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Skills available for Maryland 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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1.0 Students will understand the historical development and current status of the fundamental concepts and processes of authority, power, and influence, with particular emphasis on the democratic skills and attitudes necessary to become responsible citizens.

  • 1.A The Foundations and Function of Government

    • 1.A.1 Analyze the characteristics and structure of various systems of government around the world

      • 1.A.1.a Describe and compare the advantages and disadvantages of limited governments, such as representative democracy and parliamentary democracy

      • 1.A.1.b Compare the advantages and disadvantages of unlimited government, such as authoritarian and dictatorships

      • 1.A.1.c Explain and demonstrate how nation-states interact with each other

      • 1.A.1.d Using multi-perspectives, describe and trace how past events assisted or impeded the development of nations, such as the founding of Israel, the break up of the Soviet Union

    • 1.A.2 Analyze the historic events, documents, and practices that are the foundations of political systems around the world

      • 1.A.2.a Examine and report examples of historic events, documents and practices that have influenced individuals and groups around the world, such as the UN Declaration of Rights, German reunification, the formation of NATO, and Apartheid

    • 1.A.3 Analyze the roles of governments around the world regarding public policy and issues

      • 1.A.3.a Evaluate the effectiveness of the various policies of governments in addressing issues, such as health, poverty, crime, security, and environmental concerns

      • 1.A.3.b Analyze the effects that different world issues have on shaping international responses, such as rainforest conservation, pollution, climate change, and energy sources (oil drilling, coal, nuclear)

  • 1.B Individual and Group Participation in the Political System

    • 1.B.1 Analyze the methods used by individuals and groups to shape governmental policy and actions

      • 1.B.1.a Compare methods used to change governments, such as coups, elections and revolts

      • 1.B.1.b Evaluate ways citizens use, monitor and influence the formation and implementation of public policy

      • 1.B.1.c Describe how political parties and special interest groups influence and change government policy, such as third parties, and non-governmental organizations

      • 1.B.1.d Analyze the role of media and public opinion in shaping government policy and action

    • 1.B.2 Analyze the importance of civic participation as a citizen of the world

      • 1.B.2.a Analyze the relevancy of sources and perspectives of information such as internet sites and online newspapers

      • 1.B.2.b Analyze the concept of a global citizen and how the awareness and responsibilities have changed during the information age

  • 1.C Protecting Rights and Maintaining Order

    • 1.C.1 Examine the rights and responsibilities of being a citizen of the world

      • 1.C.1.a Justify the responsibilities associated with certain human rights in a global society such as a commitment to world peace and the elimination of poverty.

      • 1.C.1.b Explain how international rules and laws protect individual rights and protect the common good, such as the U.N. Declaration of Human Rights, European Union membership, Geneva Conventions

    • 1.C.2 Analyze how governments, organizations, and policies around the world protect or fail to protect the rights of individuals and groups

      • 1.C.2.a Analyze how the definition of the common good differs in limited and unlimited governments

      • 1.C.2.b Debate the need to balance between providing for the common good and how protecting individual rights differ in governments around the world

      • 1.C.2.c Describe the role of international organizations and policies in maintaining order during a time of crisis, such as the International Red Cross/Red Crescent, the United Nations, the Geneva Conventions, and the World Health Organization

2.0 Students will understand the diversity and commonality, human interdependence, and global cooperation of the people of Maryland, the United States and the World through both a multicultural and historic perspective.

  • 2.A Elements of Culture

    • 2.A.1 Analyze characteristics that are used to organize people into cultures

      • 2.A.1.a Apply understandings of the elements of culture to the studies of modern world regions, such as art, music, religion, government, social structure, education, values, beliefs and customs

      • 2.A.1.b Describe the characteristics of a sovereign nation, such as the legitimate use of authority, autonomy and establishment of borders

      • 2.A.1.c Describe the characteristics of democratic and authoritarian societies

  • 2.B Cultural Diffusion

    • 2.B.1 Analyze how diverse cultures shape a pluralistic society

    • 2.B.2 Examine how increasing diversity in global societies results from immigration, settlement, and economic development

