Grade 7 SS

NECAP Standards
Cycle of Review and Revision
K-8 Curriculum Alignment
YHS Syllabi
Curriculum Brochures
Curriculum Maps
YHS Program of Studies
Maine Learning Results 

Office hours are 8:00 am to 4:00 pm. Monday through Friday, except holidays

Barbara Maling
Director of Curriculum and Instruction

Call Us:
 
207- 363-3403

Grade Seven Social Studies
Scope and Sequence

Students will be actively involved in learning experiences focused on:

Geographic Thinking Skills 
Map Skills
Exploration of various types of governmentsFive Themes of Geography:
  • location
  • region
  • place,
  • movement
  • human environment interaction
  • Careers in Geography / Geographic Terms
  • Global Diversity/ABC's of World Cultures 
  • Place Locations & Content
  • Middle East 
  • Africa
  • Asia
  • Oceania
  • Europe
  • Explore various economic models
  • Describe ways in which culture influences the perception of regions

YORK SCHOOL DEPARTMENT
CURRICULUM ALIGNMENT
SUBJECT AREA: SOCIAL STUDIES 
GRADE: 7 

Content Standards
Performance Indicators

Instructional Practice

Assessment Tools

Reporting Tools

A. 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. Researching and Developing Positions on Current Social Studies Issues

Students research, select, and present a position on acurrent social studies issue by proposing and revising research questions, and locating and selecting information from multiple and varied sources.
a. Propose and revise research questions related to acurrent social studies issue.

 


Develop guiding questions for research. 

Analyze readings & news reports about various genocides around the world including: Nazi, Croatia, and Bosnia/Darfur.


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b. Determine the nature and extent of information needed.
 

 


 


 


c. Locate and access relevant information that includes multiple perspectives from varied sources.


Locate reliable sites on Internet.


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d. Demonstrate facility with note-taking, organizing information, and creating bibliographies.


Find, retrieve and organize information using the Internet and print resources.

Use Internet resources to create bibliography. 

Compare note-taking techniques, use strategy to take notes from a text.
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e. Distinguish between primary and secondary sources.


Explain types of primary & secondary sources of information.


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f. Evaluate and verify the credibility of the information found in print and non-print sources.


Use and interpret information from a variety of print and non-print sources.


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g. Use additional sources to resolve contradictory information.


Choose appropriate information from a source. 

Identify bias in selected materials and readings.
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h. Summarize and interpret information found in varied sources and/or from fieldwork, experiments, and interviews.


Summarize information in notes based on readings and other information.


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i. Select a clear supportable position.


Debate the role of the U.S. in human rights violations.


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j. Present a well-supported position, based on findings that integrate paraphrasing, quotations, and citations, to a variety of audiences.


Use persuasive writing to compose arguments for debate.


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k. Use appropriate tools, methods, and sources from government, history, geography, economics or related fields.


Use maps, laptops, and texts to research and record content information.


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l. Use information ethically and legally.


Use Internet resources to create bibliography and works cited page.


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A.2. 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. 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.

Design and compare plans for a city based on population demands while completing biomes project.


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b. 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.


Conduct class voting on certain topics in the news (e.g. texting while driving).


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A.3. Taking Action Using Social Studies Knowledge and Skills

Students select, plan and implement a civic action orservice-learning project based on a school, community, or State asset or need, and analyze the project's effectiveness and civic contribution.
 


Collect and send supplies to troops in Iraq. 

Participate in From Middle School to Middle East Valentine fundraiser.

Plan, develop, research, and share information that connects us with the community and provides a civic contribution through a Service Learning Project.


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B. Civics & 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. 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.
a. Explain that the study of government includes the structures and functions of government and the political and civic activity of citizens.
Explain the major role and responsibilities of the government at various levels.

 

Describe alternate ways in which to organize governments.  
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b. Analyze examples of democratic ideals andconstitutional principles that include the rule of law, legitimate power, and common good.

Study relationships of government. 

Examine the precepts of the MAGNA CARTA.  Design a student Bill of Rights.
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c. 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, Maine Constitution, and other primary sources.


 






 


d. 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.


 






 


e. Compare how laws are made in Maine and at the federal level in the United States.


 






 


f. Compare the structures and processes of United States government with examples of other forms of government.


Compare the Chinese Government to American Democracy: communism, freedoms, human rights, and/or economic opportunity.


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B.2. 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.


a. Explain the constitutional and legal status of "citizen" and provide examples of rights, duties and responsibilities of citizens.


 






 


b. 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.


Design maps and posters or chart to illustrate the various social, political and economic divisions: Democracies, Dictatorships, Theocracies, Monarchies and/or major religions of the world.


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c. Analyze examples of the protection of rights in court cases or examples from current events.


 






 


d. Analyze how people influence government and work for the common good including voting, writing to legislators, performing community service, and engaging in civil disobedience.


Compare and contrast communism and democracy.


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B.3. Individual, Cultural, International & 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.
a. 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.


Complete a venn diagram comparing the three major religions.
 

Discuss the Israel/Palestine conflict.
 

Discuss the Kurdish struggle for a homeland.
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b. 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.


Describe the variety of ethnic groups in the Middle East and Eastern Europe.


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C. 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. 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 systemsof Maine, the United States, and various regions of the world.


a. Explain that economics is the study of how scarcity requires choices about what, how, for whom, and in what quantity to produce, and about how scarcity relates to market economy,entrepreneurship, supply and demand, andpersonal finance.


Demonstrate an understanding that all societies have developed various economic systems in order to allocate their resources to produce and distribute goods and services and there are advantages and disadvantages to each system. 

Interpret a cartogram depicting various economic factors. 

Identify on a world map various market systems.
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b. Describe the functions of economic institutions and economic processes including financial institutions, businesses, government, taxing and trade.


Demonstrate an understanding that imports are goods & services produced in one nation & sold to buyers in another nation. 

Draw circle graphs depicting major exports/imports of the industrialized countries.
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c. 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.


Create flow chart showing how tea is produced, packaged, transported and sold from India to the US.


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C.2. 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.


a. Describe factors in economic development, and how states, regions, and nations have worked together to promote economic unity and interdependence.


Create flow chart showing how tea is produced, packaged, transported and sold from India to the US.
 

Analyze the interdependence of international trade (imports & exports). 

Research the genesis of the OPEC systems. 

Analyze a graph illustrating the loan debt problem of 5 countries.
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b. 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.


Analyze a case study describing the economy in a traditional vs. industrialized nation:IndiaChinaEngland and/or South Africa.


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D. Geography: Student 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. 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 in life in the past, present and future.


a. 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.


 






 


b. Use the geographic grid and a variety of types of maps to gather geographic information.


Create and compare specialized maps of Africa. 

Assemble topographical models of regions.
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c. Identify the major regions of the Earth and their major physical features and political boundaries using a variety of geographic tools.


Design maps and posters or chart to illustrate the various social, political and economic divisions: Democracies, Dictatorships, Theocracies, Monarchies and/or major religions of the world.


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d. Describe the impact of change, including technological change, on the physical and cultural environment.


Design maps and posters or chart to illustrate the various social, political and economic divisions: Democracies, Dictatorships, Theocracies, Monarchies and/or major religions of the world.


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D.2. Individual, Cultural, International & 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.


a. Explain geographic features that have impacted unity and diversity in Maine, the United States, and other nations.


Research and create a collage illustrating advances in technology and its effect on regions:

Internet/workplace

Oil/Middle East

Transportation/migration

Diamond/Gold mining Africa

Modern medicine/Average life expectancy/birthrate/infant mortality

East and West Germany, Berlin Wall

Examples of State History/Geography to illustrate the concepts

Maine: Gas engine, pot hauler, trains, refrigeration, wire traps, lobster industry

Maine: Ice industry prior to refrigeration

Maine Lumber/Paper Industry
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b. 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.


Compare and contrast the relationship between a given biome and the adaptations people living within those biomes have.   

Deduce the relationship between physical features and the location of human systems.
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E. 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. 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.
a. 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.
 


 


 


 


b. Identify and analyze major historical eras, major enduring themes, turning points, events, consequences, and people in the history if Maine, the United States and various regions of the world.
 


 


 


 


c. Trace and explain the history of democratic ideals and constitutional principles and their importance in the history of the United States and the world.
 


 


 


 


d. Analyze interpretations of historical events that are based on different perspectives, and evidence.
 


 


 


E.2. Individual, Cultural, International & 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.

a. Explain how both unity and diversity have had important roles in the history of Maine, the United States, and other nations.


Compare and contrast the relationship between a given biome and the adaptations people living within those biomes have.   

Deduce the relationship between physical features and the location of human systems.
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b. 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.
Discuss the ethnic composition of Portland public schools.
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c. Describe major turning points and events in the history of Maine Native Americans, varioushistorical and recent immigrant groups in Maine, the United States, and other cultures in the world.
 


 


 


469 U.S. Route 1 York, Maine | Phone: 207-363-3403 | Fax: 207-363-5602 | Contact Us 

Vision
As the tides of the ocean and the strength of the mountain shape our community, the York Schools' commitment to educational excellence and individual achievement shapes the future of each student. 
Mission
The mission of York Schools is to educate, inspire and challenge all learners to be ethical citizens who will make a difference in a changing and complex world.