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.6. Recognize, analyze, and evaluate dynamics of historical continuity and change over periods of time.
7P.B.8. Identify patterns of continuity and change as they relate to larger historical process and themes.
NY.7. History of the United States and New York State I
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)
7.7c. 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.
7.7c.2. Students will explain the significance of the Seneca Falls Convention and the Declaration of Sentiments.