Minnesota State Standards for Social Studies: Grade 12

MN.I.A1. United States History: Indigenous People of North America: The student will demonstrate knowledge of indigenous cultures in North America prior to and during western exploration.

I.A1.1. Students will identify important cultural aspects and regional variations of major North American Indian nations.

MN.I.B1. United States History: Three Worlds Converge, 1450-1763: The student will understand how European exploration and colonization resulted in cultural and ecological interactions among previously unconnected peoples.

I.B1.1. Students will identify the stages and motives of European oceanic and overland exploration from the 15th to the 17th centuries.

I.B1.2. Students will describe the consequences of early interactions between Europeans and American Indian nations.

I.B1.3. Students will describe key characteristics of West African kingdoms and the development of the Atlantic slave trade.

MN.I.B2. United States History: Three Worlds Converge, 1450-1763: The student will demonstrate knowledge of the colonies and the factors that shaped colonial North America.

I.B2.1. 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.B2.2. Students will identify the growing differences and tensions between the European colonies, England and American Indian Nations.

MN.I.C1. United States History: Three Worlds Converge, 1450-1763: The student will understand the economic development of the English colonies in North America and the exploitation of enslaved Africans.

I.C1.1. Students will describe and evaluate the enslavement of Africans, the Middle Passage and the use of slave labor in European colonies.

MN.I.D1. United States History: Revolution and the New Nation, 1763-1820: The student will demonstrate knowledge of the causes, course, and consequences of the American Revolution.

I.D1.1. Students will analyze the major economic, political, and philosophical conflicts leading to the American Revolution including the roles of the First and Second Continental Congresses and the Declaration of Independence.

I.D1.2. Students will explain how and why the Americans won the war against superior British resources, analyzing the role of key leaders, major campaigns and events, and participation by ordinary soldiers and civilians.

I.D1.3. Students will explain the impact of the Revolutionary War on groups within American society, including loyalists, patriots, women and men, Euro-Americans, enslaved and free African Americans, and American Indians.

MN.I.E1. United States History: Revolution and the New Nation, 1763-1820: The student will understand the foundation of the American government and nation.

I.E1.1. Students will identify and explain the basic principles that were set forth in the documents that declared the nation's independence (the Declaration of Independence, inalienable rights and self-evident truths) and that established the new nation's government (the Constitution).

I.E1.2. Students will describe and evaluate the major achievements and problems of the Confederation period, and analyze the debates over the Articles of Confederation and the revision of governmental institutions that created the U.S. Constitution and the Bill of Rights, and the interpretive function of the Supreme Court.

I.E1.3. Students will describe and explain the emergence of the first American party system.

MN.I.F1. United States History: Expansion, Innovation, and Reform, 1801-1861: The student will demonstrate knowledge of the early republic and how territorial expansion affected foreign relations.

I.F1.1. Students will describe the causes and analyze the effects of the Louisiana Purchase, the War of 1812, and the Monroe Doctrine.

I.F1.2. Students will analyze the impact of territorial expansion on American Indian nations and the evolution of federal and state Indian policies.

I.F1.3. Students will analyze the causes and consequences of U.S. geographic expansion to the Pacific, including the concept of Manifest Destiny and the Mexican-American War.

MN.I.G1. United States History: Expansion, Innovation, and Reform, 1801-1861: The student will understand how explosive growth (economic, demographic, geographic) and technological innovation transformed American society.

I.G1.1. Students will describe and analyze the impact of innovations in industry, technology and transportation on life in America.

I.G1.2. Students will examine demographic growth and patterns of population change and their consequences for American society before the Civil War.

MN.I.H1. United States History: Expansion, Innovation, and Reform, 1801-1861: The student will understand the sources, characteristics, and effects of antebellum reform movements.

I.H1.1. Students will understand the sources, characteristics and effects of cultural, religious and social reform movements, including the abolition, temperance, and women's rights movements.

MN.I.H2. United States History: Expansion, Innovation, and Reform, 1801-1861: The student will understand the extension, restriction, and reorganization of political democracy after 1800.

I.H2.1. Students will describe and analyze changes in American political life including the spread of universal white male suffrage, restrictions on free African Americans, and the emergence of the Second Party System.

MN.I.I1. United States History: Civil War and Reconstruction, 1850-1877: The student will demonstrate knowledge of the long- and short-term causes of the Civil War.

I.I1.1. Students will identify and explain the economic, social, and cultural differences between the North and the South.

I.I1.2. Students will understand and analyze the political impact of debates over slavery and growing sectional polarization in key events including the Missouri Compromise, the Compromise of 1850 and the Fugitive Slave Law, the rise of the Republican party, the Southern secession movement and the formation of the Confederacy.

MN.I.I2. United States History: Civil War and Reconstruction, 1850-1877: The student will understand the course, character, and outcome of the Civil War.

I.I2.1. Students will identify events and leaders of the war, and analyze how the differences in resources of the Union and Confederacy (economy, technology, demography, geography, political and military leadership) affected the course of the war and Union victory.

I.I2.2. Students will describe and explain the social experience of the war on battlefield and home front, in the Union and the Confederacy.

I.I2.3. Students will analyze the significance of Lincoln's Gettysburg Address and its views of American political life.

MN.I.I3. United States History: Civil War and Reconstruction, 1850-1877: The student will demonstrate knowledge of the consequences of Civil War and Reconstruction.

I.I3.1. Students will describe the content of and reasons for the different phases of Reconstruction, and analyze their successes and failures in transforming social and race relations.

I.I3.2. Students will understand and explain the political impact of the war and its aftermath in Reconstruction, including emancipation and the redefinition of freedom and citizenship, expansion of the federal bureaucracy; expansion of federal authority and its impact on states' rights.

MN.I.J1. United States History: Reshaping the Nation and the Emergence of Modern America, 1877-1916: The student will analyze the process of Westward Expansion in the late 19th Century.

I.J1.1. Students will demonstrate knowledge of the effects of post-Civil War westward expansion including the resulting conflicts with American Indian nations.

MN.I.J2. United States History: Reshaping the Nation and the Emergence of Modern America, 1877-1916: The student will describe and analyze the linked processes of industrialization and urbanization after 1870.

I.J2.1. Students will demonstrate knowledge about how the rise of corporations, heavy industry, and mechanized farming transformed the American economy, including the role of key inventions and the growth of national markets.

