Get help with History and Geography, Grade 7
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The official Ontario History and Geography, Grade 7 curriculum
Ontario defines History and Geography, Grade 7 by strands and outcomes. MapleMind teaches the same curriculum reorganized for one-skill-at-a-time tutoring — the table shows exactly where every official strand lands, and the ministry's own wording is quoted under each unit below.
Official source Ontario's official curriculumRead it on the government site — dcp.edu.gov.on.ca ↗| Official strand | Outcomes | Where MapleMind teaches it |
|---|---|---|
| Strand A | 11 | New France and British North America (1713-1800) |
| Strand B | 9 | Canada, 1800-1850: Conflict and Challenges |
| Strand C | 15 | Physical Patterns in a Changing World |
| Strand D | 10 | Natural Resources around the World: Use and Sustainability |
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How MapleMind teaches History and Geography, Grade 7 — every unit, lesson, and skill
Every skill below runs as a short session: a plain-words lesson, a worked example, solving it together, then a five-question skill check that earns up to three stars. Guided Mode keeps it teaching instead of answer-handing — turning it off needs a parent's password.
Unit 1New France and British North America (1713-1800)Official strand · Strand A
The experiences of various groups and communities — including First Nations, Métis, and Inuit — in Canada between 1713 and 1800 compared with life today; the challenges people faced and their responses; the displacement of peoples; and the significant people, events, treaties, political, legal, social, and economic changes, and daily life of the period, including the shift in power from France to Britain.
Life, Challenges, and Displacement (1713-1800)
- Life then and now (1713-1800)A1.1 — Analyse key similarities and differences in values and aspects of life between people in present-day Canada and groups in Canada between 1713 and 1800.
- Challenges and how people respondedA1.2 — Analyse main challenges facing individuals and communities between 1713 and 1800 and how people responded, and assess similarities and differences with challenges today.
- Displacement in the periodA1.3 — Analyse the displacement experienced by various groups between 1713 and 1800 and compare it with present-day examples.
People, Events, and Treaties (1713-1800)
- Key events and their significanceA3.1 — Identify factors leading to key events between 1713 and 1800 and describe their historical significance for different communities.
- Treaties and wampum beltsA3.2 — Identify key treaties relevant to Indigenous people in this period, including wampum belts, and explain their significance.
- Political and legal changesA3.3 — Identify key political and legal changes in this period and explain their impact on various communities.
- Daily life in Indigenous communitiesA3.5 — Describe significant aspects of daily life in various First Nations, Métis, and Inuit communities during this period.
- Daily life in newcomer communitiesA3.6 — Describe significant aspects of daily life of different newcomer/settler groups living in Canada during this period.
- Significant interactions and institutionsA3.7 — Describe significant interactions between various individuals, groups, and institutions in Canada during this period.
- Significant individuals and groupsA3.8 — Identify significant individuals and groups in Canada during this period and explain their contribution to Canadian heritage and/or identities.
