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Skills available for Maryland seventh-grade social studies standards

Standards are in black and IXL social studies skills are in dark green. Hold your mouse over the name of a skill to view a sample question. Click on the name of a skill to practice that skill.

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1 Geographic Thinking (2000–today)

  • 1.1 Geographic Understandings

    • 7.1.1 Students will analyze geography as a tool for learning about the past, present, and planning for future by:

      • 7.1.1.a Analyzing how the physical and human attributes or characteristics of a location make areas unique.

      • 7.1.1.b Analyzing how people, goods, and ideas move across the planet through immigration, emigration, and other mechanisms.

      • 7.1.1.c Comparing how humans recognize geographic limitations and strengths and create economic, social, political, cultural, and religious structures that connect and divide people across location, region, and the globe.

      • 7.1.1.d Identifying how humans adapt, exploit, and manipulate the environment to meet wants and needs.

  • 1.2 Place and Region

    • 7.1.2 Students will analyze the regional impact of place on how people live in the United States by:

      • 7.1.2.a Examining maps to determine the physical attributes of the United States through physical location, climate, and landforms.

      • 7.1.2.b Examining maps and data to determine the cultural attributes of the United States through population density and land use.

      • 7.1.2.c Analyzing how physical and human attributes define various form, functional, and perceptual regions of the United States.

      • 7.1.2.d Analyzing how digital communications have altered the perception of place.

  • 1.3 Movement

    • 7.1.3 Students will analyze the local, regional, and global movement of people and ideas to and within the United States by:

      • 7.1.3.a Examining maps and data to determine how the populations have shifted throughout time in the United States.

      • 7.1.3.b Distinguishing between immigrants and emigrants, as well as refugees, asylum seekers, labor migrants, displaced persons, forced migrants, and other 21st century migrants.

      • 7.1.3.c Examining the influence of immigrants in the United States and how different immigrant waves have shifted the local environment.

      • 7.1.3.d Analyzing patterns, trends, and projections of population to determine the impact on regional policies.

  • 1.4 Human Systems (Culture)

    • 7.1.4 Students will analyze how the cultural geography of the United States demonstrates unity amid diversity by:

      • 7.1.4.a Analyzing the influence of geographic factors on art, music, and architecture in different regions of the United States.

      • 7.1.4.b Examining the diffusion of languages in the United States.

      • 7.1.4.c Comparing ways religion can be seen in the physical and human attributes of local communities.

  • 1.5 Human Interaction with the Environment

    • 7.1.5 Students will analyze how humans in the United States adapt, exploit, manipulate, and protect the environment by:

      • 7.1.5.a Analyzing the regional impact of agriculture, industry, and transportation on the environment in the United States.

      • 7.1.5.b Determining the competing social, economic, and political priorities between natural resource use and environmental sustainability.

      • 7.1.5.c Evaluating the range of responses by government, institutions, and industries to human interaction with the environment.

2 Human Interaction with the Environment

  • 2.1 The Neolithic Revolution and River Valley Civilizations (12,000 BCE–450 BCE)

  • 2.2 Industrialization and Urbanization (1800s CE–2000s CE)

    • 7.2.2 Students will evaluate regional and local examples of how humans adapted to, modified, or exploited their environment to promote industrialization and urbanization by:

  • 2.3 The Green Revolution (1960 CE–1970 CE)

    • 7.2.3 Students will explore how the Green Revolution's modification and exploitation of the environment generated local, regional, and global changes by:

      • 7.2.3.a Identifying the origins of the Green Revolution.

      • 7.2.3.b Exploring case studies to compare the effects of the Green Revolution on societies in the Americas, Asia, and Africa.

      • 7.2.3.c Evaluating how the Green Revolution impacted the environment, food production, and manufacturing.

  • 2.4 Climate Change and Climate Resilience (1980 CE–today)

    • 7.2.4 Students will explore how human adaptation, modification, and exploitation of the environment created and furthers climate change by:

      • 7.2.4.a Identifying the origins of human-caused climate change.

      • 7.2.4.b Evaluating the global impact of climate change on the natural environment.

      • 7.2.4.c Evaluating the geographic characteristics that make some communities more vulnerable to climate change than others.

      • 7.2.4.d Evaluating the local, regional, and global attempts to adapt to and mitigate the effects of human-caused climate change.

