Kindergarten - Minnesota Legislature · Kindergarten - Grade 3: The ... Students will compare and...

Minnesota Academic Standards in Social StudiesThird Draft: February 137, 2004

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Minnesota Academic StandardsHistory and Social Studies

Kindergarten - Grade 3: The expectation is that these standards will be incorporated into the language arts and math curricula as appropriate, as well as into discussions ofclassroom management and behavior. Note: The grade level designations in the K-3 Minnesota Academic Standards for History and Social Studies are stronglyrecommended. However, school districts may place the K-3 standards at grade levels that accommodate their particular curriculum, provided that all standards have beenmastered by the end of grade 3.

KindergartenIntroduction to History and Social Studies

Strand Sub-Strand Standards Benchmarks ExamplesI. U.S. HISTORY A. Famous People

in AmericanHistory

The student will recognizepeople who contributed toUnited States history.

1. Students will know people associated with national holidays, includingChristopher Columbus, pilgrims and Squanto, George Washington and MartinLuther King, Jr.

II. WORLDHISTORY

A. Famous Peoplein World History

The student will becomeaware of individuals orgroups that have shapedthe world.

1. Students will compare and contrast how people lived in earlier times andtoday.2. Students will become aware that people have moved and exploredthroughout the world.

1. Covered wagons andcars; letters and telephonecalls2. Pioneers moving west

III. ESSENTIALSKILLS

A. Concepts ofTime

The student will be able toplace events inchronological order.

1. Students will identify and order the days of the week, months of the yearand seasons.2. Students will compare and contrast terms for concepts of time such as past,present and future.

IV.GOVERNMENTANDCITIZENSHIP

A. CharacterTraits of GoodCitizens

The student willunderstand the charactertraits that make for a goodcitizen.

1. Students will recognize, from stories and real life examples, the traits thatmake for good citizen: honesty, courage, patriotism and individualresponsibility.2. Students will give examples of and exhibit the behavior of good citizens oftheir classroom, including respect, kindness, self-control, cooperation, sharingcommon resources and good manners.


B. Rights,Privileges andResponsibilities

The student willunderstand the rights, andresponsibilities andprivileges of being ahuman being and a citizen.

1. Students will explain the reasons why we have rules, consequences andprivileges.2. Students will give examples of responsible behavior towards others,property, the environment and themselves, and will predict consequences thatfollow as a result of responsible and irresponsible behavior..


C. PatrioticSymbols, Songsand Events

The student will recognizesymbols of our nation.

1. Students will recognize the symbols and songs that identify our nationincluding, but not limited to, the United States flag, the Pledge of Allegiance,the national anthem and Independence Day.2. Students will recognize and name the President of the United States.

V.GEOGRAPHY

A. Concepts ofLocation

The student will usedirectional and positionalwords to describe people,places and things.

1. Students will describe the location of people, places and things by usingpositional words.2. Students will use maps and globes to locate places referenced in stories andreal life situations.

1. Near/far, above/below,left/right, behind/in front


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Kindergarten - Grade 13: The expectation is that these standards will be incorporated into the language arts and math curricula as appropriate, as well as into discussionsof classroom management and behavior. Note: The grade level designations in the K-3 Minnesota Academic Standards for History and Social Studies are stronglyrecommended. However, school districts may place the K-3 standards at grade levels that accommodate their particular curriculum, provided that all standards have beenmastered by the end of grade 3.

Grade 1Introduction to History and Social Studies

Strand Sub-Strand Standard Benchmarks Examples

I. U.S. HISTORY A. Famous Peopleand Ggroups inAmerican History

The student will recognizepeople, groups and events thatcontributed to the UnitedStates history.

1. Students will know historical figures and groups andtheir contributions to American history, includingPocahontas, George Washington, Betsy Ross, BenjaminFranklin, Harriet Tubman, Abraham Lincoln, MartinLuther King, African slaves, indentured servants, andimmigrants.2. Students will know the significance of holidayscelebrated within the United States.

1. William Bradford,Sequoya, Clara Barton,Chief Joseph of the NezPerce, George WashingtonCarver2. Independence Day, Cincode Mayo, Hanukkah,Christmas, Kwanzaa,Ramadan, Hmong New Year

II. WORLDHISTORY

A. FamousCivilizations inWorld History

The student will recognizecivilizations that have shapedthe world.

1. Students will give examples of civilizations of theancient world and highlights of their cultures.

1. Chinese, Egyptian,Indian, Mayan,Mesopotamian(government, art, daily life,architecture, science)


A. Concepts of Time The student will be able toplace events in chronologicalorder.

1. Students will create a timelines related to their ownlives and to topics studied..2. Students will distinguish among units of time such asweeks, months and years.

IV. GOVERNMENTAND CITIZENSHIP

A. Character Traits ofGood Citizens

The student will understandthe character traits that make agood citizen.

1. Students will define what it means to be a citizen interms of loyalty, membership and self-government.2. Students will give examples of citizen virtue,including but not limited to honesty, courage,cooperation, patriotism and individual responsibilityfrom literature and real life examples.

2. Hard-work, generosity,self-reliance, love ofAmerica, gentleness, even-temper, friendliness


B. Rights, Privilegesand Responsibilities

The student will understandthe rights, and responsibilitiesand privileges of being ahuman being and a citizen.

1. Students will explain what constitutes a right, aprivilege, a responsibility or a duty within theirclassrooms and the nation.2. Students will identify the Declaration ofIndependence and the Constitution as America’sfounding documents that outline rights and duties.

1. Voting, protection by thelaw, obeying rules and laws


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C. Patriotic Symbols,Songs, and Events

The student will recognizesymbols, songs and events ofour nation and state.

1. Students will identify and describe how Americansshow respect for national symbols, songs and events.2. Students will identify the Governor of Minnesota andstate symbols.

1. American flag, baldeagle, Statue of Liberty, theWhite House and patrioticsongs2. The state flag, the stateflower and the state bird

V. GEOGRAPHY A. Concepts ofLocation

The students will usedirectional and positionalwords to describe people,places and things.

1. Students will explain that an address locates aspecific place.2. Students will name and use directional words todescribe locations of places in the school andcommunity.

1. Street address, apartmentnumber, classroom number2. Near/far, above/below,left/right, behind/in front,high/low, north/south,east/west

V. GEOGRAPHY B. Maps and Globes The student will use andcreate maps and globes tolocate people, places andthings.

1. Students will locate places by using simple maps, andunderstand that maps are drawings of locations andplaces as viewed from above.2. Students will recognize and locate the outline shapeof the state of Minnesota on a map/globe.

1. Find their desk in a mapof their classroom2. Point to or markMinnesota on a political map

VI. ECONOMICS A. Economic Choices The student will understandthat economic choices arenecessary in life.

1. Students will identify the difference between basicneeds (food, clothing, and shelter) and wants (thingspeople would like to have).2. Students will explain that money can be used to buygoods and services.

1. Food vs. video game2. Quarter in gum ballmachine


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Strand Sub-Strand Standard Benchmarks ExamplesI. U.S. HISTORY A. Famous people

and events inAmerican History

The student will recognizepeople, groups and events thatcontributed to the United Stateshistory.

1. Students will identify and know the role ofindividuals and groups associated with explorationand expansion within the United States andMinnesota, explain the challenges they faced andhow they dealt with them, and identify their impact.2. Students will explain how diverse native andimmigrant peoples have contributed to Americanhistory, including the role of American Indianagricultural techniques, and the fur trade.

1. Sacagawea, Lewis and Clark andthe Corps of Discovery, DanielBoone, SamStephen Austin, ZebulonPike, Four Bears, the Mandan2. The Dakota, The Ojibwe, PlainsIndian Tribes, Chinese and Irishlabor on the transcontinental railroad

II. WORLDHISTORY

A. FamousPeople in WorldHistory

The student will recognizeindividuals who have shapedthe world.

1. Students will give examples of people whosecontributions have influenced the world.

1. Mahatma Gandhi, FlorenceNightingale


A. Concepts ofTime

The student will be able toplace events in chronologicalorder.

1. Students will create a timeline.2. Students will recognize that things change overtime, and compare and contrast differences overtime.

2. Transportation andcommunication



The student will recognize theimportance of individual actionand character in shaping civiclife.

1. Students will explain how citizens andstatesmen, including George Washington, AbrahamLincoln, Harriet Tubman, Martin Luther King, Jr.,and Susan B. Anthony, faced and dealt withchallenges haveand have made a difference inothers’the lives of others..

1. Abigail Adams, FrederickDouglass, Clara Barton, Booker T.Washington, Rosa Parks


B. Rights,Privileges andResponsibilities

The student will understand therights and, responsibilities, andprivileges of being a humanbeing and a citizen.

1. Students will understand and explain that theDeclaration of Independence is the foundingdocument that sets forth the guiding principles forthe government of our nation and declares thatindividuals have rights, including life, liberty andthe pursuit of happiness.2. Students will understand and explain that theConstitution establishes how our nation isgoverned, including the separation of powers intothree branches of government.


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Strand Sub-Strand Standard Benchmarks ExamplesIV.GOVERNMENTANDCITIZENSHIP

C. PatrioticSymbols, Songsand Events

The student will recognizesymbols of our nation

1. Students will recognize and explain thesignificance of national symbols.2. Students will become familiar with patrioticevents and holidays in America.

1. Mount Rushmore, the LibertyBell, the Washington Monument andthe Statue of Liberty2. Memorial Day, Flag Day,Veterans’ Day, Independence Day,and Presidents’ Day

V. GEOGRAPHY A. Concepts ofLocation

The student will use directionaland positional words todescribe people, places andthings.

1. Students will use the equator and poles asreference points to describe locations.2. Students will compare distances between two ormore places shown on a map with simple terms,such as farther and closer.

1. Point to or mark United States,Minnesota, Europe, and Africafeatures on map of the world andglobe, in relation to the poles and theequator2. Determine which is farther fromMinnesota: Texas or Alaska

V. GEOGRAPHY B. Maps andGlobes

The student will use and createmaps and globes to locatepeople, places and things.

1. Students will create and interpret simple mapsusing the map elements of title, direction, andsymbols, and a map key or legend.2. Students will locate the continents and oceans ona map of the world and a globe.3. Students will recognize the outline shape of thecontiguous United States.4. Students will recognize the outline shapes ofcountries and locate cultures and civilizationsstudied in history.

1. Make a map to illustrate a topic inhistory or a story from the readingcurriculum2. Point out borders that touch othercountries or water and know thelocation of Alaska and Hawaii3. Mark or point to Canada, Mexico,Egypt, China, India and Japan on aworld map and a globe

V. GEOGRAPHY C. PhysicalFeatures

The student will be able todistinguish between physicaland human-made features ofplaces on the Earth’s surface.

1. Students will name and locate physical featuresof the United States, including places about whichthey have read.2. Students will name and locate major human-made features of the United States, includingfeatures about which they have read.3. Students will locate and describe places aboutwhich they read.

1. Deserts, mountain ranges, majorrivers2. Major cities, capital of Minnesotaand their hometown

VI. ECONOMICS A. Producers andConsumers

The student will understand therelationship betweenconsumers and producers inregards to goods and services.

1. Students will distinguish between producers andconsumers and between goods and services.2. Students will identify different denominations ofcurrency and coins that are used to pay for goodsand services, and compare and contrast their value.

1. Farmer vs. diner at restaurant;hamburger vs. haircut2. Quarter, dime, nickel, penny


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Strand Sub-Strand Standard Benchmarks ExamplesVI. ECONOMICS B. Economic

ChoicesThe student will understandthat economic choices arenecessary in life.

1. Students will understand and explain that theconcept of scarcity means that one cannot have allthe goods and services that one wants.2. Students will recognize that because of scarcitythey need to make choices.

1. Not everything on birthday wishlist is received2. Art project with not enoughmaterials (sharing), dividing 10cookies withamong 20 students


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Strand Sub-Strand Standard Benchmarks ExamplesI. U.S. HISTORY Pre-history through

1607The student will understandthat large and diverse AmericanIndian Nations were theoriginal inhabitants of NorthAmerica.

1. Students will learn examplescompare waysof life of Indian Nations from differentregions of North America.

1. Iroquois, Cherokee, Ojibwe,Dakota, Hopi, Navajo, Yakama

I. U.S. HISTORY Pre-history through1607

The student will demonstrateknowledge of Europeanexploration of the NorthAmerican continent and theresulting interaction withAmerican Indian Nations.

1. Students will identify key Europeanexplorers and how their voyages led to theestablishment of colonies.2. Students will know and explain thatinteractions between American Indian tribesand European explorers had positive impacts,including the establishment of tradingrelationships, positive and negative impacts.,such as the introduction of new diseases.

1. Christopher Columbus, JacquesCartier, Henry Hudson, Ponce de Leon,John Smith2. “Trade goods,” Tradingrelationships, wampum,, smallpox

II. WORLDHISTORY

A. Famous Peoplein World History

The student will recognizeindividuals or groups that haveshaped the world

1. Students will become familiar with peoplewho have made cultural (scientific, artistic,literary, and industrial) contributions to worldhistory, and analyze the significance of theircontributions.2. Students will give examples ofcontributions of past civilizations and analyzetheir impact.

1. Leonardo da Vinci, Michelangelo,Johann Gutenberg, Jonas Salk, WilliamShakespeare, Mahatma Gandhi, MarieCurie2. Persian, Indian, Chinese, andJapanesePersian, Egyptian, Indian,Chinese, Japanese


A. Concepts ofTime

The student will construct anoverview of the eras includedin world history.

1. Students will create a graphicrepresentation of the eras in world historyfrom pre-history to 1650 A.D.


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Strand Sub-Strand Standard Benchmarks ExamplesIV.GOVERNMENTANDCITIZENSHIP

A. Character Traitsof Good Citizens

The student will demonstrateknowledge of personalcharacter traits that facilitatethoughtful and effectiveparticipation in civic life andwill know the definition of astatesman.

1. Students will understand the importance ofcitizens having certain character traits, andthat a citizen has the duty to respect the lawand the rights of others.2. Students will identify a statesman as acivic leader concerned with keepinggovernment and civil society true to theprinciples and practices of the Declaration ofIndependence and the Constitution.3. Students will become familiar with thecharacter traits of statesmen includingPresidents George Washington and AbrahamLincoln in order to understand why each hasbeen so widely respected over time.

1. Responsibility, courage, self-reliance, trustworthiness,accountability, generosity, honesty,courtesy, cooperation, patience,patriotism, self-restraint32. Truthfulness, courage, moderation,love of justice, kindness, civic leaderswho were true to the principles andideals of the Declaration ofIndependence and the Constitution.


B. Rights, Privilegesand Responsibilities

The student will understand theconcept of rights and duties andwill know the basic concepts ofthe United States as aconstitutional republic.

1. Students will understand and explain thefounders’ view that inalienable rights, alsocalled natural rights, derive the fact that all arecreated free and equal human beings.2. Students will recognize that an importantideal in the United States is that all citizensare meant to have equal rights and dutiesunder the law, called civil rights and duties.3. Students will recognize and explain theprinciple of majority rule and minority rights.43. Students will compare and contrast thefunctions of legislative, executive, andjudicial branches.


C. PatrioticSymbols, Songs,and Events

The student will identify anddescribe the symbols, icons,songs and traditions of theUnited States that illustrateAmerican ideals and provide asense of community.

1. Students will identify songs that expressAmerican ideals, and analyzeexplain how thelyrics express these ideals.2. Students will know the Pledge ofAllegiance and explain its origin.3. Students will know the United States flagetiquette.4. Students will know the significance of thenational holidays and analyze and explain theheroism and achievements of the peopleassociated with them.

1. The National Anthem, America theBeautiful4. Memorial Day, Thanksgiving,Presidents’ Day, the Fourth of July,Labor Day, Veterans’ Day, MartinLuther King, Jr. Day


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Strand Sub-Strand Standard Benchmarks ExamplesV. GEOGRAPHY A. Concepts of

LocationThe student will demonstrateworking knowledge of thecardinal directions.

1. Students will use cardinal and intermediatedirections to locate places.

1. Describe the directionalrelationships between home and placesstudied (N, NE, E, SE, S, SW, W, NW)

V. GEOGRAPHY B. Maps and Globes The student will use maps andglobes to demonstrate specificgeographical knowledge.

1. Students will locate on a map the majorworld countries, and states and major cities ofthe United States.2. Students will use an atlas to locategeographic information.

