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Good Habits Great Readers and

Pearson SuccessNet

Correlated to Minnesota Academic Standards

Social Studies Grades K-5

Copyright © 2009 Pearson Education, Inc. or its affiliate(s). All rights reserved

Good Habits Great Readers and Pearson SuccessNet Correlated to Minnesota Academic Standards Social Studies Grades K-5

Kindergarten 1 of 104

Kindergarten I: United States History I.A: Family Life Today and In The Past I.A.1: The student will understand how families live today and in earlier times, recognizing that some aspects change over time while others stay the same. I.A.1.1: Students will compare family life in his or her community from earlier times and today.

Good Habits Great Readers Homes Around the World Off to Grandma’s House The Way Things Were Yesterday and Today: Having Fun Ancient Times Success Net Families My Family Alike, Different, and Together We All Belong We are the Community

I.A.1.2: Students will compare family life in at least three distant places and times.

Good Habits Great Readers Homes Around the World Off to Grandma’s House The Way Things Were Yesterday and Today: Having Fun Ancient Times Success Net Families My Family Alike, Different, and Together We All Belong We are the Community

I.A.1.3: Students will compare technologies from earlier times and today, and identify the impact of invention on historical change.

Good Habits Great Readers Machines What Can Fly? What Makes It Go? Planes, Trains, and More Success Net Machines Help Telephone Talk How Travel Has Changed Changes in Transportation Telephones Through Time

I.B: Famous People and Events in U.S. History I.B.1: The student will recognize people and events that made significant contributions to U.S. History. I.B.1.1: Student will know individuals and groups associated with key turning points in U.S. History.

Success Net George Washington: Father of Our Country George Washington: Our First President George Washington Independence Day The Fourth of July



I.C: Many Peoples and Cultures Meet in the Making of North America

Success Net Neighbors Near and Far My Neighborhood Who Is My Neighbor? All Kinds of Families Loni's Town

I.C.1: The student will demonstrate knowledge of the people who settled in North America.

Good Habits Great Readers Time to Celebrate Success Net Neighbors Near and Far My Neighborhood Who Is My Neighbor? All Kinds of Families Loni's Town

I.C.1.1: Students will understand that large and diverse American Indian nations were the original inhabitants of North America.

Good Habits Great Readers Time to Celebrate

I.C.1.2: Students will demonstrate knowledge of European exploration and settlement of the North American continent and the resulting interaction with American Indian nations.

Good Habits Great Readers Time to Celebrate

III: World History III.A: Family Life Today and in the Past III.A.1: The student will understand how families live today and in earlier times, recognizing that some aspects change over time while others stay the same. III.A.1.1: Students will compare family life in their own communities from earlier times and today.

Good Habits Great Readers Homes Around the World Off to Grandma’s House The Way Things Were Yesterday and Today: Having Fun Ancient Times Success Net Families My Family The Farmer's Hat The Surprise Box Picnic Time

III.A.1.2: Students will compare family life in at least three distant places and times.

Good Habits Great Readers Homes Around the World Off to Grandma’s House The Way Things Were Yesterday and Today: Having Fun Ancient Times Success Net Cascarones Are for Fun Alike, Different, and Together We All Belong Mamá Picnic Time



III.A.1.3: Students will compare technologies from earlier times and today, and identify the impact of invention on historical change.

Good Habits Great Readers Machines What Can Fly? What Makes It Go? Planes, Trains, and More Success Net Changes in Transportation How Travel Has Changed On the Move The Telephone Marla's Idea

III.B: Civilizations in World History III.B.1: The student will demonstrate knowledge of the historical development of past cultures around the world. III.B.1.1: Students will demonstrate knowledge of the historical development of at least three civilizations in Africa, the Americas, Asia, or Europe.

Good Habits Great Readers Ancient Times Ancient Mysteries The Way Things Were Yesterday and Today: Having Fun Yesterday and Today: Going to School Success Net The Story of Communication Telephone Talk George Washington George Washington: Father of Our Country George Washington: Our First President

III.C: Famous People in World History III.C.1: The student will recognize individuals or groups that have shaped the world III.C.1.1: Students will become familiar with people who have made cultural (scientific, artistic, literary, and industrial) contributions to world history, and analyze the significance of their contributions.

Good Habits Great Readers A Scientist of Old Success Net Susan's Missing Painting A Library Comes to Town Independence Day Happy Birthday, America! George Washington: Father of Our Country

IV: Historical Skills IV.A: Concepts of Time IV.A.1: The student will demonstrate chronological thinking. IV.A.1.1: Students will define and use terms for concepts of historical time.

Good Habits Great Readers Ancient Times Ancient Mysteries The Way Things Were Yesterday and Today: Having Fun Yesterday and Today: Going to School Success Net George Washington George Washington: Our First President George Washington: Father of Our Country School: Then and Now Telephones Through Time



IV.A.1.2: Students will place events in chronological order and construct timelines.

Good Habits Great Readers Ancient Times Ancient Mysteries The Way Things Were Yesterday and Today: Having Fun Yesterday and Today: Going to School Success Net George Washington George Washington: Our First President George Washington: Father of Our Country School: Then and Now Telephones Through Time

IV.B: Historical Resources IV.B.1: The student will understand that we can learn about the past from different sorts of evidence. IV.B.1.1: Students will compare different kinds of historical sources and describe the different sorts of information the sources provide.

Good Habits Great Readers Ancient Times

V: Geography V.A: Concepts of Location V.A.1: The student will use directional and positional words to locate and describe people, places and things. V.A.1.1: Students will describe the location of people, places and things by using positional words.

Good Habits Great Readers The Beach Go Sea It This Desert Sea Riddles Encyclopedia of Places Success Net George Washington: Father of Our Country George Washington: Our First President Neighbors Near and Far Machines Help This Is Our World

V.A.1.2: Students will use maps and globes to locate places referenced in stories and real life situations.

Success Net Pins in the Map Find It! Maps and Globes Reading Maps and Globes We Can Help!

V.A.1.3: Students will explain that an address locates a specific place.

Good Habits Great Readers The Letter What’s the Address Success Net We Can Help! Mamá My New Pet Pet Helpers



V.A.1.4: Students will name and use directional words to describe locations of places in the school and community. Students will locate places by using simple maps, and understand that maps are drawings of locations and places as viewed from above.

Good Habits Great Readers Encyclopedia of Places Success Net School: Then and Now It Is Time to Get in Line At School The Class Off to School

V.A.1.5: Students will use the equator and poles as reference points to describe locations.

Success Net Pins in the Map Find It! Maps and Globes Reading Maps and Globes

V.A.1.6: Students will compare distances between two or more places shown on a map with simple terms, such as farther and closer.


V.A.2: The student will demonstrate working knowledge of the cardinal directions. V.A.2.1: Students will use cardinal and intermediate directions to locate places.


V.B: Maps and Globes V.B.1: The student will use and create maps and globes to locate people, places and things. V.B.1.1: Students will locate places by using simple maps, and understand that maps are drawings of locations and places as viewed from above.

Success Net Find It! Maps and Globes Reading Maps and Globes Pins in the Map

V.B.1.2: Students will recognize and locate the outline shape of the state of Minnesota on a map/globe.

Success Net Opportunities to address this standard can be found in: Pins in the Map Find It! Maps and Globes Reading Maps and Globes

V.B.1.3: Students will create and interpret simple maps using the map elements of title, direction, symbols, and a map key or legend.

Success Net Find It! Maps and Globes Reading Maps and Globes Pins in the Map

V.B.1.4: Students will locate the continents and oceans on a map of the world and a globe.


V.B.1.5: Students will recognize the outline shape of the contiguous United States.




V.B.1.6: Students will recognize the outline shapes of countries and locate cultures and civilizations studied in history.


V.B.2: The student will use maps and globes to demonstrate specific geographical knowledge. V.B.2.1: Students will locate on a map the major world countries, states and major cities of the United States.


V.B.2.2: Students will use an atlas to locate geographic information.


V.C: Physical Features and Processes V.C.1: The student will distinguish between physical and human-made features of places on the Earth's surface. V.C.1.1: Students will name and locate physical features of the United States, including places about which they have read.

Good Habits Great Readers The Beach Go Sea It This Desert Sea Riddles Encyclopedia of Places Success Net Opportunities to address this standard can be found in: Pins in the Map Find It! Maps and Globes Reading Maps and Globes

V.C.1.2: Students will name and locate major humanmade features of the United States, including features about which they have read.


V.C.2: The student will identify specific landforms and waterways on a map using geographical terms. V.C.2.1: Students will locate major river systems and mountain ranges on continents studied.

Success Net Loni's Town Find It! Maps and Globes Reading Maps and Globes Pins in the Map



V.C.2.2: Students will explain and use introductory geographical terms.

Good Habits Great Readers The Beach Go Sea It This Desert Sea Riddles Encyclopedia of Places Success Net Pins in the Map My New Pet People At Work Where We Work Working

VI: Economics VI.A: Economic Choices VI.A.1: The student will understand that economic choices are necessary in life. VI.A.1.1: Students will identify the difference between basic needs (food, clothing, and shelter) and wants (things people would like to have).

Good Habits Great Readers Homes Around the World The Market Success Net Picnic Time They Help Animals The Farmer's Hat The Surprise Box Treasures, Not Trash!

VI.A.1.2: Students will explain that money can be used to buy goods and services.

Good Habits Great Readers The Market Success Net People At Work Where We Work Working

VI.A.1.3: Students will understand and explain that the concept of scarcity means that one cannot have all the goods and services that one wants.


VI.A.1.4: Students will give examples of tradeoffs (opportunity costs).

Good Habits Great Readers The Market Success Net Opportunities to address this standard can be found in: People At Work Where We Work Working

VI.A.1.5: Students will understand and explain that as producers they can earn money (income) that can be spent or saved as they choose.




VI.B: Producers and Consumers VI.B.1: The student will understand the relationship between consumers and producers in regards to goods and services. VI.B.1.1: Students will distinguish between producers and consumers and between goods and services.

Good Habits Great Readers New Sneakers The Market Success Net People At Work Where We Work Working

VI.B.1.2: Students will recognize and explain that natural resources, human resources, and human-made resources are used in the production of goods and services.

Good Habits Great Readers New Sneakers The Market Success Net People At Work Where We Work Working

VII: Government and Citizenship VII.A: Civic Values, Skills, Rights and Responsibilities VII.A.1: The student will describe civic values, rights and responsibilities in a republic. VII.A.1.1: Students will demonstrate knowledge of civic values that facilitate thoughtful and effective participation in civic life.

Good Habits Great Readers Stop! Success Net It Is Time to Get in Line School Rules The Farmer's Hat Ana and Her Bike We Can Help!

VII.A.1.2: Students will explain the rights and responsibilities of people living in a democracy, including the principle of majority rule and minority rights.

Success Net Addressed at higher grades

VII.A.2: The student will understand the importance of participation in civic life and demonstrate effective civic skills. VII.A.2.1: Students will explain the importance of participation and cooperation in a classroom and community and explain how people can make a difference in others' lives.

Success Net It Is Time to Get in Line School Rules The Farmer's Hat Ana and Her Bike We Can Help!

VII.A.2.2: Students will describe how they can influence school rules by studying and discussing issues and presenting their concerns to the people in authority.

Success Net It Is Time to Get in Line School Rules How Do Rules Get Made? Making Rules Who Makes the Rules?

VII.A.2.3: Students will explain the importance of voting and how one vote can make a difference.

Success Net Addressed at higher grades

VII.A.2.4: Students will explain that people have diverse viewpoints and that speaking and listening to others is important.

Good Habits Great Readers Homes Around the World Time to Celebrate



VII.B: Beliefs and Principles of United States Democracy VII.B.1: The student will understand the role of government, rules, and law and why we have them. VII.B.1.1: Students will give examples of rules in the classroom/school and community, provide reasons for the specific rules, and know the characteristics of good rules.

Good Habits Great Readers Stop! Success Net Rules Rules Make Life Work Why We Have Rules It Is Time to Get in Line School Rules

VII.B.1.2: Students will explain that rules and laws apply to everyone and describe consequences for breaking the rules or laws.

Good Habits Great Readers Stop! Success Net Rules Rules Make Life Work Why We Have Rules It Is Time to Get in Line School Rules

VII.B.1.3: Students will know that the United States and the State of Minnesota each have a constitution that outlines the rules for government.

Success Net Opportunities to address this standard can be found in: Washington, D.C. Rules Rules Make Life Work Why We Have Rules Mayor Mom

VII.B.2: The student will know key symbols, songs and locations that represent our nation and state. VII.B.2.1: Students will recognize the symbols, songs, locations that uniquely identify our nation.

Success Net Washington, D.C. Look, a Flag Symbols Symbols of our Land Special Buildings

VII.B.2.2: Students will recognize symbols that are significant for the state of Minnesota.

Success Net Opportunities to address this standard can be found in: Look, a Flag Symbols Symbols of our Land Special Buildings

VII.B.2.3: Students will describe key national holidays and explain why people celebrate them.

Good Habits Great Readers Time to Celebrate Success Net Special Days, Special Food Harvest Holidays The Fourth of July Independence Day Happy Birthday, America!

VII.C: Roots of the Republic VII.C.1: The student will understand the importance of key founding documents of the U.S. VII.C.1.1: Students will identify the influence of the Declaration of Independence, the Constitution and the Bill of Rights.

Success Net The Fourth of July Independence Day Happy Birthday, America!



VII.C.2: The student will become familiar with statesmen and their leadership and guidance of the republic VII.C.2.1: Students will identify the beliefs and actions of statesmen including presidents George Washington and Abraham Lincoln.

Success Net George Washington George Washington: Father of Our Country George Washington: Our First President

VII.D: Governmental Institutions and Processes of the United States VII.D.1: The student will know basic functions of government. VII.D.1.1: Students will describe examples of specific services provided by government.

Success Net Mayor Mom Washington, D.C. A Library Comes to Town

VII.D.1.2: Students will name people involved in government, including current and past government leaders, employees, and volunteers.

Success Net Mayor Mom Washington, D.C. A Library Comes to Town George Washington George Washington: Father of Our Country

Good Habits Great Readers and Pearson SuccessNet Correlated to Minnesota Academic Standards Social Studies Grades: K-5

Grade 1 11 of 104

Grade 1 I: United States History I.A: Family Life Today and In The Past I.A.1: The student will understand how families live today and in earlier times, recognizing that some aspects change over time while others stay the same. I.A.1.1: Students will compare family life in his or her community from earlier times and today.