3 Human Systems – Political Structures

4 Movement of Pathogens and Ideas

  • 4.1 The Movement of Faith (600 BCE–1000 CE)

  • 4.2 Bubonic Plague (1340 CE–1350 CE)

    • 7.4.2 Students will assess the effects of the Bubonic Plague on regional and local communities by:

      • 7.4.2.a Tracing the geographic spread and the mechanisms that facilitated the spread of the Bubonic Plague in Asia and Europe.

      • 7.4.2.b Describing how contemporary reactions to the Bubonic Plague were influenced by social and cultural values and beliefs.

      • 7.4.2.c Analyzing the plague's short- and long-term impact on population and antisemitism.

  • 4.3 The Decline of Empires (1945 CE–1997 CE)

    • 7.4.3 Students will evaluate the local and global movement of democratic ideals and its impact on colonial empires by:

      • 7.4.3.a Explaining how World War Two and the United Nations served as a catalyst for decolonization and national sovereignty.

      • 7.4.3.b Analyzing the role of individual leaders, movements, and strategies in defeating colonial rule in Asia, Africa, and the Middle East.

      • 7.4.3.c Assessing the long-term consequences (boundary disputes, civil war, economic underdevelopment, rise of dictators) of colonialism on the development of newly formed states in Africa, Asia, and the Middle East.

      • 7.4.3.d Evaluating the progress made by former-colonial states in the 21st century.

  • 4.4 Pandemics (1980 CE–today)

    • 7.4.4 Students will explore the local and global impacts of pandemics by:

      • 7.4.4.a Identifying the origin and statistical trends of global pandemics and comparing the responses and impacts across regions.

      • 7.4.4.b Examining the role of governments and non-governmental organizations in addressing the public health crises associated with the global spread of disease.

      • 7.4.4.c Contrasting the responses and impact of the global spread of disease.

5 Movement of Humans

  • 5.1 The Development of the Muslim World (Dar Al Islam) (600 CE–1100 CE)

    • 7.5.1 Students will analyze how the expansion of Islam impacted regional, political, economic, and cultural transformation by:

      • 7.5.1.a Exploring the role of Muslim missionaries, merchants, and military conquests on the spread of Islamic culture and religion.

      • 7.5.1.b Analyzing Islamic influences on culture throughout Asia, North Africa, and Europe.

      • 7.5.1.c Analyzing leadership decisions made in response to ruling over diverse non-Muslim populations.

  • 5.2 Mongol Expansion (1100 CE–1400 CE)

    • 7.5.2 Students will evaluate how the local and regional expansion of the Mongol Empire facilitated the exchange, generated conflict, and created transformation by:

  • 5.3 Partition of India (1940 CE–1971 CE)

    • 7.5.3 Students will analyze the causes and consequences of the regional refugee crisis created by the partition of India by:

      • 7.5.3.a Determining the factors that contributed to the drawing of borders in the partition of India.

      • 7.5.3.b Tracing the mass refugee migration created by the establishment of East Pakistan, India, and West Pakistan.

      • 7.5.3.c Assessing the short- and long-term impacts of the partition of India.

  • 5.4 21st Century Migrations (2000 CE–today)

    • 7.5.4 Students will assess the causes and consequences of contemporary global and local migrations by:

      • 7.5.4.a Distinguishing between immigrants and emigrants, as well as refugees, asylum seekers, labor migrants, displaced persons, forced migrants, and other 21st century migrants.

      • 7.5.4.b Describing how climate change, food insecurity, population growth, environmental degradation, armed conflict, and other factors impact 21st century migration patterns in and between Asia, Africa, Oceania, Europe, and the Americas.

      • 7.5.4.c Contrasting the range of responses to address 21st century migration patterns.

6 Human Systems – Economic Systems

  • 6.1 Networks of Exchange (1200 CE–1450 CE)

  • 6.2 Capitalism (1450 CE–1900 CE)

    • 7.6.2 Students will evaluate the regional and global causes and consequence of expanding capital markets through imperialism and settler colonialism by:

  • 6.3 Centralized Planning in the 20th Century (1900 CE–2000 CE)

    • 7.6.3 Students will investigate how centrally planned economies impacted regional and global relationships by:

      • 7.6.3.a Identifying the principles of communism and socialism.

      • 7.6.3.b Analyzing the role of labor movements, leaders, and political change in the formation of centrally planned economies.

