Social Studies Worksheets and Study Guides Seventh Grade. The Protestant Reformation

The resources above correspond to the standards listed below:

Vermont Standards

VT.6.1. Critical Evaluation: Causes and Effects in Human Societies: Students examine complex webs of causes and effects in relations to events in order to generalize about the workings of human societies, and they apply their findings to problems.
H&SS7-8:1. Grade Level Expectation: Social and Historical Questioning: Students initiate an inquiry by:
7-8:1.a. Asking focusing and probing questions that will lead to independent research and incorporate concepts of personal, community, or global relevance (e.g., What are the causes of low voter turnout? What are the most effective ways to improve voter participation?).
H&SS7-8:6. Grade Level Expectation: Students make connections to research by:
7-8:6.e. Proposing further investigations.
VT.6.2. Critical Evaluation: Uses of Evidence and Data: Students understand the varied uses of evidence and data, and use both to make interpretations concerning public issues.
H&SS7-8:1. Grade Level Expectation: Social and Historical Questioning: Students initiate an inquiry by:
7-8:1.a. Asking focusing and probing questions that will lead to independent research and incorporate concepts of personal, community, or global relevance (e.g., What are the causes of low voter turnout? What are the most effective ways to improve voter participation?).
VT.6.3. Critical Evaluation: Analyzing Knowledge: Students analyze knowledge as a collection of selected facts and interpretations based on a particular historical or social setting.
H&SS7-8:1. Grade Level Expectation: Social and Historical Questioning: Students initiate an inquiry by:
7-8:1.a. Asking focusing and probing questions that will lead to independent research and incorporate concepts of personal, community, or global relevance (e.g., What are the causes of low voter turnout? What are the most effective ways to improve voter participation?).
VT.6.4. History: Historical Connections: Students identify major historical eras and analyze periods of transition in various times in their local community, in Vermont, in the United States, and in various locations world wide, to interpret the influence of the past on the present.
H&SS7-8:1. Grade Level Expectation: Social and Historical Questioning: Students initiate an inquiry by:
7-8:1.a. Asking focusing and probing questions that will lead to independent research and incorporate concepts of personal, community, or global relevance (e.g., What are the causes of low voter turnout? What are the most effective ways to improve voter participation?).
H&SS7-8:10. Grade Level Expectation: Students show understanding of past, present, and future time by:
7-8:10.h. Explaining transitions between eras that occurred over time (e.g. independence of African nations) as well as those that occurred as a result of a pivotal event (e.g., the invention of the automobile and the light bulb).
VT.6.5. History: Traditional and Social Histories: Students investigate both the traditional and the social histories of the people, places, and cultures under study, including those of indigenous peoples.
H&SS7-8:10. Grade Level Expectation: Students show understanding of past, present, and future time by:
7-8:10.h. Explaining transitions between eras that occurred over time (e.g. independence of African nations) as well as those that occurred as a result of a pivotal event (e.g., the invention of the automobile and the light bulb).
H&SS7-8:8. Grade Level Expectation: Students connect the past with the present by:
7-8:8.c. Investigating and evaluating how events, people, and ideas (democracy, for example) have shaped the United States and the world, and hypothesizing how different influences could have led to different consequences (e.g., How did the ideals of Greek democracy impact the world? How has European colonialism influenced race relations in Africa?).
H&SS7-8:9. Grade Level Expectation: Students show understanding of how humans interpret history by:
7-8:9.c. Evaluating the credibility of differing accounts of the same event(s) (e.g., account of the Revolutionary War from a colonist's perspective vs. British perspective; the bombing of Hiroshima from the perspective of a Japanese citizen vs. an American soldier).
VT.6.6. History: Being A Historian: Students use historical methodology to make interpretations concerning history, change, and continuity.
H&SS7-8:1. Grade Level Expectation: Social and Historical Questioning: Students initiate an inquiry by:
7-8:1.a. Asking focusing and probing questions that will lead to independent research and incorporate concepts of personal, community, or global relevance (e.g., What are the causes of low voter turnout? What are the most effective ways to improve voter participation?).
H&SS7-8:10. Grade Level Expectation: Students show understanding of past, present, and future time by:
7-8:10.h. Explaining transitions between eras that occurred over time (e.g. independence of African nations) as well as those that occurred as a result of a pivotal event (e.g., the invention of the automobile and the light bulb).

NewPath Learning resources are fully aligned to US Education Standards. Select a standard below to view correlations to your selected resource:

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