These are the topics that the developers of these standards expect to be taught in 7th grade social studies in the Commonwealth:
Grade 7 World Geography and Ancient Civilizations II Grade 7 continues the sequence from grade 6, studying the development of ancient and classical civilizations and physical geography of Asia, Oceania, and Europe. Students study these topics by exploring guiding questions such as, “How did the concept of self-government develop?” and “Why do empires rise and fall?” Additional supporting questions appear under each topic. The questions are included to stimulate teachers’ and students’ own questions for discussion and research. Grade 7 History and Social Science Topics Topic 1. Central and South Asia Topic 2. East Asia Topic 3. Southeast Asia and Oceania Topic 4. Europe Literacy in History and Social Science In studying these topics, students apply grades 6–8 reading, writing and speaking and listening skills, and learn vocabulary and concepts related to history and social science. Looking Back, Looking Ahead: Connections to History and Social Science in Grades 4, 6, and High School Fourth Graders studied the physical and political geography and ancient civilizations of North America. Sixth graders focused on the geography, history, and ancient civilizations of Central and South America and the Caribbean Islands, the Middle East and Africa as sixth graders. Students in the high school will study world history from approximately 500 CE to the first decades of the 21st century. Standards for History and Social Science Practice, Pre-K–12* 1. Demonstrate civic knowledge, skills, and dispositions. 2. Develop focused questions or problem statements and conduct inquiries. 3. Organize information and data from multiple primary and secondary sources. 4. Analyze the purpose and point of view of each source; distinguish opinion from fact. 5. Evaluate the credibility, accuracy, and relevance of each source. 6. Argue or explain conclusions, using valid reasoning and evidence. 7. Determine next steps and take informed action, as appropriate. * A statement on civic knowledge, skills, and dispositions adopted by the Massachusetts Board of Elementary and Secondary Education in 2016 is included in the larger explanation of the practices, at the beginning of the Standards section. Massachusetts Curriculum Framework for History and Social Science 96 Grade 7 Content Standards Building on knowledge from previous years, in particular, Topic I from grade 6, students should be able to: Topic 1. Central and South Asia [7.T1] Modern countries in Central and South Asia Afghanistan, Bangladesh, Bhutan, India, Kazakhstan, Kyrgyzstan, Nepal, Pakistan, Tajikistan, Turkmenistan, Uzbekistan Significant ancient societies, empires, religions, and cultures in Central and South Asia Indus Valley civilization, the Gandharan Kingdom, Kushan Empire, Mauryan Empire, Gupta Empire, the empire of Alexander the Great, the Persian Empire, contacts with the Roman Empire and Chinese Empire, cultures along the Silk Road, Hinduism, Buddhism, Islam, Zoroastrianism41 a. Physical and political geography of Central and South Asia [7.T1a] 1. On a physical map of the world, use cardinal directions, map scales, key/legend, and title to locate Central and South Asia. On a topographic map of Central and South Asia locate important physical features of the region (e.g. the Indian Ocean, the Arabian Sea, the Bay of Bengal, the Ganges River, the Indo-Gangetic Plain, the Northern Mountains, the Khyber Pass, the Deccan Plateau, the Himalayan Mountains, and the Steppes). Use other kinds of maps (e.g., landform, population, climate) to determine important characteristics of this region. 2. On a political map of the region, demonstrate map reading skills to distinguish countries, capitals, and other cities and to describe their absolute location (using latitude and longitude coordinates) and relative location (relationship to other countries, cities, or bodies of water); use knowledge of maps to complement information gained from text about a city, country or region. 3. Explain how absolute and relative locations, major physical characteristics, climate and natural resources in this region have influenced settlement patterns, population size, and economies of the countries. b. Early Indian and Central Asian civilizations, religions, and cultures [7.T1b] Supporting question: What was the most significant contribution of early societies in India and Central Asia to mathematics, science, the arts, and technology in the modern world? 1. Explain the ways in which early Indian and Central Asian societies interacted with East African, Western Asian, and European societies (e.g., by conquest, trade, colonization, diffusion of religion, language, and culture). 