New York State Learning Standards and Core Curriculum
NY.RH.5-8. Reading Standards for Literacy in History/Social Studies
Craft and Structure
RH.5-8.4. Determine the meanings of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
RH.5-8.5. Describe how a text presents information (e.g., sequentially, comparatively, causally).
Range of Reading and Level of Text Complexity
RH.5-8.10. By the end of grade 8, read and comprehend history/social studies texts in the grades 5-8 text complexity band independently and proficiently.
NY.7P. Grade 7: Social Studies Practices
7P.A. Gathering, Interpreting, and Using Evidence
7P.A.1. Define and frame questions about the United States that can be answered by gathering, interpreting, and using evidence.
7P.A.5. Make inferences and draw general conclusions from evidence.
7P.B. Chronological Reasoning
7P.B.3. Identify causes and effects, using examples from current events, grade-level content, and historical events.
7P.B.4. Identify and analyze the relationship between multiple causes and multiple effects.
7P.B.5. Distinguish between long-term and immediate causes and effects of an event from current events or history.
NY.7. History of the United States and New York State I
7.2. COLONIAL DEVELOPMENTS: European exploration of the New World resulted in various interactions with Native Americans and in colonization. The American colonies were established for a variety of reasons and developed differently based on economic, social, and geographic factors. Colonial America had a variety of social structures under which not all people were treated equally. (Standards: 1, 2, 3, 4; Themes: MOV, GEO, ECO, TECH, EXCH)
7.2e. Over the course of the 17th and 18th centuries, slavery grew in the colonies. Enslaved Africans utilized a variety of strategies to both survive and resist their conditions.
7.2e.2. Students will explain why and where slavery grew over time in the United States and students will examine the living conditions of slaves, including those in New York State.
7.6. WESTWARD EXPANSION: Driven by political and economic motives, the United States expanded its physical boundaries to the Pacific Ocean between 1800 and 1860. This settlement displaced Native Americans as the frontier was pushed westward. (Standards: 1, 3; Themes: ID, MOV, TCC, GEO)
7.6c. Westward expansion provided opportunities for some groups while harming others.
7.6c.5. Students will examine the ways westward movement affected the lives of women and African Americans.
7.7. REFORM MOVEMENTS: Social, political, and economic inequalities sparked various reform movements and resistance efforts. Influenced by the Second Great Awakening, New York State played a key role in major reform efforts. (Standards: 1, 5; Themes: SOC, CIV, GOV)
7.7b. Enslaved African Americans resisted slavery in various ways in the 19th century. The abolitionist movement also worked to raise awareness of and generate resistance to the institution of slavery.
7.7b.1. Students will examine ways in which enslaved Africans organized and resisted their conditions.
7.8. A NATION DIVIDED: Westward expansion, the industrialization of the North, and the increase of slavery in the South contributed to the growth of sectionalism. Constitutional conflicts between advocates of states’ rights and supporters of federal power increased tensions in the nation; attempts to compromise ultimately failed to keep the nation together, leading to the Civil War. (Standards: 1, 3, 4; Themes: TCC, GEO, GOV, ECO)
7.8b. As the nation expanded geographically, the question of slavery in new territories and states led to increased sectional tensions. Attempts at compromise ended in failure.
7.8b.1. Students will examine attempts at resolving conflicts over whether new territories would permit slavery, including the Missouri Compromise, the Compromise of 1850, and the Kansas-Nebraska Act.
7.8c. Perspectives on the causes of the Civil War varied based on geographic region, but the election of a Republican president was one of the immediate causes for the secession of the Southern states.
7.8c.1. Students will examine both long- and short-term causes of the Civil War.
7.8d. The course and outcome of the Civil War were influenced by strategic leaders from both the North and South, decisive battles, and military strategy and technology that utilized the region's geography.
7.8d.3. Students will examine how the use of various technologies affected the conduct and outcome of the Civil War.
7.8e. The Civil War affected human lives, physical infrastructure, economic capacity, and governance of the United States.
7.8e.3. Students will explain how events of the Civil War led to the establishment of federal supremacy.