Final Social Studies

Minnesota Department of Education

May 15, 2004, 9:45 p.m.







Minnesota Academic Standards in History and Social Studies



HISTORY AND SOCIAL STUDIES



If a nation expects to be ignorant and free, in a state of civilization, it expects what never was and never will be . . .I know of no safe

depository of the ultimate powers of the society but the people themselves. And if we think them not enlightened enough to exercise their

control with wholesome discretion, the remedy is not to take it from them, but to inform their discretion by education. - Thomas Jefferson





Public education in Minnesota must help students gain the knowledge and skills that are necessary to, in Jefferson’s view, protect and

maintain freedom. The Social Studies Standards on the following pages attempt to do just this by specifying the particular knowledge and

skills that Minnesota students will be required to learn in the disciplines of U.S. History, World History, Geography, Economics and Civics as

required by Minnesota statutes.



These standards are written with the recognition that additional academic disciplines, Psychology, Sociology, and Anthropology, have strong

traditions of instruction in Minnesota schools. Schools may choose to continue teaching in these academic disciplines as local traditions,

interest, and school priorities dictate.









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Minnesota Department of Education

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Minnesota Academic Standards in History and Social Studies



HISTORY



What is History?

The study of History (Minnesota, U.S., and World) helps students to see how people in other times and places have grappled with the

fundamental questions of truth, justice, and personal responsibility, to understand that ideas have real consequences, and to realize that events

are shaped both by ideas and the actions of individuals.



The study of U.S. History helps students understand the democratic traditions of the United States and how these traditions were established

and how they continue in the present. U.S. History also helps students understand that the United States is a nation built on ordinary and

extraordinary individuals united in an on-going quest for liberty, freedom, justice, and opportunity. It helps students understand how much

courage and sacrifice it has taken to win and keep liberty and justice.



s

The study of World History helps students understand the major developments in the civilization of Europe, the Middle East, Africa, Asia,

and the Americas. World History helps students recognize the “common problems of all humankind, and the increasing interactions among

nations and civilizations that have shaped much of human life” and how individuals and nations have successfully or unsuccessfully met the

challenges of human nature and their environment.



Why study History?

American History should be studied because, as Kenneth T. Jackson - chair of the Bradley Commission on History in the Schools - states,

“Unlike many other peoples, Americans are not bound together by a common religion or a common ethnicity. Instead, our binding heritage is

a democratic vision of liberty, equality, and justice. If Americans are to preserve that vision and bring it to daily practice, it is imperative that

all citizens understand how it was shaped in the past, when events and forces either helped or obstructed it, and how it has evolved down to

the circumstances and political discourses of our own time.”



World History should be studied because of the increasing global connections in the areas of commerce, politics, technology and

communications, transportation, and migration and resettlement. These increasing connections make an understanding of the history of the

world’s many cultures especially important in fostering the respect and understanding required in a connected and interdependent world.









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UNITED

STATES

HISTORY

GRADES K - 3

Strand Sub-Strand Standards Benchmarks Examples

I. U.S. A. Family Life The student will 1. Students will compare family life in his or her 1. Dakota and Ojibwe villages; Minnesota

HISTORY Today and In understand how community from earlier times and today. frontier farms; suburban towns and cities in

The Past families live today 2. Students will compare family life in at least Minnesota today; similarities and differences

and in earlier times, three distant places and times. in work (inside/outside home), dress, manners,

recognizing that some 3. Students will compare technologies from schools, games, festivals, stories; drawing

aspects change over earlier times and today, and identify the impact from biographies, oral histories, and folklore

time while others stay of invention on historical change. 2. City of Lagos in the African kingdom of

the same. Benin or Timbuktu in the kingdom of Mali;

Eastern European shtetl or Sami village in

Finnmark; Mongol village

3. Transportation methods (canoes, covered

wagons, cars, planes), communication

methods (oral traditions, letters, cell phones,

computers)

I. U.S. B. Famous The student will 1. Student will know individuals and groups 1. George Washington and the American

HISTORY People and recognize people and associated with key turning points in U.S. Revolution; Abraham Lincoln and the Civil

Events in U.S. events that made History. War; Lewis and Clark and the Corps of

History significant Discovery; Susan B. Anthony and the

contributions to U.S. Women’s Suffrage movement; Rosa Parks and

History. the Civil Rights movement; military veterans

and service to country.







I. U.S. C. Many The student will 1. Students will understand that large and diverse 1. Regional variations of Indian cultures

HISTORY Peoples and demonstrate American Indian nations were the original (Woodland, Plains, Southwest, Pacific

Cultures Meet knowledge of the inhabitants of North America. Northwest, and Arctic; Ojibwe, Dakota

in the Making people who settled in 2. Students will demonstrate knowledge of 2. Scandinavian, Spanish, Dutch, French, and

of North North America. European exploration and settlement of the English explorations, conflict, cooperation,

America North American continent and the resulting trade, disease; Leif Eriksson; Christopher

interaction with American Indian nations. Columbus; Powhatan, Pocahontas and John

Smith; Squanto and Pilgrims







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UNITED

STATES

HISTORY

GRADES 4 - 8

Strand Sub-Strand Standards Benchmarks Examples

I. U.S. A. Pre -history The student will 1. Students will compare ways of life of Indian 1. Iroquois, Cherokee, Ojibwe, Dakota, Hopi,

HISTORY through 1607 understand that large Nations from different regions of North America. Navajo, Yakama

and diverse American

Indian Nations were

the original

inhabitants of North

America.



I. U.S. B. Pre -history The student will 1. Students will identify key European explorers 1. Christopher Columbus, Jacques Cartier,

HISTORY through 1607 demonstrate and how their voyages led to the establishment Henry Hudson, Ponce de Leon, John Smith

knowledge of of colonies. 2. Trading relationships, wampum, smallpox

European exploration 2. Students will know and explain that

of the North interactions between American Indian tribes and

American continent European explorers had positive and negative

and the resulting impacts.

interaction with

American Indian

Nations.



I. U.S. C. Colonization The student will 1. Students will explain and understand the 1. Religious persecution in Europe, economic

HISTORY and Conflict, demonstrate political, religious, social, and economic events opportunity, missions

1607-1780s knowledge of the and conditions that led to the colonization of 2. Plantation agriculture, maritime industries

colonies and the America. (whaling, shipping, fishing, ship building),

factors that shaped 2. Students will compare and contrast life within family farming, animal husbandry

colonial North the colonies and their geographical areas, 3. Pequot War, French and Indian War

America. including New England, Mid-Atlantic, and

Southern colonies, and analyze their impact.

3. Students will identify the differences and

tensions between the English colonies and

American Indian tribes.

4. Students will understand the significance of

enslaved Africans and their descendants in the

economic and social life of the colonies.









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I. U.S. D. Political The student will 1. Students will understand issues and events that 1. The Proclamation of 1763, the Stamp Act,

HISTORY Unrest and the demonstrate an led to the American Revolution, and analyze the Boston Tea Party, the Intolerable Acts

American understanding of the how these events affected the move toward 3. Samuel Adams, Benjamin Franklin, Patrick

Revolution causes and course of independence from Britain. Henry, Crispus Attucks, Abigail Adams,

1763- mid -1791 the American 2. Students will understand the principles of the Thomas Jefferson, Thomas Paine, George

Revolution. Declaration of Independence, including Washington, Francis Marion, John Hancock,

inalienable rights and self-evident truths. Nathan Hale

3. Students will analyze the roles of key 4. Differences in warfare style, the

individuals and political leaders in the American Committees of Correspondence, the Battles of

Revolution. Trenton, Saratoga, Yorktown

4. Students will know and understand key factors

and events contributing to the defeat of the

British.

I. U.S. D. Political The student will 1. Students will know and understand basic 1. Separation of powers, three branches of

HISTORY Unrest and the demonstrate principles of the new government established by government, checks and balances

American knowledge of how the Constitution of the United States. 2. Interstate commerce, Shay’s Rebellion, 3/5

Revolution the principles of the 2. Students will know reasons why the United Compromise, Bill of Rights

1763- mid -1791 American Revolution States developed the Constitution, including the

became the debates and compromises that led to the final

foundation of a new document.

nation.



I. U.S. E. Growth and The student will 1. Students will examine the processes that led 1. The acquisitions of Florida, Texas, Oregon,

HISTORY Westward demonstrate to the territorial expansion of the United States and California, the Mormon Trail, frontier

Expansion, knowledge of western including wars and treaties with foreign nations families

1801-1861 expansion, conflict, and Indian nations, the Mexican-American War, 2. The reaper, the steam locomotive,

and reform in annexation, Louisiana Purchase and other land construction of canals, “King Cotton” and the

America. purchases, and the removal of American Indians expansion of slavery

to reservations.

2. Students will analyze the impact of inventions

and technologies on life in America, including

the cotton gin, the steamboat, and the telegraph.



I. U.S. F. Civil War The student will 1. Students will identify and analyze the main 1. Harper’s Ferry, The Missouri Compromise,

HISTORY and demonstrate ideas of the debate over slavery, abolitionism, the Kansas -Nebraska Act, the Dred Scott case,

Reconstruction, knowledge of the states’ rights, and explain how they resulted in rise of the Republican Party, Harriet Beecher

1850s-1870s causes of the Civil major political compromises. Stowe

War. 2. Students will identify on a map the states that

seceded from the Union, and those that remained

in the Union.







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I. U.S. F. Civil War The student will 1. Students will know and understand the roles 1. William Lloyd Garrison, Dred Scott, John

HISTORY and demonstrate of significant figures and battles of the Civil War Brown, Ulysses S. Grant, Robert Lee

Reconstruction, knowledge of major Era and analyze their significance, including 2. 13th Amendment, Reconstruction

1850s-1870s events and people of Frederick Douglass, Abraham Lincoln, Jefferson

the Civil War. Davis, Harriet Tubman and Battle of Gettysburg.

2. Students will analyze the aftermath of the war

and its effects on citizens from the North and

en

South including free blacks, wom and former

slaveholders.



I. U.S. G. Reshaping The student will 1. Students will identify and understand the 1. Political attitudes toward the post-

HISTORY the Nation and analyze the reasons for the increase in immigration, growth Reconstruction South, transcontinental railroad

the Emergence transformation of the of cities, new inventions, and political challenges and immigrant labor, American Indian

of Modern American economy to American government arising from the relocation to reservations

America, 1877- and the changing industrial revolution, and analyze their impact. 2. The growth of ethnic stereotyping,

1916 social and political 2. Students will identify and explain racial American Indian boarding schools, Wounded

conditions in segregation and racism, including the rise of Knee, Chinese exclusion, Plessy v. Ferguson

response to the “Jim Crow,” the Ku Klux Klan, discrimination 3. Andrew Carnegie, Standard Oil,

Industrial Revolution. against immigrants, and the relocation of McCormick Reaper, Populist Movement, The

American Indian tribes to reservations, and Grange

analyze the impact of these actions. 4. Samuel Gompers, Theodore Roosevelt,

3Students will analyze how the rise of big William Jennings Bryan, Herbert Hoover,

business, the growth of industry, and the change Susan B. Anthony, Elizabeth Cady Stanton,

in life on American farms and small towns with Jane Adams, NWSA, Frances Willard and the

increased mechanization changed life in WCTU

America.

4. Students will analyze the impact of the

Progressive Movement on child labor and

working conditions; the rise of organized labor;

women’s suffrage and the temperance

movement, and identify the contributions of

individuals in these movements.









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I. U.S. H. World Wars The student will 1. Students will know and understand the reasons 1. The Battle of Manila Bay, the annexation

HISTORY and the demonstrate for the Spanish-American War and its resulting of the Philippines, and the rise of the U.S. as a

Emergence of knowledge of the impact. world power

Modern political, 2. Students will know and understand the United 2. Panama Canal, the annexation of Hawaii,

America, 1900- geographical, States' actions in the Pacific, and resulting Boxer Rebellion, the Russo-Japanese War, and

1930s cultural, social, and international reactions. the guerilla war in the Philippines, “Banana

economic forces 3. Students will identify and understand the Wars”

shaping the modern struggles and contributions of African American 3. Tuskegee Institute, establishment of the

United States. leaders of this period, including W.E.B. DuBois NAACP, Ida B. Wells

and Booker T. Washington, and compare their

ideas.



I. U.S. H. World Wars The student will 1. Students will know and understand the reasons 1. Zimmerman telegram, American

HISTORY and the understand World for the United States’ neutrality and delayed Expeditionary Force, Influenza of 1918,

Emergence of War I, its causes and entry and involvement in World War I. Lusitania, Germany’s breaking of the Sussex

Modern effects. 2. Students will explain Wilson's 14 Points and Pledge

America, 1900- United States’ isolationism. 2. U.S. non-participation in the League of

1930s Nations and the failure of League, post-war

disillusionment



I. U.S. I. A World at The student will 1. Students will examine causes and analyze the 1. Smoot-Hawley tariff, overheated economic

HISTORY War, 1930s- understand and effects of the Great Depression and the impact of expansion of the 1920s, 1929 stock market

1945 analyze the the New Deal. crash, bread lines, dust bowls, WPA, CCC,

economic, social, and 2. Students will analyze the major causes and role of Franklin Roosevelt

political transition of effects of American neutrality and eventual 2. Trade restrictions on Japan, economic

the United States involvement in World War II, including the impacts of the Great Depression

before, during and America First movement, lend-lease, and the 3. Dwight Eisenhower, Douglas MacArthur,

after World War II. impact of Pearl Harbor. Battle of the Bulge

3. Students will recognize major events, battles 4. Port Chicago, Detroit race riots, women’s

and significant leaders in World War II and military involvement (WAVEs and WACs),

analyze their impact, including Franklin conversion to wartime economy

Roosevelt, Harry S. Truman, Winston Churchill,

Adolph Hitler, the Battle for Midway, the

invasion of Normandy, and the decision to drop

the atomic bomb on Japan.

4. Students will evaluate the impact of World

War II on the home front and on American

culture, including Japanese internment, Tuskegee

Airmen, and “Rosie the Riveter.”









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I. U.S. J. Post WWII The student will 1. Students will understand and explain the 1. Berlin Blockade, and creation of the North

HISTORY Era, 1945-1980 analyze the rebuilding of Europe and Japan after World War Atlantic Treaty Organization (NATO) and the

economic, social, and II, including the Marshall Plan and the American Southeast Asian Treaty Organization

political occupation of Japan. (SEATO), MacArthur

transformation of the 2. Students will understand and analyze the 2. Development of nuclear weapons,

United States and the emergence of the United States as a superpower, Dumbarton Oaks Conference

world between the and its pivotal role in the establishment of the 3. The presidencies of Eisenhower, Kennedy,

end of World War II United Nations. Johnson, and Nixon

and the present. 3. Students will analyze the role of American 4. Thurgood Marshall, Little Rock school

foreign policy and military action during the integration, urbanization of American Indians,

Cold War era, including the Truman Doctrine, Caesar Chavez; the New Frontier, the

Korean and Vietnam Wars and the Cuban NAACP, the Great Society, United Farm

Missile Crisis. Workers’ Movement, the women’s and civil

4. Students will explain the changing patterns of rights movements

society, expanded educational and economic 5. Gideon, Miranda

opportunities for military veterans, women, and

minorities.

5. Students will identify major Supreme Court

decisions during this era and analyze their

impact, including Brown vs. Board of Education.

I. U.S. K. The student will 1. Students will identify and evaluate American 1. U.S. support of dissident and anti-

HISTORY Contemporary recognize the contributions to the fall of the Soviet bloc, from communist movements in Central and Eastern

America, 1980- opportunities and the Truman Doctrine through the presidency of Europe, NATO

present challenges facing the Ronald Reagan. 2. New clashes of economic, political and

United States and 2. Students will analyze challenges of a post- religious worldviews

explore its role in the communist world, especially September 11,

world since 1989. 2001 and its aftermath.



UNITED

STATES

HISTORY

GRADES 9-12

Strand Sub-Strand Standards Benchmarks Examples

I. U.S. A. Indigenous The student will 1. Students will identify important cultural 1.Language groups; Mayan and Aztec

HISTORY People of North demonstrate aspects and regional variations of major North architecture; regional variations of Indian

America knowledge of American Indian nations. agriculture, shelter forms, political

indigenous cultures in organization, religion

North America prior

to and during western

exploration.



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I. U.S. B. Three The student will 1. Students will identify the stages and motives 1. Routes taken by European explorers around

HISTORY Worlds understand how of European oceanic and overland exploration Africa, to the Americas, and across the Pacific,

Converge, European exploration from the 15th to the 17th centuries. exploitation of resources, religious conflict and

1450-1763 and colonization 2. Students will describe the consequences of missions.

resulted in cultural early interactions between Europeans and 2 Exchange of plants, animals, and pathogens;

and ecological American Indian nations. the impact of epidemic disease, political

interactions among 3. Students will describe key characteristics of alliances, trade, religious conversion, treaties

previously West African kingdoms and the development of 3. Songhai, Saharan trade routes, Portuguese

unconnected peoples. the Atlantic slave trade. slave traders, rise of sugar plantations



I. U.S. B. Three The student will 1. Students will compare and contrast life within 1. Puritans’ “City on a Hill” in New England

HISTORY Worlds demonstrate the colonies and their geographical areas, compared to William Penn’s Philadelphia and

Converge, knowledge of the including New England, Mid-Atlantic, and to Jamestown; impact of geography on

1450-1763 colonies and the Southern colonies, and analyze their impact. regional economies and labor forms: (e.g.,

factors that shaped 2. Students will identify the growing differences tobacco plantations with indentured servants

colonial North and tensions between the European colonies, and slaves, family farms, development of

America. England and American Indian Nations. commerce in towns and cities)

2. Pequot War, French and Indian war



I. U.S. C. Three The student will 1. Students will describe and evaluate the 1. Compare slavery in North America and the

HISTORY Worlds understand the enslavement of Africans, the Middle Passage and Caribbean, workings of the slave trade,

Converge, economic the use of slave labor in European colonies. plantation life

1450-1763 development of the

English colonies in

North America and

the exploitation of

enslaved Africans.









