effective speaking techniques to deliver narrative, persuasive, and research presentations
  - 6.G.2. Indicator / Proficiency Level:
    
    Use historic contexts to answer questions
    - 6.G.2.a. Objective:
      
      Use historically accurate resources to answer questions, make predictions, and support ideas
    - 6.G.2.b. Objective:
      
      Explain why historic interpretations vary and are subject to change
    - 6.G.2.c. Objective:
      
      Construct a sound historical interpretation
    - 6.G.2.d. Objective:
      
      Understand the meaning, implication and impact of historic events and recognize that events could have taken other directions
  - 6.G.3. Indicator / Proficiency Level:
    
    Use current events/issues to answer questions
    - 6.G.3.a. Objective:
      
      Summarize the main points of an issue explaining different viewpoints
    - 6.G.3.b. Objective:
      
      Make a decision based on the analysis of issues and evaluate the consequences of these decisions
    - 6.G.3.c. Objective:
      
      Identify and formulate a position on a course of action or an issue
    - 6.G.3.d. Objective:
      
      Propose and justify solutions to social studies problems
    - 6.G.3.e. Objective:
      
      Use media resources to deliberate and advocate issues and policy

Read more about Maryland: 7th-Grade Standards

Maine: 7th-Grade Standards

Article Body

ME.A. Content Standard: Applications of Social Studies Processes, Knowledge, and Skills

Students apply critical thinking, a research process, and discipline-based processes and knowledge from civics/government, economics, geography, and history in authentic contexts.
- A.1. Performance Indicator: Researching and Developing Positions on Current Social Studies Issues
  
  Students research, select, and present a position on a current social studies issue by proposing and revising research questions, and locating and selecting information from multiple and varied sources.
  - A.1.a. Grade Level Example:
    
    Propose and revise research questions related to a current social studies issue.
  - A.1.b. Grade Level Example:
    
    Determine the nature and extent of information needed.
  - A.1.c. Grade Level Example:
    
    Locate and access relevant information that includes multiple perspectives from varied sources.
  - A.1.d. Grade Level Example:
    
    Demonstrate facility with note-taking, organizing information, and creating bibliographies.
  - A.1.e. Grade Level Example:
    
    Distinguish between primary and secondary sources.
  - A.1.f. Grade Level Example:
    
    Evaluate and verify the credibility of the information found in print and non-print sources.
  - A.1.g. Grade Level Example:
    
    Use additional sources to resolve contradictory information.
  - A.1.h. Grade Level Example:
    
    Summarize and interpret information found in varied sources and/or from fieldwork, experiments, and interviews.
  - A.1.i. Grade Level Example:
    
    Select a clear supportable position.
  - A.1.j. Grade Level Example:
    
    Present a well-supported position, based on findings that integrate paraphrasing, quotations, and citations, to a variety of audiences.
  - A.1.k. Grade Level Example:
    
    Use appropriate tools, methods, and sources from government, history, geography, economics, or related fields.
  - A.1.l. Grade Level Example:
    
    Use information ethically and legally.
- A.2. Performance Indicator: Making Decisions Using Social Studies Knowledge and Skills
  
  Students make individual and collaborative decisions on matters related to social studies using relevant information and research and discussion skills.
  - A.2.a. Grade Level Example:
    
    Develop individual and collaborative decisions/plans by contributing equitably to collaborative discussions, seeking and examining alternative ideas, considering the pros and cons, and thoughtfully and respectfully recognizing the contributions of other group members.
  - A.2.b. Grade Level Example:
    
    Make a real or simulated decision related to the classroom, school, community, civic organization, Maine, or beyond by applying appropriate and relevant social studies knowledge and skills, including research skills, and other relevant information.
- A.3. Performance Indicator: Taking Action Using Social Studies Knowledge and Skills
  
  Students select, plan, and implement a civic action or service-learning project based on a school, community, or State asset or need, and analyze the project's effectiveness and civic contribution.
ME.B. Content Standard: Civics and Government

Students draw on concepts from civics and government to understand political systems, power, authority, governance, civic ideals and practices, and the role of citizens in the community, Maine, the United States, and world.
- B.1. Performance Indicator: Knowledge, Concepts, Themes, and Patterns of Civics/Government
  
  Students understand the basic ideals, purposes, principles, structures, and processes of constitutional government in Maine and the United States as well as examples of other forms of government in the world.
  - B.1.a. Grade Level Example:
    
    Explain that the study of government includes the structures and functions of government and the political and civic activity of citizens.
  - B.1.b. Grade Level Example:
    
    Analyze examples of democratic ideals and constitutional principles that include the rule of law, legitimate power, and common good.
  - B.1.c. Grade Level Example:
    
    Describe the structures and processes of United States government and government of the State of Maine and how these are framed by the United States Constitution, the Maine Constitution, and other primary sources.
  - B.1.d. Grade Level Example:
    
    Explain the concepts of federalism and checks and balances and the role these concepts play in the governments of the United States and Maine as framed by the United States Constitution, the Maine Constitution and other primary sources.
  - B.1.e. Grade Level Example:
    
    Compare how laws are made in Maine and at the federal level in the United States.
  - B.1.f. Grade Level Example:
    
    Compare the structures and processes of United States government with examples of other forms of government.
- B.2. Performance Indicator: Rights, Duties, Responsibilities, and Citizen Participation in Government
  
  Students understand constitutional and legal rights, civic duties and responsibilities, and roles of citizens in a constitutional democracy.
  - B.2.a. Grade Level Example:
    
    Explain the constitutional and legal status of ''citizen'' and provide examples of rights, duties, and responsibilities of citizens.
  - B.2.b. Grade Level Example:
    
    Describe how the powers of government are limited to protect individual rights and minority rights as described in the United States Constitution and the Bill of Rights.
  - B.2.c. Grade Level Example:
    
    Analyze examples of the protection of rights in court cases or from current events.
  - B.2.d. Grade Level Example:
    
    Analyze how people influence government and work for the common good including voting, writing to legislators, performing community service, and engaging in civil disobedience.
- B.3. Performance Indicator: Individual, Cultural, International, and Global Connections in Civics and Government
  
  Students understand political and civic aspects of unity and diversity in Maine, the United States, and various world cultures including Maine Native Americans.
  - B.3.a. Grade Level Example:
    
    Explain basic constitutional, political, and civic aspects of historical and/or current issues that involve unity and diversity in Maine, the United States, and other nations.
  - B.3.b. Grade Level Example:
    
    Describe the political structures and civic responsibilities within diverse cultures, including Maine Native Americans, various historical and recent immigrant groups in the United States, and various cultures in the world.
ME.C. Content Standard: Economics

Students draw on concepts and processes from economics to understand issues of personal finance and issues of production, distribution, and consumption in the community, Maine, the United States, and world.
- C.1. Performance Indicator: Economic Knowledge, Concepts, Themes, and Patterns
  
  Students understand the principles and processes of personal economics, the influence of economics on personal life and business, and the economic systems of Maine, the United States, and various regions of the world.
  - C.1.a. Grade Level Example:
    
    Explain that economics is the study of how scarcity requires choices about what, how, for whom, and in what quantity to produce, and how scarcity relates to market economy, entrepreneurship, supply and demand, and personal finance.
  - C.1.b. Grade Level Example:
    
    Describe the functions of economic institutions and economic processes including financial institutions, businesses, government, taxing, and trade.
  - C.1.c. Grade Level Example:
    
    Identify factors that contribute to personal spending and savings decisions including work, wages, income, expenses, and budgets as they relate to the study of individual financial choices.
- C.2. Performance Indicator: Individual, Cultural, International, and Global Connections in Economics
  
  Students understand economic aspects of unity and diversity in Maine, the United States, and various world cultures, including Maine Native Americans.
  - C.2a. Grade Level Example:
    
    Describe factors in economic development, and how states, regions, and nations have worked together to promote economic unity and interdependence.
  - C.2b. Grade Level Example:
    
    Describe the economic aspects of diverse cultures, including Maine Native Americans, various historical and recent immigrant groups in the United States, and various cultures in the world.
ME.D. Content Standard: Geography

Students draw on concepts and processes from geography to understand issues involving people, places, and environments in the community, Maine, the United States, and world.
- D.1. Performance Indicator: Geographic Knowledge, Concepts, Themes, and Patterns
  
  Students understand the geography of the community, Maine, the United States, and various regions of the world and the geographic influences on life in the past, present, and future.
  - D.1.a. Grade Level Example:
    
    Explain that geography includes the study of physical, environmental, and cultural features of the State, nation, and various regions of the world to identify consequences of geographic influences and make predictions.
  - D.1.b. Grade Level Example:
    
    Use the geographic grid and a variety of types of maps to gather geographic information.
  - D.1.c. Grade Level Example:
    
    Identify the major regions of the Earth and their major physical features and political boundaries using a variety of geographic tools.
  - D.1.d. Grade Level Example:
    
    Describe the impact of change, including technological change, on the physical and cultural environment.
- D.2. Performance Indicator: Individual, Cultural, International, and Global Connections in Geography
  
  Students understand geographic aspects of unity and diversity in Maine, the United States, and various world cultures, including Maine Native Americans.
  - D.2.a. Grade Level Example:
    
    Explain geographic features that have impacted unity and diversity in Maine, the United States, and other nations.
  - D.2.b. Grade Level Example:
    
    Describe the dynamic relationship between geographic features and various cultures, including the cultures of Maine Native Americans, various historical and recent immigrant groups in the United States, and other cultures in the world.
ME.E. Content Standard: History

Students draw on concepts and processes from history to develop historical perspective and understand issues of continuity and change in the community, Maine, the United States, and world.
- E.1. Performance Indicator: Historical Knowledge, Concepts, Themes, and Patterns
  
  Students understand major eras, major enduring themes, and historic influences in the history of Maine, the United States, and various regions of the world.
  - E.1.a. Grade Level Example:
    
    Explain that history includes the study of past human experience based on available evidence from a variety of sources; and explain how history can help one better understand and make informed decisions about the present and future.
  - E.1.b. Grade Level Example:
    
    Identify and analyze major historical eras, major enduring themes, turning points, events, consequences, and people in the history of Maine, the United States and various regions of the world.
  - E.1.c. Grade Level Example:
    
    Trace and explain the history of democratic ideals and constitutional principles and their importance in the history of the United States and the world.
  - E.1.d. Grade Level Example:
    
    Analyze interpretations of historical events that are based on different perspectives and evidence.
- E.2. Performance Indicator: Individual, Cultural, International, and Global Connections in History
  
  Students understand historical aspects of unity and diversity in Maine, the United States, and various world cultures, including Maine Native Americans.
  - E.2.a. Grade Level Example:
    
    Explain how both unity and diversity have had important roles in the history of Maine, the United States, and other nations.
  - E.2.b. Grade Level Example:
    
    Identify and compare a variety of cultures through time, including comparisons of native and immigrant groups in the United States, and eastern and western societies in the world.
  - E.2.c. Grade Level Example:
    
    Describe major turning points and events in the history of Maine Native Americans, various historical and recent immigrant groups in Maine, the United States, and other cultures in the world.