I.J2.2. Students will demonstrate knowledge of the rapid growth of cities and the transformation of urban life, including the impact of migration from farms and new technologies, the development of urban political machines, and their role in financing, governing, and policing cities.

MN.I.J3. United States History: Reshaping the Nation and the Emergence of Modern America, 1877-1916: The student will demonstrate knowledge of the causes and consequences of immigration to the United States from 1870 to the first World War.

I.J3.1. Students will demonstrate knowledge of the massive wave of 'New' immigration after 1870, its differences from the 'Old' immigration, and its impact on new social patterns, conflicts, and ideas of national unity.

MN.I.J4. United States History: Reshaping the Nation and the Emergence of Modern America, 1877-1916: The student will understand the origins of racial segregation.

I.J4.1. Students will demonstrate knowledge of the imposition of racial segregation, African American disfranchisement, and growth of racial violence in the post-reconstruction South, the rise of 'scientific racism,' and the debates among African-Americans about how best to work for racial equality.

MN.I.J5. United States History: Reshaping the Nation and the Emergence of Modern America, 1877-1916: The student will describe how industrialization changed nature of work and the origins and role of labor unions in the 1870s, 1880s, and 1890s.

I.J5.1. Students will demonstrate knowledge about how the rise of industry changed the nature of work in factories, the origins of labor unions, and the role of state and federal governments in labor conflicts.

MN.I.J6. United States History: Reshaping the Nation and the Emergence of Modern America, 1877-1916: The student will understand the changing dynamics of national politics in the late 19th Century.

I.J6.1. Students will demonstrate knowledge about the ways the American people responded to social, economic, and political changes through electoral politics and social movements such as populism and temperance.

MN.I.J7. United States History: Reshaping the Nation and the Emergence of Modern America, 1877-1916: The student will understand the causes and consequences of American expansionism and the Spanish-American War.

I.J7.1. Students will examine the causes of the Spanish-American war and analyze its effects on foreign policy, national identity, and the debate over the new role of America as a growing power in the Pacific and Latin America.

MN.I.K1. United States History: The Emergence of Modern America, 1890-1930: The student will analyze the wide range of reform efforts known as Progressivism between 1890 and the first World War.

I.K1.1. Students will demonstrate knowledge of how Progressives addressed problems of industrial capitalism, urbanization, and political corruption.

I.K1.2. Students will analyze the debates about woman suffrage and demonstrate knowledge of the successful campaign that led to the adoption of the 19th Amendment granting women the right to vote.

MN.I.K2. United States History: The Emergence of Modern America, 1890-1930: The student will understand the causes and consequences of World War I.

I.K2.1. Students will analyze the causes of World War I and identify key people, major events, and the war's impact on American foreign and domestic policy.

MN.I.K3. United States History: The Emergence of Modern America, 1890-1930: The student will understand how the United States changed politically, culturally, and economically from the end of World War I to the eve of the Great Depression.

I.K3.1. Students will analyze how developments in industrialization, transportation, communication, and urban mass culture changed American life.

I.K3.2. Students will describe key social changes related to immigration, social policy, and race relations.

I.K3.3. Students will examine the changing role of art, literature and music in the 1920s and 30s.

MN.I.L1. United States History: The Great Depression and World War II, 1929-1945: The student will understand the origins and impact of Great Depression and the New Deal, 1929-1940.

I.L1.1. Students will demonstrate knowledge of the causes of the Great Depression and how it affected Americans in all walks of life.

I.L1.2. Students will demonstrate knowledge of how the New Deal addressed the Great Depression and transformed American federalism.

MN.I.M1. United States History: The Great Depression and World War II, 1929-1945: The student will understand the origins of World War II, the course of the war, and the impact of the war on American society.

I.M1.1. Students will demonstrate knowledge of the international background of World War II and the debates over American involvement in the conflict.

I.M1.2. Students will demonstrate knowledge of key leaders and events of World War II and how the Allies prevailed.

I.M1.3. Students will describe the impact of the war on people such as women, African Americans and Japanese Americans.

MN.I.N1. United States History: Post-War United States, 1945-1972: The student will understand the social and economic changes in the United States, 1945-1960

I.N1.1. Students will demonstrate knowledge of social transformation in post-war United States.

MN.I.N1. United States History: Post-War United States, 1945-1972: The student will understand the social and economic changes in the United States, 1945-1961

I.N1.2. Students will understand the post-war economic boom and its impact on demographic patterns, role of labor, and multinational corporations.

MN.I.N2. United States History: Post-War United States, 1945-1972: The student will understand the Cold War, its causes, consequences and its military conflicts.

I.N2.1. Students will demonstrate knowledge of key events of the Cold War and the causes and consequences of the Korean War.

I.N2.2. Students will analyze America's involvement in the Vietnam War.

MN.I.N3. United States History: Post-War United States, 1945-1972: The student will understand the key domestic political issues and debates in the postwar era to 1972.

I.N3.1. Students will demonstrate knowledge of the domestic policies and civil rights issues of the Truman and Eisenhower administrations.

I.N3.2. Students will analyze provisions of Kennedy's New Frontier and Johnson's Great Society.

I.N3.3. Students will analyze the impact of the foreign and domestic policies of Nixon.

MN.I.N4. United States History: Post-War United States, 1945-1972: The student will understand the changes in legal definitions of individual rights in the 1960 and 1970s and the social movements that prompted them.

I.N4.1. Students will demonstrate knowledge of the 'rights revolution' including the civil rights movement, women's rights movements, expansion of civil liberties, and environmental and consumer protection.

MN.I.O1. United States History: Contemporary United States, 1970 to the present: The student will understand the evolution of foreign and domestic policy in the last three decades of the 20th Century and the beginning of the 21st Century.

I.O1.1. Students will demonstrate knowledge of the changing domestic and foreign policies in the Ford, Carter, Reagan, George H. W. Bush, and Clinton, George W. Bush administrations.

I.O1.2. Students will demonstrate knowledge of economic, social, and cultural developments in contemporary United States.

I.O1.3. Students will know and describe the political and economic policies that contributed to the collapse of the Soviet Union and the end of the Cold War.

MN.III.A1. World History: Beginnings of Human Society and Early Civilizations, to 1000 BC: The student will demonstrate knowledge of the earliest human societies and the processes that led to the emergence of agricultural societies around the world.

III.A1.1. Students will analyze the biological, cultural, geographic, and environmental processes that gave rise to the earliest human communities.