1. Ancient civilizations, capitals ofmajor countries, largest cities in theUnited States2. Use index to find latitude andlongitude of places studies and findthose places on a map in the atlas

V. GEOGRAPHY C. Physical Features The student will identifyspecific landforms andwaterways on a map usinggeographical terms.

1. Students will locate major river systemsand mountain ranges on continents studied.2. Students will explain and use introductorygeographical terms.

1. Nile River, Mekong River,Himalayan Mountains, Alps2. Tributary, boundary, island

VI. ECONOMICS A. Producers andConsumers

The student will understand therelationship betweenconsumers and producers inregards to goods and services.

1. Students will recognize and explain thatnatural resources, human resources, andhuman-made resources are used in theproduction of goods and services.2. Students will give examples of how anindividual can be both a consumer and aproducer.

1. Trees for paper, people, scissors2. Farmers who buy seed and sell corn

VI. ECONOMICS B. EconomicChoices

The student will understandeconomic choices are necessaryin life.

1. Students will give examples of tradeoffs(opportunity costs).2. Students will understand and explain thatas producers they can earn money (income)that can be spent or saved as they choose.

1. Invited to two birthday parties onthe same day2. Earnings from lemonade stand canbe put in piggy bank or spent on candy


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Grades 4-6: The grade level designations in the 4-6 Minnesota Academic Standards for History and Social Studies are strongly recommended. However, school districtsmay place the 4-6 standards at grade levels that accommodate their particular curriculum, provided that all standards have been mastered by the end of grade 6.

Grade 4Local History, World History and Geography


LOCALHISTORY

Each local district can set its own standards related to the history and geography of that particular area, and how they integrate into the history andgeography of the state and the rest of the world.



The student will understandthe importance ofparticipation in civic life.

1. Students will recognize and explain the ways inwhich individuals participate in civic life in theircommunities.2. Students will understand the structure and servicesof local government in their community.3. Students will recognize and explain the principlesof majority rule and minority rights.

1. Running for elected office,supporting those running for office,informed voting, serving on schoolboard and city council2. Parks, libraries, schools, jails

II. WORLDHISTORY

WorldCivilizations,prehistory to1000 B.C.

The student will demonstrateknowledge of how ancientcivilizations differ from ourworld today..

1. Students will describe and analyzeinterpretarcheological evidence of early cultures using mapsand timelines.2. Students will compare and contrast thecharacteristics of at least two ancient cultures.

2. River civilizations such asMesopotamia (Tigris and Euphrates),Egyptian (Nile), and India(Indus)Chinese, Egyptian, Indian,Mesopotamian

II. WORLDHISTORY

WorldCivilizations,1000 B.C. to 500A.D.

The student will demonstrateknowledge of how worldcivilizations of the pastcontinue to influence thepresent.

1. Students will identify and explainhighlightscharacteristics of classical Greek, Roman,and Mesoamerican civilizations of this era, andcompare and contrast significant aspects of thesecultures.compare and contrast significant aspects of atleast two of these cultures.

1. Government, art, architecture,daily life and mythologyagriculturalproducts, word origins, references tomythology

II. WORLDHISTORY

WorldCivilizations,1000 B.C. to 500A.D.

The student will demonstrateknowledge of the history andrise of major world religions.

1. Students will locate and map areas of major worldreligions and how they have changed geographically,including Judaism, Hinduism, Buddhism, Christianity,and Islam, and note the presence of multipleindigenous religious traditions.2. Students will identify major tenets and key figuresof these religions.

II. WORLDHISTORY

WorldCivilizations,500-1000 A.D.

The student will demonstrateknowledge of worldcivilizations and cultures.

1. Students will compare and contrast characteristicsof at least two Eurasian cultures in this era,includingsuch as the Byzantine Empire, MedievalEurope, China, Japan, and the Middle East.

1. Feudalism, castles, monasteries,walled towns, Viking explorations,mathematics and science, land use,transportation


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Strand Sub-Strand Standard Benchmarks ExamplesII. WORLDHISTORY

WorldCivilizations,500-1000 A.D.

The student will demonstrateknowledge of Early Africankingdoms.

1. Students will locate and identify major Africanculturescivilizations, including, Kush and Ghana.2. Students will explain the importance of trade andlearning within the African kingdoms., and analyzetheir impact.

II. WORLDHISTORY

RegionalInteractions,1000-1500 A.D.

The student will demonstrateknowledge of interactionsamong Eurasian civilizations.

1. Students will examine and analyze interactions andregional trade patterns among Europe, East Asia andthe Middle East.

1. Marco Polo, Silk Road, Mongols,Genghis Khan and Prince Henry ofPortugal

II. WORLDHISTORY


The student will demonstrateknowledge of civilizations ofthe Americas.

1. Students will compare and contrast major featuresof the Aztec and Incan civilizations.

1. Mathematics, astronomy,transportation, art, architecture,agriculture

II. WORLDHISTORY


The student will demonstrateknowledge of theRenaissance in Europe.

1. Students will describe a "rebirth" of ideas fromancient Greece and Rome.2. Students will analyze the contributions of peopleassociated with the arts, learning and science of thisera, and identify the significance of their contributions.

2. Michelangelo, Leonardo da Vinci,Johann Gutenberg


A. Concepts ofTime

The student will acquireskills of chronologicalthinking.

1. Students will develop a chronological sequence ofpersons, events and concepts in each historical erastudied this grade.

V.GEOGRAPHY

B. Maps andGlobes

The student will use mapsand globes to demonstrateknowledge of the world.

1. Students will use political, physical and thematicmaps to locate major physical and cultural regions ofthe world and ancient civilizations studied.2. Students will locate and map areas of major worldreligions and how they have changed geographically,including Judaism, Hinduism, Buddhism, Confucism,Christianity, Islam, and indigenous religious traditions.

1. Locate continents and oceans, uselegends to decode symbols, use mapscale to measure distances, understandelevation and relief, locate placesusing latitude and longitude

V.GEOGRAPHY

C. PhysicalFeatures

The student will be able usebasic terminology describingbasic physical and culturalfeatures of continentsstudied.

1. Students will locate and describe major physicalfeatures and analyze how they influencedcultures/civilizations studied.2. Students will describe and locate major physicalfeatures in their local community and analyze theirimpact on the community.

1. Mountain systems, river basin,deserts, and plains2. Rivers, bluffs, lakes, forests, farmland

V.GEOGRAPHY

D.Interconnections

The student will giveexamples that demonstratehow people are connected toeach other and theenvironment.

1. Students will identify factors that drew people totheir local communities.2. Students will analyze how human activities areinfluenced by the physical environment.

1. Mining activity, political freedom2. Housing, clothing, jobs, recreation,agriculture, products, economicactivity Influence of the land andclimate on people who live in variousareas


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Strand Sub-Strand Standard Benchmarks ExamplesV.GEOGRAPHY

E. EssentialSkills

The student will createsimple maps using standardcartographic procedures.

1. Students will create a map with the basic mapelements of title, author, orientation, date and legend.2. Students will create a map of their local community.

1. Map of the regions of Minnesotaand of their local community

VI.ECONOMICS

A. Producers andConsumers

The student will understandthe concept ofinterdependence in relationto producers and consumers.

1. Students will compare and contrast the roles ofproducers and consumers.2. Students will recognize that producers cannot existwithout consumers and vice versa.

1. Girl Scouts supply cookies,consumers demand them2. Lakeside canteen shuts downduring winter

VI.ECONOMICS

B. EconomicChoices

The student will understandbasic principles of economicdecision-making.

1. Students will explain money management skills ofsaving, spending, and borrowing, and the impact ofeach.2. Students will apply a decision-making process tomake informed choices.

2. Taste testing to determine colapreferenceState the problem, identifyalternatives using explicit criteria,make a decision, explain the choicethat was made.


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Grade 5U.S. History

Strand Sub-strand Standards Benchmarks ExamplesI. U.S. HISTORY Colonization and

Conflict, 1607-1780s

The student willdemonstrate knowledgeof the colonies and thefactors that shapedcolonial North America.

1. Students will explain and understand the political,religious, social, and economic events and conditions thatled to the colonization of America, and analyze their impact.2. Students will compare and contrast life within thecolonies and their geographical areas, including NewEngland, Mid-Atlantic, and Southern colonies, and analyzetheir impact.3. Students will know and understand colonial life inAmerica from various perspectives.4. Students will identify the growing differences andtensions between the colonies, England and American Indiantribes.

1. Religious persecution in Europe2. Plantation agriculture, maritimeindustries (whaling, shipping,fishing, ship building), familyfarming, animal husbandry3. Large landowners, farmers,artisans, women, American Indians,slaves, and indentured servants,Iroquois Confederacy, missionaries4. Pequot War, French and IndianWar

I. U.S. HISTORY Political Unrestand the AmericanRevolution 1763-mid-1791

The student willdemonstrate anunderstanding of thecauses and course of theAmerican Revolution

1. Students will understand issues and events that led to theAmerican Revolution, and analyze how these events affectedthe move toward independence from Britain.2. Students will analyze the roles of key individuals andpolitical leaders in the American Revolution.3. Students will know and understand key factors and eventscontributing to the colonials’ defeat of the British.

1. The Proclamation of 1763, theStamp Act, the Boston Tea Party,the Intolerable Acts2. Samuel Adams, BenjaminFranklin, Patrick Henry, CrispusAttucks, Betsy RossAbigail Adams,Thomas Jefferson, Thomas Paine,George Washington FrancisMarion, John Hancock, NathanHale3. Differences in warfare style, theCommittees of Correspondence, theBattles of Trenton, Saratoga,Yorktown

I. U.S. HISTORY Political Unrestand the AmericanRevolution 1763-mid-1791

The student willdemonstrate knowledgeof how the principles ofthe AmericanRevolution became thefoundation of a newnation

1. Students will know and understand basic principles of thenew government established by the Constitution of theUnited States.2. Students will know reasons why the United Statesdeveloped the Constitution, including the debates andcompromises that led to the final document.

1. Separation of powers, threebranches of government, checks andbalances


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Grade 5U.S. History

Strand Sub-strand Standards Benchmarks ExamplesI. U.S. HISTORY Growth and

WestwardExpansion, 1801-1861

The student willdemonstrate knowledgeof western expansion,conflict, and reform inAmerica from 1801-1861.

1. Students will examine the processes that led to theterritorial expansion of the United States including wars andtreaties with foreign nations and Indian nations, theMexican-American War, annexation, Louisiana Purchase,other land purchases, and the removal of American Indiansto reservations.2. Students will analyze the impact of inventions andtechnologies on life in America, including the cotton gin, thesteamboat, and the telegraph.

1. The acquisitions of Florida,Texas, Oregon, and California, theMormon Trail, frontier families2. The reaper, the steamlocomotive, construction of canals

I. U.S. HISTORY Civil War andReconstruction,1850s-1870s

The student willdemonstrate knowledgeof the causes of the CivilWar.

1. Students will identify and analyze the main ideas of thedebate over slavery, including human rights, abolitionism,states’ rights, and explain how they resulted in majorpolitical compromises.2. Students will identify on a map the states that secededfrom the Union, and those that remained in the Union.

1. Harper’s Ferry, The MissouriCompromise, the Kansas-NebraskaAct, the Dred Scott case, rise of theRepublican Party, Harriet BeecherStowe

I. U.S. HISTORY Civil War andReconstruction,1850s-1870s

The student willdemonstrate knowledgeof major events andpeople of the Civil War.

1. Students will know and understand the roles ofsignificant figures and battles of the Civil War Era andanalyze their significance, including Frederick Douglass,Abraham Lincoln, Jefferson Davis, Harriet Beecher Stowe,Harriet Tubman, and Battle of Gettysburg.2. Students will analyze the effects of the war and its effectsfrom the perspectives of Union and Confederate soldiers andcivilians (including free blacks, women, and slaves).

1. William Lloyd Garrison, DredScott, John Brown, Ulysses S.Grant, Robert Lee2. 13th Amendment


A. Concepts ofTime

The student will acquireskills of chronologicalthinking.

1. Students will develop a chronological sequence ofpersons, events and concepts in each historical era studied inthis grade.


B. HistoricalResources

The student will begin touse historical resources.

1. Students will identify, describe and extract informationfrom various types of historical sources, and determinewhether a source is a primary or secondary source, andwhether it is a credible source.


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Grade 5U.S. History

Strand Sub-strand Standards Benchmarks ExamplesIV.GOVERNMENTANDCITIZENSHIP

A. America’sFoundingDocuments

The student will studythe Declaration ofIndependence andunderstand its principlesand civic importance

1. Students will identify, understand, and analyze the ideasof political, economic and religious liberty that shaped therevolutionary movement in the colonies and led to theDeclaration of Independence.2. Students will understand key principles in the Declarationof Independence, with emphasis on human equality andnatural rights, and national sovereignty.3. Students will examine and analyze the grievances againstKing George III listed in the Declaration of Independence.4. Students will understand, analyze and discuss thesignificance of the founders’ sense of duty and honor– andhow this sense of personal sacrifice was shared by allpatriots.

4. “We pledge to each other ourlives, our fortunes and our sacredhonor.”


A. America’sFoundingDocuments

The student willunderstand that theConstitution forms anational governmentguided by theDeclaration’s principles,and the role of theConstitution inestablishing agovernment that wasdifferent from all others.

1. Students will understand and explain how theConstitution establishes the rule of law, not of men, and isthe highest law of the United States.2. Students will compare and contrast the three branches ofgovernment and explain the concepts of separation ofpowers and checks and balances.3. Students will explain the protections the Bill of Rightsprovides to individuals, and that the Constitution can beamended.4. Students will compare and contrast government structuresand individual rights in the United States to those in otherforms of government.

3. Amendments 1, 2 and 44. Oligarchy, monarchy,dictatorship


B. America’sFoundingPrinciplesRestated in theGettysburgAddress

The student willunderstand how the CivilWar War re-formed anational governmentguided by the gave riseto a renewed respect forthe Declaration’sprinciples.

1. Students will analyze the Gettysburg Address andidentify its significance in restating America’s foundingprinciples about rights, duties and sacrifice.2. Students will explain that Lincoln’s understanding of thefounders’ principles includes that the principles of theDeclaration of Independence are universal and applicable toall people at all times.


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Grade 5U.S. History

Strand Sub-strand Standards Benchmarks ExamplesV.GEOGRAPHY


The student will be ableto identify and locatemajor physical andcultural features thatplayed an important rolein the history of theUnited States.

1. Students will locate and name all 50 states, territories,mountain ranges, major river valleys, state capitals andcities, as studied.2. Students will locate the areas that were the major sourceregions for immigrants to the United States from 1800 to1877.

1. Great Lakes, Mississippi River,Appalachian Mountains, RockyMountains, Northwest territory,District of Columbia2. West Africa, Ireland, Germany,China

V.GEOGRAPHY

B. Maps andGlobes

The student will usemaps and globes todemonstrate specific andincreasingly complexgeographic knowledge.

1. Students will distinguish differences among, uses of andlimitations of, different kinds of thematic maps used todescribe the development of the United States.

1. Isoline (climate), dot(population), choropleth (income),bounded area (vegetation), etc.

V.GEOGRAPHY

C. PhysicalFeatures

The student will identifyand locate geographicfeatures associated withthe development of theUnited States.

1. Students will identify physical features and analyze theirimpact as either hindering or promoting settlement,establishment of cities and states, and economicdevelopment in the United States.

1. Mohawk Depression, OhioRiver, Appalachian Mountains,California gold fields

V.GEOGRAPHY

D.Interconnections

The student will identifyexamples of thechanging relationshipsbetween patterns ofsettlement and land useand topographicfeatures.

1. Students will analyze how changes in technologypromoted development in certain partsvarious regions of theUnited States between 1800 and 1877.2. Students will analyze how changes in transportationaffected settlement of the country between 1800 and 1877.3. Students will locate the areas people moved from and to,between 1800 and 1877.

1. Invention of the sod-breakingsteel plow or blast furnace that usescoal instead of charcoal2. Canals in early 1800s;steamboats in the mid-1880s,3. Westward expansion, settlementof Minnesota, areas people movedfrom and to.

VI.ECONOMICS


The student willunderstand basiccomponents of a marketeconomy.

1. Students will explain that in market economies,individuals earn income by working for firms to producegoods and services, and firms incur costs by hiringindividuals and earn revenue by selling goods and services.2. Students will explain how a market economy answers thequestions of what gets produced, how it is produced, andwho receives it.

1. Simplified circular flow ofeconomic activity2. Clothes are produced becauseconsumers want them. Textiles areproduced in factories because oftheir efficiency. Consumers maybuy clothes if they are willing andable to pay the price

VI.ECONOMICS


The student willunderstand the conceptsof markets and prices.