Read more about Maine: 7th-Grade Standards

Louisiana: 7th-Grade Standards

Article Body

LA.G-M. Content Standard: Geography

Physical and Cultural Systems: Students develop a spatial understanding of Earth's surface and the processes that shape it, the connections between people and places, and the relationship between man and his environment.
- G-1A-M1. Benchmark / Gle: The World in Spatial Terms
  
  identifying and describing the characteristics, functions, and applications of various types of maps and other geographic representations, tools, and technologies. (1, 2, 3, 4)
- G-1A-M2. Benchmark / Gle: The World in Spatial Terms
  
  interpreting and developing maps, globes, graphs, charts, models, and databases to analyze spatial distributions and patterns. (1, 2, 3, 4)
- G-1A-M3. Benchmark / Gle: The World in Spatial Terms
  
  organizing and displaying information about the location of geographic features and places by using mental mapping skills. (1, 2, 3, 4)
- G-1B-M1. Benchmark / Gle: Places and Regions
  
  explaining and analyzing both the physical and human phenomena associated with specific places, including precipitation and settlement patterns. (1, 2, 3, 4)
- G-1B-M2. Benchmark / Gle: Places and Regions
  
  identifying and describing significant physical features that have influenced historical events. (1, 2, 3, 4)
- G-1B-M3. Benchmark / Gle: Places and Regions
  
  identifying criteria used to define regions and explaining how and why regions change. (1, 2, 3, 4)
- G-1B-M4. Benchmark / Gle: Places and Regions
  
  describing and explaining how personal interests, culture, and technology affect people's perceptions and uses of places and regions. (1, 2, 3, 4)
- G-1C-M1. Benchmark / Gle: Physical and Human Systems
  
  predicting and explaining how physical features help to shape patterns and arrangements in the physical environment. (1, 2, 3, 4)
- G-1C-M2. Benchmark / Gle: Physical and Human Systems
  
  identifying key demographic concepts and using these concepts to analyze the population characteristics of a country or region. (1, 2, 3, 4)
- G-1C-M3. Benchmark / Gle: Physical and Human Systems
  
  describing the characteristics and patterns of human settlement in different regions of the world and analyzing the impact of urbanization. (1, 2, 3, 4)
- G-1C-M4. Benchmark / Gle: Physical and Human Systems
  
  analyzing types, patterns, and effects of human migration over time. (1, 2, 3, 4)
- G-1C-M5. Benchmark / Gle: Physical and Human Systems
  
  tracing local and worldwide patterns of cultural diffusion and analyzing their causes and effects. (1, 3, 4)
- G-1C-M6. Benchmark / Gle: Physical and Human Systems
  
  comparing historical and contemporary patterns of economic interdependence. (1, 2, 3, 4)
- G-1C-M7. Benchmark / Gle: Physical and Human Systems
  
  explaining how cooperation and conflict among people contribute to the political divisions on Earth's surface. (1, 2, 4)
- G-1D-M1. Benchmark / Gle: Environment and Society
  
  analyzing and evaluating the effects of human actions upon the physical environment. (1, 2, 3, 4, 5)
- G-1D-M2. Benchmark / Gle: Environment and Society
  
  explaining and giving examples of how characteristics of different physical environments affect human activities. (1, 2, 3, 4, 5)
- G-1D-M3. Benchmark / Gle: Environment and Society
  
  analyzing the worldwide distribution and utilization of natural resources. (1, 2, 3, 4, 5)
- G-1D-M4. Benchmark / Gle: Environment and Society
  
  identifying problems that relate to contemporary geographic issues and researching possible solutions. (1, 2, 3, 4, 5)
- GLE-M-1. Benchmark / Gle: Grade Level Expectation
  
  The World in Spatial Terms: Analyze various types of maps, charts, graphs, and diagrams related to U.S. history (G-1A-M2)
- GLE-M-2. Benchmark / Gle: Grade Level Expectation
  
  Places and Regions: Explain how physical features and climate affected migration, settlement patterns, and land use in the United States through 1877 (G-1B-M1)
- GLE-M-3. Benchmark / Gle: Grade Level Expectation
  
  Places and Regions: Identify and describe significant physical features that have influenced U.S. historical events (e.g., Ohio River Valley in the American Revolution) (G-1B-M2)
- GLE-M-4. Benchmark / Gle: Grade Level Expectation
  
  Places and Regions: Explain ways in which goals, cultures, interests, inventions, and technological advances have affected perceptions and uses of places or regions in the United States (G-1B-M4)
- GLE-M-5. Benchmark / Gle: Grade Level Expectation
  
  Physical and Human Systems: Explain patterns of rural/urban migration and the positive and negative consequences of urban development in the United States (G-1C-M3)
- GLE-M-6. Benchmark / Gle: Grade Level Expectation
  
  Physical and Human Systems: Identify selected racial, ethnic, and religious groups that settled in the United States and explain the political, cultural, and economic reasons for immigration (G-1C-M4)
- GLE-M-7. Benchmark / Gle: Grade Level Expectation
  
  Physical and Human Systems: Compare the interdependence of Great Britain and the American colonies to the global economy today (G-1C-M6)
- GLE-M-8. Benchmark / Gle: Grade Level Expectation
  
  Physical and Human Systems: Explain how cooperation and conflict affected the changing political boundaries of the United States to 1877 (e.g., Missouri Compromise) (G-1C-M7)
- GLE-M-9. Benchmark / Gle: Grade Level Expectation
  
  Environment and Society: Explain how the different physical environments in the American North and South led to different economic activities (G-1D-M2)
LA.C-M. Content Standard: Civics

Citizenship and Government: Students develop an understanding of the structure and purposes of government, the foundations of the American democratic system, and the role of the United States in the world, while learning about the rights and responsibilities of citizenship.
- C-1A-M1. Benchmark / Gle: Structure and Purposes of Government
  
  explaining major ideas about why governments are necessary and evaluating competing positions on the purposes government should serve. (1, 2, 4, 5)
- C-1A-M2. Benchmark / Gle: Structure and Purposes of Government
  
  describing the essential characteristics of various systems of government. (1, 3, 4, 5)
- C-1A-M3. Benchmark / Gle: Structure and Purposes of Government
  
  explaining how the powers of the government are distributed, shared, and limited by the United States and Louisiana constitutions. (1, 3, 5)
- C-1A-M4. Benchmark / Gle: Structure and Purposes of Government
  
  explaining the purposes of state constitutions and describing the relationship of state constitutions to the federal constitution. (1, 3, 5)
- C-1A-M5. Benchmark / Gle: Structure and Purposes of Government
  
  describing the organization and major responsibilities of local, state, and national governments. (1, 3, 5)
- C-1A-M6. Benchmark / Gle: Structure and Purposes of Government
  
  identifying government leaders and representatives at the local, state, and national levels and explaining their powers and the limits on their powers. (1, 3, 5)
- C-1A-M7. Benchmark / Gle: Structure and Purposes of Government
  
  explaining the importance of law in the American constitutional system and applying criteria to evaluate rules and laws. (1, 2, 3, 4, 5)
- C-1A-M8. Benchmark / Gle: Structure and Purposes of Government
  
  explaining how public policy is formed, debated, and carried out at local, state, and national levels. (1, 3, 4, 5)
- C-1A-M9. Benchmark / Gle: Structure and Purposes of Government
  
  explaining the necessity of taxes and describing the purposes for which tax revenues are used. (1, 3, 4, 5)
- C-1A-M10. Benchmark / Gle: Structure and Purposes of Government
  
  identifying and evaluating different types of taxes. (1, 3, 4, 5)
- C-1B-M1. Benchmark / Gle: Foundations of the American Political System
  
  explaining the essential ideas and historical origins of American constitutional government. (1, 4, 5)
- C-1B-M2. Benchmark / Gle: Foundations of the American Political System
  
  identifying and describing the historical experiences and the geographic, social, and economic factors that have helped to shape American political culture. (1, 3, 4, 5)
- C-1B-M3. Benchmark / Gle: Foundations of the American Political System
  
  explaining the meaning and importance of basic principles of American constitutional democracy as reflected in core documents. (1, 3, 4, 5)
- C-1B-M4. Benchmark / Gle: Foundations of the American Political System
  
  analyzing the ways in which political and social conflict can be peacefully resolved. (1, 2, 4, 5)
- C-1B-M5. Benchmark / Gle: Foundations of the American Political System
  
  analyzing democratic processes used to institute change. (1, 2, 5)
- C-1B-M6. Benchmark / Gle: Foundations of the American Political System
  
  analyzing the importance of political parties, campaigns, and elections in the American political system. (1, 2, 3, 4, 5)
- C-1C-M1. Benchmark / Gle: International Relationships
  
  describing how the world is organized politically and explaining the means by which nation-states interact. (1, 3, 4)
- C-1C-M2. Benchmark / Gle: International Relationships
  
  explaining the formation, implementation, and impact of United States foreign policy. (1, 3, 5)
- C-1C-M3. Benchmark / Gle: International Relationships
  
  identifying types of foreign policy issues, using current and historical examples. (1, 2, 3, 4, 5)
- C-1D-M1. Benchmark / Gle: Roles of the Citizen
  
  explaining the meaning of citizenship and the requirements for citizenship and naturalization in the United States. (1, 5)
- C-1D-M2. Benchmark / Gle: Roles of the Citizen
  
  identifying the rights and responsibilities of citizens and explaining their importance to the individual and to society. (1, 4, 5)
- C-1D-M3. Benchmark / Gle: Roles of the Citizen
  
  discussing issues involving the rights and responsibilities of individuals in American society. (1, 2, 4, 5)
- C-1D-M4. Benchmark / Gle: Roles of the Citizen
  
  describing the many ways by which citizens can organize, monitor, and help to shape politics and government at local, state, and national levels. (1, 2, 3, 4, 5)
- C-1D-M5. Benchmark / Gle: Roles of the Citizen
  
  communicating the importance of knowledge to competent and responsible political participation and leadership. (1, 4, 5)
- GLE-M-10. Benchmark / Gle: Grade Level Expectation
  
  Structure and Purposes of Government: Explain and evaluate the major purposes of government (C-1A-M1)
- GLE-M-11. Benchmark / Gle: Grade Level Expectation
  
  Structure and Purposes of Government: Explain the meaning of the term federalism (C-1A-M2)
- GLE-M-12. Benchmark / Gle: Grade Level Expectation
  
  Structure and Purposes of Government: Distinguish between various forms of government (e.g., monarchy, totalitarian) and describe their characteristics and organization (C-1A-M2)
- GLE-M-13. Benchmark / Gle: Grade Level Expectation
  
  Structure and Purposes of Government: Explain how separation of powers limits government and describe the U.S. government system of checks and balances (C-1A-M3)
- GLE-M-14. Benchmark / Gle: Grade Level Expectation
  
  Structure and Purposes of Government: Identify the powers of the U.S. federal government and the powers it shares with state governments according to the U.S. Constitution (C-1A-M3)
- GLE-M-15. Benchmark / Gle: Grade Level Expectation
  
  Structure and Purposes of Government: Identify the structure and powers of the three branches of the federal government, the limits of those powers, and key positions within each branch (C-1A-M5)
- GLE-M-16. Benchmark / Gle: Grade Level Expectation
  
  Structure and Purposes of Government: Identify qualifications and terms of office for elected officials at the national level (C-1A-M6)
- GLE-M-17. Benchmark / Gle: Grade Level Expectation
  
  Structure and Purposes of Government: Identify current government leaders at the national level (C-1A-M6)
- GLE-M-18. Benchmark / Gle: Grade Level Expectation
  
  Structure and Purposes of Government: Describe the powers/responsibilities and limits of power for government officials at the national level (C-1A-M6)
- GLE-M-19. Benchmark / Gle: Grade Level Expectation
  
  Structure and Purposes of Government: Explain how a bill becomes law at the federal level (C-1A-M7)
- GLE-M-20. Benchmark / Gle: Grade Level Expectation
  
  Structure and Purposes of Government: Examine a given law or court ruling and evaluate it based on given criteria (e.g., Dred Scott decision) (C-1A-M7)
- GLE-M-21. Benchmark / Gle: Grade Level Expectation
  
  Structure and Purposes of Government: Evaluate a type of tax in an historical context (e.g., Stamp Act, Tea Tax) (C-1A-M10)
- GLE-M-22. Benchmark / Gle: Grade Level Expectation
  
  Foundations of the American Political System: Identify problems the United States faced after the American Revolution that led to the writing of the U.S. Constitution (C-1B-M1)
- GLE-M-23. Benchmark / Gle: Grade Level Expectation
  
  Foundations of the American Political System: Compare and contrast the Articles of Confederation with the U.S. Constitution (C-1B-M1)
- GLE-M-24. Benchmark / Gle: Grade Level Expectation
  
  Foundations of the American Political System: Identify the roles of the Continental Congress and the Great Compromise in forming the American constitutional government and the federal union (C-1B-M1)
- GLE-M-25. Benchmark / Gle: Grade Level Expectation
  
  Foundations of the American Political System: Identify the arguments of the Federalists and Anti-Federalists (C-1B-M1)
- GLE-M-26. Benchmark / Gle: Grade Level Expectation
  
  Foundations of the American Political System: Explain how historical English documents, such as the Magna Carta and the English Bill of Rights, influenced American democracy (C-1B-M1)
- GLE-M-27. Benchmark / Gle: Grade Level Expectation
  
  Foundations of the American Political System: Explain how ancient governments influenced American democracy and culture (C-1B-M1)
- GLE-M-28. Benchmark / Gle: Grade Level Expectation
  
  Foundations of the American Political System: Describe historical experiences and factors that defined, influenced, and helped shape American political culture (C-1B-M2)
- GLE-M-29. Benchmark / Gle: Grade Level Expectation
  
  Foundations of the American Political System: Define and explain the ideas expressed in the Mayflower Compact and the Declaration of Independence (C-1B-M3)
- GLE-M-30. Benchmark / Gle: Grade Level Expectation
  
  Foundations of the American Political System: Explain the principles of government embodied in the U.S. Constitution (C-1B-M3)
- GLE-M-31. Benchmark / Gle: Grade Level Expectation
  
  Foundations of the American Political System: Analyze methods used to institute change or resolve social conflict in U.S. history (e.g., War of 1812, states' rights theory) (C-1B-M4)
- GLE-M-32. Benchmark / Gle: Grade Level Expectation
  
  Foundations of the American Political System: Explain how changes are made in a democratic society (C-1B-M5)
- GLE-M-33. Benchmark / Gle: Grade Level Expectation
  
  Foundations of the American Political System: Describe the role of political parties in the American political system (C-1B-M6)
- GLE-M-34. Benchmark / Gle: Grade Level Expectation
  
  International Relationships: Describe political divisions of the world (nation-states) (C-1C-M1)
- GLE-M-35. Benchmark / Gle: Grade Level Expectation
  
