pearson myworld historyassets.pearsonschool.com/correlations/mi_myworld... · a correlation of...

A Correlation of

Pearson

myWorld History Early Ages, ©2012

To the

Michigan Social Studies

Content Expectations

Grade 7

A Correlation of Pearson myWorld History, Early Ages, ©2012 to the Michigan Social Studies Content Expectations, Eastern Hemisphere Studies

Grade 7

Introduction This document demonstrates how Pearson myWorld History, Early Ages, ©2012 meets the Michigan Social Studies Content Expectations, Eastern Hemisphere Studies, Grade 7. Correlation page references are to the Student Edition and Teacher ProGuide. The ProGuide is a next generation Teacher’s Edition that combines a lightweight unit-by-unit approach with time-saving strategies, comprehensive Understanding by Design™ lesson plans, activity-based curriculum options, and reproducible student resources.

myWorld History engages 21st century learners by integrating myWorldHistory.com and the Student Edition with the goal of connecting history to their lives today.

Connect Watch your students connect to engaging stories from some of the most compelling

and eventful times in the history of our world through myStory.

Experience Students will journey through time without leaving the classroom with myWorldHistory.com where they will actively experience the history of the world in which they live.

Understand Informal and formal assessment options, both in print and online, provide

students with multiple ways to demonstrate mastery of important concepts. myWorldHistory.com & myWorld History, Early Ages™ Units: Unit 1: Origins Unit 2: The Ancient Near East Unit 3: Ancient India and China Unit 4: Ancient Greece Unit 5: Ancient Rome Unit 6: The Byzantine Empire and Islamic Civilization Unit 7: African and Asian Civilizations Unit 8: Civilizations of the Americas Unit 9: Europe in the Middle Ages Unit 10: The Rise of Europe

2 SE = Student Edition PG = Teacher’s ProGuide


Grade 7

Table of Contents

HISTORY ................................................................................................................ 4 WORLD HISTORY.................................................................................................. 12 GEOGRAPHY ......................................................................................................... 18 CIVICS AND GOVERNMENT................................................................................... 32 ECONOMICS ......................................................................................................... 34 PUBLIC DISCOURSE, DECISION MAKING, AND CITIZEN INVOLVEMENT............... 36



Grade 7

Michigan Social Studies Content Expectations

Grade 7

Pearson myWorld History Early Ages, ©2012

7TH GRADE EASTERN HEMISPHERE STUDIES Seventh Grade includes Europe, Africa, Asia, and Australia. Europe and Russia are listed in the document for 7th grade, but may be included with either Western or Eastern Hemisphere Studies. World History Eras 1, 2, and 3 and The World in Temporal Terms and The World in Spatial Terms are included in Grades 6 and 7 as a foundation for World History and Geography in the high school. Capstone projects of historical and contemporary global issues that have significance for the student and clearly linked to the world outside the classroom are included. HISTORY H1 THE WORLD IN TEMPORAL TERMS: HISTORICAL HABITS OF MIND (FOUNDATIONAL EXPECTATIONS ADDRESSED IN GRADE 6) 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. H1.1 Temporal Thinking Use historical conceptual devices to organize and study the past. Historians use conceptual devices (eras, periods, calendars, time lines) to organize their study of the world. Chronology is based on time and reflects cultural and historical interpretations, including major starting points, and calendars based on different criteria (religious, seasonal, Earth-sun-and-moon relationships). Historians use eras and periods to organize the study of broad developments that have involved large segments of world’s population and have lasting significance for future generations and to explain change and continuity. 7 – H1.1.1 Explain why and how historians use eras and periods as constructs to organize and explain human activities over time.

SE/PG: Measuring Time, 4–5 PG only: Core Concepts Handbook: Measuring Time, T4; Timeline Builders, T5

7 – H1.1.2 Compare and contrast several different calendar systems used in the past and present and their cultural significance (e.g., Sun Dial, Gregorian calendar – B.C./A.D.; contemporary secular – B.C.E./C.E.; Chinese, Hebrew, and Islamic/Hijri calendars).

SE/PG: Measuring Time, 4–5; The Egyptian Calendar, 156; Roman Calendar, 5; A New Calendar, 719–720; Aztec Calendar, 594, 595; China, 553; Incan Calendar, 606; Japan, 553; Mayan Calendar, 588



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Grade 7


H1.2 Historical Inquiry and Analysis Use historical inquiry and analysis to study the past. History is a process of reasoning based on evidence from the past. Historians use and interpret a variety of historical documents (including narratives), recognize the difference between fact and opinion, appreciate multiple historical perspectives while avoiding present mindedness (judging the past solely in term of norms and values of today), and explain that historical events often are the result of multiple causation. Students will conduct their own inquiry and analysis in their studies about the ancient history of the Eastern Hemisphere. 7 – H1.2.1 Explain how historians use a variety of sources to explore the past (e.g., artifacts, primary and secondary sources including narratives, technology, historical maps, visual/mathematical quantitative data, radiocarbon dating, DNA analysis).

SE/TE: Historical Sources, 6–7; Primary Sources (Analyze the Documents), 101, 191, 291, 355, 423, 479, 573, 619, 703, 787; Writing Task: Comparing Documents, 323, 479, 619, 677, 701; also see: Document–Based Questions, 77, 99, 139, 165, 189, 229, 249, 269, 289, 353, 385, 421, 445, 477, 511, 543, 571, 597, 617, 647, 677, 701, 735, 757, 785; Identify Bias, 499, 529, 533, 702, 703, 756, 775; Compare Viewpoints, 241, 288, 291, 321, 333, 379, 607, 749, 775; Maps, 10, 11, 12, 13, 14, 15, 38, 42, 44, 50, 62, 69, 85, 92, 98, 112, 183, 185, 188, 201, 204, 207, 218, 226, 236, 243, 248, 255, 259, 279, 301, 310, 319, 330, 332, 336, 365, 381, 391, 403, 406, 418, 433, 438, 451, 452, 461, 469, 489, 492, 496, 501, 510, 518, 520, 525, 528, 532, 543, 549, 570, 583, 584, 591, 603, 609, 629, 630, 632, 636, 641, 653, 659, 667, 674, 685, 696, 713, 714, 734, 751, 764, 766, 771, 777



Grade 7


Grade 7


(Continued) 7 – H1.2.1 Explain how historians use a variety of sources to explore the past (e.g., artifacts, primary and secondary sources including narratives, technology, historical maps, visual/mathematical quantitative data, radiocarbon dating, DNA analysis).

PG only: Primary Source Lesson Plan and PG Primary Sources: Core Concepts, 4, 22, 47; Unit 1: Origins, T44, 63; Unit 2: The Ancient Near East, T88, 108, 126, 136, 175, 187, 192; Unit 3: Ancient India and China, T98, 205, 210, 211, 215, 218, 232, 237, 290; Unit 4: Ancient Greece, T62, 299, 302, 314, 320, 333, 337, 347, 356; Unit 5: Ancient Rome, T68, 363, 411, 422; Unit 6: The Byzantine Empire and Islamic Civilization, T56, 439, 464, 466, 475; Unit 7: African and Asian Civilizations, T86, 496, 498, 515, 527, 546, 559, 569, 575; Unit 8: Civilizations of the Americas, T38, 595, 610, 613; Unit 9: Europe in the Middle Ages, T80, 627, 631, 643, 654, 662, 668, 674, 681, 699, 702; Unit 10: The Rise of Europe, T80, 732, 742, 764, 779, 786, 788



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Grade 7


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.

SE/TE: Section Assessment, 117, 123, 131, 137, 151, 157, 163, 175, 181, 187, 205, 211, 219, 227, 241, 247, 257, 261, 267, 277, 281, 287, 305, 311, 317, 321, 333, 337, 343, 351, 369, 375, 379, 383, 395, 401, 407, 413, 419, 435, 439, 443, 453, 459, 467, 475, 493, 499, 503, 509, 523, 529, 533, 541, 553, 561, 569, 589, 595, 607, 615, 633, 639, 645, 657, 663, 671, 675, 687, 693, 699, 715, 721, 727, 733, 745, 749, 755, 769, 775, 783; Chapter Assessment, 76, 98, 138, 164, 188, 228, 248, 268, 288, 322, 352, 384, 420, 444, 476, 510, 542, 570, 596, 616, 646, 676, 700, 734, 756, 784; Reading Check, 60, 67, 70, 72, 75, 89, 91, 97, 114, 117, 120, 123, 125, 129, 131, 137, 145, 149, 151, 155, 157, 161, 163, 171, 175, 177, 178, 181, 184, 187, 201, 205, 208, 211, 215, 217, 219, 222, 227, 237, 239, 241, 247, 255, 257, 260, 261, 265, 267, 276, 277, 281, 283, 285, 287, 301, 305, 308, 311, 314, 317, 321, 331, 333, 337, 341, 343, 346, 349, 351, 367, 369, 371, 375, 377, 379, 383, 393, 395, 398, 401, 405, 407, 409, 413, 417, 419, 435, 437, 439, 441, 443, 451, 453, 456, 459, 462, 467, 471, 475, 491, 493, 497, 499, 502, 503, 507, 509, 519, 521, 523, 527, 529, 533, 536, 541, 549, 553, 559, 561, 565, 569, 586, 589, 592, 595, 604, 607, 611, 615, 631, 637, 639, 641, 645, 653, 657, 660, 663, 668, 671, 675, 685, 687, 690, 693, 695, 699, 715, 718, 721, 724, 727, 731, 733, 742, 745, 749, 751, 755, 767, 769, 774, 775, 778, 783

7 – H1.2.3 Identify the point of view (perspective of the author) and context when reading and discussing primary and secondary sources.

