Social Studies Worksheets and Study Guides Seventh Grade. The Abolitionist Movement

The resources above correspond to the standards listed below:

New York Standards

NY.1. History of the United States and New York: Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New York.
1.2. Important ideas, social and cultural values, beliefs, and traditions from New York State and United States history illustrate the connections and interactions of people and events across time and from a variety of perspectives.
1.2.1. Students describe the reasons for periodizing history in different ways.
1.2.2. Students investigate key turning points in New York State and United States history and explain why these events or developments are significant.
1.3. Study about the major social, political, economic, cultural, and religious developments in New York State and United States history involves learning about the important roles and contributions of individuals and groups.
1.3.1. Students complete well-documented and historically accurate case studies about individuals and groups who represent different ethnic, national, and religious groups, including Native American Indians, in New York State and the United States at different times and in different locations.
1.3.2. Students gather and organize information about the important achievements and contributions of individuals and groups living in New York State and the United States.
1.3.4. Students classify major developments into categories such as social, political, economic, geographic, technological, scientific, cultural, or religious.
1.4. The skills of historical analysis include the ability to: explain the significance of historical evidence; weigh the importance, reliability, and validity of evidence; understand the concept of multiple causation; understand the importance of changing and competing interpretations of different historical developments.
1.4.1. Students consider the sources of historic documents, narratives, or artifacts and evaluate their reliability
1.4.2. Students understand how different experiences, beliefs, values, traditions, and motives cause individuals and groups to interpret historic events and issues from different perspectives.
1.4.3. Students compare and contrast different interpretations of key events and issues in New York State and United States history and explain reasons for these different accounts.
1.4.4. Students describe historic events through the eyes and experiences of those who were there. (Taken from National Standards for History for Grades K-4).
NY.CC.6-8.RH. Reading Standards for Literacy in History/Social Studies
Craft and Structure
6-8.RH.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.
6-8.RH.5. Describe how a text presents information (e.g., sequentially, comparatively, causally).
Range of Reading and Level of Text Complexity
6-8.RH.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.

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