1. Students will explain that a market exists whenconsumers buy and producers sell goods and services.2. Students will explain how the price of a good isdetermined by supply and demand (the interrelationshipbetween production and consumption).


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Grade 5U.S. History

Strand Sub-strand Standards Benchmarks ExamplesVI.ECONOMICS

B. EconomicChoices

The student willunderstand theimportance of economicincentives.

1. Students will analyze how people respond predictably topositive and negative economic incentives.

1. Subsidies of land grants torailroad helped buildtranscontinental railroad. Tariffsdiscouraged importation of foreigntextiles


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Grade 6: Note—Economics, geography, government and citizenship are all integrated into the Minnesota History standards.

Grade 6Minnesota History, World History

Strand Sub-Strand Standard Benchmark ExamplesI. MINNESOTAHISTORY

A. Pre-Contact to1650

The student willdemonstrate knowledgeof Minnesota’sindigenous peoples.

1. Students will describe the evidence of theindigenous cultures in Minnesota andunderstandexplain how to make reasoned inferencesfrom that evidence.2. Students will know explain the major historicalaspects of Dakota and Ojibwe culture, socialorganization and history, and be able to compare andcontrast them.

1. Paleo-Indian, Eastern Archaic,Woodland, Mississippian cultures2. Seasonal and semi-nomadiclifestyles, different concepts of time,woodland vs. plains culture, Ojibwemigration, historical controversy ofKathio battle, role of oral history, mythsand traditions

I. MINNESOTAHISTORY

B. Contact and FurTrade(1600-1810)

The student willdemonstrate knowledgeof early explorers and furtraders in Minnesota.

1. Students will describe how early explorers and furtraders affected the development of Minnesota,including, but not limited to, the establishment of furtrade posts, military forts and religious missions.2. Students will describe the economic and culturalimpact of the interaction between the Dakota andOjibwe and the explorers and fur traders.3. Students will identify and analyze the connectionof early explorers and fur traders to the political,economic, and religious systems of Europe and theUnited States.

1. Explorers Jean Nicolet, Sieur deRadisson, Sieur de Luth, Louis Jolliet,Father Jacques Marquette, Father LouisHennepin, Pierre Charles Le Sueur,Zebulon Pike, John Sayer, Henry Sibley,George Bonga2. Exchange of goods in the fur trade,economic and social relationshipsbetween traders and Indian tribes, roleof women in the fur trade, impact ofearly missionaries on the Dakota and theOjibwe3. Economic impact of fur trade inEurope, motivations and goals ofexplorers, traders, and missionaries,impact of wars and treaties on control ofthe fur trade


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C. Early Settlementand Statehood(1810-1860)

The student will knowand understand the factorsthat led to rapidsettlement of Minnesotain the early 19th centuryand the changes the newMinnesotans brought withthem.

1. Students will explain why early settlers came toMinnesota and analyze their impact on Minnesota’spolitical, cultural, and physical landscapes.2. Students will describe the process of Minnesota’sbecoming a territory and then a state.3. Students will describe why and how theMinnesota Indian Nations negotiated treaties withthe United States, and the impact of these treaties forthe Ojibwe, the Dakota, and the settlers.

1. Influence of early Yankeeimmigrants, influence of Scandinavianimmigrants, Josiah Snelling, HenrySibley, Alexander Ramsey, HarrietBishop, James Goodhue, earlyagriculture, rise of timber industry,importance of rivers and steamboats,coming of the railroad, missionaries2. Northwest Ordinance of 1787,establishment of Minnesota Territory in1849, Minnesota statehood in 1858,adoption of state constitution3. Legal status of treaties as “Supremelaw of the land;” major treaties with theDakota and Ojibwe (especially those in1805, 1837, 1851, 1858); LawrenceTaliaferro and the Indian Agency at FortSnelling; Inkpaduta’s raid

I. MINNESOTAHISTORY

D. Civil War andDakota War(1860-1864)

The student will knowand understandMinnesota’s role and theimpact on the state of theCivil War and the DakotaWar of 1862.

1. Students will describe the attitudes ofMinnesotans toward slavery in the period before theCivil War and analyze the factors impacting theseattitudes.2. Students will describe Minnesota’s role in theCivil War, both on the home front and on thebattlefront, including the role of the First MinnesotaRegiment.3. Students will know and compare the differentperspectives on the causes and the effects of theDakota War of 1862.

1. Dred and Harriet Scott, ElizaWinston, Jane Grey Swisshelm, growthof Republican Party in Minnesota2. Battle at Gettysburg, Battle ofMissionary Ridge, soldier’s aid societies3. Traditional farming, ChristianizedDakota; role of traders, governmentagents, and missionaries; Battle of NewUlm, hangings at Mankato, Dakotaencampment at Fort Snelling, BishopHenry Whipple, Little Crow, Big Eagle,Dakota diaspora


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E. Industrial Era(1865-1914)

The student will knowand understandMinnesota’s majorindustries and theeconomic, social,political, andtechnological changesthat accompaniedindustrialization.

1. Students will know and explain the roles ofpeople, politics, natural resources, transportation,and technology in the development of Minnesota’searly industries (lumbering, mining, and agriculture).2. Students will describe the impact ofindustrialization on work, home, leisure life, politics,immigration, urbanization, and changes in thephysical landscape.3. Students will describe the various goals,strategies, and accomplishments of social reformmovements in Minnesota and analyze their impact.

1. Charles Pillsbury, James J. Hill,Frederick Weyerhauser, the MerrittBrothers, Henry Oliver, Laura IngallsWilder, Oliver Kelley, Bonanza Farms,Homestead Act, middlings purifier,harnessing St. Anthony Falls, railroads,foreign immigration, mechanizedagriculture, allotment of Indian land2. Lives of lumberjacks, mill workers,and farmers; growth of industry inMinneapolis and St. Paul; Hinckley fireand forestry reform; early labor unions,logging dams, damage to wild rice beds,movement of American Indians to cities3. Public health, women’s suffrage,allotment of Indian lands, Indianboarding schools, missionaries, AmandaLyles, Eva McDonald Valesh, ClaraUeland, Governor Samuel Van Sant,C.C. Andrews, rise of the Farmer-Laborparty


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F. World Wars I andII, the 1920s and theGreat Depression(1914-1945)

The student will knowand understand the impacton Minnesota of thesemajor national andinternational events:World War I and WorldWar II, the social andeconomic changes of the1920s and the GreatDepression.

1. Students will describe the issues that Minnesotansfaced during World War I and how they responded tothem.2. Students will describe the social, political, andeconomic changes that occurred during the 1920sand 1930s and issues related to those changes, andanalyze their impact.3. Students will describe Minnesota’s contributionsto World War II and analyze its the impact of thewar on Minnesota.

1. German-Americans, Governor J. A.Burnquist, Louis A. Fritsche, theMinnesota Commission of PublicSafety, Minnesota soldiers in France,women on the home front2. Charles Lindbergh, F. ScottFitzgerald, Sinclair Lewis, AndrewVolstead prohibition, John Dillinger,Frank B. Kellogg, Governor Floyd B.Olson, the Great Depression inMinnesota, Governor Harold E. Stassen,Indian Citizenship Act of 1924, IndianCivilian Conservation Corps, CivilianConservation Corps3. Wartime industries, supporting thewar effort on home front, Minnesotasoldiers, Fort Snelling language school,P.O.W. camps, internment ofconscientious objectors in SandstonePrison


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G. Post-World WarII to the Present(1945-)

The student will knowand understandMinnesota’s role in themajor social, economicand political changesoccurring nationally andinternationally during thelast half of the 20th

century through thepresent, and analyze itsimpact.

1. Students will understand thatexplain howMinnesota has both affected and been affected by theevents, people, and changes in the nation and theworld.2. Students will identify and describe significantdemographic changes in Minnesota and issuesrelated to those changes, and analyze the significanceof their impact.3. Students will develop and share theirunderstanding of what it means to be a Minnesotan,and what the significance of Minnesota is today forthe nation and the world.4. Students will be able to identify and describesignificant land use changes in Minnesota, issuesrelated to land use, and analyze their impact of thosechanges and issues.

1. Cold War, Civil Right’s Movement,Women’s Movement, American IndianMovement, Coya G. Knutson, MayoClinic, Warren Burger, Harry A.Blackmun, Eugene McCarthy, HubertH. Humphrey, Walter Mondale, RosalieE. Wahl, Marge Anderson, RoyWilkins, Cap Wigington, Dennis Banks,Sigurd F. Olson, Nellie Stone Johnson,Minnesota artists, reaffirmation ofsovereign treaty rights for the Dakotaand Ojibwe2. Hispanic, African and SoutheastAsian immigrants, growth of suburbs,rural population loss3. Comparisons of ethnic, religious, andcultural heritage role of Minnesotaindustries in national and world trade,Minnesota as a tourist destination,recognizing the role of the past inshaping the future4. Taconite mining, Boundary WaterCanoe Area Wilderness, Mall ofAmerica, consolidation of agriculture


A. Evaluatinghistorical sourcesand developinghistorical researchskills

The student willunderstand the role ofevidence, perspective andanalytical presentation inhistorical study.

1. Students will identify, describe and extractinformation from various types of historical sources,and determine whether a source is a primary orsecondary source.2. Students will identify different perspectives onmajor events, ideas and people in Minnesota’s pastand compare and contrast these perspectives.3. Students will demonstrate historical researchskills by creating a research project, based onlocating relevant information, analyzing andevaluating historical sources, and developing theirown presentations based on their research.


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Strand Sub-Strand Standard Benchmark ExamplesIII. ESSENTIALSKILLS

B. Developinghistoricalunderstanding

The student will begin todevelop historicalperspectives on currentissues.

1. Students will create timelines that demonstratetheir understanding of the sequence of events andpatterns of cause and effect.2. Students will connect the significance of the pastto their own lives and to their communities.

II. WORLDHISTORY

A. Emergence of aGlobal Age, 1450-1650, A.D.

The student willdemonstrate knowledgeof the age of exploration.

1. Students will identify explorers and examine theeffects of exploration as it relates to contact betweensocieties with different religions, values, andstructures.1. Students will identify explorers and locate theirroutes of exploration.

1. Trade, the growth of empires, andcompetition between nations, Eexplorersfrom Northern Europe, SouthernEurope, the roles of Christianity,Judaism, Hinduism, Buddhism,Confucism, Islam, and indigenousreligious traditions.

II. WORLDHISTORY


The student willdemonstrate knowledgeof the Reformation.

1. Student will know key figures of the Reformationera and analyze their contributions.

1. Martin Luther, John Calvin, HenryVIII, Loyola, Erasmus, Pope Leo X

II. WORLDHISTORY


The student willdemonstrate knowledgeof non-Europeancivilizations of the worldafter 1500 A.D.

1. Students will describe the location anddevelopment of various empires of the world, andanalyze their contributions.

1. Ottoman, Indian, Chinese, Japanese,African, American

II. WORLDHISTORY

B. Age ofRevolution andReaction, 1640-1920 A.D.

The student willdemonstrate knowledgeof scientific, political,economic and socialchanges during the 17th,18th, and 19th Centuries.

1. Students will identify key figures of the ScientificRevolution and analyze the significance of theircontributions to science.2. Students will compare and contrast at least twothemonarchical governments in the Age of Absolutism.3. Students will know the key figures in theintellectual movement known as the Enlightenmentand analyze the significance of their contributions.4. Students will understand the key features of theAmerican and French Revolutions, and compare andcontrast these events.

1. Galileo, Newton2. Louis XIV, Frederick the Great,Peter the Great, Catherine the Great3. Locke, Voltaire, Rousseau, AdamSmith

II. WORLDHISTORY


The student willdemonstrate knowledgeof political changes andindustrial developmentduring the 19th century.

1. Students will analyze and explore the impact ofthe Industrial Revolution on political and economicstructures during the 19th Century.

1. Capitalism, communism, socialism,labor unions


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Strand Sub-Strand Standard Benchmark ExamplesII. WORLDHISTORY


The student willdemonstrate knowledgeof the rise of colonialismand its effects worldwide.

1. Students will examine the effects of imperialismon the colonial culturessocieties of the 18th, 19th and20th Centuries.

1. Imperialism, mercantile economies;policies in Africa, Asia, America; socialconsequences, slave trade

V. GEOGRAPHYThese issues areintegrated into theMinnesota. Historystandards for thisgrade.


The student will be ableto identify and locatemajor physical andcultural features thatplayed an important rolein the history ofMinnesota.

1. Students will locate major Minnesota ecosystems,topographic features, continental divides, rivervalleys, and cities.

1. Great Lakes, Mississippi River, pineforests, iron ranges, St. Anthony Falls,prairies and hardwood forests

V. GEOGRAPHY B. Maps and Globes The student will be ableto use maps and globes todemonstrate specific andincreasingly complexgeographic knowledge.

1. Students will distinguish differences among usesof, and limitations of, different kinds of thematicmaps to describe the development of the Minnesota.

1. Isoline (climate), dot (population),choropleth (income), bounded area(vegetation), etc.

V. GEOGRAPHY C. Physical Features The student will identifyand locate geographicfeatures associated withthe development ofMinnesota.

1. Students will identify, and compare and contrastthe landforms, natural vegetation, climate, andsystems of rivers and lakes of Minnesota with thoseof other parts of the United States.2. Students will identify physical features thatshaped settlement and lifeways of the Dakota and theOjibwe and analyze their impact.3. Students will identify physical features that eitherhindered or promoted the development of the furtrade and the rapid settlement in the early 19th

Century.4. Students will identify physical features that eitherhindered or promoted the industrialization of thestate.

1. Eastern and southern states,mountain states2. Wild rice beds, long grass prairie,rivers, forests3. Great Lakes, river systems,confluence of Mississippi andMinnesota Rivers4. Mississippi river system, Red RiverValley, forests and prairies, Falls of St.Anthony, smaller water power sites,Iron Range, pine forests


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Strand Sub-Strand Standard Benchmark ExamplesV. GEOGRAPHY D. Interconnections The student will identify

examples of the changingrelationships between thepatterns of settlement andland use.

1. Students will give examples of how changes intechnology made some locations in Minnesota moresuitable for urbanization than others.2. Students will analyze how changes intransportation affected settlement of the state.3. Students will explain the importance of sitefeatures in the establishment of Minnesota’s largestcities.4. Students will explain the changing situation ofMinnesota’s largest cities and suburbs and analyzeassociated effects.5. Students will identify the areas of origin forpeople coming to Minnesota, explain the push andpull factors that brought people to the state, andanalyze the impact of these changes.6. Students will describe the settlement patterns ofMinnesota’s largest immigrant groups.7. Students will use regions analyze modernagriculture in Minnesota.

1. Water power sites, river crossings,ports on Lake Superior and riversystems2. Steamboats in the mid-1800s,railroads in the 19th Century, highwaysystem in first half of 20th Century, airtransportation in last half of 20th Century3. Water power sites, river crossings,access from Mississippi to the uplandvia heads of navigation, ports4. Fiber optic networks, freeways,development of airports5. War and dislocation, economicopportunity, opening of treaty lands forsettlement, Northern Europeans,Mexico, Laos6. Swedes, Norwegians, Finns,Germans, Hmong, Mexicans, Hispanics7. Corn-hog-soybean region, sugar beetand wheat in Red River Valley, marketgardening

V. GEOGRAPHY D. Interconnections The student will be ableto identify howtechnology made someparts of Minnesota morevaluable at particulartimes in history.

1. Students will explain how Minnesota is connectedto the rest of the world through international trade,and analyze the impact of this connection.

1. Wheat and soy beans to China,clothing and electronic goods from Asia,fur trade, Spam to world, taconite


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Grades 7-8: The grade level designations in the 7-8 Minnesota Academic Standards for History and Social Studies are strongly recommended. However, school districtsmay place the7-8 standards at grade levels that accommodate their particular curriculum, provided that all standards have been mastered by the end of grade 8.

Grade 7U. S. History/Social Studies

Note that all socials studies areas in grade seven are written to be integrated within the grade seven history standards.Strand Sub-strand Standards Benchmarks Examples

I. U.S. HISTORY Reshaping the Nationand the Emergence ofModern America, 1877-1916

The student will analyzethe transformation of theAmerican economy andthe changing social andpolitical conditions inresponse to the IndustrialRevolution.