SE/PG: Identify Bias, 499, 529, 533, 702, 703, 756, 775; Compare Viewpoints, 241, 288, 291, 321, 333, 379, 607, 749, 775; 21st Century Learning: Analyze Media Content, 39, 511; Primary Sources (Analyze the Documents), 101, 191, 291, 355, 423, 479, 573, 619, 703, 787; Writing Task: Comparing Documents, 323, 479, 619, 677, 701



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Grade 7


7 – H1.2.4 Compare and evaluate competing historical perspectives about the past based on proof.

SE/PG: Historical Sources, 6–7; Primary Sources (Analyze the Documents), 101, 191, 291, 355, 423, 479, 573, 619, 703, 787; Writing Task: Comparing Documents, 323, 479, 619, 677, 701; also see: Document–Based Questions, 77, 99, 139, 165, 189, 229, 249, 269, 289, 353, 385, 421, 445, 477, 511, 543, 571, 597, 617, 647, 677, 701, 735, 757, 785; Compare Viewpoints, 241, 288, 291, 321, 333, 379, 607, 749, 775

7 – H1.2.5 Describe how historians use methods of inquiry to identify cause effect relationships in history noting that many have multiple causes.

SE/PG: Cause and Effect, 16, 38, 98, 101, 131, 164, 185, 219, 247, 248, 268, 277, 287, 288, 322, 384, 395, 407, 419, 420, 444, 475, 476, 523, 553, 561, 595, 596, 612, 618, 687, 693, 699, 700, 733, 734, 755, 783, 784

7 – H1.2.6 Identify the role of the individual in history and the significance of one person’s ideas.

SE/PG: my Story, 55–57, 79–81, 107–109, 141–143, 167–169, 197–199, 231–233, 251–253, 271–273, 297–299, 325–327, 361–363, 387–389, 429–431, 447–449, 485–487, 513–515, 545–547, 579–581, 599–601, 625–627, 649–651, 679–681, 709–711, 737–739, 759–761, 793–795, 825–827, 853–855, 889–891, 923–925, 951–953, 973–975



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Grade 7


H1.4 Historical Understanding Use historical concepts, patterns, and themes to study the past. Historians apply temporal perspective, historical inquiry, and analysis to spheres of human society to construct knowledge as historical understandings. These understandings are drawn from the record of human history and include human aspirations, strivings, accomplishments, and failures in spheres of human activity. 7 – H1.4.1 Describe and use cultural institutions to study an era and a region (political, economic, religion/belief, science/technology, written language, education, family).

SE/PG: What Is Culture? 42–43; Religion, 44–45; Cultural Diffusion and Change, 46–47; Hunter-Gatherer Societies, 64–67; Beginnings of Civilizations, 78–81, 82–89, 90–97, 98–99; The Fertile Crescent, 106–109, 110–117, 118–123, 124–131, 132–137, 138–139; Ancient Egypt and Nubia, 140–143, 144–151, 152–157, 158–163, 164–165; Judaism and the Jewish People, 166–169, 170–175, 176–181, 182–187, 188–189; Civilizations of Early India, 196–199, 200–205, 206–211, 212–219, 220–227, 228–229; India’s Empires, 230–233, 234–241, 242–247, 248–249; Ancient China, 250–253, 254–257, 258–261, 262–267, 268–269; The Chinese Empire, 270–273, 274–277, 278–281, 282–287, 288–289; The Ancient Greeks, 296–299, 300–305, 306–311, 312–317, 318–321, 322–323; Ancient Greek Civilization, 324–327, 328–333, 334–337, 338–343, 344–351, 352–353; The Roman Republic, 360–363, 364–369, 370–375, 376–379, 380–383, 384–385; The Roman Empire and Christianity, 386–389, 390–395, 396–401, 402–407, 408–413, 414–419, 420–421; The Byzantine Empire, 428–431, 432–435, 436–439, 440–443, 444–445; Islamic Civilization, 446–449, 450–453, 454–459, 460–467, 468–475, 476–477; Early African Civilizations, 484–487, 488–493, 494–499, 500–503, 504–509, 510–511; China in the Middle Ages, 512–515, 516–523, 524–529, 530–533, 534–541, 542–543; Japan Before Modern Times, 544–547, 548–553, 554–561, 562–569, 570–571; Mesoamerican Civilizations, 578–581, 582–589, 590–595, 596–597; Early North And South America, 598–601, 602–607, 608–615, 616–617; A–783, 784–785



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Grade 7


(Continued) 7 – H1.4.1 Describe and use cultural institutions to study an era and a region (political, economic, religion/belief, science/technology, written language, education, family).

SE/TE: New Civilization in Europe, 624–627, 628–633, 634–639, 640–645, 646–647; Conflicts and Crusades, 648–651, 652–657, 658–663, 664–671, 672–675, 676–677; A Changing Medieval World, 678–681, 682–687, 688–693, 694–699, 700–701; The Renaissance, 708–711, 712–715, 716–721, 722–727, 728–733, 734–735; The Reformation, 736–739, 740–745, 746–749, 750–755, 756–757; The Age of Exploration, 758–761, 762–769, 770–775, 776

7 – H1.4.2 Describe and use themes of history to study patterns of change and continuity.

The Essential Questions provide a larger framework to guide students to explore the big ideas of each chapter. SE/PG: Essential Questions: How are Religion and Culture Connected? 166, 175, 181, 187, 189, 230, 241, 247, 249, 446, 453, 459, 467, 475, 477, 678, 687, 693, 699, 701; How Much Does Geography Affect People's Lives? 140, 151, 157, 163, 165, 196, 205, 211, 219, 227, 229, 250, 257, 261, 267, 269, 598, 607, 615, 617; How Should We Handle Conflict, 324, 333, 337, 343, 351, 353, 648, 657, 663, 671, 675, 677, 736, 745, 749, 755, 757; What Are the Consequences of Technology? 54, 63, 67, 75, 77, 106, 117, 123, 131, 137, 139, 512, 523, 529, 533, 541, 543; What Are the Consequences of Trade? 484, 493, 499, 503, 509, 511, 758, 769, 775, 783; What Distinguishes One Culture from Another? 428, 435, 439, 443, 445, 544, 553, 561, 569, 571, 578, 589, 595, 597, 708, 715, 721, 727, 733, 735; What Is Power and who Should Have It? 296, 305, 311, 317, 321, 323, 624, 633, 639, 645, 647; What Should Governments Do? 78, 89, 97, 99, 270, 277, 281, 287, 289, 360, 369, 375, 379, 383, 385; Why Do People Move? 386, 395, 401, 407, 413, 419, 421



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Grade 7


7 – H1.4.3 Use historical perspectives to analyze global issues faced by humans long ago and today.

SE/PG: Essential Question: myWorld Chapter Activity & 21st Century Learning Activity, 77, 99, 139, 165, 189, 229, 249, 269, 289, 353, 385, 421, 445, 477, 511, 543, 571, 597, 617, 647, 677, 701, 735, 757, 785; Student Journal (Essential Question), 117, 123, 131, 137, 151, 157, 163, 175, 181, 187, 205, 211, 219, 227, 241, 247, 257, 261, 267, 277, 281, 287, 305, 311, 317, 321, 333, 337, 343, 351, 369, 375, 379, 383, 395, 401, 407, 413, 419, 435, 439, 443, 453, 459, 467, 475, 493, 499, 503, 509, 523, 529, 533, 541, 553, 561, 569, 589, 595, 607, 615, 633, 639, 645, 657, 663, 671, 675, 687, 693, 699, 715, 721, 727, 733, 745, 749, 755, 769, 775, 783 PG only: myWorld Chapter Activity: Unit 1: Origins, T5, T29; Unit 2: The Ancient Near East, T5, T35, T67; Unit 3: Ancient India and China, T5, T35, T53, T77; Unit 4: Ancient Greece, T5, T35; Unit 5: Ancient Rome, T5, T35; Unit 6: The Byzantine Empire and Islamic Civilization, T5, T28; Unit 7: African and Asian Civilizations, T5, T35, T65; Unit 8: Civilizations of the Americas, T5, T25; Unit 9: Europe in the Middle Ages, T5, T29, T59; Unit 10: The Rise of Europe, T5, T35, T59



Grade 7


Grade 7


WORLD HISTORY W1 WHG ERA 1 – THE BEGINNINGS OF HUMAN SOCIETY: BEGINNINGS TO 4000 B.C.E./B.C. Explain the basic features 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. W1.1 Peopling of the Earth Describe the spread of people in the Eastern Hemisphere in Era 1. In the first era of human history, people spread throughout the world. As communities of hunters, foragers, or fishers, they adapted creatively and continually to a variety of contrasting, changing environments in Africa, Eurasia, and Australia. 7 – W1.1.1 Explain how and when human communities populated major regions of the Eastern Hemisphere (Africa, Australia, Europe, Asia) and adapted to a variety of environments.

SE/PG: Populating the Earth, 68–75; Chapter Assessment, 76

7 – W1.1.2 Explain what archaeologists have learned about Paleolithic and Neolithic patterns of living in Africa, Western Europe, and Asia.