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I. U.S D. Revolution The student will 1. Students will analyze the major economic, 1. Consequences of Seven Years’ War and the

HISTORY and the New demonstrate political, and philosophical conflicts leading to Treaty of Paris; resulting changes in English

Nation, 1763- knowledge of the the American Revolution including the roles of imperial policy and growth of colonial

1820 causes, course, and the First and Second Continental Congresses and resistance; shift in governing authority to

consequences of the the Declaration of Independence. colonies; political ideas of Locke,

American Revolution. 2. Students will explain how and why the Montesquieu, and others; Stamp Act crisis;

Americans won the war against superior British arguments for and against independence,

resources, analyzing the role of key leaders, including loyalist perspectives; Sons of

major campaigns and events, and participation Liberty, consumer boycotts, crowd actions,

by ordinary soldiers and civilians. petitions to Parliament, Boston Tea Party;

3. Students will explain the impact of the Boston Massacre, Committees of

Revolutionary War on groups within American Correspondence, writings of Tom Paine and

society, including loyalists, patriots, women and Patrick Henry; Lexington and Concord.

men, Euro-Americans, enslaved and free African 2. Colonial militias, Continental Army;

Americans, and American Indians. Washington, Samuel Adams, John Adams,

Revere, Jefferson, Von Steuben, Cornwallis,

Lafayette; Battles of Trenton, Saratoga,

Yorktown; U.S. relations with France, Holland

and Spain; split in the Iroquois Confederacy;

Treaty of Paris

3. Debates over slavery, manumission, and

status of free blacks and women; loyalist

migration to Canada; treaties of Fort Stanwix

(Iroquois) and Hopewell (Cherokee);

westward movement of white settlers









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I. U.S E. Revolution The student will 1. Students will identify and explain the basic 1. Equality, “life, liberty, and the pursuit of

HISTORY and the New understand the principles that were set forth in the documents happiness,” rule of law, government based on

Nation, 1763- foundation of the that declared the nation’s independence (the consent, republic, balance of powers,

1820 American Declaration of Independence, inalienable rights federation

government and and self-evident truths) and that established the 2. The provisions of the Articles of

nation . new nation’s government (the Constitution). Confederation, Northwest Ordinance; dis posal

2. Students will describe and evaluate the major of western lands, foreign relations and trade,

achievements and problems of the Confederation Shays’ Rebellion, Constitutional Convention;

period, and analyze the debates over the Articles alternative plans and compromises in drafting

of Confederation and the revision of and approving the Constitution; Federalist and

governmental institutions that created the U.S. Anti-Federalist arguments; arguments about

Constitution and the Bill of Rights, and the the necessity of a Bill of Rights and James

interpretive function of the Supreme Court. Madison’s role in its adoption; John

3. Students will describe and explain the Marshall’s role in defining the function and

emergence of the first American party system. power of the Supreme Court; pivotal cases

such as Marbury v. Madison and McCullough

v. Maryland

3. Issues and ideas prompting Thomas

Jefferson to form opposition party; Federalists

vs. Republicans; Alien & Sedition Acts; roles

of Washington, John Adams, Alexander

Hamilton, Aaron Burr, James Madison; impact

of French Revolution









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I. U.S F. Expansion, The student will 1. Students will describe the causes and analyze 1. Negotiations with Napoleon and arguments

HISTORY Innovation, and demonstrate the effects of the Louisiana Purchase, the War of for and against Louisiana Purchase; Lewis and

Reform, 1801- knowledge of the 1812, and the Monroe Doctrine. Clark, role of Sacajewea, responses of the

1861 early republic and 2. Students will analyze the impact of territorial Jefferson and Madison administrations to

how territorial expansion on American Indian nations and the English, French, and Barbary actions against

expansion affected evolution of federal and state Indian policies. U.S. shipping and sailors; embargo; military

foreign relations. 3. Students will analyze the causes and campaigns of War of 1812; conflicts between

consequences of U.S. geographic expansion to American Indians and white settlers in the Old

the Pacific, including the concept of Manifest Northwest, Tecumseh; provisions and

Destiny and the Mexican-American War. influence of Monroe Doctrine

2. Treaty negotiations and land cessions,

assimilation policies, war; Indian Removal Act

of 1830, establishment of reservation system,

tribal sovereignty; role of Andrew Jackson; the

forced relocation of American Indians

3. Diplomatic resolution of territorial

competition with Britain and Russia in the

Pacific Northwest; Texas War for

Independence, Alamo, and debates over

annexation; causes and course of war with

Mexico; Treaty of Guadalupe Hidalgo and

conquest of the Southwest

I. U.S G. Expansion, The student will 1. Students will describe and analyze the impact 1. Steam power, canals, railroads, telegraph,

HISTORY Innovation, and understand how of innovations in industry, technology and cotton gin, printing presses and publishing;

Reform, 1801- explosive growth transportation on life in Am erica. photography; Lowell textile mills and factory

1861 (economic, 2. Students will examine demographic growth manufacture; rise of wage labor; economic

demographic, and patterns of population change and their growth and boom/bust cycles (Panics of 1819,

geographic) and consequences for American society before the 1837, 1857); urbanization; spatial separation

technological Civil War. of residence and workplace

innovation 2. Irish, German, Scandinavian immigration,

transformed adaptation, assimi lation; Chinese contract

American society. laborers; ethnic and cultural conflict and

nativism; impact on the institution and

experience of slavery of the ending of Atlantic

slave trade, the cotton boom, the annexation of

Mexican territory, and the forced relocation of

enslaved African Americans; California Gold

Rush; Oregon, Santa Fe, and Mormon Trails









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I. U.S H. Expansion, The student will 1. Students will understand the sources, 1. The Second Great Awakening;

HISTORY Innovation, and understand the characteristics and effects of cultural, religious Millennialism, evangelical revivals and camp

Reform, 1801- sources, and social reform movements, including the meetings; Underground Railroad, Frederick

1861 characteristics, and abolition,temperance, and women’s rights Douglass, William Lloyd Garrison, Angelina

effects of antebellum movements. and Sarah Grimke, David Walker, Sojourner

reform movements. Truth, Harriet Tubman; 1848 Seneca Falls

Convention and Declaration of Sentiments,

Lucretia Mott, Elizabeth Cady Stanton, Susan

B. Anthony; Horace Mann, Noah Webster, and

public education; General Trades Unions, Ten-

Hour Movement; utopian experiments such as

New Harmony, Shakers, Mormons;

Transcendentalism and the American

Renaissance, Ralph Waldo Emerson, Henry

David Thoreau, Margaret Fuller



I. U.S H. Expansion, The student will 1. Students will describe and analyze changes in 1. The election of Jefferson in the “Revolution

HISTORY Innovation, and understand the American political life including the spread of of 1800”; Andrew Jackson and the “Age of the

Reform, 1801- extension, restriction, universal white male suffrage, restrictions on Common Man”; emergence of the national

1861 and reorganization of free African Americans, and the emergence of Democratic and Whig parties; nativism and

political democracy the Second Party System. “Know-Nothing” party; Workingmen’s

after 1800. Parties; voter participation and campaigning,

rise of interest-group politics and petition

campaigns

I. U.S I. Civil War and The student will 1. Students will identify and explain the 1. Sectional differentiation in industrial

HISTORY Reconstruction, demonstrate economic, social, and cultural differences development, urbanization, agricultural

1850-1877 knowledge of the between the North and the South. systems, demographic characteristics

long- and short-term 2. Students will understand and analyze the 2. Nullification Crisis (impact of tariff policy

causes of the Civil political impact of debates over slavery and on issue of states’ rights and sectional

War growing sectional polarization in key events differences), Nat Turner’s rebellion, debates

including the Missouri Compromise, the over “free labor” and proslavery ideologies,

Compromise of 1850 and the Fugitive Slave annexation of Texas and Mexican territory,

Law, the rise of the Republican party, the Lincoln-Douglas debates, breakdown of

Southern secession movement and the formation Second Party System, Dred Scott decision,

of the Confederacy. Uncle Tom’s Cabin, Bleeding Kansas, John

Brown’s raid, presidential election of 1860;

Henry Clay, John C. Calhoun









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I. U.S I. Civil War and The student will 1. Students will identify events and leaders of the 1. Fort Sumter, Manassas/Bull Run,

HISTORY Reconstruction, understand the war, and analyze how the differences in Gettysburg, Vicksburg, Appomattox;

1850-1877 course, character, and resources of the Union and Confederacy Emancipation Proclamation; Union industrial

outcome of the Civil (economy, technology, demography, geography, capacity, “total war” strategy, rifles,

War. political and military leadership) affected the earthworks, blockades; Abraham Lincoln,

course of the war and Union victory. Jefferson Davis, Ulysses S. Grant, William T.

2. Students will describe and explain the social Sherman, Robert E. Lee, Stonewall Jackson,.

experience of the war on battlefield and home 2. Confederate soldiers, Union soldiers,

front, in the Union and the Confederacy. African American military units, immigrant

3. Students will analyze the significance of military units, contrabands, northern race riots,

Lincoln’s Gettysburg Address and its views of draft riots, southern food riots, women’s home

American political life. front efforts, U.S. Sanitary Commission,

Cherokee participation with Confederacy





I. U.S I. Civil War and The student will 1. Students will describe the content of and 1. Union occupation, African Americans’

HISTORY Reconstruction, demonstrate reasons for the different phases of efforts for economic and political

1850-1877 knowledge of the Reconstruction, and analyze their successes and improvements, Freedmen’s Bureau,

consequences of Civil failures in transforming social and race relations. Presidential Reconstruction, Radical

War and 2. Students will understand and explain the Reconstruction, “redemption” and the

Reconstruction. political impact of the war and its aftermath in reemergence of white supremacy in the South,

Reconstruction, including emancipation and the rise of the Ku Klux Klan

redefinition of freedom and citizenship, 2. Emancipation Proclamation, Gettysburg

expansion of the federal bureaucracy; expansion Address, curbs on wartime civil liberties;

of federal authority and its impact on states’ issues of citizenship, enfranchisement,

rights. political participation; 13th , 14th , and 15th

Amendments to the Constitution, debates over

them, and interpretations of them by the

Supreme Court

I. U.S. J. Reshaping The student will 1. Students will demonstrate knowledge of the 1. Transcontinental railroad, Morrill Land Act,

HISTORY the Nation and analyze the process of effects of post-Civil War westward expansion Plains Indian Wars, Dawes Act of 1887,

the Emergence Westward Expansion including the resulting conflicts with American Wounded Knee, Carlisle Indian Industrial

of Modern in the late 19th Indian nations. School, White Earth reservation, industrial

America, 1877- Century. mining in the southwest and Midwest (Iron

1916 Range)









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I. U.S. J. Reshaping The student will 1. Students will demonstrate knowledge about 1. The Bessemer Steel Process and barbed

HISTORY the Nation and describe and analyze how the rise of corporations, heavy industry, and wire; business leaders such as James J. Hill,

the Emergence the linked processes mechanized farming transformed the American John Deere, J.P. Morgan, John J. Rockefeller,

of Modern of industrialization economy, including the role of key inventions and Andrew Carnegie; impact of railroads,

America, 1877- and urbanization after and the growth of national markets. agricultural productivity and mechanized

1916 1870. 2. Students will demonstrate knowledge of the farming, factories; new forms of marketing

rapid growth of cities and the transformation of and advertising, trusts; Mark Twain, Ashcan

urban life, including the impact of migration school of painting, Stephen Crane; Sears

from farms and new technologies, the catalog

development of urban political machines, and 2. Street lights and trolley cars, the Tweed

their role in financing, governing, and policing Ring; the new middle class Victorian culture;

cities. architecture and literature

I. U.S. J. Reshaping The student will 1. Students will demonstrate knowledge of the 1. Ellis Island; Angel Island; ethnic enclaves;

HISTORY the Nation and demonstrate massive wave of “New” immigration after 1870, “Melting Pot” idea, 1882 Chinese Exclusion

the Emergence knowledge of the its differences from the “Old” immigration, and Act

of Modern causes and its impact on new social patterns, conflicts, and

America, 1877- consequences of ideas of national unity.

1916 immigration to the

United States from

1870 to the first

World War.



I. U.S. J. Reshaping The student will 1. Students will demonstrate knowledge of the 1. “Scientific” theories of race in the late 19th

HISTORY the Nation and understand the origins imposition of racial segregation, African Century; “Jim Crow” laws in southern states;

the Emergence of racial segregation. American disfranchisement, and growth of racial Poll Tax, literacy test, Grandfather Clause;

of Modern violence in the post-reconstruction South, the founding of the Ku Klux Klan; Ida B. Wells -

America, 1877- rise of “scientific racism,” and the debates Barnett, W.E. B. DuBois, Booker T.

1916 among African-Americans about how best to Washington, Plessey v. Ferguson; anti-

work for racial equality. Chinese movement in the west and the rise of

lynching in the south

I. U.S. J. Reshaping The student will 1. Students will demonstrate knowledge about 1. The shift from workshop to factory;

HISTORY the Nation and describe how how the rise of industry changed the nature of Knights of Labor, Samuel Gompers and the

the Emergence industrialization work in factories, the origins of labor unions, and American Federation of Labor; Railroad Strike

of Modern changed nature of the role of state and federal governments in labor of 1877; Homestead; Haymarket bombing

America, 1877- work and the origins conflicts. 1886; 8 work hour day; Pullman strike 1894

1916 and role of labor

unions in the 1870s,

1880s, and 1890s.









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I. U.S. J. Reshaping The student will 1. Students will demonstrate knowledge about 1. Monetary policy; Greenbacks, Gold

HISTORY the Nation and understand the the ways the American people responded to Standard, tariffs; Depressions of 1873-79 and

the Emergence changing dynamics of social, economic, and political changes through 1893-97, Farmer’s Alliance, Grange

of Modern national politics in electoral politics and social movements such as movement, Populist Party, Omaha Platform of

America, 1877- the late 19th Century. populism and temperance. 1892, 1896 election, free silver, William

1916 McKinley, William Jennings Bryan, Eugene

V. Debs, Frances Willard and the Women’s

Christian Temperance Union (WCTU),

Elizabeth Cady Stanton, Susan B. Anthony,

National American Woman Suffrage

Association, women’s suffrage (19th

Ammendment)

I. U.S. J. Reshaping The student will 1. Students will examine the causes of the 1. Hawaii; Alfred Thayer Mahan’s theory

HISTORY the Nation and understand the causes Spanish-American war and analyze its effects on about the importance of controlling the seas;

the Emergence and consequences of foreign policy, national identity, and the debate Cuba; Filipino insurrection; Puerto Rico;

of Modern American over the new role of America as a growing Admiral Dewey; Roosevelt Corollary to the

America, 1877- expansionism and the power in the Pacific and Latin America. Monroe Doctrine; Yellow Press; William R.

1916 Spanish-American Hearst, intervention in the Boxer Rebellion

War.



I. U.S. K. The The student will 1. Students will demonstrate knowledge of how 1. Jane Addams and the settlement house;

HISTORY Emergence of analyze the wide Progressives addressed problems of industrial Florence Kelley; Upton Sinclair and

Modern range of reform capitalism, urbanization, and political corruption. muckrakers, Ida Tarbell; Conservation,

America, 1890- efforts known as 2. Students will analyze the debates about “planned use,” and the origins of the national

1930 Progressivism woman suffrage and demonstrate knowledge of forest service; Preservationism (Yellowstone

between 1890 and the the successful campaign that led to the adoption National Park, 1890; Sierra Club 1892);

first World War. of the 19th Amendment granting women the right Robert Lafollette; city manager system; civil

to vote. service reform; initiative and referendum;

Progressive Party and Theodore Roosevelt;

Woodrow Wilson’s “New Freedom”; income

tax (16th Amendment); Sherman Antitrust Act,

direct election of senators (17th Amendment)

2. National American Woman Suffrage

Association, Carrie Chapman Catt and the

‘winning plan”; The Woman’s Party, Alice

Paul









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I. U.S. K. The The student will 1. Students will analyze the causes of World War 1. Isolationism, Gentleman’s Agreement;

HISTORY Emergence of understand the causes I and identify key people, major events, and the Neutrality; Woodrow Wilson’s 14 Points;

Modern and consequences of war’s impact on American foreign and domestic Submarine warfare and the Lusitania;

America, 1890- World War I. policy. Zimmerman telegram, Selective Service Act,

1930 German American loyalty tests, Alvin York,

Sussex Pledge; Russian Revolution; Versailles

Treaty

I. U.S. K. The The student will 1. Students will analyze how developments in 1. Scientific Management, assembly lines,

HISTORY Emergence of understand how the industrialization, transportation, communication, Henry Ford, Thomas Edison; radio and movies

Modern United States and urban mass culture changed American life. 2. Red Scare; Normalcy; National Origins Act,

America, 1890- changed politically, 2. Students will describe key social changes 1924; Ku Klux Klan; Garveyism; Prohibition;

1930 culturally, and related to immigration, social policy, and race Scopes Trial; African American migration to

economically from relations. the North, American Indian reform, and

the end of World War 3. Students will examine the changing role of art, Mexican immigration

I to the eve of the literature and music in the 1920s and 30s. 3. Jazz Age, the “lost generation,” F. Scott

Great Depression. Fitzgerald, Ernest Hemingway, Sinclair Lewis,

Gertrude Stein, Louis Armstrong, Edward

Hopper; Harlem Renaissance



I. U.S. L. The Great The student will 1. Students will demonstrate knowledge of the 1. Economic policies of Harding and Coolidge

HISTORY Depression and understand the origins causes of the Great Depression and how it administrations; stock market crash 1929;

World War II, and impact of Great affected Americans in all walks of life. President Herbert Hoover, Reconstruction

1929-1945 Depression and the 2. Students will demonstrate knowledge of how Finance Corporation; Dust Bowl, Okies; urban

New Deal, 1929- the New Deal addressed the Great Depression and rural family life in the Depression

1940. and transformed American federalism. 2. Franklin Roosevelt, Eleanor Roosevelt; First

New Deal (NRA); Second New Deal; Social

Security Act, Wagner Act, TVA; Indian New

Deal; Federal Reserve; CIO, sit-down strikes;

Court Packing; Frances Perkins









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I. U.S. M. The Great The student will 1. Students will demonstrate knowledge of the 1.Treaty of Versailles, Hitler, Mussolini and

HISTORY Depression and understand the origins international background of World War II and the ris e of fascism in Germany and Italy;

World War II, of World War II, the the debates over American involvement in the breakdown of the League of Nations; Good

1929-1945 course of the war, and conflict. Neighbor Policy; Isolationism; Japanese

the impact of the war 2. Students will demonstrate knowledge of key militarism, Lend Lease; Pearl Harbor

on American society. leaders and events of World War II and how the 2. European Theater: Battle of Britain, the

Allies prevailed. “second front,” Normandy Invasion;

3. Students will describe the impact of the war Holocaust and the Nuremberg Trials; Pacific

on people such as women, African Americans Theater: Battle of Midway, Okinawa and the

and Japanese Americans. Philippines; The Big Three: Roosevelt,

Churchill, Stalin; Yalta; Harry Truman;

Hiroshima and Nagasaki; United Nations

3. Japanese internment; women in the

workplace, “Rosie the Riveter,” Roosevelt’s

Fair Employment Executive Order, the

Bracero Program, and African Americans in

labor force

I. U.S. N. Post-War The student will 1. Students will demonstrate knowledge of social 1. Sputnik and education reform, mass media

HISTORY United States, understand the social transformation in post-war United States. (TV and movies); beatniks; integration of the

1945-1972 and economic 2. Students will understand the post-war military; school desegregation, Betty Friedan

changes in the United economic boom and its impact on demographic 2. Demobilization and economic reconversion;

States, 1945-1960 patterns, role of labor, and multinational GI Bill; baby boom, suburbanization; growth

corporations. of the middle class; Coca Cola, Inc., Teamsters

I. U.S. N. Post-War The student will 1. Students will demonstrate knowledge of key 1. Iron Curtain; Truman Doctrine; Marshall

HISTORY United States, understand the Cold events of the Cold War and the causes and Plan; Chinese Revolution 1949; United

1945-1972 War, its causes, consequences of the Korean War. Nations; Containment; Korean Conflict; Suez

consequences and its 2. Students will analyze America’s involvement Crisis; Hungarian uprising 1956; Mutually

military conflicts. in the Vietnam War. assured destruction; Berlin Wall; Berlin airlift,