Good Habits Great Readers The Way Things Were Oscar’s Day Yesterday and Today: Having Fun Ancient Times Success Net Families My Family Granny's Cranberry Sauce Meet Our Families Remembering Our Pasts


Good Habits Great Readers Homes Around the World The Way Things Were Oscar’s Day Yesterday and Today: Having Fun Ancient Times Success Net Families My Family All Kinds of Families Meet Our Families Family Traditions and Celebrations


Good Habits Great Readers Machines What Can Fly? What Makes It Go? I Can Use the Computer Planes, Trains, and More Success Net Inventions Help People Telephones Through Time Changes in Transportation The Story of Communication Marla's Idea


Success Net The Fourth of July Independence Day Happy Birthday, America! Heroes of the American Revolution Abraham Lincoln


Grade 1 12 of 104


Good Habits Great Readers Time to Celebrate Success Net Alike, Different, and Together We All Belong We are the Community It Is Time to Get in Line The Class


Good Habits Great Readers Time to Celebrate Success Net Alike, Different, and Together We All Belong Remembering Our Pasts Meet Our Families We are the Community


Good Habits Great Readers Time to Celebrate Success Net The Bear Man: A Native American Folk Tale A Wild Onion Dinner


Good Habits Great Readers Time to Celebrate Success Net The Pilgrims' First Year A Wild Onion Dinner A Home in the Wilderness


Good Habits Great Readers The Way Things Were Oscar’s Day Yesterday and Today: Having Fun Ancient Times Success Net Families My Family All Kinds of Families Family Histories Remembering Our Pasts


Grade 1 13 of 104


Good Habits Great Readers Homes Around the World The Way Things Were Oscar’s Day Yesterday and Today: Having Fun Ancient Times Success Net Alike, Different, and Together My Family All Kinds of Families Fun for Families Mina's Day


Good Habits Great Readers Machines What Can Fly? What Makes It Go? I Can Use the Computer Planes, Trains, and More Success Net Inventions Help People School: Then and Now How Travel Has Changed On the Move Telephones Through Time


Good Habits Great Readers Ancient Times The Beauty of Bali Success Net Windows to the Past The Bear Man: A Native American Folk Tale Giving Thanks Around the World Home of the Brave The Tortilla Factory


Good Habits Great Readers A Scientist of Old Success Net The Telephone Ideas to Inventions Windows to the Past Abraham Lincoln: Great Man, Great Words George Washington: Father of Our Country


Grade 1 14 of 104


Good Habits Great Readers Ancient Times Yesterday and Today: Having Fun Yesterday and Today: Going to School Success Net Letters from Here to There The Butterfly Quilt What Does a Cowboy Do? School: Then and Now Things Change


Good Habits Great Readers Ancient Times Yesterday and Today: Having Fun Yesterday and Today: Going to School Success Net The Pilgrims' First Year George Washington Abraham Lincoln Heroes of the American Revolution George Washington: Father of Our Country


Good Habits Great Readers Ancient Times Success Net Letters from Here to There Quilting Memories Abraham Lincoln: Great Man, Great Words A Library Comes to Town Windows to the Past


Good Habits Great Readers The Beach Go Sea It World Atlas Crossing the Atlantic Encyclopedia of Places Success Net Simone's Travels Neighbors Near and Far Special Buildings Ada's Castle


Grade 1 15 of 104


Good Habits Great Readers World Atlas Success Net Simone's Travels Pins in the Map Find It! Maps and Globes Reading Maps and Globes


Good Habits Great Readers The Letter What’s the Address Success Net Pins in the Map Loni's Town Who Is My Neighbor? Mail It ... From Here to There


Good Habits Great Readers World Atlas Success Net Pins in the Map Find It! Maps and Globes Reading Maps and Globes


Good Habits Great Readers World Atlas Success Net Find It! Maps and Globes Reading Maps and Globes






Grade 1 16 of 104


Good Habits Great Readers World Atlas Success Net Pins in the Map Find It! Reading Maps and Globes Maps and Globes


Good Habits Great Readers World Atlas Success Net Opportunities to address this standard can be found in: Find It! Reading Maps and Globes Maps and Globes


Good Habits Great Readers World Atlas Success Net Pins in the Map Find It! Reading Maps and Globes Maps and Globes


Good Habits Great Readers World Atlas Success Net Find It! Reading Maps and Globes Maps and Globes Home of the Brave


Good Habits Great Readers World Atlas Success Net Find It! Reading Maps and Globes Maps and Globes


Good Habits Great Readers World Atlas Success Net Reading Maps and Globes Maps and Globes Birthdays Around the World Mina's Day Giving Thanks Around the World


Grade 1 17 of 104


Good Habits Great Readers World Atlas Success Net Communities All Over Pins in the Map Washington, D.C. Symbols of our Land Simone's Travels


Good Habits Great Readers World Atlas Success Net Opportunities to address this standard can be found in: Find It! Pins in the Map Reading Maps and Globes Maps and Globes


Good Habits Great Readers The Beach Go Sea It World Atlas New York City Encyclopedia of Places Success Net Find It! Reading Maps and Globes Maps and Globes Loni's Town Let's Camp at Crescent Lake


Good Habits Great Readers New York City World Atlas Success Net Special Buildings Pins in the Map Find It! Reading Maps and Globes Maps and Globes


Grade 1 18 of 104


Good Habits Great Readers World Atlas Success Net Reading Maps and Globes Maps and Globes Pins in the Map Find It! Loni's Town


Good Habits Great Readers The Beach Go Sea It World Atlas Crossing the Atlantic Encyclopedia of Places Success Net Find It! Maps and Globes Where We Work I Spy Fun Off to School We Go!


Good Habits Great Readers New Sneakers Homes Around the World The Market Oscar’s Day Success Net What Is for Dinner? A Home in the Wilderness They Help Animals To Market, To Market Buyers Need Sellers, Sellers Need Buyers


Good Habits Great Readers The Market Oscar’s Day Success Net Goods and Services Buyers Need Sellers, Sellers Need Buyers The Consumer-Producer Connection Who Does It? Who Buys It? To Market, To Market


Grade 1 19 of 104


Good Habits Great Readers The Market Oscar’s Day Success Net Goods and Services Buyers Need Sellers, Sellers Need Buyers The Consumer-Producer Connection Can We Get That Here? To Market, To Market


Good Habits Great Readers The Market Oscar’s Day Success Net Goods and Services Buyers Need Sellers, Sellers Need Buyers Who Does It? Who Buys It? What Is for Dinner?


Good Habits Great Readers The Market Oscar’s Day Success Net Buyers Need Sellers, Sellers Need Buyers The Consumer-Producer Connection Who Does It? Who Buys It? Can We Get That Here? What Is for Dinner?


Good Habits Great Readers New Sneakers The Market Oscar’s Day Success Net Goods and Services Buyers Need Sellers, Sellers Need Buyers The Consumer-Producer Connection Who Does It? Who Buys It? To Market, To Market


Good Habits Great Readers New Sneakers The Market Success Net Casting Nets Community Helpers People At Work Working Goods and Services


Grade 1 20 of 104


Success Net Making the World a Better Place Home of the Brave The Kids Care Club You Can Make A Difference! Adam's New Soccer Team


Success Net Home of the Brave It Is the Law Lawmaking in the United States Making a Law Who Makes the Rules?


Good Habits Great Readers Stop! Success Net At School The Kids Care Club I Help What Does a Good Neighbor Do? School Rules


Success Net At School School Rules How Do Rules Get Made? Making Rules Who Makes the Rules?


Success Net It Is the Law Lawmaking in the United States Making a Law Home of the Brave


Good Habits Great Readers Time to Celebrate Homes Around the World Success Net Rules Rules Make Life Work Why We Have Rules Hello, Friend!


Grade 1 21 of 104


Good Habits Great Readers Stop! Success Net Rules Rules Make Life Work Why We Have Rules School Rules Who Makes the Rules?


Good Habits Great Readers Stop! Success Net It Is the Law Lawmaking in the United States Making a Law Rules Make Life Work Why We Have Rules


Success Net Home of the Brave It Is the Law Lawmaking in the United States Making a Law


Success Net Home of the Brave Washington, D.C. Look, a Flag Symbols Symbols of our Land


Success Net Opportunities to address this standard can be found in: Look, a Flag Symbols Symbols of our Land


Good Habits Great Readers Kyle’s First Kwanzaa Success Net Happy Birthday, America! The Fourth of July Independence Day A Thanksgiving Party Harvest Holidays


Grade 1 22 of 104


Success Net Home of the Brave It Is the Law Lawmaking in the United States The Fourth of July Independence Day


Success Net Heroes of the American Revolution Abraham Lincoln Abraham Lincoln: Our 16th President George Washington: Father of Our Country George Washington: Our First President


Good Habits Great Readers The Letter Success Net At the Fire Station Community Helpers Letters from Here to There Who Can Help? In My Neighborhood


Success Net Mayor Mom Abraham Lincoln Abraham Lincoln: Great Man, Great Words George Washington: Our First President A Library Comes to Town


Grade 2 23 of 104


Good Habits Great Readers Yesterday and Today: Having Fun Ancient Times Success Net Remembering Our Pasts Meet Our Families Then and Now For Good Luck! Family Histories


Good Habits Great Readers Oscar’s Day Ancient Times Yesterday and Today: Having Fun Success Net Twelve Grapes for the New Year A Party for Pedro A Special Festival Mina’s Day Family Histories


Good Habits Great Readers Machines What Can Fly? What Makes It Go? I Can Use the Computer Planes, Trains, and More Success Net Changes in Transportation The Telephone Inventions Help People Reach for Your Dream: Astronaut Franklin Chang-Diaz


Good Habits Great Readers They Changed the World Success Net Heroes of the American Revolution Abraham Lincoln Abraham Lincoln: Our 16th President Women Who Made a Difference Thomas Jefferson


Success Net Heroes of the American Revolution Thomas Jefferson Starting America: Thomas Jefferson and His Writings The Fourth of July Happy Birthday, America!


Grade 2 24 of 104


Success Net Nana’s Herb Garden Meet Our Families Remembering Our Pasts Brave Settlers in a Strange Land The American Dream: Coming to the United States


Success Net American Indian Lives and Traditions Old and New in American Indian Life


Success Net The Pilgrim’s First Year Adventures in the Americas Exploring a New World A Whole New World


Good Habits Great Readers Yesterday and Today: Having Fun Ancient Times Success Net Remembering Our Pasts Meet Our Families Then and Now For Good Luck! Family Histories


Good Habits Great Readers Oscar’s Day Yesterday and Today: Having Fun Ancient Times Success Net Twelve Grapes for the New Year A Party for Pedro A Special Festival Mina’s Day Family Histories


Good Habits Great Readers Machines I Can Use the Computer Success Net Changes in Transportation The Telephone Inventions Help People Reach for Your Dream: Astronaut Franklin Chang-Diaz


Grade 2 25 of 104


Good Habits Great Readers Ancient Times The Beauty of Bali Success Net Traditional Crafts of Mexico A Child’s Life in Korea


Good Habits Great Readers A Scientist of Old They Changed the World Success Net The Telephone Ideas to Inventions


Good Habits Great Readers Ancient Times Yesterday and Today: Going to School Yesterday and Today: Having Fun Success Net Windows to the Past A Time of Change: Women in the Early Twentieth Century Remembering Our Pasts


Good Habits Great Readers Ancient Times Yesterday and Today: Going to School Yesterday and Today: Having Fun Success Net Ideas to Inventions Thomas Adams Invents Chewing Gum What Do You See, James Van Der Zee? From Sea To Shining Sea Regions and Resources


Good Habits Great Readers Ancient Times Success Net Abraham Lincoln Abraham Lincoln: Great Man, Great Words Abraham Lincoln: Our 16th President


Grade 2 26 of 104


Good Habits Great Readers Crossing the Atlantic World Atlas Success Net Land and Water: How Geography Affects Our Community The Places Where We Live Why We Live Where We Live Communities All Over Our Communities


Good Habits Great Readers Crossing the Atlantic World Atlas Success Net From Sea To Shining Sea Regions and Resources Where Does That Come From? City Friends, Country Friends Giving Thanks Around the World


Good Habits Great Readers The Letter What’s the Address The Mysterious House Number Nine Success Net Mail It ... From Here to There How Does the Mail Work? How Mail Travels


Good Habits Great Readers World Atlas Success Net Mail It ... From Here to There How Does the Mail Work? How Mail Travels


Good Habits Great Readers World Atlas Success Net From Sea To Shining Sea Regions and Resources Where Does That Come From? City Friends, Country Friends Giving Thanks Around the World


Grade 2 27 of 104








Good Habits Great Readers Opportunities to address this standard can be found in the following: World Atlas Success Net From Sea To Shining Sea Regions and Resources






Grade 2 28 of 104


Good Habits Great Readers World Atlas Success Net From Sea To Shining Sea Regions and Resources






Good Habits Great Readers World Atlas Success Net Opportunities to address this standard appear in: From Sea To Shining Sea Regions and Resources Where Does That Come From? City Friends, Country Friends Giving Thanks Around the World


Good Habits Great Readers Crossing the Atlantic New York City World Atlas Success Net From Sea To Shining Sea Regions and Resources Where Does That Come From? Land and Water: How Geography Affects Our Community The Places Where We Live


Grade 2 29 of 104


Good Habits Great Readers New York City World Atlas Success Net From Sea To Shining Sea Regions and Resources Where Does That Come From? Land and Water: How Geography Affects Our Community The Places Where We Live


Good Habits Great Readers World Atlas Success Net From Sea To Shining Sea Regions and Resources Where Does That Come From? Land and Water: How Geography Affects Our Community The Places Where We Live


Good Habits Great Readers Crossing the Atlantic New York City World Atlas Success Net From Sea To Shining Sea Regions and Resources Where Does That Come From? Land and Water: How Geography Affects Our Community The Places Where We Live


Good Habits Great Readers The Market Oscar’s Day Success Net Goods and Services To Market, To Market Let's Make a Trade! Do I Really Need It? Earning Money My Own Way


Grade 2 30 of 104


Good Habits Great Readers The Market Oscar’s Day Success Net Goods and Services Buyers Need Sellers, Sellers Need Buyers The Consumer-Producer Connection Who Does It? Who Buys It? Can We Get That Here?


Good Habits Great Readers The Market Oscar’s Day Success Net Who Does It? Who Buys It? Can We Get That Here? To Market, To Market Do I Really Need It? Save It or Spend It?


Good Habits Great Readers The Market Oscar’s Day Success Net Let's Make a Trade! Money to Spend Do I Really Need It? Save It or Spend It? What Is My Economy Like?


Good Habits Great Readers The Market Oscar’s Day Success Net Buyers Need Sellers, Sellers Need Buyers The Consumer-Producer Connection Who Does It? Who Buys It? Money to Spend Money in the Bank


Good Habits Great Readers The Market Oscar’s Day Success Net Goods and Services Buyers Need Sellers, Sellers Need Buyers The Consumer-Producer Connection It Started with Nails Davis Buys a Dog


Grade 2 31 of 104


Good Habits Great Readers The Market Success Net Goods and Services The Consumer-Producer Connection Who Does It? Who Buys It? Can We Get That Here? Earning Money My Own Way


Success Net You Can Make A Difference! Taking Care of the Earth Home of the Brave The Stars and Stripes Community Helpers


Success Net Home of the Brave The Fourth of July Independence Day Starting America: Thomas Jefferson and His Writings Thomas Jefferson: A Man of Ideas






Success Net It Is the Law Lawmaking in the United States Making a Law


Good Habits Great Readers They Changed the World Success Net Opportunities to address this standard can be found in: Training Peanut


Grade 2 32 of 104






Success Net Home of the Brave Starting America: Thomas Jefferson and His Writings Thomas Jefferson: A Man of Ideas


Success Net Home of the Brave Happy Birthday, America! Signs, Songs, and Symbols of America


Success Net Home of the Brave Signs, Songs, and Symbols of America


Good Habits Great Readers Kyle’s First Kwanzaa Success Net Happy Birthday, America! The Pilgrims' First Year Independence Day A Thanksgiving Party The Fourth of July


Success Net Home of the Brave Starting America: Thomas Jefferson and His Writings Thomas Jefferson: A Man of Ideas The Fourth of July Independence Day


Success Net Heroes of the American Revolution Abraham Lincoln Abraham Lincoln: Great Man, Great Words Abraham Lincoln: Our 16th President The Fourth of July


Grade 2 33 of 104






Grade 3 34 of 104


Good Habits Great Readers The Ancient Ones: The Anasazi of Mesa Verde Success Net Our Trip Out East Puppy Show Many Kinds of Homes A Special Festival Kapuapua's Magic Shell


Good Habits Great Readers Oscar’s Day The Ancient Ones: The Anasazi of Mesa Verde Success Net Kapuapua's Magic Shell Our Trip Out East Many Kinds of Homes Nana's Herb Garden From a Small Town to a Big City


Success Net Reach for Your Dream: Astronaut Franklin Chang-Diaz Special Talents, Extraordinary Lives Women Who Dared to Fly Two Women Astronauts Alexander Graham Bell, Teacher of the Deaf


Good Habits Great Readers They Changed the World Success Net Women Who Made a Difference Starting America: Thomas Jefferson and His Writings Thomas Jefferson Thomas Jefferson: A Man of Ideas Jackie Robinson


Good Habits Great Readers They Changed the World Success Net Many Kinds of Homes American Indian Lives and Traditions Old and New in American Indian Life Lewis and Clark Talking to Lewis and Clark


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Good Habits Great Readers They Changed the World Success Net Many Kinds of Homes American Indian Lives and Traditions Old and New in American Indian Life