41 Note that the beginnings of Islam on the Arabian Peninsula are addressed in grade 6. Its further development and influence are addressed in the World History I and II standards. Massachusetts Curriculum Framework for History and Social Science 97 2. Describe important economic, political, and religious developments in Indian and Central Asian history and evaluate the ways in which they conform to or differ from developments in societies in other regions of the world. a. the origins of Indian society in the Indus Valley, c. 3000–1300 BCE b. the evolution and central principles of Hinduism c. the teachings of Gautama Buddha in India in the 6th to 4th centuries BCE d. the Mauryan Empire in the 4th to 2nd centuries BCE and the role of the Emperor Ashoka adopting Buddhism’s moral teachings and the philosophy of non-violence and supporting Buddhist missionaries in North Africa, Central and Southeast Asia, and Mediterranean Europe; the Gupta Empire in the 3rd to 6th centuries CE, sometimes referred to as the “Golden Age of India,” and its Sanskrit classic literature and art e. the development of the caste system in India f. achievements in art, architecture, technology, astronomy, and mathematics g. the role topography and geography played in making trade along the several routes of the Silk Road viable and lucrative; connections through trade routes to Africa, Europe, and China Suggested Primary Sources for Topic 1 in Appendix D Hinduism, The Vedas-excerpts from The Vedas: The Rig Veda (c.1500–500 BCE) Article and excerpts. Text alone. Buddhism, the Four Noble Truths (c. 500 BCE) Topic 2. East Asia [7.T2] Modern countries in East Asia China, Japan, Mongolia, North Korea, South Korea, Taiwan Significant ancient societies, religions, and cultures in East Asia Dynasties in ancient China, ancient Japan, ancient Korea, the Mongolian Empire, Confucianism, Taoism, Buddhism, Shintoism a. Physical and political geography of East Asia [7.T2a] 1. On a physical map of the world, use cardinal directions, map scales, key/legend, and title to locate East Asia. Locate important physical features (e.g. the Huang He [Yellow] River and Chang Jiang [Yangtze] Rivers, and the Himalayan Mountains) and other characteristics of the region. Use other kinds of maps (e.g., landform, population, climate) to determine important characteristics of this region. 2. On a political map of the region, demonstrate map reading skills to distinguish countries, capitals, and other cities and to describe their absolute location (using latitude and longitude coordinates) and relative location (relationship to other countries, cities, or bodies of water); use knowledge of maps to complement information gained from text about a city, country or region. Massachusetts Curriculum Framework for History and Social Science 98 3. Explain how absolute and relative locations, major physical characteristics, climate and natural resources in this region have influenced settlement patterns, population size, and economies of the countries. b. Early East Asian societies, religions, and cultures Ancient China, c. 1600 BCE–500 CE [7.T2b] Supporting Question: To what degree have Chinese societies over time been shaped by geography? 1. Describe the topography and climate of eastern Asia, including the importance of mountain ranges and deserts, and explain how geography influenced the development of Chinese complex societies. 2. Describe important economic, political, and religious developments in early Chinese history and evaluate the ways in which they are similar to or different from the characteristics of societies in other regions of the world. a. the continuity of rule and encouragement of learning in the Shang and Zhou dynasties (c. 1600–256 BCE) b. the teachings of Confucius (551–479 BCE), including writings on ethics and good government, codes of proper conduct, and relationships between parent and child, friend and friend, husband and wife, and subject and ruler and the philosophy/religion of Taoism, emphasizing harmony of humanity and nature c. the First Emperor’s unification of China in the short Qin Dynasty (221–206 BCE) by subduing warring factions, seizing land, centralizing government, imposing strict rules, and creating, with the use of slave labor, large state building projects for irrigation, transportation, and defense (e.g., the Great Wall) and his own tomb with life-size terracotta warriors d. the Chinese ideographic writing system (characters, which are symbols for concepts/ideas) and how it differs from an alphabetic writing system e. important technologies of China such as bronze casting, silk and gunpowder manufacture. f. China’s role in trade across Asia and to and from Africa and Europe along the Silk Roads and the introduction of Buddhism in China starting c. 1st century CE. c. Ancient Japan and Korea, c.300 BCE–1300 CE [7.T2c] Supporting Question: How has Korea served as both a cultural bridge and a battleground between China and Japan? 1. Trace the spread of Buddhism from India in the 4th century BCE to China, Korea, and Japan, and its development in Japan from the 6th through the 13th century CE; explain significant cultural contributions of ancient Japan (e.g., Buddhist philosophy, art, calligraphy, and temple and landscape architecture). 