Third World: Cold War politics in Africa,

Asia, the Caribbean and the Middle East;

Cuban Revolution 1959; Cuban Missile Crisis

2. Gulf of Tonkin Resolution, 1964; Domino

Theory; Tet Offensive; bombing campaigns in

Laos and Cambodia; Paris Peace Accord,

1973; dissent: draft resisters, Vietnam Vets

Against the War, media









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I. U.S. N. Post-War The student will 1. Students will demonstrate knowledge of the 1. Fair Deal; McCarthyism; Modern

HISTORY United States, understand the key domestic policies and civil rights issues of the Republicanism; Military-Industrial Complex,

1945-1972 domestic political Truman and Eisenhower administrations. Brown v. Board of Education; Montgomery

issues and debates in 2. Students will analyze provisions of Kennedy’s Bus Boycott; Martin Luther King, Jr. and Non-

the postwar era to New Frontier and Johnson’s Great Society. Violence; Little Rock

1972. 3. Students will analyze the impact of the foreign 2. Space race, Civil Rights Act, 1964; Voting

and domestic policies of Nixon. Rights Act, 1965; War on Poverty;

Immigration Reform Act, 1965

3. Environmental Protection Agency, 1970;

Watergate, Détente, Nixon’s visit to China



I. U.S. N. Post-War The student will 1. Students will demonstrate knowledge of the 1. Thurgood Marshall and the NAACP; sit-ins;

HISTORY United States, understand the “rights revolution” including the civil rights Freedom Rides; Martin Luther King, Jr.,

1945-1972 changes in legal movement, women’s rights mo vements, Malcolm X; Fannie Lou Hamer, Mississippi

definitions of expansion of civil liberties, and environmental Freedom Democratic Party; race riots

individual rights in and consumer protection. (Detroit, Los Angeles, Washington,

the 1960 and 1970s Minneapolis); Ralph Nader; Gideon v.

and the social Wainwright; Miranda v. Arizona; Rachel

movements that Carson, Silent Spring; Earth Day, 4/22/70;

prompted them. Clean Air Act; American Indian Movement;

Equal Rights Amendment; Phyllis Schlafley;

Title VII, Title IX, Equal Credit Act;;

Affirmative Action; Bakke decision, 1978









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I. U.S. O. The student will 1. Students will demonstrate knowledge of the 1. Inflation and recession; rise of the New

HISTORY Contemporary understand the changing domestic and foreign policies in the Right; defeat of the ERA; supply side

United States, evolution of foreign Ford, Carter, Reagan, George H. W. Bush, and economics; the “Reagan Revolution”;

1970 to the and domestic policy Clinton, George W. Bush administrations. Americans with Disabilities Act, 1990;

present in the last three 2 Students will demonstrate knowledge of Violence Against Women Act, 1994; NAFTA,

decades of the 20th economic, social, and cultural developments in the Patriot Act, Detente, Nixon’s visit to

Century and the contemporary United States. China; Iran Hostage Crisis; national

beginning of the 21st 3. Students will know and describe the political sovereignty; collapse of communism in

Century. and economic policies that contributed to the Eastern Europe and USSR: Glasnost; Iran

collapse of the Soviet Union and the end of the Contra affair; First Iraq war; 9-11;

Cold War. Afghanistan, Taliban, Osama Bin-Laden; War

on Terrorism; second Iraq War

2. Inflation, recession; labor force participation

of women and minorities; shift to service

economy; “culture wars;” computer

revolution; information economy; new

immigration in the 1970s, 80s, and 90s;

terrorism & civil liberties

3. Glasnost, Perestroika, Reagan’s “Tear

Down This Wall” speech

MINNESOTA

HISTORY

GRADES 4-8

Strand Sub-Strand Standards Benchmarks Examples

II. A. Pre -Contact The student will 1. Students will describe the evidence of the 1. Paleo-Indian, Eastern Archaic, Woodland,

MINNESOTA to 1650 demonstrate indigenous cultures in Minnesota, and make Mississippian cultures

HISTORY knowledge of reasoned inferences from that evidence. 2. Seasonal and semi-nomadic lifestyles,

Minnesota’s 2. Students will explain the major historical concepts of time, woodland vs. plains culture,

indigenous peoples. aspects of Dakota and Ojibwe culture, social Ojibwe migration, historical controversy about

organization and history, and compare and Kathio battle, role of oral history, myths and

contrast them. traditions









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II. B. Contact and The student will 1. Students will describe how early explorers and 1. Establishment of fur trade posts, military

MINNESOTA Fur Trade 1600- demonstrate fur traders affected the development of forts, religious missions; explorers Jean

HISTORY 1810 knowledge of early Minnesota. Nicolet, Sieur de Radisson, Sieur de Luth,

explorers and fur 2. Students will describe the economic and Louis Jolliet, Father Jacques Marquette, Father

traders in Minnesota cultural impact of the interaction between the Louis Hennepin, Pierre Charles Le Seur,

and the impact of the Dakota and Ojibwe and the explorers and fur Zebulon Pike, John Sayer, Henry Sibley,

fur trade on both traders. George Bonga

European and Native 2. Exchange of goods in the fur trade; role of

societies. women in the fur trade; impact of early

missionaries on Dakota and Ojibwe; economic

impact of fur trade in Europe; impact of wars

and treaties on control of the fur trade



II. C. Early The student will 1. Students will explain why early settlers came 1. Arrival of early immigrants, Josiah Snelling,

MINNESOTA Settlement and know and understand to Minnesota and analyze their impact on Henry Sibley, Alexander Ramsey, Harriet

HISTORY Statehood 1810- the factors that led to political, cultural, and physical landscapes. Bishop, James Goodhue, early agriculture, rise

1860 rapid settlement of 2. Students will describe the process of of timber industry, importance of rivers and

Minnesota in the 19th Minnesota’s becoming a territory and then a steamboats, coming of the railroad,

Century and the state. missionaries

changes the new 3. Students will understand why and how the 2. Northwest Ordinance of 1787,

Minnesotans brought Minnesota Indian Nations negotiated treaties establishment of Minnesota Territory in 1849,

with them. with the United States, and the impact of these Minnesota statehood in 1858, adoption of state

treaties for the Ojibwe, the Dakota, and the constitution

settlers. 3. Legal status of treaties as “supreme law of

the land;” major treaties with the Dakota and

Ojibwe (especially those in 1805, 1837, 1851,

1858); Lawrence Taliaferro and the Indian

Agency at Fort Snelling; Inkpaduta’s raid



II. D. Civil War The student will 1. Students will describe the attitudes of 1. Dred and Harriet Scott, Eliza Winston, Jane

MINNESOTA and Dakota War know and understand Minnesotans toward slavery in the period before Grey Swisshelm, Republican Party; First

HISTORY 1860-1864 Minnesota’s role in the Civil War and analyze the factors shaping Minnesota Regiment; soldier’s aid societies

the Civil War and the these attitudes. 2. Battle at Gettysburg, Battle of Missionary

impact of the Dakota 2. Students will describe Minnesota’s role in the Ridge,

War of 1862. Civil War, both on the home front and on the 3. Settlement of treaty lands, Christianized

battlefront, including the role of the First Dakota, role of traders, government agents,

Minnesota Regiment. and missionaries, Battle of New Ulm,

3. Students will compare the different hangings at Mankato, Dakota encampment at

perspectives of settlers and Dakota people on the Fort Snelling, Bishop Henry Whipple, Little

causes and the effects of the Dakota War of Crow, Big Eagle, Dakota diaspora

1862.





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II. E. Industrial The student will 1. Students will know and explain the roles of 1. Charles Pillsbury, James J. Hill, Frederick

MINNESOTA Era 1865-1914 know and understand people, politics, natural resources, transportation, Weyerhauser, the Merritt Brothers, Henry

HISTORY Minnesota’s major and technology in the development of Oliver, Laura Ingalls Wilder, Oliver Kelley,

industries and the Minnesota’s early industries (lumbering, mining, Bonanza Farms, Homestead Act, middlings

economic, social, and agriculture). purifier, harnessing St. Anthony falls,

political, and 2. Students will describe the impact of railroads, foreign immigration, mechanized

technological changes industrialization on work, home, leisure life, agriculture, allotment of American Indian

that accompanied politics, immigration, urbanization, and changes land; lumberjacks, mill workers, farmers,

industrialization. in the physical landscape. Hinckley fire; forestry reform; early labor

3. Students will describe the various goals, unions, logging dams, damage to wild rice

strategies, and accomplishments of social reform beds, movement of American Indians to cities

movements in Minnesota and analyze their 2. Lives of lumberjacks, mill workers, and

impact. farmers; growth of industry in Minneapolis

and St. Paul; Hinckley fire and forestry

reform; early labor unions, logging dams and

damage to wild rice beds, movement of

American Indians to cities

3. Public health, women’s suffrage, allotment

of American Indian lands, Indian boarding

schools, missionaries, Amanda Lyles, Eva

McDonald Valesh, Clara Ueland, Gov. Samuel

Van Sant, C.C. Andrews, rise of the Farmer-

Labor Party

II. F. World Wars The student will 1. Students will understand the issues that 1. Attitudes of German-Americans, Gov. J.A.

MINNESOTA I and II, and the know and understand Minnesotans faced during World War I and how Burnquist, Louis A. Fritsche, Minnesota

HISTORY Interwar period, the impact on they responded to them. Commission of Public Safety, Minnesota

1914-1945 Minnesota of World 2. Students will demonstrate the knowledge the soldiers in France, women & home front

War I and World War social, political, and economic changes of the 2. Charles Lindbergh, F. Scott Fitzgerald,

II, as well as the 1920s and 1930s and analyze the impact of the Sinclair Lewis, Andrew Volstead, Prohibition,

social and economic Great Depression and the New Deal. John Dillinger, Frank B. Kellogg, Gov. Floyd

changes of the 1920s 3. Students will describe Minnesota’s B. Olson, Gov. Harold E. Stassen, Indian

and the 1930s. contributions to World War II and analyze the Citizenship Act of 1924, Indian Civilian

impact of the war on Minnesota. Conservation Corps, Farm Holiday

Association, 1934 Minneapolis Coal Truckers’

Strike

3. Wartime industries, supporting the home

front, Minnesota soldiers, Fort Snelling

language school, P.O.W. camps, internment of

conscientious objectors in Sandstone prison







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II. G. Post-World The student will 1. Students will explain how Minnesota has both 1. Cold War, Civil Right’s Movement,

MINNESOTA War II to the know and understand affected and been affected by the events, people, Women’s Movement, American Indian

HISTORY Present Minnesota’s role in and changes in the nation and the world. Movement, Coya G. Knutson, Mayo Clinic,

the major social, 2. Students will identify and describe significant Warren Burger, Harry A. Blackmun, Eugene

economic and demographic changes in Minnesota and issues McCarthy, Hubert H. Humphrey, Walter

political changes, related to those changes and analyze the Mondale, Rosalie E. Wahl, Marge Anderson,

both national and significance of their impact. Roy Wilkins, Cap Wigington, Dennis Banks,

international, in the 3. Students will develop and share an Sigurd F. Olson, Nellie Stone Johnson,

last half of the 20th understanding of what it means to be a Minnesota artists, reaffirmation of sovereign

Century through the Minnesotan, and what is the contemporary treaty rights for the Dakota and Ojibwe

present, and analyze significance of Minnesota for the nation and the 2. Hispanic, African and Southeast Asian

the impact of those world. immigrants, growth of suburbs, rural

changes. 4. Students will identify and describe significant population loss

land use changes in Minnesota, issues related to 3. Comparisons of ethnic, religious, and

land use, and analyze the impact of those cultural heritage role of Minnesota industries

changes and issues. in national and world trade, Minnesota as a

tourist destination, recognizing the role of the

past in shaping the future

4. Taconite mining, Boundary Water Canoe

Area Wilderness, Southdale Mall,

consolidation of agriculture, wind farming









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WORLD

HISTORY

GRADES K-3

Strand Sub-Strand Standards Benchmarks Examples

III. WORLD A. Family Life The student will 1. Students will compare family life in their own 1. Dakota and Ojibwe villages; Minnesota

HISTORY Today and in understand how communities from earlier times and today. frontier farms; suburban towns and cities in

the Past families live today 2. Students will compare family life in at least Minnesota today; similarities and differences

and in earlier times, three distant places and times. in work (inside/outside home), dress, manners,

recognizing that 3. Students will compare technologies from schools, games, festivals, stories; drawing

some aspects change earlier times and today, and identify the impact from biographies, oral histories, and folklore.

over time while of invention on historical change. 2. City of Lagos in the African kingdom of

others stay the same. Benin or Timbuktu in the kingdom of Mali;

Eastern European shtetl or Sami village in

Finnmark; Mongol village.

3. Transportation methods (canoes, covered

wagons, cars, planes), communication

methods (oral traditions, letters, cell phones,

computers).



III. WORLD B. Civilizations The student will Students will demonstrate knowledge of the China, Persia; Egypt; Aztec, Inca, Athenian;

HISTORY in World demonstrate historical development of at least three Rome, Ghana, Mali

History knowledge of the civilizations in Africa, the Americas, Asia, or

historical Europe.

development of past

cultures around the

world.



III. WORLD C. Famous The student will Students will become familiar with people who Leonardo da Vinci, Michelangelo, Johann

HISTORY People in World recognize individuals have made cultural (scientific, artistic, literary, Gutenberg, Jonas Salk, William Shakespeare,

History or groups that have and industrial) contributions to world history, Mahatma Ghandi, Marie Curie

shaped the world and analyze the significance of their

contributions.









III. WORLD

HISTORY

GRADES 4-8

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Strand Sub-Strand Standards Benchmarks Examples

III. WORLD A. Beginnings The student will 1. Students will describe the migration of people 1. The development of urban centers, food,

HISTORY of Human demonstrate from Africa to other world regions. clothing, industry, agriculture, shelter, trade

Society knowledge of 2. Students will describe the development of 2. Tigris -Euphrates valleys, the Nile valley,

selected attributes agriculture and its effect on human communities. West Africa, Europe, Southeast Asia, East

and historical 3. Students will illustrate or retells the main Asia

developments of ideas from stories that disclose the origins, 3. Origin stories, legends, myths, stories of

various ancient history and traditions of various cultures around heroism, folk tales

societies in Africa, the world. 4. Invention of the wheel, agriculture, iron

the Americas, Asia, 4. Students will describe significant historical tools, governmental structures, city-building,

and Europe. achievements of various cultures of the world. art and architecture, writing, textile production



III. WORLD B. Classical The student will 1. Students will describe the emergence of states 1. Mwenemutapa, Ghana, Mali, Songhae,

HISTORY Civilizations describe classical in Sub-Saharan Africa and explains how iron family ties, matrilineal descent, Kush, King

and World civilizations in working diffused in Africa. Ezana, Swahili, Ibn Battuta, gold/salt

Religions 1000 Africa, Asia, and 2. Students will describe how the Chinese economy, slavery, Mansa Musa, Great

BC - 600 AD Mesoamerica. Empire was united. Zimbabwe

3. Students will analyze the relationship between 2. Warring States Period, dynasties of Zhou,

agriculture and the development of complex Qin and Han (including Han consolidation of

societies in Mesoamerica. empire), Wudi, Qin Shi Huangdi, Yamato,

4. Students will describe and compare major Confucious, Confucism, Laozi, Daoism, Great

religious systems and practices. Wall

3. Mesoamerican civilization of Olmec,

Teotihuacan, and Maya, including the

domestication of ma ize, calendar, glyphic

writing, sculpture, and monumental building

4. Judaic monotheism, Greek and Roman

religions, early Christianity, the origins of

Buddhism; Hinduism



III. WORLD C. Classical The student will 1. Students will demonstrate knowledge of 1. Architecture, sculpture, myths, dramas;

HISTORY Civilizations describe classical ancient Greek civilization, including art, politics, free/slave labor; Greek democracy; religion

and World civilizations in and philosophy. and mythology

Religions 1000 Europe and the West. 2. Students will demonstrate knowledge of 2. Architecture, sculpture, myths, free/slave

BC - 600 A D ancient Rome, including art, politics and labor; Roman Republic; religion and

philosophy. mythology









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III. WORLD D. World The student will 1. Students will analyze the spread of Islamic 1. Islamic law, family life, government,

HISTORY Civilizations, understand the causes civilization to western Europe, India and Africa. architecture, science

Expansions of and consequences of 2. Students will describe the expansion of the 2. Buddhism and Confucianism, Chinese

Cultural, emerging Chinese Empire and its effect on political and conquest of Vietnam; relations between China

Commercial an civilizations and cultural life. and Japan, China and Indian Ocean

Political increased contact 3. Students will describe the formation of states exploration

Contacts, 600 across the cultural in sub-Saharan Africa and the Americas. 3. Ethiopia, Ghana, Zimb abwe, Mali, Benin;

AD - 1500 AD regions of Eurasia Swahili towns, Aztec Empire, Anasazi,

and Africa. Pueblos, Mayans, Incas

III. WORLD E. Western The student will 1. Students will demonstrate knowledge of the 1. “Rebirth" of ideas from ancient Greece and

HISTORY Civilizations, demonstrate Renaissance in Europe. Rome, Erasmus, Leonardo da Vinci,

Renaissance knowledge of 2. Students will demonstrate knowledge of the Michelangelo, Francis Bacon

and important historical, age of exploration. 2. Trade, the growth of empires and

Reformation cultural, and social 3. Students will demonstrate knowledge of the competition between nations, explorers from

1000 AD - 1700 events in Europe Reformation including important figures of the Northern Europe and Southern Europe, the

AD during the Middle era. roles of Christianity, Judaism, Hinduism,

Ages. 4. Students will demonstrate knowledge of Buddhism, Confucianism, Islam, and

scientific, political, economic and social changes indigenous religious traditions

starting in the 17th Century, including the 3. Martin Luther, Pope Leo X, John Calvin,

Enlightenment. Henry VIII, Loyola

4. Galileo Newton, Louis XIV, Peter the

Great, Locke, Voltaire, Rousseau, Adam

Smith

III. WORLD F. World The student will 1. Students will explain the characteristics of the 1. Trade routes; products such as spices, silk,

HISTORY Civilizations, examine changing trading system that linked peoples of Africa, gold

Toward a forms of cross- Asia, and Europe around 1450. 2. Portuguese, Dutch, Spanish; responses of

Global Culture, cultural contact, 2. Students will describe early European Ottomans, Indians, Chinese, Japanese,

1500 - 1770 AD conflict and explorations, settlements, and empires. Vietnamese, and indigenous groups in the

cooperation that 3. Students will analyze the strengths and Americas and Africa to European presence in

resulted from the limitations of the Chinese Empire under the Indian Ocean and Americas

interconnections Ming Dynasty. 3. Zheng He voyages, invasion of Mongolia,

between Eurasia, 4. Students will understand patterns of change in annexation of Annam, maritime prohibitions

Africa and the Africa in the era of the slave trade and the slave 4. West African states, Atlantic slave trade,

Americas. plantation system in the Americas. opposition to slave trade

5. Students will identify the causes and

consequences of global migrations of Europeans, 5. Slavery, indentured servitude,

Africans, and Asians. overpopulation, colonial settler movements,

voluntary migration









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III. WORLD G. Western The student will 1. Students will examine the effects of 1. Imperialism, mercantile economies;

HISTORY Civilizations, demonstrate imperialism on the colonial societies of the 18th, policies in Africa, Asia, America; social

Age of knowledge of the rise 19th and 20th Centuries. consequences, slave trade

Revolution and of colonialism and its

Reaction, 1640- effects worldwide.