  International Relationships: Explain various processes/strategies nations use to interact (C-1C-M1)
- GLE-M-36. Benchmark / Gle: Grade Level Expectation
  
  International Relationships: Explain how U.S. foreign policy is formed and carried out (C-1C-M2)
- GLE-M-37. Benchmark / Gle: Grade Level Expectation
  
  International Relationships: Identify types of foreign policy issues with reference to current and historical examples (e.g., Middle East conflicts) (C-1C-M3)
- GLE-M-38. Benchmark / Gle: Grade Level Expectation
  
  Roles of the Citizen: Identify the qualifications or requirements for U.S. citizenship, including naturalization (C-1D-M1)
- GLE-M-39. Benchmark / Gle: Grade Level Expectation
  
  Roles of the Citizen: Explain the importance of various rights and responsibilities of citizenship to the individual or to society at large (e.g., Bill of Rights) (C-1D-M2)
- GLE-M-40. Benchmark / Gle: Grade Level Expectation
  
  Roles of the Citizen: Explain issues involving rights and responsibilities of individuals in American society (e.g., rights of individuals with disabilities, responsibility to pay taxes) (C-1D-M3)
LA.E-M. Content Standard: Economics

Interdependence and Decision Making: Students develop an understanding of fundamental economic concepts as they apply to the interdependence and decision making of individuals, households, businesses, and governments in the United States and the world.
- E-1A-M1. Benchmark / Gle: Fundamental Economic Concepts
  
  describing how the scarcity of resources necessitates decision making at both personal and societal levels. (1, 2, 4, 5)
- E-1A-M2. Benchmark / Gle: Fundamental Economic Concepts
  
  analyzing consequences of economic decisions in terms of additional benefits and additional costs. (1, 2, 4)
- E-1A-M3. Benchmark / Gle: Fundamental Economic Concepts
  
  analyzing the consequences and opportunity cost of economic decisions. (1, 2, 3, 4)
- E-1A-M4. Benchmark / Gle: Fundamental Economic Concepts
  
  analyzing the role of specialization in the economic process. (1, 2, 4)
- E-1A-M5. Benchmark / Gle: Fundamental Economic Concepts
  
  giving examples of how skills and knowledge increase productivity and career opportunities. (1, 3, 4, 5)
- E-1A-M6. Benchmark / Gle: Fundamental Economic Concepts
  
  describing the essential differences in the production and allocation of goods and services in traditional, command, and market systems. (1, 3, 4)
- E-1A-M7. Benchmark / Gle: Fundamental Economic Concepts
  
  describing the various institutions, such as business firms and government agencies, that make up economic systems. (1, 4)
- E-1A-M8. Benchmark / Gle: Fundamental Economic Concepts
  
  differentiating among various forms of exchange and money. (1, 3, 4)
- E-1A-M9. Benchmark / Gle: Fundamental Economic Concepts
  
  using economic concepts to help explain historic and contemporary events and developments. (1, 2, 3, 4)
- E-1B-M1. Benchmark / Gle: Individuals, Households, Businesses, and Governments
  
  explaining the role of supply and demand in a competitive market system. (1, 3, 4)
- E-1B-M2. Benchmark / Gle: Individuals, Households, Businesses, and Governments
  
  explaining the factors that affect the production and distribution of goods and services. (1, 4)
- E-1B-M3. Benchmark / Gle: Individuals, Households, Businesses, and Governments
  
  explaining the difference between private and public goods and services. (1, 4, 5)
- E-1B-M4. Benchmark / Gle: Individuals, Households, Businesses, and Governments
  
  identifying the costs and benefits of government policies on competitive markets. (1, 3, 4, 5)
- E-1B-M5. Benchmark / Gle: Individuals, Households, Businesses, and Governments
  
  identifying different types of taxes and user fees and predicting their consequences. (1, 3, 4, 5)
- E-1B-M6. Benchmark / Gle: Individuals, Households, Businesses, and Governments
  
  determining the reasons for trade between nations, identifying costs and benefits, and recognizing the worldwide interdependence that results. (1, 4)
- E-1B-M7. Benchmark / Gle: Individuals, Households, Businesses, and Governments
  
  describing historical and economic factors that have contributed to the development and growth of the national, state, and local economies. (1, 3, 4, 5)
- E-1C-M1. Benchmark / Gle: The Economy as a Whole
  
  explaining the meaning of economic indicators that help to describe economies. (1, 3)
- E-1C-M2. Benchmark / Gle: The Economy as a Whole
  
  describing the influences of inflation, unemployment, and underemployment on different groups of people. (1, 4, 5)
- GLE-M-41. Benchmark / Gle: Grade Level Expectation
  
  Fundamental Economic Concepts: Use economic concepts (e.g., supply and demand, interdependence) to explain Mercantilism and describe its role in British colonization and the conflict between the thirteen American colonies and Great Britain (E-1A-M9)
- GLE-M-42. Benchmark / Gle: Grade Level Expectation
  
  Individuals, Households, Businesses, and Governments: Identify U.S. exports and imports that contributed to the U.S economic interdependence with Europe and other parts of the world during the eighteenth and nineteenth centuries (E-1B-M6)
LA.H-M. Content Standard: History

Time, Continuity, and Change: Students develop a sense of historical time and historical perspective as they study the history of their community, state, nation, and world.
- H-1A-M1. Benchmark / Gle: Historical Thinking Skills
  
  describing chronological relationships and patterns. (1, 3, 4)
- H-1A-M2. Benchmark / Gle: Historical Thinking Skills
  
  demonstrating historical perspective through the political, social, and economic context in which an event or idea occurred. (1, 2, 3, 4)
- H-1A-M3. Benchmark / Gle: Historical Thinking Skills
  
  analyzing the impact that specific individuals, ideas, events, and decisions had on the course of history. (1, 2, 3, 4)
- H-1A-M4. Benchmark / Gle: Historical Thinking Skills
  
  analyzing historical data using primary and secondary sources. (1, 2, 3, 4)
- H-1A-M5. Benchmark / Gle: Historical Thinking Skills
  
  identifying issues and problems from the past and evaluating alternative courses of action. (1, 2, 3, 4)
- H-1A-M6. Benchmark / Gle: Historical Thinking Skills
  
  conducting research in efforts to answer historical questions. (1, 2, 3, 4)
- H-1B-M1. Benchmark / Gle: United States History
  
  Era 1: Three Worlds Meet (Beginnings to 1620): identifying and describing characteristics of societies in the Americas, Western Europe, and Western Africa that increasingly interacted after 1450. (1, 3, 4)
- H-1B-M2. Benchmark / Gle: United States History
  
  Era 1: Three Worlds Meet (Beginnings to 1620): explaining the cultural, ecological, and economic results of early European exploration and colonization. (1, 3, 4)
- H-1B-M3. Benchmark / Gle: United States History
  
  Era 2: Colonization and Settlement (1565-1763): describing the interactions among Native Americans, early Europeans, and Africans in the Americas. (1, 3, 4)
- H-1B-M4. Benchmark / Gle: United States History
  
  Era 2: Colonization and Settlement (1565-1763): tracing the emergence of religious freedom and changing political institutions in the English colonies. (1, 3, 4)
- H-1B-M5. Benchmark / Gle: United States History
  
  Era 2: Colonization and Settlement (1565-1763): analyzing the impact of European cultural, political, and economic ideas and institutions on life in the Americas. (1, 2, 3, 4)
- H-1B-M6. Benchmark / Gle: United States History
  
  Era 3: Revolution and the New Nation (1754-1820s): explaining the causes and course of the American Revolution and the reasons for the American victory. (1, 3, 4)
- H-1B-M7. Benchmark / Gle: United States History
  
  Era 3: Revolution and the New Nation (1754-1820s): explaining the impact of the American Revolution on the politics, society, and economy of the new nation. (1, 3, 4)
- H-1B-M8. Benchmark / Gle: United States History
  
  Era 3: Revolution and the New Nation (1754-1820s): relating the institutions and practices of government established during and after the American Revolution to the foundation of the American political system. (1, 3, 4)
- H-1B-M9. Benchmark / Gle: United States History
  
  Era 4: Expansion and Reform (1801-1861): describing the territorial expansion of the United States and analyzing the effects on relations with Native Americans and external powers. (1, 3, 4, 5)
- H-1B-M10. Benchmark / Gle: United States History
  
  Era 4: Expansion and Reform (1801-1861): analyzing the changes and regional tensions created by Jacksonian democracy, the industrial revolution, increasing immigration, the rapid expansion of slavery, and the westward movement. (1, 2, 3, 4)
- H-1B-M11. Benchmark / Gle: United States History
  
  Era 4: Expansion and Reform (1801-1861): explaining and giving examples of the reform movements that occurred during the antebellum period and evaluating their impact on American society. (1, 2, 3, 4, 5)
- H-1B-M12. Benchmark / Gle: United States History
  
  Era 5: Civil War and Reconstruction (1850-1877): describing the causes and course of the Civil War and examining the impact of the war on the American people. (1, 3, 4)
- H-1B-M13. Benchmark / Gle: United States History
  
  Era 5: Civil War and Reconstruction (1850-1877): comparing and evaluating various reconstruction plans of the post-Civil War era. (1, 2, 3, 4)
- H-1B-M14. Benchmark / Gle: United States History
  
  Era 6: The Development of the Industrial United States (1870-1900): describing the impact of industrialization in the United States. (1, 3, 4)
- H-1B-M15. Benchmark / Gle: United States History
  
  Era 7: The Emergence of Modern America (1890-1930): describing the significant economic, political, social, and cultural changes that have occurred in the United States during the 20th century. (1, 3, 4)
- H-1B-M16. Benchmark / Gle: United States History
  
  Era 7: The Emergence of Modern America (1890-1930): identifying the causes and consequences of major world conflicts involving the United States. (1, 3, 4)
- H-1B-M17. Benchmark / Gle: United States History
  
  Era 8: The Great Depression and World War II (1929-1945): describing the impact of the Great Depression and World War II on American society. (1, 3, 4)
- H-1B-M18. Benchmark / Gle: United States History
  
  Era 9: Contemporary United States (1945 to the Present): discussing significant developments and issues in contemporary United States history. (1, 2, 3, 4, 5)
- H-1C-M1. Benchmark / Gle: World History
  
  Era 1: The Beginnings of Society: describing the earliest human communities. (1, 3, 4)
- H-1C-M2. Benchmark / Gle: World History
  
  Era 1: The Beginnings of Society: explaining the emergence of agricultural societies around the world. (1, 3, 4)
- H-1C-M3. Benchmark / Gle: World History
  
  Era 2: The Rise of Early Civilizations (4000-1000 B.C.): identifying the major characteristics of early civilizations in Mesopotamia, Egypt, and the Indus valley. (1, 3, 4)
- H-1C-M4. Benchmark / Gle: World History
  
  Era 2: The Rise of Early Civilizations (4000-1000 B.C.): tracing the development and expansion of agricultural societies and the emergence of new states. (1, 3, 4)
- H-1C-M5. Benchmark / Gle: World History
  
  Era 2: The Rise of Early Civilizations (4000-1000 B.C.): analyzing the political, social, and cultural consequences of population movements and militarization in Europe and Asia. (1, 2, 3, 4)
- H-1C-M6. Benchmark / Gle: World History
  
  Era 3: Classical Traditions, Major Religions, and Giant Empires (1000 B.C. - A.D. 300): discussing and giving examples of technological and cultural innovation and change. (1, 3, 4)
- H-1C-M7. Benchmark / Gle: World History
  
  Era 3: Classical Traditions, Major Religions, and Giant Empires (1000 B.C. - A.D. 300): describing the classical civilizations and examining their interactions and influences. (1, 3, 4)
- H-1C-M8. Benchmark / Gle: World History
  
  Era 3: Classical Traditions, Major Religions, and Giant Empires (1000 B.C. - A.D. 300): describing and comparing the emergence of major religions and large-scale empires in the Mediterranean basin, China, and India. (1, 3, 4)
- H-1C-M9. Benchmark / Gle: World History
  
  Era 4: Expanding Zones of Exchange and Encounter (A.D. 300-1000): tracing the expansion of major religions and cultural traditions and examining the impact on civilizations in Europe, Asia, and Africa. (1, 3, 4)
- H-1C-M10. Benchmark / Gle: World History
  
  Era 4: Expanding Zones of Exchange and Encounter (A.D. 300-1000): analyzing the political, social, and cultural developments and changes that resulted from the rise and fall of empires and kingdoms in Europe, Asia, Africa, and the Americas. (1, 2, 3, 4)
- H-1C-M11. Benchmark / Gle: World History
  
  Era 5: Intensified Hemispheric Interactions (A.D. 1000-1500): analyzing the cultural and economic impact of the interregional system of communication and trade that developed among the peoples of Europe, Asia, and Africa. (1, 2, 3, 4)
- H-1C-M12. Benchmark / Gle: World History
  