Success Net The Chumash People of California Early Americans Life Among the Chumash American Indian Lives and Traditions Old and New in American Indian Life


Success Net Fighting For Florida Adventure in the Americas Exploring a New World A Whole New World


Success Net Kapuapua's Magic Shell Many Kinds of Homes The Wall of Names From a Small Town to a Big City Bobby's New Apartment


Good Habits Great Readers Oscar’s Day Success Net Kapuapua's Magic Shell Our Trip Out East Many Kinds of Homes Nana's Herb Garden From a Small Town to a Big City


Success Net Reach for Your Dream: Astronaut Franklin Chang-Diaz Special Talents, Extraordinary Lives Women Who Dared to Fly Two Women Astronauts Alexander Graham Bell, Teacher of the Deaf


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Good Habits Great Readers The Beauty of Bali Success Net To Market, To Market A World Tour of Cultures Let's Get to Know the Incas Mexico's Mother Culture: The Olmecs Meet the Maya


Good Habits Great Readers They Changed the World Success Net Ralph Bunche: Quiet Hero Special Talents, Extraordinary Lives Women Who Made a Difference Heroes of the American Revolution Abraham Lincoln


Success Net From Sea To Shining Sea Regions and Resources Where Does That Come From? Let's Get to Know the Incas Mexico's Mother Culture: The Olmecs


Success Net From Sea To Shining Sea Regions and Resources Where Does That Come From? Let's Get to Know the Incas Mexico's Mother Culture: The Olmecs


Success Net Ideas to Inventions Words from Other Languages China's Gifts to the World The English Channel A Time of Change: Women in the Early Twentieth Century


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Good Habits Great Readers Crossing the Atlantic World Atlas Success Net James Cook: Changing the Map of the World It's a World of Time Zones The English Channel How Mail Travels New York City's Chinatown


Good Habits Great Readers World Atlas Success Net James Cook: Changing the Map of the World It's a World of Time Zones The English Channel How Mail Travels New York City's Chinatown


Good Habits Great Readers The Mysterious House Number Nine Success Net How Mail Travels


Good Habits Great Readers Crossing the Atlantic World Atlas Success Net James Cook: Changing the Map of the World It's a World of Time Zones The English Channel How Mail Travels New York City's Chinatown


Good Habits Great Readers World Atlas Success Net Opportunities to address this standard may be found in: James Cook: Changing the Map of the World It's a World of Time Zones The English Channel How Mail Travels New York City's Chinatown


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Good Habits Great Readers World Atlas Success Net Rails Across America It's a World of Time Zones The American Dream: Coming to the United States




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Good Habits Great Readers World Atlas Success Net James Cook: Changing the Map of the World It's a World of Time Zones The English Channel


Good Habits Great Readers World Atlas Success Net How Mail Travels The American Dream: Coming to the United States Along the Coast of Florida Florida's Atlantic Coast The Atlantic Coastal Plain


Good Habits Great Readers World Atlas Success Net James Cook: Changing the Map of the World It's a World of Time Zones The English Channel




Good Habits Great Readers World Atlas Success Net Opportunities to address this standard may be found in: James Cook: Changing the Map of the World It's a World of Time Zones The English Channel How Mail Travels New York City's Chinatown


Grade 3 40 of 104


Good Habits Great Readers World Atlas Crossing the Atlantic New York City Success Net How Mail Travels The American Dream: Coming to the United States Along the Coast of Florida Florida's Atlantic Coast The Atlantic Coastal Plain


Good Habits Great Readers New York City World Atlas Success Net How Mail Travels The American Dream: Coming to the United States Along the Coast of Florida Florida's Atlantic Coast The Atlantic Coastal Plain


Good Habits Great Readers World Atlas Success Net James Cook: Changing the Map of the World It's a World of Time Zones The English Channel Along the Coast of Florida Florida's Atlantic Coast


Good Habits Great Readers Crossing the Atlantic World Atlas Success Net James Cook: Changing the Map of the World It's a World of Time Zones The English Channel Along the Coast of Florida Florida's Atlantic Coast


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Good Habits Great Readers Oscar’s Day Success Net Going to the Market Do I Really Need It? Save It or Spend It? Davis Buys a Dog Earning Money My Own Way


Good Habits Great Readers Oscar’s Day Success Net Money to Spend Money in the Bank What Money is All About Let's Save Money! Earning Money My Own Way


Good Habits Great Readers Oscar’s Day Success Net Do I Really Need It? Save It or Spend It? What Is My Economy Like? Going to the Market What Money is All About


Good Habits Great Readers Oscar’s Day Success Net Let's Make a Trade! Do I Really Need It? Save It or Spend It? What Is My Economy Like? Going to the Market Davis Buys a Dog


Good Habits Great Readers Oscar’s Day Success Net Money to Spend Money in the Bank What Money is All About Let's Save Money! Save It or Spend It?


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Good Habits Great Readers Oscar’s Day Success Net Going to the Market Do I Really Need It? Save It or Spend It? What Is My Economy Like? Davis Buys a Dog


Good Habits Great Readers Oscar’s Day Success Net Do I Really Need It? Save It or Spend It? What Is My Economy Like? It Started with Nails Regions and Resources


Success Net A Citizen of the United States What It Means To Be a Citizen We Are Part of This Place The Wall of Names From a Small Town to a Big City


Success Net The Fourth Grade Election D Is For Democracy Our Government The Constitution: Protecting Our Rights and Freedoms Meet The United States Government


Success Net My Good Friend Nana's Herb Garden The Wall of Names A Citizen of the United States What It Means To Be a Citizen




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Success Net My Good Friend Nana's Herb Garden The Wall of Names A Citizen of the United States What It Means To Be a Citizen








Success Net Signs, Songs, and Symbols of America The Statue of Liberty: From Paris to New York City Home of the Brave Happy Birthday, America!


Success Net Signs, Songs, and Symbols of America


Good Habits Great Readers Kyle’s First Kwanzaa Success Net Happy Birthday, America!


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Success Net The Power of Our People Home of the Brave D Is For Democracy Our Government The Constitution: Protecting Our Rights and Freedoms


Success Net Heroes of the American Revolution Abraham Lincoln Abraham Lincoln: Great Man, Great Words Abraham Lincoln: Our 16th President


Success Net Our Government Meet The United States Government


Success Net Heroes of the American Revolution Abraham Lincoln Abraham Lincoln: Great Man, Great Words Abraham Lincoln: Our 16th President


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Grade 4 I: United States History I.A: Pre-history through 1607 I.A.1: The student will understand that large and diverse American Indian Nations were the original inhabitants of North America. I.A.1.1: Students will compare ways of life of Indian Nations from different regions of North America.

Success Net American Indian Lives and Traditions Old and New in American Indian Life A Wild Onion Dinner The Chumash People of California Early Americans

I.B: Pre-history through 1607 I.B.1: The student will demonstrate knowledge of European exploration of the North American continent and the resulting interaction with American Indian Nations.

Success Net Adventure in the Americas Exploring a New World A Whole New World The Colonial Adventure

I.B.1.1: Students will identify key European explorers and how their voyages led to the establishment of colonies.

Success Net Adventure in the Americas Exploring a New World A Whole New World Colonial New England The First Year

I.B.1.2: Students will know and explain that interactions between American Indian tribes and European explorers had positive and negative impacts.

Success Net Early American Alliances Making Connections: American Indians and Settlers New World, New Neighbors Colonial New England The First Year

I.C: Colonization and Conflict, 1607-1780s I.C.1: The student will demonstrate knowledge of the colonies and the factors that shaped colonial North America. I.C.1.1: Students will explain and understand the political, religious, social, and economic events and conditions that led to the colonization of America.

Success Net Adventure in the Americas Exploring a New World A Whole New World

I.C.1.2: Students will compare and contrast life within the colonies and their geographical areas, including New England, Mid-Atlantic, and Southern colonies, and analyze their impact.

Success Net Adventure in the Americas The Atlantic Coastal Plain A Whole New World Colonial New England The First Year

I.C.1.3: Students will identify the differences and tensions between the English colonies and American Indian tribes.

Success Net Early American Alliances Making Connections: American Indians and Settlers New World, New Neighbors

I.C.1.4: Students will understand the significance of enslaved Africans and their descendants in the economic and social life of the colonies.

Success Net A Nation of Many Colors We Shall Overcome


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I.D: Political Unrest and the American Revolution 1763- mid-1791 I.D.1: The student will demonstrate an understanding of the causes and course of the American Revolution. I.D.1.1: Students will understand issues and events that led to the American Revolution, and analyze how these events affected the move toward independence from Britain.

Success Net Paul Revere and the American Revolution Paul Revere's Midnight Ride After the Midnight Ride Choosing Freedom Conflict in the Colonies

I.D.1.2: Students will understand the principles of the Declaration of Independence, including inalienable rights and self-evident truths.

Success Net The Power of Our People

I.D.1.3: Students will analyze the roles of key individuals and political leaders in the American Revolution.

Success Net Starting America: Thomas Jefferson and His Writings Paul Revere and the American Revolution On the Road to Revolution Key Conflicts of the Revolution Thomas Jefferson

I.D.1.4: Students will know and understand key factors and events contributing to the defeat of the British.

Success Net Key Conflicts of the Revolution Turning Points in the Fight for Freedom The War for Independence

I.D.2: The student will demonstrate knowledge of how the principles of the American Revolution became the foundation of a new nation. I.D.2.1: Students will know and understand basic principles of the new government established by the Constitution of the United States.

Success Net Authors of Liberty: Writing the U.S. Constitution Words of Freedom: The U.S. Constitution Starting America: Thomas Jefferson and His Writings

I.D.2.2: Students will know reasons why the United States developed the Constitution, including the debates and compromises that led to the final document.

Success Net Authors of Liberty: Writing the U.S. Constitution Words of Freedom: The U.S. Constitution

I.E: Growth and Westward Expansion, 1801-1861 I.E.1: The student will demonstrate knowledge of western expansion, conflict, and reform in America. I.E.1.1: Students will examine the processes that led to the territorial expansion of the United States including wars and treaties with foreign nations and Indian nations, the Mexican-American War, annexation, Louisiana Purchase and other land purchases, and the removal of American Indians to reservations.

Good Habits Great Readers Lewis and Clark: A Journey of Discovery Success Net Lewis and Clark Talking to Lewis and Clark The Long Trip West

I.E.1.2: Students will analyze the impact of inventions and technologies on life in America, including the cotton gin, the steamboat, and the telegraph.

Success Net Faster, Easier, Better: The World of Inventions Good Idea! How Inventions Shape Our Lives Inventions and Change Alexander Graham Bell, Teacher of the Deaf


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I.F: Civil War and Reconstruction, 1850s-1870s I.F.1: The student will demonstrate knowledge of the causes of the Civil War. I.F.1.1: Students will identify and analyze the main ideas of the debate over slavery, abolitionism, states' rights, and explain how they resulted in major political compromises.

Success Net Civil War Heroines The Civil War Sisterhood: Women Who Made a Difference Women of the Civil War

I.F.1.2: Students will identify on a map the states that seceded from the Union, and those that remained in the Union.

Good Habits Great Readers Opportunities to address this standard may be found in: A Band of Brave Men: The Story of the 54th Massachusetts Regiment Living History Success Net Opportunities to address this standard may be found in: Civil War Heroines The Civil War Sisterhood: Women Who Made a Difference Women of the Civil War

I.F.2: The student will demonstrate knowledge of major events and people of the Civil War. I.F.2.1: Students will know and understand the roles of significant figures and battles of the Civil War Era and analyze their significance, including Frederick Douglass, Abraham Lincoln, Jefferson Davis, Harriet Tubman and Battle of Gettysburg.

Good Habits Great Readers Opportunities to address this standard may be found in: A Band of Brave Men: The Story of the 54th Massachusetts Regiment Living History Success Net Civil War Heroines The Civil War Sisterhood: Women Who Made a Difference Women of the Civil War

I.F.2.2: Students will analyze the aftermath of the war and its effects on citizens from the North and South including free blacks, women and former slaveholders.

Good Habits Great Readers Opportunities to address this standard may be found in: A Band of Brave Men: The Story of the 54th Massachusetts Regiment Living History Success Net Civil War Heroines The Civil War Sisterhood: Women Who Made a Difference Women of the Civil War


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I.G: Reshaping the Nation and the Emergence of Modern America, 1877- 1916 I.G.1: The student will analyze the transformation of the American economy and the changing social and political conditions in response to the Industrial Revolution. I.G.1.1: Students will identify and understand the reasons for the increase in immigration, growth of cities, new inventions, and political challenges to American government arising from the industrial revolution, and analyze their impact.

Good Habits Great Readers Crossing Borders: Stories of Immigrants Living History Success Net Growing and Changing Cities Alexander Graham Bell, Teacher of the Deaf New Problems, New Solutions The Urbanization of America The American Dream: Coming to the United States

I.G.1.2: Students will identify and explain racial segregation and racism, including the rise of "Jim Crow," the Ku Klux Klan, discrimination against immigrants, and the relocation of American Indian tribes to reservations, and analyze the impact of these actions.

Success Net This Is the Way We Go to School Equality in American Schools Saving An American Symbol The United States Goes West Osceola In Florida

I.G.1.3: Students will analyze how the rise of big business, the growth of industry, and the change in life on American farms and small towns with increased mechanization changed life in America.

Good Habits Great Readers Living History Success Net A Mill Girl's Day Danger! Children at Work Faster, Easier, Better: The World of Inventions Good Idea! How Inventions Shape Our Lives Inventions and Change

I.G.1.4: Students will analyze the impact of the Progressive Movement on child labor and working conditions; the rise of organized labor; women's suffrage and the temperance movement, and identify the contributions of individuals in these movements.

Success Net A Mill Girl's Day Danger! Children at Work

I.H: World Wars and the Emergence of Modern America, 1900- 1930s I.H.1: The student will demonstrate knowledge of the political, geographical, cultural, social, and economic forces shaping the modern United States. I.H.1.1: Students will know and understand the reasons for the Spanish-American War and its resulting impact.

I.H.1.2: Students will know and understand the United States' actions in the Pacific, and resulting international reactions.

I.H.1.3: Students will identify and understand the struggles and contributions of African American leaders of this period, including W.E.B. DuBois and Booker T. Washington, and compare their ideas.

Success Net This Is the Way We Go to School

I.H.2: The student will understand World War I, its causes and effects. I.H.2.1: Students will know and understand the reasons for the United States' neutrality and delayed entry and involvement in World War I.

I.H.2.2: Students will explain Wilson's 14 Points and United States' isolationism.


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I.I: A World at War, 1930s- 1945 I.I.1: The student will understand and analyze the economic, social, and political transition of the United States before, during and after World War II. I.I.1.1: Students will examine causes and analyze the effects of the Great Depression and the impact of the New Deal.

Success Net Tulips for Annie's Mother Danger! Children at Work The Great Depression The Great Depression: Its Impact and America's Reaction Hard Times

I.I.1.2: Students will analyze the major causes and effects of American neutrality and eventual involvement in World War II, including the America First movement, lend-lease, and the impact of Pearl Harbor.

Success Net Innocent Prisoners! Life in a Japanese American Internment Camp A Day in the Life of Peter and Eve

I.I.1.3: Students will recognize major events, battles and significant leaders in World War II and analyze their impact, including Franklin Roosevelt, Harry S. Truman, Winston Churchill, Adolph Hitler, the Battle for Midway, the invasion of Normandy, and the decision to drop the atomic bomb on Japan.

Good Habits Great Readers If We Had Wings: The Story of the Tuskegee Airmen Success Net Opportunities to address this standard may be found in: A Day in the Life of Peter and Eve

I.I.1.4: Students will evaluate the impact of World War II on the home front and on American culture, including Japanese internment, Tuskegee Airmen, and "Rosie the Riveter."

Good Habits Great Readers If We Had Wings: The Story of the Tuskegee Airmen Success Net The Home Front The War at Home We're In This Together

I.J: Post WWII Era, 1945-1980 I.J.1: The student will analyze the economic, social, and political transformation of the United States and the world between the end of World War II and the present. I.J.1.1: Students will understand and explain the rebuilding of Europe and Japan after World War II, including the Marshall Plan and the American occupation of Japan.

