Grade 6 Benchmarks

Benchmark Concepts Skills Essential Learning Targets Question(s) (“I can…” statements)

6.1.1.1.1 Evaluate arguments about selected Diverse Decision- How do we evaluate I can explain diverse issues from diverse perspectives and perspectives making decisions made on perspectives and frames of reference, noting the strengths, issues from different frames of reference. weaknesses and consequences associated Diverse frames of Evaluate arguments points of view? with the decision made on each issue. reference I can provide For example: Historical issues— women’s examples of strengths, suffrage, treaties with indigenous nations, weaknesses and Civil Rights movement, New Deal programs. consequences of Strengths might include—expanded rights decisions made on to new group of Americans, established issues. tribal sovereignty, collaborative effort of multiple groups in American society, I can evaluate provided a financial safety net for arguments from individuals. Weaknesses might include— different points of too expensive, unintended consequences, view. caused more problems than it solved.

6.1.1.1.2 Use graphic data to analyze Public issues Analyze graphic information about a public issue in state or data local government. Government For example: Graphic data—charts, graphs, -state maps, surveys, political cartoons. -local

This document was created by educators working with the Minnesota Center for Social Studies Education (CSSE), a collaboration between the Minnesota Department of Education and the Minnesota Historical Society. Visit csse.mnhs.org for more information or to provide feedback.

Grade 6 Benchmarks

Benchmark Concepts Skills Essential Learning Targets Question(s) (“I can…” statements)

6.1.1.1.3 Address a state or local policy Policy issues Civic inquiry I can identify key issue by identifying key opposing positions, opposing positions. determining conflicting values and beliefs, defending and justifying a position with evidence, and developing strategies to I can defend and persuade others to adopt this position. For justify a position with example: State and local policy issues—land evidence. use, human services, hunting or fishing regulations, school levy, labor unions. I can develop strategies to persuade others to adopt a position.

6.1.3.5.1 Describe the establishment and Rights Describe the How do we evaluate I can see various expansion of rights over time, including the evolution of decisions made on points of view in the impact of key court cases, state legislation Time something using issues from legal court system. and constitutional amendments. For evidence points of view? example: Key court cases and state court case (rights) I can create a timeline legislation—the Minnesota Human Rights legislation of civil right cases. Law, Brown v. Board of Education, Miranda amendment v. Arizona. I can describe legal standpoints on important civil rights cases.

Grade 6 Benchmarks

Benchmark Concepts Skills Essential Learning Targets Question(s) (“I can…” statements)

6.1.3.6.1 Define citizenship in the United Citizenship Explain possible I can identify the States and explain that individuals become ways of being a different ways to citizens by birth or naturalization. Naturalization citizen become a U.S. citizen.

6.1.4.7.1 Explain the relationship among the Government Explain how our What are the I can explain how the three branches of government: making laws gov’t works (duties functions of the 3 three branches of by the legislative branch, implementing and Laws of the three branches of govt. govt. work with each enforcing laws by the executive branch, and branches) and what is their other. interpreting laws by the judicial branch. relationship to each I can explain what other? each branch does.

6.1.4.7.2 Define federalism and describe the Federalism Describe how relationship between the powers of the governments share federal and state governments. Power power (federal and state gov’t)

Grade 6 Benchmarks

Benchmark Concepts Skills Essential Learning Targets Question(s) (“I can…” statements)

6.1.4.7.3 Identify the purpose of Constitution Explain why and Minnesota's Constitution; explain how the how Minnesota’s Minnesota Constitution organizes Government Constitution government and protects rights. outlines gov’t and Rights protects rights

6.1.4.7.4 Identify the major state and local Government Describe the duties (county, city, school board, township) State & Local of state and local governmental offices; describe the primary govt duties associated with them. For example: Duties State governmental offices—attorney general, secretary of state. Local governmental offices— city council, county board.

6.1.4.7.5 Describe how laws are created; Laws Explain how laws I can describe how explain the differences between civil and are created and how laws are created. criminal law; give examples of federal, state Civil law civil and criminal and local laws. For example: Federal laws— laws differ; provide I can explain the immigration. State laws—drivers’ licenses. Criminal law examples differences between City ordinances—gun control. civil and criminal law. Layers I can give examples of federal, state and local laws.