  Era 5: Intensified Hemispheric Interactions (A.D. 1000-1500): explaining the developments and events that led to the political, social, cultural, and economic transformation of Europe. (1, 3, 4)
- H-1C-M13. Benchmark / Gle: World History
  
  Era 5: Intensified Hemispheric Interactions (A.D. 1000-1500): describing the development and expansion of complex societies and empires in the Americas. (1, 3, 4)
- H-1C-M14. Benchmark / Gle: World History
  
  Era 6: Emergence of the First Global Age (1450-1770): explaining the political, cultural, and economic developments and trends of major world regions that resulted in the transformation of societies in the 15th through the mid-18th centuries. (1, 3, 4)
- H-1C-M15. Benchmark / Gle: World History
  
  Era 7: An Age of Revolutions (1750-1914): determining and discussing the impact of the political, agricultural, and industrial revolutions on societies around the world. (1, 3, 4)
- H-1C-M16. Benchmark / Gle: World History
  
  Era 7: An Age of Revolutions (1750-1914): describing the transformation of world societies that occurred during an era of global trade and Western domination. (1, 3, 4)
- H-1C-M17. Benchmark / Gle: World History
  
  Era 8: A Half-Century of Crisis and Achievement (1900-1945): identifying the causes and worldwide consequences of major 20th century conflicts. (1, 3, 4)
- H-1C-M18. Benchmark / Gle: World History
  
  Era 9: The 20th Century Since 1945 (1945 to the Present): identifying and discussing significant political, economic, social, cultural, and technological trends that have had an impact on the modern world. (1, 3, 4, 5)
- H-1D-M1. Benchmark / Gle: Louisiana History
  
  describing the contributions of people, events, movements, and ideas that have been significant in the history of Louisiana. (1, 3, 4)
- H-1D-M2. Benchmark / Gle: Louisiana History
  
  tracing the development of the various governments that have been established in Louisiana throughout its history. (1, 3, 4, 5)
- H-1D-M3. Benchmark / Gle: Louisiana History
  
  identifying and discussing the major conflicts in Louisiana's past. (1, 2, 3, 4)
- H-1D-M4. Benchmark / Gle: Louisiana History
  
  locating and describing Louisiana's geographic features and examining their impact on people past and present. (1, 3, 4)
- H-1D-M5. Benchmark / Gle: Louisiana History
  
  tracing the development and growth of Louisiana's economy throughout history. (1, 3, 4)
- H-1D-M6. Benchmark / Gle: Louisiana History
  
  examining folklore and describing how cultural elements have shaped our state and local heritage. (1, 3, 4)
- GLE-M-43. Benchmark / Gle: Grade Level Expectation
  
  Historical Thinking Skills: Construct a timeline of key events and key figures in U.S. history from 1763 to 1877 (H-1A-M1)
- GLE-M-44. Benchmark / Gle: Grade Level Expectation
  
  Historical Thinking Skills: Interpret a timeline to identify cause-and-effect relationships among events in U.S. history (H-1A-M1)
- GLE-M-45. Benchmark / Gle: Grade Level Expectation
  
  Historical Thinking Skills: Explain the point of view of key historical figures and groups in U.S. history (H-1A-M2)
- GLE-M-46. Benchmark / Gle: Grade Level Expectation
  
  Historical Thinking Skills: Explain the causes, effects, or impact of a given historical event in U.S. history (H-1A-M3)
- GLE-M-47. Benchmark / Gle: Grade Level Expectation
  
  Historical Thinking Skills: Explain how a given historical figure influenced or changed the course of U.S. history (H-1A-M3)
- GLE-M-48. Benchmark / Gle: Grade Level Expectation
  
  Historical Thinking Skills: Compare and contrast two primary sources related to the same event in U.S. history (H-1A-M4)
- GLE-M-49. Benchmark / Gle: Grade Level Expectation
  
  Historical Thinking Skills: Propose and defend an alternative course of action to a given issue or problem in U.S. history (H-1A-M5)
- GLE-M-50. Benchmark / Gle: Grade Level Expectation
  
  Historical Thinking Skills: Conduct historical research using a variety of resources, and evaluate those resources for reliability and bias, to answer historical questions related to U.S. history (H-1A-M6)
- GLE-M-51. Benchmark / Gle: Grade Level Expectation
  
  United States History: Explain the causes, course, and consequences of the American Revolutionary War (H-1B-M6)
- GLE-M-52. Benchmark / Gle: Grade Level Expectation
  
  United States History: Compare and contrast the strategies and motivations of the Patriots, Loyalists, and British during the American Revolution (H-1B-M6)
- GLE-M-53. Benchmark / Gle: Grade Level Expectation
  
  United States History: Explain the role of key figures in the American Revolution (H-1B-M6)
- GLE-M-54. Benchmark / Gle: Grade Level Expectation
  
  United States History: Explain how the American Revolution affected the politics, society, and economy of the new nation (H-1B-M7)
- GLE-M-55. Benchmark / Gle: Grade Level Expectation
  
  United States History: Describe the issues involved in the creation and ratification of the U.S. Constitution (H-1B-M8)
- GLE-M-56. Benchmark / Gle: Grade Level Expectation
  
  United States History: Explain the significance of the Bill of Rights and its specific guarantees (H-1B-M8)
- GLE-M-57. Benchmark / Gle: Grade Level Expectation
  
  United States History: Describe major events and issues involving early presidencies (H-1B-M8)
- GLE-M-58. Benchmark / Gle: Grade Level Expectation
  
  United States History: Explain Napoleon's reasons for selling the Louisiana territory to the United States and the impact of that acquisition (H-1B-M9)
- GLE-M-59. Benchmark / Gle: Grade Level Expectation
  
  United States History: Explain President Madison's reason for declaring war in 1812, the sectional divisions over the war, and the consequences of the Native American alliance with the British (H-1B-M9)
- GLE-M-60. Benchmark / Gle: Grade Level Expectation
  
  United States History: Describe provisions of the Monroe Doctrine and its influence on U.S. foreign relations (H-1B-M9)
- GLE-M-61. Benchmark / Gle: Grade Level Expectation
  
  United States History: Explain westward movement of the United States, the changes it created, and its effects on relations with Native Americans (H-1B-M9)
- GLE-M-62. Benchmark / Gle: Grade Level Expectation
  
  United States History: Explain Manifest Destiny and its economic, political, social, and religious roots (H-1B-M9)
- GLE-M-63. Benchmark / Gle: Grade Level Expectation
  
  United States History: Describe diplomatic and political developments that led to the resolution of conflicts with Britain, Spain, and Russia from 1815 to 1850 (H-1B-M9)
- GLE-M-64. Benchmark / Gle: Grade Level Expectation
  
  United States History: Identify the causes, course, and consequences of the Texas War for Independence and the Mexican-American War (H-1B-M9)
- GLE-M-65. Benchmark / Gle: Grade Level Expectation
  
  United States History: Describe Jacksonian Democracy, the influence of Jackson on the U.S. political system, and Jackson's Indian Removal Policy (H-1B-M10)
- GLE-M-66. Benchmark / Gle: Grade Level Expectation
  
  United States History: Identify major technological developments related to land, water, and transportation and explain how they transformed the economy, created international markets, and affected the environment (H-1B-M10)
- GLE-M-67. Benchmark / Gle: Grade Level Expectation
  
  United States History: Analyze national policies on a protective tariff, a national bank, federally funded improvements (e.g., roads, canals, railroads), and educational and prison reforms (H-1B-M10)
- GLE-M-68. Benchmark / Gle: Grade Level Expectation
  
  United States History: Compare ways of life in northern and southern states and identify factors that caused rapid urbanization and the growth of slavery (H-1B-M10)
- GLE-M-69. Benchmark / Gle: Grade Level Expectation
  
  United States History: Identify the causes and explain the effects of new waves of immigration prior to the Civil War (H-1B-M10)
- GLE-M-70. Benchmark / Gle: Grade Level Expectation
  
  United States History: Explain the importance of the Second Great Awakening, the ideas of its principal leaders, and how it affected public education, temperance, women's suffrage, and abolition (H-1B-M11)
- GLE-M-71. Benchmark / Gle: Grade Level Expectation
  
  United States History: Describe fundamental beliefs of abolitionists and compare positions of those who favored gradual versus immediate emancipation (H-1B-M11)
- GLE-M-72. Benchmark / Gle: Grade Level Expectation
  
  United States History: Identify the major antebellum reform movements, their leaders, and the movements' effects on the United States (H-1B-M11)
- GLE-M-73. Benchmark / Gle: Grade Level Expectation
  
  United States History: Describe the economic, social, and cultural differences between the North and South, including the advantages and disadvantages each had at the outbreak of the Civil War (H-1B-M12)
- GLE-M-74. Benchmark / Gle: Grade Level Expectation
  
  United States History: Explain the impact of the compromises on the issue of slavery and the Dred Scott decision on increasing tensions between the North and South (H-1B-M12)
- GLE-M-75. Benchmark / Gle: Grade Level Expectation
  
  United States History: Explain the immediate and long-term causes of the secession of the Southern states and the outbreak of the Civil War (H-1B-M12)
- GLE-M-76. Benchmark / Gle: Grade Level Expectation
  
  United States History: Describe the course of the Civil War, including major turning points and the war's immediate and long-term impact on the North and the South (H-1B-M12)
- GLE-M-77. Benchmark / Gle: Grade Level Expectation
  
  United States History: Explain the purpose, significance, and results of Lincoln's Emancipation Proclamation (H-1B-M12)
- GLE-M-78. Benchmark / Gle: Grade Level Expectation
  
  United States History: Describe provisions of the Thirteenth Amendment and Lincoln's reasons for advancing it, as well as the purpose and significance of the Fourteenth and Fifteenth Amendments (H-1B-M12)
- GLE-M-79. Benchmark / Gle: Grade Level Expectation
  
  United States History: Describe, compare, and evaluate various reconstruction plans of the post-Civil War South (H-1B-M13)
- GLE-M-80. Benchmark / Gle: Grade Level Expectation
  
  United States History: Explain the growing conflict between Andrew Johnson and Congress, and the reasons for and consequences of his impeachment and trial (H-1B-M13)
- GLE-M-81. Benchmark / Gle: Grade Level Expectation
  
  United States History: Describe the successes and failures of Reconstruction, as well as its impact on the South (H-1B-M13)
- GLE-M-82. Benchmark / Gle: Grade Level Expectation
  
  United States History: Explain how the presidential election of 1876 led to the Compromise of 1877 and brought about an end to Reconstruction in the South (H-1B-M13)

Read more about Louisiana: 7th-Grade Standards

Kentucky: 7th-Grade Standards

Article Body

KY.PS. Category: Program of Studies 2006
- SS-7-GC. Goal / Understandings / Subdomain: Big Idea
  
  Government and Civics - The study of government and civics equips students to understand the nature of government and the unique characteristics of American democracy, including its fundamental principles, structure, and the role of citizens. Understanding the historical development of structures of power, authority, and governance and their evolving functions in contemporary U.S. society and other parts of the world is essential for developing civic competence. An understanding of civic ideals and practices of citizenship is critical to full participation in society and is a central purpose of the social studies. (Academic Expectations 2.14, 2.15)
  - SS-7-GC-U- Ae / Skills & Concepts / Organizer: Program of Studies
    
    Understandings - Students will understand that forms of government in world civilizations prior to 1500 A.D. had similarities and differences in their purposes and sources of power.
  - SS-7-GC-U- Ae / Skills & Concepts / Organizer: Program of Studies
    
    Understandings - Students will understand that the key ideals (e.g., citizenship, justice, equality, and rule of law) of a democratic form of government were practiced in some world civilizations prior to 1500 A.D.
  - SS-7-GC-U- Ae / Skills & Concepts / Organizer: Program of Studies
    
    Understandings - Students will understand that individual rights in world civilizations prior to 1500 A.D. varied under different forms of government.
  - SS-7-GC-S- Ae / Skills & Concepts / Organizer: Program of Studies
    
    Skills and Concepts - Students will demonstrate an understanding (e.g., speak, draw, write, projects, present) of the nature of government:
    - SS-7-GC-S- Standard:
      
      Explain the role of government (e.g., establishing order, providing security, achieving common goals) in world civilizations prior to 1500 A.D. and make connections to how government influences culture, society and the economy
    - SS-7-GC-S- Standard:
      
      Compare different forms of government, and the purposes and sources of power in the most common forms of government (e.g., monarchy, democracy, republic, dictatorship) in world civilizations prior to 1500 A.D.
    - SS-7-GC-S- Standard:
      
      Analyze how some world civilizations prior to 1500 A.D. (e.g. Greece, Rome) demonstrated the use of democratic principles (e.g., justice, equality, responsibility, freedom)
  - SS-7-GC-S- Ae / Skills & Concepts / Organizer: Program of Studies
    
    Skills and Concepts - Students will compare rights and responsibilities of individuals in world civilizations prior to 1500 C.E. to the rights and responsibilities of U.S. citizens today
  - SS-7-GC-S- Ae / Skills & Concepts / Organizer: Program of Studies
    
