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Social Studies- Curriculum Map
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Grades K-5
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Scope and Sequence (2011 Standards)
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StrandSub-StrandStandard: The student will understand that . . .CodeBenchmarkKind.Gr. 1Gr. 2Gr. 3Gr. 4Gr. 5World GeogUS HistAm GovtWorld HistEconCrim Just
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1. Citzenship and Government1. Civic Skills1. Democratic government depends on informed and engaged citizens who exhibit civic skills and values, practice civic discourse, vote and participate in elections, apply inquiry and analysis skills, and take action to solve problems and shape0.1.1.1.1Demonstrate civic skills in a classroom that reflect an understanding of civic values. For example: Civic skills—listening to others, participating in class discussions, taking turns, sharing with others, cooperating in class activities, wise or judicious exercise of authority. Civic values—fairness, individual dignity, self-control, justice, responsibility, courage, honesty, common good, respect, friendship.III
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1.1.1.1.1Demonstrate ways good citizens participate in the civic life of their community; explain why participation is important. For example: Ways to particpate - pick up trash in park, vote, help make class decisions.III
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2.1.1.1.1Demonstrate voting skills, identify rules that keep a voting process fair, and explain why voting is important.III
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3.1.1.1.1Identify ways people make a difference in the civic life of their communities, state, nation or world by working as individuals or groups to address a specific problem or need. For example: Ways to make a difference— pick up trash in park, vote, help make class decisions, write a letter, make phone calls, create an advertisement or web page, attend a meeting.IIIAM
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4.1.1.1.1Describe how people take action to influence a decision on a specific issue; explain how local, state, national or tribal governments have addressed that issue. For example: Ways people take action—write a letter, make phone calls, create an advertisement or web page, attend a meeting.NTNTII
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5.1.1.1.1Simulate a historic event to show how civic engagement (voting,
civil discourse about controversial issues and civic action) improves and sustains a democratic society, supports the general welfare, and protects the rights of individuals. For example: Historic events— Constitutional Convention, a town meeting.
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5.1.1.1.2Identify a public problem in the school or community, analyze the issue from multiple perspectives, and create an action plan to address it. For example: Public problem— Students litter while walking to school; balls from the playground land in neighbors' yards.NTNTNTI
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2. Civic Values and Principles of Democracy2. The civic identity of the United States is shaped by historical figures, places and events, and by key foundational documents and other symbolically important artifacts.0.1.2.2.1Describe symbols, songs and traditions that identify our nation and state. For example: American Flag, bald eagle, White House, Statue of Liberty, Pledge of Allegiance, Minnesota state flag.III
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1.1.2.2.1Explain why and when the Pledge of Allegiance is recited; provide examples of basic flag etiquette.III
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2.1.2.2.1Explain the importance of constitutions.
For example: Examples of constitutions— a classroom constitution, club charter, the United States Constitution.		NTNTI
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5.1.2.2.1Identify historically significant people during the period of the American Revolution; explain how their actions contributed to the development of American political culture. For example: Historically significant people might include George Washington, Thomas Jefferson, James Madison, Alexander Hamilton, Mercy Otis Warren, Joseph Brandt, Elizabeth Freeman.NTNTNTI
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3. The United States is based on democratic values and principles that include liberty, individual rights, justice, equality, the rule of law, limited government, common good, popular
sovereignty, majority rule and minority rights.		3.1.2.3.1Explain the importance of civic discourse (including speaking, listening, voting and respecting diverse viewpoints) and the principles of majority rule and minority rights. For example: Majority rule and minority rights can be demonstrated through a class vote on a class snack when two students have peanut allergies.NTNTIIMM
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3. Rights and Responsibilities5. Individuals in a republic have rights, duties and responsibilities. 5.1.3.5.1Explain specific protections that the Bill of Rights provides to individuals and the importance of these ten amendments to the ratification of the United States Constitution. For example: Protections— speech, religion (First Amendment), bear arms (Second Amendment), protections for people accused of crimes (Fourth, Fifth, Sixth, Eighth Amendments).NTNTNTA
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4. Governmental Institutions and Political Processes7. The United States government has specific functions that are determined by the way that power is delegated and controlled among various bodies: the three levels (federal, state, local) and the three branches (legislative, executive, judicial) of government.1.1.4.7.1Identify the president of the United States; explain that the president is elected by the people.III
