Minnesota

1 Citizenship and Government

• 1 Civic Skills

  • 1 Democratic government depends on informed and engaged citizens who exhibit civic skills and values, practice civic discourse, vote and participate in elections, apply inquiry and analysis skills and take action to solve problems and shape public policy.

    • 2.1.1.1.1 Demonstrate voting skills, identify rules that keep a voting process fair, and explain why voting is important.

      • Federal government (2-C.4)

• 2 Civic Values and Principles of Democracy

  • 2 The civic identity of the United States is shaped by historical figures, places and events and by key foundational documents.

    • 2.1.2.2.1 Explain the importance of constitutions.

      • Federal government (2-C.4)

• 4 Governmental Institutions and Political Processes

  • 7 The primary purposes of rules and laws within the United States constitutional government are to protect individual rights, promote the general welfare and provide order.

    • 2.1.4.7.1 Compare and contrast student rules, rights and responsibilities at school with their rules, rights and responsibilities at home; explain the importance of obeying rules.

2 Economics

• 1 Economic Reasoning Skills

  • 1 People make informed economic choices by identifying their goals, interpreting and applying data, considering the short- and long-run costs and benefits of alternative choices and revising their goals based on their analysis.

    • 2.2.1.1.1 Given a goal and several alternative choices to reach that goal, select the best choice and explain why.

• 3 Fundamental Concepts

  • 3 Because of scarcity individuals, organizations and governments must evaluate trade-offs, make choices and incur opportunity costs.

    • 2.2.3.3.1 Describe the trade-offs of a decision; describe the opportunity cost of a choice as the next best alternative which was not chosen.

      • Opportunity cost (4-N.3)

• 4 Microeconomic Concepts

  • 5 Individuals, businesses and governments interact and exchange goods, services and resources in different ways and for different reasons; interactions between buyers and sellers in a market determines the price and quantity exchanged of a good, service or resource.

    • 2.2.4.5.1 Classify materials that come from nature as natural resources (or raw materials); tools, equipment and factories as capital resources; and workers as human resources.

      • Natural resources (2-F.1)
      • Goods and services (2-F.2)

    • 2.2.4.5.2 Identify money as any generally accepted item used in making exchanges.

3 Geography

• 1 Geospatial Skills—The World in Spatial Terms

  • 1 People use geographic representations and geospatial technologies to acquire, process and report information within a spatial context.

    • 2.3.1.1.1 Create sketch maps to illustrate detailed spatial information about settings from stories; describe the spatial information found on the maps.

    • 2.3.1.1.2 Locate key features on a map or globe; use cardinal directions to describe the relationship between two or more features.

      • Read a letter-number grid (2-A.1)
      • Use a letter-number grid (2-A.2)
      • Read a map: cardinal directions (2-A.3)
      • Identify oceans and continents (2-A.4)
      • Select oceans and continents (2-A.5)
      • Name oceans and continents (2-A.6)
      • Identify urban, suburban, and rural areas (2-A.10)

    • 2.3.1.1.3 Use maps, photos or other geographic tools to identify and locate major landmarks or major physical features of the United States.

      • Major U.S. cities (2-A.9)
      • Identify urban, suburban, and rural areas (2-A.10)
      • Identify American symbols, landmarks, and monuments (2-D.1)

    • 2.3.1.1.4 Use maps, photos, or other geographic tools to answer basic questions about where people are located.

      • Read a letter-number grid (2-A.1)
      • Identify urban, suburban, and rural areas (2-A.10)
      • Compare urban, suburban, and rural areas (2-A.11)

• 4 Human Environment Interaction

  • 9 The environment influences human actions; and humans both adapt to, and change, the environment.

    • 2.3.4.9.1 Identify causes and consequences of human impact on the environment and ways that the environment influences people.

4 History

• 1 Historical Thinking Skills

  • 1 Historians generally construct chronological narratives to characterize eras and explain past events and change over time.

    • 2.4.1.1.1 Use and create calendars to identify days, weeks, months, years and seasons; use and create timelines to chronicle personal, school, community or world events.

      • Davy Crockett (2-B.4)
      • Amelia Earhart (2-B.14)
      • The Washington Monument (2-D.4)

  • 2 Historical inquiry is a process in which multiple sources and different kinds of historical evidence are analyzed to draw conclusions about how and why things happened in the past.

    • 2.4.1.2.1 Use historical records and artifacts to describe how people's lives have changed over time.

      • Susan B. Anthony (2-B.8)
      • Harriet Tubman (2-B.9)
      • Sitting Bull (2-B.10)
      • Rosa Parks (2-B.16)
      • Cesar Chavez (2-B.18)

• 2 Peoples, Cultures and Change Over Time

  • 4 The differences and similarities of cultures around the world are attributable to their diverse origins and histories, and interactions with other cultures throughout time.

    • 2.4.2.4.1 Compare and contrast daily life for Minnesota Dakota or Anishinaabe peoples in different times, including before European contact and today.

    • 2.4.2.4.2 Describe how the culture of a community reflects the history, daily life or beliefs of its people.