2. Describe the impact of encounters, such as through trade, religion, and conquest, among the ancient civilizations of China, Japan, and Korea. Massachusetts Curriculum Framework for History and Social Science 99 Suggested Primary and Secondary Sources for Topic 2 in Appendix D Excerpts from Confucius, The Analects (c. 500 BCE) The Longmen Caves, Loyang (c. 5th to 8th centuries CE) Martin Amster and Lier Chen, Buddhist Art Styles and Cultural Exchange along the Silk Road (2004) Topic 3. Southeast Asia and Oceania [7.T3] Modern countries in Southeast Asia and Oceania Australia, Brunei, Cambodia, Guam (U.S.), Indonesia, Laos, Malaysia, Maldives, Myanmar, New Zealand, Northern Mariana Islands (U.S.), Palau, Philippines, Singapore, Sri Lanka, Thailand, Vietnam Significant ancient religions, societies, and cultures in Southeast Asia and Oceania Hinduism, Buddhism, the ancient Khmer culture in Southeast Asia, Aborigine and Maori cultures in Oceania a. Physical and political geography of Southeast Asia and Oceania [7.T3a] 1. On a physical map of the world, use cardinal directions, map scales, key/legend, and title to locate the Indian Ocean, Australia, New Zealand, Antarctica, the major Pacific Islands, the Pacific Ocean, and the Coral Sea. Locate important physical features (e.g. the Bay of Bengal, the South China Sea, the Great Victoria Desert, and the Great Barrier Reef) and characteristics of the region. Use other kinds of maps (e.g., landform, population, climate) to determine important characteristics of this region. 2. On a political map of the region, demonstrate map reading skills to distinguish countries, capitals, and other cities and to describe their absolute location (using latitude and longitude coordinates) and relative location (relationship to other countries, cities, or bodies of water); use knowledge of maps to complement information gained from text about a city, country or region. 3. Explain how absolute and relative locations, major physical characteristics, climate and natural resources in this region have influenced settlement patterns, population size, and economies of the countries. b. First People of Australia and New Zealand [7.T3b] 1. Identify and describe the major social features of the indigenous peoples in Australia (the Aborigines) and New Zealand (the Maoris). Describe archaeological evidence, such as rock paintings, from the region and explain what it indicates about early Aboriginal and Maori cultures. Massachusetts Curriculum Framework for History and Social Science 100 Topic 4. Europe [7.T4] Modern countries in Europe Albania, Andorra, Armenia, Austria, Azerbaijan, Belarus, Belgium, Bosnia-Herzegovina, Bulgaria, Channel Islands (U.K.), Croatia, Czech Republic, Denmark, Estonia, Finland, France, Georgia, Germany, Gibraltar (U.K.), Greece, Hungary, Iceland, Ireland, Italy, Latvia, Liechtenstein, Lithuania, Luxembourg, Macedonia, Malta, Moldova, Monaco, Montenegro, Netherlands, Norway, Poland, Portugal, Romania, Russia, San Marino, Slovakia, Slovenia, Spain, Sweden, Switzerland, Ukraine, United Kingdom, Vatican City Significant ancient societies, religions, and cultures in Europe Paleolithic societies in Spain and France, Celtic societies in northern Europe, Neolithic to Bronze Age sites in Eastern Europe; Minoan and Mycenaean societies in Greece, ancient Athens and Sparta, Etruscan society in Italy, the Roman Republic and the Roman Empire in Europe, the Islamic Empire on the Iberian Peninsula42 a. Physical and political geography of Europe [7.T4a] 1. On a physical map of the world, use cardinal directions, map scales, key/legend, and title to locate Europe. Locate important physical features (e.g. the Atlantic Ocean, Arctic Ocean, Norwegian Sea, and Barents Sea; Lake Baikal, the Volga, Danube, Ural, Rhine, Elbe, Seine, Po, and Thames Rivers; the Alps, Pyrenees, and Balkan Mountains). Use other kinds of maps (e.g., landform, population, climate) to determine important characteristics of this region. 2. On a political map of the region, demonstrate map reading skills to distinguish countries, capitals, and other cities and to describe their absolute location (using latitude and longitude coordinates) and relative location (relationship to other countries, cities, or bodies of water); use knowledge of maps to complement information gained from text about a city, country or region. 3. Explain how absolute and relative locations, major physical characteristics, climate and natural resources in this region have influenced settlement patterns, population size, and economies of the countries. 4. Identify what time zones are, when and how the precise measurement of longitude was scientifically and historically determined, the function and location of the International Date Line, and the function of the Royal Observatory in Greenwich, England, and give examples of differences in time in countries in different parts of the world. For example, note that Russia has 11 time zones. b. Ancient and Classical Greece, c. 1200–300 BCE [7.T4b] Supporting Question: How does the democracy of Athens compare to the democracies of today? 