SE/PG: Mary Leakey: Exploring the Stone Age, 55-57; The Hunt for Early Humans, 60–63; Map: Fossil Finds in Africa, 62; Hunter-Gatherer Societies, 64–67 PG only: Origins: Archeological Mysteries Conference, T5–T7; Spread the News, T10–T11; Enrichment: Carbon Dating, T12; Origins: Get Yours Now, T16–T17

W1.2 Agricultural Revolution Describe the Agricultural Revolution and explain why it was a turning point in history. The Agricultural Revolution was a major turning point in history that resulted in people and civilizations viewing and using the land in a systematic manner to grow food crops, raise animals, produce food surpluses, and the development of sedentary settlement. 7 – W1.2.1 Explain the importance of the natural environment in the development of agricultural settlements in different locations (e.g., available water for irrigation, adequate precipitation, and suitable growth season).

SE/PG: The Birth of Farming, 82–84; The Spread of Farming, 85–86

7 – W1.2.2 Explain the impact of the Agricultural Revolution (stable food supply, surplus, population growth, trade, division of labor, development of settlements).

SE/PG: Early Agriculture, 82–86; Farming the Land, 111–112; City-States of Sumer, 112–113; 21st Century Learning: Hold an Agricultural Fair, 102–103 PG only: Origins: When I Grow Up! T34–T35



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Grade 7


7 – W1.2.3 Compare and contrast the environmental, economic, and social institutions of two early civilizations from different world regions (e.g., Yangtse, Indus River Valley, Tigris/Euphrates, and Nile).

SE/PG: Cities and Civilizations, 90–97; The Civilization of Sumer, 110–117; The First Empires, 118–123; The Assyrian and Persian Empires, 124–131; Egypt Under the Pharaohs, 144–151; Art, Architecture, and Learning in Egypt, 152–157; Egypt and Nubia, 158–163; Indus Valley Civilization, 200–205; India’s Vedic Age, 206–211; Settling Along the Huang River, 254–257; China Under the Zhou Dynasty, 258–261; Religions and Beliefs of Ancient China, 262–267

W2 WHG ERA 2 – EARLY CIVILIZATIONS AND CULTURES AND THE EMERGENCE OF PASTORAL PEOPLES, 4000 TO 1000 B.C.E./B.C. Describe and differentiate defining characteristics of early civilization and pastoral societies, where they emerged, and how they spread. W2.1 Early Civilizations and Early Pastoral Societies Analyze early Eastern Hemisphere civilizations and pastoral societies. During this era early civilizations and pastoral societies emerged. Many of the world’s most fundamental institutions, discoveries, inventions, and techniques appeared. Pastoral societies developed the herding of animals as a primary food source that enabled them to inhabit the semi-arid steppes of Eurasia and Africa. This era introduces students to one of the most enduring themes in history: the dynamic interplay, between herding and agrarian societies involving both conflict and mutual dependence. 7 – W2.1.1 Describe the importance of the development of human language, oral and written, and its relationship to the development of culture

• verbal vocalizations SE/PG: For related material see: System of Writing, 97

• standardization of physical (rock, bird) and abstract (love, fear) words

SE/PG: System of Writing, 97

• pictographs to abstract writing (governmental administration, laws, codes, history and artistic expressions)

SE/PG: System of Writing, 97; Sumerian Writing, 115; Development of the Alphabet, 136–137; Hieroglyphic Writing, 152–153 PG only: The Ancient Near East: A Sound Alphabet, T28–T29

7 – W2.1.2 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 (Tigris and Euphrates Rivers, Yangtze River, Nile River, Indus River).

SE/PG: Geography’s Five Themes, 10–11; Understanding Maps, 12–13; Historical Maps, 14–15; Maps, 10, 11, 12, 13, 14, 15, 38, 42, 44, 50, 62, 69, 85, 92, 98, 112, 183, 185, 188, 201, 204, 207, 218, 226, 236, 243, 248, 255, 259, 279



Grade 7


Grade 7


7 – W2.1.3 Examine early civilizations to describe their common features (ways of governing, stable food supply, economic and social structures, use of resources and technology, division of labor and forms of communication).

SE/PG: Beginnings of Civilizations, 78–81; Early Agriculture, 82–89; Cities and Civilizations, 90–97; Chapter Assessment, 98–99; The Civilization of Sumer, 110–117; The First Empires, 118–123; The Assyrian and Persian Empires, 124–131; Chapter Assessment, 138–139; Egypt Under the Pharaohs, 144–151; Art, Architecture, and Learning in Egypt, 152–157; Egypt and Nubia, 158–163; Chapter Assessment, 164–165; The Origins of Judaism, 170–175; The Teachings of Judaism, 176–181; The Jewish People, 182–187; Chapter Assessment, 188–189; Indus Valley Civilization, 200–205; India’s Vedic Age, 206–211; Hinduism, 212–219; Buddhism, 220–227; Chapter Assessment, 228–229 Settling Along the Huang River, 254–257; China Under the Zhou Dynasty, 258–261; Religions and Beliefs of Ancient China, 262–267; Chapter Assessment, 268–269

7 – W2.1.4 Define the concept of cultural diffusion and how it resulted in the spread of ideas and technology from one region to another (e.g., plants, crops, plow, wheel, bronze metallurgy).

SE/PG: Cultural Diffusion and Change, 46–47 PG only: Core Concepts: Cultural Diffusion and Change, T42; Track the Trait, T43

7 – W2.1.5 Describe pastoralism and explain how the climate and geography of Central Asia were linked to the rise of pastoral societies on the steppes.

SE/PG: The Mongol Conquests, 524–525



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Grade 7


W3 WHG ERA 3 – CLASSICAL TRADITIONS, WORLD RELIGIONS, AND MAJOR EMPIRES, 1000 B.C.E./B.C. TO 300 C.E./A.D. 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 emergence of classical civilizations in Africa and Eurasia. Africa and Eurasia moved in the direction of forming a single world of human interchange as a result of trade, empire building, and the diffusion of skills and ideas. 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.

W3.1 Classical Traditions in Regions of the Eastern Hemisphere Analyze classical civilizations and empires and their lasting impact on institutions, political thought, structures, technology and art forms that grew in India, China, the Mediterranean basin, Africa, and Southwest and Central Asia during this era. 7 – W3.1.1 Describe the characteristics that classical civilizations share (institutions, cultural styles, systems of thought that influenced neighboring peoples and have endured for several centuries).

SE/PG: Civilizations of Early India, 196–199, 200–205, 206–211, 212–219, 220–227, 228–229; India’s Empires, 230–233, 234–241, 242–247, 248–249; Ancient China, 250–253, 254–257, 258–261, 262–267, 268–269; The Chinese Empire, 270–273, 274–277, 278–281, 282–287, 288–289; The Ancient Greeks, 296–299, 300–305, 306–311, 312–317, 318–321, 322–323; Ancient Greek Civilization, 324–327, 328–333, 334–337, 338–343, 344–351, 352–353; The Roman Republic, 360–363, 364–369, 370–375, 376–379, 380–383, 384–385; The Roman Empire and Christianity, 386–389, 390–395, 396–401, 402–407, 408–413, 414–419, 420–421

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.

SE/PG: Geography of Mesopotamia, 111; Geography of Ancient Egypt, 144–145; The Indian Subcontinent, 200–201; Geography of China, 254–255; Geography of the Greek World, 300–301; The Geography of Italy, 364; Geography of Japan, 548–549; Geography of Mesoamerica, 583

7– W3.1.3 Compare and contrast the defining characteristics of a city-state, civilization, and empire.

SE/PG: Cities and Civilization, 90–97; City-States of Sumer, 112–113; Sargon builds an Empire, 119; Emergence of City-States, 304–305



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Grade 7


7 – W3.1.4 Assess the importance of Greek ideas about democracy and citizenship in the development of Western political thought and institutions.

SE/PG: Democracy in Athens, 312–317 PG only: Ancient Greece: Report form Athens, T22–T23; Enrichment: Origins of the Vocabulary of Government, T24

7 – W3.1.5 Describe major achievements from Indian, Chinese, Mediterranean, African, and Southwest and Central Asian civilizations in the areas of art, architecture and culture; science, technology and mathematics; political life and ideas; philosophy and ethical beliefs; and military strategy.

SE/PG: Sumer: Achievements, 117; Sumerian Religion, 114; Religion, 129; Egyptian Religion, 150–151; Egyptian: Hieroglyphic Writing, 152–153; Architecture and Art, 154–155; The Egyptian Calendar, 156; The Gupta Empire, 242–247; Religions and Beliefs of Ancient China, 262–267; Han Society and Achievements, 282–287; Ancient Greek Beliefs and Arts, 338–343; Ancient Greek Learning, 344–351; The Government of the Republic, 370–375; Rome’s Practical Achievements, 392-393; Roman Culture and Its Legacy, 396–401

7 – W3.1.6 Use historic and modern maps to locate and describe trade networks among empires in the classical era.

SE/PG: Maps: West Africa: Trade Routes, about 1000-1500, 15; Trade Routes From the Indus Valley, 204; Trade Routes in Muslim Lands, 469; West African Trade: 800-1500, 492; Trade Routes, 528

7 – W3.1.7 Use a case study to describe how trade integrated cultures and influenced the economy within empires (e.g., Assyrian and Persian trade networks or networks of Egypt and Nubia/Kush; or Phoenician and Greek networks).

SE/PG: Essential Questions: What Are the Consequences of Trade? 484, 493, 499, 503, 509, 511, 758, 769, 775, 783

7 – W3.1.8 Describe the role of state authority, military power, taxation systems, and institutions of coerced labor, including slavery, in building and maintaining empires (e.g., Han Empire, Mauryan Empire, Egypt, Greek city-states and the Roman Empire).