1. Students will identify and understand thereasons for the increase in immigration, growth ofcities, new inventions, and political challenges toAmerican government arising from the industrialrevolution, and analyze their impact.2. Students will identify and explain racialsegregation and racism, including the rise of “JimCrow,” the Ku Klux Klan, discrimination againstimmigrants, and the relocation of American Indiantribes to reservations, and analyze the impact ofthese actions.3. Students will analyze how the rise of bigbusiness, the growth of industry, and the change inlife on American farms and small towns withincreased mechanization changed life in America.4. Students will analyze the impact of theProgressive Movement, child labor, workingconditions, the rise of organized labor, women’ssuffrage, and the temperance movement, andidentify the contributions of individuals in thesemovements.

1. Political attitudes toward the post-Reconstruction South,transcontinental railroad andimmigrant labor, American Indianrelocation to reservations2. The growth of ethnicstereotyping, Indian boardingschools, Wounded Knee, Chineseexclusion, Plessy v. Ferguson3. Andrew Carnegie, Standard Oil,McCormick Reaper, PopulistMovement, The Grange4. Samuel Gompers, TheodoreRoosevelt, William Jennings Bryan,Herbert Hoover, Susan B. Anthony,Elizabeth Cady Stanton, JaneAdams, NWSA, Frances Willard andthe WCTU

I. U.S. HISTORY World Wars and theEmergence of ModernAmerica, 1900-1930s

The student willdemonstrate knowledge ofthe political, geographical,cultural, social, andeconomic forces shapingthe modern United States.

1. Students will know and understand the reasonsfor the Spanish American War and its resultingimpact.2. Students will know and understand the UnitedStates' actions in the Pacific, and resultinginternational reactions.3. Students will identify and understand thestruggles and contributions of leaders of the earlycivil rights movement, including W.E.B. DuBoisand Booker T. Washington, and compare theirideas.

1. The liberation of Cuba, the Battleof Manila Bay, thecolonizationannexation of thePhilippines, and the rise of the U.S.as a world power2. Specifically in China, Panama,the annexation of Hawaii, BoxerRebellion, the Russio-Japanese War,the guerilla war in the Philippines,“Banana Wars”


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I. U.S. HISTORY World Wars and theEmergence of ModernAmerica, 1900-1930s

The student willunderstand World War I,its causes and effects.

1. Students will know and understand the reasonsfor the United States’ neutrality and delayed entryand involvement in World War I.2. Students will explain Wilson's 14 Points andthe failure of post-war internationalism, andanalyze the rise of United States’ isolationism.

1. Zimmerman telegram, AmericanExpeditionary Force, Influenza of1918, Lusitania, Germany’s breakingof the Sussex Pledge2. U.S. non-participation in theLeague of Nations and the failure ofLeague, post war disillusionment

I. U.S. HISTORY A World at War, 1930s-1945

The student willunderstand and analyze theeconomic, social, andpolitical transition of theUnited States before,during and after WorldWar II.

1. Students will examine causes and analyze theeffects of the Great Depression and the impact ofthe New Deal.2 Students will analyze the major causes andeffects of American neutrality and eventualinvolvement in World War II, including theAmerica First movement, lend-lease, and theimpact of Pearl Harbor.3. Students will recognize major events, battlesand significant American leaders in World War IIand analyze their impact, including FranklinRoosevelt, Harry S Truman, Winston Churchill,Adolph Hitler, the Battle forof Midway, theinvasion of Normandy and the decision to drop theatomic bomb on Japan.4. Students will evaluate the impact of WorldWar II on the home front and on American culture,including Japanese internment, Tuskegee Airmen,and Rosie the Riveter.

1. Smoot-Hawley tariff, over heatedeconomic expansion of the 1920s,1929 stock market crash, bread lines,dust bowls, WPA, CCC, role ofFranklin Roosevelt2. Trade restrictions on Japan,economic impacts of the GreatDepression3. Dwight Eisenhower, DouglasMacArthur, Battle of the Bulge4. Port Chicago, Detroit race riots,women’s military involvement(WAVEs and WACs)


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I. U.S. HISTORY Post WWII Era, 1945-1980

The student will analyzethe economic, social, andpolitical transformation ofthe United States and theworld between the end ofWorld War and thepresent.

1. Students will understand and explain therebuilding of Europe and Japan after World WarII, including the Truman Doctrine, Marshall Plan,and American occupation of Japan.2. Students will understand and analyze theemergence of the United States as a superpower,and its pivotal role in the establishment of theUnited Nations.3. Students will understand and explain the shiftfrom a wartime to a peacetime economy, includingthe impact of the GI Bill, the creation of suburbs,the creation of the Interstate highway system, andshifting migration patterns.4. Students will analyze the role of Americanforeign policy and military action during the ColdWar era, including the Truman Doctrine, theKorean and Vietnam Wars and the Cuban MissileCrisis.5. Students will explain the changing patterns ofsociety, expanded educational and economicopportunities for military veterans, women, andminorities, including the New Frontier, theNAACP, the Great Society, United Farm Workers’movement, and the women’s and civil rightsmovements.6. Students will identify major Supreme Courtdecisions during this era and analyze their impact,including Brown vs. Board of Education, Roe vs.Wade and the Bakke case.

1. Berlin Blockade, and creation ofthe North Atlantic TreatyOrganization (NATO) and theSoutheast Asian Treaty Organization(SEATO), MacArthur4. The presidencies of Eisenhower,Kennedy, Johnson, and Nixon5. Thurgood Marshall, Little Rockschool integration, urbanization ofAmerican Indians, Caesar Chavez6. Gideon, Miranda

I. U.S. HISTORY Contemporary America,1980-present

The student will recognizethe opportunities andchallenges facing theUnited States and exploreits role in the world since1989.

1. Students will identify and evaluate Americancontributions to the fall of the Soviet bloc, fromthe Truman Doctrine through the presidency ofRonald Reagan.2. Students will analyze challenges of a post-communist Cold War world, especially September11, 2001 and its aftermath.

1. U.S. support of dissident and anti-communist movements in Centraland Eastern Europe, Latin America,Asia, and Africa2. New clashes of economic,political and religious worldviews


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C. Historical Inquiry The student will applyresearch skills byinvestigating a topic inU.S. History.

1. Students will define a research topic that can bestudied using a variety of historical sources.2. Students will identify, locate, and userepositories of research materials includinglibraries, the Internet, historical societies, historicsites, and archives, as appropriate for their project.3. Students will develop strategies to find, collectand organize historical research.


C. Historical Inquiry The student will analyzehistorical evidence anddraw conclusions.

1. Students will understand the differencebetween at primary sources documents and first-hand accounts of historical events and secondarysources documents, and that mayboth may beinfluenced by the author’s bias and interpretationof historical events.2. Students will compare and contrastperspectives in primary and secondary sources anddetermine how the different perspectives shapedthe authors’ view of historical events, and assessthe credibility of the sources.3. Students will understand the concepts ofhistorical context and multiple causation.4. Students will create a timeline that illustratesthe relationship of their topic to other historicevents.

2. Conflicting British and Americanviews of the “Boston Massacre”


C. Historical Inquiry The student will presentand explain the findings ofa research project.

1. Students will analyze how historians presenttheir work in multiple formats.21. Students will select a presentation medium fortheir project and learn the skills necessary tocommunicate their ideas.32. Students will articulate a clear thesisstatement that explains the historical relevance oftheir research topic.43. Students will learn how to cite sources and todocument their research in the form of abibliography.54. Students will learn what constitutes plagiarismand how to appropriately paraphrase otherpeople’s work into a new interpretive format.

1. Papers, exhibits, documentaryfilms, historic site interpretation,theater, web sites and other media


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A. Rights, Privileges andResponsibilities

The student willunderstand limitation ofpowers and structure ofAmerican government.

1. Students will describe the separation anddistribution of governmental powers on federal,state and local levels and be able to explain therelationship among compare and contrast thelegislative, executive and judicial branches.2. Students will compare governmental structureand individual rights in the United states to thosein other forms of government3. Students will examine and analyze the 13th,14th, and 15th Amendments and explain how thesealtered the powers of state and federalgovernments.

2. Cuba, Great Britain, Saudi Arabia

V.GEOGRAPHY

.

A. Concepts of Location The student will be able toidentify and locate majorcountries, events andcultural features thatplayed an important role inthe history of the UnitedStates.

1. Students will locate on a map or globe themajor empires of the late 19th Century and theirlargest overseas territories.2. Students will locate the major source countriesfor immigration to the United States during theyears 1877-1916.3. Students will describe how the landownershippatterns laid out by the French, English, andSpanish, and the United States Public Land Surveycreated different landscapes in different parts ofthe country.

1. England and the British Empire,China, Germany, France and theFrench Empire, Spain, thePhilippines, Cuba, Puerto Rico,Columbia, Suez Canal2. Italy, Poland, Austro-HungarianEmpire3. Rectangular survey in Midwest,long lots, metes and bounds informer colonies

V.GEOGRAPHY

B. Maps and Globes The student will use mapsand globes to demonstratespecific and increasinglycomplex geographicknowledge.

1. Students will useinterpret various categories ofmaps to describe the development of the UnitedStates between 1877 and 1916.

1. Isoline (climate), dot(population), choropleth (income),bounded area (ethnic groups)

V.GEOGRAPHY

C. Physical Features The student will identifyand locate geographicfeatures associated withthe development of theUnited States.

1. Students will identify physical features of landpertinent to Minnesota and U.S. history in thedecades from 1877 to 1916 and analyze how theyeither hindered or promoted settlement andeconomic development of the United States and itslargest cities.

1. Isthmus of Panama, mountainranges, river valleys, Minnesota IronRange, Alaskan gold rush cities, theKlondike, the oil fields of Texas


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V.GEOGRAPHY

D. Interconnections The student will identifyexamples of the changingrelationships between thepatterns of settlement andland use and topographicfeatures.

1. Students will give examples of how changes intechnology and political attitudes promoteddevelopment and settlement in some parts of theUnited States between 1877 and 1916, and analyzethe impact of these changes.

1. Production line in large cities,mechanized agriculture and greatplains, political attitudes towards thepost-reconstruction South,Transcontinental railroads, thebuilding of the Panama Canal

VI.ECONOMICS

C. The Market Economy(Micro Economics)

The student willunderstand that in a marketeconomy income is earnedin different ways.

1. Students will identify multiple forms of incomeand their sources2. Students will recognize types and roles offirms.

1. Wages and salary, rent, interestand profit2. Corporation (3M), partnership (alaw firm), proprietorship (a barbershop)

VI.ECONOMICS

C. The Market Economy(Micro Economics)

The student willunderstand businessorganizations, marketstructures, and financialinstitutions that operatewithin our economy.

1. Students will identify, and compare andcontrast various industries and the occupationsrelated to them.2. Students will compare and contrast theconcepts of competition and monopoly and predictconsequences of each.3. Students will recognizedescribe variousfinancial institutions and compare and contrasttheir roles, and explain how those institutionsrelate to their lives.

1. Tourist, agricultural, healthservices, oil2. Farmers’ market (competition),electric distribution (monopoly)3. Banks, credit unions, stockmarket, the Federal Reserve

VI.ECONOMICS

D. The NationalEconomy(Macro Economics)

The student willunderstand the economicactivities of government.

1. Students will explain that the government paysfor the goods and services it provides throughtaxing and borrowing.2. Students will explain how the governmentregulates economic activity to promote the publicwelfare, encourage competition, and protectagainst monopolistic abuses.

1. Education, road, police, Incometax (16th Amendment), payroll tax,city sales tax, property tax, warbonds2. Pollution control, SEC, FederalReserve, Anti-Trust, child labor laws

VI.ECONOMICS


The student willunderstand the conceptsthat measure the nationaleconomy.

1. Students will define and give examples of basiceconomic terms.2. Students will give examples of measurementsthat indicate the economic conditions ofdepression, recession and expansion.

1. Unemployment, inflation, interestrates, Gross Domestic Product(GDP)2. Unemployment and reduction inoutput during Great Depression,stagflation of 1970s


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Grades 7-8: The grade level designations in the 7-8 Minnesota Academic Standards for History and Social Studies are strongly recommended. However, school districtsmay place the7-8 standards at grade levels that accommodate their particular curriculum, provided that all standards have been mastered by the end of grade 8.

Grade 8Geography

Strand Sub-Strand Standard Benchmarks ExamplesV. GEOGRAPHY B. Maps and

GlobesThe student will makeand use maps to acquire,process, and report on thespatial organization ofpeople and places onEarth.

1. Students will create a variety of maps to scale.2. Students will compare and contrast the differencesamong a variety of maps and explain the appropriateuse of projections, symbols, coloring and shading., andselect maps appropriate for answering questions theyhave.

1. Isoline (climate), dot (population),choropleth (income), bounded area(ethnic groups)2. Evaluate maps in print media thatdepict events in other parts of the world

V. GEOGRAPHY C. Physical Featuresand Processes

The student will be ableto identify physicalcharacteristics of placesand use this knowledge todefine regions, theirrelationships amongregions, and their patternsof change.

1. Students will describe the major physical features ofthe United States and the regions of the world theystudy.2. Students will describe physical systems in theatmosphere and Earth’s crust, and the regional patternsof climate and landforms associated with them.3. Students will describe patterns of vegetation andlandforms in the United States and around the world.

1. Great Plains, Sahara, Amazon Basin2. Topographic patterns, tectonic anderosion cycles3. Grassland, rain forest, Taiga

V. GEOGRAPHY C. Physical Featuresand Processes

The student will giveexamples of physicalsystems and describe theirrole in shaping life onEarth.

1. Students will describe how the major regions of theworld they study are interconnected through physicalprocesses such as wind and/or ocean currents.2. Students will understanddescribe natural hazards,and analyze the physical processes behind naturalhazards and define areas where they occur.them, theareas where they occur, and the costs and benefits ofmethods people use to mitigate their damage.

1. Monsoons, El Nino2. Flood plains, earthquake zones,hurricanes

V. GEOGRAPHY D. Interconnections The student will describehow humans influence theenvironment and in turnare influenced by it.

1. Students will recognize changes over time in nearbylandscapes, resulting from human occupation.

1. Forest and farm land being replacedby housing


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Grade 8Geography

Strand Sub-Strand Standard Benchmarks ExamplesV. GEOGRAPHY D. Interconnections The student will

demonstrate how variousregional frameworks areused to analyze thevariation in culture andhumans’ occupation ofthe Earth’s surface.

1. Students will explain the patterns of populationdensity on the surface of the Earth and analyze thecauses of population change.2. Students will describe the patterns of languages onthe surface of the Earth and identify patterns of change.3. Students will describe the patterns of religion on thesurface of the Earth and identify geographic patterns ofchange.4. Students will describe the locations of governmentsystems on the surface of the Earth and identifypatterns of change.5. Students will describe the patterns of economies onthe surface of the Earth and explain how changes intechnology affect patterns of change.6. Students will describe patterns of major regions orculture areas on the surface of the Earth and identifypatterns of change.7. Students will identify current or historic conflictsand explain how those conflicts are/were influenced bygeography.

1. Refugees, rural to urban,suburbanization and migration of labor2. Language families, word usage inEnglish, expansion of English3. Christianity, Islam, Hinduism,Judaism, Judaism, Buddhism,Confucianism, Indigenous Religions4. Communism, democracy, kingdoms,dictatorships5. Industrial regions, patterns ofcommercial and subsistence agriculture6. Western Europe, Arab World,Southeast Asia, Latin America7. Iraqi conflict, defense of Korea, theisland campaign in the Pacific Theaterof WWII, Battle of Thermopylae inPersian War, England and Russia inNapoleonic wars and in WWII

V. GEOGRAPHY D. Interconnections The student willdemonstrate how variousregional frameworks areused to analyze thevariation in physicalenvironment.

1. Students will analyze the way peoples’ perceptionsof regions vary and are affected by individualperspectives and cultures.2. Students will provide examples at differing scalesof how regions are important to people as symbols forunifying society.3. Students will describe whichhow physical processesaffect different regions of the world.4. Students will interpret regional variation in therelationships among soil, climate, plant and animal life,and landforms.

1. Property values in a city, attitudestoward wilderness2. Local community or neighborhood,the American West, Chinatowns3. Desertification of the Sahel, soildegradation in the tropics4. Rain shadow deserts, rainforests

V. GEOGRAPHY E. Essential Skills The student will usemaps, globes, geographicinformation systems andother sources ofinformation to analyze thenatures of places at avariety of scales.

