Ohio Standards 7th Grade Social Studies Activities
Printable Seventh Grade Social Studies Worksheets and Study Guides.
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OH.1. History: 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.
1.2. Grade Level Indicator: Early Civilizations: Describe the enduring impact of early civilizations in India, China, Egypt, Greece and Rome after 1000 B.C. including: The development of concepts of government and citizenship; Scientific and cultural advancements; The spread of religions; Slavery and systems of labor.
1.3. Grade Level Indicator: Feudalism and Transitions: Describe the conditions that gave rise to feudalism, as well as political, economic and social characteristics of feudalism, in Asia and Europe.
1.4. Grade Level Indicator: Feudalism and Transitions: Explain the lasting effects of military conquests during the Middle Ages including: Muslim conquests; The Crusades; The Mongol invasions.
1.5. Grade Level Indicator: Feudalism and Transitions: Describe the impact of new ideas and institutions on European life including: The significance of printing with movable type; Major achievements in art, architecture and literature during the Renaissance; The Reformation.
1.6. Grade Level Indicator: The First Global Age: Describe the importance of the West African empires of Ghana, Mali and Songhay including: Trade routes; Products; The spread of the Arabic language; The spread of Islam.
1.A. Interpret relationships between events shown on multiple-tier time lines.
1.B. Describe the political and social characteristics of early civilizations and their enduring impact on later civilizations.
1.C. Describe the characteristics of feudal societies and the transition to the Renaissance and Reformation in Europe.
1.D. Describe the effects of interactions among civilizations during the 14th through the 18th centuries.
1.E. Explain the causes and consequences of the American Revolution, with emphasis on both Colonial and British perspectives.
1.F. Explain the political and economic challenges faced by the United States after the Revolutionary War and the actions that resulted in the adoption of the U.S. Constitution.
1.G. Analyze the causes and consequences of the American Civil War.
OH.2. People in Societies: 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.
2.1. Grade Level Indicator: Cultures: Analyze the relationships among cultural practices, products and perspectives of early civilizations.
2.2. Grade Level Indicator: Cultures: Explain how the Silk Road trade and the Crusades affected the cultures of the people involved.
2.3. Grade Level Indicator: Diffusion: Give examples of contacts among different cultures that led to the changes in belief systems, art, science, technology, language or systems of government.
2.4. Grade Level Indicator: Diffusion: Describe the cultural and scientific legacies of African, Greek, Roman, Chinese, Arab and European civilizations.
2.A. Compare cultural practices, products and perspectives of past civilizations in order to understand commonality and diversity of cultures.
2.B. Analyze examples of interactions between cultural groups and explain the factors that contribute to cooperation and conflict.
2.C. Explain how contact between different cultures impacts the diffusion of belief systems, art, science, technology, language and forms of government.
OH.3 Geography: 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.
3.1. Grade Level Indicator: Location: For each of the societies studied, identify the location of significant physical and human characteristics on a map of the relevant region.
3.A. Identify on a map the location of major physical and human features of each continent.
3.B. Define and identify regions using human and physical characteristics.
3.C. Explain how the environment influences the way people live in different places and the consequences of modifying the environment.
OH.4. Economics: 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.
4.1. Grade Level Indicator: Scarcity and 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.
4.2. Grade Level Indicator: 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.
4.A. Explain how the endowment and development of productive resources affect economic decisions and global interactions.
4.B. Explain why trade occurs and how historical patterns of trade have contributed to global interdependence.
OH.5. Government: Students use knowledge of the purposes, structures and processes of political systems at the local, state, national and international levels to understand that people create systems of government as structures of power and authority to provide order, maintain stability and promote the general welfare.
5.1. Grade Level Indicator: Systems of Government: Compare direct and representative democracy using examples of ancient Athens, the Roman republic and the United States today.
5.2. Grade Level Indicator: Systems of Government: Describe the essential characteristics of the systems of government found in city-states, kingdoms and empires from ancient times through the Middle Ages.
5.A. Explain why people institute governments, how they influence governments, and how governments interact with each other.
5.B. Explain how the Declaration of Independence, the U.S. Constitution, including the Bill of Rights, and the Northwest Ordinance have provided for the protection of rights and the long-term future of a growing democracy.
5.C. Compare the defining characteristics of democracies, monarchies and dictatorships.
OH.6. Citizenship Rights and Responsibilities: Students use knowledge of the rights and responsibilities of citizenship in order to examine and evaluate civic ideals and to participate in community life and the American democratic system.
6.1. Grade Level Indicator: Participation: Explain how the participation of citizens differs under monarchy, direct democracy and representative democracy.
6.2. Grade Level Indicator: Rights and Responsibilities: Describe the rights found in the Magna Carta and show connections to rights Americans have today.
OH.7. Social Studies Skills and Methods: Students collect, organize, evaluate and synthesize information from multiple sources 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.
7.1. Grade Level Indicator: 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.
7.2. Grade Level Indicator: Communicating Information: Compare multiple viewpoints and frames of reference related to important events in world history.
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