1920 AD

WORLD

HISTORY

GRADES 9-12

Strand Sub-Strand Standards Benchmarks Examples

III. WORLD A. Beginnings The student will 1. Students will analyze the biological, cultural, 1. Fishing, hunting, gathering; nomadic

HISTORY of Human demonstrate geographic, and environmental processes that civilizations

Society and knowledge of the gave rise to the earliest human communities. 2. Stone and wood tools, fire, language, art,

Early earliest human 2. Students will describe innovations that gave agriculture, role of women, pottery, cloth

Civilizations, to societies and the rise to developed agriculture and permanent (wool/flax), specialization

1000 BC processes that led to settlements and analyze the impact of these

the emergence of changes.

agricultural societies

around the world.



III. WORLD A. Beginnings The student will 1. Students will locate various civilizations of the 1. Egyptian, Mesopotamian, Indus River

HISTORY of Human demonstrate era in time and place, and describe, and, Israel Valley, Shang Dynasty, Babylonian, Assyrian,

Society and knowledge of the compare the cultures of these various Minoan

Early major characteristics civilizations. 2. Mycenaean, Israel, and various others,

Civilizations, to of civilization and the 2. Students will analyze the spread of Mesopotamia, Egypt, Indus River, China, and

1000 BC process of its agricultural societies, and population the later civilizations of the Middle East,

emergence. movements. including ancient Israel



III. WORLD B. World The student will 1. Students will locate various civilizations of the Aryan civilization, Mohenjo-daro, Ashoka,

HISTORY Civilizations demonstrate era in India, China, Korea and Japan, and Zhou, Qin and Han dynasties, Yamato, Vedas,

and Religions, knowledge of ancient describe their structures and interactions. Hinduism, Buddha, Buddhism, caste system,

1000 BC - 500 civilizations in South Confucius, Confucianism, Laozi, Daoism,

AD and East Asia. precursors to the Great Wall; cultural

universals of economic, political, social,

religious, philosophical, and technological

characteristics









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III. WORLD B. World The student will 1. Students will locate various African Africa: Kush, Meroe, use of iron, ocean-going

HISTORY Civilizations demonstrate civilizations and describe their structures and trade

and Religions, knowledge of ancient ways of living.

1000 BC- 500 African civilizations.

AD

III. WORLD B. World The student will 1. Students will locate various Mesoamerican Mesoamerica: Olmecs, Maya, maize

HISTORY Civilizations demonstrate and South American civilizations and describe cultivation, astronomy and calendars, glyphic

and Religions, knowledge of ancient their structures and ways of living. writing, monumental building; South America:

1000 BC - 500 Mesoamerican and Chavin, Moche, Nazca; gold, pottery and

AD South American textiles; monumental building

civilizations.

III. WORLD B. World The student will 1. Students will analyze the influence of 1. Mediterranean Sea, mountain barriers,

HISTORY Civilizations demonstrate geography on Greek economic, social, and coastal colonies, Black Sea, Trojan War, role

and Religions, knowledge of ancient political development, and compare the social of slavery, significance of citizenship,

1000 BC - 500 Greek civilization and political structure of the Greek city-states democracy, Solon, Lycurgus

AD and its influence with other contemporary civilizations. 2. Marathon, Salamis, Platea, Thermopylae,

throughout Eurasia, 2. Students will analyze the influence of Greek Persian and Peloponnesian Wars, Alexander

Africa and the civilization beyond the Aegean including the the Great, Greek drama, philosophy, poetry,

Mediterranean. conflicts with the Persian empire, contacts with history, sculpture, architecture, science,

Egypt and South Asia, and the spread of mathematics, politics and ethics, Plato,

Hellenistic culture throughout the Mediterranean. Socrates, Aristotle, Philip II, Euclid,

Eratosthenes, Ptolemy, Hippocrates, Zeno



III. WORLD B. World The student will 1. Students will analyze the influence of 1. Geographic location, Etruscans Patricians,

HISTORY Civilizations demonstrate geography on Roman economic, social and Plebeians, freedmen, slaves, law, Senate,

and Religions, knowledge of ancient political development, and compare its social and army, state

1000 BC - 500 Rome from about political structure to other contemporary 2. Marius, Sulla, Cicero, Julius and Augustus

AD 500 BC to 500 AD civilizations. Caesar, Livia, Cleopatra, Bouddica, Punic

and its influence in 2. Students will compare Roman military Wars, Great Jewish War, Constantine

relation to other conquests and emp ire building with those of 3. Hellenism, Latin, Art and architecture,

contemporary other contemporary civilizations. engineering and science, medicine, literature

civilizations. 3. Students will analyze the influence of Roman and history, language, religious institutions,

civilization, including the contacts and conflicts and law. Roman interactions with Hispania,

with it and other peoples and civilizations in Carthage, Gaul, Egypt, the Germanic peoples

Eurasia, Africa and the Near East. of Europe

4. Students will compare the disintegration of the 4. Migration, cultural assimilation and

Western Roman Empire with the fate of other conflict, religious tensions, population decline,

contemporary empires. tax problems, over-extended empire, greed and

corruption, mercenary army







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III. WORLD C. World The student will 1. Students will understand the history,

HISTORY Civilizations demonstrate geographic locations, and characteristics of

and Religions, knowledge of the major world religions, including Judaism,

1500 BC - 700 history and rise of Hinduism, Buddhism, Confucianism,

AD major world Christianity, Islam, as well as indigenous

religions. religious traditions.

III. WORLD D. Early The student will 1. Students will describe the events leading to 1. Byzantium, Constantine

HISTORY Medieval & demonstrate the establishment of Constantinople as the 2. Architecture, Hagia Sophia, Christian

Byzantium, 400 knowledge of the capital of the Eastern Roman Empire and analyze Orthodoxy, Icons

AD - 1000 AD Byzantine Empire. the significance of this event.

2. Students will describe Byzantine culture and

examine disputes and why they led to the split

between Eastern and Western Christianity.



III. WORLD D. Early The student will 1. Students will describe the spread and 1. Catholic Church, monasticism, schism

HISTORY Medieval & demonstrate influence of Christianity throughout Europe and 2. Vassals, Fiefs, Manor Serf, Knight,

Byzantium, 400 knowledge of Europe analyze its impact. Investiture, Lords, homage, Frankish kings,

AD - 1000 AD during the Middle 2. Students will explain the structure of feudal and Age of Charlemagne

Ages from about 500 society and analyze how it impacted all aspects

to 1000 AD in terms of feudal life.

of its impact on

Western civilization.

III. WORLD E. Global The student will 1. Students will identify historical turning points 1. The Caliphate, Battle of Tours, Conquest of

HISTORY Encounters, demonstrate that affected the spread and influence of Islamic Spain, Slave soldiers

Exchanges, and knowledge of Islamic civilization, including disputes that led to the 2. Science, literature, architecture, schools of

Conflicts, 500 civilization from split between Sunnis and Shi’ah (Shi’ites). law

AD -1500 AD about 600 to 1000 2. Student will explain significant features of the

AD. Islamic culture during this period.









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III. WORLD E. Global The student will 1. Students will describe the influence of 1. Sui dynasty, Tang dynasty, Nara, Heian,

HISTORY Encounters, demonstrate geography on the cultural and economic Silla, , Samurai, bushido, shogun, Shinto,

Exchanges, and knowledge of development of Japan, China, Southeast Asia Genghis Khan, Kublai Khan, Song, Ming,

Conflicts, 500 civilizations and and India. Delhi Sultanate, Tamerlane, Sikhs, Khmer

AD -1500 AD empires of the 2. Students will describe the influence of kingdom, Pagan in Burma, Majapahit on Java,

Eastern Hemisphere geography on the cultural and economic Angkor Wat, Mahayana Buddhism,

and their interactions development of the African kingdoms of Ghana, Theravada Buddhism, Tale of Genji; Silk

through regional Mali and Songhai. Road, Marco Polo

trade patterns. 2. Kush, King Ezana, Swahili, Ibn Battuta,

gold/salt economy, slavery, Mansa Musa,

Great Zimbabwe, Axum, Bantu migrations,

Sahara salt caravans, Timbuktu





III. WORLD E. Global The student will 1. Students will describe the emergence of 1. England, France, Spain and Russia, Battle

HISTORY Encounters, demonstrate European states of Christendom and analyze the of Tours, Charlemagne, William the

Exchanges, and knowledge of the conflicts among them and other Eurasian powers. Conqueror, Peter Abelard, Heloise, 100 Years

Conflicts, 500 interactions between 2. Students will describe the emergence of War, Joan of Arc, Mongol conquests,

AD - 1500 AD Christendom and the Islamic states in Africa, the Near East, Iberia and Constantinople & the Turks

Islamic world, 750 - India, and analyze the conflicts among them and 2. The Arab caliphates, the Mughals in India,

1500 AD. other Eurasian powers. Islamic states in the Indian ocean, the Moors

3. Students will analyze the clashes between in Iberia, Arab learning, trade and migration

Christendom, Islam, and other peoples and within the Islamic world

polities. 3. The Islamic conquest of Jerusalem, jihad

4. Students will analyze the emergence of the and Islam, the European Crusades, Jews in

Ottoman Empire and its implications for Christendom and the Islamic world, Muslim

Christendom, the Islamic World, and other conflicts with Hindus in India, heresies in

polities. Europe, the inquisition, the Spanish

“reconquista”

4. The Byzantine Empire, Orthodox

Christianity, Constantinople, Istanbul, the

Battle of Lepanto, Russia and Austria-

Hungary, Greek and Latin learning in

Christendom and the Islamic World, the

Byzantine diaspora, Venice, Italy, the Balkan

Peninsula, the Middle East and Asia









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III. WORLD E. Global The student will 1. Students will compare the Indian Ocean 1. The Levant, spice trade, silks, Indian ocean

HISTORY Encounters, demonstrate a region with the Mediterranean Sea region in trade networks, Venice, Genoa, and Italian

Exchanges, and knowledge of terms of economic, political, and cultural trade with the East, in-land trade networks in

Conflicts, 500 overseas trade, interactions, and analyze the nature of their Europe and Asia, the Silk Road, the Low

AD -1500 AD exploration, and interactions after 1250 CE. Countries and Italy, banking and finance in

expansion in the 2. Students will compare Chinese exploration Europe and Asia, the Fugger’s and Medici

Mediterranean, and expansion in the Indian Ocean and East 2. Voyages of Zheng He, Prince Henry the

Indian, and Atlantic Africa with European exploration and expansion Navigator, navigation science, ship

Oceans, 1000-1500 in the Atlantic Ocean and West Africa. technology, piracy, colonialism, cartography,

AD. 3. Students will analyze the economic, political, slavery, commerce

and cultural impact of maritime exploration and 3. Artistic interactions (i.e., the non-European

expansion. in European art), Arab learning in

Christendom and elsewhere, the spread and

influence of Classical Arab, Chinese, Greek,

and Latin civilization, scientific and

technological exchanges (i.e., algebra,

gunpowder, paper, the compass, etc.)



III. WORLD E. Global The student will 1. Students will compare the emergence, 1. Yucatan Peninsula, Mayan mathematics (the

HISTORY Encounters, demonstrate expansion and structures of Mayan, Incan, and use of zero), astronomy, and calendar making;

Exchanges, and knowledge of Aztec civilizations. the Mayan city states; commerce, agriculture,

Conflicts, 500 complex societies 2. Students will analyze patterns of long distance pottery and textiles, civil war and relations

AD -1500 AD and civilizations in trade centered in Mesoamerica. with other Mesoamerican peoples; Chichen

the Americas. Itza and Uxmal;Aztec migration from North;

Tenochtitlan, Triple Alliance, poetry, gold,

silver, pottery, textiles, maize cultivation,

chinampas (“floating gardens”), religion, law,

bureaucracy, Aztec monarchy versus Mayan

city-states, glyphic writing; limits to expansion

such as Tlaxcala. Cuzco, Pachacuti; Huayna

Capac, solar religion, gender complementarity;

mathematics, astronomy, engineering, terraced

agriculture; camelid herding; textiles, quipu

record keeping; bureaucracy

2. Aztec expansion and colonization in central

Mexico and Central America; Mayan

causeways in the Yucatan Peninsula and

Central America; trade and cultural exchange

between the Andes region, Yu catan, Central

America, and Mexico





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III. WORLD E, Global The student will 1. Students will describe the emergence of 1. England, France, Spain and Russia,

HISTORY Encounters, demonstrate European states and analyze the impact. Charlemagne, William the Conqueror, Peter

Exchanges, and knowledge of social, 2. Students will explain conflicts among Abelard, Heloise, 100 Years’ War, Joan of Arc

Conflicts, 500 economic, and Eurasian powers. 2. Crusades, the Mongol conquests,

AD - 1500 AD political changes and 3. Students will identify patterns of crisis and Constantinople and the Turks

cultural achievements recovery related to the Black Death, and evaluate 3. Population decline, collapse of feudal

in the late medieval their impact. economy and political system

period. 4. Students will explain Greek, Roman, and 4. Role of Arabic and Byzantine civilizations,

Arabic influence on Western Europe. philosophy, medicine, science



III. WORLD F. Emergence The student will 1. Students will explain why European powers 1. Compare the interaction between the

HISTORY of a Global demonstrate were able to extend political control in some Spanish and the Aztecs to the Portuguese in

Age, 1450 AD - knowledge of world regions and not others, in the 15th and 16th India or East Africa

1800 AD economic and Centuries. 2. Demographic collapse of American Indian

political interactions 2. Students will explain the consequences of the populations; introduction of “New World

among peoples of exchange of plants, animals, and disease Crops” into European and Chinese diets

Europe, Asia, Africa, microorganisms in both the Americas and 3. Development of plantation system for sugar,

and the Americas. Eurasia. cotton, tea, spices; New World gold and silver,

3. Students will explain the development of a the fur trade, and European development

world market of mineral and agricultural 4. Slavery in Christian Europe, in Islamic

commodities. world practices, in the Americas; the Triangle

4. Students will explain the development of the Trade; Middle Passage; organization of

trans-Atlantic African slave trade and its impact plantation labor and slave resistance

on African and American societies.



III. WORLD F. Emergence The student will 1. Students will identify and analyze the 1. Johann Gutenberg, printing press, growth

HISTORY of a Global demonstrate economic foundations of the Renaissance. of cities, destruction of feudal/manoral system,

Age, 1450 AD - knowledge of 2. Students will describe the rise of the Italian growth of monetary economy, rise of

1800 AD development leading city-states, identify the role of political leaders, capitalism, commercial revolution

to the Renaissance and evaluate the impact. 2. Machiavelli, Medicis, Florence, Urbino,

and Reformation in 3. Students will identify individuals and analyze Venice, Genoa, Milan

Europe in terms of its their contributions to the artistic, literary, and 3. Leonardo da Vinci, Michelangelo, Petrarch,

impact on Western philosophical creativity of the period. Shakespeare, Dante, Erasmu s, Durer

civilization. 4. Students will analyze the short- and long-term 4.The views and actions of: Martin Luther,

effects of the religious, political and economic John Calvin; Henry VIII, Elizabeth I, Mary

differences that emerged during the Reformation. Tudor, and Mary, Queen of Scots inquisition,

Thirty Years’ War, Treaty of Westphalia









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III. WORLD F. Emergence

HISTORY of a Global

Age, 1450 AD -

1800 AD







III. WORLD F. Emergence The student will 1. Students will identify and explain the impact 1. Spice trade, monopolies, navigation

HISTORY of a Global demonstrate of exploration on culture and economies. instruments; role of banking, colonial

Age, 1450 AD knowledge of the 2. Students will describe the location and economies

- 1800 AD status and impact of development of the Ottoman Empire. 2. 1453 A.D., Mediterranean and Middle East

global trade on locations, Lepanto, Sulieman

regional civilizations

of the world after

1500 AD.



III. WORLD G. Age of The student will 1. Students will examine and analyze how trade- 1. Dutch East India Company, British East

HISTORY Empires and demonstrate based empires laid the foundation for the global India Company

Revolutions, knowledge of the economy. 2. East Indian spice trade, Siberian fur trade,

1640 AD - 1920 integration of large 2. Students will explain the impact of increased China tea trade, African slave trade, growth of

AD territories under global trade on regional economies. London and Amsterdam, development of

regional and global 3. Students will analyze the impact of military plantation agriculture, cotton industry in India

empires. conflicts among imperial powers on trade and 3. Ottomans vs. Safavids, British vs. Russian,

sovereignty. Dutch vs. Portuguese

4. Students will understand and analyze the role 4. Christian missions, Shi’ah (Shi’ite) form of

of religion as an integrative force in the empires. Islam in Iran, relations between Islam and

5. Students will understand and analyze the Hinduism under the Moguls

interaction between imperial governments and 5. Russian expansion into Siberia, spread of

indigenous peoples. the Spanish language in the Americas,

resettlement policies under the British Empire

Mogul Emp ire in South Asia, Safavid Empire

in Iran, Qing Empire in East Asia, Iberian

Empires in the Americas and Asia, British,

French or Dutch colonial Empires, Russian

Empire, Tokugawa Shogunate in Japan.









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III. WORLD G. Age of The student will 1. Students will describe the Scientific 1. Galileo, Brahe, Newton, conflict with the

HISTORY Empires and demonstrate Revolution, its leaders, and evaluate its effects. Church

Revolutions, knowledge of 2. Students will describe the Age of Absolutism, 2. Monarchies of Louis XIV, Frederick the

1640 AD - 1920 scientific, political, identify its leaders, and analyze its impact. Great, Peter the Great, Catherine the Great

AD philosophical, 3. Students will identify the leaders and analyze 3. Cromwell, Roundheads/Cavaliers, Charles

economic and the impacts of the English Civil War and the I, rump parliament, Restoration, Charles II,

religious changes Glorious Revolution on the development of James II, William and Mary

during the 17th and English constitutionalism. 4. Liberty, natural law, scientific method,

18th Centuries. 4. Students will explain the ideas of the rationalism, encyclopedia, Montesquieu,

Enlightenment contrasted with ideas of medieval Voltaire, Rousseau, Marie-Therese, Locke,

Europe, and identify important historical figures Diderot, Adam Smith, Burke

and their contributions. 5. Thomas Paine, Thomas Jefferson, Estates,

5. Students will analyze the causes, conditions Louis XVI, Marie Antoinette, Bastille, Rights

and consequences of the French Revolution and of Man, radicals, Marat, Danton, guillotine,

compare and contrast it with the American Robespierre, Directory

Revolution.