The official wording — 11 outcomes in this unit
- A1.1
analyse key similarities and differences in social values and aspects of life between people in present-day Canada and some different groups and communities, including First Nations, Métis, and Inuit communities, in Canada between 1713 and 1800
- A1.2
analyse some of the main challenges facing various individuals, groups, and/or communities, including First Nations, Métis, and Inuit individuals and/or communities, in Canada between 1713 and 1800 and ways in which people responded to those challenges
- A1.3
analyse the displacement experienced by various groups and communities, including First Nations, Métis, and Inuit communities, who were living in or who came to Canada between 1713 and 1800
- A3.1
identify factors leading to some key events that occurred in and/or affected Canada between 1713 and 1800 and describe the historical significance of some of these events for different individuals, groups, and/or communities, including Indigenous individuals and/or communities
- A3.2
identify a few key treaties of relevance to Indigenous people during this period, including wampum belts exchanged, and explain the significance of some of these agreements for different people and communities in Canada
- A3.3
identify key political and legal changes that occurred in and/or affected Canada during this period and explain the impact of some of these changes on various individuals, groups, and/or communities, including First Nations, Métis, and Inuit individuals and/or communities
- A3.4
identify key social and economic changes that occurred in and/or affected Canada during this period and explain the impact of some of these changes on various individuals, groups, and/or communities, including First Nations, Métis, and/or Inuit individuals and communities
- A3.5
describe some significant aspects of daily life in various First Nations, Métis, and Inuit communities in Canada during this period
- A3.6
describe some significant aspects of daily life of different newcomer/settler groups living in Canada during this period
- A3.7
describe significant interactions between various individuals, groups, and institutions in Canada during this period
- A3.8
identify some significant individuals and groups in Canada during this period and explain their contribution to Canadian heritage and/or identities
Unit 2Canada, 1800-1850: Conflict and ChallengesOfficial strand · Strand B
The lives of various groups and communities in Canada between 1800 and 1850 compared with the previous era; the challenges people faced and their responses; the displacement of peoples; and the significant people, events, treaties, and political, legal, social, and economic changes of the period, including the War of 1812, the Rebellions of 1837-38, and the move toward responsible government.
Life, Challenges, and Displacement (1800-1850)
- Challenges and responses, 1800-1850B1.2 — Analyse challenges facing individuals and communities between 1800 and 1850 and the ways people responded.
- Displacement, 1800-1850B1.3 — Analyse the displacement experienced by various groups between 1800 and 1850 and how they dealt with it.
People, Events, and Treaties (1800-1850)
- Key events and trendsB3.1 — Identify factors contributing to key events and trends between 1800 and 1850 and describe their historical significance for different communities.
- Treaties and wampum belts, 1800-1850B3.2 — Identify key treaties relevant to Indigenous people in this period, including wampum belts, and explain their significance.
- Political and legal changesB3.3 — Identify key political and legal changes in this period and explain their impact on various communities.
- Significant interactions between groupsB3.5 — Describe significant interactions between different groups and communities in Canada during this period.
- Significant individuals and groupsB3.6 — Identify significant individuals and groups in Canada during this period and explain their contribution to Canadian heritage and/or identities.
The official wording — 9 outcomes in this unit
- B1.1
analyse social and political values and significant aspects of life for some different groups and communities, including First Nations, Métis, and Inuit communities, in Canada between 1800 and 1850
- B1.2
analyse some of the challenges facing individuals, groups, and/or communities, including First Nations, Métis, and Inuit individuals and/or communities, in Canada between 1800 and 1850 and ways in which people responded to those challenges
- B1.3
analyse the displacement experienced by various groups and communities, including Indigenous communities, who were living in or who came to Canada between 1800 and 1850
- B3.1
identify factors contributing to some key events and/or trends that occurred in and/or affected Canada between 1800 and 1850 and describe the historical significance of some of these events/trends for different individuals, groups, and/or communities, including Indigenous individuals and/or communities
- B3.2
identify a few key treaties of relevance to Indigenous people during this period, including wampum belts exchanged, and explain the significance of some of these agreements for different people and communities in Canada
- B3.3
identify key political and legal changes that occurred in and/or affected Canada during this period and explain the impact of some of these changes on various individuals, groups, and/or communities, including First Nations, Métis, and Inuit individuals and/or communities
- B3.4
identify key social and economic changes that occurred in and/or affected Canada during this period and explain the impact of some of these changes on various individuals, groups, and/or communities, including First Nations, Métis, and Inuit individuals and/or communities
- B3.5
describe significant interactions between different groups and communities in Canada during this period
- B3.6
identify some significant individuals and groups in Canada during this period and explain their contribution to Canadian heritage and/or identities
Unit 3Physical Patterns in a Changing WorldOfficial strand · Strand C
The challenges and opportunities presented by the physical environment and how people have responded to them, comparing perspectives and assessing sustainability; and the patterns in Earth's physical features — landforms, water bodies and systems, climate regions, and natural vegetation — and the natural processes and human activities that create and change them.