SE/PG: Egypt and Nubia, 140, 141–143, 144–151, 152–157, 158–163, 164–165; The Mauyra Empire, 234–241; The Chinese Empire, 270, 271–273, 274–277, 278–281, 282–287, 288–289; Ancient Greeks, 296, 297–299, 300–305, 306–311, 312–317, 318–321, 322–323, 324, 325–327, 328–333, 334–337, 338–343, 344–351, 352–353; Ancient Rome, 360, 361–363, 364–369, 370–375, 376–379, 380–383, 384–385, 386, 387–389, 390–395, 396–401, 402–407, 408–413, 414–419, 420–421



Grade 7


Grade 7


7 – W3.1.9 Describe the significance of legal codes, belief systems, written languages and communications in the development of large regional empires.

SE/PG: Hammurabi, 120–123; Sargon, 118, 119–120; Think Critically: Compare and Contrast, 123; Document-Based Assessment, 139; Democracy in Athens, 312–317; The Government of the Republic, 370–375; System of Writing, 97; Sumerian Writing, 115; Development of the Alphabet, 136–137; Hieroglyphic Writing, 152–153; Sumerian Religion, 114; Religion, 129; Egyptian Religion, 150–151; Hinduism, 212–219; Buddhism, 220–227; Religions and Beliefs of Ancient China, 262–267; Greek Religion and Mythology, 338–340; Roman Religion, 378–379; Origins of Christianity, 402–407; Beliefs of Christianity, 408–413; Islam, 447–449, 452–457, 459, 460–464, 466–467, 468–475, 478–479 PG only: The Ancient Near East: An Eye for an Eye, T16–T17; A Sound Alphabet, T28–T29; Ancient Greece: Report form Athens, T22–T23; Enrichment: Origins of the Vocabulary of Government, T24; Ancient Rome: Comparing Religions, T52–T53

7 – W3.1.10 Create a time line that illustrates the rise and fall of classical empires during the classical period.

SE/PG: Timelines, 231, 234–235, 251, 271, 297, 325, 361, 387, 416–417

W3.2 Growth and Development of World Religions Explain how world religions or belief systems of Hinduism, Judaism, Buddhism, Christianity, Confucianism and Islam grew and their significance. (Islam is included here even though it came after 300 C.E./A.D.) Six of 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 beliefs of the five major world religions.

SE/PG: Core Concept: Religion, 44–45; Judaism, 170–175, 176–181, 182–187, 351, 403, 405, 453, 456, 461, 462; Christianity, 387–389, 402–407, 408–413, 436–439, 501, 502, 506–507, 631–633, 634–639; Islam, 447–449, 452–457, 459, 460–464, 466–467, 468–475, 478–479, 485–487, 495–499, 503, 506–507, 826; Buddhism, 220–227, 230, 238, 239, 281, 244, 527, 538–539, 540, 541, 551–553, 565–569; Hinduism, 196, 212–219, 222, 225, 238



Grade 7


Grade 7


7 – W3.2.2 Locate the geographical center of major religions and map the spread through the 3rd century C.E./A.D.

SE/PG: Map: Israel and Judah, 183; Map: The Diaspora, 185; Map: The Spread of Buddhism, 226; Map: Events in Jesus’ Life, 403; Map: Spread of Christianity, 406; Map: Events in Muhammad’s Life, 452; Map: Spread of the Arab Muslim Empire, 461

7 – W3.2.3 Identify and describe the ways that religions unified people’s perceptions of the world and contributed to cultural integration of large regions of Afro-Eurasia. (National Geography Standard 6, p. 73)

SE/PG: Core Concept: Religion, 44–45; The Diaspora, 184–186; The Legacy of Judaism, 187 PG only: Core Concepts: Religion, T40; Religion Research, T41; Ancient Egypt and Nubia: Exploring Dispersion, T84–T85

GEOGRAPHY G1 THE WORLD IN SPATIAL TERMS: GEOGRAPHICAL HABITS OF MIND (FOUNDATIONAL EXPECTATIONS ADDRESSED IN GRADE 6) Study the relationships between people, places, and environments by using information that is in a geographic (spatial) context. Engage in mapping and analyzing the information to explain the patterns and relationships they reveal both between and among people, their cultures, and the natural environment. Identify and access information, evaluate it using criteria based on concepts and themes, and use geography in problem solving and decision making. Explain and use key conceptual devices (places and regions, spatial patterns and processes) that geographers use to organize information and inform their study of the world. G1.1 Spatial Thinking Use maps and other geographic tools to acquire and process information from a spatial perspective. Geographers use published maps, sketch (mental) maps, and other geographic representations, tools, and technologies to acquire, organize, process, and report information from a spatial perspective. World maps made for specific purposes (population distribution, climate patterns, vegetation patterns) are used to explain the importance of maps in presenting information that can be compared, contrasted, and examined to answer the questions “Where is something located?” and “Why is it located there?” Students will begin with global scale and then refocus the scale to study the region of the Eastern Hemisphere, and, finally, focus on a specific place.



Grade 7


Grade 7


7 – G1.1.1 Explain and use a variety of maps, globes, and web based geography technology to study the world, including global, interregional, regional, and local scales.

SE/TE: Geography’s Five Themes, 10–11; Understanding Maps, 12–13; Historical Maps, 14–15; Maps and Map Skill Questions, 10, 11, 12, 13, 14, 15, 38, 42, 44, 50, 62, 69, 85, 92, 98, 112, 183, 185, 188, 201, 204, 207, 218, 226, 236, 243, 248, 255, 259, 279, 301, 310, 319, 330, 332, 336, 365, 381, 391, 403, 406, 418, 433, 438, 451, 452, 461, 469, 489, 492, 496, 501, 510, 518, 520, 525, 528, 532, 543, 549, 570, 583, 584, 591, 603, 609, 629, 630, 632, 636, 641, 653, 659, 667, 674, 685, 696, 713, 714, 734, 751, 764, 766, 771, 777

7 – G1.1.2 Draw an accurate sketch map from memory of the Eastern Hemisphere showing the major regions (Africa, Asia, Europe, Australia/Oceania, Antarctica).

SE/PG: For related material see: 21st Century Learning: Make a Map, 139, 165

G1.2 Geographical Inquiry and Analysis Use geographic inquiry and analysis to answer important questions about relationships between people, cultures, their environment, and relations within the larger world context. Geographers use information and skills to reach conclusions about significant questions regarding the relationships between people, their cultures, the environments in which they live, and the relationships within the larger world context. Students will reach their own conclusions using this information and make a reasoned judgment about the most justifiable conclusion based on the authenticity of the information, their skill at critically analyzing and synthesizing the information, and presenting the results of the inquiry. 7 – G1.2.1 Locate the major landforms, rivers and climate regions of the Eastern Hemisphere.

SE/PG: Maps and Map Skill Questions, 10, 11, 12, 13, 14, 15, 38, 42, 44, 50, 62, 69, 85, 92, 98, 112, 183, 185, 188, 201, 204, 207, 218, 226, 236, 243, 248, 255, 259, 279, 301, 310, 319, 330, 332, 336, 365, 381, 391, 403, 406, 418, 433, 438, 451, 452, 461, 469, 489, 492, 496, 501, 510, 518, 520, 525, 528, 532, 543, 549, 570, 583, 584, 591, 603, 609, 629, 630, 632, 636, 641, 653, 659, 667, 674, 685, 696, 713, 714, 734, 751, 764, 766, 771, 777



Grade 7


Grade 7


7 – G1.2.2 Explain why maps of the same place may vary as a result of the cultural or historical background of the cartographer.

SE/PG: For related material see: Understanding Maps, 12–13; Historical Maps, 14–15 PG only: Core Concepts: Mapping My Day, T15; Ancient India and China: Challenge: Create a Pop-Up Map, T8; Extra Support: Trace Aryans and Native Americans Migration on Maps, T14; The Rise of Europe: A Memorable Map, T64–T65

7 – G1.2.3 Use observations from air photos, photographs (print and CD), films (VCR and DVD) as the basis for answering geographic questions about the human and physical characteristics of places and regions.

SE/PG: Opportunities to answer this objective exist throughout the text. For examples see pages 92, 97, 112, 120–121, 130, 140, 146, 154, 162, 203, 304.

7 – G1.2.4 Draw the general population distribution of the Eastern Hemisphere on a map, analyze the patterns, and propose two generalizations about the location and density of the population.

SE/PG: For related material see: Population: Arabia, 451; Buddhists, 226, 227; China, 520, 521; Christians, 412; Europe, 683; India, 218; Jewish People, 186, 187; Mali, 497; Middle Ages, 683, 698; Muslims, 458, 459

7 – G1.2.5 Use information from modern technology such as Geographic Positioning System (GPS), Geographic Information System (GIS), and satellite remote sensing to locate information and process maps and data to analyze spatial patterns of the Eastern Hemisphere to answer geographic questions.

SE/PG: For related material see: Geography’s Five Themes, 10–11; Understanding Maps, 12–13; Historical Maps, 14–15; Atlas, 790–805

7 – G1.2.6 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 problem or issue of importance to a region of the Eastern Hemisphere.