      • 2.B.2.a Examine policies related to human rights, such as foreign aid, subsidies to developing countries, ethnic persecution and economic sanctions

      • 2.B.2.b Examine contemporary world wide concerns that affect international relationships, such as world health, nation building, national security, and human rights

  • 2.C Conflict and Compromise

    • 2.C.1 Analyze major sources of tension, cooperation, and conflict in the world and the efforts that have been made to address them

      • 2.C.1.a Evaluate causes of conflict in the global community, such as Apartheid, the acquisition of natural resources, the decline of communism, ethnic persecution, and domestic and international terrorism

      • 2.C.1.b Analyze and describe the efforts of world nations and groups to assist in the resolution of conflicts within and among regions, such as the United Nations, the International Red Cross/Red Crescent, United States Agency for International Development and other humanitarian organizations

      • 2.C.1.c Analyze and describe efforts by nations to promote cooperation within and among those regions, such as the creation of the International Monetary Fund, North American Free Trade Agreement, World Bank, European Union and world-wide healthcare initiatives

3.0 Students will use geographic concepts and processes to examine the role of culture, technology, and the environment in the location and distribution of human activities and spatial connections throughout time.

4.0 Students will develop economic reasoning to understand the historical development and current status of economic principles, institutions, and processes needed to be effective citizens, consumers, and workers participating in local communities, the nation, and the world.

  • 4.A Scarcity and Economic Decision-making

    • 4.A.1 Analyze the decisions that people made because resources were limited relative to economic wants for goods and services in contemporary world regions

    • 4.A.2 Analyze how scarcity of economic resources affects economic choices in contemporary world regions

      • 4.A.2.a Describe how goals of countries affect the use of resources in the pursuit of economic growth, and sustainable development

      • 4.A.2.b Identify tradeoffs made in economic decisions by producers and consumers

      • 4.A.2.c Explain how available resources affect specialization and trade

    • 4.A.3 Analyze how technological changes have affected the consumption and production in the contemporary world

      • 4.A.3.a Give examples of how technology has changed consumption of goods and services, such as the development of computers

      • 4.A.3.b Examine why technology has changed job skills and the influenced productivity

    • 4.A.4 Compare the levels of specialization and economic development in different parts of the contemporary world

      • 4.A.4.a Analyze examples of specialization that result from economic resources

      • 4.A.4.b Describe the standard of living and the quality of life in a world region using data, such as Gross National Product (GNP), Gross Domestic Product (GDP), per capita income and the Human Development Index (HDI)

      • 4.A.4.c Identify factors that have influenced economic development in various regions, such as individuals, corporations, natural resources, technology, military power, population growth, international organizations, infrastructure and public health issues

  • 4.B Economic Systems and the Role of Government in the Economy

    • 4.B.1 Evaluate the types of economic systems in countries throughout the contemporary world

      • 4.B.1.a Examine how different economic systems, traditional, command, market, and mixed answer the basic economic question of what, how, and for whom to produce

      • 4.B.1.b Describe examples of decisions in traditional economies, such as the economic roles of men and women

      • 4.B.1.c Describe examples of command modern economies, such as government ownership of land and other resources

    • 4.B.2 Analyze the role of government in the economies of contemporary societies

      • 4.B.2.a Explore how government spending and taxation influence an economy's ability to grow and provide jobs and services

      • 4.B.2.b Evaluate the trade-offs of government regulations

      • 4.B.2.c Analyze the ways that governments can help or impede economic activity, such as providing a stable monetary system, protecting property rights, maintaining infrastructure and providing public goods and services

      • 4.B.2.d Examine the impact of regulatory agencies in different countries, such as, consumer behavior such as air traffic management and environmental protection

    • 4.B.3 Describe the money and banking systems in various countries in the contemporary world

      • 4.B.3.a Explain why a stable money and banking system is necessary for an economy to grow and prosper

5.0 Students will examine significant ideas, beliefs, and themes; organize patterns and events; and analyze how individuals and societies have changed over time in Maryland, the United States and around the world.