Challenges and Opportunities of the Physical Environment
- Responses to the physical environmentC1.1 — Describe ways people have responded to challenges and opportunities presented by the physical environment and analyse the short- and long-term effects.
- Comparing perspectives on the environmentC1.2 — Compare and contrast the perspectives of different groups on the challenges and opportunities presented by the natural environment.
- Which environments affect people mostC1.3 — Assess the physical environment in various locations to determine which have the greatest impact on people.
- Same environment, different responsesC1.4 — Assess ways different peoples in similar physical environments have responded to challenges and opportunities, and assess the sustainability of these responses.
Earth's Physical Patterns and Processes
- Landforms and their locationsC3.1 — Identify the location and describe the physical characteristics of various landforms.
- Processes that shape landformsC3.2 — Describe key natural processes and human activities that create and change landforms.
- Reading topographical mapsC3.3 — Extract information from and analyse topographical maps.
- Water bodies and systemsC3.4 — Describe patterns and physical characteristics of major water bodies and systems around the world.
- Processes that change water systemsC3.5 — Describe key natural processes and human activities that create and change water bodies and systems.
- Major climate regionsC3.6 — Describe patterns and characteristics of major climate regions around the world.
- Processes that change climate patternsC3.7 — Describe key natural processes and factors, including human activities, that create and change climate patterns.
- Analysing and constructing climate graphsC3.8 — Analyse and construct climate graphs to gather information on and illustrate climate patterns for a location.
- Major natural vegetation regionsC3.9 — Describe patterns and characteristics of major natural vegetation regions around the world.
- Processes that change vegetationC3.10 — Describe key natural processes and human activities that create and change natural vegetation patterns.
- How physical features interactC3.11 — Describe how different aspects of the physical environment interact with each other in two or more regions.
The official wording — 15 outcomes in this unit
- C1.1
describe various ways in which people have responded to challenges and opportunities presented by the physical environment and analyse short- and long-term effects of some of these responses
- C1.2
compare and contrast the perspectives of some different groups on the challenges and opportunities presented by the natural environment
- C1.3
assess the physical environment in various locations around the world to determine which environment or environments have the greatest impact on people
- C1.4
assess ways in which different peoples living in similar physical environments have responded to challenges and opportunities presented by these environments, and assess the sustainability of these responses
- C3.1
identify the location and describe the physical characteristics of various landforms
- C3.2
describe some key natural processes and human activities that create and change landforms
- C3.3
demonstrate the ability to extract information from and analyse topographical maps
- C3.4
describe patterns and physical characteristics of some major water bodies and systems around the world
- C3.5
describe some key natural processes and human activities that create and change water bodies and systems
- C3.6
describe patterns and characteristics of major climate regions around the world
- C3.7
describe some key natural processes and other factors, including human activities that create and change climate patterns
- C3.8
analyse and construct climate graphs to gather information on and illustrate climate patterns for a specific location
- C3.9
describe patterns and characteristics of major natural vegetation regions around the world
- C3.10
describe some key natural processes and human activities that create and change natural vegetation patterns
- C3.11
describe how different aspects of the physical environment interact with each other in two or more regions of the world
Unit 4Natural Resources around the World: Use and SustainabilityOfficial strand · Strand D
The extraction/harvesting and use of natural resources in different regions, the sustainability of these practices, and efforts to preserve resources; and an understanding of Earth's renewable, non-renewable, and flow resources, how people use the natural environment, the effects of resource use, differing perspectives, and responses to the challenges that arise.
Resource Extraction, Use, and Preservation
- Location, extraction, and use of resourcesD1.1 — Analyse interrelationships between the location/accessibility, mode of extraction/harvesting, and use of various natural resources.
- Resource use and sustainability by regionD1.2 — Analyse natural resource extraction/harvesting and use in specific regions, including the sustainability of these practices.