SE/PG: Geography’s Five Themes, 10–11; Understanding Maps, 12–13; Historical Maps, 14–15; Maps and Map Skill Questions, 10, 11, 12, 13, 14, 15, 38, 42, 44, 50, 62, 69, 85, 92, 98, 112, 183, 185, 188, 201, 204, 207, 218, 226, 236, 243, 248, 255, 259, 279, 301, 310, 319, 330, 332, 336, 365, 381, 391, 403, 406, 418, 433, 438, 451, 452, 461, 469, 489, 492, 496, 501, 510, 518, 520, 525, 528, 532, 543, 549, 570, 583, 584, 591, 603, 609, 629, 630, 632, 636, 641, 653, 659, 667, 674, 685, 696, 713, 714, 734, 751, 764, 766, 771, 777; Essential Questions: How Much Does Geography Affect People's Lives? 140, 151, 157, 163, 165, 196, 205, 211, 219, 227, 229, 250, 257, 261, 267, 269, 598, 607, 615, 617; Why Do People Move? 386, 395, 401, 407, 413, 419



Grade 7


Grade 7


G1.3 Geographical Understanding Use geographic themes, knowledge about processes and concepts to study the Earth. The nature and uses of geography as a discipline and the spatial perspective require that students observe, interpret, assess, and apply geographic information and skills. The uses of the subject and content of geography are essential in the development of geographical understanding. A spatial perspective enables students to observe, describe, and analyze the organizations of people, places, and environments at different scales and is central to geographic literacy. 7 – G1.3.1 Use the fundamental themes of geography (location, place, human environment interaction, movement, region) to describe regions or places on earth.

SE/TE: Geography’s Five Themes, 10–11; Understanding Maps, 12–13; Historical Maps, 14–15; Map Skills: Region, 112, 126, 148, 183, 255, 391, 403, 452, 469, 489, 492, 501, 518, 525, 528, 532, 549, 584, 629, 674, 696; Nile River Valley, 92, 93, 95; Geography of Mesopotamia, 111; Geography of Ancient Egypt, 144–145; The Indian Subcontinent, 200–201; Geography of China, 254–255; Geography of the Greek World, 300–301; The Geography of Italy, 364;Locaton of Constantinople, 432; Trade and Trade Routes, 469; The African Landscape, 488–490; Geography of Japan, 548–549; Geography of Mesoamerica, 583; Mexico: Building a City, 590–591; Geography Shapes Life, 602–603; The Eastern Woodlands, 610; The Great Plains, 611; The North and Northwest, 612; The West and Southwest, 613; The Geography of Europe, 628

7 – G1.3.2 Explain the locations and distributions of physical and human characteristics of Earth by using knowledge of spatial patterns.

SE/TE: Geography’s Five Themes, 10–11; Understanding Maps, 12–13; Historical Maps, 14–15; Map Skills: Region, 112, 126, 148, 183, 255, 391, 403, 452, 469, 489, 492, 501, 518, 525, 528, 532, 549, 584, 629, 674, 696

7 – G1.3.3 Explain the different ways in which places are connected and how those connections demonstrate interdependence and accessibility.

SE/PG: Map Skills: Interaction, 112, 126, 145, 159, 171, 218, 255, 310, 330, 332, 336, 391, 406, 452, 469, 496, 501, 532, 630, 636, 674, 696, 713; Human-Environment Interaction, 11; Modifying the Environment, 83; Trade, 34–35; Silk Road, 279, 280–281, 285, 469, 513, 528–529, 533; Columbian Exchange, 776–778; Mercantilism, 779–780



Grade 7


Grade 7


G2 PLACES AND REGIONS Describe the cultural groups and diversities among people that are rooted in particular places and in human constructs called regions. Analyze the physical and human characteristics of places and regions. G2.1 Physical Characteristics of Place Describe the physical characteristics of places. 7 – G2.1.1 Describe the landform features and the climate of the region (within the Western or Eastern Hemispheres) under study.

SE/TE: Geography’s Five Themes, 10–11; Understanding Maps, 12–13; Historical Maps, 14–15; Map Skills: Region, 112, 126, 148, 183, 255, 391, 403, 452, 469, 489, 492, 501, 518, 525, 528, 532, 549, 584, 629, 674, 696; Nile River Valley, 92, 93, 95; Geography of Mesopotamia, 111; Geography of Ancient Egypt, 144–145; The Indian Subcontinent, 200–201; Geography of China, 254–255; Geography of the Greek World, 300–301; The Geography of Italy, 364;Locaton of Constantinople, 432; Trade and Trade Routes, 469; The African Landscape, 488–490; Geography of Japan, 548–549; Geography of Mesoamerica, 583; Mexico: Building a City, 590–591; Geography Shapes Life, 602–603; The Eastern Woodlands, 610; The Great Plains, 611; The North and Northwest, 612; The West and Southwest, 613; The Geography of Europe, 628

7 – G2.1.2 Use information from GIS, remote sensing and the World Wide Web to compare and contrast the surface features and vegetation of the continents of the Eastern Hemisphere.

SE/PG: For related material see: Geography’s Five Themes, 10–11; Understanding Maps, 12–13; Historical Maps, 14–15; Atlas, 790–805; also see: Chapter Assessment Essential Question Activities: Geography and Ancient Egypt, 165; Investigate How Native Americans Adapted to Their Environment, 617

G2.2 Human Characteristics of Place Describe the human characteristics of places. 7 – G2.2.1 Describe the human characteristics of the region under study (including languages, religion, economic system, governmental system, cultural traditions).

SE/TE: Geography’s Five Themes, 10–11; Understanding Maps, 12–13; Historical Maps, 14–15; Foundations of Government, 20–21; Political Systems, 22–23; Economic Basics, 28–29; Economic Process, 30–31; Economic Systems, 32–33; Trade, 34–35; What Is Culture? 42–43; Religion, 44–45; Cultural Diffusion and Change, 46–47; Hunter-Gatherer Societies, 64–67



Grade 7


Grade 7


(Continued) 7 – G2.2.1 Describe the human characteristics of the region under study (including languages, religion, economic system, governmental system, cultural traditions).

SE/TE: Beginnings of Civilizations, 78–81, 82–89, 90–97, 98–99; The Fertile Crescent, 106–109, 110–117, 118–123, 124–131, 132–137, 138–139; Ancient Egypt and Nubia, 140–143, 144–151, 152–157, 158–163, 164–165; Judaism and the Jewish People, 166–169, 170–175, 176–181, 182–187, 188–189; Civilizations of Early India, 196–199, 200–205, 206–211, 212–219, 220–227, 228–229; India’s Empires, 230–233, 234–241, 242–247, 248–249; Ancient China, 250–253, 254–257, 258–261, 262–267, 268–269; The Chinese Empire, 270–273, 274–277, 278–281, 282–287, 288–289; The Ancient Greeks, 296–299, 300–305, 306–311, 312–317, 318–321, 322–323; Ancient Greek Civilization, 324–327, 328–333, 334–337, 338–343, 344–351, 352–353; The Roman Republic, 360–363, 364–369, 370–375, 376–379, 380–383, 384–385; The Roman Empire and Christianity, 386–389, 390–395, 396–401, 402–407, 408–413, 414–419, 420–421; The Byzantine Empire, 428–431, 432–435, 436–439, 440–443, 444–445; Islamic Civilization, 446–449, 450–453, 454–459, 460–467, 468–475, 476–477; Early African Civilizations, 484–487, 488–493, 494–499, 500–503, 504–509, 510–511; China in the Middle Ages, 512–515, 516–523, 524–529, 530–533, 534–541, 542–543; Japan Before Modern Times, 544–547, 548–553, 554–561, 562–569, 570–571; Mesoamerican Civilizations, 578–581, 582–589, 590–595, 596–597; Early North And South America, 598–601, 602–607, 608–615, 616–617; A New Civilization in Europe, 624–627, 628–633, 634–639, 640–645, 646–647; Conflicts and Crusades, 648–651, 652–657, 658–663, 664–671, 672–675, 676–677; A Changing Medieval World, 678–681, 682–687, 688–693, 694–699, 700–701; The Renaissance, 708–711, 712–715, 716–721, 722–727, 728–733, 734–735; The Reformation, 736–739, 740–745, 746–749, 750–755, 756–757; The Age of Exploration, 758–761, 762–769, 770–775, 776–783, 784–785



Grade 7


Grade 7


7 – G2.2.2 Explain that communities are affected positively or negatively by changes in technology (e.g., increased manufacturing resulting in rural to urban migration in China, increased farming of fish, hydroelectric power generation at Three Gorges, pollution resulting from increased manufacturing and automobiles).

SE/PG: What Are the Consequences of Technology? 54, 63, 67, 75, 77, 106, 117, 123, 131, 137, 139, 512, 523, 529, 533, 541, 543

7 – G2.2.3 Analyze how culture and experience influence people’s perception of places and regions (e.g., that beaches are places where tourists travel, cities have historic buildings, northern places are cold, equatorial places are very warm).

SE/PG: How Much Does Geography Affect People's Lives? 140, 151, 157, 163, 165, 196, 205, 211, 219, 227, 229, 250, 257, 261, 267, 269, 598, 607, 615, 617; What Distinguishes One Culture from Another? 428, 435, 439, 443, 445, 544, 553, 561, 569, 571, 578, 589, 595, 597, 708, 715, 721, 727, 733, 735

G3 PHYSICAL SYSTEMS Describe the physical processes that shape the Earth’s surface which, along with plants and animals, are the basis for both sustaining and modifying ecosystems. Identify and analyze the patterns and characteristics of the major ecosystems on Earth. G3.1 Physical Processes Describe the physical processes that shape the patterns of the Earth’s surface. 7 – G3.1.1 Construct and analyze climate graphs for locations at different latitudes and elevations in the region to answer geographic questions and make predictions based on patterns (e.g., compare and contrast Norway and France; Nairobi and Kilimanjaro; Mumbai and New Delhi).