I.J.1.2: Students will understand and analyze the emergence of the United States as a superpower, and its pivotal role in the establishment of the United Nations.

Success Net Ralph Bunche: Quiet Hero

I.J.1.3: Students will analyze the role of American foreign policy and military action during the Cold War era, including the Truman Doctrine, Korean and Vietnam Wars and the Cuban Missile Crisis.

Success Net 3,2,1 Blastoff! The Cold War and the Space Race Rockets and Satellites

I.J.1.4: Students will explain the changing patterns of society, expanded educational and economic opportunities for military veterans, women, and minorities.

Success Net We're In This Together

I.J.1.5: Students will identify major Supreme Court decisions during this era and analyze their impact, including Brown vs. Board of Education.


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I.K: Contemporary America, 1980- present I.K.1: The student will recognize the opportunities and challenges facing the United States and explore its role in the world since 1989. I.K.1.1: Students will identify and evaluate American contributions to the fall of the Soviet bloc, from the Truman Doctrine through the presidency of Ronald Reagan.


I.K.1.2: Students will analyze challenges of a postcommunist world, especially September 11, 2001 and its aftermath.

Success Net After the Attack The Heroes of 9/11 When Everyone Became a Hero

II: Minnesota History II.A: Pre-Contact to 1650 II.A.1: The student will demonstrate knowledge of Minnesota's indigenous peoples. II.A.1.1: Students will describe the evidence of the indigenous cultures in Minnesota, and make reasoned inferences from that evidence.

Success Net Opportunities to address this standard may be found in: The Chumash People of California Early Americans Life Among the Chumash Osceola In Florida The Carlisle Indian School

II.A.1.2: Students will explain the major historical aspects of Dakota and Ojibwe culture, social organization and history, and compare and contrast them.

Success Net The Carlisle Indian School

II.B: Contact and Fur Trade 1600- 1810 II.B.1: The student will demonstrate knowledge of early explorers and fur traders in Minnesota and the impact of the fur trade on both European and Native societies. II.B.1.1: Students will describe how early explorers and fur traders affected the development of Minnesota.

Success Net Opportunities to address this standard may be found in: Fighting For Florida Jamestown The Jamestown Colony John Smith and the Survival of Jamestown Making Connections: American Indians and Settlers

II.B.1.2: Students will describe the economic and cultural impact of the interaction between the Dakota and Ojibwe and the explorers and fur traders.



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II.C: Early Settlement and Statehood 1810- 1860 II.C.1: The student will know and understand the factors that led to rapid settlement of Minnesota in the 19th Century and the changes the new Minnesotans brought with them. II.C.1.1: Students will explain why early settlers came to Minnesota and analyze their impact on political, cultural, and physical landscapes.


II.C.1.2: Students will describe the process of Minnesota's becoming a territory and then a state.

Success Net Opportunities to address this standard may be found in: Journey to Statehood

II.C.1.3: Students will understand why and how the Minnesota Indian Nations negotiated treaties with the United States, and the impact of these treaties for the Ojibwe, the Dakota, and the settlers.


II.D: Civil War and Dakota War 1860-1864 II.D.1: The student will know and understand Minnesota's role in the Civil War and the impact of the Dakota War of 1862. II.D.1.1: Students will describe the attitudes of Minnesotans toward slavery in the period before the Civil War and analyze the factors shaping these attitudes.

Success Net Opportunities to address this standard may be found in: Civil War Heroines The Civil War Sisterhood: Women Who Made a Difference Women of the Civil War

II.D.1.2: Students will describe Minnesota's role in the Civil War, both on the home front and on the battlefront, including the role of the First Minnesota Regiment.


II.D.1.3: Students will compare the different perspectives of settlers and Dakota people on the causes and the effects of the Dakota War of 1862.

II.E: Industrial Era 1865-1914 II.E.1: The student will know and understand Minnesota's major industries and the economic, social, political, and technological changes that accompanied industrialization. II.E.1.1: Students will know and explain the roles of people, politics, natural resources, transportation, and technology in the development of Minnesota's early industries (lumbering, mining, and agriculture).

Good Habits Great Readers Farm Day Success Net Growing and Changing Cities The Golden Year The Land of Opportunity A Mill Girl's Day Faster, Easier, Better: The World of Inventions


Grade 4 52 of 104

II.E.1.2: Students will describe the impact of industrialization on work, home, leisure life, politics, immigration, urbanization, and changes in the physical landscape.

Good Habits Great Readers Crossing Borders: Stories of Immigrants Success Net Growing and Changing Cities The Urbanization of America The Land of Opportunity A Mill Girl's Day

II.E.1.3: Students will describe the various goals, strategies, and accomplishments of social reform movements in Minnesota and analyze their impact.


II.F: World Wars I and II, and the Interwar period, 1914-1945 II.F.1: The student will know and understand the impact on Minnesota of World War I and World War II, as well as the social and economic changes of the 1920s and the 1930s. II.F.1.1: Students will understand the issues that Minnesotans faced during World War I and how they responded to them.

II.F.1.2: Students will demonstrate the knowledge the social, political, and economic changes of the 1920s and 1930s and analyze the impact of the Great Depression and the New Deal.

Success Net Danger! Children at Work The Great Depression The Great Depression: Its Impact and America's Reaction Hard Times

II.F.1.3: Students will describe Minnesota's contributions to World War II and analyze the impact of the war on Minnesota.

Success Net Opportunities to address this standard may be found in: Innocent Prisoners! Life in a Japanese American Internment Camp A Day in the Life of Peter and Eve

II.G: Post-World War II to the Present II.G.1: The student will know and understand Minnesota's role in the major social, economic and political changes, both national and international, in the last half of the 20th Century through the present, and analyze the impact of those changes. II.G.1.1: Students will explain how Minnesota has both affected and been affected by the events, people, and changes in the nation and the world.

Success Net The Home Front The War at Home We're In This Together

II.G.1.2: Students will identify and describe significant demographic changes in Minnesota and issues related to those changes and analyze the significance of their impact.

II.G.1.3: Students will develop and share an understanding of what it means to be a Minnesotan, and what is the contemporary significance of Minnesota for the nation and the world.

II.G.1.4: Students will identify and describe significant land use changes in Minnesota, issues related to land use, and analyze the impact of those changes and issues.

Success Net Opportunities to address this standard may be found in: Earth and Water, High and Low Landforms and Waterways The Shape of Our Land


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III: World History III.A: Beginnings of Human Society III.A.1: The student will demonstrate knowledge of selected attributes and historical developments of various ancient societies in Africa, the Americas, Asia, and Europe. III.A.1.1: Students will describe the migration of people from Africa to other world regions.

Success Net Opportunities to address this standard may be found in: To Market, To Market A World Tour of Cultures

III.A.1.2: Students will describe the development of agriculture and its effect on human communities.

Success Net To Market, To Market Harvesting Medicine on the Hill

III.A.1.3: Students will illustrate or retells the main ideas from stories that disclose the origins, history and traditions of various cultures around the world.

Success Net A World Tour of Cultures Harvesting Medicine on the Hill

III.A.1.4: Students will describe significant historical achievements of various cultures of the world.

Good Habits Great Readers They Changed the World The Ancient Ones: The Anasazi of Mesa Verde Four Great Cities Success Net Let's Get to Know the Incas Mexico's Mother Culture: The Olmecs A Tale of Gold and Glory Old Gold: Gold in the Ancient World Meet the Maya

III.B: Classical Civilizations and World Religions 1000 BC - 600 AD III.B.1: The student will describe classical civilizations in Africa, Asia, and Mesoamerica. III.B.1.1: Students will describe the emergence of states in Sub-Saharan Africa and explains how iron working diffused in Africa.

Success Net A World Tour of Cultures From Salt to Silk: Precious Goods

III.B.1.2: Students will describe how the Chinese Empire was united.

Success Net China: Now and Then The Treasure Fleet From Salt to Silk: Precious Goods

III.B.1.3: Students will analyze the relationship between agriculture and the development of complex societies in Mesoamerica.

Success Net Let's Get to Know the Incas Mexico's Mother Culture: The Olmecs Meet the Maya

III.B.1.4: Students will describe and compare major religious systems and practices.

Success Net Opportunities to address this standard may be found in: Making Friends in Mali

III.C: Classical Civilizations and World Religions 1000 BC - 600 AD III.C.1: The student will describe classical civilizations in Europe and the West. III.C.1.1: Students will demonstrate knowledge of ancient Greek civilization, including art, politics, and philosophy.

Success Net Opportunities to address this standard may be found in: What Makes Great Athletes?

III.C.1.2: Students will demonstrate knowledge of ancient Rome, including art, politics and philosophy.

Success Net Opportunities to address this standard may be found in: Old Gold: Gold in the Ancient World


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III.D: World Civilizations, Expansions of Cultural, Commercial an Political Contacts, 600 AD - 1500 AD III.D.1: The student will understand the causes and consequences of emerging civilizations and increased contact across the cultural regions of Eurasia and Africa. III.D.1.1: Students will analyze the spread of Islamic civilization to western Europe, India and Africa.

III.D.1.2: Students will describe the expansion of the Chinese Empire and its effect on political and cultural life.

Success Net The Treasure Fleet From Salt to Silk: Precious Goods China: Now and Then

III.D.1.3: Students will describe the formation of states in sub-Saharan Africa and the Americas.

Success Net A World Tour of Cultures

III.E: Western Civilizations, Renaissance and Reformation 1000 AD - 1700 AD III.E.1: The student will demonstrate knowledge of important historical, cultural, and social events in Europe during the Middle Ages. III.E.1.1: Students will demonstrate knowledge of the Renaissance in Europe.

Success Net Da Vinci's Designs The Inspiration of Art Michaelangelo and The Italian Renaissance The Renaissance

III.E.1.2: Students will demonstrate knowledge of the age of exploration.

Success Net From Spain to America The Renaissance The Spanish in Florida Exploring with Amerigo Vespucci Exploring with James Cook

III.E.1.3: Students will demonstrate knowledge of the Reformation including important figures of the era.

Success Net Opportunities to address this standard may be found in: The Renaissance

III.E.1.4: Students will demonstrate knowledge of scientific, political, economic and social changes starting in the 17th Century, including the Enlightenment.


III.F: World Civilizations, Toward a Global Culture, 1500 - 1770 AD III.F.1: The student will examine changing forms of crosscultural contact, conflict and cooperation that resulted from the interconnections between Eurasia, Africa and the Americas. III.F.1.1: Students will explain the characteristics of the trading system that linked peoples of Africa, Asia, and Europe around 1450.

Success Net From Salt to Silk: Precious Goods

III.F.1.2: Students will describe early European explorations, settlements, and empires.


III.F.1.3: Students will analyze the strengths and limitations of the Chinese Empire under the Ming Dynasty.

Success Net China: Now and Then

III.F.1.4: Students will understand patterns of change in Africa in the era of the slave trade and the slave plantation system in the Americas.

Success Net This Is the Way We Go to School A Nation of Many Colors


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III.F.1.5: Students will identify the causes and consequences of global migrations of Europeans, Africans, and Asians.

Success Net Jamestown The Jamestown Colony John Smith and the Survival of Jamestown

III.G: Western Civilizations, Age of Revolution and Reaction, 1640- 1920 AD III.G.1: The student will demonstrate knowledge of the rise of colonialism and its effects worldwide. III.G.1.1: Students will examine the effects of imperialism on the colonial societies of the 18th, 19th and 20th Centuries.

Success Net Opportunities to address this standard may be found in: Jamestown The Jamestown Colony John Smith and the Survival of Jamestown

IV: Historical Skills IV.A: Concepts of Time IV.A.1: The student will acquire skills of chronological thinking. IV.A.1.1: Students will develop a chronological sequence of persons, events and concepts in each historical era studied in these grades.

Success Net Let's Get to Know the Incas Mexico's Mother Culture: The Olmecs Geography Shapes Our World José Martí and the Fight for Cuban Independence Faster, Easier, Better: The World of Inventions

IV.B: Historical Resources IV.B.1: The student will begin to use historical resources. IV.B.1.1: Students will identify, describe, and extract information from various types of historical sources, both primary and secondary.

Success Net Using Special Talents A Nation of Many Colors A New Girl in Class Double Play

IV.B.1.2: Students will assess the credibility and determine appropriate use of different sorts of sources.


IV.B.1.3: Students will investigate the ways historians learn about the past if there are no written records.

Success Net The Anasazi: The Ancient Builders

IV.C: Historical Inquiry IV.C.1: The student will apply research skills by investigating a topic in U.S. history. IV.C.1.1: Students will define a research topic that can be studied using a variety of historical sources.


IV.C.1.2: Students will identify, locate, and use repositories of research materials including libraries, the Internet, historical societies, historic sites, and archives, as appropriate for their project.


IV.C.1.3: Students will develop strategies to find, collect, and organize historical research.



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IV.C.2: The student will analyze historical evidence and draw conclusions. IV.C.2.1: Students will understand that primary sources document first-hand accounts of historical events and secondary sources may be influenced by the author's interpretation of historical events. IV.C.2.2: Students will compare perspectives in primary and secondary sources and determine how the different perspectives shaped the authors' view of historical events.

Success Net Opportunities to address this standard may be found in: Using Special Talents A Nation of Many Colors A New Girl in Class Double Play

IV.C.2.3: Students will understand the concepts of historical context and multiple causation.


IV.C.2.4: Students will create a timeline that illustrates the relationship of their topic to other historic events.


IV.C.3: The student will present and explain the findings of a research project. IV.C.3.1: Students will analyze how historians present their work in multiple formats.


IV.C.3.2: Students will select a presentation medium for their project and learn the skills necessary to communicate their ideas.


IV.C.3.3: Students will articulate a clear thesis statement that explains the historical relevance of their research topic.


IV. C.3.4: Students will learn how to cite sources and to document their research in the form of a bibliography.



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IV. C.3.5: Students will learn what constitutes plagiarism and how to paraphrase appropriately other people's work in a new interpretive format.


V: Geography V.A: Concepts of Location V.A.1: The student will identify and locate major physical and cultural features that played an important role in the history of the United States. V.A.1.1: Students will locate and name all 50 states, territories, mountain ranges, major river valleys, state capitals and cities, as studied.

Success Net Sightseeing in Our Country's Capitals Touring the United States Visiting the States and Capitals

V.A.1.2: Students will locate the areas that were the major source regions for immigrants to the United States from 1800 to 1877.

Success Net Growing and Changing Cities From Thailand to California The Land of Opportunity Immigrant Children in New York City My Great-Grandpa Collins

V.A.2: The student will identify and locate major physical and cultural features that played an important role in the history of Minnesota. V.A.2.1: Students will locate major Minnesota ecosystems, topographic features, continental divides, river valleys, and cities.


V.A.3: The student will identify and locate major countries, events and cultural features that played an important role in the history of the United States. V.A.3.1: Students will locate on a map or globe the major empires of the late 19th Century and their largest overseas territories.

V.A.3.2: Students will locate the major source countries for immigration to the United States during the years 1877-1916.

Good Habits Great Readers Crossing Borders: Stories of Immigrants Success Net Growing and Changing Cities From Thailand to California The Land of Opportunity Immigrant Children in New York City My Great-Grandpa Collins

V.A.3.3: Students will describe how the landownership patterns laid out by the French, English, Spanish, and the United States Public Land Survey created different landscapes in different parts of the country.

Success Net Opportunities to address this standard may be found in: Sightseeing in Our Country's Capitals Touring the United States Visiting the States and Capitals Florida's Atlantic Coast The Atlantic Coastal Plain


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V.B: Maps and Globes V.B.1: The student will use maps and globes to demonstrate specific and increasingly complex geographic knowledge. V.B.1.1: Students will use political and thematic maps to locate major physical and cultural regions of the world and ancient civilizations studied.