  • 5.A Individuals and Societies Change Over Time

  • 5.B Emergence, Expansion and Changes in Nations and Empires

    • 5.B.1 Analyze the growth and the development of nations in the contemporary world

      • 5.B.1.a Describe the social, political and economic impacts of various world religions on a global society, such as Judaism, Christianity, Islam, Hinduism, Taoism and Buddhism

      • 5.B.1.b Compare the effects of political and cultural changes in nations such as independence movements and democratic reforms

  • 5.C Conflict between Ideas and Institutions

6.0 Students shall use reading, writing, and thinking processes and skills to gain knowledge and understanding of political, historical, and current events using chronological and spatial thinking, economic reasoning, and historical interpretation, by framing and evaluating questions from primary and secondary sources.

  • 6.A Read to Learn and Construct Meaning about Social Studies

    • 6.A.1 Use appropriate strategies and opportunities to increase understandings of social studies vocabulary

      • 6.A.1.a Acquire and apply new vocabulary through investigating, listening, independent reading and discussing a variety of print and non-print sources

      • 6.A.1.b Identify and use new vocabulary acquired through study of relationships to prior knowledge and experiences

      • 6.A.1.c Use context clues to understand new social studies vocabulary

      • 6.A.1.d Use new vocabulary in speaking and writing to gain and extend content knowledge and clarify expression

    • 6.A.2 Use strategies to prepare for reading (before reading)

      • 6.A.2.a Identify the characteristics of informational texts, such as print features, graphic aids, informational aids, organizational aids, and online features

      • 6.A.2.b Preview the text by examining features, such as the title, pictures, maps, illustrations, photographs, charts, timelines, graphs, and icons

      • 6.A.2.c Set a purpose for reading the text

      • 6.A.2.d Ask questions and make predictions about the text

      • 6.A.2.e Make connections to the text using prior knowledge and experiences

    • 6.A.3 Use strategies to monitor understanding and derive meaning from text and portions of text (during reading)

      • 6.A.3.a Identify and use knowledge of organizational structures, such as chronological order, cause/effect, main ideas and details, description, similarities/differences, and problem/solution to gain meaning

      • 6.A.3.b Reread slowly and carefully, restate, or read on and revisit difficult parts

      • 6.A.3.c Use a graphic organizer or another note-taking technique to record important ideas or information

      • 6.A.3.d Look back through the text to search for connections between and among ideas

      • 6.A.3.e Make, confirm, or adjust predictions about the text

      • 6.A.3.f Periodically summarize or paraphrase important ideas while reading

      • 6.A.3.g Visualize what was read for deeper meaning

      • 6.A.3.h Explain personal connections to the ideas or information in the text

    • 6.A.4 Use strategies to demonstrate understanding of the text (after reading)

      • 6.A.4.a Identify and explain what is directly stated in the text

      • 6.A.4.b Identify, paraphrase, or summarize the main idea of the text

      • 6.A.4.c Determine and explain the author's purpose

      • 6.A.4.d Distinguish between facts and opinions

      • 6.A.4.e Explain whether or not the author's opinion is presented fairly

      • 6.A.4.f Explain what is not directly stated in the text by drawing inferences

      • 6.A.4.g Confirm or refute predictions made about the text to form new ideas

      • 6.A.4.h Connect the text to prior knowledge or personal experiences

      • 6.A.4.i Draw conclusions and make generalizations based on the text, multiple texts, and/or prior knowledge

  • 6.B Write to Learn and Communicate Social Studies Understandings

    • 6.B.1 Select and use informal writing strategies, such as short/response/essay answer/ brief constructed responses, journal writing, note taking, and graphic organizers, to clarify, organize, remember, and/or express new understandings

      • 6.B.1.a Identify key ideas

      • 6.B.1.b Connect key ideas to prior knowledge (personal experience, text and world)

    • 6.B.2 Use formal writing, such as multi-paragraph essays, historical investigations, research reports, letters, summaries, to inform

