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Indiana: 7th-Grade Standards

  • IN.1. Standard: History Students will examine the major movements, events and figures that contributed to the development of nations in modern Africa, Asia and the Southwest Pacific from ancient civilizations to modern times by examining religious institutions, trade and cultural interactions, political institutions, and technological developments.
    • 7.1.1. Proficiency Statement: Historical Knowledge Early Civilizations, States and Empires: 3500 B.C./B.C.E. to 650 A.D./C.E.: Identify and compare the rise of early agricultural river valley civilizations in Africa and Asia.
    • 7.1.2. Proficiency Statement: Historical Knowledge Early Civilizations, States and Empires: 3500 B.C./B.C.E. to 650 A.D./C.E.: Describe the achievements of ancient Egypt in art, architecture, religion and government and the development of the concept of theocracy. (Individuals, Society and Culture)
    • 7.1.3. Proficiency Statement: Historical Knowledge Early Civilizations, States and Empires: 3500 B.C. /B.C.E. to 650 A.D. /C.E.: Trace steps in the development of written language, including the evolution of Sumerian cuneiform, Egyptian hieroglyphics and Chinese calligraphy. (Individuals, Society and Culture)
    • 7.1.4. Proficiency Statement: Historical Knowledge The Spread of Cultural, Economic, Social and Political Ideas: 500 B.C. (B.C.E.) - 1600 A.D. (C.E.): Describe the historical origins, central beliefs and spread of major religions. (Individuals, Society and Culture)
    • 7.1.5. Proficiency Statement: Historical Knowledge The Spread of Cultural, Economic, Social and Political Ideas: 500 B.C. (B.C.E.) - 1600 A.D. (C.E.): Describe the development of sub-Saharan civilizations in Africa, including the kingdoms of Ghana, Mali and Songhai, and the importance of political and trading centers, such as Timbuktu.
    • 7.1.6. Proficiency Statement: Historical Knowledge The Spread of Cultural, Economic, Social and Political Ideas: 500 B.C. (B.C.E.) - 1600 A.D. (C.E.): Explain the importance of early trade routes in the eastern Mediterranean, South Asia and China, including the early Silk Road.
    • 7.1.7. Proficiency Statement: Historical Knowledge The Spread of Cultural, Economic, Social and Political Ideas: 500 B.C. (B.C.E.) - 1600 A.D. (C.E.): Explain the influence of Muslim civilization on the growth of cities, the development of trade routes, political organizations, and scientific and cultural contributions to other cultures of the time. (Individuals, Society and Culture)
    • 7.1.8. Proficiency Statement: Historical Knowledge The Spread of Cultural, Economic, Social and Political Ideas: 500 B.C. (B.C.E.) - 1600 A.D. (C.E.): Describe the institution of slavery in its various forms in Africa, Asia and the Southwest Pacific.
    • 7.1.9. Proficiency Statement: Historical Knowledge The Spread of Cultural, Economic, Social and Political Ideas: 500 B.C. (B.C.E.) - 1600 A.D. (C.E.): Trace the rise, spread and influence of the Mongols including the Mughal control of South Asia.
    • 7.1.10. Proficiency Statement: Historical Knowledge Major Civilizations, States and Empires: 300 - 1650: Describe the development of political institutions, agriculture and environment, technology, the arts, and commerce of various dynasties in China. (Individuals, Society and Culture)
    • 7.1.11. Proficiency Statement: Historical Knowledge Major Civilizations, States and Empires: 300 - 1650: Explain how Japan became increasingly independent of earlier Chinese influences, developing its own political, religious, social and artistic traditions. (Individuals, Society and Culture)
    • 7.1.12. Proficiency Statement: Historical Knowledge Exploration, Conquest and Post-Colonial States: 1500 to the Present: Describe worldwide voyages of exploration and discovery.
    • 7.1.13. Proficiency Statement: Historical Knowledge Exploration, Conquest and Post-Colonial States: 1500 to the Present: Explain the reasons for European colonization of Africa, Asia and the Southwest Pacific.