Success Net The Incredible Journey of Thor Heyerdahl and the Kon-Tiki Raft Mexico's Mother Culture: The Olmecs The Treasure Fleet Meet the Maya The Rosetta Stone and the Secret of Hieroglyphics

V.B.1.2: Students will locate and map areas of major world religions and how they have changed geographically, including Judaism, Hinduism, Buddhism, Confucianism, Christianity, Islam, and indigenous religious traditions.

Success Net Opportunities to address this standard may be found in: The Incredible Journey of Thor Heyerdahl and the Kon-Tiki Raft Mexico's Mother Culture: The Olmecs The Treasure Fleet Meet the Maya The Rosetta Stone and the Secret of Hieroglyphics

V.B.1.3: Students will distinguish differences among, uses of and limitations of different kinds of thematic maps used to describe the development of the United States.

Success Net The United States Goes West Journey to Statehood Lewis and Clark Talking to Lewis and Clark The Long Trip West

V.B.1.4: Students will distinguish differences among uses of, and limitations of, different kinds of thematic maps to describe the development of Minnesota.

Success Net Opportunities to address this standard may be found in: The United States Goes West Journey to Statehood Lewis and Clark Talking to Lewis and Clark The Long Trip West

V.B.2: The student will make and use maps to acquire, process, and report on the spatial organization of people and places on Earth. V.B.2.1: Students will create a variety of maps to scale. V.B.2.2: Students will compare and contrast the differences among a variety of maps and explain the appropriate use of projections, symbols, coloring and shading, and select maps appropriate for answering questions they have.

Success Net Landforms and Waterways Geography Shapes Our World The Shape of Our Land Florida's Atlantic Coast The Atlantic Coastal Plain

V.C: Physical Features and Processes V.C.1: The student will use basic terminology describing basic physical and cultural features of continents studied. V.C.1.1: Students will locate and describe major physical features and analyze how they influenced cultures/civilizations studied.



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V.C.1.2: Students will describe and locate major physical features in their local community and analyze their impact on the community.


V.C.2: The student will identify and locate geographic features associated with the development of the United States. V.C.2.1: Students will identify physical features and analyze their impact as either hindering or promoting settlement, establishment of cities and states, and economic development in the United States.


V.C.3: The student will identify and locate geographic features associated with the development of Minnesota. V.C.3.1: Students will identify and compare and contrast the landforms, natural vegetation, climate, and systems of rivers and lakes of Minnesota with those of other parts of the United States.


V.C.3.2: Students will identify physical features that shaped settlement and life-ways of the Dakota and the Ojibwe and analyze their impact.

Success Net Opportunities to address this standard may be found in: The Carlisle Indian School Geography Shapes Our World The Shape of Our Land

V.C.3.3: Students will identify physical features that either hindered or promoted the development of the fur trade and the rapid settlement in the early 19th Century.

Success Net Opportunities to address this standard may be found in: Jamestown The Jamestown Colony John Smith and the Survival of Jamestown Making Connections: American Indians and Settlers The Atlantic Coastal Plain

V.C.3.4: Students will identify physical features that either hindered or promoted the industrialization of the state.

Success Net Growing and Changing Cities The Urbanization of America The Land of Opportunity A Mill Girl's Day Faster, Easier, Better: The World of Inventions

V.C.4: The student will identify physical characteristics of places and use this knowledge to define regions, their relationships among regions, and their patterns of change. V.C.4.1: Students will describe the major physical features of the United States and the regions of the world they study.

Success Net Sightseeing in Our Country's Capitals Touring the United States Visiting the States and Capitals Florida's Atlantic Coast The Atlantic Coastal Plain


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V.C.4.2: Students will describe physical systems in the atmosphere and Earth's crust, and the regional patterns of climate and landforms associated with them.

Success Net Landforms and Waterways Earth and Water, High and Low Geography Shapes Our World The Seafaring Life The Shape of Our Land

V.C.4.3: Students will describe patterns of vegetation and landforms in the United States and around the world.


V.C.5: The student will give examples of physical systems and describe their role in shaping life on Earth. V.C.5.1: Students will describe how the major regions of the world they study are interconnected through physical processes such as wind and/or ocean currents.


V.C.5.2: Students will describe natural hazards, the physical processes behind them, the areas where they occur, and the costs and benefits of methods people use to mitigate their damage.

Success Net Opportunities to address this standard may be found in: Landforms and Waterways Geography Shapes Our World The Shape of Our Land Florida's Atlantic Coast The Atlantic Coastal Plain

V.D: Interconnections V.D.1: The student will give examples that demonstrate how people are connected to each other and the environment. V.D.1.1: Students will identify factors that drew people to their local communities.

Success Net Let's Get to Know the Incas Mexico's Mother Culture: The Olmecs Meet the Maya The Carlisle Indian School Julia's New Home

V.D.1.2: Students will analyze how the physical environment influences human activities.

Success Net Let's Get to Know the Incas Meet the Maya Florida's Atlantic Coast The Atlantic Coastal Plain

V.D.2: The student will identify examples of the changing relationships between patterns of settlement, land use and topographic features in the United States. V.D.2.1: Students will analyze how changes in technology and political attitudes promoted development in various regions of the United States.

Success Net Rails Across America Crossing the Nation By Rail The Transcontinental Railroad Following the Golden Dream The Growing United States

V.D.2.2: Students will analyze how changes in transportation affected settlement of the country.



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V.D.3: The student will identify examples of the changing relationships between the patterns of settlement and land use in Minnesota. V.D.3.1: Students will give examples of how changes in technology made some locations in Minnesota more suitable for urbanization than others.

Success Net Rails Across America Crossing the Nation By Rail The Transcontinental Railroad The Urbanization of America The Growing United States

V.D.3.2: Students will analyze how changes in transportation affected settlement of the state.


V.D.3.3: Students will explain the importance of site features in the establishment of Minnesota's largest cities.

Success Net Opportunities to address this standard may be found in: Growing and Changing Cities New Problems, New Solutions The Urbanization of America

V.D.3.4: Students will explain the changing situation of Minnesota's largest cities and suburbs and analyze associated effects.

Success Net Growing and Changing Cities New Problems, New Solutions The Urbanization of America

V.D.3.5: Students will identify the areas of origin for people coming to Minnesota, explain the push and pull factors that brought people to the state, and analyze the impact of these changes.

Success Net Opportunities to address this standard may be found in: Growing and Changing Cities From Thailand to California The Land of Opportunity Immigrant Children in New York City My Great-Grandpa Collins

V.D.3.6: Students will describe the settlement pattern of Minnesota's largest immigrant groups.

Good Habits Great Readers Opportunities to address this standard may be found in: Crossing Borders: Stories of Immigrants Success Net Opportunities to address this standard may be found in: Growing and Changing Cities From Thailand to California The Land of Opportunity Immigrant Children in New York City My Great-Grandpa Collins

V.D.3.7: Students will use regions to analyze modern agriculture in Minnesota.



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V.D.4: The student will identify how technology made some parts of Minnesota more valuable at particular times in history. V.D.4.1: Students will explain how Minnesota is connected to the rest of the world through international trade, and analyze the impact of this connection.

V.D.5: The student will describe how humans influence the environment and in turn are influenced by it. V.D.5.1: Students will recognize changes over time in nearby landscapes, resulting from human occupation.

Success Net Land and Water: How Geography Affects Our Community Geography Shapes Our World

V.D.6: The student will demonstrate how various regional frameworks are used to analyze the variation in culture and humans' occupation of the Earth's surface. V.D.6.1: Students will explain the patterns of population density on the surface of the Earth and analyze the causes of population change.

Success Net Opportunities to address this standard may be found in: Land and Water: How Geography Affects Our Community Geography Shapes Our World

V.D.6.2: Students will describe the patterns of languages on the surface of the Earth and identify patterns of change.

Success Net Alphabets and Other Writing Systems The Rosetta Stone and the Secret of Hieroglyphics

V.D.6.3: Students will describe the patterns of religion on the surface of the Earth and identify geographic patterns of change.


V.D.6.4: Students will describe the locations of government systems on the surface of the Earth and identify patterns of change.

Success Net Ralph Bunche: Quiet Hero The Fourth Grade Election D Is For Democracy Our Government The Constitution: Protecting Our Rights and Freedoms

V.D.6.5: Students will describe the patterns of economies on the surface of the Earth and explain how changes in technology affect patterns of change.

Success Net Along the Coast of Florida Florida's Atlantic Coast The Atlantic Coastal Plain Geography Shapes Our World A Trip to The Capitol

V.D.6.6: Students will describe patterns of major regions or culture areas on the surface of the Earth and identify patterns of change.



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V.D.6.7: Students will identify current or historic conflicts and explain how those conflicts are/were influenced by geography.

Success Net Making a Difference in Denmark Early American Alliances Choosing Freedom Conflict in the Colonies On the Road to Revolution

V.D.7: The student will demonstrate how various regional frameworks are used to analyze the variation in physical environment. V.D.7.1: Students will analyze the way peoples' perception of regions vary and are affected by individual perspective and culture.

Success Net The Incredible Journey of Thor Heyerdahl and the Kon-Tiki Raft Let's Get to Know the Incas Geography Shapes Our World Meet the Maya

V.D.7.2: Students will provide examples at differing scales of how regions are important to people as symbols for unifying society.


V.D.7.3: Students will describe how physical processes affect different regions of the world.


V.D.7.4: Students will interpret regional variation in the relationships among soil, climate, plant and animal life, and landforms.


V.E: Essential Skills V.E.1: The student will use maps, globes, geographic information systems and other sources of information to analyze the natures of places at a variety of scales. V.E.1.1: Students will demonstrate the ability to obtain geographic information from a variety of print and electronic sources.


V.E.1.2: Students will make inferences and draw conclusions about the character of places based on analyses and comparison of maps, aerial photos, and other images.


V.E.1.3: Students will locate major political and physical features of the United States and the world.



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VI: Economics VI.A: Producers and Consumers VI.A.1: The student will understand the concept of interdependence in relation to producers and consumers. VI.A.1.1: Students will compare and contrast the roles of producers and consumers.

Success Net The American Economy The Economy and How It Works Our Economy

VI.A.1.2: Students will explain that in market economies, individuals earn income by working for firms to produce goods and services, and firms incur costs by hiring individuals and earn revenue by selling goods and services.


VI.A.1.3: Students will explain how a market economy answers the questions of what gets produced, how it is produced, and who receives it, and how it differs from other economic systems.


VI.A.1.4: Students will explain that a market exists when consumers buy and producers sell goods and services.


VI.A.1.5: Students will explain how the price of a good is determined by supply and demand (the interrelationship between production and consumption).


VI.B: Economic Choices VI.B.1: The student will understand basic principles of economic decision-making. VI.B.1.1: Students will understand the concept of scarcity and its role in decision-making.


VI.B.1.2: Students will apply a decision-making process to make informed choices.


VI.B.1.3: Students will analyze how people respond predictably to positive and negative economic incentives.


VI.C: The Market Economy (Micro Economics) VI.C.1: The student will understand that in a market economy income is earned in different ways. VI.C.1.1: Students will identify multiple forms of income and their sources.


VI.C.2: The student will understand business organizations, market structures, and financial institutions that operate within our economy. VI.C.2.1: Students will identify and compare and contrast various industries and the occupations related to them.


VI.C.2.2: Students will compare and contrast the concepts of competition and monopoly and predict consequences of each.



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VI.C.2.3: Students will describe various financial institutions and compare and contrast their roles, and explain how those institutions relate to their lives.


VI.D: The National Economy (Macro Economics) VI.D.1: The student will understand the economic activities of government. VI.D.1.1: Students will explain that the government pays for the goods and services it provides through taxing and borrowing.


VI.D.1.2: Students will explain how the government regulates economic activity to promote the public welfare, encourage competition, and protect against monopolistic abuses.


VI.D.2: The student will understand the concepts that measure the national economy. VI.D.2.1: Students will define and give examples of basic economic terms.


VI.D.2.2: Students will give examples of measurements that indicate the economic conditions of depression, recession, and expansion.


VII: Government and Citizenship VII.A: Civic Values, Skills, Rights and responsibilities VII.A.1: The student will recognize the importance of individual action and character in shaping civic life. VII.A.1.1: Students will identify people who have dealt with challenges and made a positive difference in other people's lives and explain their contributions.

Success Net Authors of Liberty: Writing the U.S. Constitution Civil War Heroines The Civil War Sisterhood: Women Who Made a Difference Women of the Civil War We Shall Overcome

VII.A.2: The student will articulate the range of rights and responsibilities in a republic VII.A.2.1: Students will explain protections the Bill of Rights provides to individuals.

Good Habits Great Readers What is a Government? Success Net The Constitution: Protecting Our Rights and Freedoms The Power of Our People Authors of Liberty: Writing the U.S. Constitution Words of Freedom: The U.S. Constitution

VII.A.2.2: Students will explain some of the responsibilities of people living in a democracy.

Good Habits Great Readers What is a Government? Success Net The Constitution: Protecting Our Rights and Freedoms The Power of Our People Authors of Liberty: Writing the U.S. Constitution Words of Freedom: The U.S. Constitution Strength of Spirit


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VII.A.2.3: Students will explain that the Minnesota Constitution also protects rights, including additional rights not specifically mentioned by the federal constitution.

Good Habits Great Readers Opportunities to address this standard may be found in: What is a Government? Success Net Opportunities to address this standard may be found in: The Constitution: Protecting Our Rights and Freedoms The Power of Our People Authors of Liberty: Writing the U.S. Constitution Words of Freedom: The U.S. Constitution

VII.A.2.4: Students will describe landmark U.S. Supreme Court decisions concerning rights and responsibilities


VII.A.3: The student will know how citizenship is established and exercised. VII.A.3.1: Students will explain the meaning of legally recognized citizenship in the United States, and describe the processes by which an individual may establish U.S. citizenship.

Good Habits Great Readers Crossing Borders: Stories of Immigrants Success Net The Land of Opportunity My Great-Grandpa Collins

VII.A.3.2: Students will distinguish between the rights of citizens and non-citizens and describe the use of this distinction throughout U.S. history.

Good Habits Great Readers Crossing Borders: Stories of Immigrants Success Net Opportunities to address this standard may be found in: The Constitution: Protecting Our Rights and Freedoms The Power of Our People Authors of Liberty: Writing the U.S. Constitution Words of Freedom: The U.S. Constitution

VII.A.4: The student will understand the importance of participation in civic life and demonstrate effective civic skills VII.A.4.1: Students will explain the steps necessary to become an informed voter and an engaged citizen.

Good Habits Great Readers Crossing Borders: Stories of Immigrants What is a Government? Success Net The Fourth Grade Election The Constitution: Protecting Our Rights and Freedoms The Power of Our People


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VII.A.4.2: Students will explain the meaning of civic life and how all members of a community can be engaged.

Good Habits Great Readers Crossing Borders: Stories of Immigrants What is a Government? Success Net The Fourth Grade Election The Constitution: Protecting Our Rights and Freedoms The Power of Our People D Is For Democracy Our Government

VII.A.4.3: Students will identify and research community problems and recommend solutions.

Good Habits Great Readers Crossing Borders: Stories of Immigrants What is a Government? Success Net D Is For Democracy Our Government The New Kid at School The Sandwich Brigade Using Special Talents

VII.A.4.4: Students will analyze sources of information for accuracy, bias, and relevance, and distinguish between fact and opinion in order to analyze a public policy issue.

Good Habits Great Readers Opportunities to address this standard can be found in: Crossing Borders: Stories of Immigrants Success Net Women Who Dared to Fly Jim Thorpe: The Greatest Athlete in the World The Carlisle Indian School A Mill Girl's Day A Shifting Society

VII.B: Beliefs and Principles of United States Democracy VII.B.1: Students will know the purpose, function and limits of our republic. VII.B.1.1: Students will explain why government is needed and what would happen if there were no government.

Good Habits Great Readers What is a Government? Success Net The Fourth Grade Election The Constitution: Protecting Our Rights and Freedoms The Power of Our People D Is For Democracy Our Government

VII.B.1.2: Students will explain what "consent of the governed" means and how it is expressed in the preamble to the Constitution.

