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Ontario · Grade 7

History and Geography, Grade 7

Ontario’s Grade 7 social studies course, from New France and British North America (1713-1800) to Natural Resources around the World: Use and Sustainability.

Learn thisPractice test
Units
4
Lessons
8
Skills
45
Provincial exam
None
Official curriculum
Ontario Ministry of Education

Unit by unit

Every skill in the course, numbered by unit.

Unit 1 · 11 skills

New France and British North America (1713-1800)

Life, Challenges, and Displacement (1713-1800)

People, Events, and Treaties (1713-1800)

The official wording · 11 outcomes
1.1
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
1.2
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
1.3
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
1.4
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
1.5
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
1.6
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
1.7
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
1.8
describe some significant aspects of daily life in various First Nations, Métis, and Inuit communities in Canada during this period
1.9
describe some significant aspects of daily life of different newcomer/settler groups living in Canada during this period
1.10
describe significant interactions between various individuals, groups, and institutions in Canada during this period
1.11
identify some significant individuals and groups in Canada during this period and explain their contribution to Canadian heritage and/or identities

Key ideas

  1. Between 1713 and 1800, values and daily life differed sharply from today in gender roles, religion, living conditions, and political rights.

  2. Key events included the expulsion of the Acadians, the Seven Years' War, the Battle of the Plains of Abraham, and the American Revolution.

  3. Attitudes toward slavery, social class, and the role of women were very different.

  4. Pontiac's Resistance and the Loyalist migrations reshaped the colonies.

  5. Newcomers/settlers and First Nations, Métis, and Inuit held different attitudes toward each other and toward the land.

Watch out for

  • Assuming people in the past shared today's values.
  • Naming events without explaining what caused them.
  • Comparing only differences and ignoring genuine similarities.

Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit

Unit 2 · 9 skills

Canada, 1800-1850: Conflict and Challenges

Life, Challenges, and Displacement (1800-1850)

People, Events, and Treaties (1800-1850)

The official wording · 9 outcomes
2.1
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
2.2
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
2.3
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
2.4
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
2.5
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
2.6
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
2.7
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
2.8
describe significant interactions between different groups and communities in Canada during this period
2.9
identify some significant individuals and groups in Canada during this period and explain their contribution to Canadian heritage and/or identities

Key ideas

  1. Life varied across British and French forts, bush settlements, and First Nations reserves.

  2. Key events included the War of 1812 and the Upper Canada Rebellion.

  3. Living conditions differed by class in industrializing cities, and attitudes toward Irish immigrants, African Canadians, Métis, and Inuit shaped society.

  4. Trends included Irish immigration and the establishment of the Underground Railroad.

  5. Political elites and reform-seeking groups held clashing values.

Watch out for

  • Assuming values stayed the same from the previous era.
  • Naming events without their causes.
  • Overlooking the divide between elites and reformers.

Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit

Unit 3 · 15 skills

Physical Patterns in a Changing World

Challenges and Opportunities of the Physical Environment

  • Responses to the physical environment

    I can describe how people respond to the physical environment and analyse the effects.

    3.1

    Learn itPractice testActivities

  • Comparing perspectives on the environment

    I can compare different groups' perspectives on the natural environment.

    3.2

    Learn itPractice testActivities

  • Which environments affect people most

    I can assess which physical environments have the greatest impact on people.

    3.3

    Learn itPractice testActivities

  • Same environment, different responses

    I can assess how different peoples respond to similar environments and how sustainable their responses are.

    3.4

    Learn itPractice testActivities

Earth's Physical Patterns and Processes

The official wording · 15 outcomes
3.1
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
3.2
compare and contrast the perspectives of some different groups on the challenges and opportunities presented by the natural environment
3.3
assess the physical environment in various locations around the world to determine which environment or environments have the greatest impact on people
3.4
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
3.5
identify the location and describe the physical characteristics of various landforms
3.6
describe some key natural processes and human activities that create and change landforms
3.7
demonstrate the ability to extract information from and analyse topographical maps
3.8
describe patterns and physical characteristics of some major water bodies and systems around the world
3.9
describe some key natural processes and human activities that create and change water bodies and systems
3.10
describe patterns and characteristics of major climate regions around the world
3.11
describe some key natural processes and other factors, including human activities that create and change climate patterns
3.12
analyse and construct climate graphs to gather information on and illustrate climate patterns for a specific location
3.13
describe patterns and characteristics of major natural vegetation regions around the world
3.14
describe some key natural processes and human activities that create and change natural vegetation patterns
3.15
describe how different aspects of the physical environment interact with each other in two or more regions of the world

Key ideas

  1. People build dams, levees, dikes, terraces, and irrigation systems to manage water and farm difficult land.

  2. Landforms include mountains, plateaus, plains, and valleys.

  3. They design buildings suited to local climate or earthquakes, and develop resource towns or tourism.

  4. Each has a location and distinct physical characteristics.

  5. These responses have short- and long-term effects, such as water pollution, loss of habitat, or new protected parks.

Watch out for

  • Thinking human responses have no lasting effects.
  • Confusing a plateau with a plain.
  • Describing a response without analysing its consequences.

Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit

Unit 4 · 10 skills

Natural Resources around the World: Use and Sustainability

Resource Extraction, Use, and Preservation

Understanding Natural Resources and Their Effects

  • Renewable, non-renewable, and flow resources

    I can classify resources as renewable, non-renewable, or flow and link them to physical features.

    4.5

    Learn itPractice testActivities

  • How people use the natural environment

    I can describe how people use the natural environment to meet needs and wants.

    4.6

    Learn itPractice testActivities

  • Effects of resource use

    I can identify short- and long-term effects of resource use on people and the environment.

    4.7

    Learn itPractice testActivities

  • Perspectives on using resources

    I can describe different groups' perspectives on using natural resources.

    4.8

    Learn itPractice testActivities

  • Responses to resource challenges

    I can describe responses to the challenges that come from using natural resources.

    4.9

    Learn itPractice testActivities

  • GIS maps of natural resources

    I can extract information from, analyse, and construct GIS maps of natural resources.

    4.10

    Learn itPractice testActivities
The official wording · 10 outcomes
4.1
analyse interrelationships between the location/accessibility, mode of extraction/harvesting, and use of various natural resources
4.2
analyse natural resource extraction/harvesting and use in some specific regions of the world including the sustainability of these practices
4.3
assess the efforts of some groups, agencies, and/or organizations in helping to preserve natural resources
4.4
create a personal plan of action outlining how they can contribute to more sustainable natural resource extraction/harvesting and/or use
4.5
identify Earth’s renewable, non-renewable, and flow resources and explain their relationship to Earth’s physical features
4.6
describe ways in which people use the natural environment, including specific elements within it, to meet their needs and wants
4.7
identify significant short- and long-term effects of natural resource extraction/harvesting and use on people and the environment
4.8
describe the perspectives of different groups regarding the use of the natural environment to meet human needs
4.9
describe some responses to social and/or environmental challenges arising from the use of natural resources
4.10
demonstrate the ability to extract information from, analyse, and construct GIS maps relating to natural resources around the world

Key ideas

  1. A resource's location and accessibility shape how it is extracted or harvested.

  2. Renewable resources (trees, fish stocks, soil) can replenish; non-renewable resources (fossil fuels, metallic minerals) cannot.

  3. Mining techniques depend on the type and location of the deposit.

  4. Flow resources (solar, running water, tides, wind) are always available while they flow.

  5. Methods of harvesting trees and generating electricity vary by region.

Watch out for

  • Thinking extraction is the same everywhere.
  • Thinking all resources can be replenished.
  • Overlooking the link between location and method.

Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit

The official curriculum

This page follows Ontario’s own curriculum for History and Geography, Grade 7.

The Ontario Curriculum, Social Studies Grades 1-6; History and Geography Grades 7-8Ontario Ministry of Education · dcp.edu.gov.on.ca · Read July 31, 2026

Textbooks

The textbooks Ontario Ministry of Education lists for History and Geography, Grade 7:

  • D2L Ontario Geography 7D2L Corporation · 2021

From the Trillium List, read October 27, 2026. ontario.ca

Study it in MapleMind

MapleMind teaches History and Geography, 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.

Geography of Canada, Grade 9 in the MapleMind app on a tablet: its units, Unit 2 open, and the skills done so far with their starsGeography of Canada, Grade 9 in the MapleMind app on a phone: its units, Unit 2 open, and the skills done so far with their stars
Pictured: Geography of Canada, Grade 9, another Ontario course, partway through Unit 2.

Practise it

Course Companion

Your year in one workbook

A fun way to keep History and Geography, 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
31
Fillable fields
1,634
Price
$4.99
See the Course Companion

Questions about History and Geography, Grade 7

What is History and Geography, Grade 7?

Ontario’s Grade 7 social studies course: 4 units and 45 skills, from New France and British North America (1713-1800) to Natural Resources around the World: Use and Sustainability.

What units are in History and Geography, Grade 7?

1. New France and British North America (1713-1800), 2. Canada, 1800-1850: Conflict and Challenges, 3. Physical Patterns in a Changing World and 4. Natural Resources around the World: Use and Sustainability.

Is there a provincial exam for History and Geography, Grade 7?

No. Ontario gives no provincial exam for History and Geography, Grade 7.

What textbook does History and Geography, Grade 7 use?

The textbooks Ontario Ministry of Education lists for History and Geography, Grade 7: D2L Ontario Geography 7, D2L Corporation.

What comes after History and Geography, Grade 7?

History and Geography, Grade 8.

Can MapleMind help with History and Geography, Grade 7?

Yes. MapleMind teaches every skill of History and Geography, 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.

Before this course

After this course

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