III. WORLD G. Age of The student will 1. Students will analyze the Napoleonic Wars 1. Napoleon, Garibaldi, Bismarck, Congress

HISTORY Empires and demonstrate and the Concert of Europe. of Vienna, Metternich, Concordat, Napoleonic

Revolutions, knowledge of 2. Students will describe the factors leading to Code, Austrlitz, Nelson, Trafalgar, Czar

1640 AD - 1920 political and the Revolutions of 1830 and 1848, and describe Alexander, Elba, Waterloo

AD philosophical their long-term impact on the expansion of 2. Paris uprising, Charles X, Louis Philippe,

developments in political rights in Europe. Conservatism, Liberalism, Radicalism, Great

Europe during the 3. Students will describe major scientific, Reform Bill; Socialis m, Marxism, Anarchism,

19th Century. technological, and philosophical developments Napoleon III, Balkan Problem, Geanne

of the 19th Century and analyze their impact. Deroin, Pauline Roland

3. Sigmund Freud, Charles Darwin









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III. WORLD G. Age of The student will 1. Students will explain the rise of U.S. influence 1. Mexican War of 1846-48; Spanish-

HISTORY Empires and demonstrate in the Americas and the Pacific. American War of 1898; Panama Canal; U.S.

Revolutions, knowledge of 2. Students will analyze the motives and actions in Cuba, Philippines, Puerto Rico,

1640 AD - 1920 European and consequences of European imperialism in Africa Nicaragua, and Haiti

AD American expansion. and Asia. 2. Markets, tropical products and raw

3. Students will compare motives and methods of materials, national rivalries, domestic political

various forms of colonialism and various aims; British in India and Africa; Dutch in

colonial powers. Indonesia; France in North Africa; impact of

new weapons and transportation; rise of Japan

as a world power; imperialism and the

‘scramble’ for colonies in Africa; treaty ports,

‘unequal treaties’ in China

3. Compare French colonization of Algeria to

the British in India and the French in

Indochina to the British in Hong Kong and

China; French and British colonies in sub-

Saharan Africa; Japanese and American

colonial expansion in Western Pacific



III. WORLD G. Age of The student will 1. Students will explain industrial developments 1. Factory, Entrepreneur, Arkwright, Watt,

HISTORY Empires and demonstrate and analyze how they brought about urbanization Hargreaves, Kay, Crompton, Whitney,

Revolutions, knowledge of the as well as social and environmental changes. railroads; coal, iron and cotton industries;

1640 AD - 1920 effects of the industrial cities

AD Industrial Revolution

during the 19th

Century.









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III. WORLD H. Global The student will 1. Students will analyze the economic and 1. European imperialism, Imperial

HISTORY Conflict, 1914 demonstrate political causes of World War I and how they competition, Great Power rivalries, Balkan

AD - 1945 AD knowledge of the interacted as well as the impact of technology on nationalism, militarism, mobilization, Alliance

worldwide impact of the war. System

World War I. 2. Students will examine the Treaty of Versailles 2. Woodrow Wilson, Fourteen Points, self-

and analyze the impact of its consequences. determination, reparations, Clemenceau, Lloyd

3. Students will analyze causes and George, demilitarization, League of Nations

consequences of the Russian Revolution and 3. Nicholas II, Bolsheviks, Mensheviks,

assess its significance. Lenin, Trotsky, Kerensky, Rasputin, Soviet,

4. Students will examine the League of Nations Duma

and analyze the reasons for its failure. 5. Joseph Stalin, Adolph Hitler, Benito

5. Students will examine events related to the Mussolini, Hirohito and Hideki Tojo,

rise and aggression of dictatorial regimes in the totalitarianism, fascism, Nazism

Soviet Union, Germany, Italy and Japan, and the

human costs of their actions.



III. WORLD H. Global The student will 1. Students will analyze economic and political 1. Great Depression, competition for natural

HISTORY Conflict, 1914 demonstrate causes of World War II and examine the role of resources, Communism, fascism, Nazism,

AD – 1945 AD knowledge of the important individuals during the war and the Hitler, Stalin, Mussolini, Tojo, Hirohito,

worldwide impact of impact of their leadership. Churchill, F.D. Roosevelt, Eisenhower,

World War II. 2. Students will understand and analyze impact MacArthur, Raoul Wallenberg, Patton,

of the Holocaust and other examples of genocide Marshall, Truman, Mao Zedong and Chiang

in the 20th Century. Kai-shek

3. Students will explain the reasons for the 2. Final Solution, concentration camps,

formation of the United Nations. Armenian, Balkans, Nanking, Kurdistan,

Ruwanda, Ukraine, Cambodia

3. Harold Stassen, San Francisco Conference,

Security Council, General Assembly,

UNESCO, FAO, WHO, UNICEF



III. WORLD I. The Post-War The student will 1. Students will explain how Western Europe 1. Allied Occupation; Marshall Plan, the

HISTORY Period, 1945 demonstrate and Japan recovered after World War II. European Economic Community, government

AD - Present knowledge of major 2. Students will explain key events and planning, and the growth of welfare states

events and outcomes revolutionary movements of the Cold War period 2. Chinese Civil War, People’s Republic of

of the Cold War. and analyze their significance, including the China, Iron Curtain, Hungarian Revolution,

Berlin Wall, the Berlin airlift, Korean War, Afghanistan, Solidarity Movement

Cuban Missile Crisis, Sputnik, the Vietnam War, 3. Mutual Assured Destruction doctrine, SALT

and the roles of the U.S. and Soviet Union in treaties

ending the Cold War. 4. Nikita Khrushchev, Lech Walesca,

3. Students will assess the impact of nuclear DeGaulle, Mao Zedong, Chaing Kai-shek;

weapons on world politics. Harry Truman; John F. Kennedy; Ronald

4. Students will identify contributions of world Reagan; Margaret Thatcher

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leaders of this time period.









III. WORLD I. The Post-War The student will 1. Students will analyze the independence 1. Gandhi's leadership in India

HISTORY Period, 1945 demonstrate movement in India, the role of Gandhi, and the 2. Kenyatta's leadership of Kenya

AD - Present knowledge of effectiveness of civil disobedience in this 3. The Zionist movement, Ben Gurion,

political, economic, revolution. Palestine

social and cultural 2. Students will analyze the struggle for 4. Iran, Iraq, Syria, Egypt

aspects of independence in African nations. 5. Cuba, Nicaragua, Peru, Guatemala

independence 3. Students will explain how international

movements and conditions contributed to the creation of Israel

development efforts. and analyze why persistent conflict exists in the

region.

4. Students will analyze how Middle Eastern

protectorate states achieved independence from

England and France in the 20th Century, and the

current day significance of the oil reserves in this

region.

5. Students will understand the reasons for the

rise of military dictatorships and revolutionary

movements in Latin America.



III. WORLD I. The Post-War The student will 1. Students will examine human rights principles 1. Democracy movements, women’s

HISTORY Period, 1945 demonstrate and how they have been supported and violated movements, migrants’ rights, reparations;

AD - Present knowledge of in the late 20th Century. genocides such as Cambodia, Serbia and

significant political 2. Students will describe and analyze processes Rwanda, terrorism

and cultural of “globalization” as well as persistent rivalries 2. IMF, World Bank, Fair Trade movement,

developments of the and inequalities among the world’s regions, and UNESCO and other UN agencies, OPEC,

late 20th Century that assess the successes and failures of various NAFTA

affect global approaches to address these.

relations.







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III. WORLD I. The Post-war The student will 1. Students will demonstrate knowledge of the New clashes of economic, political, and

HISTORY Period, 1945 identify challenges continuing impact of September 11, 2001. religious world views

AD -present and opportunities as

we enter the 21st

Century.





HISTORICAL

SKILLS

GRADES K-3

Strand Sub-Strand Standards Benchmarks Examples

IV. A. Concepts of The student will 1. Students will define and use terms for concepts 1. “Long, long ago,” recent past, present and

HISTORICAL Time demonstrate of historical time. future; days of the week, months of the year,

SKILLS chronological 2. Students will place events in chronological seasons

thinking. order and construct timelines. 2. Visual or graphic representations of their

own life histories and of the topics studied

IV. B. Historical The student will 1. Students will compare different kinds of 1. Archeological and geological evidence;

HISTORICAL Resources understand that we historical sources and describe the different sorts legends and mythology; oral traditions;

SKILLS can learn about the of information the sources provide. documents such as diaries, letters, and

past from different newspapers; maps; songs, art, photographs,

sorts of evidence. and architecture; artifacts such as toys,

clothing, furniture, tools; visual and

mathematical graphics such as tables, flow

charts, graphs



HISTORICAL

SKILLS

GRADES 4-8

Strand Sub-Strand Standards Benchmarks Examples

IV. A. Concepts of The student will 1. Students will develop a chronological Timelines, graphic representations of

HISTORICAL Time acquire skills of sequence of persons, events and concepts in each historical narratives

SKILLS chronological historical era studied in these grades.

thinking.









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IV. B. Historical The student will 1. Students will identify, describe, and extract 1. Letters, diaries, newspaper accounts,

HISTORICAL Resources begin to use information from various types of historical legislative debates, oral traditions,

SKILLS historical resources. sources, both primary and secondary. architecture, material artifacts, art, maps, and

2. Students will assess the credibility and statistics

determine appropriate use of different sorts of 2. Popular press (newspapers, magazines),

sources. eyewitness accounts, diaries, literature,

3. Students will investigate the ways historians mythology, interviews, photographs,

learn about the past if there are no written government documents, scholarly

records. publications, web resources

3. Archeological and geological evidence, art,

architecture, oral traditions, mythology

IV. C. Historical The student will 1. Students will define a research topic that can

HISTORICAL Inquiry apply research skills be studied using a variety of historical sources.

SKILLS by investigating a 2. Students will identify, locate, and use

topic in U.S. history. repositories of research materials including

libraries, the Internet, historical societies, historic

sites, and archives, as appropriate for their

project.

3. Students will develop strategies to find, collect,

and organize historical research.



IV. C. Historical The student will 1. Students will understand that primary sources 1. Conflicting British and American views of

HISTORICAL Inquiry analyze historical document first-hand accounts of historical events the “Boston Massacre”

SKILLS evidence and draw and secondary sources may be influenced by the

conclusions. author’s interpretation of historical events.

2. Students will compare perspectives in primary

and secondary sources and determine how the

different perspectives shaped the authors’ view of

historical events.

3. Students will understand the concepts of

historical context and multiple causation.

4. Students will create a timeline that illustrates

the relationship of their topic to other historic

events.









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IV. C. Historical The student will 1. Students will analyze how historians present 1. Papers, exhibits, documentary films,

HISTORICAL Inquiry present and explain their work in multiple formats. historic site interpretation, theater, websites,

SKILLS the findings of a 2. Students will select a presentation medium for and other media

research project. their project and learn the skills necessary to

communicate their ideas.

3. Students will articulate a clear thesis statement

that explains the historical relevance of their

research topic.

4. Students will learn how to cite sources and to

document their research in the form of a

bibliography.

5. Students will learn what constitutes plagiarism

and how to paraphrase appropriately other

people’s work in a new interpretive format.



HISTORICAL

SKILLS

GRADES 9-12

Strand Sub-Strand Standards Benchmarks Examples

IV. A. Historical The student will 1. Students will define a research topic that can

HISTORICAL Inquiry apply research skills be studied using a variety of historical sources

SKILLS through an in-depth with an emphasis on the use of primary sources.

investigation of a 2. Students will identify and use repositories of

historical topic. research materials including libraries, the

Internet, historical societies, historic sites, and

archives, as appropriate for their project.

3. Students will evaluate web sites for

authenticity, reliability, and bias.

4. Students will learn how to prepare for,

conduct, and document an oral history.

5. Students will apply strategies to find, collect

and organize historical research.









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IV. A. Historical The student will 1. Students will understand the use of secondary 2. Monographs, scholarly journals, periodical

HISTORICAL Inquiry analyze historical sources to provide background and insights on literature, newspapers, web sites, films, other

SKILLS evidence and draw historical events, and that secondary sources electronic media

conclusions. might reflect an author’s bias.

2. Students will identify the principal formats of

published secondary source material and evaluate

such sources for both credibility and bias.

3. Students will compare and contrast primary

sources to analyze first-hand accounts of

historical events and evaluate such sources for

both credibility and bias.

4. Students will review primary and secondary

sources and compare and contrast their

perspectives to shape their presentation of

information relevant to their research topic.

5. Students will understand the historical context

of their research topic and how it was influenced

by, or influenced, other historical events.

6. Students will evaluate alternative

interpretations of their research topic and defend

or change their analysis by citing evidence from

primary and secondary sources.









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Minnesota Academic Standards in Social Studies



GEOGRAPHY





What is Geography?

Geography is the science of space and place on Earth’s surface. It is an integrative discipline that brings together the physical and human

dimensions of our world. Geography’s subject matter is the spatial arrangement of the physical and human phenomena that make up the

world’s environments and gives character to places, large and small. Geography describes the changing patterns of places in words, maps,

numbers and graphics, explains how these patterns come to be, and unravels their meaning.



Geography captures the imagination. It stimulates curiosity about the world and the world’s diverse inhabitants and places as well as about

local regions and global issues. It enables us to understand our home by opening windows on the rest of the world.



Why study Geography?

To be successful contributors to a democratic society, all individuals need to have an understanding of geography, which means that they

need to have an understanding of the spatial context of people, places and environments on Earth.



ce

The geographically literate person knows where important things are, why they are located in those places and the significan of the

locational patterns of the world. Furthermore, she comprehends the nature and significance of multiple connections between people and

places around the world.







This statement on the nature of geographic education is based on Geography for Life: National Geography Standards developed by the

Geography Education Standards Project on behalf of the American Geographical Society, Association of American Geographers, National

Council for Geographic Education and the National Geographic Society.









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GEOGRAPHY

GRADES K-3

Strand Sub-Strand Standards Benchmarks Examples

V. A. Concepts of The student will use 1. Students will describe the location of people, 1. Near/far, above/below, left/right,

GEOGRAPHY Location directional and positional places and things by using positional words. behind/in front

words to locate and describe 2. Students will use maps and globes to locate 3. Street address, apartment number,

people, places and things. places referenced in stories and real life classroom number

situations. 4. Near/far, above/below, left/right,

3. Students will explain that an address locates a behind/in front, high/low, north/south,

specific place. east/west

4. Students will name and use directional words 5. Point to or mark United States,

to describe locations of places in the school and Minnesota, Europe, and Africa features

community. Students will locate places by using on map of the world and globe, in

simple maps, and understand that maps are relation to the poles and the equator

drawings of locations and places as viewed from 6. Determine which is farther from

above. Minnesota: Texas or Alaska

5. Students will use the equator and poles as

reference points to describe locations.

6. Students will compare distances between two

or more places shown on a map with simple

terms, such as farther and closer.



V. A. Concepts of The student will demonstrate 1. Students will use cardinal and intermediate Students will describe the directional

GEOGRAPHY Location working knowledge of the directions to locate places. relationships between home and places

cardinal directions. studied (N, NE, E, SE, S, SW, W, NW)









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V. B. Maps and The student will use and 1. Students will locate places by using simple 1. Find their desk in a map of their

GEOGRAPHY Globes create maps and globes to maps, and understand that maps are drawings of classroom

locate people, places and locations and places as viewed from above. 2. Point to or mark Minnesota on a

things. 2. Students will recognize and locate the outline political map

shape of the state of Minnesota on a map/globe. 3. Make a map to illustrate a topic in

3. Students will create and interpret simple maps history or a story from the reading

using the map elements of title, direction, curriculum

symbols, and a map key or legend. 4. Point out borders that touch other

4. Students will locate the continents and oceans countries or water and know the

on a map of the world and a globe. location of Alaska and Hawaii

5. Students will recognize the outline shape of 5. Mark or point to Canada, Mexico,

the contiguous United States. Egypt, China, India and Japan on a

6. Students will recognize the outline shapes of world map and a globe

countries and locate cultures and civilizations

studied in history.



V. B. Maps and The student will use maps 1. Students will locate on a map the major world 1. Ancient civilizations, capitals of

GEOGRAPHY Globes and globes to demonstrate countries, states and major cities of the United major countries, largest cities in the

specific geographical States. United States

knowledge. 2. Students will use an atlas to locate geographic 2. Use index to find latitude and

information. longitude of places and find those

places on a map in the atlas

V. C. Physical The student will distinguish 1. Students will name and locate physical 1. Deserts, mountain ranges, major

GEOGRAPHY Features and between physical and human- features of the United States, including places rivers

Processes made features of places on about which they have read. 2. Major cities, capital of Minnesota

the Earth’s surface. 2. Students will name and locate major human- and their hometown

made features of the United States, including

features about which they have read.

V. C. Physical The student will identify 1. Students will locate major river systems and 1. Nile River, Mekong River,

GEOGRAPHY Features and specific landforms and mountain ranges on continents studied. Himalayan Mountains, Alps

Processes waterways on a map using 2. Students will explain and use introductory 2. Tributary, boundary, island

geographical terms. geographical terms.









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GEOGRAPHY

GRADES 4-8

Strand Sub-Strand Standards Benchmarks Examples

V. A. Concepts of The student will identify and 1. Students will locate and name all 50 states, 1. Great Lakes, Mississippi River,

GEOGRAPHY Location locate major physical and territories, mountain ranges, major river valleys, Appalachian Mountains, Rocky

cultural features that played state capitals and cities, as studied. Mountains, Northwest territory,

an important role in the 2. Students will locate the areas that were the District of Columbia

history of the United States. major source regions for immigrants to the 2. Ireland, Germany, China

United States from 1800 to 1877.



V. A. Concepts of The student will identify and 1. Students will locate major Minnesota 1. Great Lakes, Mississippi River, pine

GEOGRAPHY Location locate major physical and ecosystems, topographic features, continental forests, iron ranges, St. Anthony Falls,

cultural features that played divides, river valleys, and cities. prairies and hardwood forests

an important role in the

history of Minnesota.

V. A. Concepts of The student will identify and 1. Students will locate on a map or globe the 1. England and the British Empire,

GEOGRAPHY Location locate major countries, major empires of the late 19th Century and their China, Germany, France and the

events and cultural features largest overseas territories. French Empire, Spain, the Philippines,

that played an important role 2. Students will locate the major source countries Cuba, Puerto Rico, Columbia, Suez

in the history of the United for immigration to the United States during the Canal

States. years 1877-1916. 2. Italy, Poland, Austro-Hungarian

3. Students will describe how the landownership Empire

patterns laid out by the French, English, Spanish, 3. Rectangular survey in Midwest, long

and the United States Public Land Survey lots, metes and bounds in former

created different landscapes in different parts of colonies

the country.









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V. B. Maps and The student will use maps 1. Students will use political and thematic maps 1. Locate continents and oceans, use

GEOGRAPHY Globes and globes to demonstrate to locate major physical and cultural regions of legends to decode symbols, use map

specific and increasingly the world and ancient civilizations studied. scale to measure distances, understand

complex geographic 2. Students will locate and map areas of major elevation and relief, locate places using

knowledge. world religions and how they have changed latitude and longitude

geographically, including Judaism, Hinduism, 3. Isoline (climate), dot (population),

Buddhism, Confucianism, Christianity, Islam, choropleth (income), bounded area

and indigenous religious traditions. (vegetation), etc.

3. Students will distinguish differences among, 4. Isoline (climate), dot (population),

uses of and limitations of different kinds of choropleth (income), bounded area

thematic maps used to describe the development (vegetation), etc.

of the United States.

4. Students will distinguish differences among

uses of, and limitations of, different kinds of

thematic maps to describe the development of

Minnesota.