Grade 6 Benchmarks

Benchmark Concepts Skills Essential Learning Targets Question(s) (“I can…” statements)

6.1.4.7.6 Describe the goals, offenses, System Describe MN’s penalties, long-term consequences, and juvenile justice privacy concerns of Minnesota's juvenile Juvenile Justice system justice system. For example: Juvenile status offenses (laws Offenses that regulate behavior because the offender is under age)—truancy, tobacco use by Penalties minor, curfew violations. Goal— rehabilitation. (The adult system is more Privacy punitive.) Penalties—treatment, restorative justice, probation, deferred penalty. (Adult penalties are primarily fines and incarceration.) Long-term consequences— go beyond penalties imposed by the court system and predict future problems with the law. Privacy concerns—Juvenile proceedings are not open to the public. (Adult trials are public.)

6.1.4.7.7 Compare and contrast the basic State & local Compare & contrast structures, functions and ways of funding Government the basics of state state and local governments. For example: and local govt Property tax funds local government structures (schools, parks, city streets). Sales and functions income tax funds state government (State funding Patrol, Department of Natural Resources). Fees fund parks.

Grade 6 Benchmarks

Benchmark Concepts Skills Essential Learning Targets Question(s) (“I can…” statements)

6.1.4.11.1 Explain the concept of Sovereignty Explain how sovereignty and how treaty rights are sovereignty affects exercised by the Anishinaabe and Dakota Treaty rights treaty rights today today. For example: Organization of tribal government, gaming rights, hunting and fishing rights.

6.2.1.1.1 Create a budget based on a given Budget Create a budget monthly income, real-world expenses, and that includes personal preferences, including enough Income savings savings to meet an identified future savings goal. Savings

6.2.2.2.1 Describe various types of income Income Describe types of I can describe various including wage, rent, interest and profit; -wage income and how types of income. explain the role that the development of -rent human capital human capital plays in determining one's -interest affects personal income. For example: Consider examples of -profit income I can explain the role Minnesota entrepreneurs, wages of various of education and careers available in Minnesota, and the Human Capital training to determine education or training required for those one's income. careers.

Grade 6 Benchmarks

Benchmark Concepts Skills Essential Learning Targets Question(s) (“I can…” statements)

6.2.3.5.1 Describe the movement of goods Goods & services Describe a market- and services, resources and money through Resources based economy markets in a market-based economy. For Money example: Circular flow model with Markets households and businesses—The Mayo Clinic hires a doctor who uses her income to Market- pay for auto repairs by a small business based economy which then pays its mechanic who in turn uses his income to buy Mayo Clinic medical services.

6.2.4.8.1 Explain why federal and state Government Explain why governments regulate economic activity to -Federal government promote public well-being. -State regulates economic For example: Regulations— environmental activity (Environmental Protection Agency, Regulation Minnesota Pollution Control Agency), health (Food and Drug Administration), worker Economic activity safety regulations (Occupational Safety and Public well-being Health Administration); banking (Federal Deposit Insurance Corporation) and business oversight (Securities and Exchange Commission, Federal Trade Commission), wildlife preservation (Department of Natural Resources); anti- trust laws to promote competition.

Grade 6 Benchmarks

Benchmark Concepts Skills Essential Learning Targets Question(s) (“I can…” statements)

6.3.1.1.1 Create and use various kinds of Space Create and use maps, including overlaying thematic maps, maps to show of places in Minnesota; incorporate the Spatial information spatial info “TODALSS” map basics, as well as points, lines and colored areas to display spatial *use TODALSS information. For example: “TODALSS” map basics—title, (context = orientation, date, author, legend/ key, Minnesota) source, and scale. Spatial information-- cities, roads, boundaries, bodies of water, regions.

6.3.3.6.1 Locate, identify and describe major Location Explain how physical features in Minnesota; explain how physical geography physical features and the location of Physical features affects where people resources affect settlement patterns and the live growth of cities in different parts of Settlement patterns (in MN) Minnesota. For example: Physical features— ecosystems, topographic Growth of cities features, continental divides, river valleys, cities, communities and reservations of Minnesota’s indigenous people.