SE/PG: For related material see: Geography’s Five Themes, 10–11; Understanding Maps, 12–13; Historical Maps, 14–15; Atlas, 790–805



Grade 7


Grade 7


G3.2 Ecosystems Describe the characteristics and spatial distribution of ecosystems on the Earth’s surface. The characteristics of major ecosystems on Earth’s surface include forests, deserts, grasslands, mountains, high latitude/polar and the temperature and precipitation patterns that cause them. 7 – G3.2.1 Explain how and why ecosystems differ as a consequence of differences in latitude, elevation, and human activities (e.g., effects of latitude on types of vegetation in Africa, proximity to bodies of water in Europe, and effects of annual river flooding in Southeast Asia and China).

SE/PG: For related material see: Nile River Valley, 92, 93, 95; Geography of Mesopotamia, 111; Geography of Ancient Egypt, 144–145; The Indian Subcontinent, 200–201; Geography of China, 254–255; Geography of the Greek World, 300–301; The Geography of Italy, 364; Location of Constantinople, 432; Trade and Trade Routes, 469; The African Landscape, 488–490; Geography of Japan, 548–549; Geography of Mesoamerica, 583; Mexico: Building a City, 590–591; Geography Shapes Life, 602–603; The Eastern Woodlands, 610; The Great Plains, 611; The North and Northwest, 612; The West and Southwest, 613; The Geography of Europe, 628

7 – G3.2.2 Identify ecosystems of a continent and explain why some provide greater opportunities (fertile soil, precipitation) for humans to use than do other ecosystems and how that changes with technology (e.g., China’s humid east and arid west and the effects of irrigation technology).

SE/PG: For related material see: Essential Questions: How Much Does Geography Affect People's Lives? 140, 151, 157, 163, 165, 196, 205, 211, 219, 227, 229, 250, 257, 261, 267, 269, 598, 607, 615, 617



Grade 7


Grade 7


G4 HUMAN SYSTEMS Explain that human activities may be seen on Earth’s surface. Human systems include the way people divide the land, decide where to live, develop communities that are part of the larger cultural mosaic, and engage in the cultural diffusion of ideas and products within and among groups. G4.1 Cultural Mosaic Describe the characteristics, distribution and complexity of Earth’s cultural mosaic. People are central to the study of geography. The characteristics, distribution, and complexity of human cultures create a cultural mosaic. 7 – G4.1.1 Identify and explain examples of cultural diffusion within the Eastern Hemisphere (e.g., the spread of sports, music, architecture, television, Internet, Bantu languages in Africa, Islam in Western Europe).

SE/PG: What Is Culture? 42–43; Religion, 44–45; Cultural Diffusion and Change, 46–47; Nubian Civilization, 162–163; New Ideas: Buddhism Enters China, 281; A New World, 337; Ancient Greek Beliefs and Arts, 338–343; Ancient Greek Learning, 344–351; Greco-Roman Culture, 395; Roman Culture and Its Legacy, 396–491; Muslim Empires, 460–467; Muslim Achievements, 468–475; Society and Culture, 504–509; Japanese Culture and Society, 562–569

7 – G4.1.2 Compare roles of women in traditional African societies in the past with roles of women as modern micro-entrepreneurs in current economies.

SE/PG: For related material see: Women in Mali, 494; Importance of Kinship, 505; also see: Essential Question, 511

G4.2 Technology Patterns and Networks Describe how technology creates patterns and networks that connect people, products and ideas. Technology affects the patterns and networks that develop on Earth and that enable people, products, and ideas to be exchanged. 7 – G4.2.1 List and describe the advantages and disadvantages of different technologies used to move people, products, and ideas throughout the world (e.g., opportunities for employment, entrepreneurial and educational opportunities using the Internet; the effects of technology on reducing the time necessary for communications and travel; the uses and effects of wireless technology in developing countries; and the spread of group and individual’s ideas as voice and image messages on electronic networks such as the Internet).

SE/PG: For related material see: Trade, 34–35; Trade in Ancient Egypt, 158–159; Trans-Saharan Trade, 491–493; Revival of Trade and Towns, 682–687; Silk Road, 279, 280–281, 285, 469, 513, 528–529, 533; New Tools for Exploration, 767–769; Columbian Exchange, 776–778; Mercantilism, 779–780



Grade 7


Grade 7


G4.3 Patterns of Human Settlement Describe patterns, processes and functions of human settlement. Human settlements have a powerful influence in shaping the world’s different cultural mosaics and political and economic systems. Patterns of settlement are shaped by trade, the movement of raw materials, finished products, people, and ideas (scientific, technological, religious). 7 – G4.3.1 Identify places in the Eastern Hemisphere that have been modified to be suitable for settlement by describing the modifications that were necessary (e.g., Nile River irrigation, reclamation of land along the North Sea, planting trees in areas that have become desertified in Africa).

SE/PG: For related material see: Human-Environment Interaction, 11; Modifying the Environment, 83; Irrigation, 49, 112, 192–193, 521, 536; Roads, 96, 129, 261, 275, 279, 280–281, 392, 393, 395

7 – G4.3.2 Describe patterns of settlement by using historical and modern maps (e.g., the location of the world’s mega cities, other cities located near coasts and navigable rivers, regions under environmental stress such as the Sahel).

SE/PG: For related material see: Populating the Earth, 68–75; Cities and Civilization, 90–97; Urbanization, 309, 520; Revival of Trade and Towns, 682–687

G4.4 Forces of Cooperation and Conflict Explain how forces of conflict and cooperation among people influence the division and control of the Earth’s surface. Forces of cooperation and conflict divide Earth’s space and involve the control of land, resources, strategic routes, and domination of other peoples. 7 – G4.4.1 Identify and explain factors that contribute to conflict and cooperation between and among cultural groups (e.g., natural resources, power, culture, wealth).

SE/PG: The Assyrian and Persian Empires, 124–131; India’s Vedic Age, 206–211; The Maurya Empire, 234–241; The Gupta Empire, 242–247; China Under the Zhou Dynasty, 258–261; Shi Huangdi Unites China, 274–277; The Rise of City-States, 300–305; War in Ancient Greece, 328–333; Alexander’s Empire, 334–337; The Rise of the Roman Republic, 364–369; The Roman Empire, 390–395; Decline of the Roman Empire, 414–419; Muslim Empires, 468–475; East African Civilizations, 500–503; The Rise of the Samurai, 554–561; The Aztecs, 590–595; Religious Crusades, 664–671



Grade 7


Grade 7


7 – G4.4.2 Describe examples of cooperation and conflict within the European Union (e.g., European Parliament, Euro as currency in some countries but not others, open migration within the European Union, free trade, and cultural impacts such as a multi-lingual population).

SE/PG: For related material see: Political Systems, 22–23; Trade, 34–35

G5 ENVIRONMENT AND SOCIETY Explain that the physical environment is modified by human activities, which are influenced by the ways in which human societies value and use Earth’s natural resources, and by Earth’s physical features and processes. Explain how human action modifies the physical environment and how physical systems affect human systems. G5.1 Humans and the Environment Describe how human actions modify the environment. 7 – G5.1.1 Describe the environmental effects of human action on the atmosphere (air), biosphere (people, animals, and plants), lithosphere (soil), and hydrosphere (water) (e.g., desertification in the Sahel Region of North Africa, deforestation in the Congo Basin, air pollution in urban center, and chemical spills in European Rivers).

SE/PG: For related material see: Geography’s Five Themes, 10–11; Climate: Africa, 488, 489; Europe, 629; Indian Subcontinent, 201; Japan, 548; Mediterranean, 301; Mesoamerica, 583; Stone Age, 70; Ice Age, 70, 71, 74, 75, 82–83; Flooding, 145; Earthquakes, 549; Monsoons, 201

7 – G5.1.2 Describe how variations in technology affect human modifications of the landscape (e.g., clearing of agricultural land in Southeast Asia, fish factories in North Atlantic and Western Pacific Ocean, and damming rivers to meet needs for electricity).

SE/PG: Essential Questions: What Are the Consequences of Technology? 54, 63, 67, 75, 77, 106, 117, 123, 131, 137, 139, 512, 523, 529, 533, 541, 543; 21st Century Learning: Solve a Water Shortage, 192–193

7 – G5.1.3 Identify the ways in which human-induced changes in the physical environment in one place can cause changes in other places (e.g., cutting forests in one region may result in river basin flooding elsewhere as has happened historically in China; building dams floods land upstream and permits irrigation downstream as in Southern Africa, the Aswan Dam flooded the upper Nile Valley and permitted irrigation downstream).

SE/PG: For related material see: Human-Environment Interaction, 11; Modifying the Environment, 83; Irrigation, 49, 112, 192–193, 521, 536; Urbanization, 309, 520; Great Wall, 275, 512, 524, 533; Roads, 96, 129, 261, 275, 279, 280–281, 392, 393, 395



Grade 7


Grade 7


G5.2 Physical and Human Systems Describe how physical and human systems shape patterns on the Earth’s surface. 7 – G5.2.1 Describe the effects that a change in the physical environment could have on human activities and the choices people would have to make in adjusting to the change (e.g., drought in Africa, pollution from volcanic eruptions in Indonesia, earthquakes in Turkey, and flooding in Bangladesh).

