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.
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.
7.4. HISTORICAL DEVELOPMENT OF THE CONSTITUTION: The newly independent states faced political and economic struggles under the Articles of Confederation. These challenges resulted in a Constitutional Convention, a debate over ratification, and the eventual adoption of the Bill of Rights. (Standards: 1, 5; Themes: GOV, CIV)
7.4c. Advocates for and against a strong central government were divided on issues of States rights, role/limits of federal power, and guarantees of individual freedoms. Compromises were needed between the states in order to ratify the Constitution.
7.4c.3. Students will examine the role of New York State residents Alexander Hamilton and John Jay as leading advocates for the new Constitution.
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.
7.7b.2. Students will explore the efforts of William Lloyd Garrison, Frederick Douglass, and Harriet Tubman to abolish slavery.
7.7b.4. Students will investigate New York State and its role in the abolition movement, including the locations of Underground Railroad stations.
7.7c. Women joined the movements for abolition and temperance and organized to advocate for women’s property rights, fair wages, education, and political equality.
7.7c.1. Students will examine the efforts of women to acquire more rights. These women include Sojourner Truth, Elizabeth Cady Stanton, Matilda Joslyn Gage, and Susan B. Anthony.
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.2. Students will examine growing sectional tensions, including the decision in Dred Scott v. Sanford (1857) and the founding of the Republican Party.
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.2. Students will examine the goals and content of Lincoln’s Emancipation Proclamation.