- Efforts to preserve resourcesD1.3 — Assess the efforts of groups, agencies, and organizations in helping to preserve natural resources.
- A personal plan for sustainable resource useD1.4 — Create a personal plan of action outlining how they can contribute to more sustainable resource extraction/harvesting and/or use.
Understanding Natural Resources and Their Effects
- Renewable, non-renewable, and flow resourcesD3.1 — Identify Earth's renewable, non-renewable, and flow resources and explain their relationship to Earth's physical features.
- How people use the natural environmentD3.2 — Describe ways people use the natural environment, including specific elements within it, to meet their needs and wants.
- Effects of resource useD3.3 — Identify significant short- and long-term effects of natural resource extraction/harvesting and use on people and the environment.
- Perspectives on using resourcesD3.4 — Describe the perspectives of different groups regarding the use of the natural environment to meet human needs.
- Responses to resource challengesD3.5 — Describe responses to social and/or environmental challenges arising from the use of natural resources.
- GIS maps of natural resourcesD3.6 — Extract information from, analyse, and construct GIS maps relating to natural resources around the world.
The official wording — 10 outcomes in this unit
- D1.1
analyse interrelationships between the location/accessibility, mode of extraction/harvesting, and use of various natural resources
- D1.2
analyse natural resource extraction/harvesting and use in some specific regions of the world including the sustainability of these practices
- D1.3
assess the efforts of some groups, agencies, and/or organizations in helping to preserve natural resources
- D1.4
create a personal plan of action outlining how they can contribute to more sustainable natural resource extraction/harvesting and/or use
- D3.1
identify Earth’s renewable, non-renewable, and flow resources and explain their relationship to Earth’s physical features
- D3.2
describe ways in which people use the natural environment, including specific elements within it, to meet their needs and wants
- D3.3
identify significant short- and long-term effects of natural resource extraction/harvesting and use on people and the environment
- D3.4
describe the perspectives of different groups regarding the use of the natural environment to meet human needs
- D3.5
describe some responses to social and/or environmental challenges arising from the use of natural resources
- D3.6
demonstrate the ability to extract information from, analyse, and construct GIS maps relating to natural resources around the world
Printable workbook · A keepsake of the year
A History and Geography, Grade 7 workbook worth keeping
Built from the same official curriculum as this page. Before and after each skill above, your student colours in how sure they feel — so the two of you can see, on one page, what's clicking and what needs another look. It's a quiet way to follow how the year is really going.
By June it's full of their own handwriting: units worked through, confidence grown, a mid-year check-in, notes from parent-teacher night, and a certificate at the end. Less a worksheet, more a record of the year worth keeping on the shelf.
Instant download · see every page, reviews and the full description · five or more workbooks are $2.99 each
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Common questions
Can MapleMind help me with History and Geography, Grade 7?
Yes. MapleMind's AI tutor covers all 45 skills in Ontario's History and Geography, Grade 7 — you pick the exact skill, and the tutor teaches it step by step: a short lesson, a worked example, solving together, then a skill check to show it stuck.
Is MapleMind aligned to Ontario's official curriculum?
Yes. Every skill in this course maps to an official outcome code from Ontario's Grade 7 Social Studies curriculum, and the ministry's own wording is quoted under each unit on this page — with the official government source linked so you can check it yourself.
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That's the point of skill-level tutoring: open History and Geography, Grade 7 in the app, tap the exact skill from the list on this page, and the tutor teaches just that — no wading through lessons you don't need.
Does MapleMind work in French or other languages?
Yes — 14 languages, including French. Both the app and the tutor's explanations switch to the language you choose.
Where can I see the official Ontario curriculum for History and Geography, Grade 7?
The official source is linked on this page — Ontario's official curriculum. The outline here follows it: every MapleMind skill carries its official outcome code, and the ministry's own wording is quoted under each unit.
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