7-H1 The World in Temporal Terms: Historical Habits of Mind: Evaluate evidence, compare and contrast information, interpret the historical record, and develop sound historical arguments and perspectives on which informed decisions in contemporary life can be based.
7-H1.1 Temporal Thinking: Use historical conceptual devices to organize and study the past.
7-H1.1.1 Compare and contrast several different calendar systems used in the past and present and their cultural significance.
7-H1.2.2 Read and comprehend a historical passage to identify basic factual knowledge and the literal meaning by indicating who was involved, what happened, where it happened, what events led to the development, and what consequences or outcomes followed.
7-W1 WHG Era 1 – The Beginnings of Human Society: Beginnings to 4000 BCE: Explain the basic features of and differences between hunter-gatherer societies and pastoral nomads. Analyze and explain the geographic, environmental, biological, and cultural processes that influenced the rise of the earliest human communities, the migration and spread of people throughout the world, and the causes and consequences of the growth of agriculture.
7-W1.1 Peopling of Earth: Describe the spread of people during Era 1.
7-W1.1.1 Explain how and when human communities populated major regions of the world and adapted to a variety of environments.
7-W1.2.3 Explain the impact of the first Agricultural Revolution (stable food supply, surplus, population growth, trade, division of labor, development of settlements, changes to the environment, and changes to hunter-gatherer societies).
7-W2 WHG Era 2 – Early Civilizations and Cultures and the Emergence of Pastoral Peoples, 4000 to 1000 BCE and Western Hemisphere 4000 BCE to 1500 CE: Describe and compare defining characteristics of early civilization and pastoral societies, where they emerged, and how they spread. This era includes civilizations in AfroEurasia from 4000 to 1000 BCE as well as cultures in developing the Western Hemisphere from 4000 BCE into Eras 3 and 4 so teachers can compare early civilizations around the globe.
7-W2.1 Early Civilizations and Major Empires: Analyze early civilizations and pastoral societies.
7-W2.1.1 Describe the importance of the development of human communication (oral, visual, and written) and its relationship to the development of culture.
7-W2.1.3 Use historical and modern maps and other sources to locate, describe, and analyze major river systems and discuss the ways these physical settings supported permanent settlements and development of early civilizations.
7-W3 WHG Era 3 – Classical Traditions, World Religions, and Major Empires, 1000 BCE to 300 CE: Analyze classical civilizations and empires and the emergence of major world religions and large-scale empires. During this era, innovations and social, political, and economic changes occurred through the emergence of classical civilizations in Africa, Eurasia, and the Americas. Africa and Eurasia moved in the direction of human interchange as a result of trade, empire building, and the diffusion of skills and ideas. Similar interactions occurred in the Americas. Six of the world's major faiths and ethical systems emerged and classical civilizations established institutions, systems of thought, and cultural styles that would influence neighboring peoples and endure for centuries.
7-W3.1 Classical Traditions: Analyze classical civilizations and empires and their lasting impact.
7-W3.1.1 Describe the characteristics that classical civilizations share.
7-W3.1.2 Using historic and modern maps, locate three major empires of this era, describe their geographic characteristics including physical features and climates, and propose a generalization about the relationship between geographic characteristics and the development of early empires.
7-W3.2 Growth and Development of World Religions: Explain how world religions or belief systems of Hinduism, Judaism, Buddhism, Christianity, Confucianism, Sikhism, and Islam grew and their significance (Sikhism and Islam are included here even though they came after 300 CE). The world's major faiths and ethical systems emerged, establishing institutions, systems of thought, and cultural styles that would influence neighboring peoples and endure for centuries.
7-W3.2.1 Identify and describe the core beliefs of major world religions and belief systems, including Hinduism, Judaism, Buddhism, Christianity, Confucianism, Sikhism and Islam.
7-W4 WHG Era 4 – Bridge To Era 4 – Case Studies from Three Continents: Case studies from Europe, Africa, and the Americas are intended to set the stage for Integrated U.S. History in Grade 8.
7-W4.1.1 Crisis in the Classical World – analyze the environmental, economic, and political crises in the classical world that led to the collapse of classical empires and the consolidation of Byzantium.
7-W4.1.3 North America to 1500 CE – use a case study to describe the culture and economy of Indigenous Peoples in North America prior to 1500.
7-G1 The World in Spatial Terms
7-G1.2 Geographical Inquiry and Analysis: Use geographical inquiry and analysis to answer questions about relationships between peoples, cultures, and their environments, and interaction among places and cultures within the era under study.
7-G1.2.1 Use a variety of geographical tools (maps, globes, geographic information systems [GIS], and web-based geography technology) to analyze what is happening at different times in different locations.
7-G1.2.2 Apply the skills of geographic inquiry (asking geographic questions, acquiring geographic information, organizing geographic information, analyzing geographic information, and answering geographic questions) to analyze a geographic problem or issue.
7-G3 Investigation and Analysis: Throughout the school year, the students are introduced to topics that address issues that integrate time and place. Included are capstone projects that entail the investigation of historical issues that have significance for the student and are clearly linked to the world outside the classroom. The topics and issues are developed as possible capstone projects within units and at the end of the course.
7-G3.1 Investigations Designed for World History Eras 1-3
7-G3.1.1 Conduct research on topics and issues, compose persuasive essays, and develop a plan for action.
7-P3.1 Identifying and Analyzing Issues, Decision Making, Persuasive Communication about a Public Issue, and Citizen Involvement
Skills covering this topic are not currently available on IXL.
7-P4 Civic Participation
7-P4.2 Act constructively to further the public good.
7-P4.2.1 Demonstrate knowledge of how, when, and where individuals would plan and conduct activities intended to advance views in matters of public policy, report the results, and evaluate effectiveness.
7-P4.2.2 Engage in activities intended to contribute to solving a national or international problem studied.