• The following Common Core State Standards are currently driving instruction in our Social Studies classroom:

     Social Studies Grade 7 2015-2016

    World History


    6.2 WorldHistory/Global Studies: All students will acquire the knowledge and skillsto think analytically and systematically about how past interactions of people,cultures, and the environment affect issues across time and cultures. Such knowledge and skills enable

    students tomake informed decisions as socially and ethically responsible world citizens inthe 21st century.


    Era: Expanding Exchanges and Encounters (500CE-1450 CE)

    4. ExpandingExchanges and Encounters

    The emergence of empires (i.e., Asia, Africa, Europe and theAmericas)resulted from the promotion of interregional trade,

    cultural exchanges, new technologies, urbanization, andcentralized political organization.

    The rise and spread of new belief systems unified societies,but they also became a major source of tension and conflict.

    Whilecommercial and agricultural improvements created new wealth and opportunitiesfor the empires, most people’s daily lives


                            6.2.8.A.4.a  Analyze the role of religion and other meansrulers used to unify and centrally govern expanding territories with diversepopulations.

                            6.2.8.A.4.b  Compare and contrast the Japanese and Europeansystems of feudalism and the effectiveness of each in promoting social,economic, and political order.

                            6.2.8.A.4.c  Determine the influence of medieval Englishlegal and constitutional practices (i.e., the Magna Carta, parliament, and thedevelopment of habeas corpus and an independent judiciary) on modern democraticthought and institutions.


    B. Geography, People,and the Environment

                            6.2.8.B.4.a  Explain how geography influenced thedevelopment of the political, economic, and cultural centers of each empire andwell as the empires’ relationships with other parts of the world.



     6.2.8.B.4.b  Assess how maritimeand overland trade routes (i.e., the African caravan and Silk Road) impacted urbanization, transportation, communication, and the development ofinternational trade centers.

                            6.2.8.B.4.c  Determine how Africa’sphysical geography and natural resources posed challenges and opportunities fortrade and development.

                            6.2.8.B.4.d  Explain why the Arabian Peninsula’s physicalfeatures and location made it the epicenter of Afro-Eurasian trade and fosteredthe spread of Islam into Africa, Europe, and Asia.

                            6.2.8.B.4.e  Analyze the motivations for civilizations tomodify the environment, determine the positive and negative consequences ofenvironmental changes made during this time period, and relate these changes tocurrent environmental challenges.

                            6.2.8.B.4.f  Explain how the geographies of China and Japan influenced their developmentand their relationship with one another.

                            6.2.8.B.4.g  Explain why the strategic location andeconomic importance of Constantinople and the Mediterranean Sea were a source of conflict between civilizations.

                            6.2.8.B.4.h  Explain how the locations, land forms, and climatesof Mexico, Central America,and South America affected the development ofMayan, Aztec, and Incan societies, cultures, and economies.

    C. Economics,Innovation, and Technology

                            6.2.8.C.4.a  Explain the interrelationships among improvedagricultural production, population growth, urbanization, andcommercialization.

                            6.2.8.C.4.b  Analyze how trade, technology, theavailability of natural resources, and contact with other civilizationsaffected the development of empires in Eurasia and the Americas.

                            6.2.8.C.4.c  Explain how the development of new businesspractices and banking systems impacted global trade and the development of amerchant class.

                            6.2.8.C.4.d  Analyze the relationship between trade routesand the development of powerful city-states and kingdoms in Africa.

                            6.2.8.C.4.e  Determine the extent to which interactionbetween the Islamic world and medieval Europeincreased trade, enhanced technology innovation, and impacted scientificthought and the arts.



    D. History, Culture,and Perspectives

                            6.2.8.D.4.a  Explainhow contact between nomadic peoples and sedentary populations had both positiveand negative political, economic, and cultural consequences.

                            6.2.8.D.4.b  Analyzehow religion both unified and divided people.

                            6.2.8.D.4.c  Analyze the role of religion and economics inshaping each empire’s social hierarchy, and evaluate the impact thesehierarchical structures had on the lives of various groups of people.

