Arkansas Standards 7th Grade Social Studies Activities
Printable Seventh Grade Social Studies Worksheets and Study Guides.
U.S. PresidentsU.S. Presidents Roles of the Citizens Third Grade Social Studies Famous Americans Third Grade Social Studies Geography Kindergarten Social Studies Past or Present First Grade Social Studies My Community Kindergarten Social Studies My Community Kindergarten Social Studies The Renaissance in EuropeWorksheets: 4Study Guides: 1The Scientific RevolutionFreeWorksheets: 3Study Guides: 1The United States ConstitutionWorksheets: 4Study Guides: 1Women's RightsWorksheets: 4Study Guides: 1
AR.AH. Arkansas History
RP.6. Reconstruction Through Progressive Era: Students shall identify political, social, and economic changes in Arkansas.
RP.6.AH.7-8.1. Describe the Reconstruction Era in Arkansas: Freedmen's Bureau; Brooks-Baxter War; resurgence of the Democratic Party; approval of the 1874 Constitution
TPS.4. Territorial Period to Statehood: Students shall examine factors related to statehood.
TPS.4.AH.7-8.3. Discuss the process leading to territorial status (e.g., Northwest Ordinance, township, sections)
TPS.4.AH.7-8.8. Discuss the decline and removal of American Indian tribes in Arkansas
C.4. Government: Students shall develop an understanding of the forms and roles of government.
C.4.7.1. Forms and Roles of Government: Discuss the different ways executive, legislative, and judicial powers have been organized.
C.4.7.2. Forms and Roles of Government: Discuss different forms of executive leadership in civilizations (e.g., judge class, patrician class, priest class, warrior class, emperor, nobility).
C.4.7.3. Forms and Roles of Government: Compare and contrast forms of government: democracy, dictatorship, monarchy, oligarchy and theocracy.
C.4.7.4. Forms and Roles of Government: Discuss individuals and their contributions to changing governments (e.g., Alexander the Great, Attila the Hun, Julius Caesar, Charlemagne, William the Conqueror, Qin Shi-Huangdi, Emperor Wudi)
C.5. Citizenship: Students shall develop an understanding of how to participate, develop, and use the skills necessary for effective citizenship.
C.5.7.1. Roots of Democracy: Examine the concept of codified law: Hammurabi's Code and Justinian's Code.
C.5.7.2. Roots of Democracy: Investigate the significance of icons, artifacts, and symbols of civilizations using primary and secondary sources (e.g., flags, statues, monuments, coins, heraldry)
C.5.7.3. Roots of Democracy: Examine rights, privileges, and responsibilities citizens and non-citizens had in civilizations based upon gender, socio-economic class, ethnicity, religion, or caste.
C.5.7.4. Roots of Democracy: Discuss ways citizens participated in government: Athens, Sparta and Rome.
AR.CC.RH.6-8. Reading Standards for Literacy in History/Social Studies
Craft and Structure
RH.6-8.4. Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
RH.6-8.5. Describe how a text presents information (e.g., sequentially, comparatively, causally).
Range of Reading and Level of Text Complexity
RH.6-8.10. By the end of grade 8, read and comprehend history/social studies texts in the grades 6-8 text complexity band independently and proficiently.
E.7. Choices: Students shall analyze the costs and benefits of making economic choices.
E.7.7.2. Costs and Benefits: Investigate choices made by early civilizations that had long-range economic consequences.
E.7.7.3. Costs and Benefits: Discuss ways scarcity has influenced economic wants and needs resulting in the need to make choices.
E.7.7.6. Costs and Benefits: Explain how trade-offs have allowed civilizations to get the most out of scarce resources.
E.8. Resources: Students shall evaluate the use and allocation of human, natural, and capital resources.
E.8.7.1. Factors of Production: Describe ways advancement of technologies in division of labor and specialization helped the development of civilization and economies. (e.g., metallurgy across the Copper, Bronze and Iron Ages)
E.8.7.2. Factors of Production: Discuss the effects of improving the quality or quantity of human capital and the increase of productivity (e.g., library at Alexandria, Chinese civil service system, guild systems, importation of labor).
E.8.7.3. Factors of Production: Discuss the changing factors of production over time: human resources, capital resources, natural resources, and entrepreneurship.
E.9. Markets: Students shall analyze the exchange of goods and services and the roles of governments, businesses, and individuals in the market place.
E.9.7.1. Financial Markets: Examine the characteristics of different types of currency in early civilizations (e.g., shells, bars of iron, gold, metal coins, pelts)
E.9.7.2. Financial Markets: Discuss the advantages of using early banking institutions.
E.9.7.4. Global Markets: Discuss the advantages and disadvantages of trade among early to medieval civilizations.
E.9.7.5. Global Markets: Examine effects of standardization of currency on trade (e.g., Egypt, Greece, Persia, Rome, China)
E.9.7.6. Global Markets: Describe roles ancient and medieval cities played in the crossroads of trade (e.g., Corinth, Byzantium, Mecca, Babylon, Ur, Baghdad, Alexandria)
E.9.7.7. Goods and Services: Compare effects of supply and demand on prices in early markets.
E.9.7.8. Goods and Services: Examine the effects of early world marketing practices (e.g., bazaars, market places, medieval fairs)
G.1. Physical and Spatial: Students shall develop an understanding of the physical and spatial characteristics and applications of geography.