1. Students will demonstrate the ability to obtaingeographic information from a variety of print andelectronic sources.2. Students will make inferences and draw conclusionsabout the character of places based on analyses andcomparisons of maps, aerial photos, and other images.3. Students will locate major political and physicalfeatures of the United States and the world.

1. Atlases, online databases,topographic maps2. Thematic, topographic, aerialphotos, satellite images3. Countries, rivers, topographicfeatures, largest cities


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Grades 9-12History/Social Studies

Note: The current high school graduation requirement for history/social studies reads:“three and one-half credits of social studies, including at least one credit of United States history, one credit of geography, 0.5 credits of government andcitizenship, 0.5 credits of world history, and 0.5 credits of economics”

In response to public feedback, and as a way to provide more flexibility at the local level, we have recommended to the legislative chairs of the education policycommittees that consideration is given to modifying that language to read:

“three and one-half credits of social studies, encompassing at least United States history, geography, government and citizenship, world history, andeconomics”

Note: Should the above recommendation be accepted, schools would have more flexibility and, for example, could meet the graduation requirements with integratedcourses (such as geography, economics, government and civics standards being integrated into a two-year study of U.S. History).

Note: The standards for World History are divided into two sections: World History I and World History II. School districts must teach the standards designatedfor World History I or World History II, or both. Students are required to master the standards in either World History I or World History II.


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Grades 9-12U.S. History

Strand Sub-Strand Standard Benchmark ExamplesI. U.S.HISTORY

Prehistorythrough 1607

The student willdemonstrate knowledge ofAmerican Indian culturesin North America prior toand during westernexploration.

1. Students will understand and explain importantcultural aspects of major North American Indian nations,including Mayans, Aztecs, Plains Indian Nations,Southwest Indian Nations, the Iroquois Confederacy,Dakota and Ojibwe; including their spiritual, intellectual,and scientific traditions.

1. Indian language groups, Mayan and Aztecarchitecture, regional variations of Indianagriculture, use of medicinal plants, Anasazi,Pueblo, mound building peoples

I. U.S.HISTORY

Prehistorythrough 1607

The student willdemonstrate knowledge ofEuropean exploration inNorth America.

1. Students will explain the motivations, obstacles,accomplishments and consequences of Europeanexplorations, including French, Spanish, Scandinavianand English explorations, and analyze their impact.

1. Gold, trade routes, colonization, codfishing, exchange of plants, animals, anddisease with Indian nations, cartographicknowledge, Spanish Mission System

I. U.S.HISTORY

Colonization andConflict, 1607-1780s

The student will knowregional variations ofcolonial society and therelationship of the coloniesto Indian Nations.

1. Students will describe the cultural, economic andpolitical interactions between Europeans and AmericanIndian Nations that led to conflict, cooperation, andcompromise, including treaties, political alliances, theimpact and exchange of resources.2. Students will analyzecompare and contrast the social,political, religious and economic conditions of the NewEngland, Mid-Atlantic and Southern regions.3. Students will analyze the impact of slavery in onAfrican and colonial life in North American and theCaribbean colonial life, including features and impact ofindentured servitude, the Atlantic slave trade, the MiddlePassage, and the Southern plantation system.

1. Early fur trade, cultivation of tobacco,impact of smallpox, Pequot War, KingPhillip’s War, French and Indian War,Proclamation of 1763, Indian alliances duringthe Revolutionary War, Pueblo Revolt2. First Great Awakening

I. U.S.HISTORY


The student willdemonstrate knowledge ofthe causes of the AmericanRevolution throughconflict, intellectualwritings, economic trade,and the move to unity.

1. Students will know the critical economic, political andphilosophical conflicts leading to the AmericanRevolution, including the French and Indian War, theBoston Tea Party, writings of Thomas Paine, colonialreaction to British policy, and the impact of these issues.2. Students will analyze the move to independenceamong some American colonists, including the work ofthe First and Second Continental Congresses and thecreation of the Declaration of Independence.

1. Political ideas of Locke and Montesquieu,the Tea Act, Stamp Act, and Intolerable Acts,the Sons of Liberty and petitions to Parliament,the Battle of Lexington and Concord.2. Committees of Correspondence


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I. U.S.HISTORY


The student willcomprehend the course andthe consequences of theRevolutionary War.

1. Students will identify key leaders, major campaignsand events of the Revolutionary War, including GeorgeWashington, Sam Adams, John and Abigail Adams,Thomas Jefferson; the Battles of Trenton, Saratoga, andYorktown.2. Students will describe the choices facing people livingin the colonies brought about by the revolution, andexplain why people were divided over whether to take uparms against the British and the sacrifices they faced inmaking those decisions.23. Students will evaluate changes in the social fabricbrought about by the Revolutionary War among women,slaves, free blacks, loyalists, patriots, and AmericanIndians.

1. Patrick Henry, Nathan Hale, Paul Revere,Baron Von Steuben, Thomas Jefferson,Cornwallis, and Lafayette;, Valley Forge,Alliance with France, Treaty of Paris23. Economic boycotts, role of women,Phyllis Wheatley, migration of Loyalists toCanada, split in the Iroquois Confederacy

I. U.S.HISTORY

Political Growthand WestwardExpansion,1781-mid-1800s

The student willdemonstrate knowledge ofthe Articles ofConfederation and thecreation of the Constitutionand the resulting growth ofpolitical parties.

1. Students will evaluate the strengths and weaknesses ofthe Articles of Confederation, and know theConstitutional Convention’s role in forming the newgovernment, including key debates in the Convention,comparing and contrasting arguments of and be able tocompare and contrast the subsequent issues raised by theFederalists and Anti-Federalists.2. Students will understand how the role of the SupremeCourt emerged, including a discussion of judicial reviewin analyzinginterpreting the Constitution.3. Students will identify key events, and people andideas that led to the rise of the first political parties inAmerica, including Thomas Jefferson, AlexanderHamilton, and John Adams, and Andrew Jackson.

1. The roles of Madison, Hamilton, andWashington2. Marbury vs. Madison, McCullough vs.Maryland3. Parties including the JeffersonianRepublicans, the Federalists, JacksonianDemocrats, the Whigs, Alien and Sedition Acts

I. U.S.HISTORY


The student will explainthe political and diplomaticcauses and effects of theWar of 1812, and thedevelopment of theMonroe Doctrine.

1. Students will analyze causes and effects of the War of1812, including interests of American Indian and whitesettlers of the Northwest Territory during the war and theembargo act.2. Students will evaluate the responses of the Jeffersonand Madison administrations to shipping harassmentprior to the war, including U.S. actions against theBarbary Pirates and English and French actions againstU.S. shipping interests.3. Students will understand the major provisions of theMonroe Doctrine and analyze their impact.

1. English and French Impressment2. Congressional positions for and against thewar resolution of June 3, 1812, Great Lakesnaval battles, the Battle of New Orleans, theburning of Washington, DC


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I. U.S.HISTORY


The student willunderstand the relationshipbetween territorialexpansion and the growthof American industry.

1. Students will analyze the political and economiccauses and consequences of the territorial expansion ofthe United States throughout the mid-nineteenth century,including the Louisiana Purchase, the acquisition ofFlorida, Texas, Oregon and California, Indian RemovalAct of 1830, and the impact of expansion on AmericanIndian nations and Mexico.2. Students will describe and analyze the impact ofinnovations in industry, technology and transportation onlife in America, including the steam locomotive, thetelegraph, and the impact of the cotton gin on slavery.

1. The Louisiana Purchase and Lewis andClark Expedition, Zebulon Pike, Sam Houston,Manifest Destiny, Mexican-American War,Missouri Compromise, Tecumseh’s War,Indian Removal Act of 1830, establishment ofthe Reservation System

I. U.S.HISTORY


The student willunderstand key political,economic and social issuesof the period.

1. Students will analyze and evaluate political successesand failures decisions made during the age of JacksonianDemocracy, including the Cherokee Removal, Jackson’sCommon Man Idea, and the National BankBank of theU.S. controversy.2. Students will understand the sources, andcharacteristics, and effects of cultural, religious, andsocial reform movements, including the abolition andtemperance movements, and the origins of the women’srights movement.

1. Andrew Jackson, Tariff issues, theNullification Crisis2. Second Great Awakening, Mormonsism, 7th

Day Adventism, Jehovah’s Witness, Shakers,Unitarians, Utopian Societies, ChristianScience, Frederick Douglass, Elizabeth CadyStanton, Lucretia Mott, Seneca FallsConvention

I. U.S.HISTORY


The student willunderstand the growingsectional division withinthe U.S., includingcultural, economic,religious, andgovernmental shifts.

1. Students will examine the emergence of and backlashto industrialization and immigration, including KnowNothings, the Greenback party, and Nativism.2. Students will analyze multiple factors leading to thegrowing sectional crisis, including the MissouriCompromise and the Fugitive Slave Act.

1. German and Irish immigration2. Mexican-American War, Compromise of1850, formation of the Republican party, theDred Scott decision, John Brown’s Raid onHarper’s Ferry, Bleeding Kansas, Whig Party,radicalization of the pro slavery argument

I. U.S.HISTORY

Civil War andReconstruction,1850s-1870s

The student willunderstand the long andshort term causes of theCivil War.

1. Students will be able to identify and analyze cultural,economic, social and constitutional issues and keypolitical figures leading up to the Civil War, includingAbraham Lincoln, Stephen Douglas and their debates,slavery, and states’ rights.2. Students will understand describe events and peopleimportant to the eventual abolition of slavery, includingthe abolitionist movement, Frederick Douglass, thepublication of Harriet Beecher Stowe’s Uncle Tom’sCabin and the Emancipation Proclamation.

1. John C. Calhoun, Henry Clay


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I. U.S.HISTORY


The student willunderstand the course andcharacter of the Civil Warand its effects on theAmerican people.

1. Students will describe, both in writing and by usingmaps, Union and Confederate states, critical battles, andthe significance of key personnel of the Civil War,including Fort Sumter, Gettysburg, Appomattox,Abraham Lincoln, Robert E. Lee and black military units2. Students will analyze the significance of Lincoln’sGettysburg Address and its views of American politicallife, including Lincoln’s definition of equality and self-government.

1. Manassas, Wilderness, Chancellors Ville,Vicksburg, Petersburg, Atlanta; JeffersonDavis, Ulysses S. Grant, Stonewall Jackson,The First Minnesota Regiment

I. U.S.HISTORY


The student willdemonstrate knowledge ofReconstruction onAmerican life and evaluateits successes and failures.

1. Students will analyze the provisions of the 13th, 14th,and 15th Amendments to the Constitution of the UnitedStates and describe their legacy.2. Students will analyze the impact of the Reconstructionin the South, as well as the plight of newly freed slavesand dispossessed landowners, why the ReconstructionEra ended in the reemergence of state power in the South,including Freedman’s Bureau, Carpet Baggers, Electionof 1876, origins of the KKK and Presidentialreconstruction vs. radical reconstruction.


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I. U.S.HISTORY

Reshaping theNation and theEmergence ofModernAmerica, 1877-1916

The student willunderstand the changingnature of the United Statesin the late 19th Century andearly 20th Century with anemphasis on how theindustrial revolutiontransformed the UnitedStates.

1. Students will understand the effects of factorspromoting Westward expansion following the Civil Warand their effects, including the resulting conflicts withAmerican Indian Nations, including treaty rights,boarding schools, and the Dawes Act of 1887.2. Students will understand how the rise of corporations,heavy industry, inventions, mechanized farming andagrarian unrest transformed American society, andanalyze the contributions of key people, includingAndrew Carnegie, John D. Rockefeller, and CyrusMcCormick, Thomas Edison and the Wright brothers.k.3. Students will understand and describe growingurbanization, including the move from farm to city,immigration and backlash, and how new social patterns,conflicts and ideas of national unity developed amidgrowing cultural diversity.4. Students will analyze the rise and growth of theAmerican labor movement, women’s suffrage, thetemperance movement, the Grange, Populist andProgressive Movements, and analyze the impact ofleaders such as Samuel Gompers, Susan B. Anthony,Theodore Roosevelt, and Woodrow Wilson.5. Students will examine racial segregation, the rise of“Jim Crow,” and other challenges faced by black citizensin the New South, and analyze the national impact ofPlessy v. Ferguson.

1. The Railroad Act, the Morrill Land Act, andthe Transcontinental Railroad, Buffalo hunting,Black Hills treaty, Carlisle Indian IndustrialSchool, Wounded Knee, Allotment of theWhite Earth reservation2. James J. Hill, and, John Deere, ShermanAnti-Trust Act3. Ellis Island, Angel Island, Ethnic Enclaves,Chinese exclusion,), and The Gentlemen’sAgreement4. Knights of Labor, AFL, Carrie Nation,Upton Sinclair, Robert La Follette, Ida Tarbell,William Howard Taft, William Jennings Bryan5. Literacy Test, Poll Tax, Grandfather Clause,KKK, W.E.B. DuBois, Booker T. Washington,Ida B. Wells-Barnett

I. U.S.HISTORY

World Wars andthe Emergenceof ModernAmerica, 1900-1930s

The student willunderstand the importanceof the Spanish AmericanWar and its aftermath.

1. Students will examine the causes of the SpanishAmerican War and analyze its effects on foreign policy,national identity, and the debate over the new role ofAmerica as a growing power in the Pacific and LatinAmerica.

1. Insular Cases, Hawaii, Cuba, Philippines,Puerto Rico, Involvement in China Boxer’sRebellion

I. U.S.HISTORY


The student willunderstand the causes andconsequences of WorldWar I.

1. Students will analyze the causes of World War I, andidentify key people, major events, and the impact onAmerican foreign and domestic policy, includingWoodrow Wilson, Isolationism, and submarine warfaresuch as the Lusitania sinking.2. Students will analyze and discuss America’s rejectionof world leadership after World War I, includingWilson’s 14 Points, the Versailles Treaty, and the failureto obtain ratification of the League of Nations, and theimpact of these actions on future events.

1. Alvin York, Zimmerman telegram,Selective Service Act, Germany’s breaking ofthe Sussex Pledge


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I. U.S.HISTORY


The student willdemonstrate knowledge ofthe social, economic andtechnological changes ofthe early 20th century.

1. Students will analyze how developments intransportation and communications changed Americanlife, including the Model T Ford, Lincoln Highway, andthe telephone, radio and the movies.2. Students will describe key social changes of the time,including the 19th Amendment, Prohibition, the GreatMigration north, and American Indian reform, andMexican immigration.3. Students will examine the changing role of art,literature and music in the 1920s and 1930s, including theimpact of the Harlem Renaissance.4. Students will analyze the causes of the GreatDepression and how Franklin Roosevelt’s “New Deal”addressed the depression, transformed Americanfederalism, and introduced Social Security.

1. Henry Ford, Thomas Edison2. Scopes Trial, John Collier and the MerriamReport3. Louis Armstrong, F. Scott Fitzgerald,Ernest Hemingway, Edward Hopper, SinclairLewis, Gertrude Stein4. WPA, PWA, NRA, CCC, AAA, TVA,REA, Wagner Act, SEC, IndianReorganization Act

I. U.S.HISTORY

A World at War,1930s-1945

The student willunderstand the conflictbetween theinternationalists andisolationists in the 1920sand 1930s.

1. Students will understand how America reacted to themove to war in Europe throughout the 1930s, contrastingthe internationalist foreign policy of Franklin Rooseveltwith the more isolationist sentiment in Congress duringthe 1930s, including a discussion of the Lend Leaseprogram with Britain.

I. U.S.HISTORY


The student willunderstand the causes andmajor issues and battles ofWorld War II.

1. Students will examine the rise of fascism in Europeand militarism in Japan and analyze the impacts of thesemovements, and discuss why America and the worldfailed to act against these threats earlier.2. Students will identify the attack on Pearl Harbor andthe chain of events that led to America’s entry into thewar, including analysis of Roosevelt’s “Day of Infamy”speech.3. Students will identify and understand major battles inthe European and the Pacific Theaters, including TheBattles of Britain and Midway and the Normandyinvasion, and the role of significant leaders, includingRoosevelt, Churchill, Stalin, and Hitler, and analyze thesignificance of their impact.

3. Battle of the Bulge and the liberation ofParis and Germany, Okinawa and thePhilippines


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I. U.S.HISTORY


The student willunderstand the significanteconomic, cultural, andgeopolitical consequencesof World War II.

