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Elkhorn Public Schools |
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Social Studies |
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Social Studies - Grade 7 |
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Prehistoric/Early Civilizations
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World History to 1000 A.D.
The learner will be able to
describe early physical and cultural development of mankind from the Paleolithic Era to the revolution of agriculture, such as: a) the impact of geography on hunter-gatherer societies; b) characteristics of hunter-gatherer societies; c) tool making and use of fire; d) technological and social advancements that gave rise to stable communities; e) how archeological discoveries change our knowledge of early peoples.
| Strand |
Scope |
Source |
| Community: Hunter-Gatherer |
Master |
NE: Standards, May 8, 1998, Grades 5-8, 8.4.1 |
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World History to 1000 A.D.
The learner will be able to
compare selected ancient river civilizations, such as Egypt, Mesopotamia, the Indus Valley, and Shang China, and other ancient civilizations, such as the Hebrew and Phoenician kingdoms and the Persian Empire, such as: a) the location in time and place; b) development of social, political, and economic patterns; c) the development of religious traditions; d) the development of language and writing; e) the development of calendars and architectural monuments, such as the Pyramids and the Great Wall of China.
| Strand |
Scope |
Source |
| Egypt |
Master |
NE: Standards, May 8, 1998, Grades 5-8, 8.4.2 |
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Ancient Era (1000 BCE - 300 CE)
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World History to 1000 A.D.
The learner will be able to
describe, analyze and evaluate the history of ancient Greece from about 2000 to 300 B.C. and explain its impact on Western civilization, such as: a) the influence of geography on Greek economic, social, and political development, Greek mythology and religion; b) the impact of Greek commerce and colonies on the Mediterranean region; c) the social structure, significance of citizenship, and development of democracy in the city-state of Athens; d) the significance of the Persian Wars and the Peloponnesian Wars; e) life in Athens during the Golden Age of Pericles; f) the contributions of Greek playwrights, poets, historians, sculptors, architects, scientists, mathematicians, and philosophers, such as Socrates, Plato, and Aristotle; g) the conquest of Greece by Macedonia, and the spread of Hellenistic culture by Alexander the Great; h) the agriculture, architecture, music, art, religion, sports, and roles of men, women, and children.
| Strand |
Scope |
Source |
| Greek Civilizations |
Master |
NE: Standards, May 8, 1998, Grades 5-8, 8.4.3 |
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World History to 1000 A. D.
The learner will be able to
describe, analyze, and evaluate the history of ancient Rome from about 700 B.C. to 500 A.D., explaining its impact on Western civilization, such as: a) the influence of geography on Roman economic, social, and political development; b) Roman mythology and religion; c) the social structure, significance of citizenship, and the development of democratic features in the government of the Roman Republic; d) Roman military domination of the Mediterranean basin and Western Europe and the spread of Roman culture in these areas; e) the roles of Julius and Augustus Caesar and the impact of military conquests on the army, economy, and social structure of Rome; f) the collapse of the Republic and the rise of imperial monarchs; g) the economic, social, and political impact of the Pax Romana; h) the origin, traditions, customs, beliefs, and spread of Christianity and Judaism; i) the development and significance of the Catholic Church in the late Roman Empire; j) contributions in art, architecture, technology, science, literature, history, language, religion, and law; k) the reasons for the decline and fall of the Roman Empire.
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Scope |
Source |
| Roman Empire |
Master |
NE: Standards, May 8, 1998, Grades 5-8, 8.4.4 |
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Early Common Era (300 - 1450)
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World History to 1000 A.D.
The learner will be able to
analyze the conflict between the Muslim world and Christendom from the 7th to the 11th century A.D., explaining its impact on Western civilization, such as: a) the origin, traditions, customs, beliefs, and spread of Islam; b) theological differences between Islam and Christianity; c) cultural differences between Muslims and Christians; d) religious, political, and economic competition in the Mediterranean region; e) historical turning points that affected the spread and influence of both religious cultures.
| Strand |
Scope |
Source |
| Religion: Islam |
Master |
NE: Standards, May 8, 1998, Grades 5-8, 8.4.5 |
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World History to 1000 A.D.
The learner will be able to
describe, analyze, and evaluate the history of the Byzantine Empire and Russia from about 300 to 1000 A.D., explaining its impact on Western civilization, such as: a) the establishment of Constantinople as the capital of the Roman Empire; b) the expansion of the Byzantine Empire and economy; c) codification of Roman law and perservation of Greek and Roman traditions; d) conflicts that led to a split between the Roman Catholic and Greek Orthodox churches; e) Byzantine art and architecture; f) Byzantine influence on Russia and Eastern Europe.
| Strand |
Scope |
Source |
| Religion: Christian |
Master |
NE: Standards, May 8, 1998, Grades 5-8, 8.4.6 |
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World History to 1000 A.D.