                            6.2.8.D.4.d  Analyze the causes and outcomes of theCrusades from different perspectives, including the perspectives of Europeanpolitical and religious leaders, the crusaders, Jews, Muslims, and traders.

                            6.2.8.D.4.e  Assess the demographic, economic, andreligious impact of the plague on Europe.

                            6.2.8.D.4.f  Determine which events led to the rise andeventual decline of European feudalism.

                            6.2.8.D.4.g  Analyze the immediate and long-term impact onChina and Europe of the openexchange between Europe and the Yuan (Mongol)Dynasty.

                            6.2.8.D.4.h  Determine the extent to which the Byzantine Empire influenced the Islamic world and westernEurope.

                            6.2.8.D.4.i  Explain how and why Islam spread in Africa,the significance of Timbuktuto the development and spread of learning, and the impact Islam continues tohave on African society.

                            6.2.8.D.4.j  Compare the major technological innovationsand cultural contributions of the civilizations of this period and justifywhich represent enduring legacies.


     Key Ideas and Details:  READING

    • CCSS.ELA-Literacy.RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources.
    • CCSS.ELA-Literacy.RH.6-8.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
    • CCSS.ELA-Literacy.RH.6-8.3 Identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered).

    Craft and Structure

    • CCSS.ELA-Literacy.RH.6-8.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
    • CCSS.ELA-Literacy.RH.6-8.5 Describe how a text presents information (e.g., sequentially, comparatively, causally).
    • CCSS.ELA-Literacy.RH.6-8.6 Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).

    Integration of Knowledge and Ideas

    Range of Reading and Level of Text Complexity

    • CCSS.ELA-Literacy.RH.6-8.10 By the end of grade 8, read and comprehend history/social studies texts in the grades 6–8 text complexity band independently and proficiently.

    Key Ideas and Details: WRITING

    Text Types and Purposes

    • CCSS.ELA-Literacy.WHST.6-8.1 Write arguments focused on discipline-specific content.
      • CCSS.ELA-Literacy.WHST.6-8.1a Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
      • CCSS.ELA-Literacy.WHST.6-8.1b Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.
      • CCSS.ELA-Literacy.WHST.6-8.1c Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.
      • CCSS.ELA-Literacy.WHST.6-8.1d Establish and maintain a formal style.
      • CCSS.ELA-Literacy.WHST.6-8.1e Provide a concluding statement or section that follows from and supports the argument presented.
    • CCSS.ELA-Literacy.WHST.6-8.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
      • CCSS.ELA-Literacy.WHST.6-8.2a Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
      • CCSS.ELA-Literacy.WHST.6-8.2b Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
      • CCSS.ELA-Literacy.WHST.6-8.2c Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
      • CCSS.ELA-Literacy.WHST.6-8.2d Use precise language and domain-specific vocabulary to inform about or explain the topic.
      • CCSS.ELA-Literacy.WHST.6-8.2e Establish and maintain a formal style and objective tone.
      • CCSS.ELA-Literacy.WHST.6-8.2f Provide a concluding statement or section that follows from and supports the information or explanation presented.
    • (See note; not applicable as a separate requirement)

    Production and Distribution of Writing

    • CCSS.ELA-Literacy.WHST.6-8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
    • CCSS.ELA-Literacy.WHST.6-8.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
    • CCSS.ELA-Literacy.WHST.6-8.6 Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.

    Research to Build and Present Knowledge

    • CCSS.ELA-Literacy.WHST.6-8.7 Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
    • CCSS.ELA-Literacy.WHST.6-8.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
    • CCSS.ELA-Literacy.WHST.6-8.9 Draw evidence from informational texts to support analysis reflection, and research.

    Range of Writing

    • CCSS.ELA-Literacy.WHST.6-8.10 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.


    Students’ narrative skills continue to grow in these grades. The Standards require that students be able to incorporate narrative elements effectively into arguments and informative/explanatory texts. In history/social studies, students must be able to incorporate narrative accounts into their analyses of individuals or events of historical import. In science and technical subjects, students must be able to write precise enough descriptions of the step-by-step procedures they use in their investigations or technical work that others can replicate them and (possibly) reach the same results.