V. B. Maps and The student will make and 1. Students will create a variety of maps to scale. 1. Isoline (climate), dot (population),

GEOGRAPHY Globes use maps to acquire, process, 2. Students will compare and contrast the choropleth (income), bounded area

and report on the spatial differences among a variety of maps and explain (ethnic groups)

organization of people and the appropriate use of projections, symbols, 2. Evaluate maps in print media that

places on Earth. coloring and shading, and select maps depict events in other parts of the

appropriate for answering questions they have. world

V. C. Physical The student will use basic 1. Students will locate and describe major 1. Mountain systems, river basin,

GEOGRAPHY Features and terminology describing basic physical features and analyze how they deserts, plains

Processes physical and cultural features influenced cultures/civilizations studied. 2. Rivers, bluffs, lakes, forests, farm

of continents studied. 2. Students will describe and locate major land

physical features in their local community and

analyze their impact on the community.



V. C. Physical The student will identify and 1. Students will identify physical features and Mohawk Depression, Ohio River,

GEOGRAPHY Features and locate geographic features analyze their impact as either hindering or Appalachian Mountains, California

Processes associated with the promoting settlement, establishment of cities and gold fields

development of the United states, and economic development in the United

States. States.









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V. C. Physical The student will identify and 1. Students will identify and compare and 1. Eastern and southern states,

GEOGRAPHY Features and locate geographic features contrast the landforms, natural vegetation, mountain states

Processes associated with the climate, and systems of rivers and lakes of 2. Wild rice beds, long grass prairie,

development of Minnesota. Minnesota with those of other parts of the United rivers, forests

States. 3. Great Lakes, river systems,

2. Students will identify physical features that confluence of Mississippi and

shaped settlement and life-ways of the Dakota Minnesota Rivers

and the Ojibwe and analyze their impact. 4. Mississippi river system, Red River

3. Students will identify physical features that Valley, forests and prairies, Falls of St.

either hindered or promoted the development of Anthony, smaller water power sites,

the fur trade and the rapid settlement in the early Iron Range, pine forests

19th Century.

4. Students will identify physical features that

either hindered or promoted the industrialization

of the state.



V. C. Physical The student will identify 1. Students will describe the major physical 1. Great Plains, Sahara, Amazon Basin

GEOGRAPHY Features and physical characteristics of features of the United States and the regions of 2. Topographic patterns, tectonic and

Processes places and use this the world they study. erosion cycles

knowledge to define regions, 2. Students will describe physical systems in the 3. Grassland, rain forest, Taiga

their relationships among atmosphere and Earth’s crust, and the regional

regions, and their patterns of patterns of climate and landforms associated

change. with them.

3. Students will describe patterns of vegetation

and landforms in the United States and around

the world.



V. C. Physical The student will give 1. Students will describe how the major regions 1. Monsoons, El Nino

GEOGRAPHY Features and examples of physical systems of the world they study are interconnected 2. Flood plains, earthquake zones,

Processes and describe their role in through physical processes such as wind and/or hurricanes

shaping life on Earth. ocean currents.

2. Students will describe natural hazards, the

physical processes behind them, the areas where

they occur, and the costs and benefits of methods

people use to mitigate their damage.



V. D. The student will give 1. Students will identify factors that drew people 1. Mining activity, political freedom

GEOGRAPHY Interconnections examples that demonstrate to their local communities. 2. Influence of the land and climate on

how people are connected to 2. Students will analyze how the physical people who live in various areas

each other and the environment influences human activities.

environment.





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V. D. The student will identify 1. Students will analyze how changes in 1. Invention of the sod-breaking steel

GEOGRAPHY Interconnections examples of the changing technology and political attitudes promoted plow or blast furnace that uses coal

relationships between development in various regions of the United instead of charcoal; production line in

patterns of settlement, land States. large cities, mechanized agriculture

use and topographic features 2. Students will analyze how changes in and great plains, political attitudes

in the United States. transportation affected settlement of the country. towards the post-reconstruction South,

Transcontinental railroads, the building

of the Panama Canal

2. Canals in early 1800s; steamboats in

the mid-1880s, westward expansion,

settlement of Minnesota, areas people

moved from and to



V. D. The student will identify 1. Students will give examples of how changes 1. Water power sites, river crossings,

GEOGRAPHY Interconnections examples of the changing in technology made some locations in Minnesota ports on Lake Superior and river

relationships between the more suitable for urbanization than others. systems

patterns of settlement and 2. Students will analyze how changes in 2. Steamboats in the mid-1800s,

land use in Minnesota. transportation affected settlement of the state. railroads in the 19th Century, highway

3. Students will explain the importance of site system in first half of 20th Century, air

features in the establishment of Minnesota’s transportation in last half of 20th

largest cities. Century

4. Students will explain the changing situation of 3. Water power sites, river crossings,

Minnesota’s largest cities and suburbs and access from Mississippi to the upland

analyze associated effects. via heads of navigation, ports

5. Students will identify the areas of origin for 4. Fiber optic networks, freeways,

people coming to Minnesota, explain the push development of airports

and pull factors that brought people to the state, 5. War and dislocation, economic

and analyze the impact of these changes. opportunity, opening of treaty lands for

6. Students will describe the settlement pattern of settlement, Northern Europeans,

Minnesota’s largest immigrant groups. Mexico, Laos

7. Students will use regions to analyze modern 6. Swedes, Norwegians, Finns,

agriculture in Minnesota. Germans, Hmong, Mexicans,

Hispanics

7. Corn-hog-soybean region, sugar

beet and wheat in Red River Valley,

market gardening

V. D. The student will identify 1. Students will explain how Minnesota is Wheat and soy beans to China,

GEOGRAPHY Interconnections how technology made some connected to the rest of the world through clothing and electronic goods from

parts of Minnesota more international trade, and analyze the impact of this Asia, fur trade, Spam to world, taconite

valuable at particular times in connection.

history.



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V. D. The student will describe 1. Students will recognize changes over time in Forest and farm land being replaced by

GEOGRAPHY Interconnections how humans influence the nearby landscapes, resulting from human housing

environment and in turn are occupation.

influenced by it.

V. D. The student will demonstrate 1. Students will explain the patterns of 1. Refugees, rural to urban,

GEOGRAPHY Interconnections how various regional population density on the surface of the Earth suburbanization, migration of labor

frameworks are used to and analyze the causes of population change. 2. Language families, word usage in

analyze the variation in 2. Students will describe the patterns of English, expansion of English

culture and humans’ languages on the surface of the Earth and 3. Christianity, Islam, Hinduism,

occupation of the Earth’s identify patterns of change. Judaism, Buddhism, Confucianism,

surface. 3. Students will describe the patterns of religion indigenous religions

on the surface of the Earth and identify 4. Communism, democracy, kingdoms,

geographic patterns of change. dictatorships

4. Students will describe the locations of 5. Industrial regions, patterns of

government systems on the surface of the Earth commercial and subsistence agriculture

and identify patterns of change. 6. Western Europe, Arab World,

5. Students will describe the patterns of Southeast Asia, Latin America

economies on the surface of the Earth and 7. Iraqi conflict, defense of Korea, the

explain how changes in technology affect island campaign in the Pacific Theater

patterns of change. of WWII, Battle of Thermopylae in

6. Students will describe patterns of major Persian War, England and Russia in

regions or culture areas on the surface of the Napoleonic wars and in WWII

Earth and identify patterns of change.

7. Students will identify current or historic

conflicts and explain how those conflicts

are/were influenced by geography.



V. D. The student will demonstrate 1. Students will analyze the way peoples’ 1. Property values in a city, attitudes

GEOGRAPHY Interconnections how various regional perception of regions vary and are affected by toward wilderness

frameworks are used to individual perspective and culture. 2. Local community or neighborhood,

analyze the variation in 2. Students will provide examples at differing the American West, Chinatowns

physical environment. scales of how regions are important to people as 3. Desertification of the Sahel, soil

symbols for unifying society. degradation in the tropics

3. Students will describe how physical processes 4. Rain shadow deserts, rainforests

affect different regions of the world.

4. Students will interpret regional variation in the

relationships among soil, climate, plant and

animal life, and landforms.









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V. E. Essential The student will use maps, 1. Students will demonstrate the ability to obtain 1. Atlases, online databases,

GEOGRAPHY Skills globes, geographic geographic information from a variety of print topographic maps

information systems and and electronic sources. 2. Thematic, topographic, aerial

other sources of information 2. Students will make inferences and draw photos, satellite images

to analyze the natures of conclusions about the character of places based 3. Countries, rivers, topographic

places at a variety of scales. on analyses and comparison of maps, aerial features, largest cities

photos, and other images.

3. Students will locate major political and

physical features of the United States and the

world.





GEOGRAPHY

GRADES 9-12

Strand Sub-Strand Standards Benchmarks Examples

V. B. Essential The student will use maps, 1. Students will demonstrate the ability to obtain 1. Atlas, World Wide Web,

GEOGRAPHY Skills globes, geographic geographic information from a variety of print topographic maps, Geographic

information systems, and and electronic sources. Information Systems, databases, aerial

other databases to answer 2. Students will make inferences and draw photos

geographic questions at a conclusions about the character of places based 2. Make a land use map of a local area

variety of scales from local on a comparison of maps, aerial photos, and 3. Fast food restaurant in local

to global. other images. community, a good place to found a

3. Students will demonstrate the ability to use city, put a church or military

geographic information from a variety of sources installation, locate a solid waste

to determine feasible locations for economic disposal site, locate a feedlot, voting in

activities and examine voting behavior. presidential elections









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V. C. Spatial The student will understand 1. Students will describe the pattern of human 1. Concentrations in East Asia, South

GEOGRAPHY Organization the regional distribution of population density in the United States and Asia and Europe; in United States,

the human population at local major regions of the world. Northeast, Southwest

to global scales and its 2. Students will provide examples that illustrate 2. Slowing growth rate in Europe,

patterns of change. the impact changing birth and death rates have rapid growth rate in Kenya, negative

on the growth of the human population in the rates Eastern Europe

major regions of the world. 3. Compare Sweden with Kenya,

3. Students will use population pyramids and suburban and inner city census tracts

birth and death rates to compare and contrast the 4. Migration to the United States from

characteristics of regional populations at various Europe, Africa and Asia; migration

scales. within the United States; refugee

4. Students will use the concepts of push and pull movements, and labor migrations to

factors to explain the general patterns of human North America, Northern Europe, and

movement in the modern era, including the Middle East, with special focus on

international migration, migration within the current migration from Mexico

United States and major migrations in other parts

of the world.



V. C. Spatial The student will describe and 1. Students will use regions to analyze the 1. Patterns of language and religion,

GEOGRAPHY Organization provide examples of the locational patterns of culture groups at various subsistence agriculturists

primary factors behind the scales. 2. Spread of English language,

regional pattern of culture 2. Students will use concepts and models of the fashions, technology

groups in the United States process of diffusion to interpret the spread of 3. Native Americans, African

and the world. culture traits. Americans, Hispanics, Asian

3. Students will describe the regional distribution Americans 4. Suburban developments,

of the major culture groups of the United States urban developments, agricultural

(as defined by the U.S. census) and recent communities, retirement communities,

patterns of change. New England, California

4. Students will cite a variety of examples that

illustrate how landscapes reflect the cultural

characteristics of their inhabitants.









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V. C. Spatial The student will explain how 1. Students will understand the concept of 1. Restrictions on migration, free trade

GEOGRAPHY Organization the regionalization of space nationalism and of sovereign political states and zones, Law of the Sea, WWII,

into political units affects how sovereignty is impacted by international Peloponnesian War

human behavior. agreements. 2. NATO, the European Union and the

2. Students will provide examples of the impact North American Free Trade

of political boundaries on human behavior and Agreement, school districts, city

economic activities. boundaries, Mexican border with

3. Students will understand the patterns of California and Arizona, Cuban border

colonialism and how its legacy affects and proximity to Florida

emergence of independent states in Africa, Asia, 3. Division of Africa and Asia into

and Latin America as well as the tensions that colonies, Development of Malaysia,

arise when boundaries of political units do not South Africa, Somalia

correspond to nationalities of people living 4. Minnesota, North Carolina,

within them. California, Texas, Congressional

4. Students will evaluate a map of proposed Districts, State Legislative Districts,

voting districts according to the criteria of City Council Districts

clarity, size, and compactness that districts are

supposed to meet.

V. C. Spatial The student will analyze the 1. Students will describe the contemporary 1. Cities of more than 5 million around

GEOGRAPHY Organization patterns of location, patterns of large cities. the world, metro areas of more than 1

functions, structure, and 2. Students will describe the processes that have million in the United States

characteristics of local to produced this pattern of cities. 2. Industrialization and colonization,

global settlement patterns 3. Students will describe how changes in globalization

and the processes that affect transportation and communication technologies 3. Steamboats, railroad development,

the location of cities. affected the urbanization of the United States. highway building, construction of

4. Students will describe how changes in airports

transportation technology, government policies, 4. Freeway, federal mortgage

lifestyles, and cycles in economic activity impact insurance, importance of family

the suburbanization of the United States. 5. Central business and service district,

5. Students will explain the internal spatial industrial zones, residential districts

structure of cities in the United States. 6. Latin American, Southeast Asian,

6. Students will provide examples of how the North American, South Asian cities

internal structure of cities varies around the

world.









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V. C. Spatial The student will use regions 1. Students will describe and provide examples 1. Patterns of agriculture,

GEOGRAPHY Organization and the interaction among of the primary factors behind the regional pattern industrialization, de-industrialization

them to analyze the present of economic activity in the United States. 2. Global division of labor, rise of

patterns of economic activity 2. Students will describe and provide examples newly industrial countries

in the United States and of the primary factors behind the regional pattern 3. Poultry production, genetically

around the world at various of economic activity in the primary industrial modified crops, the role of Norman

scales. regions of the world. Borlaug in the Green Revolution

3. Students will describe how the technological 4. Railroads in Africa, fiber optic

and managerial changes associated with the third networks in California

agricultural revolution have impacted the 5. Coffee trade between South

regional patterns of crop and livestock America and the United States, grain

production. trade between the United States and the

4. Students will understand how the People’s Republic of China

transportation and communication systems have 6. Oil trade between the Middle East

impacted the development of regions. and Europe, aluminum manufacturing

5. Students will describe patterns of consumption in United States, clothing

and production of the agricultural commodities manufacturing in China

that are traded among nations. 7. Soft drink bottling plants in large

6. Students will describe patterns of consumption American cities, auto assembly plants,

and production of fossil fuels that are traded clothing manufacturing plants, store

among nations. locations

7. Students will describe how geographic models 8. Dairy farming in central Minnesota,

can help to explain the location of commercial Iron Range, sugar beets

activities and land use patterns in the United 9. Life expectancy, fertility, average

States and the world. income, rates of women’s participation

8. Students will explain the variations in in labor force

economic activity and land use within the state 10. The industrialization of China, or

of Minnesota analyze issues related to land use the establishment of international call

and reach conclusions about the potential for centers in India

change in various regions.

9. Students will describe changes in common

statistical measures of population or economy

that occur as countries develop economically.

10. Students will cite a variety of examples of

how economic or political changes in other parts

of the world can affect their lifestyle.









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V. D. The student will describe 1. Students will provide a range of examples 1. Construction of dams, Soviet Union

GEOGRAPHY Interconnections how humans influence the illustrating how types of government systems vs. United States, industrial North vs.

environment and in turn are and technology impact the ability to change the agricultural South

influenced by it. environment or adapt to it. 2. Recycling, limiting energy

2. Students will analyze the advantages and consumption, new fuels

drawbacks of several common proposals to 3. Wildfires in southern California,

change the human use of environmental tornados, hurricanes

resources.

3. Students will understand and analyze

examples of the impacts of natural hazards on

human activities and land use.









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Minnesota Academic Standards in History and Social Studies



ECONOMICS



What is Economics?

-

Economics is the study of how people coordinate their wants and desires, given scarce resources and the decision making mechanisms, social

customs, and political realities of their societies. Decisions made by consumers, workers, investors, managers, and government officials

interact to determine the allocation of scarce resources.



Economics is a way of thinking about the world based on a set of principles that are useful for understanding almost any economic situation,

from decisions that individuals make to the workings of highly complex international financial markets.



Economists have developed principles that are useful in understanding the economic decisions of individuals and firms (Microeconomics).

Economists also examine the behavior of the economy as a whole through such measures as unemployment, inflation, economic growth, and

balance of trade (Macroeconomics).



Why study Economics?

Today’s students will face an increasing variety of important economic decisions in their personal lives and as citizens in a democratic

society. The study of economics enables students to make reasoned judgments about both personal economic questions and broader questions

of economic policy in a complex and changing world. A basic grasp of how markets works and of the tradeoffs involved in trying to meet

unlimited wants with limited resources is essential for meaningful democratic dialogue on what government should or should not be doing.









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ECONOMICS

GRADES K-3

Strand Sub-Strand Standards Benchmarks Examples

VI. A. Economic The student will 1. Students will identify the difference between basic needs (food, 1. Food vs. video game

ECONOMICS Choices understand that clothing, and shelter) and wants (things people would like to have). 2. Quarter in gum ball machine

economic 2. Students will explain that money can be used to buy goods and 3. Not everything on birthday

choices are services. wish list is received

necessary in life. 3. Students will understand and explain that the concept of scarcity 4. Invited to two birthday parties

means that one cannot have all the goods and services that one wants. on the same day

4. Students will give examples of tradeoffs (opportunity costs). 5. Earnings from lemonade stand

5. Students will understand and explain that as producers they can can be put in piggy bank or spent

earn money (income) that can be spent or saved as they choose. on candy



VI. B. Producers The student will 1. Students will distinguish between producers and consumers and 1. Farmer vs. dinner at restaurant;

ECONOMICS and understand the between goods and services. hamburger vs. haircut

Consumers relationship 2. Students will recognize and explain that natural resources, human 2. Trees for paper, people,

between resources, and human-made resources are used in the production of scissors

consumers and goods and services.

producers in

regards to goods

and services.









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ECONOMICS

GRADES 4-8

Strand Sub-Strand Standards Benchmarks Examples

VI. A. Producers The student will 1. Students will compare and contrast the roles of producers and 1. Girl Scouts supply cookies,

ECONOMICS and understand the consumers. consumers demand them

Consumers concept of 2. Students will explain that in market economies, individuals earn 2. Simplified circular flow of

interdependence income by working for firms to produce goods and services, and economic activity

in relation to firms incur costs by hiring individuals and earn revenue by selling 3. Clothes produced because

producers and goods and services. consumers want them. Textiles

consumers. 3. Students will explain how a market economy answers the produced in factories because of

questions of what gets produced, how it is produced, and who their efficiency

receives it, and how it differs from other economic systems. 5. Consumers buy clothes if

4. Students will explain that a market exists when consumers buy and willing and able to pay the price;

producers sell goods and services. command and traditional

5. Students will explain how the price of a good is determined by economies

supply and demand (the interrelationship between production and

consumption).