G.1.7.1. Location, Place, and Region: Determine the absolute and relative location of a specific place.
G.1.7.2. Location, Place, and Region: Compare the influence of geographic locations on early civilizations.
G.1.7.3. Location, Place, and Region: Analyze the importance of the following river systems on the emergence of early civilizations: Ganges River, Huang He (Yellow River), Indus River, Nile River, and Tirgris/Euphrates River.
G.1.7.4. Location, Place, and Region: Interpret specific types of charts, maps and graphs showing weather patterns, climate, population, or other specific topics.
G.1.7.5. Location, Place, and Region: Compare a variety of regions to determine suitability for growth (e.g., climate, landform, vegetation regions)
G.1.7.6. Map and Globe Skills: Compare and contrast the tools used by geographers, past and present, to develop maps and globes (e.g., astrolabe, compass, sextant, Global Positioning System GPS], Geographic Information Systems GIS], LANDSAT, Internet)
G.1.7.9. Map and Globe Skills: Examine the influence of Earth's physical features on the development of regions of early civilizations.
G.2. Culture and Diversity: Students shall develop an understanding of how cultures around the world develop and change.
G.2.7.1. Culture/Diversity: Examine creative work as examples of cultural heritage (e.g., literature, mosaics, statuary, architecture, philosophy, dramas)
G.2.7.2. Culture/Diversity: Compare and contrast the contributions of people of various racial, ethnic, and religious groups in the development of early civilizations (e.g., Akbar the Great, Chandragupta I, Hatshepsut, Marco Polo, Mansu Musa, Ramses)
G.2.7.3. Culture/Diversity: Demonstrate examples of cultural exchange throughout various periods of world history.
G.3. Interaction of People and the Environment: Students shall develop an understanding of the interactions between people and their environment.
G.3.7.1. Movement: Discuss push-pull factors that influenced the growth of population centers (e.g., location, transportation corridors and barriers, distribution of resources)
G.3.7.3. Human Environment Interaction: Analyze ways people have: adapted to the physical environment and altered the physical environment.
H.6. History: Students shall analyze significant ideas, events, and people in world, national, state, and local history and how they affect change over time.
H.6.7.10. Continuity and Change: Describe life in Medieval Europe: feudalism, guild system, and manorial system.
H.6.7.12. Continuity and Change: Investigate the motives for the writing of the Magna Carta and the resulting influence on political power in England (e.g., establishment of Parliament)
H.6.7.14. Continuity and Change: Describe the role of Constantinople: fall of Rome, Byzantine Empire, influence on art, and division of the Christian Church.
H.6.7.15. Continuity and Change: Describe influences of the Persian, Peloponnesian, and Punic Wars on ancient civilization.
H.6.7.16. Continuity and Change: Describe the rise of Alexander the Great and the development of Hellenistic culture.
H.6.7.17. Continuity and Change: Discuss factors that led to the fall of the Roman Empire.
H.6.7.18. Continuity and Change: Investigate the causes and effects of the Crusades.
H.6.7.19. Continuity and Change: Discuss the causes, courses, and effects of invasion: Viking, Mongol and Persian.
H.6.7.2. Continuity and Change: Sequence significant historical events on a timeline to make predictions.
H.6.7.21. Movement: Illustrate the development of early civilizations using a historical map: Mesopotamia, Egypt, India, China, Kiev and Bantu.
H.6.7.22. Movement: Illustrate the expansion of Greece on a map of the ancient Mediterranean World.
H.6.7.23. Movement: Illustrate military expeditions of Alexander the Great.
H.6.7.26. Movement: Compare the locations of early American civilizations on a historical map including, but not limited to: Aztec, Inca, Maya, North American Indians and Olmec.
H.6.7.27. Movement: Examine the spread of ideas and goods through the network of trade routes (e.g., Indian Ocean, Trans-Sahara, Silk Road)
H.6.7.29. Cultural Diversity and Uniformity: Examine the development of monotheism.
H.6.7.3. Continuity and Change: Investigate characteristics of civilizations (e.g., writing, development of communities, government, religion, specialized workers, advanced technology, economic systems, education).
H.6.7.30. Cultural Diversity and Uniformity: Compare and contrast life in Athens and Sparta (e.g., the role of citizens, social classes, Olympic games).
H.6.7.31. Cultural Diversity and Uniformity: Examine the historical development and the basic tenets of world belief systems: Buddhism, Christianity, Confucianism, Hinduism, Islam and Judaism.
H.6.7.4. Continuity and Change: Analyze achievements of the early river civilizations (e.g., agricultural improvements, establishment of libraries, architecture, transportation, commerce)
H.6.7.5. Continuity and Change: Examine the development of ancient non-European civilizations: Africa, the Americas and Asia.
H.6.7.6. Continuity and Change: Explore the development of the Roman Empire and the people associated with it (e.g., Augustus, Julius Caesar, Hannibal)
H.6.7.7. Continuity and Change: Examine contributions that past civilizations made to the modern world (e.g., arts, architecture, aqueducts, legal system, math, language, science, transportation)
H.6.7.8. Continuity and Change: Describe the development of the dynastic system in China (e.g., Mandate of Heaven)
H.6.7.9. Continuity and Change: Investigate roles of the Christian church in Medieval Europe.
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