Grade 6 Benchmarks

Benchmark Concepts Skills Essential Learning Targets Question(s) (“I can…” statements)

6.3.4.10.1 Describe how land was used Land Use Describe how and I can describe how during different time periods in Minnesota why land use has land was used during history; explain how and why land use has Time changed over time different time periods changed over time. For example: Land use (in MN) in Minnesota history. might include agriculture, settlement, suburbanization, recreation, industry. I can explain how and why land use has changed over time.

6.4.1.2.1 Pose questions about a topic in Primary sources Historical inquiry Minnesota history, gather a variety of primary and secondary sources related to Secondary sources questions, analyze sources for credibility, identify possible answers, use evidence to Credibility draw conclusions, and present supported findings.

6.4.4.15.1 Compare and contrast the Dakota Nations Compare and and Anishinaabe nations prior to 1800; contrast MN describe their interactions with each other Interactions nations’ interactions and other indigenous peoples. (Before prior to 1800 European Contact) Indigenous people

Grade 6 Benchmarks

Benchmark Concepts Skills Essential Learning Targets Question(s) (“I can…” statements)

6.4.4.16.1 Describe European exploration, Exploration Describe Europeans’ competition and trade in the upper interactions Mississippi River region; describe varied Competition including those with interactions between Minnesota’s indigenous people indigenous peoples and Europeans in the Trade (upper Mississippi seventeenth and eighteenth region during the centuries. (Colonization and Settlement: Region 17th & 18th 1585-1763) centuries) For example: The role of missionaries, the Interactions transmission of diseases, the domino effect of people being pushed further west due to Indigenous people the fur trade in Great Lakes region. Centuries

6.4.4.18.1 Describe how and why the United Claim Explain the purpose Why did the U.S. I can locate upper States claimed and settled the upper and process of settle in the upper Mississippi River Mississippi River region in the early Settlement settling the upper Mississippi River Region. nineteenth century; explain the impact of Mississippi River region and how did steamboat transportation and settlement Region region including the the development of I can provide reasons on the physical, social and cultural impact of steamboat the steamboat for settlement of landscapes. (Expansion and Reform: 1792- Transportation transportation impact Minnesota? River Region. 1861) For example: Louisiana Purchase in 1803, changing relationships between the Landscapes- I can identify the United States and Dakota and Anishinaabe, physical, social, changes in competing concepts of land use, ownership cultural transportation, and gender roles, transport of immigrants physical landscape, and freight by steamboat. and economic opportunities.

Grade 6 Benchmarks

Benchmark Concepts Skills Essential Learning Targets Question(s) (“I can…” statements)

6.4.4.18.2 Analyze how and why the United Negotiation Analyze the I can analyze how and States and the Dakota and Anishinaabe purpose, process why the United States negotiated treaties; describe the Treaties and consequences of negotiated treaties consequences of treaties on the treaties between the with the Dakota and Anishinaabe, Dakota and settlers in the Consequences US & the Dakota and Anishinaabe upper Mississippi River region. (Expansion Anishinaabe and Reform: 1792-1861) I can describe the consequences of the treaties for the Dakota, Anishinaabe and the settlers of the upper Mississippi River region.

6.4.4.18.3 Describe the process of how Territory Describe how MN Minnesota became a territory and state; became a state identify the key events, individuals and Statehood including events, groups involved in the process. (Expansion individuals AND and Reform: 1792-1861) For example: groups involved census, Territorial congress, writing a state constitution, Pierre “Pig’s Eye” Parrant, Henry Sibley, Alexander Ramsey.

Grade 6 Benchmarks

Benchmark Concepts Skills Essential Learning Targets Question(s) (“I can…” statements)

6.4.4.19.1 Explain the causes of the Civil civil war Explain the causes War; describe how the debate over slavery of the Civil War and abolition played out in Minnesota. (Civil slavery including the story War and Reconstruction: 1850-1877) For of slavery and example: Events related to debate over abolition abolition in MN slavery—Dred Scott at Fort Snelling, role of free blacks in early Minnesota.