    Skills and Concepts - Students will analyze information from a variety of print and non-print sources (e.g., books, documents, articles, observations, interviews, Internet sources) to research, explain and answer questions about governments and people of world civilizations prior to 1500 A.D.
- SS-7-CS. Goal / Understandings / Subdomain: Big Idea
  
  Cultures and Societies - Culture is the way of life shared by a group of people, including their ideas and traditions. Cultures reflect the values and beliefs of groups in different ways (e.g., art, music, literature, religion); however, there are universals (e.g., food, clothing, shelter, communication) connecting all cultures. Culture influences viewpoints, rules and institutions in a global society. Students should understand that people form cultural groups throughout the United States and the World, and that issues and challenges unite and divide them. (Academic Expectations 2.16, 2.17)
  - SS-7-CS-U- Ae / Skills & Concepts / Organizer: Program of Studies
    
    Understandings - Students will understand that culture is a system of beliefs, knowledge, institutions, customs/traditions, languages and skills shared by a group of people. Through a society's culture, individuals learn the relationships, structures, patterns and processes to be members of the society.
  - SS-7-CS-U- Ae / Skills & Concepts / Organizer: Program of Studies
    
    Understandings - Students will understand that cultures develop social institutions (e.g., government, economy, education, religion, family) to structure society, influence behavior and respond to human needs.
  - SS-7-CS-U- Ae / Skills & Concepts / Organizer: Program of Studies
    
    Understandings - Students will understand that interactions among individuals and groups assume various forms (e.g., compromise, cooperation, conflict, competition) and are influenced by culture.
  - SS-7-CS-U- Ae / Skills & Concepts / Organizer: Program of Studies
    
    Understandings - Students will understand that culture affects how people in a society behave in relation to groups and their environment.
  - SS-7-CS-S- Ae / Skills & Concepts / Organizer: Program of Studies
    
    Skills and Concepts - Students will demonstrate an understanding (e.g., speak, draw, write, sing, create) of the complexity of culture by exploring cultural elements (e.g., beliefs, customs/traditions, languages, skills, literature, the arts) of diverse groups and explaining how culture served to define groups in world civilizations prior to 1500 A.D. and resulted in unique perspectives
  - SS-7-CS-S- Ae / Skills & Concepts / Organizer: Program of Studies
    
    Skills and Concepts - Students will investigate social institutions (e.g., family, religion, education, government, economy) in relation to how they responded to human needs, structured society and influenced behavior in world civilizations prior to 1500 A.D.
  - SS-7-CS-S- Ae / Skills & Concepts / Organizer: Program of Studies
    
    Skills and Concepts - Students will explain how communications between groups can be influenced by cultural differences; explain how interactions lead to conflict and competition (e.g., political, economic, religious, ethnic) among individuals and groups in world civilizations prior to 1500 A.D.
  - SS-7-CS-S- Ae / Skills & Concepts / Organizer: Program of Studies
    
    Skills and Concepts - Students will describe conflicts between individuals or groups and explain how compromise and cooperation were possible choices to resolve conflict among individuals and groups in world civilizations prior to 1500 A.D.
  - SS-7-CS-S- Ae / Skills & Concepts / Organizer: Program of Studies
    
    Skills and Concepts - Students will compare examples of cultural elements (e.g., beliefs, customs/traditions, language, skills, the arts, literature) using information from a variety of print and non-print sources (e.g., media, literature, interviews, observations, documentaries, artifacts) to analyze how cultures in world civilizations prior to 1500 A.D. have influenced cultures of today
- SS-7-E. Goal / Understandings / Subdomain: Big Idea
  
  Economics - Economics includes the study of production, distribution and consumption of goods and services. Students need to understand how their economic decisions affect them, others, the nation and the world. The purpose of economic education is to enable individuals to function effectively both in their own personal lives and as citizens and participants in an increasingly connected world economy. Students need to understand the benefits and costs of economic interaction and interdependence among people, societies, and governments. (Academic Expectations 2.18)
  - SS-7-E-U-1 Ae / Skills & Concepts / Organizer: Program of Studies
    
    Understandings - Students will understand that the basic economic problem confronting individuals, societies and governments in world civilizations prior to 1500 A.D. was scarcity: as a result of scarcity, economic choices and decisions had to be made.
  - SS-7-E-U-2 Ae / Skills & Concepts / Organizer: Program of Studies
    
    Understandings - Students will understand that the study of economics includes a variety of fundamental economic concepts (e.g., supply and demand, opportunity cost) that apply to individuals, societies and governments in world civilizations prior to 1500 A.D.
  - SS-7-E-U-3 Ae / Skills & Concepts / Organizer: Program of Studies
    
    Understandings - Students will understand that individuals, groups and governments in world civilizations prior to 1500 A.D. made economic decisions about the use of resources in the production, distribution and consumption of goods and services.
  - SS-7-E-S-1 Ae / Skills & Concepts / Organizer: Program of Studies
    
    Skills and Concepts - Students will demonstrate an understanding of the nature of limited resources and scarcity, using information from a variety of print and non-print sources (e.g., textbook, Internet, resource materials) to investigate world civilizations prior to 1500 A.D.:
    - SS-7-E-S-1 Standard:
      
      Explain how scarcity requires individuals, groups and governments to make decisions about use of productive resources (e.g., natural resources, human resources and capital goods)
    - SS-7-E-S-1 Standard:
      
      Compare economic systems and explain the concept of supply and demand in world civilizations prior to 1500 A.D.
    - SS-7-E-S-1 Standard:
      
      Describe how goods and services were exchanged in world civilizations prior to 1500 A.D.
  - SS-7-E-S-2 Ae / Skills & Concepts / Organizer: Program of Studies
    
    Skills and Concepts - Students will investigate the production and distribution of goods and services in world civilizations prior to 1500 A.D. explaining ways in which societies addressed basic economic questions (e.g., how resources were used to produce goods and services; how new knowledge, technology/tools, and specialization increased productivity) about the production, distribution and consumption of goods and services
- SS-7-G. Goal / Understandings / Subdomain: Big Idea
  
  Geography - Geography includes the study of the five fundamental themes of location, place, regions, movement and human/environmental interaction. Students need geographic knowledge to analyze issues and problems to better understand how humans have interacted with their environment over time, how geography has impacted settlement and population, and how geographic factors influence climate, culture, the economy and world events. A geographic perspective also enables students to better understand the past and present and to prepare for the future. (Academic Expectations 2.19)
  - SS-7-G-U-1 Ae / Skills & Concepts / Organizer: Program of Studies
    
    Understandings - Students will understand that the use of geographic tools (e.g., maps, globes, photographs, models, charts, graphs) and mental maps helps interpret information, analyze patterns and spatial data, and better understand geographic issues in world civilizations prior to 1500 A.D.
  - SS-7-G-U-2 Ae / Skills & Concepts / Organizer: Program of Studies
    
    Understandings - Students will understand that patterns emerge as humans move, settle, and interact on Earth's surface, and can be identified by examining the location of physical and human characteristics, how they are arranged, and why they are in particular locations. Economic, political, cultural and social processes interacted to shape patterns of human populations, interdependence, cooperation and conflict in world civilizations prior to 1500 A.D.
  - SS-7-G-U-3 Ae / Skills & Concepts / Organizer: Program of Studies
    
    Understandings - Students will understand that regions help us to see Earth as an integrated system of places and features organized by such principles as landform types, political units, economic patterns and cultural groups.
  - SS-7-G-U-4 Ae / Skills & Concepts / Organizer: Program of Studies
    
    Understandings - Students will understand that people depended on, adapted to, or modified the environment to meet basic needs. Human actions modified the physical environment and in turn, the physical environment limited or promoted human activities in world civilizations prior to 1500 A.D.
  - SS-7-G-S-1 Ae / Skills & Concepts / Organizer: Program of Studies
    
    Skills and Concepts - Students will demonstrate an understanding of patterns on the Earth's surface, using a variety of geographic tools (e.g., maps, globes, charts, graphs):
    - SS-7-G-S-1 Standard:
      
      Locate, in absolute or relative terms, landforms and bodies of water
    - SS-7-G-S-1 Standard:
      
      Locate and interpret patterns on Earth's surface, explaining how different factors (e.g., rivers, mountains, seacoasts, deserts) impacted where human activities were located in world civilizations prior to 1500 A.D.
  - SS-7-G-S-2 Ae / Skills & Concepts / Organizer: Program of Studies
    
    Skills and Concepts - Students will investigate regions of the Earth's surface in world civilizations prior to 1500 A.D. using information from print and non-print sources (e.g., books, films, magazines, Internet, geographic tools):
    - SS-7-G-S-2 Standard:
      
      Explain relationships between and among physical characteristics of regions during the time of world civilizations prior to 1500 A.D., and explain how regions were made distinctive (e.g., dams, irrigation, roads) by human characteristics; describe advantages and disadvantages for human activities (e.g., exploration, migration, trade, settlement) that resulted
    - SS-7-G-S-2 Standard:
      
      Describe patterns of human settlement in world civilizations prior to 1500 A.D.; explain relationships between these patterns and human needs; analyze how factors (e.g., war, famine, disease, economic opportunity and technology) impacted human migration
    - SS-7-G-S-2 Standard:
      
      Analyze current events to compare geographic perspectives of today with those of world civilizations prior to 1500 A.D.
    - SS-7-G-S-2 Standard:
      
      Evaluate how availability of technology, resources and knowledge caused places and regions to evolve and change
  - SS-7-G-S-3 Ae / Skills & Concepts / Organizer: Program of Studies
    
    Skills and Concepts - Students will investigate interactions among human activities and the physical environment:
    - SS-7-G-S-3 Standard:
      
      Explain how people of world civilizations prior to 1500 A.D. used technology (e.g., dams, roads, bridges) to modify the physical environment to meet their needs
    - SS-7-G-S-3 Standard:
      
      Describe how the physical environment promoted or restricted human activities (e.g., exploration, migration, trade, settlement, development) of world civilizations prior to 1500 A.D.
- SS-7-HP. Goal / Understandings / Subdomain: Big Idea
  
  Historical Perspective - History is an account of events, people, ideas and their interaction over time that can be interpreted through multiple perspectives. In order for students to understand the present and plan for the future, they must understand the past. Studying history engages students in the lives, aspirations, struggles, accomplishments and failures of real people. Students need to think in an historical context in order to understand significant ideas, beliefs, themes, patterns and events, and how individuals and societies have changed over time in Kentucky, the United States and the World. (Academic Expectations 2.20)
  - SS-7-HP-U- Ae / Skills & Concepts / Organizer: Program of Studies
    
    Understandings - Students will understand that history is an account of human activities that is interpretive in nature, and a variety of tools (e.g., primary and secondary sources, timelines, Internet, maps) are needed to analyze historical events in world civilizations prior to 1500 A.D.
  - SS-7-HP-U- Ae / Skills & Concepts / Organizer: Program of Studies
    
    Understandings - Students will understand that world civilizations prior to 1500 A.D. can be examined in order to develop chronological understanding, recognize cause-effect relationships, and interpret historical events
  - SS-7-HP-U- Ae / Skills & Concepts / Organizer: Program of Studies
    
    Understandings - Students will understand that geography and natural resources had a significant impact on world historical perspectives and events prior to 1500 A.D.
  - SS-7-HP-U- Ae / Skills & Concepts / Organizer: Program of Studies
    
    Understandings - Students will understand that advances in science and technology had a significant impact on historical events in world civilizations prior to 1500 A.D.
  - SS-7-HP-U- Ae / Skills & Concepts / Organizer: Program of Studies
    
    Understandings - Students will understand that each era (e.g., Beginnings to Human Society, Early Civilizations, Classical Civilizations, Major Civilizations, States and Empires, Medieval Europe and the Rise of Western Civilizations, and Exploration as it relates to world civilizations prior to 1500 A.D.) in the history of world civilizations had social, political, economic and/or cultural characteristics.
  - SS-7-HP-S- Ae / Skills & Concepts / Organizer: Program of Studies
    
    Skills and Concepts - Students will demonstrate an understanding of the interpretative nature of history using a variety of tools and resources (e.g., primary and secondary sources, Internet, timelines, maps):
    - SS-7-HP-S- Standard:
      
      Investigate and chronologically describe (e.g., using timelines, charts, fictional and report writing, role playing) significant events in world civilizations prior to 1500 A.D. and draw inferences about their importance
    - SS-7-HP-S- Standard:
      
      Examine multiple cause and effect relationships that have shaped history throughout world civilizations prior to 1500 A.D.
    - SS-7-HP-S- Standard:
      
      Analyze historical events, conditions and perspectives of different individuals and groups (e.g., by gender, race, region, ethnic group, age, economic status, religion, political group) in world civilizations prior to 1500 A.D.
  - SS-7-HP-S- Ae / Skills & Concepts / Organizer: Program of Studies
    