1. On a historical map of the Mediterranean area, locate Greece and trace the extent of its influence from c. 1200 to 300 BCE. 2. Explain how the geographical location of ancient Athens and other city-states such as Corinth 42 Note that the Byzantine Empire is addressed in High School World History I. Massachusetts Curriculum Framework for History and Social Science 101 and Sparta contributed to their role in maritime trade, colonies in the Mediterranean, and the expansion of their cultural influence. 3. Explain the democratic political concepts developed in ancient Greece. a. the “polis” or city-state b. civic participation and voting rights c. legislative bodies d. constitution writing e. rule of law 4. Compare and contrast life in Athens and Sparta, including the status and role of women and enslaved people in the two city-states. 5. Analyze the causes, and consequences of the Persian Wars between Greek city-states and the Persian Empire (490–480 BCE), the Peloponnesian Wars between Athens and Sparta (431–404 BCE), and the conquests of Alexander the Great in Asia (c.336–331BCE). 6. Give examples of Greek gods and goddesses, heroes, and events; explain the persistence of terms from Greek and Roman mythology in modern English and other European languages (e.g., Pandora’s box, a Herculean task, the wrath of Achilles, Amazon, Olympics, marathon, narcissism). 7. Identify the major accomplishments of the ancient Greeks by researching and reporting on one of the following: a. a scientist or mathematician (e.g., Thales, Pythagoras, Euclid, or Hippocrates) b. a philosopher (e.g., Socrates, Plato, or Aristotle), historian (e.g., Herodotus or Thucydides), poet or dramatist (e.g., Homer, Aeschylus, Sophocles, Aristophanes, or Euripides) c. architecture (e.g., the Parthenon, the Acropolis, and the Temple of Apollo) d. writing (e.g., development of the first complete alphabet with symbols for consonants and vowels) e. art (e.g., the development of ideals of beauty and proportions in the human body in sculpture or the depiction of myths and heroes in vase painting) c. Ancient and Classical Rome, the Roman Republic, and the Roman Empire, c. 500 BCE–500 CE [7.T4c] Supporting Questions: What was the influence and legacy of the Roman Empire on the conquered peoples in the territory it controlled? 1. Locate Rome on a map, trace the expansion of the Roman Empire to 500 CE and explain how Rome’s location contributed to its political power in the Mediterranean and beyond. 2. Describe the rise of the Roman Republic, its government, including separation of powers, rule of law, representative government, and the notion of civic duty. 3. Describe the influence of Julius Caesar and Augustus in Rome’s transition from a republic to an empire and explain the reasons for the growth and long life of the Roman Empire. a. Military organization, tactics, and conquests; and decentralized administration b. the purpose and functions of taxes c. the promotion of economic growth through the use of a standard currency, road construction, and the protection of trade routes and the benefits of a Pax Romana 4. Describe the characteristics of the system of classes and slavery under the Romans. Clarification Statement: Teachers may want to review relevant grade 6 standards to Massachusetts Curriculum Framework for History and Social Science 102 clarify that lands and peoples of Palestine, Western Asia, Egypt, and other parts of North Africa, and Europe were part of the Roman Empire. Many slaves in the Roman Empire were captives from conquered countries. 5. Explain how inner forces (e.g., the rise of autonomous military powers, political corruption, and economic and political instability) and external forces (shrinking trade, invasions from northern tribes) led to the disintegration of the Roman Empire. 6. Describe the contribution of the Romans to architecture, engineering, and technology (e.g., roads, bridges, arenas, baths, aqueducts, central heating, plumbing, and sanitation). 7. Explain the spread and influence of the Roman alphabet and the Latin language, and the role of Latin and Greek in scientific and academic vocabulary today. 8. Describe how scientific, philosophical, and aesthetic ideas diffused throughout Europe, Asia, and Africa as a result of trade, migration, conquest, and colonization. Suggested Primary Sources for Topic 4 in Appendix D: Greece Greek Art: Sixteen examples of Aegean and Greek sculpture, vase painting, and objects from c.2300 BCE to 100 BCE, Museum of Fine Arts, Boston Homer, The Iliad or The Odyssey (c. 800 BCE based on earlier oral tradition) Thucydides, History of the Peloponnesian War (431 BCE); Plato, The Republic (360 BCE); Aristotle, Politics (350 BCE) Rome Excerpts from Julius Caesar, War Commentaries (58–47 BCE) Mosaic: Hunting Scene (Antioch, early 6th CE), Worcester Art Museum
Source: Massachusetts Curriculum Frameworks, 2018, http://www.doe.mass.edu/frameworks/hss/2018-12.pdf