III.A1.2. Students will describe innovations that gave rise to developed agriculture and permanent settlements and analyze the impact of these changes.

MN.III.A2. World History: Beginnings of Human Society and Early Civilizations, to 1000 BC: The student will demonstrate knowledge of the major characteristics of civilization and the process of its emergence.

III.A2.1. Students will locate various civilizations of the era in time and place, and describe, and, Israel compare the cultures of these various civilizations.

III.A2.2. Students will analyze the spread of agricultural societies, and population movements.

MN.III.B1. World History: World Civilizations and Religions, 1000 BC - 500 AD: The student will demonstrate knowledge of ancient civilizations in South and East Asia.

III.B1.1. Students will locate various civilizations of the era in India, China, Korea and Japan, and describe their structures and interactions. Aryan civilization, Mohenjo-daro, Ashoka, Zhou, Qin and Han dynasties, Yamato, Vedas, Hinduism, Buddha, Buddhism, caste system, Confucius, Confucianism, Laozi, Daoism, precursors to the Great Wall; cultural universals of economic, political, social, religious, philosophical, and technological characteristics

MN.III.B2. World History: World Civilizations and Religions, 1000 BC- 500 AD: The student will demonstrate knowledge of ancient African civilizations.

III.B2.1. Students will locate various African civilizations and describe their structures and ways of living. Africa: Kush, Meroe, use of iron, ocean-going trade

MN.III.B3. World History: World Civilizations and Religions, 1000 BC - 500 AD: The student will demonstrate knowledge of ancient Mesoamerican and South American civilizations.

III.B3.1. Students will locate various Mesoamerican and South American civilizations and describe their structures and ways of living. Mesoamerica: Olmecs, Maya, maize cultivation, astronomy and calendars, glyphic writing, monumental building; South America: Chavin, Moche, Nazca; gold, pottery and textiles; monumental building

MN.III.B4. World History: World Civilizations and Religions, 1000 BC - 500 AD: The student will demonstrate knowledge of ancient Greek civilization and its influence throughout Eurasia, Africa and the Mediterranean.

III.B4.1. Students will analyze the influence of geography on Greek economic, social, and political development, and compare the social and political structure of the Greek city-states with other contemporary civilizations.

III.B4.2. Students will analyze the influence of Greek civilization beyond the Aegean including the conflicts with the Persian empire, contacts with Egypt and South Asia, and the spread of Hellenistic culture throughout the Mediterranean.

MN.III.B5. World History: World Civilizations and Religions, 1000 BC - 500 AD: The student will demonstrate knowledge of ancient Rome from about 500 BC to 500 AD and its influence in relation to other contemporary civilizations.

III.B5.1. Students will analyze the influence of geography on Roman economic, social and political development, and compare its social and political structure to other contemporary civilizations.

III.B5.2. Students will compare Roman military conquests and empire building with those of other contemporary civilizations.

III.B5.3. Students will analyze the influence of Roman civilization, including the contacts and conflicts with it and other peoples and civilizations in Eurasia, Africa and the Near East.

III.B5.4. Students will compare the disintegration of the Western Roman Empire with the fate of other contemporary empires.

MN.III.C1. World History: World Civilizations and Religions, 1500 BC - 700 AD: The student will demonstrate knowledge of the history and rise of major world religions.

III.C1.1. Students will understand the history, geographic locations, and characteristics of major world religions, including Judaism, Hinduism, Buddhism, Confucianism, Christianity, Islam, as well as indigenous religious traditions.

MN.III.D1. World History: Early Medieval and Byzantium, 400 AD - 1000 AD: The student will demonstrate knowledge of the Byzantine Empire.

III.D1.1. Students will describe the events leading to the establishment of Constantinople as the capital of the Eastern Roman Empire and analyze the significance of this event.

III.D1.2. Students will describe Byzantine culture and examine disputes and why they led to the split between Eastern and Western Christianity.

MN.III.D2. World History: Early Medieval and Byzantium, 400 AD - 1000 AD: The student will demonstrate knowledge of Europe during the Middle Ages from about 500 to 1000 AD in terms of its impact on Western civilization.

III.D2.1. Students will describe the spread and influence of Christianity throughout Europe and analyze its impact.

III.D2.2. Students will explain the structure of feudal society and analyze how it impacted all aspects of feudal life.

MN.III.E1. World History: Global Encounters, Exchanges, and Conflicts, 500 AD -1500 AD: The student will demonstrate knowledge of Islamic civilization from about 600 to 1000 AD.

III.E1.1. Students will identify historical turning points that affected the spread and influence of Islamic civilization, including disputes that led to the split between Sunnis and Shi'ah (Shi'ites).

III.E1.2. Student will explain significant features of the Islamic culture during this period.

MN.III.E2. World History: Global Encounters, Exchanges, and Conflicts, 500 AD -1500 AD: The student will demonstrate knowledge of civilizations and empires of the Eastern Hemisphere and their interactions through regional trade patterns.

III.E2.1. Students will describe the influence of geography on the cultural and economic development of Japan, China, Southeast Asia and India.

III.E2.2. Students will describe the influence of geography on the cultural and economic development of the African kingdoms of Ghana, Mali and Songhai.

MN.III.E3. World History: Global Encounters, Exchanges, and Conflicts, 500AD - 1500 AD: The student will demonstrate knowledge of the interactions between Christendom and the Islamic world, 750 -1500 AD.

III.E3.1. Students will describe the emergence of European states of Christendom and analyze the conflicts among them and other Eurasian powers.

III.E3.2. Students will describe the emergence of Islamic states in Africa, the Near East, Iberia and India, and analyze the conflicts among them and other Eurasian powers.

III.E3.3. Students will analyze the clashes between Christendom, Islam, and other peoples and polities.

III.E3.4. Students will analyze the emergence of the Ottoman Empire and its implications for Christendom, the Islamic World, and other polities.

MN.III.E4. World History: Global Encounters, Exchanges, and Conflicts, 500 AD -1500 AD: The student will demonstrate a knowledge of overseas trade, exploration, and expansion in the Mediterranean, Indian, and Atlantic Oceans, 1000-1500 AD.

III.E4.1. Students will compare the Indian Ocean region with the Mediterranean Sea region in terms of economic, political, and cultural interactions, and analyze the nature of their interactions after 1250 CE.

III.E4.2. Students will compare Chinese exploration and expansion in the Indian Ocean and East Africa with European exploration and expansion in the Atlantic Ocean and West Africa.