    • 7.1.14. Proficiency Statement: Historical Knowledge Exploration, Conquest and Post-Colonial States: 1500 to the Present: Describe and compare the responses of the indigenous people of India, South Africa and China to European imperialism. (Individuals, Society and Culture)
    • 7.1.15. Proficiency Statement: Historical Knowledge Exploration, Conquest and Post-Colonial States: 1500 to the Present: Describe the Japanese imperial period (1868-1945), including Japan's involvement in World War II.
    • 7.1.16. Proficiency Statement: Historical Knowledge Exploration, Conquest and Post-Colonial States: 1500 to the Present: Identify and describe historical events in the Middle East since the end of World War II.
    • 7.1.17. Proficiency Statement: Historical Knowledge Exploration, Conquest and Post-Colonial States: 1500 to the Present: Describe the impact of industrialization, urbanization and globalization in post-colonial South Africa, India, Japan, China and Kenya. (Individuals, Society and Culture)
    • 7.1.18. Proficiency Statement: Historical Knowledge Exploration, Conquest and Post-Colonial States: 1500 to the Present: Identify and describe recent conflicts and political issues between nations or cultural groups. (Individuals, Society and Culture)
    • 7.1.19. Proficiency Statement: Historical Knowledge Chronological Thinking, Historical Comprehension, Analysis and Interpretation, Research: Create and compare timelines that identify major people and events and developments in the history of civilization and/or countries of Africa, Asia and the Southwest Pacific.
    • 7.1.20. Proficiency Statement: Historical Knowledge Chronological Thinking, Historical Comprehension, Analysis and Interpretation, Research: Draw on visual, literary and musical sources to describe the development and transmission of culture over time. (Individuals, Society and Culture)
    • 7.1.21. Proficiency Statement: Historical Knowledge Chronological Thinking, Historical Comprehension, Analysis and Interpretation, Research: Analyze cause-and-effect relationships, bearing in mind multiple causations in the role of individuals, beliefs, and chance in history.
    • 7.1.22. Proficiency Statement: Historical Knowledge Chronological Thinking, Historical Comprehension, Analysis and Interpretation, Research: Distinguish between unsupported expressions of opinion and informed hypotheses grounded in historical evidence.
    • 7.1.23. Proficiency Statement: Historical Knowledge Chronological Thinking, Historical Comprehension, Analysis and Interpretation, Research: Compare perspectives of history in Africa, Asia and the Southwest Pacific using fictional and non-fictional accounts.
    • 7.1.24. Proficiency Statement: Historical Knowledge Chronological Thinking, Historical Comprehension, Analysis and Interpretation, Research: Formulate historical questions and use a variety of information resources to find, summarize and evaluate historical data on the people, places, events and developments that have played a part in the history of Africa, Asia and the Southwest Pacific.
  • IN.2. Standard: Civics and Government Students will trace the development of different forms of government in different historical eras and compare various contemporary political structures in Africa, Asia and the Southwest Pacific in terms of power, approach to human rights and the roles of citizens.
    • 7.2.1. Proficiency Statement: Foundations of Government Give examples of the different routes to independence from colonial rule taken by countries in Asia, Africa and the Southwest Pacific.
    • 7.2.2. Proficiency Statement: Foundations of Government Identify and compare historical and contemporary governments in Japan, North Korea, India, South Africa and China.
    • 7.2.3. Proficiency Statement: Functions of Government Using a variety of information resources, describe how major forms of governments of Japan, North Korea, India, South Africa and China currently protect or have protected citizens and their civil and human rights.
    • 7.2.4. Proficiency Statement: Functions of Government Identify the functions of international organizations in Africa, Asia and the Southwest Pacific.
    • 7.2.5. Proficiency Statement: Roles of Citizens Define and compare citizenship and the citizen's role in selected countries of Africa, Asia and the Southwest Pacific.
  • IN.3. Standard: Geography Students will explain how atmospheric and oceanic systems affect the seasons and climate. They will understand and use technology and grid systems to identify and locate places geographically. They will identify and categorize the major geographic characteristics and regions of Africa, Asia and the Southwest Pacific. They will also name and locate major physical features, countries and major cities, and use geographic skills and technology to examine geographic relationships within and between these regions and the rest of the world.