VI. B. Economic The student will 1. Students will understand the concept of scarcity and its role in 2. State the problem, identify

ECONOMICS Choices understand basic decision-making. alternatives using explicit criteria,

principles of 2. Students will apply a decision-making process to make informed make a decision, explain the

economic choices. choice that was made

decision-making. 3. Students will analyze how people respond predictably to positive 3. Subsidies of land grants to

and negative economic incentives. railroad helped build

transcontinental railroad. Tariffs

discouraged importation of

foreign textiles



VI. C. The The student will 1. Students will identify multiple forms of income and their sources. Wages and salary, rent, interest,

ECONOMICS Market understand that and profit

Economy in a market

(Micro economy income

Economics) is earned in

different ways.









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VI. C. The The student will 1. Students will identify and compare and contrast various industries 1. Tourist, agricultural, health

ECONOMICS Market understand and the occupations related to them. services, oil

Economy business 2. Students will compare and contrast the concepts of competition 2. Farmers’ market (competition),

(Micro organizations, and monopoly and predict consequences of each. electric distribution (monopoly)

Economics) market 3. Students will describe various financial institutions and compare 3. Banks, credit unions, stock

structures, and and contrast their roles, and explain how those institutions relate to market, the Federal Reserve

financial their lives.

institutions that

operate within

our economy.



VI. D. The The student will 1. Students will explain that the government pays for the goods and 1. Education, road, police,

ECONOMICS National understand the services it provides through taxing and borrowing. income tax (16th Amendment),

Economy economic 2. Students will explain how the government regulates economic payroll tax, city sales tax,

(Macro activities of activity to promote the public welfare, encourage competition, and property tax, war bonds

Economics) government. protect against monopolistic abuses. 2. Pollution control, SEC, Federal

Reserve, Anti-Trust, child labor

laws



VI. D. The The student will 1. Students will define and give examples of basic economic terms. 1. Unemployment, inflation,

ECONOMICS National understand the 2. Students will give examples of measurements that indicate the interest rates, Gross Domestic

Economy concepts that economic conditions of depression, recession, and expansion. Product (GDP)

(Macro measure the 2. Unemployment and reduction

Economics) national in output during Great

economy. Depression, stagflation of 1970s



ECONOMICS

GRADES 9-12

Strand Sub-Strand Standards Benchmarks Examples

VI. A. The The student will 1. Students will identify multiple forms of income and their sources 1. Wages and salary, rent,

ECONOMICS Market understand that 2. Students will recognize types and roles of firms. interest, and profit

Economy in a market 2. Corporation (3M), partnership

(Micro economy income (a law firm), proprietorship (a

Economics) is earned in barber shop)

different ways.









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VI. A. The The student will 1. Students will identify and compare and contrast various industries 1. Tourist, agricultural, health

ECONOMICS Market understand and the occupations related to them. services, oil

Economy business 2. Students will compare and contrast the concepts of competition 2. Farmers’ market (competition),

(Micro organizations, and monopoly, and predict consequences of each. electric distribution (monopoly)

Economics) market 3. Students will describe various financial institutions, compare and 3. Banks, credit unions, stock

structures, and contrast their roles, and explain how those institutions relate to their market, the Federal Reserve

financial lives.

institutions that

operate within

our economy.



VI. A. The The student will 1. Students will describe the determination of equilibrium market 1. Market for wheat

ECONOMICS Market understand the prices by applying principles of supply and demand to markets for 2. Minimum wage, rent control

Economy basic goods and services. 3. Change in income, population,

(Micro characteristics of 2. Students will identify the direct and indirect effects of price floors number of sellers, technology

Economics) markets and the and price ceilings. 4. Canadian vs. United States’

role of prices in 3. Students will identify several factors that lead to variation in dollar exchange rate, car loan

modern market market prices and quantities exchanged by changes in supply and/or interest rates

economies. demand.

4. Students will explain how interest rates and exchange rates are

influenced by market conditions and how changes in interest rates

affect individual and business decision making.

VI. A. The The student will 1. Students will explain how competition among sellers often results 1. Evolution of

ECONOMICS Market understand that in lower prices, higher product quality, better customer service and a telecommunications

Economy firms in a market more efficient allocation of scarce resources.

(Micro economy

Economics) experience

varying degrees

of competition

for the good or

service that they

sell.



VI. A. The The student will 1. Students will explain that entrepreneurs accept the risks associated 1. “Famous Dave” Anderson,

ECONOMICS Market understand the with organizing productive resources to produce goods and services, Bill Gates, local business person

Economy risks and with the hope to earn profits. 2. Plastics replacing steel,

(Micro opportunities 2. Students will describe the role of innovation and profit motive in petroleum developed to replace

Economics) associated with helping to reduce problems associated with scarcity. whale oil

entrepreneurship.









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VI. A. The The student will 1. Students will describe the role and characteristics of collective 1. Mediation, arbitration, strike

ECONOMICS Market understand the bargaining, as well as the key components of a typical negotiated 2. AFL-CIO

Economy role of labor in labor management contract.

(Micro the economy. 2. Students will describe and analyze the role of unions in the United

Economics) States economy in the past and present.



VI. A. The The student will 1. Students will identify that one important role for government in 1. Protection from trespassers

ECONOMICS Market understand the the economy is to secure and enforce property rights. and thieves, protection from

Economy economic role of 2. Students will identify and explain public goods. foreign invaders, enforcement of

(Micro government in a 3. Students will recognize that, in the United States, the federal legal contracts

Economics) free market government enforces antitrust laws and regulations to try to maintain 2. Highways, public schools,

economy. effective levels of competition in as many markets as possible. public libraries, national defense,

4. Students will recognize that some government policies attempt to fireworks displays, lighthouses

redistribute income. 3. Sherman Antitrust Act, break

up of AT&T

4. Progressive income taxes,

exemption of food and clothing in

sales taxes, Medicaid



VI. B. The The student will 1. Students will explain that the government pays for the goods and 1. Education, road, police,

ECONOMICS National understand the services it provides through taxing and borrowing. income tax (16th Amendment),

Economy economic 2. Students will explain how the government regulates economic payroll tax, city sales tax,

(Macro activities of activity to promote the public welfare, encourage competition, and property tax, war bonds

Economics) government. protect against monopolistic abuses. 2. Pollution control, SEC, Federal

Reserve, Anti-Trust, child labor

laws



VI. B. The The student will 1. Students will define and give examples of basic economic terms. 1. Unemployment, inflation,

ECONOMICS National understand the 2. Students will give examples of measurements that indicate the interest rates, Gross Domestic

Economy concepts that economic conditions of depression, recession, and expansion. Product (GDP)

(Macro measure the 2. Unemployment and reduction

Economics) national in output during Great

economy. Depression, stagflation of 1970s



VI. B. The The student will 1. Students will understand and explain that free market economies

ECONOMICS National understand and are regulated primarily by supply and demand, and that competition

Economy explain that the is essential to a free market economy.

(Macro U.S. economy is

Economics) primarily a free

market system.









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VI. B. The The student will 1. Students will analyze the interrelationships among the 1. CPI, GDP

ECONOMICS National understand basic unemployment rate, the inflation rate, and the rate of economic 2. Imports and exports

Economy measures of growth.

(Macro overall economic 2. Students will describe how the concept of the balance of trade is

Economics) performance. used to measure the international flow of goods and services.



VI. B. The The student will 1. Students will describe the basic characteristics of economic 1. Changes in unemployment

ECONOMICS National analyze the recessions and economic expansions. and/or income

Economy causes and 2. Students will understand some of the reasons for fluctuations in 2. Natural disasters, oil prices in

(Macro consequences of economic activity. the 1970s, changes in consumer

Economics) overall economic confidence

fluctuations.

VI. B. The The student will 1. Students will identify that fiscal policies are decisions to change 1. Tax cuts

ECONOMICS National understand the spending and/or tax levels by the federal government. 2. Multiplier effect of

Economy influence of 2. Students will explain the direct and indirect effects of fiscal policy government spending, crowding

(Macro federal on employment, output, and interest rates. out

Economics) government 3. Students will explain the relationship between federal budget 3. Debt clock, federal

budgetary policy deficits and the national debt. government budget

and the Federal 4. Students will identify the ways in which monetary policy 4. Interpretation of news item

Reserve influences employment, output, inflation, and interest rates. covering Federal Reserve policies

System’s 5. Students will explain how interest rates influence business 5. Refinance mortgages, interest

monetary policy. investment spending and consumer spending on housing, cars, and rate incentives on new

other major purchases. automobiles



VI. B. The The student will 1. Students will explain that Gross Domestic Product (GDP) per 1. Bangladesh vs. Singapore vs.

ECONOMICS National understand that capita is a measure that permits comparisons of material living United States

Economy economic growth standards over time and among people in different nations. 2. Productivity simulation

(Macro is the primary 2. Students will identify that the productivity of workers is measured 3. Computers

Economics) means by which by dividing the output of goods and services by the number of hours 4. Automation, calculators

a country can worked.

improve the 3. Students will recognize that standards of living increase as the

future economic productivity of workers rises.

standard of living 4. Students will understand that investments in physical capital

for its citizens. (machinery, equipment, and structures), human capital (education,

training, skills), and new technologies commonly increase

productivity and contribute to an expansion of future economic

prosperity.









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VI. C. Essential The student will 1. Students will use tables, graphs, equations, diagrams, and charts to 1. Inflation rate, unemployment

ECONOMICS Skills understand and interpret economic information. rate, the level of national output,

use economic 2. Students will evaluate the economic implications of current issues interest rates, trade deficit, budget

concepts, as found in such sources as magazine articles, radio and television deficit, and the rate of economic

theories, reports, editorials, and Internet sites. growth

principles and 3. Students will distinguish among the contributions to economic 2. Stadium issues, highway

quantitative thought made by leading theorists including but not limited to, Adam construction, local economic

methods to Smith, Thomas Malthus, Karl Marx, Milton Friedman, and John development

analyze current Maynard Keynes.

events.



VI. C. Essential The student will 1. Students will analyze short- and long-term investment

ECONOMICS Skills learn and be able options such as stocks, bonds, real estate, and mutual funds by

to apply personal comparing the risk, return, and liquidity of these instruments.

financial 2. Students will recognize a proper role for credit and how to

management and utilize risk management strategies including the use of

investment insurance.

practices 3. Students will explain the concepts of compound interest and

the Rule of 72, and the applicability to both investment gains

and debt retirement.









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VI. D. The student will 1. Students will understand and apply the concepts of comparative

ECONOMICS International understand the and absolute advantage in international trade.

Economic key factors 2. Students will analyze the controversy and major arguments for and

Relationships involved in the against international trade agreements such as NAFTA and GATT.

United States¹ 3. Students will know the major characteristics of the principal types

economic of economic systems in this world and compare and contrast them

relationships with the U.S. system.

with other 4. Students will know and understand the significance of these

nations. concepts: trade deficits, exchange rates, trade barriers, balance of

trade, foreign exchange markets, and give examples of their current

application to U.S. trade relationships with other countries in the

world.

5. Students will know the roles of the World Bank and IMF, analyze

their effectiveness in the world community, and critique their

operation in a specific country.

6. Students will examine the impact of U.S. foreign policy on the

economies of developing countries.

7. Students will know and analyze the reasons some countries are

characterized as developing nations.

8. Students will examine the purpose and evaluate the effectiveness

of U.S. economic aid to developing countries.









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VI. E. The student will 1. Students will know the definitions, evaluate the purposes, and

ECONOMICS Economics apply economic analyze the effects of the following economic activities: government

and Public theories and subsidies, government incentives, economic externalities, profit

Policy concepts to maximization, multinational corporations, unions, right to work laws,

public policy government deregulation, entitlements, progressive taxes,

issues. government’s role in providing in public goods, economic safety

nets, and corporate crime.

2. Students will use their knowledge of economic concepts and data

to analyze a significant national public policy issue and recommend a

solution.

3. Students will know and analyze how income, and wealth are

distributed among different sectors of the population.

4. Students will know how poverty is defined in the U.S., what its

causes are, examine possible solutions, and analyze the impact

poverty has on the short and long run health of the economy.

5. Students will use their knowledge of economics to describe and

analyze significant world economic issues.

6. Students will use the analytical skills commonly used in

economics to analyze public policy issues in their community, state,

and nation.

7. Students will identify and analyze the conflicts that can result from

differences between business interests and community interests.

8. Students will examine and analyze the economic principles

practiced in this country to determine their consistency with the

democratic principles upon which our country is based.









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Minnesota Academic Standards in History and Social Studies



GOVERNMENT AND CITIZENSHIP





A people who mean to be their own governors must arm themselves with the power which knowledge gives.

-James Madison





What is Civic Education?

Civic education in a democracy helps students gain the knowledge and skills needed for informed, responsible participation in public life. It is

the study of constitutional principles and the democratic foundation of our national, state and local institutions. Civic education also studies

political processes and structures of government, grounded in the understanding of constitutional government under the rule of law.





Why study Civic Education?

Students will know how to participate to make a difference and will have the skills required for competent participation in the political

process, including the capacity to influence policies and the ability to monitor and evaluate the performance of public officials. The aim of

civic education is not just any kind of participation by any kind of citizen; it is the participation of informed and responsible citizens, skilled

in the arts of deliberation and effective action.









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GOVERNMENT

AND

CITIZENSHIP

GRADES K-3

Strand Sub-Strand Standards Benchmarks Examples

VII. A. Civic The student will describe 1. Students will demonstrate knowledge of civic 1. Patriotism, liberty, self-reliance,

GOVERNMENT Values, Skills, civic values, rights and values that facilitate thoughtful and effective cooperation, responsibility, honesty,

AND Rights and responsibilities in a participation in civic life. justice , courage, self-discipline

CITIZENSHIP Responsibilities republic. 2. Students will explain the rights and 2. Inalienable rights to life, liberty and

responsibilities of people living in a democracy, the pursuit of happiness; freedom of

including the principle of majority rule and speech, right to vote, right to run for

minority rights. office, freedom of religion, right to be

treated fairly, respect the rights and

property of others, obey rules and laws,

be informed, care for your community

know your rights, work hard, take care

of yourself and family



VII. A. Civic The student will understand 1. Students will explain the importance of

GOVERNMENT Values, Skills, the importance of participation and cooperation in a classroom and

AND Rights and participation in civic life community and explain how people can make a

CITIZENSHIP Responsibilities and demonstrate effective difference in others’ lives.

civic skills. 2. Students will describe how they can influence

school rules by studying and discussing issues

and presenting their concerns to the people in

authority.

3. Students will explain the importance of voting

and how one vote can make a difference.

4. Students will explain that people have diverse

viewpoints and that speaking and listening to

others is important.









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VII. B. Beliefs and The student will understand 1. Students will give examples of rules in the 1. Safety, promote education

GOVERNMENT Principles of the role of government, classroom/school and community, provide environment, promote fairness, respect,

AND United States rules, and law and why we reasons for the specific rules, and know the characteristics: fair, reasonable, does

CITIZENSHIP Democracy have them. characteristics of good rules. what it is supposed to do,

2. Students will explain that rules and laws understandable, enforceable, supports a

apply to everyone and describe consequences for legitimate government goal, protects

breaking the rules or laws. individual rights and promotes the

3. Students will know that the United States and general welfare

the State of Minnesota each have a constitution 3. Constitution is a written plan that

that outlines the rules for government. creates, organizes, and describes what

government does, classroom

constitutions



VII. B. Beliefs and The student will know key 1. Students will recognize the symbols, songs, 1. U.S. flag, the Pledge of Allegiance,

GOVERNMENT Principles of symbols, songs and locations that uniquely identify our nation. the National Anthem, Independence

AND United States locations that represent our 2. Students will recognize symbols that are Day, bald eagle, Statue of Liberty, the

CITIZENSHIP Democracy nation and state. significant for the state of Minnesota. White House, the Liberty Bell, patriotic

3. Students will describe key national holidays songs.

and explain why people celebrate them. 2. The state flag, flower, quarter dollar ,

and bird

3. July 4th , Memorial Day, Flag Day,

Veterans’ Day, Labor Day, and

Presidents’ Day, Martin Luther King

Jr.’s birthday, Thanksgiving

VII. C. Roots of the The student will 1. Students will identify the influence of the

GOVERNMENT Republic understand the importance Declaration of Independence, the Constitution

AND of key founding documents and the Bill of Rights.

CITIZENSHIP of the U.S.

VII. C. Roots of the The student will become 1. Students will identify the beliefs and actions

GOVERNM ENT Republic familiar with statesmen and of statesmen including presidents George

AND their leadership and Washington and Abraham Lincoln.

CITIZENSHIP guidance of the republic

VII. D. The student will know basic 1. Students will describe examples of specific 1. Police and fire protection,

GOVERNMENT Governmental functions of government. services provided by government. snowplowing, community parks,

AND Institutions and 2. Students will name people involved in schools

CITIZENSHIP Processes of government, including current and past 2. George Washington, Abraham

the United government leaders, employees, and volunteers. Lincoln, current government and

States community leaders, firefighters, police

officers





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GOVERNMENT

AND

CITIZENSHIP

GRADES 4-8

Strand Sub-Strand Standards Benchmarks Examples

VII. A. Civic The student will recognize 1. Students will identify people who have dealt George Washington, Benjamin

GOVERNMENT Values, Skills, the importance of with challenges and made a positive difference in Franklin, Harriet Tubman, Abraham

AND Rights and individual action and other people’s lives and explain their Lincoln, Martin Luther King, Jr., Chief

CITIZENSHIP responsibilities character in shaping civic contributions. Joseph of the Nez Perce, Sequoyah,

life. George Washington Carver,Claire

Barton, Frederick Douglass, Abigail

Adams, Rosa Parks, and other world

figures, America’s founders and

framers, local and state leaders

VII. A. Civic The student will articulate 1. Students will explain protections the Bill of 1. First 10 Amendments

GOVERNMENT Values, Skills, the range of rights and Rights provides to individuals. 2. Respect the rights and property of

AND Rights and responsibilities in a 2. Students will explain some of the others, obey rules and laws, be

CITIZENSHIP Responsibilities republic responsibilities of people living in a democracy. informed, care for your community

3. Students will explain that the Minnesota know your rights, work hard, take care

Constitution also protects rights, including of yourself and family, take

additional rights not specifically mentioned by responsibility for your actions

the federal constitution. 3. Freedom of Conscience

4. Students will describe landmark U.S. Supreme 4. Plessy v. Ferguson and Brown v.

Court decisions concerning rights and Board of Education

responsibilities



VII. A. Civic The student will know how 1. Students will explain the meaning of legally- 2. Naturalization Act of 1790, Dred

GOVERNMENT Values, Skills, citizenship is established recognized citizenship in the United States, and Scott decision, 14th , 15th , 19th , and 26th

AND Rights and and exercised. describe the processes by which an individual Amendments, birth, naturalization

CITIZENSHIP Responsibilities may establish U.S. citizenship.

2. Students will distinguish between the rights of

citizens and non-citizens and describe the use of

this distinction throughout U.S. history.