6.4.4.19.2 Create a timeline of the key Time Create a timeline events of the American Civil War; describe of key Civil War the war-time experiences of Minnesota Soldiers events; soldiers and civilians. (Civil War and Describe how Reconstruction: 1850-1877) Civilians soldiers and civilians in MN lived during the war

6.4.4.19.3 Explain reasons for the United Perspectives Explain reasons for How do we explain I can identify why the States-Dakota War of 1862; compare and the US- Dakota War; perspectives of Dakota War of 1862 contrast the perspectives of settlers and Compare and settlers and Dakota began. Dakota people before, during and after the contrast the people prior to, war. (Civil War and Reconstruction: 1850- perspectives of during, and after the I can create a 1877) settlers and Dakota Dakota War? table/diagram people in the time depicting the period surrounding viewpoints of Dakota the war and settlers.

I can create a journal entry of a Dakota

Grade 6 Benchmarks

Benchmark Concepts Skills Essential Learning Targets Question(s) (“I can…” statements)

child or settler child on how their lives changed prior to war, during war, and after war.

6.4.4.20.1 Analyze how the rise of big Big business Analyze the factors I can analyze how the business, the growth of industry, the use of that influenced MN’s rise of big business, natural resources, and technological Industry economy from 1860 influenced innovation influenced Minnesota's economy to 1920 Minnesota's economy from 1860 to 1920. (Development of an Natural resources from 1860 to 1920. Industrial United States: 18701920) For example: Technological innovation— Technological Improved ground and water transportation innovation I can analyze how the increased commerce. growth of industry Economy influenced Minnesota's economy from 1860-1920.

I can analyze how the use of natural resources influenced Minnesota's economy from 1860-1920.

Grade 6 Benchmarks

Benchmark Concepts Skills Essential Learning Targets Question(s) (“I can…” statements)

I can analyze how technological innovation influenced Minnesota's economy from 1860-1920.

6.4.4.20.2 Analyze the causes and impact of Migration Analyze how How did I can analyze the migration and immigration on Minnesota immigration and immigration and causes and impact of society during the late nineteenth and early Immigration migration affected migration affect migration and twentieth centuries. (Development of an society (in MN society in MN immigration in MN Industrial United States: 1870-1920) For Society around 1900) around 1900? around 1900. example: Establishment of ethnic communities and neighborhoods, shifting political power, language barriers.

6.4.4.20.3 Describe the effects of reform Reform movements Describe how movements on the political and social reform movements culture of Minnesota in the early twentieth Culture- Political affected political century. (Development of an Industrial Social and social life (in United States: 1870-1920) For example: MN in the early Labor unions, Socialists, Progressive 1900’s) Movement, women’s suffrage.

Grade 6 Benchmarks

Benchmark Concepts Skills Essential Learning Targets Question(s) (“I can…” statements)

6.4.4.20.4 Describe Minnesota and federal American Indian Describe how state American Indian policy of the late Policy and national policies nineteenth and twentieth centuries and its (MN & US) impacted impact on Anishinaabe and Dakota people, Anishinaabe and especially in the areas of education, land Dakota people ownership and citizenship. (Development of (1870-1920) an industrial United States: 1870-1920)

6.4.4.20.5 Describe the political and social Culture- Describe how How did World War I can describe the culture of Minnesota during World War I Political Minnesotans were I influence development of public and how it affected Minnesotans. Social affected by their Minnesota culture? organizations and (Development of an Industrial United state’s politics and their impact on States: 1870-1920) society during WWI Minnesota? For example: Temperance Movement, persecution of Germans in Minnesota, I can examine the Minnesota National Guard, Commission of negative impact of Public Safety, Non-partisan League. various organizations and laws on Minnesotans.

I can examine the positive impact of various organizations and laws on Minnesotans.

Grade 6 Benchmarks

Benchmark Concepts Skills Essential Learning Targets Question(s) (“I can…” statements)

6.4.4.21.1 Describe how the major cultural Transformation- Describe how I can describe the and social transformations of the 1920s Cultural Minnesotan’s cultural and social changed the lifestyle of Minnesotans. (The Social lifestyles changed lifestyle changes of Great Depression and World War II: 1920- based on the major Minnesotans in the 1945) Lifestyle transformations of 1920-1945. For example: Arts, literature, the 1920s entertainment, popular culture, gender roles, Prohibition, the Duluth lynchings, the farm crisis.