III.E4.3. Students will analyze the economic, political, and cultural impact of maritime exploration and expansion.

MN.III.E5. World History: Global Encounters, Exchanges, and Conflicts, 500 AD -1500 AD: The student will demonstrate knowledge of complex societies and civilizations in the Americas.

III.E5.1. Students will compare the emergence, expansion and structures of Mayan, Incan, and Aztec civilizations.

III.E5.2. Students will analyze patterns of long distance trade centered in Mesoamerica.

MN.III.E6. World History: Global Encounters, Exchanges, and Conflicts, 500 AD - 1500 AD: The student will demonstrate knowledge of social, economic, and political changes and cultural achievements in the late medieval period.

III.E6.1. Students will describe the emergence of European states and analyze the impact.

III.E6.2. Students will explain conflicts among Eurasian powers.

III.E6.3. Students will identify patterns of crisis and recovery related to the Black Death, and evaluate their impact.

III.E6.4. Students will explain Greek, Roman, and Arabic influence on Western Europe.

MN.III.F1. World History: Emergence of a Global Age, 1450 AD -1800 AD: The student will demonstrate knowledge of economic and political interactions among peoples of Europe, Asia, Africa, and the Americas.

III.F1.1. Students will explain why European powers were able to extend political control in some world regions and not others, in the 15th and 16th Centuries.

III.F1.2. Students will explain the consequences of the exchange of plants, animals, and disease microorganisms in both the Americas and Eurasia.

III.F1.3. Students will explain the development of a world market of mineral and agricultural commodities.

III.F1.4. Students will explain the development of the trans-Atlantic African slave trade and its impact on African and American societies.

MN.III.F2. World History: Emergence of a Global Age, 1450 AD -1800 AD: The student will demonstrate knowledge of development leading to the Renaissance and Reformation in Europe in terms of its impact on Western civilization.

III.F2.1. Students will identify and analyze the economic foundations of the Renaissance.

III.F2.2. Students will describe the rise of the Italian city-states, identify the role of political leaders, and evaluate the impact.

III.F2.3. Students will identify individuals and analyze their contributions to the artistic, literary, and philosophical creativity of the period.

III.F2.4. Students will analyze the short- and long-term effects of the religious, political and economic differences that emerged during the Reformation.

MN.III.F3. World History: Emergence of a Global Age, 1450 AD - 1800 AD: The student will demonstrate knowledge of the status and impact of global trade on regional civilizations of the world after 1500 AD.

III.F3.1. Students will identify and explain the impact of exploration on culture and economies.

III.F3.2. Students will describe the location and development of the Ottoman Empire.

MN.III.G1. World History: Age of Empires and Revolutions, 1640 AD - 1920 AD: The student will demonstrate knowledge of the integration of large territories under regional and global empires.

III.G1.1. Students will examine and analyze how trade based empires laid the foundation for the global economy.

III.G1.2. Students will explain the impact of increased global trade on regional economies.

III.G1.3. Students will analyze the impact of military conflicts among imperial powers on trade and sovereignty.

III.G1.4. Students will understand and analyze the role of religion as an integrative force in the empires.

III.G1.5. Students will understand and analyze the interaction between imperial governments and indigenous peoples.

MN.III.G2. World History: Age of Empires and Revolutions, 1640 AD - 1920 AD: The student will demonstrate knowledge of scientific, political, philosophical, economic and religious changes during the 17th and 18th Centuries.

III.G2.1. Students will describe the Scientific Revolution, its leaders, and evaluate its effects.

III.G2.2. Students will describe the Age of Absolutism, identify its leaders, and analyze its impact.

III.G2.3. Students will identify the leaders and analyze the impacts of the English Civil War and the Glorious Revolution on the development of English constitutionalism.

III.G2.4. Students will explain the ideas of the Enlightenment contrasted with ideas of medieval Europe, and identify important historical figures and their contributions.

III.G2.5. Students will analyze the causes, conditions and consequences of the French Revolution and compare and contrast it with the American Revolution.

MN.III.G3. World History: Age of Empires and Revolutions, 1640 AD - 1920 AD: The student will demonstrate knowledge of political and philosophical developments in Europe during the 19th Century.

III.G3.1. Students will analyze the Napoleonic Wars and the Concert of Europe.

III.G3.2. Students will describe the factors leading to the Revolutions of 1830 and 1848, and describe their long-term impact on the expansion of political rights in Europe.

III.G3.3. Students will describe major scientific, technological, and philosophical developments of the 19th Century and analyze their impact.

MN.III.G4. World History: Age of Empires and Revolutions, 1640 AD - 1920 AD: The student will demonstrate knowledge of European and American expansion.

III.G4.1. Students will explain the rise of U.S. influence in the Americas and the Pacific.

III.G4.2. Students will analyze the motives and consequences of European imperialism in Africa and Asia.

III.G4.3. Students will compare motives and methods of various forms of colonialism and various colonial powers.

MN.III.G5. World History: Age of Empires and Revolutions, 1640 AD - 1920 AD: The student will demonstrate knowledge of the effects of the Industrial Revolution during the 19th Century.

III.G5.1. Students will explain industrial developments and analyze how they brought about urbanization as well as social and environmental changes.

MN.III.H1. World History: Global Conflict, 1914 AD - 1945 AD: The student will demonstrate knowledge of the worldwide impact of World War I.

III.H1.1. Students will analyze the economic and political causes of World War I and how they interacted as well as the impact of technology on the war.

III.H1.2. Students will examine the Treaty of Versailles and analyze the impact of its consequences.

III.H1.3. Students will analyze causes and consequences of the Russian Revolution and assess its significance.

III.H1.4. Students will examine the League of Nations and analyze the reasons for its failure.

III.H1.5. Students will examine events related to the rise and aggression of dictatorial regimes in the Soviet Union, Germany, Italy and Japan, and the human costs of their actions.

MN.III.H2. World History: Global Conflict, 1914 AD - 1945 AD: The student will demonstrate knowledge of the worldwide impact of World War II.

III.H2.1. Students will analyze economic and political causes of World War II and examine the role of important individuals during the war and the impact of their leadership.

III.H2.2. Students will understand and analyze impact of the Holocaust and other examples of genocide in the 20th Century.

III.H2.3. Students will explain the reasons for the formation of the United Nations.

MN.III.I1. World History: The Post-War Period, 1945 AD - Present: The student will demonstrate knowledge of major events and outcomes of the Cold War.