Good Habits Great Readers What is a Government? Success Net The Constitution: Protecting Our Rights and Freedoms The Power of Our People D Is For Democracy Our Government Meet The United States Government


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VII.B.1.3: Students will define consent of the governed, liberty, equality, rights, responsibilities, justice, popular sovereignty, and general welfare, democracy, republic, and representative democracy.


VII.B.1.4: Students will understand how governmental power is limited through federalism and a system of checks and balances.

Good Habits Great Readers Opportunities to address this standard can be found in: What is a Government? Success Net The Constitution: Protecting Our Rights and Freedoms The Power of Our People D Is For Democracy Our Government Meet The United States Government

VII.B.2: The student will know symbols, songs, traditions, and landmarks/monuments that represent the beliefs and principles of the United States. VII.B.2.1: Students will explain why key national, state, and local symbols and landmarks and monuments are significant.

Success Net Saving An American Symbol

VII.B.2.2: Students will know the Pledge of Allegiance, its history, and why Americans recite it.

Good Habits Great Readers Crossing Borders: Stories of Immigrants Success Net Opportunities to address this standard may be found in: The Constitution: Protecting Our Rights and Freedoms The Power of Our People D Is For Democracy Our Government Meet The United States Government

VII.B.3: The student will demonstrate knowledge and understanding of principles and beliefs upon which our republic is based. VII.B.3.1: Students will explain the fundamental principles of consent of the governed, limited government, rule of law, democracy, and representative government.



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VII.B.3.2: Students will explain the ideals of the American system of government: liberty, justice, equality, "E Pluribus Unum"


VII.B.4: The student will explain the importance of law in the American Constitutional system. VII.B.4.1: Students will explain how law limits both the government and the governed, protects individual rights and promotes the general welfare


VII.B.4.2: Students will explain that authority for making laws rests with the people, through their elected officials.

Good Habits Great Readers What is a Government? Success Net D Is For Democracy Our Government Meet The United States Government

VII.B.4.3: Students will distinguish and explain the relationships between making, enforcing and interpreting the law.


VII.B.4.4: Students will evaluate rules and laws using criteria of good laws.



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VII.B.4.5: Students will distinguish between civil and criminal law, state and federal law.

Good Habits Great Readers Opportunities to address this standard may be found in: What is a Government? Success Net Opportunities to address this standard may be found in: The Constitution: Protecting Our Rights and Freedoms The Power of Our People D Is For Democracy Our Government Meet The United States Government

VII.C: Roots of the Republic VII.C.1: The student will demonstrate knowledge of influential and foundational documents of American constitutional government. VII.C.1.1: Students will explain how the British limited monarchical power through written documents such as the Magna Carta, which influenced American constitutional government.

Good Habits Great Readers Opportunities to address this standard may be found in: What is a Government? Success Net Opportunities to address this standard may be found in: Jamestown The Jamestown Colony

VII.C.1.2: Students will explain how the Mayflower Compact, Articles of Confederation, and other documents influenced the development of American government.


VII.C.1.3: Students will describe the principles expressed in the Declaration of Independence, including inalienable rights and self-evident truths, and how these principles influence the development of United States constitutional government

Good Habits Great Readers Opportunities to address this standard may be found in: What is a Government? Success Net The Power of Our People


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VII.C.1.4: Students will describe the principles expressed in the Preamble to the Constitution and how these principles influence the United States constitutional government

Good Habits Great Readers Opportunities to address this standard may be found in: What is a Government? Success Net Our Government The Constitution: Protecting Our Rights and Freedoms Authors of Liberty: Writing the U.S. Constitution Words of Freedom: The U.S. Constitution The Power of Our People

VII.C.1.5: Students will describe how the Constitution and Bill of Rights protect individual rights and support the principle of majority rule but also protect the rights of the minority.


VII.D: Governmental Institutions and Processes of the United States VII.D.1: The student will know the functions of the United States government and ways in which power is delegated and controlled.


VII.D.1.1: Students will describe the three branches of the U.S. government established by the Constitution, their primary functions, and their relationships.

Good Habits Great Readers Opportunities to address this standard may be found in: What is a Government? Success Net Our Government Meet The United States Government

VII.D.1.2: Students will describe separation of powers and checks and balances and analyze historical and contemporary examples of how they are applied among the branches of government.



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VII.D.1.3: Students will describe the process by which a bill becomes a law.

Good Habits Great Readers Opportunities to address this standard may be found in: What is a Government? Success Net The Power of Our People D Is For Democracy Our Government

VII.D.2: The student will know the functions of Minnesota state and local governments and describe their relationship with the federal government. VII.D.2.1: Students will explain the relationship between the federal government and state governments and define the concept of federalism.


VII.D.2.2: Students will explain the major purposes of Minnesota’s Constitution as stated in its Preamble.

Good Habits Great Readers Opportunities to address this standard may be found in: What is a Government? Success Net Opportunities to address this standard may be found in: Our Government Meet The United States Government

VII.D.2.3: Students will understand the basic structure and functions of state and local governments.


VII.D.2.4: Students will identify the major state offices; the primary duties associated with them, and know the names of major local, state, and federal elected officials and describe how they are chosen.



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VII.D.2.5: Students will explain the relationship between American Indian People and Nations and Minnesota and the U.S. Government.

Good Habits Great Readers Opportunities to address this standard may be found in: What is a Government? Success Net Our Government Meet The United States Government The Carlisle Indian School

VII.D.3: The student will describe the relationships the U.S. has with other nations in the world. VII.D.3.1: Students will define foreign policy and identify ways in which U.S. foreign policy affects their lives.

Good Habits Great Readers Opportunities to address this standard may be found in: What is a Government? Success Net 3,2,1 Blastoff! The Cold War and the Space Race Rockets and Satellites After the Attack

VII.D.3.2: Students will describe cases when the U.S. government has used diplomacy and other foreign policy tools to mediate international disputes.


VII.D.4: The student will understand other government systems in the world. VII.D.4.1: Students will compare governmental structure and individual rights in the United States to those in other forms of government.



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Grade 5 I: United States History I.A: Pre-history through 1607 I.A.1: The student will understand that large and diverse American Indian Nations were the original inhabitants of North America. I.A.1.1: Students will compare ways of life of Indian Nations from different regions of North America.

Success Net The Chumash People of California Making Connections: American Indians and Settlers Early Americans Life Among the Chumash Osceola In Florida

I.B: Pre-history through 1607 I.B.1: The student will demonstrate knowledge of European exploration of the North American continent and the resulting interaction with American Indian Nations.

Success Net Fighting For Florida Jamestown The Jamestown Colony John Smith and the Survival of Jamestown The Spanish in Florida

I.B.1.1: Students will identify key European explorers and how their voyages led to the establishment of colonies.


I.B.1.2: Students will know and explain that interactions between American Indian tribes and European explorers had positive and negative impacts.

Success Net Fighting For Florida Jamestown The Jamestown Colony John Smith and the Survival of Jamestown Making Connections: American Indians and Settlers

I.C: Colonization and Conflict, 1607-1780s I.C.1: The student will demonstrate knowledge of the colonies and the factors that shaped colonial North America. I.C.1.1: Students will explain and understand the political, religious, social, and economic events and conditions that led to the colonization of America.

Success Net Jamestown The Jamestown Colony John Smith and the Survival of Jamestown From Spain to America New World, New Neighbors

I.C.1.2: Students will compare and contrast life within the colonies and their geographical areas, including New England, Mid-Atlantic, and Southern colonies, and analyze their impact.


I.C.1.3: Students will identify the differences and tensions between the English colonies and American Indian tribes.

Success Net Jamestown The Jamestown Colony John Smith and the Survival of Jamestown Early American Alliances Making Connections: American Indians and Settlers


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I.C.1.4: Students will understand the significance of enslaved Africans and their descendants in the economic and social life of the colonies.


I.D: Political Unrest and the American Revolution 1763- mid-1791 I.D.1: The student will demonstrate an understanding of the causes and course of the American Revolution. I.D.1.1: Students will understand issues and events that led to the American Revolution, and analyze how these events affected the move toward independence from Britain.

Success Net Paul Revere and the American Revolution Paul Revere's Midnight Ride On the Road to Revolution Key Conflicts of the Revolution

I.D.1.2: Students will understand the principles of the Declaration of Independence, including inalienable rights and self-evident truths.


I.D.1.3: Students will analyze the roles of key individuals and political leaders in the American Revolution.

Success Net Paul Revere and the American Revolution Paul Revere's Midnight Ride On the Road to Revolution Key Conflicts of the Revolution Turning Points in the Fight for Freedom

I.D.1.4: Students will know and understand key factors and events contributing to the defeat of the British.

Success Net Key Conflicts of the Revolution Turning Points in the Fight for Freedom The War for Independence

I.D.2: The student will demonstrate knowledge of how the principles of the American Revolution became the foundation of a new nation. I.D.2.1: Students will know and understand basic principles of the new government established by the Constitution of the United States.


I.D.2.2: Students will know reasons why the United States developed the Constitution, including the debates and compromises that led to the final document.

Good Habits Great Readers Opportunities to address this standard may be found in: What is a Government? Success Net Authors of Liberty: Writing the U.S. Constitution Words of Freedom: The U.S. Constitution The Power of Our People


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I.E: Growth and Westward Expansion, 1801-1861 I.E.1: The student will demonstrate knowledge of western expansion, conflict, and reform in America. I.E.1.1: Students will examine the processes that led to the territorial expansion of the United States including wars and treaties with foreign nations and Indian nations, the Mexican-American War, annexation, Louisiana Purchase and other land purchases, and the removal of American Indians to reservations.

Good Habits Great Readers Lewis and Clark: A Journey of Discovery Success Net Westward Expansion Spreading Across the Continent A Battle Over Borders The Mexican-American War The United States Goes West

I.E.1.2: Students will analyze the impact of inventions and technologies on life in America, including the cotton gin, the steamboat, and the telegraph.

Success Net Faster, Easier, Better: The World of Inventions Good Idea! How Inventions Shape Our Lives Inventions and Change Alexander Graham Bell, Teacher of the Deaf

I.F: Civil War and Reconstruction, 1850s-1870s I.F.1: The student will demonstrate knowledge of the causes of the Civil War. I.F.1.1: Students will identify and analyze the main ideas of the debate over slavery, abolitionism, states' rights, and explain how they resulted in major political compromises.

Good Habits Great Readers Living History Success Net Civil War Heroines The Civil War Sisterhood: Women Who Made a Difference Women of the Civil War Journey to Statehood This Is the Way We Go to School

I.F.1.2: Students will identify on a map the states that seceded from the Union, and those that remained in the Union.

Good Habits Great Readers Living History Success Net Opportunities to address this standard may be found in: Civil War Heroines The Civil War Sisterhood: Women Who Made a Difference Women of the Civil War

I.F.2: The student will demonstrate knowledge of major events and people of the Civil War. I.F.2.1: Students will know and understand the roles of significant figures and battles of the Civil War Era and analyze their significance, including Frederick Douglass, Abraham Lincoln, Jefferson Davis, Harriet Tubman and Battle of Gettysburg.

Good Habits Great Readers Living History Success Net Civil War Heroines The Civil War Sisterhood: Women Who Made a Difference Women of the Civil War


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I.F.2.2: Students will analyze the aftermath of the war and its effects on citizens from the North and South including free blacks, women and former slaveholders.

Good Habits Great Readers Living History Success Net Civil War Heroines The Civil War Sisterhood: Women Who Made a Difference Women of the Civil War

I.G: Reshaping the Nation and the Emergence of Modern America, 1877- 1916 I.G.1: The student will analyze the transformation of the American economy and the changing social and political conditions in response to the Industrial Revolution. I.G.1.1: Students will identify and understand the reasons for the increase in immigration, growth of cities, new inventions, and political challenges to American government arising from the industrial revolution, and analyze their impact.

Good Habits Great Readers Crossing Borders: Stories of Immigrants Success Net Growing and Changing Cities The Urbanization of America The Land of Opportunity A Mill Girl's Day Faster, Easier, Better: The World of Inventions

I.G.1.2: Students will identify and explain racial segregation and racism, including the rise of "Jim Crow," the Ku Klux Klan, discrimination against immigrants, and the relocation of American Indian tribes to reservations, and analyze the impact of these actions.

Success Net This Is the Way We Go to School Saving An American Symbol The United States Goes West Osceola and the Second Seminole War Osceola In Florida

I.G.1.3: Students will analyze how the rise of big business, the growth of industry, and the change in life on American farms and small towns with increased mechanization changed life in America.

Good Habits Great Readers Living History Success Net A Mill Girl's Day Danger! Children at Work

I.G.1.4: Students will analyze the impact of the Progressive Movement on child labor and working conditions; the rise of organized labor; women's suffrage and the temperance movement, and identify the contributions of individuals in these movements.


I.H: World Wars and the Emergence of Modern America, 1900- 1930s I.H.1: The student will demonstrate knowledge of the political, geographical, cultural, social, and economic forces shaping the modern United States. I.H.1.1: Students will know and understand the reasons for the Spanish-American War and its resulting impact.

I.H.1.2: Students will know and understand the United States' actions in the Pacific, and resulting international reactions.

I.H.1.3: Students will identify and understand the struggles and contributions of African American leaders of this period, including W.E.B. DuBois and Booker T. Washington, and compare their ideas.

Success Net This Is the Way We Go to School

I.H.2: The student will understand World War I, its causes and effects. I.H.2.1: Students will know and understand the reasons for the United States' neutrality and delayed entry and involvement in World War I.


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I.H.2.2: Students will explain Wilson's 14 Points and United States' isolationism.

I.I: A World at War, 1930s- 1945 I.I.1: The student will understand and analyze the economic, social, and political transition of the United States before, during and after World War II. I.I.1.1: Students will examine causes and analyze the effects of the Great Depression and the impact of the New Deal.


I.I.1.2: Students will analyze the major causes and effects of American neutrality and eventual involvement in World War II, including the America First movement, lend-lease, and the impact of Pearl Harbor.

Success Net Innocent Prisoners! Life in a Japanese American Internment Camp A Day in the Life of Peter and Eve

I.I.1.3: Students will recognize major events, battles and significant leaders in World War II and analyze their impact, including Franklin Roosevelt, Harry S. Truman, Winston Churchill, Adolph Hitler, the Battle for Midway, the invasion of Normandy, and the decision to drop the atomic bomb on Japan.

Good Habits Great Readers If We Had Wings: The Story of the Tuskegee Airmen Success Net A Day in the Life of Peter and Eve

I.I.1.4: Students will evaluate the impact of World War II on the home front and on American culture, including Japanese internment, Tuskegee Airmen, and "Rosie the Riveter."

Good Habits Great Readers If We Had Wings: The Story of the Tuskegee Airmen Success Net The Home Front The War at Home We're In This Together

I.J: Post WWII Era, 1945-1980 I.J.1: The student will analyze the economic, social, and political transformation of the United States and the world between the end of World War II and the present. I.J.1.1: Students will understand and explain the rebuilding of Europe and Japan after World War II, including the Marshall Plan and the American occupation of Japan.

I.J.1.2: Students will understand and analyze the emergence of the United States as a superpower, and its pivotal role in the establishment of the United Nations.

Success Net Ralph Bunche: Quiet Hero

I.J.1.3: Students will analyze the role of American foreign policy and military action during the Cold War era, including the Truman Doctrine, Korean and Vietnam Wars and the Cuban Missile Crisis.


I.J.1.4: Students will explain the changing patterns of society, expanded educational and economic opportunities for military veterans, women, and minorities.

Success Net We're In This Together

I.J.1.5: Students will identify major Supreme Court decisions during this era and analyze their impact, including Brown vs. Board of Education.


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I.K: Contemporary America, 1980- present I.K.1: The student will recognize the opportunities and challenges facing the United States and explore its role in the world since 1989. I.K.1.1: Students will identify and evaluate American contributions to the fall of the Soviet bloc, from the Truman Doctrine through the presidency of Ronald Reagan.


I.K.1.2: Students will analyze challenges of a postcommunist world, especially September 11, 2001 and its aftermath.

