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Skills available for District of Columbia seventh-grade social studies standards

Standards are in black and IXL social studies skills are in dark green. Hold your mouse over the name of a skill to view a sample question. Click on the name of a skill to practice that skill.

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Early Humankind and the Development of Human Societies

  • 7.1 Students describe current understanding of the origins of modern humans from the Paleolithic Age to the agricultural revolution.

    • 1 Trace the great climatic and environmental changes that shaped the earth and eventually permitted the growth of human life.

    • 2 Locate human communities that populated the major regions of the world, and identify how humans adapted to a variety of environments.

    • 3 Explain the evidence supporting hominid origin in East Africa.

    • 4 Articulate the theoretical basis for modern human evolution that led to migration out of Africa, first to Europe and Asia, and later to the Americas and Australia.

    • 5 Describe the characteristics of hunter-gatherer societies of the Paleolithic Age (e.g., use of tools and fire, hunting weapons, and typical division of labor by gender).

  • 7.2 Describe how the development of agriculture related to village settlement, population growth, and the emergence of civilization (e.g., prehistoric art of the cave of Lascaux, the megalithic ruin of Stonehenge, and the Stone City of Great Zimbabwe).

Early River Civilizations to 1000 B.C./B.C.E.

  • 7.3 Students analyze the geographic, political, religious, social, and economic structures of Mesopotamia, Egypt, and Kush.

    • 1 Locate and describe the major river systems and the physical settings that supported permanent settlement and early civilizations.

    • 2 Trace the development of agricultural techniques (e.g., plant cultivation, domestication of animals) that permitted the production of economic surplus and the emergence of cities as centers of culture and power.

    • 3 Identify the location of the Kush civilization and its political, commercial, and cultural relations with Egypt.

    • 4 Understand the significance of Hammurabi's Code and the basic principle of justice contained within the code.

    • 5 Describe the relationship between religion (polytheism) and the social and political order in Mesopotamia and Egypt.

    • 6 Understand the significance of Egyptian rulers Amenemhat, Queen Hatshepsut, and Ramses the Great.

    • 7 Understand the contribution of Egyptian intellectual thought, including the moral teachings of Ptahotep (the Wisdom Texts), contributions in mathematics (Rhind Mathematical Papyrus), and religion (Pyramid texts).

    • 8 Explain the relationship of pharaohs to peasants as a primary form of labor in Egypt.

    • 9 Describe the main features of Egyptian art and monumental architecture, particularly sculptures, such as the Pyramids and Sphinx at Giza.

    • 10 Trace the evolution of language, its written forms (for record keeping, tax collection, and more permanent preservation of ideas), and the invention of papyrus in the early river civilizations.

    • 11 Describe the role of Egyptian trade in the eastern Mediterranean and Nile Valley.

  • 7.4 Students analyze the geographic, political, religious, social, and economic structures of the Indus Valley Civilization.

    • 1 Locate the early civilization of the Indus Valley.

    • 2 Identify the origins of Indus or Harappan civilization in the Indus Valley, and describe how the major river system and the physical setting supported the rise of the civilization.

    • 3 Describe the Vedic hymns and the beginnings of what would later become Hinduism.

    • 4 Describe the development of Sanskrit literature and its relationship to the development of the caste system.

    • 5 Identify the causes of the decline and collapse of this civilization (the first successive waves of Aryans invade portions of the subcontinent).

  • 7.5 Students analyze the geographic, political, religious, social, and economic structures in Northern China.

    • 1 Identify the location of the early Chinese agrarian societies that emerged.

    • 2 Describe the importance of the fertile valleys of the Huang He River to the location of early Chinese agricultural societies.

    • 3 Identify the uses and significance of bronze-making technology.

    • 4 Describe the government in the Shang Dynasty, the development of social hierarchy and religious institutions, and Zhou political expansion.

    • 5 Describe the development of a writing system based on ideographs of characters that symbolize conceptual ideas.

  • 7.6 Discuss the origins and characteristics of the Olmecs, the Mother Culture of Mesoamerica.

    • 1 Describe the Olmec's highly developed agricultural system.

    • 2 Explain its complex society that is governed by kings and priests with impressive ceremonial centers and artworks.

    • 3 Describe the creation of syllabic and hieroglyphic writing systems and an accurate calendar.

    • 4 Explain the religious traditions, including the worship of gods, goddesses, and Shamanistic rituals.

    • 5 Describe characteristics of the Olmec architecture, sculpture, and stone carvings, such as the colossal heads.

Ancient and Classical Civilizations to 700 C.E.

  • 7.7 Students analyze the geographic, political, religious, social, and economic structures of the Ancient Hebrews.

    • 1 Identify the location of ancient Israel.

    • 2 Describe the settlements and movements of Hebrew peoples, including the exodus and their movement to and from Egypt, and the significance of the exodus to the Jewish and other peoples.

    • 3 Identify the sources of the ethical teachings and central beliefs of Judaism (the Hebrew Bible, the Commentaries): belief in God; emphasis on individual worth; personal responsibility; the rule of law; observance of law; and practice of the concepts of righteousness and justice; and importance of study.

    • 4 Describe how the ideas of the Hebrew traditions are reflected in the moral and ethical traditions of Western civilization.

    • 5 Describe the origins and significance of Judaism as the first monotheistic religion based on the concept of one God who sets down moral laws for humanity.

    • 6 Explain how Judaism survived and developed despite the continuing dispersion of much of the Jewish population from Jerusalem and the rest of Israel after the destruction of the second temple in A.D. 70.

  • 7.8 Students analyze the geographic, political, religious, social, and economic structures of the early civilization of Ancient Greece.

    • 1 Identify the location of Ancient Greece.

    • 2 Describe the connections between geography and the development of city-states in the region of the Aegean Sea, including patterns of trade and commerce among Greek city-states and within the wider Mediterranean region.

    • 3 Trace the transition from tyranny and oligarchy to early democratic forms of government and back to dictatorship in ancient Greece, including the significance of the invention of the idea of citizenship (e.g., from Pericles' Funeral Oration).

    • 4 Explain the democratic political concepts developed in ancient Greece (i.e., the polis, or city-state; civic participation and voting rights; legislative bodies; constitution writing; and rule of law).

    • 5 State the key differences between Athenian, or direct democracy, and representative democracy.

    • 6 Outline the founding, expansion, and political organization of the Persian Empire.

    • 7 Explain the significance of Greek mythology to the everyday life of people in the region and how Greek literature continues to permeate our literature and language today, drawing from Greek mythology and epics, such as Homer's Iliad and Odyssey, and from Aesop's Fables.

    • 8 Compare and contrast life in Athens to Sparta, with emphasis on the daily life of women and children, the games and sports of the Olympiad, the education of youths, the trial of Socrates, and their roles in the Persian and Peloponnesian Wars.

    • 9 Trace the rise of Alexander the Great and the spread of Greek culture eastward and into Egypt.

    • 10 Identify key Greek figures in the arts and sciences (e.g., Hypatia, Hippocrates, Homer, Socrates, Sophocles, Plato, Pythagoras, Aristotle, Euclid, Euripedes, and Thucydides).

  • 7.9 Students analyze the geographic, political, religious, social, and economic structures during the development of Rome.

  • 7.10 Explain the religious and cultural developments on the Indian Subcontinent during the Gangetic states and the Mauryan Dynasty.

  • 7.11 Summarize the development of Chinese cultural, economic, political, and social institutions and China's influence on other developing civilizations.