III.I1.1. Students will explain how Western Europe and Japan recovered after World War II.

III.I1.2. Students will explain key events and revolutionary movements of the Cold War period and analyze their significance, including the Berlin Wall, the Berlin airlift, Korean War, Cuban Missile Crisis, Sputnik, the Vietnam War, and the roles of the U.S. and Soviet Union in ending the Cold War.

III.I1.3. Students will assess the impact of nuclear weapons on world politics.

III.I1.4. Students will identify contributions of world

MN.III.I2. World History: The Post-War Period, 1945 AD - Present: The student will demonstrate knowledge of political, economic, social and cultural aspects of independence movements and development efforts.

III.I2.1. Students will analyze the independence movement in India, the role of Gandhi, and the effectiveness of civil disobedience in this revolution.

III.I2.2. Students will analyze the struggle for independence in African nations.

III.I2.3. Students will explain how international conditions contributed to the creation of Israel and analyze why persistent conflict exists in the region.

III.I2.4. Students will analyze how Middle Eastern protectorate states achieved independence from England and France in the 20th Century, and the current day significance of the oil reserves in this region.

III.I2.5. Students will understand the reasons for the rise of military dictatorships and revolutionary movements in Latin America.

MN.III.I3. World History: The Post-War Period, 1945 AD - Present: The student will demonstrate knowledge of significant political and cultural developments of the late 20th Century that affect global relations.

III.I3.1. Students will examine human rights principles and how they have been supported and violated in the late 20th Century.

III.I3.2. Students will describe and analyze processes of 'globalization' as well as persistent rivalries and inequalities among the world's regions, and assess the successes and failures of various approaches to address these.

MN.III.I4. World History: The Post-war Period, 1945 AD -present: The student will identify challenges and opportunities as we enter the 21st Century.

III.I4.1. Students will demonstrate knowledge of the continuing impact of September 11, 2001.

MN.IV.A1. Historical Skills: Historical Inquiry: The student will apply research skills through an in-depth investigation of a historical topic.

IV.A1.1. Students will define a research topic that can be studied using a variety of historical sources with an emphasis on the use of primary sources.

IV.A1.2. Students will identify and use repositories of research materials including libraries, the Internet, historical societies, historic sites, and archives, as appropriate for their project.

IV.A1.3. Students will evaluate web sites for authenticity, reliability, and bias.

IV.A1.4. Students will learn how to prepare for, conduct, and document an oral history.

IV.A1.5. Students will apply strategies to find, collect and organize historical research.

MN.IV.A2. Historical Skills: Historical Inquiry: The student will analyze historical evidence and draw conclusions.

IV.A2.1. Students will understand the use of secondary sources to provide background and insights on historical events, and that secondary sources might reflect an author's bias.

IV.A2.2. Students will identify the principal formats of published secondary source material and evaluate such sources for both credibility and bias.

IV.A2.3. Students will compare and contrast primary sources to analyze first-hand accounts of historical events and evaluate such sources for both credibility and bias.

IV.A2.4. Students will review primary and secondary sources and compare and contrast their perspectives to shape their presentation of information relevant to their research topic.

IV.A2.5. Students will understand the historical context of their research topic and how it was influenced by, or influenced, other historical events.

IV.A2.6. Students will evaluate alternative interpretations of their research topic and defend or change their analysis by citing evidence from primary and secondary sources.

MN.V.B1. Geography: Essential Skills: The student will use maps, globes, geographic information systems, and other databases to answer geographic questions at a variety of scales from local to global.

V.B1.1. Students will demonstrate the ability to obtain geographic information from a variety of print and electronic sources.

V.B1.2. Students will make inferences and draw conclusions about the character of places based on a comparison of maps, aerial photos, and other images.

V.B1.3. Students will demonstrate the ability to use geographic information from a variety of sources to determine feasible locations for economic activities and examine voting behavior.

MN.V.C1. Geography: Spatial Organization: The student will understand the regional distribution of the human population at local to global scales and its patterns of change.

V.C1.1. Students will describe the pattern of human population density in the United States and major regions of the world.

V.C1.2. Students will provide examples that illustrate the impact changing birth and death rates have on the growth of the human population in the major regions of the world.

V.C1.3. Students will use population pyramids and birth and death rates to compare and contrast the characteristics of regional populations at various scales.

V.C1.4. Students will use the concepts of push and pull factors to explain the general patterns of human movement in the modern era, including international migration, migration within the United States and major migrations in other parts of the world.

MN.V.C2. Geography: Spatial Organization: The student will describe and provide examples of the primary factors behind the regional pattern of culture groups in the United States and the world.

V.C2.1. Students will use regions to analyze the locational patterns of culture groups at various scales.

V.C2.2. Students will use concepts and models of the process of diffusion to interpret the spread of culture traits.

V.C2.3. Students will describe the regional distribution of the major culture groups of the United States (as defined by the U.S. census) and recent patterns of change.

V.C2.4. Students will cite a variety of examples that illustrate how landscapes reflect the cultural characteristics of their inhabitants.

MN.V.C3. Geography: Spatial Organization: The student will explain how the regionalization of space into political units affects human behavior.

V.C3.1. Students will understand the concept of nationalism and of sovereign political states and how sovereignty is impacted by international agreements.

V.C3.2. Students will provide examples of the impact of political boundaries on human behavior and economic activities.

V.C3.3. Students will understand the patterns of colonialism and how its legacy affects emergence of independent states in Africa, Asia, and Latin America as well as the tensions that arise when boundaries of political units do not correspond to nationalities of people living within them.

V.C3.4. Students will evaluate a map of proposed voting districts according to the criteria of clarity, size, and compactness that districts are supposed to meet.

MN.V.C4. Geography: Spatial Organization: The student will analyze the patterns of location, functions, structure, and characteristics of local to global settlement patterns and the processes that affect the location of cities.

V.C4.1. Students will describe the contemporary patterns of large cities.

V.C4.2. Students will describe the processes that have produced this pattern of cities.

V.C4.3. Students will describe how changes in transportation and communication technologies affected the urbanization of the United States.

V.C4.4. Students will describe how changes in transportation technology, government policies, lifestyles, and cycles in economic activity impact the suburbanization of the United States.

V.C4.5. Students will explain the internal spatial structure of cities in the United States.

V.C4.6. Students will provide examples of how the internal structure of cities varies around the world.