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3.1.4.7.1Describe the importance of the services provided by government; explain that they are funded through taxes and fees. For example: Services— schools, parks, garbage and recycling (pick-up), street lighting, police protection, roads (plowing, maintenance), interstate waterway navigation, postal service.NTNTNTAMM
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4.1.4.7.1Describe tribal government and some of the services it provides; distinguish between United States and tribal forms of government. For example: Services provided by tribal governments—schools, hunting and fishing regulations.NTNTNTNT
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5.1.4.7.1Explain the primary functions of the three branches of government and how the leaders of each branch are selected, as established in the United States Constitutio For example: Legislative branch makes laws; Congress is elected. Executive branch carries out laws; President is elected, cabinet members are appointed. Judicial branch decides if laws are broken; Supreme Court justices and federal judges are appointed.NTNTNTA
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3.1.4.7.2Identify the three branches of government (executive, legislative, and judicial) and their primary functions. For example: Primary functions— legislative branch makes laws, executive branch carries out laws, judicial branch decides if laws are broken.NTNTNTA
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4.1.4.7.2Identify the major roles and responsibilities of elected and appointed leaders in the community, state and
nation; name some current leaders who function in these roles and how they are selected. For example: Mayor, city council member, state senator, governor.		NTNTNTNT
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5.1.4.7.2Describe how governmental power is limited through the principles of federalism, the separation of powers, and checks and balances.NTNTNTA
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5.1.4.7.3Identify taxes and fees collected, and services provided, by governments during colonial times; compare these to the taxes and fees collected, and services provided, by the government today. For example: Property tax funds local government (schools, parks, city streets). Sales and income tax funds state government (State Patrol, Department of Natural Resources). Fees fund parks. NTNTNTA
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8. The primary purposes of rules and laws within the United States constitutional government are to protect individual rights, promote the general welfare and provide order.0.1.4.8.1Identify examples of rules in the school community and explain why they exist; describe incentives for following rules and consequences for breaking rules.III
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1.1.4.8.1Identify characteristics of effective rules; participate in a process to establish rules. For example: Characteristics of effective rules—fair, understandable, enforceable, connected to goals.III
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2.1.4.8.1Compare and contrast student rules, rights and responsibilities at school with their rules, rights and responsibilities at home; explain the importance of obeying rules. For example: Rules at school—follow the leader, put jackets in one's cubby. Rights at school—be treated with respect by teacher and other students, speak when called on, participate in activities. Responsibilities at school—follow school rules, listen to teachers and adults, treat other students with respect. Rights at home—be safe, fed, clothed, warm. Responsibilities at home—listen to parents or guardians, treat family members with respect, help when asked.IIA
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5.1.4.8.1Explain how law limits the powers of government and the governed, protects individual rights and promotes the general welfare. For example: Miranda v. Arizona, Ninth and Tenth Amendments, Civil Rights Act of 1964.NTNTNTI
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2. Economics1. Economic Reasoning Skills5. People make informed economic choices by identifying their goals, interpreting and applying data, considering the short- and long-run costs and benefits of alternative choices and revising their goals based on their analysis.0.2.1.1.1Distinguish between individual needs (conditions necessary to survive) and individual wants (conditions desired to be happy). For example: Needs—to be fed, to be free from thirst, to be sheltered. Wants—to be entertained, to be educated, to be famous, to be strong, to be helpful to others.IAM
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1.2.1.1.1Describe some costs and benefits of alternative choices made by families.NTNTNT
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2.2.1.1.1Given a goal and several alternative choices to reach that goal, select the best choice and explain why.NTNTNT
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3.2.1.1.1Identify possible short- and long- term consequences (costs and benefits) of different choices. For example: Choices might relate to personal spending or government spending.NTNTNTA
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4.2.1.1.1Apply a reasoned decision- making process to make a choice. For example: Processes—a decision tree or PACED decision-making process (Problem, Alternative, Criteria, Evaluation, Decision). A choice—evaluating the benefits and costs of buying a new game.NTNTNTNT
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5.2.1.1.1Apply a decision-making process to identify an alternative choice that could have been made for a historical event; explain the probable impact of that choice. For example: Decision-making processes—a decision tree, PACED decision-making process (Problem, Alternative, Criteria, Evaluation, Decision).NTNTNTI