Success Net After the Attack The Heroes of 9/11 When Everyone Became a Hero

II: Minnesota History II.A: Pre-Contact to 1650 II.A.1: The student will demonstrate knowledge of Minnesota's indigenous peoples. II.A.1.1: Students will describe the evidence of the indigenous cultures in Minnesota, and make reasoned inferences from that evidence.

Success Net Opportunities to address this standard may be found in: The Chumash People of California Early Americans Life Among the Chumash Osceola In Florida The Carlisle Indian School

II.A.1.2: Students will explain the major historical aspects of Dakota and Ojibwe culture, social organization and history, and compare and contrast them.


II.B: Contact and Fur Trade 1600- 1810 II.B.1: The student will demonstrate knowledge of early explorers and fur traders in Minnesota and the impact of the fur trade on both European and Native societies. II.B.1.1: Students will describe how early explorers and fur traders affected the development of Minnesota.


II.B.1.2: Students will describe the economic and cultural impact of the interaction between the Dakota and Ojibwe and the explorers and fur traders.



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II.C: Early Settlement and Statehood 1810- 1860 II.C.1: The student will know and understand the factors that led to rapid settlement of Minnesota in the 19th Century and the changes the new Minnesotans brought with them. II.C.1.1: Students will explain why early settlers came to Minnesota and analyze their impact on political, cultural, and physical landscapes.


II.C.1.2: Students will describe the process of Minnesota's becoming a territory and then a state.

Success Net Opportunities to address this standard may be found in: Journey to Statehood

II.C.1.3: Students will understand why and how the Minnesota Indian Nations negotiated treaties with the United States, and the impact of these treaties for the Ojibwe, the Dakota, and the settlers.


II.D: Civil War and Dakota War 1860-1864 II.D.1: The student will know and understand Minnesota's role in the Civil War and the impact of the Dakota War of 1862. II.D.1.1: Students will describe the attitudes of Minnesotans toward slavery in the period before the Civil War and analyze the factors shaping these attitudes.


II.D.1.2: Students will describe Minnesota's role in the Civil War, both on the home front and on the battlefront, including the role of the First Minnesota Regiment.


II.D.1.3: Students will compare the different perspectives of settlers and Dakota people on the causes and the effects of the Dakota War of 1862.

II.E: Industrial Era 1865-1914 II.E.1: The student will know and understand Minnesota's major industries and the economic, social, political, and technological changes that accompanied industrialization. II.E.1.1: Students will know and explain the roles of people, politics, natural resources, transportation, and technology in the development of Minnesota's early industries (lumbering, mining, and agriculture).



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II.E.1.2: Students will describe the impact of industrialization on work, home, leisure life, politics, immigration, urbanization, and changes in the physical landscape.

Good Habits Great Readers Crossing Borders: Stories of Immigrants Living History Success Net Growing and Changing Cities The Urbanization of America The Land of Opportunity A Mill Girl's Day

II.E.1.3: Students will describe the various goals, strategies, and accomplishments of social reform movements in Minnesota and analyze their impact.


II.F: World Wars I and II, and the Interwar period, 1914-1945 II.F.1: The student will know and understand the impact on Minnesota of World War I and World War II, as well as the social and economic changes of the 1920s and the 1930s. II.F.1.1: Students will understand the issues that Minnesotans faced during World War I and how they responded to them.

II.F.1.2: Students will demonstrate the knowledge the social, political, and economic changes of the 1920s and 1930s and analyze the impact of the Great Depression and the New Deal.


II.F.1.3: Students will describe Minnesota's contributions to World War II and analyze the impact of the war on Minnesota.

Success Net Opportunities to address this standard may be found in: Innocent Prisoners! Life in a Japanese American Internment Camp A Day in the Life of Peter and Eve

II.G: Post-World War II to the Present II.G.1: The student will know and understand Minnesota's role in the major social, economic and political changes, both national and international, in the last half of the 20th Century through the present, and analyze the impact of those changes. II.G.1.1: Students will explain how Minnesota has both affected and been affected by the events, people, and changes in the nation and the world.

Success Net The Home Front The War at Home We're In This Together

II.G.1.2: Students will identify and describe significant demographic changes in Minnesota and issues related to those changes and analyze the significance of their impact.

II.G.1.3: Students will develop and share an understanding of what it means to be a Minnesotan, and what is the contemporary significance of Minnesota for the nation and the world.

II.G.1.4: Students will identify and describe significant land use changes in Minnesota, issues related to land use, and analyze the impact of those changes and issues.

Success Net Opportunities to address this standard may be found in: Earth and Water, High and Low Landforms and Waterways The Shape of Our Land


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III: World History III.A: Beginnings of Human Society III.A.1: The student will demonstrate knowledge of selected attributes and historical developments of various ancient societies in Africa, the Americas, Asia, and Europe. III.A.1.1: Students will describe the migration of people from Africa to other world regions.

Success Net Opportunities to address this standard may be found in: To Market, To Market A World Tour of Cultures

III.A.1.2: Students will describe the development of agriculture and its effect on human communities.

Success Net To Market, To Market Harvesting Medicine on the Hill

III.A.1.3: Students will illustrate or retells the main ideas from stories that disclose the origins, history and traditions of various cultures around the world.

Success Net A World Tour of Cultures Harvesting Medicine on the Hill

III.A.1.4: Students will describe significant historical achievements of various cultures of the world.

Good Habits Great Readers The Ancient Ones: The Anasazi of Mesa Verde Success Net Let's Get to Know the Incas Mexico's Mother Culture: The Olmecs A Tale of Gold and Glory Old Gold: Gold in the Ancient World Meet the Maya

III.B: Classical Civilizations and World Religions 1000 BC - 600 AD III.B.1: The student will describe classical civilizations in Africa, Asia, and Mesoamerica. III.B.1.1: Students will describe the emergence of states in Sub-Saharan Africa and explains how iron working diffused in Africa.

Success Net A World Tour of Cultures From Salt to Silk: Precious Goods

III.B.1.2: Students will describe how the Chinese Empire was united.

Success Net China: Now and Then The Treasure Fleet From Salt to Silk: Precious Goods

III.B.1.3: Students will analyze the relationship between agriculture and the development of complex societies in Mesoamerica.

Success Net Let's Get to Know the Incas Mexico's Mother Culture: The Olmecs A Tale of Gold and Glory Old Gold: Gold in the Ancient World Meet the Maya

III.B.1.4: Students will describe and compare major religious systems and practices.

Success Net Opportunities to address this standard may be found in: Making Friends in Mali

III.C: Classical Civilizations and World Religions 1000 BC - 600 AD III.C.1: The student will describe classical civilizations in Europe and the West. III.C.1.1: Students will demonstrate knowledge of ancient Greek civilization, including art, politics, and philosophy.

Success Net Opportunities to address this standard may be found in: What Makes Great Athletes?

III.C.1.2: Students will demonstrate knowledge of ancient Rome, including art, politics and philosophy.

Success Net Opportunities to address this standard may be found in: Old Gold: Gold in the Ancient World


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III.D: World Civilizations, Expansions of Cultural, Commercial an Political Contacts, 600 AD - 1500 AD III.D.1: The student will understand the causes and consequences of emerging civilizations and increased contact across the cultural regions of Eurasia and Africa. III.D.1.1: Students will analyze the spread of Islamic civilization to western Europe, India and Africa.

III.D.1.2: Students will describe the expansion of the Chinese Empire and its effect on political and cultural life.

Success Net The Treasure Fleet From Salt to Silk: Precious Goods China: Now and Then

III.D.1.3: Students will describe the formation of states in sub-Saharan Africa and the Americas.

Success Net A World Tour of Cultures

III.E: Western Civilizations, Renaissance and Reformation 1000 AD - 1700 AD III.E.1: The student will demonstrate knowledge of important historical, cultural, and social events in Europe during the Middle Ages. III.E.1.1: Students will demonstrate knowledge of the Renaissance in Europe.

Success Net Da Vinci's Designs The Inspiration of Art Michaelangelo and The Italian Renaissance The Renaissance

III.E.1.2: Students will demonstrate knowledge of the age of exploration.


III.E.1.3: Students will demonstrate knowledge of the Reformation including important figures of the era.


III.E.1.4: Students will demonstrate knowledge of scientific, political, economic and social changes starting in the 17th Century, including the Enlightenment.


III.F: World Civilizations, Toward a Global Culture, 1500 - 1770 AD III.F.1: The student will examine changing forms of crosscultural contact, conflict and cooperation that resulted from the interconnections between Eurasia, Africa and the Americas. III.F.1.1: Students will explain the characteristics of the trading system that linked peoples of Africa, Asia, and Europe around 1450.

Success Net From Salt to Silk: Precious Goods

III.F.1.2: Students will describe early European explorations, settlements, and empires.


III.F.1.3: Students will analyze the strengths and limitations of the Chinese Empire under the Ming Dynasty.

Success Net China: Now and Then

III.F.1.4: Students will understand patterns of change in Africa in the era of the slave trade and the slave plantation system in the Americas.



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III.F.1.5: Students will identify the causes and consequences of global migrations of Europeans, Africans, and Asians.


III.G: Western Civilizations, Age of Revolution and Reaction, 1640- 1920 AD III.G.1: The student will demonstrate knowledge of the rise of colonialism and its effects worldwide. III.G.1.1: Students will examine the effects of imperialism on the colonial societies of the 18th, 19th and 20th Centuries.

Success Net Opportunities to address this standard may be found in: Jamestown The Jamestown Colony John Smith and the Survival of Jamestown

IV: Historical Skills IV.A: Concepts of Time IV.A.1: The student will acquire skills of chronological thinking. IV.A.1.1: Students will develop a chronological sequence of persons, events and concepts in each historical era studied in these grades.


IV.B: Historical Resources IV.B.1: The student will begin to use historical resources. IV.B.1.1: Students will identify, describe, and extract information from various types of historical sources, both primary and secondary.


IV.B.1.2: Students will assess the credibility and determine appropriate use of different sorts of sources.


IV.B.1.3: Students will investigate the ways historians learn about the past if there are no written records.

Success Net The Anasazi: The Ancient Builders

IV.C: Historical Inquiry IV.C.1: The student will apply research skills by investigating a topic in U.S. history. IV.C.1.1: Students will define a research topic that can be studied using a variety of historical sources.


IV.C.1.2: Students will identify, locate, and use repositories of research materials including libraries, the Internet, historical societies, historic sites, and archives, as appropriate for their project.


IV.C.1.3: Students will develop strategies to find, collect, and organize historical research.



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IV.C.2: The student will analyze historical evidence and draw conclusions. IV.C.2.1: Students will understand that primary sources document first-hand accounts of historical events and secondary sources may be influenced by the author's interpretation of historical events. IV.C.2.2: Students will compare perspectives in primary and secondary sources and determine how the different perspectives shaped the authors' view of historical events.


IV.C.2.3: Students will understand the concepts of historical context and multiple causation.


IV.C.2.4: Students will create a timeline that illustrates the relationship of their topic to other historic events.


IV.C.3: The student will present and explain the findings of a research project. IV.C.3.1: Students will analyze how historians present their work in multiple formats.


IV.C.3.2: Students will select a presentation medium for their project and learn the skills necessary to communicate their ideas.


IV.C.3.3: Students will articulate a clear thesis statement that explains the historical relevance of their research topic.


IV. C.3.4: Students will learn how to cite sources and to document their research in the form of a bibliography.


IV. C.3.5: Students will learn what constitutes plagiarism and how to paraphrase appropriately other people's work in a new interpretive format.



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V: Geography V.A: Concepts of Location V.A.1: The student will identify and locate major physical and cultural features that played an important role in the history of the United States. V.A.1.1: Students will locate and name all 50 states, territories, mountain ranges, major river valleys, state capitals and cities, as studied.


V.A.1.2: Students will locate the areas that were the major source regions for immigrants to the United States from 1800 to 1877.


V.A.2: The student will identify and locate major physical and cultural features that played an important role in the history of Minnesota. V.A.2.1: Students will locate major Minnesota ecosystems, topographic features, continental divides, river valleys, and cities.


V.A.3: The student will identify and locate major countries, events and cultural features that played an important role in the history of the United States. V.A.3.1: Students will locate on a map or globe the major empires of the late 19th Century and their largest overseas territories.

V.A.3.2: Students will locate the major source countries for immigration to the United States during the years 1877-1916.


V.A.3.3: Students will describe how the landownership patterns laid out by the French, English, Spanish, and the United States Public Land Survey created different landscapes in different parts of the country.

Good Habits Great Readers Opportunities to address this standard may be found in: Crossing Borders: Stories of Immigrants Success Net Opportunities to address this standard may be found in: Sightseeing in Our Country's Capitals Touring the United States Visiting the States and Capitals Florida's Atlantic Coast The Atlantic Coastal Plain


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V.B: Maps and Globes V.B.1: The student will use maps and globes to demonstrate specific and increasingly complex geographic knowledge. V.B.1.1: Students will use political and thematic maps to locate major physical and cultural regions of the world and ancient civilizations studied.


V.B.1.2: Students will locate and map areas of major world religions and how they have changed geographically, including Judaism, Hinduism, Buddhism, Confucianism, Christianity, Islam, and indigenous religious traditions.


V.B.1.3: Students will distinguish differences among, uses of and limitations of different kinds of thematic maps used to describe the development of the United States.


V.B.1.4: Students will distinguish differences among uses of, and limitations of, different kinds of thematic maps to describe the development of Minnesota.


V.B.2: The student will make and use maps to acquire, process, and report on the spatial organization of people and places on Earth. V.B.2.1: Students will create a variety of maps to scale. V.B.2.2: Students will compare and contrast the differences among a variety of maps and explain the appropriate use of projections, symbols, coloring and shading, and select maps appropriate for answering questions they have.



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V.C: Physical Features and Processes V.C.1: The student will use basic terminology describing basic physical and cultural features of continents studied. V.C.1.1: Students will locate and describe major physical features and analyze how they influenced cultures/civilizations studied.


V.C.1.2: Students will describe and locate major physical features in their local community and analyze their impact on the community.


V.C.2: The student will identify and locate geographic features associated with the development of the United States. V.C.2.1: Students will identify physical features and analyze their impact as either hindering or promoting settlement, establishment of cities and states, and economic development in the United States.


V.C.3: The student will identify and locate geographic features associated with the development of Minnesota. V.C.3.1: Students will identify and compare and contrast the landforms, natural vegetation, climate, and systems of rivers and lakes of Minnesota with those of other parts of the United States.


V.C.3.2: Students will identify physical features that shaped settlement and life-ways of the Dakota and the Ojibwe and analyze their impact.

Success Net Opportunities to address this standard may be found in: The Carlisle Indian School Geography Shapes Our World The Shape of Our Land

V.C.3.3: Students will identify physical features that either hindered or promoted the development of the fur trade and the rapid settlement in the early 19th Century.

Success Net Opportunities to address this standard may be found in: Jamestown The Jamestown Colony John Smith and the Survival of Jamestown Making Connections: American Indians and Settlers The Atlantic Coastal Plain


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V.C.3.4: Students will identify physical features that either hindered or promoted the industrialization of the state.


V.C.4: The student will identify physical characteristics of places and use this knowledge to define regions, their relationships among regions, and their patterns of change. V.C.4.1: Students will describe the major physical features of the United States and the regions of the world they study.

Success Net Sightseeing in Our Country's Capitals Touring the United States Visiting the States and Capitals Florida's Atlantic Coast The Atlantic Coastal Plain

V.C.4.2: Students will describe physical systems in the atmosphere and Earth's crust, and the regional patterns of climate and landforms associated with them.

Success Net Landforms and Waterways Earth and Water, High and Low Geography Shapes Our World The Seafaring Life The Shape of Our Land

V.C.4.3: Students will describe patterns of vegetation and landforms in the United States and around the world.


V.C.5: The student will give examples of physical systems and describe their role in shaping life on Earth. V.C.5.1: Students will describe how the major regions of the world they study are interconnected through physical processes such as wind and/or ocean currents.


V.C.5.2: Students will describe natural hazards, the physical processes behind them, the areas where they occur, and the costs and benefits of methods people use to mitigate their damage.