1. Students will understand the religious, social, andpolitical causes of the Holocaust, and analyze its long-term effect on American and international foreign policy.2. The student will examine Japanese internment duringWWII, including the Roosevelt Administration’srationale and the impact on Americans of Japanesedescent.3. Students will examine the impact of atomic weaponryon diplomacy and warfare, and analyze the reasons whyAmerica dropped atomic bombs on Hiroshima andNagasaki.4. Students will examinedescribe the changing roles ofwomen and blacks during World War II, and how thesechanges set the stage for presented post-war society withnew issues to address..5. Students will analyze the rise of the United States andthe Soviet Union as superpowers, including the onset ofthe Cold War.


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I. U.S.HISTORY

Post WWII Era The student will identifyand describe the majorcultural and politicalchanges that occurredduring the 1950s 1960sand 1970s.

1. Students will understand the role of the GI Bill, therise of the Eisenhower interstate highway system andsuburbs in the 1950s, and the competing forces ofconformity and nonconformity in American society.2. Students will analyze American Cold War foreignpolicy from 1945-1963, including the Truman Doctrine,The Marshall Plan, and the Berlin Wall.3. Students will evaluate causes and effects of theKorean War, including the role of the United Nations.4. Students will describe and assess the significance ofkey people and events in the civil rights movement,including Brown v. Board of Education, ThurgoodMarshall, Rosa Parks, Martin Luther King, Jr. (includinghis “letter from a Birmingham jail”), SNCC, SouthernChristian Leadership Conference, Malcolm X, and theVoting Rights and Civil Rights Acts, and analyze theirimpact.5. Students will analyze America’s entrance into andescalation of the Vietnam War, including the TetOffensive, the Gulf of Tonkin incident, and secret wars inLaos and Cambodia.6. Students will analyze and debate provisions ofKennedy’s New Frontier and Johnson’s Great Society.7. Students will analyze the presidency of RichardNixon.

1. Jack Kerouac, Betty Freidan, television,Rock ‘n Roll2. Berlin Airlift, Eisenhower Doctrine, Bay ofPigs, Cuban Missile Crisis, George Kennan’sPolicy of Containment3. Limited war, the Red Scare andMcCarthyism, MacArthur4. Freedom Riders, sit-ins, church bombings,Medgar Evers, Truman’s desegregation of themilitary5. The Kennedy Assassination, the rise of theprotest movement and the counter culture,Hanoi Hilton.7. Silent majority, Nixon’s foreign policy,Watergate

I. U.S.HISTORY

ContemporaryAmerica, 1968-present

The student willunderstand majordevelopments in foreignpolicy between the Nixonand George W. Bushpresidencies.

1. Students will know and describe the political andeconomic policies that contributed to the collapse ofcommunism and the end of the Cold War, from theTruman Doctrine to the administration of Ronald Reagan.

1. Nixon and Khrushchev debates, CubanMissile Crisis, Nixon’s trip to China,Carter/Sadat/Begin peace talks, “Star Wars”initiative, aid to Polish Solidarity and Afghananti-Communist movements, and Reagan’s“tear down this wall” speech in Berlin


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I. U.S.HISTORY

ContemporaryAmerica, 1968-present

The student willunderstand the majoreconomic, social, andcultural developments incontemporary America.

1. Students will explain the significance of September11, 2001, and how it continues to impact America today.2. Students will understand and describe the effects ofincreased participation of women in the labor force.3. Students will understand and analyze the significanceof the changing patterns of immigration and migrationand their contributions to contemporary America.4. Students will understand and analyze the influence ofthe media on contemporary American culture, and howscientific and technological advances affect theworkplace, health care and education.5. Students will examine the reaffirmation of AmericanIndian sovereignty and the revitalization of language andcultural traditions.

1. War on Terror, Homeland Security Act,issues related to privacy vs. security5. Hunting and fishing rights, court decisions,American Indian Religious Freedom Act(1978), Native American Graves Protectionand Reparation Act (1990)


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Grades 9-12World History I


Early Civilizations,prehistory to 1000B.C.

The student willdemonstrate knowledgeof early human societiesfrom ancient times to theagricultural revolution.

1. Students will analyze the impactchallenges ofgeographic geographic environment presented toon hunter-gatherer societies.2. Students will classify characteristics of hunter-gatherer societies, including their use of tools andfire.3. Students will describeassess the significance ofinnovations that gave rise to permanentsettlements and analyze the impact of thesechanges.

1. Fishing, hunting, gathering, nomadiccivilizations2. Stone and wood tools, fire, language, art3. Agriculture, role of women, pottery, cloth(wool/flax), specialization

II. WORLDHISTORY

Early Civilizations,prehistory to 1000B.C.

The student willdemonstrate knowledgeof ancient river valleycivilizations and desertcultures.

1. Students will locate various civilizations of theera in time and place, and describe, compare andcontrast the cultures of these various civilizationsin terms of the cultural universals of economic,political, social, religious, philosophical, andtechnological characteristics.

1. Egyptian, Mesopotamian, Indus River Valley,Shang Dynasty, Babylonian, Assyrian, Minoan,Mycenaean, Israel, and various others,Mesopotamia, Egypt, Indus River, China, and thelater civilizations of the Middle East, includingancient Israel

II. WORLDHISTORY

World Civilizations,1000 B.C.- 500A.D.

The student willdemonstrate knowledgeof ancient civilizationsin South and East Asia.

1. Students will locate various civilizations of theera in India, China, Korea and Japan, and compareand contrast the cultures of these variouscivilizations in terms of the cultural universals ofeconomic, political, social, religious,philosophical, and technological characteristics.

1. Aryan civilization, Mohenjo-daro, Ashoka,Zhou, Qin and Han dynasties, Qin Shi Huangdi,Han Wudi, Yamato, Vedas, Hinduism, Buddha,Buddhism, caste system, Confucius, Confucianism,Laozi, Daoism, precursors of the Great Wall

II. WORLDHISTORY

World Civilizations,1000 B.C.- 500A.D.

The student willdemonstrate knowledgeof African civilizations.

1. Students will locate various Africancivilizations of the era and, compare and contrastthe cultures of these various civilizations in termsof the cultural universals of economic, political,social, religious, philosophical, and technologicalcharacteristics.

1. Kush, Meroe, use of iron, ocean going trade


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World Civilizations1000 B.C.- 500A.D.(WesternCivilization)

The student willdemonstrate knowledgeof ancient Greece interms of its impact onwestern civilization.

1. Students will analyze the influence ofgeography on Greek economic, social, andpolitical development, including the impact ofGreek commerce and colonies.2. Students will compare and contrast the social

and political structure of the city-states, Athensand Sparta.3. Students will evaluate the significance of the

conflicts between Greek City States and betweenGreece and Persia, and their impact on the spreadof Hellenistic culture.4. Students will explain contributions in drama,

philosophy, poetry, history, sculpture, architecture,science, mathematics, politics, politics and ethics,with emphasis on Socrates, Plato, and Aristotle,and analyze their impact over time.

1. Mediterranean Sea, mountain barriers, coastalcolonies, Black Sea, Trojan War2. Role of slavery, significance of citizenship,democracy, Solon, Lycurgus3. Marathon, Salamis, Platea, Thermopylae,Persian and Peloponnesian Wars, Alexander theGreat4. Plato, Socrates, Aristotle, Philip II, Euclid,Eratosthenes, Ptolemy, Hippocrates, Zeno, variousothers

II. WORLDHISTORY

World Civilizations1000 B.C.- 500A.D.(WesternCivilization)

The student willdemonstrate knowledgeof ancient Rome fromabout 500 B.C. to 500A.D. in terms of itsimpact on westerncivilization.

1. Students will analyze the influence ofgeography on Roman economic, social andpolitical development.2. Students will be able to explain the social

structure of Rome and analyze its cultural andpolitical impact.3. Students will analyze the impact of military

conquests on the army, economy, and socialstructure of Rome.4. Students will analyze the conditions and

causes leading to the collapse of the Romanrepublic, and evaluate the consequences.5. Students will examine the relationship between

the Roman Empire and Christianity.6. Students will identify Roman cultural

contributions to Western Civilization, and analyzetheir impact on the West.7. Students will analyze the conditions and

causes leading to theto the decline and the fall ofthe Western Roman Empire.

1. Central location, Etruscans2. Patricians, Plebians, freedmen, slaves3. Hispania, Carthage, Gaul, Egypt4. Marius, Sulla, Cicero, Julius and AugustusCaesar, Livia, Cleopatra, Bouddica5. Great Jewish War, Nero, Constantine6. Art and architecture, engineering and science,medicine, literature and history, language, religiousinstitutions, law7. Barbarian invasions, population decline, taxproblems, over-extended empire, greed andcorruption, mercenary army


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World Civilizations1500 B.C.- 700A.D.

The student willdemonstrate knowledgeof the history and rise ofmajor world religions.

1. Students will understand the history,geographic locations, and characteristics ofmajorof major world religions, including Judaism,Hinduism, Buddhism, Confucism, Christianity,Islam, as well as indigenous religious traditions.

II. WORLDHISTORY

PostclassicalCivilizations, 400-1000 A.D. (WesternCivilization)

The student willdemonstrate knowledgeof the Byzantine Empirefrom 400 to 1000 A.D.

1. Students will describe the events leading to theestablishment of Constantinople as the capital ofthe Eastern Roman Empire and analyze thesignificance of this event.2. Students will identify Justinian and analyze his

contributions, including the codification of Romanlaw.3. Students will describe Byzantine culture andexamine disputes and why they led to the splitbetween Eastern Christianity and WesternChristianity and the establishment of the RomanCatholic Church and Eastern Orthodox Church.

1. Byzantium, Constantine2. Justinian, Theodora, The Code, Belisarius3. Architecture, Hagia Sophia,Christian Orthodoxy, Icons

II. WORLDHISTORY

PostclassicalCivilizations, 400-1000 A.D.(WesternCivilization)

The student willdemonstrate knowledgeof Europe during theMiddle Ages from about500 to 1000 A.D. interms of its impact onwestern civilization

1. Students will describe the spread and influenceof Christianity throughout Europe and analyze itsimpact...2. Students will be able to explain the structure of

feudal society and analyze how it impacted allaspects of feudal life.3. Students will sequence events and construct

maps related to the invasions, settlements, andinfluence of migratory groups.

1. Catholic Church, monasticism, schism2. Vassals, Fiefs, Manor Serf, Knight, Investiture,Lords, homage, Frankish kings, and Age ofCharlemagne3. Angles, Saxons, Magyars, Vikings, and Arabs

II. WORLDHISTORY

PostclassicalCivilizations, 400-1000 A.D.

The student willdemonstrate knowledgeof African civilization,South, Southeast, andEast AisianAsiancivilization.

1. Students will locate various civilizations of theera in time and place.2. Students will describe and analyze the culturesof these various civilizations in terms of thecultural universals of economic, political, social,religious, philosophical, and technologicalcharacteristics

1. Sui dynasty, Tang dynasty, Changan, Nara,Heian, Silla, Srivijaya, Borobodur, Axum, Bantumigrations2. Mahayana Buddhism, Theravada Buddhism,Tale of Genji

II. WORLDHISTORY

PostclassicalCivilizations, 400-1000 A.D

The student willdemonstrate knowledgeof Islamic civilizationfrom about 600 to 1000A.D.

1. Students will identify historical turning pointsthat affected the spread and influence of Islamiccivilization, including disputes that led to the splitbetween Sunnis and Shi’ah (Shi’ites).2. Student will understandexplain significantfeatures of the Islamic culture during this period.

1. The Caliphate, Battle of Tours, Conquest ofSpain, Slave soldiers2. Science, literature, architecture, schools of law


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RegionalInteractions, 1000-1500 A.D.

The student willdemonstrate knowledgeof civilizations andempires of the EasternHemisphere and theirboth regional and non-regional interactionsthrough regional tradepatterns.

1. Students will locate and map the major traderoutes in Asia, the Middle East and Africa.2. Students will describe, compare and contrastthe cultures of Japan, China, Southeast Asia andIndia in terms of the cultural universals ofeconomic, political, social, religious,philosophical, and technological characteristics.3. Students will describe the Crusades and Mongolinvasions, and their short and long-termconsequences.34. Students will describe, compare and contrast

the African kingdoms of Mwenemutapa, Ghana,Mali and Songhai in terms of the culturaluniversals of economic, political, social, religious,philosophical, and technological characteristics.

1. Silk Road, Marco Polo, Great Wall, GrandCanal, Sahara salt caravans, Jenne, Timbuktu2. Samurai, shogun, Shinto, Genghis Khan, KublaiKhan, Song, Song, Ming, Delhi Sultanate,Tamerlane, Sikhs, Khmer kingdom, Pagan inBurma, Majapahit on Java, Angkor Wat3. Pope Urban II, Richard I, Saladin, GenghisKahn, Ye-Leiu Chu-Tsai34. Family ties, Mmatrilineal descent in somekingdoms, Kush, King Ezana, Swahili, Ibn Battuta,gold/salt economy, slavery, Mansa Musa, GreatZimbabwe

II. WORLDHISTORY

RegionalInteractions, 1000-1500 A.D.

The student willdemonstrate knowledgeof complex societies andcivilizations in theAmericas.

1. Students will describe, compare and contrastthe earliest cultures of Mesoamerica and SouthAmerica in terms of the cultural universals ofeconomic, political, social, religious,philosophical, and technological characteristics.2. Students will analyze how the Aztec Empirerose in the 14th and 15th centuries and examinemajor aspects of Aztec government, society,religion, and culture.3. Students will analyze patterns of long distancetrade centered in Mesoamerica.4. Students will analyze Incan expansion andmethods of imperial unification, and examinemajor aspects of Incan government, society,religion, culture, and institutions.

1. Toltecs, Mayas


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RegionalInteractions, 1000-1500 A.D.(WesternCivilization)

The student willdemonstrate knowledgeof social, economic, andpolitical changes andcultural achievements inthe late medieval period.

1. Students will describe the emergence ofEuropean states and analyze the impact.2. Students will explain conflicts among Eurasianpowers.3. Students will identify patterns of crisis and

recovery related to the Black Death and evaluatetheir impact.4. Students will be able to explain the

preservation and transfer to western Europe ofGreek, Roman, and Arabic philosophy, medicine,and science, and analyze the impact of thispreservation and transfer.

1. England, France, Spain and Russia,Charlemagne, William the Conqueror, PeterAbelard, Heloise, 100 Years War, Joan of Arc2. Crusades, the Mongol conquests, Constantinopleand the Turks3. Population decline, collapse of feudal economyand political system4. Role of Arabic and Byzantine civilizations


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Grades 9-12World History IIHistory II


Emergence of aGlobal Age,1450-1650,A.D.(WesternCivilization)

The student willdemonstrateknowledge ofdevelopment leadingto the Renaissance inEurope in terms of itsimpact on Westerncivilization.

1. Students will identify and analyze the economicfoundations of the Renaissance.2. Students will describe the rise of the Italian city-states, identify the role of political leaders, andevaluate the impact.3. Students will identify individuals and analyzetheir contributions to the artistic, literary, andphilosophical creativity of the period.

1. Johann Gutenberg, printing press, growth ofcities, destruction of feudal/manoral system,growth of monetary economy, rise of capitalism,commercial revolution2. Machiavelli's, Medicis, Florence, Urbino,Venice, Genoa, Milan3. Leonardo da Vinci, Michelangelo, Petrarch,Shakespeare, Dante, Erasmus, Durer

II. WORLDHISTORY


The student willdemonstrateknowledge of theReformation in termsof its impact onWestern civilization.

1. Students will analyze the short and long termeffects of the religious, political and economicdifferences that emerged during the Reformation.2. Students will describe the impact of the religiousconflicts of the era on society.

1. The views and actions of: Martin Luther, JohnCalvin; Henry VIII, Elizabeth I, Mary Tudor, andMary, Queen of Scots2. Inquisition, Thirty Years’ War, Treaty ofWestphalia

II. WORLDHISTORY


The student willdemonstrateknowledge of thestatus and impact ofglobal trade onregional civilizationsof the world after1500 A.D.

1. Students will identify and explain the impact ofexploration on culture.2. Students will describe the location anddevelopment of the Ottoman Empire.3. Students will describe the growth of European

nations, including the commercial revolution,mercantilism, and analyze the contributions ofsignificant leaders.

1. Spice trade, monopolies, navigationinstruments2. 1453 A.D., Mediterranean and Middle Eastlocations, Lepanto, Sulieman3. Isabella and Ferdinand, Louis X, CatherineMedici, Lorenzo de Medici, various other leaders,role of banking, colonial economies

II. WORLDHISTORY

Emergence of aGlobal Age,1450-1650,A.D.

