Newfoundland & Labrador · Grade 7
Social Studies, Grade 7
Newfoundland & Labrador’s Grade 7 social studies course, from Civics - 1. Citizenship, Power, and Governance to History - 6. Time, Continuity, and Change.
- Units
- 6
- Lessons
- 13
- Skills
- 21
- Provincial exam
- None
- Official curriculum
- gov.nl.ca
Unit by unit
Every skill in the course, numbered by unit.
Unit 1 · 2 skills
Civics - 1. Citizenship, Power, and Governance
The Concept of Empowerment
The general concept of empowerment
I can explain what empowerment means and why it matters in history.
Skill 1.1
The extent of empowerment up to 1920
I can describe how empowered different individuals, groups, and the nation were up to 1920.
Skill 1.2
The official wording · 2 outcomes
- 1.1
- Explore the general concept of empowerment
- 1.2
- Portray an understanding of the extent of empowerment of individuals, groups, and the nation up to 1920
Key ideas
Empowerment is having power or influence over one's own life and circumstances.
Disempowerment is lacking that power or influence.
Individuals, groups, and nations can be empowered or disempowered.
Empowerment is the lens for studying Canadian history in this course.
Different individuals and groups had different levels of power.
Watch out for
- Thinking empowerment is only about money - it is about power and influence.
- Thinking power is fixed - people can gain or lose it over time.
- Thinking everyone had equal power - power was very unevenly held.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 2 · 4 skills
Economics - 2. Individuals, Societies, and Economic Decisions
Economics and Empowerment
How economics empowers or disempowers
I can explain how economics empowers or disempowers people.
Skill 2.1
How commodities of empowerment changed
I can analyse how the commodities that bring economic power have changed.
Skill 2.2
Trends impacting future economic empowerment
I can identify trends that could affect future economic empowerment.
Skill 2.3
The Industrial Revolution
Impact of the Industrial Revolution on workers
I can describe how the Industrial Revolution affected industry and workers.
Skill 2.4
The official wording · 4 outcomes
- 2.1
- Investigate the various ways that economics empowers or disempowers people
- 2.2
- Analyse how commodities that lead to economic empowerment have changed
- 2.3
- Identify and analyse trends that could impact future economic empowerment
- 2.4
- Describe the impact of the Industrial Revolution on industry and workers in the Maritimes and across Canada
Key ideas
Economic resources are a form of power.
The Industrial Revolution brought machines and factories.
Access to wealth and work can empower people.
It changed how goods were made and where people worked.
Lack of access can disempower people.
Watch out for
- Thinking economics and power are separate - economics is a form of power.
- Thinking the Industrial Revolution helped everyone equally - workers often faced hardship.
- Thinking economic power is only about being rich - it is about control and opportunity.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 3 · 5 skills
Politics - 3. Citizenship, Power, and Governance
The Struggle for Responsible Government
Responsible government and empowerment
I can analyse the struggle for responsible government as a story of empowerment.
Skill 3.1
Confederation
Perspectives and factors leading to Confederation
I can analyse the perspectives and factors that led to Confederation.
Skill 3.2
Was Confederation democratic?
I can evaluate whether Confederation was a democratic process by today's standards.
Skill 3.3
Canada's political structure after Confederation
I can explain Canada's political structure after Confederation.
Skill 3.4
Events leading Canada toward independence
I can describe events that moved Canada toward independence.
Skill 3.5
The official wording · 5 outcomes
- 3.1
- Analyse how the struggle for responsible government was an issue of political empowerment and disempowerment
- 3.2
- Identify, interpret, and analyse the internal and external factors that led to Confederation
- 3.3
- Identify, interpret, and analyse the internal and external factors that led to Confederation
- 3.4
- Explain the political structure of Canada as a result of Confederation
- 3.5
- Identify and describe events in the early 20th century that led Canada toward independence
Key ideas
Responsible government means leaders are accountable to elected representatives.
By the 1860s, leaders debated uniting the colonies into one nation.
Before it, power was held by appointed oligarchies.
Opinions differed from colony to colony (internal factors).
Churches, media, and reformers played roles in the struggle.
Watch out for
- Thinking responsible government was always in place - it was fought for.
- Thinking all colonies agreed on Confederation - opinions differed sharply.
- Thinking it empowered everyone equally - some remained disempowered.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 4 · 3 skills
Anthropology - 4. Culture and Diversity
Indigenous Peoples and Empowerment
Indigenous peoples and their way of life
I can identify the Indigenous peoples of Atlantic Canada in this period and describe their way of life.
Skill 4.1
The impact of policies, treaties, and the Indian Act
I can explain how national policies, treaties, and the Indian Act affected Indigenous peoples in Atlantic Canada.
Skill 4.2
New Cultural Groups and the Struggle for Empowerment
Immigrant groups' struggle for empowerment
I can analyse the struggle for empowerment by immigrant groups between 1870 and 1914.
Skill 4.3
The official wording · 3 outcomes
- 4.1
- Analyse the degree of empowerment and disempowerment for Indigneous peoples in present day Atlantic Canada during this period
- 4.2
- Analyse the degree of empowerment and disempowerment for Indigneous peoples in present day Atlantic Canada during this period
- 4.3
- Analyse the struggle for empowerment by new cultural groups immigrating to Canada between 1870 and 1914
Key ideas
Several distinct Indigenous peoples lived in Atlantic Canada during this period.