      • 7.6.3.c Evaluating the long-term impacts of centrally planned economies in Asia, Europe, and the Americas.

  • 6.4 Globalization (1980 CE–today)

    • 7.6.4 Students will evaluate the regional and global causes and consequences of globalization by:

      • 7.6.4.a Evaluating how new international institutions, multinational corporations (supply chains), recognition of global human rights, digital communication, industrial technologies (outsourcing) led to accelerated globalization.

      • 7.6.4.b Contrasting the long-term impacts of globalization in Asia, Europe, the Americas, and Africa.

      • 7.6.4.c Analyzing how regional responses to economic globalization promoted and challenged understandings of nationalism.

7 Place and Region

  • 7.1 Pre-Columbian Civilizations in the Americas (250 CE–1600 CE)

  • 7.2 Tokugawa Shogunate (1600 CE–1868 CE)

    • 7.7.2 Students will analyze how Japan's physical and human characteristics impacted regional and power relationships under the Tokugawa Shogunate by:

      • 7.7.2.a Investigating the physical and human characteristics of Japan and how they influenced the development of Japanese feudalism.

      • 7.7.2.b Assessing the effectiveness of the tools and methods used to unify, stabilize, and centralize Japanese life under the Tokugawa Shogunate Empire.

      • 7.7.2.c Evaluating the myth of Japanese isolationism under the Tokugawa Shogunate.

      • 7.7.2.d Evaluating the effectiveness in resisting Western imperialism.

  • 7.3 South African Apartheid (1948 CE–1994 CE)

    • 7.7.3 Students will analyze how South Africa's physical and human characteristics impacted regional power relationships that led to the defeat of Apartheid by:

      • 7.7.3.a Identifying how Dutch and British colonialism influenced the creation of South African Apartheid.

      • 7.7.3.b Determining the political, economic, and social elements of the system of Apartheid.

      • 7.7.3.c Analyzing the role of individual leaders, organizations, violent and non-violent strategies, and international pressure in defeating Apartheid.

      • 7.7.3.d Evaluating the effectiveness of the Truth and Reconciliation Commission in redressing legacies of social injustice.

  • 7.4 The Middle East (1900 CE–today)

    • 7.7.4 Students will explore the local, regional, and global relationships that have defined the Middle East as a place and region by:

      • 7.7.4.a Describing the significance of the Middle East to Jews, Christians, and Muslims.

      • 7.7.4.b Analyzing how the outcomes of the Holocaust influenced the founding of Israel, alongside the migration of non-European Jewish communities within the region.

      • 7.7.4.c Examining how regional conflicts (e.g., the Israeli-Egyptian conflict, the Israeli-Palestinian conflict, the Iran-Iraq War, The Gulf War, etc.) and diplomacy have influenced efforts toward stability and cooperation in the Middle East.

      • 7.7.4.d Evaluating how ongoing attempts at peace and cooperation define the meaning and status of Jerusalem within the region.

8 Regional Case Study of Geographic Thinking

  • 8.1 First American Nations (10,000 BCE–1607 CE)

  • 8.2 Transatlantic Slave Trade (1500 CE–1808 CE)

    • 7.8.2 Students will analyze the regional and global consequences of the Transatlantic Slave Trade by:

      • 7.8.2.a Examining the nature of slavery around the world prior to the European settlement of North America.

      • 7.8.2.b Describing the process and experience of the Transatlantic Slave Trade.

      • 7.8.2.c Analyzing the rationale for the transition to chattel slavery and its relationship to the development of the theory of race.

      • 7.8.2.d Examining the short- and long-term effects of chattel slavery on the social, political, and economic life in colonial North America.

      • 7.8.2.e Identifying shifts in human systems and place created by the cultural contributions of enslaved Africans and free Black populations in North America.

  • 8.3 Colonial and Native Interactions (1490 CE–1763 CE)

  • 8.4 American Indians Today (2010s CE–today)

    • 7.8.4 Students will examine how American Indian nations responded to European settler colonization by:

      • 7.8.4.a Examining demographic data on contemporary American Indian communities.

      • 7.8.4.b Analyzing the role of native sovereignty in contemporary law.

      • 7.8.4.c Analyzing how native culture among identified tribes has persisted and evolved over time.

      • 7.8.4.d Examining contributions made by American Indians to the political and economic issues of the day.