The learner will be able to
describe, analyze, and evaluate the history of Europe during the Middle Ages from about 500 to 1000 A.D., explaining its impact on Western civilization such as: a) the structure of feudal society and its economic, social, and political effects; b) the Age of Charlemagne and the revival of the idea of the Roman Empire; c) the invasions and settlements of the Magyars and the Vikings, such as Angles and Saxons in Britain; d) the spread and influence of Christianity throughout Europe.
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Scope |
Source |
| European Civilizations |
Master |
NE: Standards, May 8, 1998, Grades 5-8, 8.4.7 |
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World History to 1000 A.D.
The learner will be able to
describe and compare selected civilizations in Asia, Africa, and the Americas, focusing on chronology, location, geography, social structures, form of government, economy, religion, and contribution to later civilizations, such as: a) INDIA: the caste system; the traditions, customs, beliefs, and significance of Hinduism; and the conquest by Moslem Turks; b) CHINA: the T'ang dynasty; the traditions, customs, beliefs, and significance of Buddhism; the impact of Confucianism and Taosim; and the construction of the Great Wall; c)JAPAN: the development and significance of Shinto; Buddhist religious traditions; and the influence of Chinese culture; d) the kingdoms of KUSH in eastern Africa and GHANA in western Africa.
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Scope |
Source |
| African Societies |
Master |
NE: Standards, May 8, 1998, Grades 5-8, 8.4.8 |
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Research and Analysis
The learner will be able to
improve their skills in historical research and geographical analysis by: a) identifying, analyzing, and interpreting primary sources and secondary sources to make generalizations about events and life in world history up to 1000 A.D.; b) identifying, analyzing, and interpreting global population distribution in the Middle Ages; c) identifying and comparing contemporary national political boundaries with the location of civilizations, empires, and kingdoms from 4000 B.C. to 100 A.D.; d) identifying and comparing the distribution of major religious cultures in the contemporary world with the origin and spread of Judaism, Christianity, Islam, Hinduism, and Buddhism up to 1000 A.D.
| Strand |
Scope |
Source |
| Historical Analysis |
Master |
NE: Standards, May 8, 1998, Grades 5-8, 8.4.9 |
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Skills
The learner will be able to
interpret maps, tables, diagrams, charts, cartoons, and graphs.
| Strand |
Scope |
Source |
| Historical Analysis |
Master |
Elkhorn Public Schools District Objective |
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Geography
The learner will be able to
learn location of major countries and geographical features of the world including those in Asia, Africa, Europe, and the Western Hemisphere.
| Strand |
Scope |
Source |
| Map/Globe Skills |
Master |
Elkhorn Public Schools District Objective |
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Skills
The learner will be able to
use basic map reading skills and vocabulary such as those needed to interpret geographical and historical maps.
| Strand |
Scope |
Source |
| Map/Globe Skills |
Master |
Elkhorn Public Schools District Objective |
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Government
The learner will be able to
show understanding of governments and how they work.
| Strand |
Scope |
Source |
| Government |
Master |
Elkhorn Public Schools District Objective |
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Economics
The learner will be able to
describe the development of money, savings, and credit.
| Strand |
Scope |
Source |
| Currency |
Master |
NE: Standards, May, 1998, Grades 5-8, 8.1.6 |
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Economics
The learner will be able to
explain world trade and tariff barriers.
| Strand |
Scope |
Source |
| Currency |
Master |
NE: Standards, May, 1998, Grades 5-8, 8.2.2 |
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Economics
The learner will be able to
compare different ways money can increase in value through savings and investment, such as bank savings accounts, investments in stocks and bonds, and investments in real estate and other valuable goods.
| Strand |
Scope |
Source |
| Economic Systems |
Master |
NE: Standards, May, 1998, Grades 5-8, 8.2.3 |
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Economics
The learner will be able to
describe the consumer economy and increasing global markets.
| Strand |
Scope |
Source |
| Economic Systems |
Master |
NE: Standards, May, 1998, Grades 5-8, 8.2.5 |
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Economics
The learner will be able to
explain the structure and operation of a nation's economy by explaining the concepts of scarcity, choice, trade-offs, specialization, productivity, inflation, profits, markets, and incentives, supply and demand, producer and consumer behavior on markets, entrepreneurship, the role of individuals and businesses as consumers, savers, investors, and borrowers; how banks, unions, legal systems, and non-profits evolve in market economics to help individuals and groups accomplish economic goals.
| Strand |
Scope |
Source |
| Goods/Services |
Master |
NE: Standards, May, 1998, Grades 5-8, 8.3.5 |
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Economics
The learner will be able to
compare th U. S. economic system to systems such as China, Japan, and other Western European nations.
| Strand |
Scope |
Source |
| Economic Systems |
Master |
NE: Standards, May, 1998, Grades 5-8, 8.3.7 |
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