MN.V.C5. Geography: Spatial Organization: The student will use regions and the interaction among them to analyze the present patterns of economic activity in the United States and around the world at various scales.

V.C5.1. Students will describe and provide examples of the primary factors behind the regional pattern of economic activity in the United States.

V.C5.2. Students will describe and provide examples of the primary factors behind the regional pattern of economic activity in the primary industrial regions of the world.

V.C5.3. Students will describe how the technological and managerial changes associated with the third agricultural revolution have impacted the regional patterns of crop and livestock production.

V.C5.4. Students will understand how the transportation and communication systems have impacted the development of regions.

V.C5.5. Students will describe patterns of consumption and production of the agricultural commodities that are traded among nations.

V.C5.6. Students will describe patterns of consumption and production of fossil fuels that are traded among nations.

V.C5.7. Students will describe how geographic models can help to explain the location of commercial activities and land use patterns in the United States and the world.

V.C5.8. Students will explain the variations in economic activity and land use within the state of Minnesota analyze issues related to land use and reach conclusions about the potential for change in various regions.

V.C5.9. Students will describe changes in common statistical measures of population or economy that occur as countries develop economically.

V.C5.10. Students will cite a variety of examples of how economic or political changes in other parts of the world can affect their lifestyle.

MN.V.D1. Geography: Interconnections: The student will describe how humans influence the environment and in turn are influenced by it.

V.D1.1. Students will provide a range of examples illustrating how types of government systems and technology impact the ability to change the environment or adapt to it.

V.D1.2. Students will analyze the advantages and drawbacks of several common proposals to change the human use of environmental resources.

V.D1.3. Students will understand and analyze examples of the impacts of natural hazards on human activities and land use.

MN.VI.A1. Economics: The Market Economy (Micro Economics): The student will understand that in a market economy income is earned in different ways.

VI.A1.1. Students will identify multiple forms of income and their sources

VI.A1.2. Students will recognize types and roles of firms.

MN.VI.A2. Economics: The Market Economy (Micro Economics): The student will understand business organizations, market structures, and financial institutions that operate within our economy.

VI.A2.1. Students will identify and compare and contrast various industries and the occupations related to them.

VI.A2.2. Students will compare and contrast the concepts of competition and monopoly, and predict consequences of each.

VI.A2.3. Students will describe various financial institutions, compare and contrast their roles, and explain how those institutions relate to their lives.

MN.VI.A3. Economics: The Market Economy (Micro Economics): The student will understand the basic characteristics of markets and the role of prices in modern market economies.

VI.A3.1. Students will describe the determination of equilibrium market prices by applying principles of supply and demand to markets for goods and services.

VI.A3.2. Students will identify the direct and indirect effects of price floors and price ceilings.

VI.A3.3. Students will identify several factors that lead to variation in market prices and quantities exchanged by changes in supply and/or demand.

VI.A3.4. Students will explain how interest rates and exchange rates are influenced by market conditions and how changes in interest rates affect individual and business decision making.

MN.VI.A4. Economics: The Market Economy (Micro Economics): The student will understand that firms in a market economy experience varying degrees of competition for the good or service that they sell.

VI.A4.1. Students will explain how competition among sellers often results in lower prices, higher product quality, better customer service and a more efficient allocation of scarce resources.

MN.VI.A5. Economics: The Market Economy (Micro Economics): The student will understand the risks and opportunities associated with entrepreneurship.

VI.A5.1. Students will explain that entrepreneurs accept the risks associated with organizing productive resources to produce goods and services, with the hope to earn profits.

VI.A5.2. Students will describe the role of innovation and profit motive in helping to reduce problems associated with scarcity.

MN.VI.A6. Economics: The Market Economy (Micro Economics): The student will understand the role of labor in the economy.

VI.A6.1. Students will describe the role and characteristics of collective bargaining, as well as the key components of a typical negotiated labor management contract.

VI.A6.2. Students will describe and analyze the role of unions in the United States economy in the past and present.

MN.VI.A7. Economics: The Market Economy (Micro Economics): The student will understand the economic role of government in a free market economy.

VI.A7.1. Students will identify that one important role for government in the economy is to secure and enforce property rights.

VI.A7.2. Students will identify and explain public goods.

VI.A7.3. Students will recognize that, in the United States, the federal government enforces antitrust laws and regulations to try to maintain effective levels of competition in as many markets as possible.

VI.A7.4. Students will recognize that some government policies attempt to redistribute income.

MN.VI.B1. Economics: The National Economy (Macro Economics): The student will understand the economic activities of government.

VI.B1.1. Students will explain that the government pays for the goods and services it provides through taxing and borrowing.

VI.B1.2. Students will explain how the government regulates economic activity to promote the public welfare, encourage competition, and protect against monopolistic abuses.

MN.VI.B2. Economics: The National Economy (Macro Economics): The student will understand the concepts that measure the national economy.

VI.B2.1. Students will define and give examples of basic economic terms.

VI.B2.2. Students will give examples of measurements that indicate the economic conditions of depression, recession, and expansion.

MN.VI.B3. Economics: The National Economy (Macro Economics): The student will understand and explain that the U.S. economy is primarily a free market system.

VI.B3.1. Students will understand and explain that free market economies are regulated primarily by supply and demand, and that competition is essential to a free market economy.

MN.VI.B4. Economics: The National Economy (Macro Economics): The student will understand basic measures of overall economic performance.

VI.B4.1. Students will analyze the interrelationships among the unemployment rate, the inflation rate, and the rate of economic growth.

VI.B4.2. Students will describe how the concept of the balance of trade is used to measure the international flow of goods and services.

MN.VI.B5. Economics: The National Economy (Macro Economics): The student will analyze the causes and consequences of overall economic fluctuations.

VI.B5.1. Students will describe the basic characteristics of economic recessions and economic expansions.

VI.B5.2. Students will understand some of the reasons for fluctuations in economic activity.

MN.VI.B6. Economics: The National Economy (Macro Economics): The student will understand the influence of federal government budgetary policy and the Federal Reserve System's monetary policy.

VI.B6.1. Students will identify that fiscal policies are decisions to change spending and/or tax levels by the federal government.

VI.B6.2. Students will explain the direct and indirect effects of fiscal policy on employment, output, and interest rates.

VI.B6.3. Students will explain the relationship between federal budget deficits and the national debt.

VI.B6.4. Students will identify the ways in which monetary policy influences employment, output, inflation, and interest rates.

