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Skills available for Maine 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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A Students apply critical thinking, a research process, and discipline-based processes and knowledge from civics/government, economics, geography, and history in authentic contexts.

  • A1 Students research, select, and present a position on a current social studies issue by proposing and revising research questions, and locating and selecting information from multiple and varied sources.

    • a Propose and revise research questions related to a current social studies issue.

    • b Determine the nature and extent of information needed.

    • c Locate and access relevant information that includes multiple perspectives from varied sources.

    • d Demonstrate facility with note-taking, organizing information, and creating bibliographies.

    • e Distinguish between primary and secondary sources.

    • f Evaluate and verify the credibility of the information found in print and non-print sources.

    • g Use additional sources to resolve contradictory information.

    • h Summarize and interpret information found in varied sources and/or from fieldwork, experiments, and interviews.

    • i Select a clear supportable position.

    • j Present a well-supported position, based on findings that integrate paraphrasing, quotations, and citations, to a variety of audiences.

    • k Use appropriate tools, methods, and sources from government, history, geography, economics, or related fields.

    • l Use information ethically and legally.

  • A2 Students make individual and collaborative decisions on matters related to social studies using relevant information and research and discussion skills.

    • a Develop individual and collaborative decisions/plans by contributing equitably to collaborative discussions, seeking and examining alternative ideas, considering the pros and cons, and thoughtfully and respectfully recognizing the contributions of other group members.

    • b Make a real or simulated decision related to the classroom, school, community, civic organization, Maine, or beyond by applying appropriate and relevant social studies knowledge and skills, including research skills, and other relevant information.

  • A3 Students select, plan, and implement a civic action or service-learning project based on a school, community, or State asset or need, and analyze the project's effectiveness and civic contribution.

B Students draw on concepts from civics and government to understand political systems, power, authority, governance, civic ideals and practices, and the role of citizens in the community, Maine, the United States, and world.

C Students draw on concepts and processes from economics to understand issues of personal finance and issues of production, distribution, and consumption in the community, Maine, the United States, and world.

D Students draw on concepts and processes from geography to understand issues involving people, places, and environments in the community, Maine, the United States, and world.

E Students draw on concepts and processes from history to develop historical perspective and understand issues of continuity and change in the community, Maine, the United States, and world.