    Skills and Concepts - Students will investigate, using primary and secondary sources (e.g., biographies, films, magazines, Internet resources, textbooks, artifacts), to answer questions about, locate examples of, or interpret factual and fictional accounts of major historical events and people:
    - SS-7-HP-S- Standard:
      
      Explain how early hunters and gatherers (Paleolithic and Neolithic) developed new technologies
    - SS-7-HP-S- Standard:
      
      Describe the contributions made by world civilizations prior to 1500 A.D. (e.g., Egypt, Mesopotamia, the Indus River Valley, the Middle East, India, China) to society and analyze the impact these contributions made to future generations
    - SS-7-HP-S- Standard:
      
      Examine the rise of classical civilizations and empires (e.g., Greece and Rome) and analyze their lasting impacts on the world in the areas of government, philosophy, architecture, art, drama and literature
    - SS-7-HP-S- Standard:
      
      Describe the rise of western civilizations (e.g., Mayan, Incan, Aztec) and non-western civilizations (e.g., Egyptian, Chinese, Indian, Persian) and analyze ways in which these cultures influenced government, philosophy, art, drama and literature in the present day
    - SS-7-HP-S- Standard:
      
      Explain how the movement of goods affected settlement patterns in and relations between early civilizations, empires, nations and states (e.g., Asia, Africa, and the Americas)
    - SS-7-HP-S- Standard:
      
      Examine developments during the Middle Ages (e.g., feudalism, nation states, monarchies, religious institutions, limited government, trade) and describe resulting influences on modern societies
    - SS-7-HP-S- Standard:
      
      Describe how the Age of Exploration (world civilizations prior to 1500 A.D.) caused diverse cultures to interact in various forms (e.g., compromise, cooperation, conflict, competition); explain how governments expanded their territories and developed new technologies
KY.AE. Category: Academic Expectation
- AE.1. Goal / Understandings / Subdomain:
  
  Students are able to use basic communication and mathematics skills for purposes and situations they will encounter throughout their lives.
  - 1.1. Ae / Skills & Concepts / Organizer:
    
    Students use reference tools such as dictionaries, almanacs, encyclopedias, and computer reference programs and research tools such as interviews and surveys to find the information they need to meet specific demands, explore interests, or solve specific problems.
  - 1.2. Ae / Skills & Concepts / Organizer:
    
    Students make sense of the variety of materials they read.
  - 1.3. Ae / Skills & Concepts / Organizer:
    
    Students make sense of the various things they observe.
  - 1.4. Ae / Skills & Concepts / Organizer:
    
    Students make sense of the various messages to which they listen.
  - 1.5-1.9. Ae / Skills & Concepts / Organizer:
    
    Students use mathematical ideas and procedures to communicate, reason, and solve problems.
  - 1.10. Ae / Skills & Concepts / Organizer:
    
    Students organize information through development and use of classification rules and systems.
  - 1.11. Ae / Skills & Concepts / Organizer:
    
    Students write using appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different purposes.
  - 1.12. Ae / Skills & Concepts / Organizer:
    
    Students speak using appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different purposes.
  - 1.13. Ae / Skills & Concepts / Organizer:
    
    Students make sense of ideas and communicate ideas with the visual arts.
  - 1.14. Ae / Skills & Concepts / Organizer:
    
    Students make sense of ideas and communicate ideas with music.
  - 1.15. Ae / Skills & Concepts / Organizer:
    
    Students make sense of and communicate ideas with movement.
  - 1.16. Ae / Skills & Concepts / Organizer:
    
    Students use computers and other kinds of technology to collect, organize, and communicate information and ideas.
- AE.2. Goal / Understandings / Subdomain:
  
  Students shall develop their abilities to apply core concepts and principles from mathematics, the sciences, the arts, the humanities, social studies, practical living studies, and vocational studies to what they will encounter throughout their lives.
  - 2.14. Ae / Skills & Concepts / Organizer: Social Studies
    
    Students understand the democratic principles of justice, equality, responsibility, and freedom and apply them to real-life situations.
  - 2.15. Ae / Skills & Concepts / Organizer: Social Studies
    
    Students can accurately describe various forms of government and analyze issues that relate to the rights and responsibilities of citizens in a democracy.
  - 2.16. Ae / Skills & Concepts / Organizer: Social Studies
    
    Students observe, analyze, and interpret human behaviors, social groupings, and institutions to better understand people and the relationships among individuals and among groups.
  - 2.17. Ae / Skills & Concepts / Organizer: Social Studies
    
    Students interact effectively and work cooperatively with the many ethnic and cultural groups of our nation and world.
  - 2.18. Ae / Skills & Concepts / Organizer: Social Studies
    
    Students understand economic principles and are able to make economic decisions that have consequences in daily living.
  - 2.19. Ae / Skills & Concepts / Organizer: Social Studies
    
    Students recognize and understand the relationship between people and geography and apply their knowledge in real-life situations.
  - 2.2. Ae / Skills & Concepts / Organizer: Social Studies
    
    Students understand, analyze, and interpret historical events, conditions, trends, and issues to develop historical perspective.
KY.CC. Category: Core Content for Assessment v.4.1.
- SS-07-1. Goal / Understandings / Subdomain: Government and Civics
  
  The study of government and civics equips students to understand the nature of government and the unique characteristics of representative democracy in the United States, including its fundamental principles, structure and the role of citizens. Understanding the historical development of structures of power, authority, and governance and their evolving functions in contemporary U.S. society and other parts of the world is essential for developing civic competence. An understanding of civic ideals and practices of citizenship is critical to full participation in society and is a central purpose of the social studies.
  - SS-07-1.1. Ae / Skills & Concepts / Organizer:
    
    Formation of Governments
    - SS-07-1.1. Standard:
      
      Students will compare purposes and sources of power in the most common forms of government (monarchy, democracy, republic, dictatorship) in early civilizations prior to 1500 A.D. DOK 2
    - SS-07-1.1. Standard:
      
      Students will describe and give examples to support how some early civilizations (Greece, Rome) practiced democratic principles (e.g., justice, equality, responsibility, freedom). DOK 3
- SS-07-2. Goal / Understandings / Subdomain: Cultures and Societies
  
  Culture is the way of life shared by a group of people, including their ideas and traditions. Cultures reflect the values and beliefs of groups in different ways (e.g., art, music, literature, religion); however, there are universals (e.g., food, clothing, shelter, communication) connecting all cultures. Culture influences viewpoints, rules and institutions in a global society. Students should understand that people form cultural groups throughout the United States and the World, and that issues and challenges unite and divide them.
  - SS-07-2.1. Ae / Skills & Concepts / Organizer:
    
    Elements of Culture
    - SS-07-2.1. Standard:
      
      Students will explain how elements of culture (e.g., language, the arts, customs, beliefs, literature) defined specific groups in the early civilizations prior to 1500 A.D. and resulted in unique perspectives. DOK 2
  - SS-07-2.2. Ae / Skills & Concepts / Organizer:
    
    Social Institutions
    - SS-07-2.2. Standard:
      
      Students will compare how cultures (early civilizations prior to 1500 A.D.) developed social institutions (family, religion, education, government, economy) to respond to human needs, structure society and influence behavior.
  - SS-07-2.3. Ae / Skills & Concepts / Organizer:
    
    Interactions Among Individuals and Groups
    - SS-07-2.3. Standard:
      
      Students will explain how conflict and competition (e.g., political, economic, religious, ethnic) occurred among individuals and groups in early civilizations prior to 1500 A.D. DOK 2
    - SS-07-2.3. Standard:
      
      Students will explain how compromise and cooperation were possible choices to resolve conflict among individuals and groups in early civilizations prior to 1500 A.D. DOK 2
- SS-07-3. Goal / Understandings / Subdomain: Economics
  
  Economics includes the study of production, distribution and consumption of goods and services. Students need to understand how their economic decisions affect them, others, the nation and the world. The purpose of economic education is to enable individuals to function effectively both in their own personal lives and as citizens and participants in an increasingly connected world economy. Students need to understand the benefits and costs of economic interaction and interdependence among people, societies and governments.
  - SS-07-3.1. Ae / Skills & Concepts / Organizer:
    
    Scarcity
    - SS-07-3.1. Standard:
      
      Students will explain and give examples of how scarcity required individuals, groups and governments in early civilizations prior to 1500 A.D. to make decisions about how productive resources (natural resources, human resources, capital goods) were used. DOK 2
  - SS-07-3.4. Ae / Skills & Concepts / Organizer:
    
    Production, Distribution, and Consumption
    - SS-07-3.4. Standard:
      
      Students will explain ways in which the basic economic questions about the production, distribution and consumption of goods and services were addressed in early civilizations prior to 1500 A.D. DOK 2
    - SS-07-3.4. Standard:
      
      Students will describe how new knowledge, technology/tools and specialization increased productivity in early civilizations prior to 1500 A.D. DOK 2
- SS-07-4. Goal / Understandings / Subdomain: Geography
  
  Geography includes the study of the five fundamental themes of location, place, regions, movement and human/environmental interaction. Students need geographic knowledge to analyze issues and problems to better understand how humans have interacted with their environment over time, how geography has impacted settlement and population, and how geographic factors influence climate, culture, the economy and world events. A geographic perspective also enables students to better understand the past and present and to prepare for the future.
  - SS-07-4.1. Ae / Skills & Concepts / Organizer:
    
    The Use of Geographic Tools
    - SS-07-4.1. Standard:
      
      Students will use a variety of geographic tools (maps, photographs, charts, graphs, databases) to interpret patterns and locations on Earth's surface in early civilizations prior to 1500 A.D. DOK 3
    - SS-07-4.1. Standard:
      
      Students will describe how different factors (e.g., rivers, mountains, plains) affected where human activities were located in early civilizations prior to 1500 A.D.
  - SS-07-4.2. Ae / Skills & Concepts / Organizer:
    
    Regions
    - SS-07-4.2. Standard:
      
      Students will describe how regions in early civilizations prior to 1500 A.D. were made distinctive by human characteristics (e.g., dams, irrigation, roads) and physical characteristics (e.g., mountains, bodies of water, valleys) that created advantages and disadvantages for human activities (e.g., exploration, migration, trade, settlement). DOK 2
    - SS-07-4.2. Standard:
      
      Students will describe and give examples of how places and regions in early civilizations prior to 1500 A.D changed over time as technologies, resources and knowledge became available. DOK 2
  - SS-07-4.3. Ae / Skills & Concepts / Organizer:
    
    Patterns
    - SS-07-4.3. Standard:
      
      Students will describe patterns of human settlement in early civilizations prior to 1500 A.D. and explain how these patterns were influenced by human needs. DOK 2
    - SS-07-4.3. Standard:
      
      Students will explain why and give examples of how human populations changed and/or migrated because of factors such as war, disease, economic opportunity and technology in early civilizations prior to 1500 A.D. DOK 3
  - SS-07-4.4. Ae / Skills & Concepts / Organizer:
    
    Human-Environment Interaction
    - SS-07-4.4. Standard:
      
      Students will explain how technology in early civilizations prior to 1500 A.D. assisted human modification (e.g., irrigation, clearing land, building roads) of the physical environment. DOK 2
    - SS-07-4.4. Standard:
      
      Students will describe ways in which the physical environment (e.g., natural resources, physical geography, natural disasters) both promoted and limited human activities (e.g., exploration, migration, trade, settlement, development) in early civilizations prior to 1500 A.D. DOK 2
    - SS-07-4.4. Standard:
      
      Students will explain how the natural resources of a place or region impact its political, social and economic development in early civilizations prior to 1500 A.D.
- SS-07-5. Goal / Understandings / Subdomain: Historical Perspective
  
  History is an account of events, people, ideas and their interaction over time that can be interpreted through multiple perspectives. In order for students to understand the present and plan for the future, they must understand the past. Studying history engages students in the lives, aspirations, struggles, accomplishments and failures of real people. Students need to think in an historical context in order to understand significant ideas, beliefs, themes, patterns and events, and how individuals and societies have changed over time in Kentucky, the United States and the World.
  - SS-07-5.1. Ae / Skills & Concepts / Organizer:
    
    The Factual and Interpretive Nature of History
    - SS-07-5.1. Standard:
      
      Students will use a variety of tools (e.g. primary and secondary sources) to describe and explain historical events and conditions and to analyze the perspectives of different individuals and groups (e.g., gender, race, region, ethnic group, age, economic status, religion, political group) in early civilizations prior to 1500 A.D. DOK 3
    - SS-07-5.1. Standard:
      
      Students will explain how history is a series of connected events shaped by multiple cause-and-effect relationships and give examples of those relationships. DOK 3
  - SS-07-5.3. Ae / Skills & Concepts / Organizer:
    
    The History of the World
    - SS-07-5.3. Standard:
      
      Students will explain and give examples of how early hunters and gatherers (Paleolithic and Neolithic) developed new technologies as they settled into organized civilizations. DOK 2
    - SS-07-5.3. Standard:
      
      Students will describe the rise of classical civilizations and empires (Greece and Rome) and explain how these civilizations had lasting impacts on the world in government, philosophy, architecture, art, drama and literature. DOK 3
    - SS-07-5.3. Standard:
      
      Students will describe the rise of non-Western cultures (e.g., Egyptian, Chinese, Indian, Persian) and explain ways in which these cultures influenced government, philosophy, art, drama and literature in the present day. DOK 3
    - SS-07-5.3. Standard:
      
      Students will describe developments during the Middle Ages (feudalism, nation states, monarchies, religious institutions, limited government, trade, trade associations, capitalism) and give examples of how these developments influenced modern societies. DOK 3
    - SS-07-5.3. Standard:
      
      Students will explain how the Age of Exploration (early civilizations prior to 1500 A.D.) produced extensive contact among isolated cultures and explain the impact of this contact.