Many new cultural groups immigrated to Canada between 1870 and 1914.
Each people had its own way of life connected to the land.
They often faced hardship and discrimination.
We can map where Indigenous peoples lived in the late 1800s and early 1900s.
Watch out for
- Thinking Indigenous peoples were all one group - they were distinct peoples.
- Thinking immigration was easy - many groups faced hardship.
- Thinking their way of life was unchanging - it was affected by outside forces.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 5 · 3 skills
Sociology - 5. Time, Continuity, and Change
Everyday Life in British North America
Everyday life for diverse peoples in the mid-1800s
I can evaluate the conditions of everyday life for diverse peoples in the mid-1800s.
Skill 5.1
Everyday Life at the Turn of the Century
Everyday life at the turn of the 20th century
I can evaluate everyday life for the peoples of Canada around 1900.
Skill 5.2
Women and Social Reform
Women's empowerment through social reform
I can explain how women became more empowered through social reform.
Skill 5.3
The official wording · 3 outcomes
- 5.1
- Evaluate the conditions of everyday life for diverse peoples living in British North America in the mid-1800s, including Indigenous peoples, African-Canadians, and Acadians
- 5.2
- Evaluate the conditions of everyday life for the peoples of Canada at the turn of the 20th century
- 5.3
- Explain how women became more empowered through their role in the social reform movements of the late 19th and early 20th centuries
Key ideas
British North America in the mid-1800s was home to diverse peoples.
Everyday life was changing at the turn of the 20th century.
Women led social reform movements in this period.
These included Indigenous peoples, African-Canadians, and Acadians.
Industry, cities, and technology reshaped daily life.
Watch out for
- Thinking everyone lived the same way - conditions differed greatly by people and class.
- Thinking life was the same as today - it was quite different.
- Thinking women had no public role - they led reform movements.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 6 · 4 skills
History - 6. Time, Continuity, and Change
The Expansion of Canada
Expansion's effect on people and regions
I can explain how Canada's westward expansion affected its people and regions.
Skill 6.1
The Northwest Rebellion
The Northwest Rebellion and perspectives on Louis Riel
I can analyse the Northwest Rebellion and the different perspectives on Louis Riel.
Skill 6.2
Canada and the First World War
Causes of WWI and Canada's participation
I can explain the causes of WWI and how Canada took part.
Skill 6.3
The impact of WWI on Canada and its people
I can explain the impact of WWI on Canada and its people.
Skill 6.4
The official wording · 4 outcomes
- 6.1
- Explain how the expansion and development of Canada during the 1870s and early 1880s affected its various people and regions
- 6.2
- Analyse the events of the Northwest Rebellion to determine its impact on internal relations in Canada
- 6.3
- Explain Canada's participation in WWI
- 6.4
- Demonstrate an understanding of the impact of WWI on Canada and her people
Key ideas
In the 1870s-80s Canada expanded and created new provinces.
In 1885 the Metis rose in resistance over their grievances.
An arms race and a system of alliances divided Europe into two camps.
The Red River Rebellion of 1870 was part of this story.
Gabriel Dumont and the Metis invited Louis Riel to lead their movement.
Watch out for
- Thinking expansion helped everyone - it disempowered some, especially Indigenous peoples.
- Thinking there is one view of Louis Riel - past and present perspectives differ greatly.
- Thinking WWI had a single cause - alliances, an arms race, and an assassination all contributed.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Plan the term
Pick your term and the days you study. Each unit gets its share of the weeks and comes back a week later for a review. The last two weeks go over the whole course.
The official curriculum
This page follows Newfoundland & Labrador’s own curriculum for Social Studies, Grade 7.
Study it in MapleMind
MapleMind teaches Social Studies, Grade 7 one skill at a time. Each skill gets a short lesson, practice as you go and a check worth up to three stars. It remembers where you stopped.
Course Companion
Your year in one workbook
A fun way to keep Social Studies, Grade 7 organized, get to know your child better and see early when they need a hand. Fill it in on a screen, or print it.
- Pages
- 36
- Fillable fields
- 1,378
- Price
- $4.99
Questions about Social Studies, Grade 7
What is Social Studies, Grade 7?
Newfoundland & Labrador’s Grade 7 social studies course: 6 units and 21 skills, from Civics - 1. Citizenship, Power, and Governance to History - 6. Time, Continuity, and Change.
What units are in Social Studies, Grade 7?
1. Civics - 1. Citizenship, Power, and Governance, 2. Economics - 2. Individuals, Societies, and Economic Decisions, 3. Politics - 3. Citizenship, Power, and Governance, 4. Anthropology - 4. Culture and Diversity, 5. Sociology - 5. Time, Continuity, and Change and 6. History - 6. Time, Continuity, and Change.
Is there a provincial exam for Social Studies, Grade 7?
No. Newfoundland & Labrador gives no provincial exam for Social Studies, Grade 7.
What comes after Social Studies, Grade 7?
Social Studies, Grade 8.
Can MapleMind help with Social Studies, Grade 7?
Yes. MapleMind teaches every skill of Social Studies, Grade 7, step by step, with practice and checks, and its tutor answers questions about any of them. It’s free with daily limits, on iPhone, Android and the web.
Get ready for Social Studies, Grade 7
Practise every skill of Social Studies, Grade 7 in MapleMind, free with daily limits.