6.4.4.21.2 Describe political and social Depression Describe how the What was the Great I can explain the Great impact of the Great Depression and New (Great Depression) Great Depression Depression and how Depression and Deal in Minnesota, including the increased and New Deal did it influence the describe the conflict between big business and organized Government impacted MN New Deal? influences of the New labor. (The Great Depression and World Programs including the Why did organized Deal. War II: 1920-1945) For example: Trucker’s (New Deal) conflicts between labor have an I can describe the Strike, Citizen’s Alliance, New Deal big business and interest in big conflict between big Programs (Civilian Conservation Corps Conflict organized labor business in MN? business and camps, Works Progress Administration art organized labor. programs, National Youth Association Big business roadside attraction construction), formation of the Farmer-Labor Party. Organized labor

Grade 6 Benchmarks

Benchmark Concepts Skills Essential Learning Targets Question(s) (“I can…” statements)

6.4.4.21.3 Create a timeline of key events Involvement in a Create a timeline leading to World War II; describe how world war of events leading to Minnesotans influenced, and were WWII influenced by, the debates over United Describe how States involvement. (The Great Depression Minnesotans and World War II: 1920-1945) For example: participated in the America First, Charles Lindbergh, German- debates over US American loyalty. involvement in WWII

6.4.4.21.4 Identify contributions of Home front Identify how MN Minnesota and its people to World War II; contributed to describe the impact of the war on the home WWII; Describe how front and Minnesota society after the war. the war impacted (The Great Depression and World War II: the home front and 19201945) For example: Fort Snelling, society after the war Japanese Language School, SPAM, Iron Range mining and steel production.

6.4.4.22.1 Give examples of economic Economic changes Give examples of changes in Minnesota during the Cold War how the economy era; describe the impact of these changes on Cold War era and people of MN Minnesota’s people. (Post-World War II changed during the United States: 1945-1989) For example: Cold War Growth of suburbs, growth of Minnesota defense industries.

Grade 6 Benchmarks

Benchmark Concepts Skills Essential Learning Targets Question(s) (“I can…” statements)

6.4.4.22.2 Describe civil rights and civil rights Describe MN’s conservation movements in Post-World movements and War II Minnesota, including the role of conservation leaders related to Minnesota leaders. (Post-World War II civil rights and United States: 1945-1989) For example: movements conservation (1945- Movements—Civil Rights Movement 1989) (Hubert H. Humphrey, Eugene McCarthy, student takeover of Morrill Hall at the University of Minnesota); American Indian Movement; Women’s Rights Movement; Conservation Movement (Ernest Oberholtzer, Boundary Waters Canoe Area).

6.4.4.22.3 Describe the response of Global conflicts Describe how MN Minnesotans to global conflicts and responded to global displaced peoples since 1945. (Post-World Displaced peoples conflicts and War II United States: 1945-1989) For displaced peoples example: World War II refugee since 1945 resettlement, Vietnam War, The Red Bulls National Guard, Center for Victims of Torture, post-WWII refugee resettlement.

Grade 6 Benchmarks

Benchmark Concepts Skills Essential Learning Targets Question(s) (“I can…” statements)

6.4.4.23.1 Identify the push-pull factors that Push-pull factors Identify recent bring the Hmong, East African, Hispanic, push-pull factors Asian Indian and other immigrants and Immigrants and compare & refugees to Minnesota; compare and contrast these with contrast their experiences with those of Refugees earlier immigrants’ earlier Minnesota immigrant groups in the experiences nineteenth and early twentieth centuries. (The United States in a New Global Age: 1980-present).

6.4.4.23.2 Identify the major Minnesota Political figures Identify how MN political figures, ideas and industries that political figures, have shaped or continue to shape Innovations ideas and industries Minnesota and the United States today. have shaped our (The United States in a New Global Age: Industries state and country in 1980-present) For example: Minnesota the past and present political figures—Hubert H. Humphrey, Walter Mondale, Jesse Ventura. Minnesota ideas—rollerblades, Post-it Notes, thermostats. Minnesota industries— mining (taconite); forestry; technology/ health/ biosciences (3M, Medtronic, St. Jude Medical, Mayo Clinic, United Health Group); agriculture and agribusiness (Cargill, General Mills, Land O’ Lakes, Hormel Foods); manufacturing (CHS Inc., Ecolab, Toro, Polaris); retail (Dayton’s, Target Corporation, Best Buy, Supervalu, MOA).