SE/PG: Irrigation: The Nile River System, 144–145; Growing a Surplus, 146; Ice Age, 70, 71, 74, 75, 82–83; Flooding, 145; Earthquakes, 549; Monsoons, 201

G6 GLOBAL ISSUES PAST AND PRESENT (H1.4.3, G1.2.6) Throughout the school year the students are introduced to topics that address global issues that integrate time and place. Included are capstone projects that entail the investigation of historical and contemporary global issues that have significance for the student and are clearly linked to the world outside the classroom. The topics and issues are developed as capstone projects within units and at the end of the course. Regular experiences with those topics and issues are necessary during each grade in order to build the background students will require to complete in-depth capstone projects. G6.1 Public Discourse, Decision Making, and Citizen Involvement (P3, P4) Capstone projects require the student to use geography, history, economics, and government to inquire about major contemporary and historical issues and events linked to the world outside the classroom. The core disciplines are used to interpret the past and plan for the future. During the school year the students will complete at least three capstone projects. (National Geography Standards 17 and 18, p. 179 and 181) 7 – G6.1.1 Contemporary Investigations – Conduct research on contemporary global topics and issues, compose persuasive essays, and develop a plan for action. (H1.4.3, G1.2.6, See P3 and P4)

SE/PG: Unit Activities - 21st Century Learning: Solve a Water Shortage, 192–193; Debate the Digital Future, 788–789

Contemporary Investigation Topics Conflict, Stability, and Change – Investigate the significance of conflict, stability, and change in governmental systems within the region.

The Essential Questions provide a larger framework to guide students to explore the big ideas of each chapter. SE/PG: How Should We Handle Conflict, 324, 333, 337, 343, 351, 353, 648, 657, 663, 671, 675, 677, 736, 745, 749, 755, 757; What Is Power and who Should Have It? 296, 305, 311, 317, 321, 323, 624, 633, 639, 645, 647 What Should Governments Do? 78, 89, 97, 99, 270, 277, 281, 287, 289, 360, 369, 375, 379, 383, 385



Grade 7


Grade 7


Diversity and Nationalism – Investigate the tensions that may develop between cultural diversity and nationalism within a country and their consequences.

SE/PG: For related material see: What Distinguishes One Culture from Another? 428, 435, 439, 443, 445, 544, 553, 561, 569, 571, 578, 589, 595, 597, 708, 715, 721, 727, 733, 735

Urbanization – Investigate urbanization and its consequences for the world’s population.

SE/PG: Urbanization and Urban Planning, 309, 520

Oil and Society – Investigate the significance of how oil has changed nations as both consumers and producers of this natural resource.

SE/PG: For related material see: Economic Basics, 28–29; Trade, 34–35

Children in the World – Investigate issues affecting children such as health, labor, and war.

SE/PG: Opportunities to address this objective may be found with the following: 21st Century Learning: Solve a Water Shortage, 192–193

Regional Cooperation – Explain the significance of and barriers to regional cooperation.

SE/PG: Students can explore this concept with the following examples: Trade, 34–35; Mercantilism, 779–780; Trans–Saharan Trade, 491–492; Columbian Exchange, 776–778; Crusades, 671, 685

7 – G6.1.2 Investigations Designed for Ancient World History Eras – Conduct research on global topics and issues, compose persuasive essays, and develop a plan for action. (H1.4.3, G1.2.6, See P3 and P4) Note: Additional global investigation topics have been identified for connections to World History Eras 1, 2, and 3 studies. Students investigate contemporary topics and issues that they have studied in an ancient world history context. The investigations may be addressed at the conclusion of each Era or may be included at the conclusion of the course.

SE/PG: Students have opportunities to write arguments in the following activities: 21st Century Learning: Analyze Media Content, 39; Essential Question, 39; Writing Task: Paragraph Justifying Your Reasoning, 51; Opinion Piece, 77; Persuasive Letter, 445; Promotional Brochure, 511



Grade 7


Grade 7


Contemporary Investigation Topics – Related to Content in World History and Contemporary Geography WHG Era 1 Population Growth and Resources – Investigate how population growth affects resource availability.

SE/PG: Population: Arabia, 451; Buddhists, 226, 227; China, 520, 521; Christians, 412; Europe, 683; India, 218; Jewish People, 186, 187; Mali, 497; Middle Ages, 683, 698; Muslims, 458, 459; Native Americans, 785; The Rise of Civilizations and the Importance of Resources, 93

Migration – Investigate the significance of migrations of peoples and the resulting benefits and challenges.

SE/PG: For related material see: Migration, 46–47, 68–69, 71, 207, 309–310, 582, 583; Trans–Saharan, 491–492; Silk Road, 279, 280–281, 285, 469, 513, 528–529, 533, 768

WHG Era 2 Sustainable Agriculture – Investigate the significance of sustainable agriculture and its role in helping societies produce enough food for people.

SE/PG: Early Agriculture, 82–89; Achievements, 117

WHG Era 3 Development – Investigate economic effects on development in a region and its ecosystems and societies.

SE/PG: Religious Crusades, 664–671; Revival of Trade and Towns, 682–687; The Growth of Trade, 776–783

Religious Conflict – Investigate conflict that arises from varying religious beliefs.

SE/PG: Christianity and the Empire, 407; The Division of the Christian Church, 436–439; Muslim Empires, 460–467; Conflicts and Crusades, 648–677; Religious Persecutions, 668–670, 675; The Reformation and Counter-Reformation, 736–757; also see: How Are Religion and Culture Connected? 166, 175, 181, 187, 189, 230, 241, 247, 249, 446, 453, 459, 467, 475, 477, 678, 687, 693, 699, 701



Grade 7


Grade 7


CIVICS AND GOVERNMENT C1 PURPOSES OF GOVERNMENT Analyze how people identify, organize, and accomplish the purposes of government. C1.1 Nature of Civic Life, Politics, and Government Describe civic life, politics and government and explain their relationships. Political scientists analyze why people engage in the political process; the role citizens play in civic life; the concepts of power, authority, sovereignty, and legitimacy; and competing arguments about the purpose and necessity of government. 7 – C1.1.1 Explain how the purposes served by government affect relationships between the individual, government, and society as a whole and the differences that occur in monarchies, theocracies, dictatorships, and representative governments.

SE/PG: Foundations of Government, 20–21; Political Systems, 22–23; also see: Absolute monarchy, 592; Athens, 321, 354; China, 256, 258–259, 275–280, 516, 518, 519, 520, 524–527, 530–531; City–states, 304–305, 312–317; Democracy, 314–317; England, 662, 663; Greece, 312–317, 346; Japan, 551–552; North Korea, 23; Roman empire, 395, 406; Roman republic, 366, 370–375, 379, 381–382; Self–government, 305, 755; Southwest Asia, 20; Sparta, 312, 318–319, 321, 354–355; Tyranny, 314; United Kingdom, 662, 663

C3 STRUCTURE AND FUNCTIONS OF GOVERNMENT Explain that governments are structured to serve the people. Describe the major activities of government, including making and enforcing laws, providing services and benefits to individuals and groups, assigning individual and collective responsibilities, generating revenue, and providing national security. C3.6 Characteristics of Nation-States Describe the characteristics of nation-states and how nation-states may interact. The world is organized politically into nation-states; each nation-state claims sovereignty over a defined territory and jurisdiction and everyone in it; these nation-states interact with one another using formal agreements and sanctions, which may be peaceful or may involve the use of force. 7 – C3.6.1 Define the characteristics of a nation-state (a specific territory, clearly defined boundaries, citizens, and jurisdiction over people who reside there, laws, and government) and how Eastern Hemisphere nations interact.

SE/PG: Definition of Nation States, 23, 821; also see: Foundations of Government, 20–21



Grade 7


Grade 7


C4 RELATIONSHIP OF UNITED STATES TO OTHER NATIONS AND WORLD AFFAIRS Explain that nations interact with one another through trade, diplomacy, treaties and agreements, humanitarian aid, economic sanctions and incentives, and military force and threat of force. C4.3 Conflict and Cooperation Between and Among Nations Explain the various ways that nations interact both positively and negatively. Governmental and nongovernmental organizations provide avenues through which nation-states can interact and attempt to manage their affairs and conflicts peacefully. 7 – C4.3.1 Explain how governments address national issues and form policies, and how the policies may not be consistent with those of other countries (e.g., population pressures in China compared to Sweden; international immigration quotas, international aid, energy needs for natural gas and oil and military aid).

SE/PG: Essential Questions: What Should Governments Do? 78, 89, 97, 99, 270, 277, 281, 287, 289, 360, 369, 375, 379, 383; Chapter Assessment Essential Question Activities: Write a Speech Calling for Change in Roman Government, 385; 21st Century Learning: Solve a Water Shortage, 192–193

7 – C4.3.2 Explain the challenges to governments and the cooperation needed to address international issues (e.g., migration and human rights).

SE/PG: For related material see: 21st Century Learning: Solve a Water Shortage, 192–193; Produce a Roman Newscast, 424–425; Chart Cultural Change, 574–575; Debate the Digital Future, 788–789

7 – C4.3.3 Explain why governments belong to different types of international and regional organizations (e.g., United Nations (UN), North Atlantic Treaty Organization (NATO), Organization of the Petroleum Exporting Countries (OPEC), European Union (EU), and African Union (AU), G-8 countries (leading economic/political).