Success Net Opportunities to address this standard may be found in: Landforms and Waterways Geography Shapes Our World The Shape of Our Land Florida's Atlantic Coast The Atlantic Coastal Plain

V.D: Interconnections V.D.1: The student will give examples that demonstrate how people are connected to each other and the environment. V.D.1.1: Students will identify factors that drew people to their local communities.

Success Net Let's Get to Know the Incas Mexico's Mother Culture: The Olmecs Meet the Maya The Carlisle Indian School Julia's New Home


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V.D.1.2: Students will analyze how the physical environment influences human activities.

Success Net Let's Get to Know the Incas Meet the Maya Florida's Atlantic Coast The Atlantic Coastal Plain

V.D.2: The student will identify examples of the changing relationships between patterns of settlement, land use and topographic features in the United States. V.D.2.1: Students will analyze how changes in technology and political attitudes promoted development in various regions of the United States.


V.D.2.2: Students will analyze how changes in transportation affected settlement of the country.


V.D.3: The student will identify examples of the changing relationships between the patterns of settlement and land use in Minnesota. V.D.3.1: Students will give examples of how changes in technology made some locations in Minnesota more suitable for urbanization than others.

Success Net Rails Across America Crossing the Nation By Rail The Transcontinental Railroad The Urbanization of America The Growing United States

V.D.3.2: Students will analyze how changes in transportation affected settlement of the state.


V.D.3.3: Students will explain the importance of site features in the establishment of Minnesota's largest cities.

Success Net Opportunities to address this standard may be found in: Growing and Changing Cities New Problems, New Solutions The Urbanization of America

V.D.3.4: Students will explain the changing situation of Minnesota's largest cities and suburbs and analyze associated effects.

Success Net Growing and Changing Cities New Problems, New Solutions The Urbanization of America

V.D.3.5: Students will identify the areas of origin for people coming to Minnesota, explain the push and pull factors that brought people to the state, and analyze the impact of these changes.

Success Net Opportunities to address this standard may be found in: Growing and Changing Cities From Thailand to California The Land of Opportunity Immigrant Children in New York City My Great-Grandpa Collins


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V.D.3.6: Students will describe the settlement pattern of Minnesota's largest immigrant groups.

Good Habits Great Readers Opportunities to address this standard may be found in: Crossing Borders: Stories of Immigrants Success Net Opportunities to address this standard may be found in: Growing and Changing Cities From Thailand to California The Land of Opportunity Immigrant Children in New York City My Great-Grandpa Collins

V.D.3.7: Students will use regions to analyze modern agriculture in Minnesota.


V.D.4: The student will identify how technology made some parts of Minnesota more valuable at particular times in history. V.D.4.1: Students will explain how Minnesota is connected to the rest of the world through international trade, and analyze the impact of this connection.

V.D.5: The student will describe how humans influence the environment and in turn are influenced by it. V.D.5.1: Students will recognize changes over time in nearby landscapes, resulting from human occupation.

Success Net Geography Shapes Our World

V.D.6: The student will demonstrate how various regional frameworks are used to analyze the variation in culture and humans' occupation of the Earth's surface. V.D.6.1: Students will explain the patterns of population density on the surface of the Earth and analyze the causes of population change.

Success Net Opportunities to address this standard may be found in: Geography Shapes Our World

V.D.6.2: Students will describe the patterns of languages on the surface of the Earth and identify patterns of change.

Success Net Alphabets and Other Writing Systems The Rosetta Stone and the Secret of Hieroglyphics

V.D.6.3: Students will describe the patterns of religion on the surface of the Earth and identify geographic patterns of change.



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V.D.6.4: Students will describe the locations of government systems on the surface of the Earth and identify patterns of change.

Success Net Ralph Bunche: Quiet Hero The Fourth Grade Election D Is For Democracy Our Government The Constitution: Protecting Our Rights and Freedoms

V.D.6.5: Students will describe the patterns of economies on the surface of the Earth and explain how changes in technology affect patterns of change.

Success Net Along the Coast of Florida Florida's Atlantic Coast The Atlantic Coastal Plain Geography Shapes Our World A Trip to The Capitol

V.D.6.6: Students will describe patterns of major regions or culture areas on the surface of the Earth and identify patterns of change.


V.D.6.7: Students will identify current or historic conflicts and explain how those conflicts are/were influenced by geography.

Success Net Making a Difference in Denmark Early American Alliances Choosing Freedom Conflict in the Colonies On the Road to Revolution

V.D.7: The student will demonstrate how various regional frameworks are used to analyze the variation in physical environment. V.D.7.1: Students will analyze the way peoples' perception of regions vary and are affected by individual perspective and culture.

Success Net The Incredible Journey of Thor Heyerdahl and the Kon-Tiki Raft Let's Get to Know the Incas Geography Shapes Our World Meet the Maya

V.D.7.2: Students will provide examples at differing scales of how regions are important to people as symbols for unifying society.


V.D.7.3: Students will describe how physical processes affect different regions of the world.


V.D.7.4: Students will interpret regional variation in the relationships among soil, climate, plant and animal life, and landforms.



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V.E: Essential Skills V.E.1: The student will use maps, globes, geographic information systems and other sources of information to analyze the natures of places at a variety of scales. V.E.1.1: Students will demonstrate the ability to obtain geographic information from a variety of print and electronic sources.


V.E.1.2: Students will make inferences and draw conclusions about the character of places based on analyses and comparison of maps, aerial photos, and other images.


V.E.1.3: Students will locate major political and physical features of the United States and the world.


VI: Economics VI.A: Producers and Consumers VI.A.1: The student will understand the concept of interdependence in relation to producers and consumers. VI.A.1.1: Students will compare and contrast the roles of producers and consumers.


VI.A.1.2: Students will explain that in market economies, individuals earn income by working for firms to produce goods and services, and firms incur costs by hiring individuals and earn revenue by selling goods and services.


VI.A.1.3: Students will explain how a market economy answers the questions of what gets produced, how it is produced, and who receives it, and how it differs from other economic systems.


VI.A.1.4: Students will explain that a market exists when consumers buy and producers sell goods and services.


VI.A.1.5: Students will explain how the price of a good is determined by supply and demand (the interrelationship between production and consumption).


VI.B: Economic Choices VI.B.1: The student will understand basic principles of economic decision-making. VI.B.1.1: Students will understand the concept of scarcity and its role in decision-making.



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VI.B.1.2: Students will apply a decision-making process to make informed choices.


VI.B.1.3: Students will analyze how people respond predictably to positive and negative economic incentives.


VI.C: The Market Economy (Micro Economics) VI.C.1: The student will understand that in a market economy income is earned in different ways. VI.C.1.1: Students will identify multiple forms of income and their sources.


VI.C.2: The student will understand business organizations, market structures, and financial institutions that operate within our economy. VI.C.2.1: Students will identify and compare and contrast various industries and the occupations related to them.


VI.C.2.2: Students will compare and contrast the concepts of competition and monopoly and predict consequences of each.


VI.C.2.3: Students will describe various financial institutions and compare and contrast their roles, and explain how those institutions relate to their lives.


VI.D: The National Economy (Macro Economics) VI.D.1: The student will understand the economic activities of government. VI.D.1.1: Students will explain that the government pays for the goods and services it provides through taxing and borrowing.


VI.D.1.2: Students will explain how the government regulates economic activity to promote the public welfare, encourage competition, and protect against monopolistic abuses.


VI.D.2: The student will understand the concepts that measure the national economy. VI.D.2.1: Students will define and give examples of basic economic terms.


VI.D.2.2: Students will give examples of measurements that indicate the economic conditions of depression, recession, and expansion.



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VII: Government and Citizenship VII.A: Civic Values, Skills, Rights and responsibilities VII.A.1: The student will recognize the importance of individual action and character in shaping civic life. VII.A.1.1: Students will identify people who have dealt with challenges and made a positive difference in other people's lives and explain their contributions.

Good Habits Great Readers 40 Famous Women Success Net Authors of Liberty: Writing the U.S. Constitution Civil War Heroines The Civil War Sisterhood: Women Who Made a Difference Women of the Civil War We Shall Overcome

VII.A.2: The student will articulate the range of rights and responsibilities in a republic VII.A.2.1: Students will explain protections the Bill of Rights provides to individuals.

Good Habits Great Readers Opportunities to address this standard may be found in: What is a Government? Success Net The Constitution: Protecting Our Rights and Freedoms The Power of Our People Authors of Liberty: Writing the U.S. Constitution Words of Freedom: The U.S. Constitution

VII.A.2.2: Students will explain some of the responsibilities of people living in a democracy.

Good Habits Great Readers What is a Government? Success Net The Constitution: Protecting Our Rights and Freedoms The Power of Our People Authors of Liberty: Writing the U.S. Constitution Words of Freedom: The U.S. Constitution Strength of Spirit

VII.A.2.3: Students will explain that the Minnesota Constitution also protects rights, including additional rights not specifically mentioned by the federal constitution.


VII.A.2.4: Students will describe landmark U.S. Supreme Court decisions concerning rights and responsibilities

Good Habits Great Readers Opportunities to address this standard may be found in: What is a Government?


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Success Net Opportunities to address this standard may be found in: The Constitution: Protecting Our Rights and Freedoms The Power of Our People Authors of Liberty: Writing the U.S. Constitution Words of Freedom: The U.S. Constitution

VII.A.3: The student will know how citizenship is established and exercised. VII.A.3.1: Students will explain the meaning of legally recognized citizenship in the United States, and describe the processes by which an individual may establish U.S. citizenship.

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VII.A.3.2: Students will distinguish between the rights of citizens and non-citizens and describe the use of this distinction throughout U.S. history.

Good Habits Great Readers Crossing Borders: Stories of Immigrants Success Net Opportunities to address this standard may be found in: The Constitution: Protecting Our Rights and Freedoms The Power of Our People Authors of Liberty: Writing the U.S. Constitution Words of Freedom: The U.S. Constitution

VII.A.4: The student will understand the importance of participation in civic life and demonstrate effective civic skills VII.A.4.1: Students will explain the steps necessary to become an informed voter and an engaged citizen.

Good Habits Great Readers Crossing Borders: Stories of Immigrants What is a Government? Success Net The Fourth Grade Election The Constitution: Protecting Our Rights and Freedoms The Power of Our People

VII.A.4.2: Students will explain the meaning of civic life and how all members of a community can be engaged.


VII.A.4.3: Students will identify and research community problems and recommend solutions.

Success Net D Is For Democracy Our Government The New Kid at School The Sandwich Brigade Using Special Talents


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VII.A.4.4: Students will analyze sources of information for accuracy, bias, and relevance, and distinguish between fact and opinion in order to analyze a public policy issue.

Success Net Women Who Dared to Fly Jim Thorpe: The Greatest Athlete in the World The Carlisle Indian School A Mill Girl's Day A Shifting Society

VII.B: Beliefs and Principles of United States Democracy VII.B.1: Students will know the purpose, function and limits of our republic. VII.B.1.1: Students will explain why government is needed and what would happen if there were no government.


VII.B.1.2: Students will explain what "consent of the governed" means and how it is expressed in the preamble to the Constitution.


VII.B.1.3: Students will define consent of the governed, liberty, equality, rights, responsibilities, justice, popular sovereignty, and general welfare, democracy, republic, and representative democracy.


VII.B.1.4: Students will understand how governmental power is limited through federalism and a system of checks and balances.



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VII.B.2: The student will know symbols, songs, traditions, and landmarks/monuments that represent the beliefs and principles of the United States. VII.B.2.1: Students will explain why key national, state, and local symbols and landmarks and monuments are significant.

Success Net Saving An American Symbol

VII.B.2.2: Students will know the Pledge of Allegiance, its history, and why Americans recite it.

Good Habits Great Readers Crossing Borders: Stories of Immigrants / Success Net Opportunities to address this standard may be found in: The Constitution: Protecting Our Rights and Freedoms The Power of Our People D Is For Democracy Our Government Meet The United States Government

VII.B.3: The student will demonstrate knowledge and understanding of principles and beliefs upon which our republic is based. VII.B.3.1: Students will explain the fundamental principles of consent of the governed, limited government, rule of law, democracy, and representative government.


VII.B.3.2: Students will explain the ideals of the American system of government: liberty, justice, equality, "E Pluribus Unum"


VII.B.4: The student will explain the importance of law in the American Constitutional system. VII.B.4.1: Students will explain how law limits both the government and the governed, protects individual rights and promotes the general welfare



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VII.B.4.2: Students will explain that authority for making laws rests with the people, through their elected officials.

Good Habits Great Readers What is a Government? Success Net D Is For Democracy Our Government Meet The United States Government

VII.B.4.3: Students will distinguish and explain the relationships between making, enforcing and interpreting the law.

Good Habits Great Readers Opportunities to address this standard may be found in: What is a Government? Success Net The Constitution: Protecting Our Rights and Freedoms The Power of Our People D Is For Democracy Our Government Meet The United States Government

VII.B.4.4: Students will evaluate rules and laws using criteria of good laws.


VII.B.4.5: Students will distinguish between civil and criminal law, state and federal law.

Good Habits Great Readers Opportunities to address this standard may be found in: What is a Government? Success Net Opportunities to address this standard may be found in: The Constitution: Protecting Our Rights and Freedoms The Power of Our People D Is For Democracy Our Government Meet The United States Government


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VII.C: Roots of the Republic VII.C.1: The student will demonstrate knowledge of influential and foundational documents of American constitutional government. VII.C.1.1: Students will explain how the British limited monarchical power through written documents such as the Magna Carta, which influenced American constitutional government.


VII.C.1.2: Students will explain how the Mayflower Compact, Articles of Confederation, and other documents influenced the development of American government.


VII.C.1.3: Students will describe the principles expressed in the Declaration of Independence, including inalienable rights and self-evident truths, and how these principles influence the development of United States constitutional government


VII.C.1.4: Students will describe the principles expressed in the Preamble to the Constitution and how these principles influence the United States constitutional government


VII.C.1.5: Students will describe how the Constitution and Bill of Rights protect individual rights and support the principle of majority rule but also protect the rights of the minority.



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VII.D: Governmental Institutions and Processes of the United States VII.D.1: The student will know the functions of the United States government and ways in which power is delegated and controlled.


VII.D.1.1: Students will describe the three branches of the U.S. government established by the Constitution, their primary functions, and their relationships.


VII.D.1.2: Students will describe separation of powers and checks and balances and analyze historical and contemporary examples of how they are applied among the branches of government.


VII.D.1.3: Students will describe the process by which a bill becomes a law.

Good Habits Great Readers Opportunities to address this standard may be found in: What is a Government? Success Net The Power of Our People D Is For Democracy Our Government

VII.D.2: The student will know the functions of Minnesota state and local governments and describe their relationship with the federal government. VII.D.2.1: Students will explain the relationship between the federal government and state governments and define the concept of federalism.



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VII.D.2.2: Students will explain the major purposes of Minnesota’s Constitution as stated in its Preamble.

Good Habits Great Readers Opportunities to address this standard may be found in: What is a Government? Success Net Opportunities to address this standard may be found in: Our Government Meet The United States Government

VII.D.2.3: Students will understand the basic structure and functions of state and local governments.


VII.D.2.4: Students will identify the major state offices; the primary duties associated with them, and know the names of major local, state, and federal elected officials and describe how they are chosen.


VII.D.2.5: Students will explain the relationship between American Indian People and Nations and Minnesota and the U.S. Government.

Good Habits Great Readers Opportunities to address this standard may be found in: What is a Government? Success Net Our Government Meet The United States Government The Carlisle Indian School

VII.D.3: The student will describe the relationships the U.S. has with other nations in the world. VII.D.3.1: Students will define foreign policy and identify ways in which U.S. foreign policy affects their lives.



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VII.D.3.2: Students will describe cases when the U.S. government has used diplomacy and other foreign policy tools to mediate international disputes.


VII.D.4: The student will understand other government systems in the world. VII.D.4.1: Students will compare governmental structure and individual rights in the United States to those in other forms of government.


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