    • 7.3.1. Proficiency Statement: The World in Spatial Terms Identify and locate on maps the countries of Africa, Asia and the Southwest Pacific.
    • 7.3.2. Proficiency Statement: The World in Spatial Terms Locate capital cities in Africa, Asia and the Southwest Pacific using latitude and longitude on maps and with locational technology such as Global Positioning Systems and Geographic Information Systems.
    • 7.3.3. Proficiency Statement: Places and Regions Use historical maps to identify changes in Africa, Asia and the Southwest Pacific over time.
    • 7.3.4. Proficiency Statement: Places and Regions Identify and describe major physical characteristics of regions in Africa, Asia and the Southwest Pacific.
    • 7.3.5. Proficiency Statement: Physical Systems Explain how ocean currents and winds influence climate differences in Africa, Asia and the Southwest Pacific and explain how they are adapted through industry, agriculture and housing.
    • 7.3.6. Proficiency Statement: Physical Systems Compare climate regions of Asia, Africa and the Southwest Pacific and explain why they differ.
    • 7.3.7. Proficiency Statement: Physical Systems Give examples and describe the formation of important river deltas, mountains and bodies of water in Africa, Asia and the Southwest Pacific.
    • 7.3.8. Proficiency Statement: Physical Systems Describe ecosystems of Africa's deserts, Asia's mountain regions, and the coral reefs of Australia.
    • 7.3.9. Proficiency Statement: Physical Systems Compare and contrast the distribution of natural resources in Africa, Asia and the Southwest Pacific.
    • 7.3.10. Proficiency Statement: Physical Systems Describe the limitations that climate and land forms place on land or people in regions of Africa, Asia and the Southwest Pacific.
    • 7.3.11. Proficiency Statement: Human Systems Identify and explain the importance of the early cultural hearths in the Nile River Valley, Mesopotamia, the Indus River Valley and the Huang River Valley. (Individuals, Society and Culture)
    • 7.3.12. Proficiency Statement: Human Systems Identify current trends and patterns of rural and urban population distribution in selected countries of Africa, Asia and the Southwest Pacific.
    • 7.3.13. Proficiency Statement: Human Systems Define the term ethnocentrism and give examples of how this attitude affected the relationships between the English settlers and the Kikuyu in Kenya and the British immigrants and the aborigines of Australia. (Individuals, Society and Culture)
    • 7.3.14. Proficiency Statement: Environment and Society Use a variety of information resources to identify current issues and developments related to the environment in selected countries in Africa, Asia and the Southwest Pacific.
  • IN.4. Standard: Economics Students will examine the influence of physical and cultural factors upon the economic systems found in countries of Africa, Asia and the Southwest Pacific.
    • 7.4.1. Proficiency Statement: Give examples of trade between countries in Africa, Asia and the Southwest Pacific. Explain how voluntary trade benefits countries and results in higher standards of living.
    • 7.4.2. Proficiency Statement: Identify economic connections between the local community and the countries of Africa, Asia or the Southwest Pacific.
    • 7.4.3. Proficiency Statement: Illustrate how international trade requires a system for exchanging currency between and among nations.
    • 7.4.4. Proficiency Statement: Trace the development and change over time of the economic systems (traditional, command, market and mixed) of various cultures, societies or nations in Africa, Asia and the Southwest Pacific. (Individuals, Society and Culture)
    • 7.4.5. Proficiency Statement: Explain how banks and other financial institutions use savings deposits to help borrowers and investors.
    • 7.4.6. Proficiency Statement: Compare and contrast the standard of living of various countries in Africa, Asia and the Southwest Pacific using Gross Domestic Product (GDP) per capita as an indicator.
    • 7.4.7. Proficiency Statement: Describe ways that people can increase individual human capital.
    • 7.4.8. Proficiency Statement: Identify ways that societies deal with helpful spillovers (e.g. education) or harmful spillovers (e.g. pollution).
    • 7.4.9. Proficiency Statement: Explain how saving and investing help increase productivity and economic growth and examine how individual savings can grow through regular saving and the power of compound interest.
 
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