Read more about Kentucky: 7th-Grade Standards

Kansas: 7th-Grade Standards

Article Body

KS.1. Standard: Civics-Government

The student uses a working knowledge and understanding of governmental systems of Kansas and the United States and other nations with an emphasis on the United States Constitution, the necessity for the rule of law, the civic values of the American people, and the rights, privileges, and responsibilities of becoming active participants in our representative democracy.
- 1.1. Benchmark:
  
  The student understands the rule of law as it applies to individuals; family; school; local, state and national governments.
  - 1.1.1. Indicator / Proficiency Level: (K) The student understands the difference between criminal and civil law as it applies to individual citizens (e.g., criminal
    
    felony, misdemeanor, crimes against people, crimes against property, white-collar crimes, victimless crimes; civil: contracts, property settlements, child custody).
  - 1.1.2. Indicator / Proficiency Level:
    
    (A) The student compares how juveniles and adults are treated differently under law (e.g., due process, trial, age restrictions, punishment, rehabilitation, diversion).
  - 1.1.3. Indicator / Proficiency Level:
    
    (A) The student evaluates the importance of the rule of law in protecting individual rights and promoting the common good.
- 1.2. Benchmark:
  
  The student understands the shared ideals and diversity of American society and political culture.
  - 1.2.1. Indicator / Proficiency Level:
    
    (K) The student defines the rights guaranteed, granted, and protected by the Kansas Constitution and its amendments.
- 1.3. Benchmark:
  
  The student understands how the United States Constitution allocates power and responsibility in the government.
  - 1.3.1. Indicator / Proficiency Level:
    
    (K) The student explains the three branches of Kansas government.
  - 1.3.2. Indicator / Proficiency Level: (K) The student explains how authority and responsibility are balanced and divided between national and state governments in a federal system (e.g., federal
    
    postage regulation, coinage of money, federal highways, national defense; state: state highways, state parks, education).
  - 1.3.3. Indicator / Proficiency Level:
    
    (K) The student explains why separation of powers and a system of checks and balances are important to limit government.
  - 1.3.4. Indicator / Proficiency Level:
    
    (K) The student describes how citizens, legislators, and interest groups are involved in a bill becoming a law at the state level.
- 1.4. Benchmark:
  
  The student identifies and examines the rights, privileges, and responsibilities in becoming an active civic participant.
  - 1.4.1. Indicator / Proficiency Level:
    
    (A) The student designs, researches and completes a civic project related to a public issue at the state or local level (e.g., designs and carries out a civic-oriented project).
  - 1.4.2. Indicator / Proficiency Level:
    
    (K) The student knows various procedures for contacting appropriate representatives for the purpose of expressing ideas or asking for help at the state or local level (e.g., public hearing, open meeting, phone, email, letter, personal interview).
- 1.5. Benchmark:
  
  The student understands various systems of governments and how nations and international organizations interact.
  - 1.5.1. Indicator / Proficiency Level:
    
    (K) The student recognizes that cities are formed through a process of incorporation, establishing boundaries, creating a government, levying taxes.
  - 1.5.2. Indicator / Proficiency Level:
    
    (K) The student identifies the types of local government (e.g., cities, townships, counties)
  - 1.5.3. Indicator / Proficiency Level:
    
    (K) The student identifies the goods and services provided by local government in the community (e.g., education, health agency, fire department, police, care for local community property, parks and recreation).
  - 1.5.4. Indicator / Proficiency Level:
    
    (A) The student researches the roles of people who make up local government (e.g., police, mayor/city manager, county commissioner, city council members, school board members).
  - 1.5.5. Indicator / Proficiency Level:
    
    (K) The student understands the role of school boards.
KS.2. Standard: Economics

The student uses a working knowledge and understanding of major economic concepts, issues, and systems applying decision-making skills as a consumer, producer, saver, investor, and citizen of Kansas and the United States living in an interdependent world.
- 2.1. Benchmark:
  
  The student understands how limited resources require choices.
  - 2.1.1. Indicator / Proficiency Level: (K) The student identifies substitutes and complements for selected goods and services (e.g., substitutes
    
    sod houses vs. wood houses, wagons vs. railroads; complements: trains and rails, wagons and wheels).
  - 2.1.2. Indicator / Proficiency Level:
    
    (K) The student explains that how people choose to use resources has both present and future consequences.
- 2.2. Benchmark:
  
  The student understands how the market economy works in the United States.
  - 2.2.1. Indicator / Proficiency Level:
    
    (A) The student analyzes the impact of inflation or deflation on the value of money and people's purchasing power (e.g., cattle towns, mining towns, time of 'boom', time of depression).
- 2.3. Benchmark:
  
  The student analyzes how different incentives, economic systems and their institutions, and local, national, and international interdependence affect people.
  - 2.3.1. Indicator / Proficiency Level:
    
    (A) The student describes examples of factors that might influence international trade (e.g., United States economic sanctions, weather, exchange rates, war, boycotts, embargos).
  - 2.3.2. Indicator / Proficiency Level:
    
    (K) The student explains the costs and benefits of trade between people across nations (e.g., job loss vs. cheaper prices, environmental costs vs. wider selection of goods and services).
  - 2.3.3. Indicator / Proficiency Level:
    
    (A) The student gives examples of factors that might influence international trade (e.g., United States economic sanctions, weather, exchange rate, war, boycotts, embargos).
  - 2.3.4. Indicator / Proficiency Level:
    
    (A) The student gives examples of how tariffs, quotas, and other trade barriers affect consumers and the prices of goods (e.g., a country fearful of purchasing Kansas beef for fear of disease, tariffs on Kansas wheat).
- 2.4. Benchmark:
  
  The student analyzes the role of the government in the economy.
  - 2.4.1. Indicator / Proficiency Level:
    
    (K) The student identifies goods and services provided by local, state, and national governments (e.g., transportation, education, defense).
  - 2.4.2. Indicator / Proficiency Level:
    
    (A) The student examines relationship between local and state revenues and expenditures (e.g., school bonds, sales tax, property tax, teacher salaries, curbs and gutters, police force).
- 2.5. Benchmark:
  
  The student makes effective decisions as a consumer, producer, saver, investor, and citizen.
  - 2.5.1. Indicator / Proficiency Level:
    
    (A) The student compares the benefits and costs of spending, saving, or borrowing decisions based on information about products and services.
  - 2.5.2. Indicator / Proficiency Level:
    
    (K) The student explains how an individual's income will differ in the labor market depending on supply of and demand for his/her human capital (e.g., skills, abilities, and/or education level).
KS.3. Standard: Geography

The student uses a working knowledge and understanding of the spatial organization of Earth's surface and relationships between peoples and places and physical and human environments in order to explain the interactions that occur in Kansas, the United States, and in our world.
- 3.1. Benchmark: Geographic Tools and Location
  
  The student uses maps, graphic representations, tools, and technologies to locate, use, and present information about people, places, and environments.
  - 3.1.1. Indicator / Proficiency Level:
    
    (K) The student locates major political and physical features of Earth from memory and describes the relative location of those features (e.g., see Appendix 2 for list of items).
  - 3.1.2. Indicator / Proficiency Level:
    
    (A) The student develops and uses different kinds of maps, globes, graphs, charts, databases, and models.
  - 3.1.3. Indicator / Proficiency Level: (A) The student uses mental maps of Kansas to answer questions about the location of physical and human features (e.g., drier in the West; major rivers; population centers; major cities
    
    Topeka, Wichita, Hays, Dodge City, Kansas City; major interstates and highways: I-70, US 56).
  - 3.1.4. Indicator / Proficiency Level:
    
    (A) The student selects and explains reasons for using different geographic tools, graphic representation, and/or technologies to analyze selected geographic problems (e.g., map projections, aerial photographs, satellite images, geographic information systems).
  - 3.1.5. Indicator / Proficiency Level:
    
    (A) The student uses geographic tools, graphic representation, and/or technologies to pose and answer questions about past and present spatial distributions and patterns (e.g., mountain ranges, river systems, field patterns, settlements, transportation routes).
- 3.2. Benchmark: Places and Regions
  
  The student analyzes the human and physical features that give places and regions their distinctive character.
  - 3.2.1. Indicator / Proficiency Level:
    
    (A) The student identifies and compares the physical characteristics of world regions (e.g., locations, landscape, climate, vegetation, resources).
  - 3.2.2. Indicator / Proficiency Level:
    
    (A) The student identifies and compares the human characteristics of world regions (e.g., people, religion, language, customs, government, agriculture, industry, architecture, arts, education).
  - 3.2.3. Indicator / Proficiency Level:
    
    (K) The student identifies and explains how Kansas, United States, and world regions are interdependent (e.g., through trade, diffusion of ideas, human migration, international conflicts and cooperation).
  - 3.2.4. Indicator / Proficiency Level: (K) The student identifies the various physical and human criteria that can be used to define a region (e.g., physical
    
    mountain, coastal, climate; human: religion, ethnicity, language, economic, government).
  - 3.2.5. Indicator / Proficiency Level:
    
    (K) The student identifies ways technology or culture has influenced regions (e.g., perceptions of resource availability, dominance of specific regions, economic development).
  - 3.2.6. Indicator / Proficiency Level:
    
    (A) The student explains the effects of a label on the image of a region (e.g., Tornado Alley, Sun Belt, The Great 'American' Desert).
- 3.3. Benchmark: Physical Systems
  
  The student understands Earth's physical systems and how physical processes shape Earth's surface.
  - 3.3.1. Indicator / Proficiency Level:
    
    (K) The student explains how earth-sun relationships affect earth's physical processes and create physical patterns (e.g., latitude regions, climate regions, distribution of solar energy, ocean currents).
  - 3.3.2. Indicator / Proficiency Level:
    
    (K) The student explains patterns in the physical environment in terms of physical processes (e.g., tectonic plates, glaciation, erosion and deposition, hydrologic cycle, ocean and atmospheric circulation).
  - 3.3.3. Indicator / Proficiency Level: (K) The student describes the characteristics of ecosystems in terms of their biodiversity (e.g., biodiversity
    
    food chains, plant and animal communities; ecosystems: grasslands, temperate forests, tropical rainforests, deserts, tundra, wetlands, and marine environments).
  - 3.3.4. Indicator / Proficiency Level:
    
    (K) The student explains the challenges faced by ecosystems (e.g., effects of shifting cultivation, contamination of coastal waters, rainforest destruction, desertification, deforestation, overpopulation, natural disasters).
- 3.4. Benchmark: Human Systems
  
  The student understands how economic, political, cultural, and social processes interact to shape patterns of human populations, interdependence, cooperation, and conflict.
  - 3.4.1. Indicator / Proficiency Level:
    
    (A) The student describes and analyzes population characteristics through the use of demographic concepts (e.g., population pyramids, birth/death rates, population growth rates, migration patterns).
  - 3.4.2. Indicator / Proficiency Level:
    
    (K) The student explains how the spread of cultural elements results in distinctive cultural landscapes (e.g., religion, language, customs, ethnic neighborhoods, foods).
  - 3.4.3. Indicator / Proficiency Level:
    
    (K) The student identifies the geographic factors that influence world trade and interdependence (e.g., location advantage, resource distribution, labor cost, technology, trade networks and organizations).
- 3.5. Benchmark: Human-Environment Interactions
  
  The student understands the effects of interactions between human and physical systems.
  - 3.5.1. Indicator / Proficiency Level:
    
    (K) The student identifies ways in which technologies have modified the physical environment of various world cultures (e.g., dams, levees, aqueducts, irrigation, roads, bridges, plow).
  - 3.5.2. Indicator / Proficiency Level:
    
    (K) The student describes the consequences of having or not having particular resources (e.g., resource movement and consumption, relationship between access to resources and living standards, relationship between competition for resources and world conflicts).
KS.4. Standard: History (Kansas, United States, and World History)

The student uses a working knowledge and understanding of significant individuals, groups, ideas, events, eras, and developments in the history of Kansas, the United States, and the world, utilizing essential analytical and research skills.
- 4.1. Benchmark:
  
  The student understands individuals, groups, ideas, events, and developments during the period before settlement in pre-territorial Kansas (pre 1854).
  - 4.1.1. Indicator / Proficiency Level:
    