The student willdemonstrateknowledge of EastAsian civilizations.

1. Students will be able to locate in time and placeEast Asian civilizations of this era, and will describe,compare and contrast East Asian civilizations interms of the cultural universals of economic,political, social, religious, philosophical, andtechnological characteristics.

1. Ming dynasty, Zheng He, Tokugawa Ieyasu, Yidynasty, Ayuthia, Le dynasty, Mughal dynasty,Taj Mahal, bushido


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Age of EmpiresandRevolutions,1640-1920A.D.

The student willdemonstrateknowledge of theintegration of largeterritories underregional and globalempires.

1. Students will examine and analyze how tradebased empires laid the foundation for the globaleconomy.2. Students will explain the impact of increasedglobal trade on regional economies.3. Students will analyze the impact of militaryconflicts among imperial powers on trade andsovereignty.4. Students will understand and analyze the role ofreligion as an integrative force in the empires.5. Students will understand and analyze theinteraction between imperial governments andindigenous peoples.

Empires studied could include: Mughal Empire inSouth Asia, Safavid Empire in Iran, Qing Empirein East Asia, Iberian Empires in the Americas andAsia, British, French or Dutch colonial Empires,Russian Empire, Tokugawa Shogunate in Japan1. Dutch East India Company, British East IndiaCompany2. East Indian spice trade, Siberian fur trade,China tea trade, African slave trade, growth ofLondon and Amsterdam, development ofplantation agriculture, cotton industry in India3. Ottomans vs. Safavids, British vs. Russian,Dutch vs. Portuguese4. Christian missions, Shi’ah (Shi’ite) form ofIslam in Iran, relations between Islam andHinduism under the Mughals5. Russian expansion into Siberia, spread of theSpanish language in the Americas, resettlementpolicies under the British Empire

II. WORLDHISTORY

Age of EmpiresandRevolutions,1640-1920A.D.(WesternCivilization)

The student willdemonstrateknowledge ofscientific, political,philosophical,economic andreligious changesduring the 17th and18th Centuries.

1. Students will describe the Scientific Revolution,its leaders, and evaluate its effects.2. Students will describe the Age of Absolutism,

identify its leaders, and analyze its impact.3. Students will identify the leaders and analyze the

impacts of the English Civil War and the GloriousRevolution on the development of Englishconstitutionalism4. Students will be able to explain the ideas of the

Enlightenment contrasted with ideas of medievalEurope, and identify important historical figures andtheir contributions.5. Students will analyze the causes, conditions and

consequences of the French Revolution and be ableto compare and contrast it with the AmericanRevolution.

1. Galileo, Brahe, Newton, conflict with TheChurch2. Monarchies of Louis XIV, Frederick the Greatand Peter the Great, Catherine the Great3. Cromwell, Roundheads/Cavaliers, Charles I,rump parliament, Restoration, Charles II, James II,William and Mary4. Liberty, natural law, scientific method,rationalism, encyclopedia, Montesquieu, Voltaire,Rousseau, Maria-Theresa, Locke, Diderot, AdamSmith, Burke5. Thomas Paine, Thomas Jefferson, Estates,Louis XVI, Marie Antoinette, Bastille, Rights ofMan, radicals, Marat, Danton, guillotine,Robespierre, Directory


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The student willdemonstrateknowledge of politicaland philosophicaldevelopments inEurope during the19th Century.

1. Students will analyze the Napoleonic Wars andthe Concert of Europe.2. Students will describe the factors leading to theRevolutions of 1830 and 1848, leaders associatedwith key issues and events, and the long-term impacton the expansion of political rights in Europe.3. Students will describe major scientific,technological, and philosophical developments of the19th Century, identify key figures associated withthese issues, and analyze their impact.

1. Napoleon, Garibaldi, Bismarck, Congress ofVienna, Metternich, Concordat, Napoleonic Code,Austrlitz, Nelson, Trafalgar, Czar Alexander,Elba, Waterloo2. Paris uprising, Charles X, Louis Philippe,Conservatism, Liberalism, Radicalism, GreatReform Bill; Socialism, Marxism, Anarchism,Napoleon III, Balkan Problem, Geanne Deroin,Pauline Roland3. Romanticism, Sigmund Freud, Charles Darwin

II. WORLDHISTORY


The student willdemonstrateknowledge of theeffects of theIndustrial Revolutionduring the 19thCentury.

1. Students will explain industrial developmentsand analyze how they brought about urbanizationand social and environmental changes.

1. Factory, Entrepreneur, Arkwright, Watt,Hargreaves, Kay, Crompton, Whitney, railroads;coal, iron and cotton industries; industrial cities

II. WORLDHISTORY

GlobalConflict, 1914-1945(WesternCivilization)

The student willdemonstrateknowledge of theworldwide impact ofWorld War I.The student willdemonstrateknowledge ofpolitical, economic,social and culturaldevelopments duringthe Interwar Period.

1. Students will analyze the economic and politicalcauses of World War I and how they interacted, aswell as the impact of technology on the war.2. Students will examine the Treaty of Versailles

and analyze the impact of its consequences.3. Students will analyze causes and consequences

of the Russian Revolution and assess its significance.4. Students will examine the League of Nations andanalyze the reasons for its failure.5. Students will examine events related to the rise

and aggression of dictatorial regimes in the SovietUnion, Germany, Italy and Japan, and the humancosts of their actions.

1. European imperialism, Imperial competition,Great Power rivalries, Balkan nationalism,Militarism, mobilization, Alliance System2. Woodrow Wilson, Fourteen Points, selfdetermination, reparations, Clemenceau, LloydGeorge, demilitarization, League of Nations3. Nicholas II, Bolsheviks, Mensheviks, Lenin,Trotsky, Kerensky, Rasputin, soviet, Duma5. Joseph Stalin, Adolf Hitler, Benito Mussolini,Hirohito and Hideki Tojo, totalitarianism, fascism,Nazism


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GlobalConflict, 1914-1945(WesternCivilization)

The student willdemonstrateknowledge of theworldwide impact ofWorld War II.

1. Students will analyze economic and politicalcauses of World War II and examine the role ofimportant individuals during the war and the impactof their leadership.2. Students will understand and analyze impact of

the Holocaust and other examples of genocide in the20th Century.3. Students will explain the formation of the United

Nations.

1. Great Depression, competition for naturalresources, Communism, fascism, nazism, Hitler,Stalin, Mussolini, Tojo, Hirohito, Churchill, F.D.Roosevelt, Eisenhower, MacArthur, RaoulWallenberg, Patton, Patton, Marshall, Truman,Mao Zedong, Chiang Kai-shek2. Final Solution, concentration camps,Armenian, Balkans, Nanking, Kurdistan,Ruwanda, Ukraine, Cambodia3. Harold Stassen, San Francisco Conference,Security Council, General Assembly, UNESCO,FAO, WHO, UNICEF

II. WORLDHISTORY

The Post-warPeriod, 1945-present(WesternCivilization)

The student willdemonstrateknowledge of majorevents and outcomesof the Cold War.

1. Students will be able to explain key events andrevolutionary movements of the Cold War periodand analyze their significance, including the BerlinWall, the Berlin airlift, Korean War, Cuban MissileCrisis, Sputnik, and the Vietnam War,..2. Students will assess the impact of nuclearweapons on world politics.3. Students will identify contributions of worldleaders of this time period.

1. Chinese Civil War, Peoples Republic of China,Iron Curtain, Hungarian Revolution, Afghanistan,Solidarity Movement2. Mutual Assured Destruction doctrine, SALTtreaties3. Nikita Khrushchev, Lech Walesca, DeGaulle,Mao Zedong, Chaing Kai-shek

II. WORLDHISTORY

The Post-warPeriod, 1945-present

The student willdemonstrateknowledge ofpolitical, economic,social and culturalaspects ofindependencemovements anddevelopment efforts.

1. Students will analyze the independencemovement in India, the role of Gandhi, and theeffectiveness of civil disobedience in this revolution.2. Students will analyze the struggle forindependence in African nations.3. Students will explain how international conditionscontributed to the creation of Israel and analyze whypersistent conflict exists in the region.4. Students will analyze how Middle Easternprotectorate states achieved independence fromEngland and France in the 20th century, and thecurrent-day significance of the oil reserves in thisregion.5. Students will understand the reasons for the rise ofmilitary dictatorships and revolutionary movementsin Latin America.

1. Gandhi's leadership in India2. Kenyatta's leadership of Kenya3. The Zionist movement, Ben Gurion, Palestine4. Iran, Iraq, Syria, Egypt5. Cuba, Nicaragua, Peru, Guatemala


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The Post-warPeriod, 1945-present

The student willidentify challengesand opportunities aswe enter the 21st

Century.

1. The student will demonstrate knowledge of thecontinuing impact of September 11, 2001.

1. New clashes of economic political andreligious worldviews.


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Grades 9-12Essential Skills

Strand Sub-Strand Standard Benchmark ExamplesIII.ESSENTIALSKILLS

C. HistoricalInquiry

The student willapply research skillsthrough an in-depthinvestigation of ahistorical topic.

1. Students will define a research topic that can be studied using avariety of historical sources with an emphasis on the use of primarysources.2. Students will identify and use repositories of research materialsincluding libraries, the Internet, historical societies, historic sites, andarchives, as appropriate for their project.3. Students will evaluate websites for authenticity, reliability, andbias.4. Students will learn how to prepare for, conduct, and document anoral history.5. Students will apply strategies to find, collect and organize historicalresearch.



The student willanalyze historicalevidence and drawconclusions.

1. Students will understand the use of secondary sources to providebackground and insights on historical events, and that secondarysources might reflect an author’s bias.2. Students will identify the principal formats of published secondarysource 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 bothcredibility and bias.4. Students will review primary and secondary sources and compareand contrast their perspectives to shape their presentation ofinformation relevant to their research topic.5. Students will understand the historical context of their researchtopic and how it was influenced by, or influenced, other historicalevents.6. Students will evaluate alternative interpretations of their researchtopic and defend or change their analysis by citing evidence fromprimary and secondary sources.

2. Monographs,scholarly journals,periodical literature,newspapers, web sites,films and otherelectronic media


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Grades 9-12Essential Skills

Strand Sub-Strand Standard Benchmark ExamplesIII. ESSENTIALSKILLS


The student willpresent and explainthe findings of aresearch project.

1. Students will learn how historians present their work in multipleformats that include papers, exhibits, documentary films, historic siteinterpretation, theater, web sites and other media.2. Students will select a presentation medium for their project andlearn the skills necessary to communicate their ideaspresent historicalresearch.3. Students will articulate a clear thesis statement that explains thehistorical relevance of their research topic.4. Students will learn how to cite sources using footnotes or endnotesand how to document their research in the form of an annotatedbibliography.5. Students will understand plagiarism and its consequences, andidentify ethical issues related to research and documentation.


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Grades 9-12Government and Citizenship

Strand Sub-Strand Standard Benchmark ExamplesIV.GOVERNMENTANDCITIZENSHIP

A. Foundations ofthe AmericanPolitical System

The student willdemonstrate knowledgeof the philosophical andreligious roots of theUnited States governmentas articulated in thefounding documents.

1. Students will analyze the influence of leading westernthinkers on our founding documents, including but notlimited to John Locke (natural rights), Charles deMontesquieu (separation of powers), and WilliamBlackstone (English common law, rights of individuals).2. Students will describe the influence of the ancient Greekand Roman statesmen and governments (democracy inAthens and representative government in Rome) onAmerica’s foundations.3. Students will analyze the degree to which the AmericanRevolution was a radical departure from European traditionof class hierarchy and human inequality.4. Students will examine views in colonial America onreligious freedom and analyze the role of religion asexpressed in key documents.5. Students will analyze key concepts in the Declaration ofIndependence, including but not limited to nationalsovereignty, natural law; self-evident truths; the inalienable(“endowed by their Creator”) rights of life, liberty andpursuit of happiness (property); and the purpose ofgovernment to protect these rights.6. Students will examine the application of principles of theDeclaration of Independence found in Frederick Douglass’Fourth of July address, Elizabeth Cady Stanton’s Declarationof Rights and Sentiments of Women, Abraham Lincoln’sGettysburg Address and Martin Luther King, Jr.’s “I Have aDream” speech.7. Students will apply the principles and ideals of theDeclaration of Independence and the Constitution to theanalysis of both historical and current issues.

1. Aristotle’s Politics,Cicero’sPlato’s Republic, AlgernonSidney Plutarch, Thucydides4. Virginia Statute for ReligiousFreedom., Roger Williams,Northwest Ordinance, GeorgeWashington’s farewell address


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B. America’sFoundingDocuments

The student willdemonstrate knowledgeand understanding of keyfounding documents.

1. Students will explain why the Constitution replaced theArticles of Confederation and why there was debate overratification of the Constitution and the appeal for a Bill ofRights.2. Student will analyze features of the U.S. Constitution: itsestablishment of the rule of law; its status as thehighestfundamental law of the land; devices to limitgovernment and make it more effective, namely, separationof powers, checks and balances, representation, federalism,local self-government, and the sovereignty of AmericanIndian Nations.3. Students will analyze each of the rights delineated in theBill of Rights and their roles in protecting individual rightsand limiting national government power.4. Students will understand judicial review as introduced inthe fFederalist pPapers and later elaborated by SupremeCourt justice John Marshall in Marbury vs. Madison.5. Students will explain the Founders’ view of constitutionalgovernment as articulated in the Federalist Papers.6. Students will discuss how certain compromises to theprinciples of the Declaration of Independence (such asslavery) were adopted into the Constitution in order to formthe union, and analyze the impacttheir short and long-termconsequences.7. Students will describe how the Northwest Ordinance, andthen the Constitution, provided for the creation of new statesand territories.

1. The purpose of the Constitution,as stated in the Preamble; Federalistsvs. Anti-Federalists2. The nature of the Constitution asthe highest law of the land;3. Federalism, including the doctrineof delegatedsignated powers versusreserved powers, and limitedgovernment as defined in the 10th

Amendment;4. The rule of law, Federalist papers1, 10, 49, 51, 63, 785. The separation of powers, andchecks and balances;7. The constitutional process foramendment


C. The Rights andResponsibilities ofCitizenship

The student willdemonstrate knowledgeand understanding of therights and responsibilitiesof citizenship.

1. Students will explain how equally protecting individuals’rights promotes the common good (one citizen’s rights maynot infringe on another citizen’s rights).2. Students will describe the processes by which anindividuals becomes a citizens of the United States.3. Students will explain the inherent rights and resultingresponsibility of citizenship.4. Students will describe activities of civic life.

3. Obeying the laws, paying taxes,defending the nation and serving incourt4. Seeking elected office, engagingin public service, registering to voteand informed voting, participating inpolitical campaigns, communicatingwith government officials, keepinginformed about current issues


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The student willunderstand the scope andoperation of theexecutive, judicial andlegislative branches offederal and stategovernment and thesovereign status ofAmerican Indian Nations.

1. Students will describe the role of the President, thesources and limitation on his powers and the broaderresponsibilities of the executive branch.2. Students will describe the structure and function of thelegislative branch and explain how a bill becomes a law.3. Students will understand the role of the judiciary,including the Supreme Court and Federal Courts.4. Students will compare and contrast the MinnesotaConstitution and the United States Constitution5. Students will explain the sovereignty of American IndianNations as stated by the United States Constitution.



The student willunderstand the Americanpolitical system and beprepared to participate.

1. Students will examine the evolution of American politicalparties and analyze their impact.2. Students will describe the procedures involved in thevoting process at local, state, and national levels, includingthe Electoral College.3. Students will analyze how technology has shapedpolitical development, campaigns and voters.4. Students will identify the influences of interest and votergroups and analyze how they work with and against eachother.

1. Washington’s election; Jackson;the Depression; FDR (includingimpact of New Deal on voters’future expectations of federalgovernment role); 15th and 19th

Amendments; Earl Warren court;Nixon and Watergate; Reagan; andjudicial activism, Civil War,Woodrow Wilson, LBJ and the GreatSociety3. Newspapers and print media,telephone, transportation, radio,television and Internet4. Commercial media; trade,industry and labor groups; grassrootsactivists; political party units; andsocial structures, such as religion andpop culture


The student willunderstand currentconstitutional andpolitical controversies.

1. Students will describe the controversies over the changingrole of the Supreme Court in United States government.2. Students will describe controversy over state rights vs.federal rights.3. Students will analyze current events and issues, applyingthe principles and ideals expressed in the Declaration ofIndependence, Constitution, and Supreme Court rulings inrelation to their impact on world and national issues.