      • 6.B.2.a Identify form, audience, topic, and purpose before writing

      • 6.B.2.b Organize facts and/or data/statistics to support a topic

      • 6.B.2.c Provide introduction, body, and conclusion

      • 6.B.2.d Cite sources when paraphrasing, summarizing, and quoting

      • 6.B.2.e Enhance text with graphics, such as charts, maps, and diagrams

    • 6.B.3 Use formal writing, such as multi-paragraph essays, historical investigations, editorials, and letters to persuade

      • 6.B.3.a Identify form, audience, topic, and purpose

      • 6.B.3.b State a clear opinion or position

      • 6.B.3.c Modify or refute a position when appropriate

      • 6.B.3.d Provide reasons and cite reliable supporting evidence

      • 6.B.3.e Demonstrate understandings of social studies knowledge

    • 6.B.4 Use timed, on-demand writing to demonstrate understanding on assessments (Constructed Responses)

      • 6.B.4.a Address the topic

      • 6.B.4.b Provide accurate information

      • 6.B.4.c Support topic with appropriate details

      • 6.B.4.d Integrate social studies concepts and skills

  • 6.C Ask Social Studies Questions

    • 6.C.1 Identify a topic that requires further study

      • 6.C.1.a Identify prior knowledge about the topic

      • 6.C.1.b Pose questions the about the topic

      • 6.C.1.c Formulate research questions

      • 6.C.1.d Develop a plan for how to answer questions about the topic

    • 6.C.2 Identify a situation/issue that requires further study

      • 6.C.2.a Define the situation/issue

      • 6.C.2.b Identify prior knowledge about the situation/issue

      • 6.C.2.c Pose questions about the situation/issue from a variety of perspectives

      • 6.C.2.d Pose questions that elicit higher order thinking responses

      • 6.C.2.e Formulate research questions

      • 6.C.2.f Develop a plan for how to answer questions about the situation/issue

  • 6.D Acquire Social Studies Information

  • 6.E Organize Social Studies Information

    • 6.E.1 Organize information from non-print sources

      • 6.E.1.a Prioritize information gathered according to importance and relevance

      • 6.E.1.b Distinguish factual from fictional information

      • 6.E.1.c Find relationships among gathered information

      • 6.E.1.d Display information on various types of graphic organizers, maps, and charts

      • 6.E.1.e Summarize information obtained from surveys and field work

    • 6.E.2 Organize information from print sources

      • 6.E.2.a Prioritize information gathered according to importance and relevance

      • 6.E.2.b Determine the bias and reliability of a source

      • 6.E.2.c Find relationships among gathered information

      • 6.E.2.d Construct various types of graphic organizers, maps, and charts to display information

  • 6.F Analyze Social Studies Information

  • 6.G Answer Social Studies Questions

    • 6.G.1 Describe how the country has changed over time and how people have contributed to its change, drawing from maps, photographs, newspapers, and other sources

      • 6.G.1.a Present social studies information in a variety ways, such as mock trials, simulations, debates, and skits

      • 6.G.1.b Engage in civic participation and public discourse

      • 6.G.1.c Use effective speaking techniques to deliver narrative, persuasive, and research presentations

    • 6.G.2 Use historic contexts to answer questions

      • 6.G.2.a Use historically accurate resources to answer questions, make predictions, and support ideas

      • 6.G.2.b Explain why historic interpretations vary and are subject to change

      • 6.G.2.c Construct a sound historical interpretation

      • 6.G.2.d Understand the meaning, implication and impact of historic events and recognize that events could have taken other directions

    • 6.G.3 Use current events/issues to answer questions

      • 6.G.3.a Summarize the main points of an issue explaining different viewpoints

      • 6.G.3.b Make a decision based on the analysis of issues and evaluate the consequences of these decisions

      • 6.G.3.c Identify and formulate a position on a course of action or an issue

      • 6.G.3.d Propose and justify solutions to social studies problems

      • 6.G.3.e Use media resources to deliberate and advocate issues and policy