SE/PG: For related material see: Treaty of Verdun, 633; Conflicts and Crusades, 648–651, 652–657, 658–663, 664–671, 672–675, 676–677



Grade 7


Grade 7


ECONOMICS E1 THE MARKET ECONOMY Describe the market economy in terms of the relevance of limited resources, how individuals and institutions make and evaluate decisions, the role of incentives, how buyers and sellers interact to create markets, how markets allocate resources, and the economic role of government in a market economy. E1.1 Individual, Business, and Government Choices Describe how individuals, businesses, and governments make economic decisions when confronting scarcity in the market economy. Individuals, businesses, industries, and governments confront scarcity and choice when organizing, producing and using productive resources (land, labor, capital) to supply the market place. 7 – E1.1.1 Explain the role of incentives in different economic systems (acquiring money, profit, goods, wanting to avoid loss, position in society, job placement).

SE/PG: Economic Basics, 28–29

7 – E1.1.2 Describe the circular flow model (that businesses get money from households in exchange for goods and services and return that money to households by paying for the factors of production that households have to sell) and apply it to a public service (e.g., education, health care, military protection).

SE/PG: Circular Flow Model in a Mixed Economy, 33

E2 THE NATIONAL ECONOMY Use economic concepts, terminology, and data to identify and describe how a national economy functions. They study the role of government as a provider of goods and services within a national economy. E2.3 Role of Government Describe how national governments make decisions that affect the national economy. Governmental decisions on taxation, spending, protections, and regulation affect the national economy. 7 – E2.3.1 Explain how national governments make decisions that impact both that country and other countries that use its resources (e.g., sanctions and tariffs enacted by a national government to prevent imports, most favored trade agreements, the impact China is having on the global economy and the U.S. economy in particular).

SE/PG: Trade, 34–35; Columbian Exchange, 776–778; Egypt, 148, 158–159; Europe, 657, 684–685; Greece, 311; Phoenician Civilization, 133–136; Spice, 762, 765; Roman Empire, 394–395, 415; Sumer, 113, 202; Trans–Saharan, 491–492



Grade 7


Grade 7


E3 INTERNATIONAL ECONOMY Analyze reasons for individuals and businesses to specialize and trade, why individuals and businesses trade across international borders, and the comparisons of the benefits and costs of specialization and the resulting trade for consumers, producers, and governments. E3.1 Economic Interdependence Describe patterns and networks of economic interdependence, including trade. Economic interdependence (trade) and economic development result in challenges and benefits for individuals, producers, and governments. 7 – E3.1.1 Explain the importance of trade (imports and exports) on national economies in the Eastern Hemisphere (e.g., natural gas in North Africa, petroleum Africa, mineral resources in Asia).

SE/PG: Trade, 34–35; Africa, 15, 491–493, 500–503, 506, 573, 574–575; Asia, 572, 574–575; Aztec Civilization, 594; Barter, 30, 113, 310; Byzantine Empire, 433; Capitalism, 780–783; China, 35, 279, 280–281, 517, 522–523, 528–529, 533, 535, 536, 537–538, 541; Columbian Exchange, 776–778; Crusades, 671, 685; Cultural Traits, 46; Egypt, 148, 158–159; Europe, 657, 684–685; Greece, 311; Indus Valley Civilizations, 202, 203, 204; Japan, 561, 565; Mali, 495; Mayan Civilization, 586; Mercantilism, 779–780; Mesopotamia, 113; Middle Ages, 684–685; Mongol Empire, 528–529; Muslim, 469–470; Nubia, 158–159, 160, 163; Phoenician Civilization, 133–136; Renaissance, 713–715; Roman Empire, 394–395, 415; Russia, 443; Silk Road, 279, 280–281, 285, 469, 513, 528–529, 533, 768; Spice, 762, 765; Sumer, 113, 202; Trans–Saharan, 491–492; Essential Question: Trade and Transport, 139

7 – E3.1.2 Diagram or map the movement of a consumer product from where it is manufactured to where it is sold to demonstrate the flow of materials, labor, and capital (e.g., global supply chain for computers, athletic shoes, and clothing).

SE/PG: For related material see: Making Goods and Services, 29; Economic Systems, 32–33; Trade, 34–35

7 – E3.1.3 Determine the impact of trade on a region of the Eastern Hemisphere by graphing and analyzing the Gross Domestic Product of the region for the past decade and comparing the data with trend data on the total value of imports and exports over the same period.

SE/PG: For related material see: Economic Systems, 32–33; Free Market Economy, 32; Traditional Economy, 32, 783; Barter, 30, 113, 310; Mercantilism, 779–780



Grade 7


Grade 7


7 – E3.1.4 Explain how communications innovations have affected economic interactions and where and how people work (e.g., internet home offices, international work teams, international companies).

SE/PG: For related material see: Businesses and the Economic Process, 30–31; Circular Flow in a Mixed Economy, 33

E3.3 Economic Systems Describe how societies organize to allocate resources to produce and distribute goods and services. An economic system is the institutional framework that a society uses to allocate its resources to produce and distribute goods and services. Every modern economy is a “mixed system,” having some features characteristic of traditional, command, and market economies. The “mix” varies from one economy to another. 7 – E3.3.1 Explain and compare how economic systems (traditional, command, and market) answer four basic questions: What should be produced? How will it be produced? How will it be distributed? Who will receive the benefits of production? (e.g., market economies in Africa, Europe; command economy in North Korea; and the transition to market economies in Vietnam and China).

SE/PG: Economic Systems, 32–33; Free Market Economy, 32; Traditional Economy, 32, 783; Barter, 30, 113, 310; Mercantilism, 779–780; also see: Aztec people, 594; Black Death and, 699; China, 275, 285, 522; England, 782, 783; Greece, 309–311; Incan empire, 607; Japan, 565; Maya People, 585; Middle Ages, 643–645; Muslims, 468–470; Netherlands, 782, 783; Reformation and, 755; Renaissance, 712–715; Roman empire, 394–395, 415; Uruk, 91; West Africa, 506

PUBLIC DISCOURSE, DECISION MAKING, AND CITIZEN INVOLVEMENT P3.1 Identifying and Analyzing Issues, Decision Making, Persuasive Communication About a Public Issue, and Citizen Involvement (P3, P4) 7 – P3.1.1 Clearly state an issue as a question or public policy, trace the origins of an issue, analyze and synthesize various perspectives, and generate and evaluate alternative resolutions. Deeply examine policy issues in group discussions and debates to make reasoned and informed decisions. Write persuasive/argumentative essays expressing and justifying decisions on public policy issues. Plan and conduct activities intended to advance views on matters of public policy, report the results, and evaluate effectiveness.

• Identify public policy issues related to global topics and issues studied.

SE/PG: Unit Activities - 21st Century Learning: Hold an Agricultural Fair, 102–103; Solve a Water Shortage, 192–193; Plan a Cultural Web Site, 292–293; Plan a Museum Exhibit, 356–357; Produce a Roman Newscast, 424–425; Design a Children’s Book, 480–481; Chart Cultural Change, 574–575; Script a Documentary, 620–621; Make a Medieval Trivia Game, 704–705; Debate the Digital Future, 788–789



Grade 7


Grade 7


• Clearly state the issue as a question of public policy orally or in written form.


• Use inquiry methods to acquire content knowledge and appropriate data about the issue.

SE/PG: 21st Century Learning Chapter Activities: 77, 99, 139, 165, 189, 229, 249, 269, 289, 323, 353, 385, 421, 445, 477, 511, 543, 571, 597, 617, 647, 677, 701, 735, 757, 785; Unit Activities, 102–103, 192–193, 292–293, 356–357, 424–425, 480–481, 574–575, 620–621, 704–705, 788–789

• Identify the causes and consequences and analyze the impact, both positive and negative.


• Share and discuss findings of research and issue analysis in group discussions and debates.

SE/PG: 21st Century Learning Chapter Activities: 77, 99, 139, 165, 189, 229, 249, 269, 289, 323, 353, 385, 421, 445, 477, 511, 543, 571, 597, 617, 647, 677, 701, 735, 757, 785; Unit Activities, 102–103, 192–193, 292–293, 356–357, 424–425, 480–481, 574–575, 620–621, 704–705, 788–789

• Compose a persuasive essay justifying the position with a reasoned argument.

SE/PG: Writing Task: Paragraph Justifying Your Reasoning, 51, Opinion Piece, 77, Persuasive Letter, 445, Promotional Brochure, 511; also see: Essential Question: Advertisements 269, Commercial, 543

• Develop an action plan to address or inform others about the issue at the local to global scales.




Grade 7



Grade 7


P4.2 Citizen Involvement 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.

SE/PG: Citizenship, 26–27; 21st Century Learning: Chapter Activities: Describe Characteristics of Friendship, 229; Three Characteristics of a Good Citizen, 269; Unit Activities - 21st Century Learning: Solve a Water Shortage, 192–193; Debate the Digital Future, 788–789

7 – P4.2.2 Engage in activities intended to contribute to solving a national or international problem studied.


7 – P4.2.3 Participate in projects to help or inform others (e.g., service learning projects).

SE/PG: Unit Activities - 21st Century Learning: Hold an Agricultural Fair, 102–103; Solve a Water Shortage, 192–193; Plan a Cultural Web Site, 292–293; Plan a Museum Exhibit, 356–357; Produce a Roman Newscast, 424–425; Design a Children’s Book, 480–481; Chart Cultural Change, 574–575; Script a Documentary, 620–621; Make a Medieval Trivia Game, 704–705; Debate the Digital Future, 788–789; 21st Century Learning Chapter Activities: 77, 99, 139, 165, 189, 229, 249, 269, 289, 323, 353, 385, 421, 445, 477, 511, 543, 571, 597, 617, 647, 677, 701, 735, 757, 785