VI.B6.5. Students will explain how interest rates influence business investment spending and consumer spending on housing, cars, and other major purchases.

MN.VI.B7. Economics: The National Economy (Macro Economics): The student will understand that economic growth is the primary means by which a country can improve the future economic standard of living for its citizens.

VI.B7.1. Students will explain that Gross Domestic Product (GDP) per capita is a measure that permits comparisons of material living standards over time and among people in different nations.

VI.B7.2. Students will identify that the productivity of workers is measured by dividing the output of goods and services by the number of hours worked.

VI.B7.3. Students will recognize that standards of living increase as the productivity of workers rises.

VI.B7.4. Students will understand that investments in physical capital (machinery, equipment, and structures), human capital (education, training, skills), and new technologies commonly increase productivity and contribute to an expansion of future economic prosperity.

MN.VI.C1. Economics: Essential Skills: The student will understand and use economic concepts, theories, principles and quantitative methods to analyze current events.

VI.C1.1. Students will use tables, graphs, equations, diagrams, and charts to interpret economic information.

VI.C1.2. Students will evaluate the economic implications of current issues as found in such sources as magazine articles, radio and television reports, editorials, and Internet sites.

VI.C1.3. Students will distinguish among the contributions to economic thought made by leading theorists including but not limited to, Adam Smith, Thomas Malthus, Karl Marx, Milton Friedman, and John Maynard Keynes.

MN.VI.C2. Economics: Essential Skills: The student will learn and be able to apply personal financial management and investment practices

VI.C2.1. Students will analyze short- and long-term investment options such as stocks, bonds, real estate, and mutual funds by comparing the risk, return, and liquidity of these instruments.

VI.C2.2. Students will recognize a proper role for credit and how to utilize risk management strategies including the use of insurance.

VI.C2.3. Students will explain the concepts of compound interest and the Rule of 72, and the applicability to both investment gains and debt retirement.

MN.VI.D1. Economics: International Economic Relationships: The student will understand the key factors involved in the United States' economic relationships with other nations.

VI.D1.1. Students will understand and apply the concepts of comparative and absolute advantage in international trade.

VI.D1.2. Students will analyze the controversy and major arguments for and against international trade agreements such as NAFTA and GATT.

VI.D1.3. Students will know the major characteristics of the principal types of economic systems in this world and compare and contrast them with the U.S. system.

VI.D1.4. Students will know and understand the significance of these concepts: trade deficits, exchange rates, trade barriers, balance of trade, foreign exchange markets, and give examples of their current application to U.S. trade relationships with other countries in the world.

VI.D1.5. Students will know the roles of the World Bank and IMF, analyze their effectiveness in the world community, and critique their operation in a specific country.

VI.D1.6. Students will examine the impact of U.S. foreign policy on the economies of developing countries.

VI.D1.7. Students will know and analyze the reasons some countries are characterized as developing nations.

VI.D1.8. Students will examine the purpose and evaluate the effectiveness of U.S. economic aid to developing countries.

MN.VI.E1. Economics: Economics and Public Policy: The student will apply economic theories and concepts to public policy issues.

VI.E1.1. Students will know the definitions, evaluate the purposes, and analyze the effects of the following economic activities: government subsidies, government incentives, economic externalities, profit maximization, multinational corporations, unions, right to work laws, government deregulation, entitlements, progressive taxes, government's role in providing in public goods, economic safety nets, and corporate crime.

VI.E1.2. Students will use their knowledge of economic concepts and data to analyze a significant national public policy issue and recommend a solution.

VI.E1.3. Students will know and analyze how income, and wealth are distributed among different sectors of the population.

VI.E1.4. Students will know how poverty is defined in the U.S., what its causes are, examine possible solutions, and analyze the impact poverty has on the short and long run health of the economy.

VI.E1.5. Students will use their knowledge of economics to describe and analyze significant world economic issues.

VI.E1.6. Students will use the analytical skills commonly used in economics to analyze public policy issues in their community, state, and nation.

VI.E1.7. Students will identify and analyze the conflicts that can result from differences between business interests and community interests.

VI.E1.8. Students will examine and analyze the economic principles practiced in this country to determine their consistency with the democratic principles upon which our country is based.

MN.VII.A1. Government and Citizenship: Civic Values, Skills, Rights and Responsibilities: The student will understand the scope and limits of rights, the relationship among them, and how they are secured.

VII.A1.1. Students will analyze the meaning and importance of rights in the U.S. Constitution and the Bill of Rights, and subsequent amendments, and in the Minnesota Constitution.

VII.A1.2. Students will describe the expansion of protection of individual rights through legislative action and court interpretation.

VII.A1.3. Students will understand equal protection and due process and analyze landmark Supreme Court Cases' use of the 14th Amendment to apply the Bill of Rights to the states.

MN.VII.A2. Government and Citizenship: Civic Values, Skills, Rights and Responsibilities: The student will know how citizenship is defined, established, and exercised and how it has changed over time.

VII.A2.1. Students will define citizenship and describe the processes by which individuals become United States citizens.

VII.A2.2. Students will compare the rights and responsibilities of U.S. citizens with the rights and responsibilities of non-citizens in the United States and describe changes in citizenship since 1870.

MN.VII.A3. Government and Citizenship: Civic Values, Skills, Rights and Responsibilities: The student will analyze various methods of civic engagement needed to fulfill responsibilities of a citizen of a republic.

VII.A3.1. Students will demonstrate the ability to use the print and electronic media to do research and analyze data.

VII.A3.2. Students will compare, contrast, and evaluate various forms of political persuasion for validity, accuracy, ideology, emotional appeals, bias and prejudice.

VII.A3.3. Students will know and analyze the points of access and influence people can use to affect elections and public policy decisions.

VII.A3.4. Students will understand the importance of informed decision making and the roles of public speaking, conducting a public meeting, letter writing, petition signing, negotiation, active listening, conflict resolution, and mediation, defending a public policy position in a civil conversation.

MN.VII.B1. Government and Citizenship: Beliefs and Principles of United States Democracy: The student will demonstrate knowledge and understanding of the principles upon which the U.S. government is based.

VII.B1.1. Students will define and provide examples of fundamental principles and core values of American political and civic life.

VII.B1.2. Students will evaluate how the Constitution both preserves fundamental societal values and responds to changing circumstances and beliefs.

VII.B1.3. Students will evaluate how well the federal and state governments protect individual rights and promote the general welfare .