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VII. A. Civic The student will understand 1. Students will explain the steps necessary to 1. Recognize issues and candidates,

GOVERNMENT Values, Skills, the importance of become an informed voter and an engaged identify stands taken by candidates on

AND Rights and participation in civic life citizen. issues, evaluate information for

CITIZENSHIP Responsibilities and demonstrate effective 2. Students will explain the meaning of civic life accuracy, bias, and opinion

civic skills and how all members of a community can be 2. Running for elected office,

engaged. supporting those running for office,

3. Students will identify and research informed voting, serving on school

community problems and recommend solutions. board and city council, organizing a

4. Students will analyze sources of information neighborhood watch group, speaking at

for accuracy, bias, and relevance, and a public meeting, belonging to a

distinguish between fact and opinion in order to political party, community board, block

analyze a public policy issue. watch, attending school conferences,

immigrant and refugee community

building

VII. B. Beliefs and Students will know the 1. Students will explain why government is 1. Protect individual rights and promote

GOVERNMENT Principles of purpose, function and limits needed and what would happen if there were no the general welfare, provide order,

AND United States of our republic. government. security, predictability

CITIZENSHIP Democracy 2. Students will explain what “consent of the

governed” means and how it is expressed in the

preamble to the Constitution.

3. Students will define consent of the governed,

liberty, equality, rights, responsibilities, justice,

popular sovereignty, and general welfare,

democracy, republic, and representative

democracy.

4. Students will understand how governmental

power is limited through federalism and a system

of checks and balances.

VII. B. Beliefs and The student will know 1. Students will explain why key national, state, 1. Mount Rushmore, the Liberty Bell,

GOVERNMENT Principles of symbols, songs, traditions, and local symbols and landmarks and the Washington Monument, the Statue

AND United States and landmarks/monuments monuments are significant. of Liberty, “E Pluribus Unum”

CITIZENSHIP Democracy that represent the beliefs 2. Students will know the Pledge of Allegiance,

and principles of the United its history, and why Americans recite it.

States.









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VII. B. Beliefs and The student will 1. Students will explain the fundamental 1. The United States Constitution is the

GOVERNMENT Principles of demonstrate knowledge and principles of consent of the governed, limited highest law of the land

AND United States understanding of principles government, rule of law, democracy, and

CITIZENSHIP Democracy and beliefs upon which our representative government.

republic is based. 2. Students will explain the ideals of the

American system of government: liberty, justice,

equality, “E Pluribus Unum”



VII. B. Beliefs and The student will explain the 1. Students will explain how law limits both the 4. Fair, reasonable, does what it is

GOVERNMENT Principles of importance of law in the government and the governed, protects supposed to do, understandable,

AND United States American Constitutional individual rights and promotes the general enforceable, supports a legitimate

CITIZENSHIP Democracy system. welfare government goal, protects individual

2. Students will explain that authority for rights and/or promotes the general

making laws rests with the people, through their welfare

elected officials.

3. Students will distinguish and explain the

relationships between making, enforcing and

interpreting the law.

4. Students will evaluate rules and laws using

criteria of good laws.

5. Students will distinguish between civil and

criminal law, state and federal law.









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VII. C. Roots of the The student will 1. Students will explain how the British limited 1. The Virginia Declaration of Rights,

GOVERNMENT Republic demonstrate knowledge of monarchical power through written documents the Virginia Statute for Religious

AND influential and foundational such as the Magna Carta, which influenced Freedom

CITIZENSHIP documents of American American constitutional government. 3. Rights to life, liberty and pursuit of

constitutional government. 2. Students will explain how the Mayflower happiness, right to institute new

Compact, Articles of Confederation, and other government, consent of the governed,

documents influenced the development of natural rights, Lincoln’s use of the

American government. Declaration in the Gettysburg Address

3. Students will describe the principles 4. We the people, to form a more

expressed in the Declaration of Independence, perfect union, establish justice, insure

including inalienable rights and self-evident domestic tranquility, provide for the

truths, and how these principles influence the common defense, promote the general

development of United States constitutional welfare, secure the blessings of liberty

government

4. Students will describe the principles expressed

in the Preamble to the Constitution and how

these principles influence the United States

constitutional government

5. Students will describe how the Constitution

and Bill of Rights protect individual rights and

support the principle of majority rule but also

protect the rights of the minority.

VII. D. The student will know the 1. Students will describe the three branches of 1. Articles I, II, III of the Constitution ,

GOVERNMENT Governmental functions of the United the U.S. government established by the Amendments 1-10, 13-15

AND Institutions and States government and Constitution, their primary functions, and their

CITIZENSHIP Processes of ways in which power is relationships.

the United delegated and controlled. 2. Students will describe separation of powers

States and checks and balances and analyze historical

and contemporary examples of how they are

applied among the branches of government.

3. Students will describe the process by which a

bill becomes a law .









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VII. D. The student will know the 1. Students will explain the relationship between 1. Reserved powers, Amendment X to

GOVERNMENT Governmental functions of Minnesota the federal government and state governments the United States Constitution, states’

AND Institutions and state and local governments and define the concept of federalism. rights

CITIZENSHIP Processes of and describe their 2. Students will explain the major purposes of

the United relationship with the federal Minnesota¹s Constitution as stated in its

States government. Preamble.

3. Students will understand the basic structure

and functions of state and local governments.

4. Students will identify the major state offices;

the primary duties associated with them, and

know the names of major local, state, and federal

elected officials and describe how they are

chosen.

5. Students will explain the relationship between

American Indian People and Nations and

Minnesota and the U.S. Government.



VII. D. The student will describe 1. Students will define foreign policy and 1. Military policy, trade policy

GOVERNMENT Governmental the relationships the U.S. identify ways in which U.S. foreign policy 2. National sovereignty, UN, NATO,

AND Institutions and has with other nations in affects their lives. EU

CITIZENSHIP Processes of the world. 2. Students will describe cases when the U.S.

the United government has used diplomacy and other

States foreign policy tools to mediate international

disputes.

VII. D. The student will understand 1. Students will compare governmental structure 1. Republic, democracy, monarchy,

GOVERNMENT Governmental other government systems and individual rights in the United States to those dictatorship, individual rights, rights to

AND Institutions and in the world. in other forms of government. vote, run for office, speech, assembly,

CITIZENSHIP Processes of religion

the United

States









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GOVERNMENT

AND

CITIZENSHIP

GRADES 9-12

Strand Sub-Strand Standards Benchmarks Examples

VII. A. Civic The student will understand 1. Students will analyze the meaning and 1. Amendments 1-10, 13-15, 19, 26

GOVERNMENT Values, Skills, the scope and limits of importance of rights in the U.S. Constitution and 2. Civil Rights Act, Individuals with

AND Rights and rights, the relationship the Bill of Rights, and subsequent amendments, Disabilities Act; In Re Gault, Tinker v.

CITIZENSHIP Responsibilities among them, and how they and in the Minnesota Constitution. Des Moines, Brown v. Board of

are secured. 2. Students will describe the expansion of Education

protection of individual rights through legislative 3. Due Process and Equal Protection

action and court interpretation. clauses of the 14th Amendment, due

3. Students will understand equal protection and process clause of 5th Amendment,

due process and analyze landmark Supreme Gideon v. Wainwright, Mapp v. Ohio,

Court Cases’ use of the 14th Amendment to apply Gitlow v. New York

the Bill of Rights to the states.



VII. A. Civic The student will know how 1. Students will define citizenship and describe 1. Birth in the United States, birth to at

GOVERNMENT Values, Skills, citizenship is defined, the processes by which individuals become least one parent who is a U.S. citizen,

AND Rights and established, and exercised United States citizens. adoption, marriage, immigration and

CITIZENSHIP Responsibilities and how it has changed 2. Students will compare the rights and naturalization, parental naturalization

over time. responsibilities of U.S. citizens with the rights (for children under 18)

and responsibilities of non-citizens in the United 2. Rights of legal citizens: vote, run for

States and describe changes in citizenship since public office, serve on a jury, hold

1870. certain government jobs, use a U.S.

passport, receive social security

benefits; Responsibilities: both citizens

and non-citizens must obey the law, pay

taxes, register for selective service (if

permanent residents);

Chinese Exclusion Act of 1882-1943,

American Indian Citizenship Act of

1919, U.S v. Thind (1923), Indian

Citizenship Act (Snyder Act) of 1924,

Nationality Act of 1940, Executive

Order 9066 (Japanese Internment),

Immigration and Nationality Act of

1952, Voting Rights Act of 1965









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VII. A. Civic The student will analyze 1. Students will demonstrate the ability to use the 2. Web pages, editorials, letters to the

GOVERNMENT Values, Skills, various methods of civic print and electronic media to do research and editor, political cartoons, news and

AND Rights and engagement needed to analyze data. entertainment, political oratory such as:

CITIZENSHIP Responsibilities fulfill responsibilities of a 2. Students will compare, contrast, and evaluate President Lincoln’s Gettysburg address,

citizen of a republic. various forms of political persuasion for validity, Martin Luther King Jr.’s I Have a

accuracy, ideology, emotional appeals, bias and Dream speech, Patrick Henry’s speech

prejudice. to the Virginia House of Burgesses,

3. Students will know and analyze the points of FDR’s Pearl Harbor speech, President

access and influence people can use to affect Kennedy’s inaugural address “ask not

elections and public policy decisions. what…”, President Reagan’s Tear

4. Students will understand the importance of Down this Wall, President

informed decision making and the roles of Washington’s Farewell address,

public speaking, conducting a public meeting, President Bush’s speech about the 9/11

letter writing, petition signing, negotiation, attacks on the United States

active listening, conflict resolution, and 3. Voting, caucusing, contacting

mediation, defending a public policy position in legislators, organizing interest groups,

a civil conversation. and media, running for elective office

letter writing Email, phone call,

lobbying, political action committees,

campaign contributions, letters to

editor/op ed pieces, civil disobedience,

volunteering for a campaign, voter

registration and get out the vote efforts,

attending council and board meetings

4. Structured dialogues, mock trials,

political labels and terms commonly

used in public discourse. congressional

simulations, student government, peer

mediation programs, parliamentary

procedure









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VII. B. Beliefs and The student will 1. Students will define and provide examples of 1. Liberty, natural law, the common

GOVERNMENT Principles of demonstrate knowledge and fundamental principles and core values of good, general welfare , justice, equality,

AND United States understanding of the American political and civic life. tolerance, respect for law, rights,

CITIZENSHIP Democracy principles upon which the 2. Students will evaluate how the Constitution responsibilities, social diversity, civic

U.S. government is based. both preserves fundamental societal values and unity, constitutionalism, popular

responds to changing circumstances and beliefs. sovereignty, representative democracy,

3. Students will evaluate how well the federal social contract

and state governments protect individual rights

and promote the general welfare .

4. Students will compare the philosophy,

structure, and operations of governments of other

countries with the U.S. government.



VII. B. Beliefs and The student will know 1. Students will analyze the sources of authority 2. Delegated and Enumerated powers,

GOVERNMENT Principles of sources of power and and explain popular sovereignty, or consent of Implied powers (Necessary and Proper

AND United States authority of United States the governed, as the source of legitimate Clause)

CITIZENSHIP Democracy government. authority of government in a representative

democracy or republic.

2. Students will describe the provisions of the

U.S. Constitution, which delegate to the federal

government the powers necessary to fulfill the

purposes for which it was established.

3. Students will distinguish between the powers

granted to the government and those retained by

the people.

4. Students will explain how a constitutional

democracy provides majority rule with equal

protection for the rights of the minority through

limited government and the rule of law.









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VII. B. Beliefs and The student will understand 1. Students will explain the current and 1. Plessy v. Ferguson, Brown v. Board

GOVERNMENT Principles of tensions that exist between historical interpretations of the principle of equal of Education, strict scrutiny

AND United States key principles of protection of the law. 2. National security and liberty, and the

CITIZENSHIP Democracy government in the United 2. Students will examine the tension between the rule of law, freedom of the press and

States. government’s dual role of protecting individual the right to a fair trial

rights and promoting the general welfare, the

tension between majority rule and minority

rights, and analyze the conflict between diversity

and unity which is captured in the concept “E

Pluribus Unum.”

3. Students will describe the principles

embedded in the Preamble to the Constitution

and evaluate the progress of the United States in

realizing those goals.

4. Students will analyze the role of civil

disobedience in the United States.









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VII. C. Roots of the The student will understand 1. Students will describe the transplanting of 1. Charters and governing structures of

GOVERNMENT Republic the forces that impacted the English political and legal institutions to the early colonies, English Common Law,

AND founding of the United colonies; explain how political and legal rights political rights defined by gender and

CITIZENSHIP States were defined and practiced; and analyze the property ownership, religion, legal

development of representative government. status, influence of Puritanism, the rise

2. Students will recognize and analyze the of individualis m, and participatory

impact of early documents on the development government, conflicts between

of the government of the United States. legislative and executive branches,

3. Students will explain how key principles of influence of chattel slavery on concept

the United States government were modeled of rights and freedoms; impact of

after other political philosophies. English Civil War and “Glorious

4. Students will describe revolutionary Revolution”

government structure and operations at national 2. The Magna Carta, Mayflower

and state levels, and evaluate the major Compact, Constitution of the Iroquois

achievements and problems of the Confederation Confederation, English Bill of Rights,

period. Blackstone’s Commentaries on the

Laws of England , Articles of

Confederation, Federalist Papers

3. Greek democracy, Roman republic

Thomas Hobbes, John Locke, Jean

Jacques Rousseau, Charles-Louis de

Montesquieu

4. Development of state constitutions,

work of Continental Congress,

Northwest Ordinance; the problems of

war debt, disposal of western lands,

foreign relations, foreign and internal

trade, banking, taxation, Shay’s

Rebellion



VII. C. Roots of the The student will 1. Students will analyze principles in the 1. Laws of nature, rights, popular

GOVERNMENT Republic demonstrate knowledge of Declaration of Independence, including self- sovereignty, right of revolution, injuries

AND the continuing impact of the evident truths and inalienable rights, and its and usurpations of the king

CITIZENSHIP Declaration of impact on the development of the United States 2. Working Men’s Declaration of

Independence in the U.S. government. Independence 1829, Declaration of

and worldwide. 2. Students will make comparisons of the Sentiments 1848 (Seneca Falls)

Declaration of Independence to other documents Gettysburg Address, Martin Luther

that used it as a source of reference and King Jr.’s “I have a dream…”Later

inspiration. Critiques by John Stuart Mill and

Henry David Thoreau





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VII. C. Roots of the The student will understand 1. Students will describe and analyze the debates 1. Constitutional Convention;

GOVERNMENT Republic the process of creating the over the Articles of Confederation and the alternative plans and compromises in

AND U.S. Constitution. process and content of the Constitutional drafting and approving Constitution

CITIZENSHIP Convention, which led to the creation of the U.S. 2. Federalist and Anti-Federalist

Constitution. arguments in the ratification debates,

2. Students will analyze the debate over including the theories and principles

ratification of the Constitution. discussed in the Federalist Papers and

anti-Federalist tracts such as

Dic kinson’s Letters from a

Pennsylvania Farmer; arguments about

the necessity of a Bill of Rights and

James Madison’s role in its adoption



VII. C. Roots of the The student will know how 1. Students will describe the development and 1.. 1st - 10th Amendments

GOVERNMENT Republic Constitutional Amendments ratification of the Bill of Rights. 2. 13th , 14th , 15th , 17th , 19th , 24th , 26th

AND and Supreme Court 2. Students will describe the events leading to Amendments

CITIZENSHIP interpretations of the later amendm ents. 3. John Marshall’s role in defining the

Constitution have increased 3. Students will describe the development of the function and power of the Supreme

the impact of the Supreme Court’s function in interpreting the Court, pivotal cases such as Marbury v.

Constitution on people's Constitution. Madison, McCulloch v. Maryland

lives.



VII. D. The student will know how 1. Students will describe the concepts of 2. 9th and 10th Amendments

GOVERNMENT Governmental the U.S. Constitution seeks separation of powers and checks and balances

AND Processes and to prevent the abuse of and analyze how they limit the powers of state

CITIZENSHIP Institutions power. and federal governments.

2. Students will define federalism and describe

how power is distributed between the federal

government and state governments, or retained

by the people of the United States.

3. Students will explain the process of amending

the U.S. Constitution.









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VII. D. The student will understand 1. Students will explain the powers and 1. Article I; Structure of Congress

GOVERNMENT Governmental how public policy is made, operations of the legislative branch as defined in (elections, leadership, committee

AND Processes and enforced, and interpreted by Article I of the Constitution and describe and system)

CITIZENSHIP Institutions the legislative, executive, evaluate the procedures involved in passing laws. 2. Article II; Powers and Roles of

and judicial branches. 2. Students will explain the powers and President; Structure of Executive

operations of the executive branch as defined in Branch - Cabinet, Executive Office of

Article II of the Constitution and describe the the President, Federal Agencies;

roles and responsibilities of the president. Process of policy making

3. Students will explain the powers and 3. Article III; Powers and Role of

operations of the judicial branch as defined in Judiciary; Federal and Supreme Court

Article III of the Constitution and describe and Structure; Judicial review, Judicial

evaluate the process used by the Supreme Court restraint and judicial activism, use of

in choosing to hear, analyze, and decide a case. precedents

4. Students will apply knowledge of the roles 4. International-foreign policy ,War on

and responsibilities of the branches of the federal Terrorism, Privacy rights, Affirmative

government to analyze historic and current Action

public policy issues.



VII. D. The student will understand 1. Students will explain and analyze the unique

GOVERNMENT Governmental the sovereign status of relationship between American Indian Nations

AND Processes and American Indian Nations. and the United States Government.

CITIZENSHIP Institutions

VII. D. The student will understand 1. Students will describe the procedures involved 1. Initiative, referendum, recall

GOVERNMENT Governmental the role and influence of in the Minnesota and national voting, and

AND Processes and political processes and election process, including the Minnesota caucus

CITIZENSHIP Institutions organizations. system.

2. Students will examine the impact of A merican

political parties and on elections and public

policy.

3. Students will examine the role of interest

groups, think tanks, the media, and public

opinion on the political process and public policy

formation.









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VII. D. The student will analyze the 1. Students will describe how the world is 1. Trade, diplomacy, treaties and

GOVERNMENT Governmental relationships and aligned politically and give examples of the ways agreements, military actions

AND Processes and interactions between the nation states interact. 3. Competition for resources and

CITIZENSHIP Institutions United States and other 2. Students will compare and contrast the territory, differences in system of

nations and evaluate the structure and organization of various forms of government, human rights issues,

role of the U.S. in world political systems, including the U.S. government. religious or ethnic conflict

affairs. 3. Students will describe how governments 4. Diplomacy, foreign aid, military aid,

interact in world affairs and explain reasons for humanitarian aid, treaties, sanctions and

conflict among nation states. military intervention

4. Students will describe the ways the U.S. 5. United Nations, non-governmental

government develops and carries out U.S. organizations, treaties, national

foreign policy and analyze how individuals, sovereignty

businesses, labor, and other groups influence

U.S. foreign policy.

5. Students will explain and evaluate

international organizations and international law

and how participation in these organizations and

international law is voluntary.

6. Students will explain the effects of

developments in other nations on state and

community life in Minnesota, and explain the

role of individuals in world affairs.



VII. D. The student will understand 1. Students will examine the structure and

GOVERNMENT Governmental Minnesota state and local process of Minnesota Government as created by

AND Processes and government structure and the Minnesota Constitution.

CITIZENSHIP Institutions political processes. 2. Students will compare the Minnesota

Constitution with the U.S. Constitution.

3. Students will describe powers, features, and

procedures of local government in Minnesota.









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