1. Strict constructionism vs. judicialactivism2. Public land use, unfunded federalmandates on state government


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D. Other forms ofgovernment, pastand present.

The student willdemonstrate knowledgeand understanding of theorigins, characteristics,and development ofdifferent political andeconomic systems.

1. Students will compare and contrast the ideals andpractices of the American political and economic systems tothose of other political and economic systems, includingwith the different philosophies and structures of, socialism,communism, monarchies and parliamentary systems,; interms of their economic practices, social structures, andhuman rights practices.


60

Grades 9-12Geography

Strand Sub-Strand Standard Benchmark ExamplesV. GEOGRAPHY D. Interconnections The student will be

able to describe howhumans influence theenvironment and inturn are influencedby it.

1. Students will provide a range of examples illustratinghow types of government systems and technologyies impactthe ability to change the environment or adapt to it.2. Students will analyze the advantages and drawbacks ofseveral common proposals to change the human use ofenvironmental resources.3. Students will understand and analyze examples of theimpacts of natural hazards on human activities and land use.

1. Construction of dams, Soviet Unionvs. United States, industrial North vs.agricultural South, Iran vs. Great Britain,Somalia vs. Israel2. Recycling, limiting energyconsumption, new fuels3. Wildfires in southern California,tornados, hurricanes

V. GEOGRAPHY E. Essential Skills The student will usemaps, globes,geographicinformation systems,and other databasesto answer geographicquestions at a varietyof scales from localto global.

1. Students will demonstrate the ability to obtain geographicinformation from a variety of print and electronic sources.2. Students will make inferences and draw conclusionsabout the character of places based on a comparison ofmaps, aerial photos, and other images.3. Students will demonstrate the ability to use geographicinformation from a variety of sources to determine feasiblelocations for economic activities and examine votingbehavior.

1. Atlas, World Wide Web, topographicmaps, Geographic Information Systems,databases, aerial photos2. Make a land use map of a local area3. Fast food restaurant in localcommunity, a good place to found a city,put a church, or military installation,locate a solid waste disposal site, locatea feedlot, voting in presidential elections

V. GEOGRAPHY F. SpatialOrganization

The student willunderstand theregional distributionof the humanpopulation at local toglobal scales and itspatterns of change.

1. Students will describe the pattern of human populationdensity in the United States and major regions of the world.2. Students will provide examples that illustrate the impactchanging birth and death rates have on the growth of thehuman population in the major regions of the world.3. Students will use population pyramids and birth anddeath rates to compare and contrast the characteristics ofregional populations at various scales.4. Students will use the concepts of push and pull factors toexplain the general patterns of human movement in themodern era, including international migration, migrationwithin the United States and major migrations in other partsof the world.

1. Concentrations in East Asia, SouthAsia and Europe; in United States,Northeast, Southwest2. Slowing growth rate in Europe, rapidgrowth rate in Kenya, negative ratesEastern Europe3. Compare Sweden with Kenya,suburban and inner city census tracts4. Migration to the United States fromEurope Africa and Asia; migrationwithin the United States; refugeemovements, and labor migrations toNorth America, Northern Europe, andthe Middle East, with special focus oncurrent migration from Mexico


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Strand Sub-Strand Standard Benchmark ExamplesV. GEOGRAPHY F. Spatial

OrganizationThe student willdescribe and provideexamples of theprimary factorsbehind the regionalpattern of culturegroups in the UnitedStates and the world.

1. Students will use regions to analyze the locationalpatterns of culture groups at various scales.2. Students will use concepts and models of the process ofdiffusion to interpret the spread of culture traits.3. Students will describe the regional distribution of themajor culture groups of the United States (as defined by theU.S. census) and recent patterns of change.4. Students will cite a variety of examples that illustrate howlandscapes reflect the cultural characteristics of theirinhabitants.

1. Patterns of language and religion,subsistence agriculturists2. Spread of English language, fashions,technology3. Native Americans, AfricanAmericans, Hispanics, Asian Americans4. Suburban developments, urbandevelopments, agricultural communities,retirement communities, New England,California

V. GEOGRAPHY F. SpatialOrganization

The student willexplain how theregionalization ofspace into politicalunits affects humanbehavior.

1. Students will understand the concept of nationalism andof sovereign political states and how sovereignty is impactedby international agreements.2. Students will provide examples of the impact of politicalboundaries on human behavior and economic activities.3. Students will understand the patterns of colonialism andhow its legacy affects emergence of independent states inAfrica, Asia, and Latin America, as well as the tensions thatarise when boundaries of political units do not correspond tonationalities of people living within them.4. Students will evaluate a map of proposed voting districtsaccording to the criteria of clarity, size, and compactnessthat districts are supposed to meet.

1. Restrictions on migration, free tradezones, Law of the Sea, WWII,Peloponnesian War2. NATO, the European Union and theNorth American Free Trade Agreement,school districts, city boundaries,Mexican border with California andArizona, Cuban border and proximity toFlorida3. Division of Africa and Asia intocolonies, Development of Malaysia,South Africa, Somalia4. Minnesota, North Carolina,California, Texas, CongressionalDistricts, State Legislative Districts, CityCouncil Districts


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OrganizationThe student will beable to analyze thepatterns of location,functions, structure,and characteristics oflocal to globalsettlement patternsand the processesthat affect thelocation of cities.

1. Students will describe the contemporary patterns of largecities.2. Students will describe the processes that have producedthis pattern of cities.3. Students will describe how changes in transportation andcommunication technologies affected the urbanization of theUnited States.4. Students will describe how changes in transportationtechnology, government policies, lifestyles, and cycles ineconomic activity impact the suburbanization of the UnitedStates.5. Students will explain the internal spatial structure ofcities in the United States.6. Students will provide examples of how the internalstructure of cities varies around the world.

1. Cities of more than 5 million aroundthe world, metro areas of more than 1million in the United States2. Industrialization and colonization,globalization3. Steamboats, railroad development,highway building, construction ofairports4. Freeway, federal mortgage insurance,importance of family5. Central business and service district,industrial zones, residential districts6. Latin American, Southeast Asian,North American, and South Asian cities


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OrganizationThe student will useregions and theinteraction actionamong them toanalyze the presentpatterns of economicactivity in the UnitedStates and around theworld at variousscales.

1. Students will describe and provide examples of theprimary factors behind the regional pattern of economicactivity in the United States.2. Students will describe and provide examples of theprimary factors behind the regional pattern of economicactivity in the primary industrial regions of the world.3. Students will describe how the technological andmanagerial changes associated with the third agriculturalrevolution have impacted the regional patterns of crop andlivestock production.4. Students will understand how the transportation andcommunication systems have impacted the development ofregions.5. Students will describe patterns of consumption andproduction of the agricultural commodities that are tradedamong nations.6. Students will describe patterns of consumption andproduction of fossil fuels that are traded among nations.7. Students will describe how geographic models can helpto explain the location of commercial activities and land usepatterns in the United States and the world.8. Students will explain the variations in economic activityand land use within the state of Minnesota, analyze issuesrelated to land use, and reach conclusions about the potentialfor change in various regions.9. Students will describe changes in common statisticalmeasures of population or economy that occur as countriesdevelop economically.10. Students will cite a variety of examples of howeconomic or political changes in other parts of the world canaffect their lifestyle.

1. Patterns of agriculture,industrialization, de-industrialization2. Global division of labor, rise ofnewly industrial countries3. Poultry production, geneticallymodified crops, the role of NormanBorlaug in the Green Revolution4. Railroads in Africa, fiber opticnetworks in California5. Coffee trade between South Americaand the United States, grain tradebetween the United States and thePeople’s Republic of China6. Oil trade between the Middle Eastand Europe, aluminum manufacturing inUnited States, clothing manufacturing inChina7. Soft drink bottling plants in largeAmerican cities, auto assembly plants,clothing manufacturing plants, storelocations8. Dairy farming in central Minnesota,Iron Range, sugar beets9. Life expectancy, fertility, averageincome, rates of women’s participationin labor force10. The industrialization ofChina or the establishment ofinternational call centers in India


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Grades 9-12Economics

Strand Sub-Strand Standard Benchmark ExamplesVI.ECONOMICS

A. The MarketEconomy(Micro Economics)

The student willunderstand theimplications of theeconomic problemof scarcity.

1. Students will indicate how limited productive resources and unlimitedhuman wants cause individuals, governments and nations to choose somethings and give up others.2. Students will list and give examples of the factors of production – land,labor, capital, and entrepreneurship.3. Students will explain thatapply the concept of opportunity cost is( thehighest valued alternative forgone when an economic choice is made) andexplain which has both present and future consequences.

1. Study vs. work; student loanprogram vs. military spending2. Labor, machinery, equipment;land, raw materials;entrepreneurship, business owners3. Buying a car vs. saving moneyvs. going on a trip

VI.ECONOMICS

A. The MarketEconomy(Micro Economics)

The student willunderstand the basicprinciples ofeconomic decision-making.

1. Students will recognize that effective economic decision-makingtypically requires comparing the additional costs of alternatives with theadditional benefits and assessing these with explicit criteria.2. Students will analyze how career choice, education, and skills affectfuture income.3. Students will construct a personal budget.4. Students will compare and contrast the advantages and disadvantagesof using credit in various situations.5. Students will analyze investment and risk management options.

1. Cost-benefit analysis2. Lifetime earnings acrossoccupations and educationalattainment3. Income, committed expenses,necessary expenses, discretionaryexpenses4. Finance charges, building acredit history, purchasing earlierthan otherwise would be possible,spending beyond means5. Stocks, bonds, insurance,mutual funds

VI.ECONOMICS

C. The MarketEconomy(Micro Economics)

The student willunderstand howhouseholds, firms,and governmentsinteract in aneconomic system.

1. Students will identify the role and interdependence of households,firms and the government.2. Students will recognize that money makeshas advantages over barter infacilitating trade more efficient.3. Students will compare and contrast the basic elements of differenteconomic systems.4. Students will describe how different groups of people and differentnations are affected by trade.5. Students will analyze the effectscompare and contrast theconsequences, costs and benefits of free trade and of trade barriers.

1. Circular flow of economicactivity2. Currency vs. barter3. Traditional, command, marketand mixed systems4. Comparative advantage:compare the costs and benefits ofglobal trade and global tradeagreements5. Tariffs and quotas


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The student willunderstand the basiccharacteristics ofmarkets and the roleof prices in modernmarket economies.

1. Students will describe the determination of equilibrium market pricesby applying principles of supply and demand to markets for goods andservices.2. Students will identify the direct and indirect effects of price floors andprice ceilings.3. Students will identify several factors that lead to variation in marketprices and quantities exchanged by changes in supply and/or demand.4. Students will explainwill explain how interest rates and exchange ratesare influenced by market conditions and how changes in interest ratesaffect individual and business decision-making..

1. Market for wheat2. Minimum wage, rent control3. Change in income, population,number of sellers, technology4. Canadian vs. United States’dollar exchange rate, car loaninterest rates

VI.ECONOMICS


The student willunderstand thatfirms in a marketeconomy experiencevarying degrees ofcompetition for thegood or service thatthey sell.

1. Students will explainwill explain how competition among sellers oftenresults in lower prices, higher product quality, better customer service anda more efficient allocation of scarce resources.2. Students will analyze how the level of competition in an industry isaffected by the ease with which new producers can enter the industry, byconsumers’ information, and by the availability, price, quality andquantity of substitute goods and services.3. Students will compare and contrast the characteristics of firms inmarket settings with varying degrees of competitive forces.

1. Evolution oftelecommunications2. Fast food industry3. Monopoly, perfect competition

VI.ECONOMICS


The student willunderstand the risksand opportunitiesassociated withentrepreneurshipwith entrepreneurship.

1. Students will explain that entrepreneurs accept the risks associatedwith organizing productive resources to produce goods and services, withthe hope to earn profits.2. Students will explain that, in addition to profit and loss, entrepreneursrespond to other incentives and disincentives.3. Students will describe the role of innovation and profit motive inhelping to reduce problems associated with scarcity.

1. “Famous Dave” Anderson, BillGates, local business person2. Be your own boss, long hours3. Plastics replacing steel,petroleum developed to replacewhale oil


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The student willunderstand theeconomic role ofgovernment in afree marketeconomy.

1. Students will identify that anone important role for government in theeconomy is to secure and enforce property rights.2. Students will analyze the appropriate role of government in caseswhere third party effects are known to exist.3. Students will identify and explain public goods.4. Students will recognize that, in the United States, the federalgovernment enforces antitrust laws and regulations to try to maintaineffective levels of competition in as many markets as possible.5. Students will recognize that some government policies attempt toredistribute income.

1. Protection from trespassers andthieves, protection from foreigninvaders, enforcement of legalcontracts2. Pollution, flu shots, computervirus protection, health departmentinspections of restaurants3. Highways, public schools,public libraries, nNational defense,fireworks displays, light houses4. Sherman Antitrust Act, breakup of AT&T5. Progressive income taxes,exemption of food and clothing insales taxes, Medicaid

VI.ECONOMICS


The student willunderstand andexplain that the U.S.economy isprimarily a freemarket system.

1. Students will understand and explain that free market economies areregulated primarily by supply and demand, and that competition isessential to a free market economy.

VI.ECONOMICS


The student willunderstand basicmeasures of overalleconomicperformance.

1. Students will analyze the interr relationships among the unemploymentrate, the inflation rate, and the rate of economic growth.2. Students will describe how the concept of the balance of trade is usedto measure the international flow of goods and services.

1. CPI, GDP2. Imports and exports

VI.ECONOMICS


The student willanalyze the causesand consequences ofoverall economicfluctuations.

1. Students will describe the basic characteristics of economic recessionsand economic expansions.2. Students will understand some of the reasons for fluctuations ineconomic activity.

1. Changes in unemploymentand/or income2. Natural disasters, oil prices inthe 1970s, changes in consumerconfidence


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The student willunderstand theinfluence of federalgovernmentbudgetary policyand the FederalReserve System’smonetary policy.

1. Students will identify that fiscal policies are decisions to changespending and/or tax levels by the federal government.2. Students will explain the direct and indirect effects of fiscal policy onemployment, output, and interest rates.3. Students will explain the relationship between federal budget deficitsand the national debt.4. Students will identify the functions of the Federal Reserve System andits influence on economic activity.5. Students will identify the ways in which monetary policy influencesemployment, output, inflation, and interest rates.6. Students will explain that higher interest rates reduce businessinvestment spending and consumer spending on housing, cars, and othermajor purchases.

1. Tax cuts2. Multiplier effect of governmentspending, crowding out3. Debt clock, federal governmentbudget4. control money supply, regulatebanks5. Interpretation of news itemcoveringitem covering federalreserve policies6. Refinance mortgages, interestrate incentives on new automobiles

VI.ECONOMICS


The student willunderstand thateconomic growth isthe primary meansby which a countrycan improve thefuture economicstandard of livingfor its citizens.

1. Students will explain that Gross Domestic Product (GDP) per capita isa measure that permits comparisons of material living standards over timeand among people in different nations.2. Students will identify that the productivity of workers is measured bydividing the output of goods and services by the number of hours worked.3. Students will recognize that standards of living increase as theproductivity of workers rises.4. Students will understand that investments in physical capital(machinery, equipment, and structures), human capital (education,training, skills), and new technologies commonly increase productivityand contribute to an expansion of future economic prosperity.

1. Bangladesh vs. Singapore vs.United States2. Productivity simulation3. Computers4. Automation ,Automation,calculators

VI.ECONOMICS

E. Essential Skills The student will beable to understandand use economicconcepts, theories,principles andquantitativemethods to analyzecurrent events.

1. Students will use tables, graphs, equations, diagrams, and charts tointerpret economic information.2. Students will evaluate the economic implications of current issues asfound in such sources as magazine articles, radio and television reports,editorials, and Internet sites.3. Students will be able to analyze the economic impact of governmentintervention so that the costs and benefits and unintended consequencescan be assessed.4. Students will be able to distinguish among the contributions toeconomic thought made by leading theorists including but not limited to,Adam Smith, JohnThomas Malthus, Karl Marx, David Ricardo, MiltonFriedman, and John Maynard Keynes.

1. Inflation rate, unemploymentrate, the level of national output,interest rates, trade deficit, budgetdeficit, and the rate of economicgrowth, trade deficits and budgetdeficits2. Stadium issues, highwayconstruction, local economicdevelopment3.Increasing luxury tax on yachtscrippled the yacht industry causingunemployment, reducing taxcollections

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