VII.B1.4. Students will compare the philosophy, structure, and operations of governments of other countries with the U.S. government.

MN.VII.B2. Government and Citizenship: Beliefs and Principles of United States Democracy: The student will know sources of power and authority of United States government.

VII.B2.1. Students will analyze the sources of authority and explain popular sovereignty, or consent of the governed, as the source of legitimate authority of government in a representative democracy or republic.

VII.B2.2. Students will describe the provisions of the U.S. Constitution, which delegate to the federal government the powers necessary to fulfill the purposes for which it was established.

VII.B2.3. Students will distinguish between the powers granted to the government and those retained by the people.

VII.B2.4. Students will explain how a constitutional democracy provides majority rule with equal protection for the rights of the minority through limited government and the rule of law.

MN.VII.B3. Government and Citizenship: Beliefs and Principles of United States Democracy: The student will understand tensions that exist between key principles of government in the United States.

VII.B3.1. Students will explain the current and historical interpretations of the principle of equal protection of the law.

VII.B3.2. Students will examine the tension between the government's dual role of protecting individual rights and promoting the general welfare, the tension between majority rule and minority rights, and analyze the conflict between diversity and unity which is captured in the concept 'E Pluribus Unum.'

VII.B3.3. Students will describe the principles embedded in the Preamble to the Constitution and evaluate the progress of the United States in realizing those goals.

VII.B3.4. Students will analyze the role of civil disobedience in the United States.

MN.VII.C1. Government and Citizenship: Roots of the Republic: The student will understand the forces that impacted the founding of the United States

VII.C1.1. Students will describe the transplanting of English political and legal institutions to the colonies; explain how political and legal rights were defined and practiced; and analyze the development of representative government.

VII.C1.2. Students will recognize and analyze the impact of early documents on the development of the government of the United States.

VII.C1.3. Students will explain how key principles of the United States government were modeled after other political philosophies.

VII.C1.4. Students will describe revolutionary government structure and operations at national and state levels, and evaluate the major achievements and problems of the Confederation period.

MN.VII.C2. Government and Citizenship: Roots of the Republic: The student will demonstrate knowledge of the continuing impact of the Declaration of Independence in the U.S. and worldwide.

VII.C2.1. Students will analyze principles in the Declaration of Independence, including self-evident truths and inalienable rights, and its impact on the development of the United States government.

VII.C2.2. Students will make comparisons of the Declaration of Independence to other documents that used it as a source of reference and inspiration.

MN.VII.C3. Government and Citizenship: Roots of the Republic: The student will understand the process of creating the U.S. Constitution.

VII.C3.1. Students will describe and analyze the debates over the Articles of Confederation and the process and content of the Constitutional Convention, which led to the creation of the U.S. Constitution.

VII.C3.2. Students will analyze the debate over ratification of the Constitution.

MN.VII.C4. Government and Citizenship: Roots of the Republic: The student will know how Constitutional Amendments and Supreme Court interpretations of the Constitution have increased the impact of the Constitution on people's lives.

VII.C4.1. Students will describe the development and ratification of the Bill of Rights.

VII.C4.2. Students will describe the events leading to later amendments.

VII.C4.3. Students will describe the development of the Supreme Court's function in interpreting the Constitution.

MN.VII.D1. Government and Citizenship: Governmental Processes and Institutions: The student will know how the U.S. Constitution seeks to prevent the abuse of power.

VII.D1.1. Students will describe the concepts of separation of powers and checks and balances and analyze how they limit the powers of state and federal governments.

VII.D1.2. Students will define federalism and describe how power is distributed between the federal government and state governments, or retained by the people of the United States.

VII.D1.3. Students will explain the process of amending the U.S. Constitution.

MN.VII.D2. Government and Citizenship: Governmental Processes and Institutions: The student will understand how public policy is made, enforced, and interpreted by the legislative, executive, and judicial branches.

VII.D2.1. Students will explain the powers and operations of the legislative branch as defined in Article I of the Constitution and describe and evaluate the procedures involved in passing laws.

VII.D2.2. Students will explain the powers and operations of the executive branch as defined in Article II of the Constitution and describe the roles and responsibilities of the president.

VII.D2.3. Students will explain the powers and operations of the judicial branch as defined in Article III of the Constitution and describe and evaluate the process used by the Supreme Court in choosing to hear, analyze, and decide a case.

VII.D2.4. Students will apply knowledge of the roles and responsibilities of the branches of the federal government to analyze historic and current public policy issues.

MN.VII.D3. Government and Citizenship: Governmental Processes and Institutions: The student will understand the sovereign status of American Indian Nations.

VII.D3.1. Students will explain and analyze the unique relationship between American Indian Nations and the United States Government.

MN.VII.D4. Government and Citizenship: Governmental Processes and Institutions: The student will understand the role and influence of political processes and organizations.

VII.D4.1. Students will describe the procedures involved in the Minnesota and national voting, and election process, including the Minnesota caucus system.

VII.D4.2. Students will examine the impact of American political parties and on elections and public policy.

VII.D4.3. Students will examine the role of interest groups, think tanks, the media, and public opinion on the political process and public policy formation.

MN.VII.D5. Government and Citizenship: Governmental Processes and Institutions: The student will analyze the relationships and interactions between the United States and other nations and evaluate the role of the U.S. in world affairs.

VII.D5.1. Students will describe how the world is aligned politically and give examples of the ways nation states interact.

VII.D5.2. Students will compare and contrast the structure and organization of various forms of political systems, including the U.S. government.

VII.D5.3. Students will describe how governments interact in world affairs and explain reasons for conflict among nation states.

VII.D5.4. Students will describe the ways the U.S. government develops and carries out U.S. foreign policy and analyze how individuals, businesses, labor, and other groups influence U.S. foreign policy.

VII.D5.5. Students will explain and evaluate international organizations and international law and how participation in these organizations and international law is voluntary.

VII.D5.6. Students will explain the effects of developments in other nations on state and community life in Minnesota, and explain the role of individuals in world affairs.

MN.VII.D6. Government and Citizenship: Governmental Processes and Institutions: The student will understand Minnesota state and local government structure and political processes.

VII.D6.1. Students will examine the structure and process of Minnesota Government as created by the Minnesota Constitution.

VII.D6.2. Students will compare the Minnesota Constitution with the U.S. Constitution.

VII.D6.3. Students will describe powers, features, and procedures of local government in Minnesota.