    (A) The student compares and contrasts nomadic and sedentary tribes in Kansas (e.g., food, housing, art, customs).
  - 4.1.2. Indicator / Proficiency Level:
    
    (A) The student describes the social and economic impact of Spanish, French and American explorers and traders on the Indian tribes in Kansas.
  - 4.1.3. Indicator / Proficiency Level:
    
    (K) The student explains how Stephen H. Long's classification of Kansas as the 'Great American Desert' influenced later United States government policy on American Indian relocation.
  - 4.1.4. Indicator / Proficiency Level:
    
    (A) The student analyzes the impact of the Indian Removal Act of 1830 on the way of life for emigrant Indian tribes relocated to Kansas (e.g., loss of land and customary resources, disease and starvation, assimilation, inter-tribal conflict).
  - 4.1.5. Indicator / Proficiency Level:
    
    (K) The student describes the role of early Kansas forts in carrying out the United States government's policies in regards to relocated Indian tribes and travel on the Santa Fe and Oregon-California trails (e.g., Fort Leavenworth, Fort Scott, Fort Larned, and Fort Riley).
- 4.2. Benchmark:
  
  The student understands individuals, groups, ideas, events, and developments during Kansas territory and the Civil War (1854-1865).
  - 4.2.1. Indicator / Proficiency Level:
    
    (A) The student describes the concept of popular sovereignty under the Kansas-Nebraska Act and its impact on developing a state constitution.
  - 4.2.2. Indicator / Proficiency Level:
    
    (K) The student describes how the dispute over slavery shaped life in Kansas Territory (e.g., border ruffians, bushwhackers, jayhawkers, the Underground Railroad, free-staters, abolitionists).
  - 4.2.3. Indicator / Proficiency Level:
    
    (A) The student analyzes the importance of 'Bleeding Kansas' to the rest of the United States in the years leading up to the Civil War (e.g., national media attention, caning of Senator Charles Sumner, Emigrant Aid Societies, Beecher Bible and Rifle Colony, poems of John Greenleaf Whittier, John Brown).
  - 4.2.4. Indicator / Proficiency Level:
    
    (K) The student describes the role of important individuals during the territorial period (e.g., Charles Robinson, James Lane, John Brown, Clarina Nichols, Samuel Jones, David Atchison, Andrew H. Reeder).
  - 4.2.5. Indicator / Proficiency Level:
    
    (A) The student analyzes the Wyandotte Constitution with respect to the civil rights of women and African Americans.
  - 4.2.6. Indicator / Proficiency Level:
    
    (K) The student describes important events in Kansas during the Civil War (e.g., Quantrill's Raid on Lawrence, the Battle of Mine Creek, recruitment of volunteer regiments).
- 4.3. Benchmark:
  
  The student understands individuals, groups, ideas, events, and developments during the period of expansion and development in Kansas (1860s - 1870s).
  - 4.3.1. Indicator / Proficiency Level:
    
    (K) The student describes the reasons for tension between the American Indians and the United States government over land in Kansas (e.g., encroachment on Indian lands, depletion of the buffalo and other natural resources, the Sand Creek massacre, broken promises).
  - 4.3.2. Indicator / Proficiency Level:
    
    (K) The student describes the United States government's purpose for establishing frontier military forts in Kansas (e.g., protection of people, land, resources).
  - 4.3.3. Indicator / Proficiency Level:
    
    (A) The student determines the significance of the cattle drives in post-Civil War Kansas and their impact on the American identity (e.g., Chisholm Trail, cowboys, cattle towns).
  - 4.3.4. Indicator / Proficiency Level:
    
    (A) The student traces the migration patterns of at least one European ethnic group to Kansas (e.g., English, French, Germans, German-Russians, Swedes).
  - 4.3.5. Indicator / Proficiency Level:
    
    (K) The student describes the reasons for the Exoduster movement from the South to Kansas (e.g., relatively free land, symbol of Kansas as a free state, the rise of Jim Crow laws in the South, promotions of Benjamin 'Pap' Singleton).
  - 4.3.6. Indicator / Proficiency Level:
    
    (K) The student explains the impact of government policies and the expansion of the railroad on settlement and town development (e.g., preemption, Homestead Act, Timber Claim Act, railroad lands).
  - 4.3.7. Indicator / Proficiency Level:
    
    (A) The student uses primary source documents to determine the challenges faced by settlers and their means of adaptations (e.g., drought, depression, grasshoppers, lack of some natural resources, isolation).
- 4.4. Benchmark:
  
  The student understands individuals, groups, ideas, events, and developments during the period of reform in Kansas (1880s - 1920s).
  - 4.4.1. Indicator / Proficiency Level:
    
    (A) The student describes the movement for women's suffrage and its effect on Kansas politics (e.g., the fight for universal suffrage, impact of women on local elections).
  - 4.4.2. Indicator / Proficiency Level:
    
    (K) The student describes the development of Populism in Kansas (e.g., disillusionment with big Eastern business, railroads, government corruption, high debts and low prices for farmers).
  - 4.4.3. Indicator / Proficiency Level:
    
    (K) The student explains the accomplishments of the Progressive movement in Kansas (e.g. election and government reforms, labor reforms, public health campaigns, regulation of some businesses).
  - 4.4.4. Indicator / Proficiency Level: (K) The student analyzes the impact of Kansas reformers on the nation (e.g., Populists
    
    Mary E. Lease, Annie Diggs, William Peffer, 'Sockless' Jerry Simpson; Progressives: Carry A. Nation, Samuel Crumbine, William Allen White, Socialists: J.A. Wayland, Kate Richards O'Hare, Emanuel and Marcet Haldeman-Julius).
  - 4.4.5. Indicator / Proficiency Level:
    
    (K) The student describes the significance of farm mechanization in Kansas (e.g., increased farm size and production, specialized crops, population redistribution).
  - 4.4.6. Indicator / Proficiency Level:
    
    (A) The student explains the significance of the work of entrepreneurial Kansans in the aviation industry (e.g., Alvin Longren, Clyde Cessna, Walter and Olive Beech, Lloyd Stearman).
  - 4.4.7. Indicator / Proficiency Level:
    
    (A) The student describes the contributions made by Mexican immigrants to agriculture and the railroad industry.
- 4.5. Benchmark:
  
  The student understands individuals, groups, ideas, events, and developments in Kansas during the Great Depression and World War II. (1930s - 1940s).
  - 4.5.1. Indicator / Proficiency Level:
    
    (A) The student compares agricultural practices before and after the dust storms of the 1930s (e.g., rotation of crops, shelter belts, irrigation, terracing, stubble mulch).
  - 4.5.2. Indicator / Proficiency Level:
    
    (A) The student uses local resources to describe conditions in his/her community during the Great Depression.
  - 4.5.3. Indicator / Proficiency Level:
    
    (A) The student researches the contributions of Kansans during the 1930s & 1940s (e.g., Amelia Earhart, Osa and Martin Johnson, Glenn Cunningham, Walter Chrysler, Langston Hughes, John Steuart Curry, Dwight Eisenhower, Alf Landon, Arthur Capper, Birger Sandzen).
  - 4.5.4. Indicator / Proficiency Level:
    
    (K) The student summarizes the effects of New Deal programs on Kansas life.
  - 4.5.5. Indicator / Proficiency Level:
    
    (K) The student explains how World War II acted as a catalyst for change in Kansas (e.g., women entering work force, increased mobility, changing manufacturing practices).
- 4.6. Benchmark:
  
  The student understands individuals, groups, ideas, events, and developments in contemporary Kansas (since 1950).
  - 4.6.1. Indicator / Proficiency Level:
    
    (K) The student analyzes the concept of 'separate but equal is inherently unequal' in regards to the Supreme Court case Brown vs. Topeka Board of Education and how it continues to impact the nation.
  - 4.6.2. Indicator / Proficiency Level:
    
    (K) The student describes major flood control projects in the 1950s.
  - 4.6.3. Indicator / Proficiency Level:
    
    (A) The student describes the role of Kansas culture in the dramas of Pulitzer prize-winning playwright William Inge and the writings, photos, and films of Gordon Parks.
  - 4.6.4. Indicator / Proficiency Level:
    
    (A) The student analyzes the effect of rural depopulation and increased urbanization and suburbanization on Kansas.
  - 4.6.5. Indicator / Proficiency Level:
    
    (K) The student explains the reasons Southeast Asians immigrated to Kansas after 1975 (e.g., church, community, organizations, jobs, the fall of Southeast Asian governments).
  - 4.6.6. Indicator / Proficiency Level:
    
    (K) The student identifies issues facing Kansas state government in the 2000s (e.g., economic diversity, global economy, water issues, school funding).
- 4.7. Benchmark:
  
  The student engages in historical thinking skills.
  - 4.7.1. Indicator / Proficiency Level:
    
    (A) The student analyzes changes over time to make logical inferences concerning cause and effect by examining a topic in Kansas history.
  - 4.7.2. Indicator / Proficiency Level:
    
    (A) The student examines different types of primary sources in Kansas history and analyzes them in terms of credibility, purpose, and point of view (e.g., census records, diaries, photographs, letters, government documents).
  - 4.7.3. Indicator / Proficiency Level:
    
    (A) The student uses at least three primary sources to interpret the impact of a person or event from Kansas history to develop an historical narrative.
  - 4.7.4. Indicator / Proficiency Level:
    
    (A) The student compares contrasting descriptions of the same event in Kansas history to understand how people differ in their interpretations of historical events.

Read more about Kansas: 7th-Grade Standards

Subscribe to 7

Nebraska's Seventh Grade Standards

NE.8.1. Content Standard: United States History

8.1.1. Indicator / Skill:

8.1.1.1. Gle / Indicator:

8.1.1.2. Gle / Indicator:

8.1.1.3. Gle / Indicator:

8.1.2. Indicator / Skill:

8.1.2.1. Gle / Indicator:

8.1.2.2. Gle / Indicator:

8.1.2.3. Gle / Indicator:

8.1.2.4. Gle / Indicator:

8.1.2.5. Gle / Indicator:

8.1.3. Indicator / Skill:

8.1.3.1. Gle / Indicator:

8.1.3.2. Gle / Indicator:

8.1.3.3. Gle / Indicator:

8.1.3.4. Gle / Indicator:

8.1.3.5. Gle / Indicator:

8.1.3.6. Gle / Indicator:

8.1.3.7. Gle / Indicator:

8.1.4. Indicator / Skill:

8.1.4.1. Gle / Indicator:

8.1.4.2. Gle / Indicator:

8.1.4.3. Gle / Indicator:

8.1.5. Indicator / Skill:

8.1.5.1. Gle / Indicator:

8.1.5.2. Gle / Indicator:

8.1.5.3. Gle / Indicator:

8.1.5.4. Gle / Indicator:

8.1.6. Indicator / Skill:

8.1.6.1. Gle / Indicator:

8.1.6.2. Gle / Indicator:

8.1.6.3. Gle / Indicator:

8.1.6.4. Gle / Indicator:

8.1.6.5. Gle / Indicator:

8.1.6.6. Gle / Indicator:

8.1.6.7. Gle / Indicator:

8.1.7. Indicator / Skill:

8.1.7.1. Gle / Indicator:

8.1.7.2. Gle / Indicator:

8.1.7.3. Gle / Indicator:

8.1.7.4. Gle / Indicator:

8.1.8. Indicator / Skill:

8.1.8.1. Gle / Indicator:

8.1.8.2. Gle / Indicator:

8.1.8.3. Gle / Indicator:

8.1.8.4. Gle / Indicator:

8.1.8.5. Gle / Indicator:

8.1.8.6. Gle / Indicator:

8.1.9.1. Gle / Indicator:

8.1.9. Indicator / Skill:

8.1.9.2. Gle / Indicator:

8.1.9.3. Gle / Indicator:

8.1.9.4. Gle / Indicator:

8.1.9.5. Gle / Indicator:

8.1.9.6. Gle / Indicator:

8.1.9.7. Gle / Indicator:

NE.8.2. Content Standard: World History to 1000 A.D.

8.2.1. Indicator / Skill:

8.2.1.1. Gle / Indicator:

8.2.1.2. Gle / Indicator:

8.2.1.3. Gle / Indicator:

8.2.2. Indicator / Skill:

8.2.2.1. Gle / Indicator:

8.2.2.2. Gle / Indicator:

8.2.2.3. Gle / Indicator:

8.2.2.4. Gle / Indicator:

8.2.2.5. Gle / Indicator:

8.2.3. Indicator / Skill:

8.2.3.1. Gle / Indicator:

8.2.3.2. Gle / Indicator:

8.2.3.3. Gle / Indicator:

8.2.3.4. Gle / Indicator:

8.2.3.5. Gle / Indicator:

8.2.3.6. Gle / Indicator:

8.2.3.7. Gle / Indicator:

8.2.3.8. Gle / Indicator:

8.2.3.9. Gle / Indicator:

8.2.3.10. Gle / Indicator:

8.2.3.11. Gle / Indicator: