Grade Seven
World Studies from 1000 BC to 1750: Ancient Civilizations Through the
First Global Age. In the seventh grade students begin the four-year
historical sequence with a study of the ancient world.
This study incorporates each of the seven standards into the chronology.
Students learn that each historic event is shaped by its geographic setting,
culture of the people, economic conditions, governmental decisions and citizen
action. Students also expand their command of social studies skills and
methods.
History Standard: Students use materials drawn from the
diversity of human experience to analyze and interpret significant events,
patterns and themes in the history of Ohio, the United States and the world.
| BENCHMARKS – grades 6-8 A. Interpret relationships betweenevents shown on multiple-tiertime lines. B. Describe the political and social characteristics of early civilizations and their enduring impact on later civilizations. governments. |
INDICATORS: grade 7
Chronology: Group events by broadly
defined historical eras and enter onto multiple-tier time lines.Early Civilizations: Describe the enduring impact of early civilizations in India, China, Egypt, Greece and Rome after 1000 BC including: a. the development of concepts of government and citizenship b. scientific and cultural advancements c. the spread of religions |
People in Societies Standard: Students use knowledge of perspectives,
practices and products of cultural, ethnic and social groups to analyze
the impact of their commonality and diversity within local, national, regional
and global settings.
| BENCHMARKS – grades 6-8 A. Compare cultural practices, products and perspectives of past civilizations in order to understand commonality and diversity of cultures. B. Analyze examples of interactions between cultural groups and explain the factors that contribute to cooperation and conflict between cultures. C. Explain how contact between different cultures impacts the diffusion of belief systems, art,science, technology, language and forms of government. |
INDICATORS: grade 7 Cultures: Analyze the relationships among cultural practices, products and perspectives of early civilizations. Diffusion: Give examples of contacts among different cultures that led to the changes in belief systems, art, science, technology, language or systems of government. |
Geography Standard
Students use knowledge of geographic locations, patterns and processes
to show the interrelationship
between the physical environment and human activity, and to explain
the interactions that occur in an
increasingly interdependent world.
| BENCHMARKS – grades 6-8 B. Define and identify regionsusing human and physical characteristics. C. Explain how the environment influences the way people live in different places and the consequences of modifying the environment. D. Explain reasons that people, products and ideas move from place to place and the effects of that movement on geographic patterns. |
INDICATORS: grade 7 Location: For each of the societies studied, identify the location of significant physical and human characteristics on a map of the relevant region. Places and Regions: On a map, identify places related to the historical events being studied and explain their significance. Human Environmental Interaction: Describe changes in the physical and human characteristics of regions that occur over time and identify the consequences of such change. Use physical and historical maps to analyze the reasons that human features are located in particular places. Movement: Describe the geographic factors and processes that contribute to and impede the diffusion of people, products and ideas from place to place including e. physical features f. culture g. war h. trade i. technological innovations |
Economics Standard
Students use economic reasoning skills and knowledge of major economic
concepts, issues and systems
in order to make informed choices as producers, consumers, savers,
investors, workers and citizens in an
interdependent world.
| BENCHMARKS – grades 6-8 B. Explain why trade occurs and how historical patterns of tradehave contributed to global interdependence. |
INDICATORS: grade 7 Resource Allocation: Compare the endowment of productive resources in world regions and explain how this endowment contributed to specialization, trade and interdependence in ancient times. Markets: Describe the growth of cities and the establishment of trade routes in Asia, Africa and Europe; the products and inventions that traveled along these routes (e.g., spices, textiles, paper, precious metals and new crops); and the role of merchants. |
Government Standard
Students use knowledge of the purposes, structures and processes of
political systems at the local, state,
national and international levels in order to understand that people
create systems of government as
structures of power and authority to provide order, maintain stability
and promote the general welfare.
| BENCHMARKS – grades 6-8 A. Explain why people institute governments, how they influence governments and how governments interact with each other. |
INDICATORS: grade 7 Describe the essential characteristics of the systems of government found in city-states, kingdoms and empires from ancient times through the Middle Ages. |
Social Studies Skills and Methods Standard
Students collect, organize, evaluate and synthesize information from
multiple sources in order to draw
logical conclusions. Students communicate this information using appropriate
social studies terminology
in oral, written or multimedia form and apply what they have learned
to societal issues in simulated or
real-world settings.
| BENCHMARKS – grades 6-8 A. Analyze different perspectives on a topic obtained from avariety of sources. B. Organize historical informationin text or graphic format and analyze the information in order to draw conclusions. C. Present a position and support itwith evidence and citation of sources. D. Work effectively in a group. |
INDICATORS: grade 7 Thinking and Organizing: Describe historical events and issues from the perspectives of people living at the time in order to avoid evaluating the past in terms of today’s norms and values. Communicating Information: Compare multiple viewpoints and frames of reference related to important events in world history. Problem Solving: Establish guidelines, rules and time lines for group work. Reflect on the performance of a classroom group in which one has participated including the contribution of each member in reaching group goals. |