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0.2.1.1.2Identify goods and services that could satisfy a specific need or want. For example: The need to be free from thirst could be satisfied by water, milk or orange juice. The desire (want) to be entertained could be satisfied by a toy, an amusement park ride or watching a movie.III
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2. Personal Finance2. Personal and financial goals can be achieved by applying economic concepts and principles to personal financial planning, budgeting, spending, saving, investing, borrowing and insuring decisions.3.2.2.2.1Describe income as the money earned from selling resources and expenditures as the money used to buy goods and services. For example: Income—a student being paid a $4 allowance for doing chores, a student’s parent being paid money for working at his or her job. Expenditures—a student spending $3 for a sandwich, a student’s parent spending $20 for gasoline.NTNTNTI
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5.2.2.2.1Describe various uses of income and discuss advantages and disadvantages of each. For example: Uses of income—spend, save, pay taxes, contribute to others. Advantages of saving—earning interest and having enough money later to make a big purchase. Disadvantage—getting fewer goods and services now. NTNTNTNT
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3. Fundamenteal Concepts3. Because of scarcity individuals, organizations and governments must evaluate trade-offs, make choices and incur opportunity costs.1.2.3.3.1Define scarcity as not having enough of something to satisfy everyone's wants; give examples. For example: Having only three desks for four students; not having enough time to do everything you want; not having enough money to buy all the goods you want.NTNTI
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2.2.3.3.1Describe the trade-offs of a decision; describe the opportunity cost of a choice as the next best alternative which was not chosen. For example: Joe can visit his grandparents, go to a park, or see a movie. He only has enough time do one activity, so he must choose. His opportunity cost will be whichever activity he would have selected second.NTNTA
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4.2.3.3.1Define the productivity of a resource and describe ways to increase it. For example: Productivity equals the amount of output divided by the amount of input (resource). Things that can increase productivity—division of labor, specialization, improvements in technology (the way things are made). The productivity of a corn farmer (resource) has been improved by the use of specialized equipment, development of new varieties of seeds and fertilizers and improved farming techniques.NTNTNTNT
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5. Individuals,businesses and governments interact and exchange goods, services and resources in different ways and for different reasons; interactions between buyers and sellers in a market determines the price and quantity exchanged of a good, service or resource.0.2.3.5.1Distinguish between goods (objects that can be seen or touched) and services (actions or activities). For example: Goods—apple, shirt, toy. Services—haircut, bus ride, bicycle repair.III
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1.2.3.5.1Explain that people trade (voluntarily) when they each expect to better off after doing so. For example: Barter - a trade with a friend (such as your toy for her book) will happen only if you want her book more than your toy and she wants your toy more than er book.NTNTI
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2.2.3.5.1Classify materials that come from nature as natural resources (or raw materials); tools, equipment and factories as capital resources; and workers as human resources. For example: Natural resources— trees, iron ore, coal, pigs. Capital resources—hammer, computer, assembly line, power plant. Human resources—teacher, carpenter, mechanic, nurse.NTNTA
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5. Individuals,businesses and governments interact and exchange goods, services and resources in different ways and for different reasons; interactions between buyers and sellers in a market determines the price and quantity exchanged of a good, service or resource.3.2.3.5.1Explain that producing any good or service requires resources; describe the resources needed to produce a specific good or service; explain why it is not possible to produce an unlimited amount of a good or service. For example: Contemporary examples—Producing bread requires wheat (natural resource), an oven (capital resource), a baker (human resource); producing a haircut requires water (natural resource), scissors or clippers (capital resource), a barber (human resource). Historical examples—Building a pyramid requires bricks made from mud and straw (natural resources), carts (capital resources), and workers (human resources); making a dugout canoe requires trees (natural resource), an axe (capital resource), and skilled workers (human resource).NTNTNTNT
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4.2.3.5.1Describe a market as any place or manner in which buyers and sellers interact to make exchanges; describe prices as payments of money for items exchanged in markets. For example: Markets—mall stores, online shopping, mail orders, garage sales, employment center. Prices— $40 for a video game, $15 for one hour of a worker’s labor.NTNTNTI
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2.2.3.5.2Identify money as any generally accepted item used in making exchanges. For example: United States currency and coins today; beaver pelts and other furs used in Minnesota territory in the early 1800s; salt used in the Roman Empire; cowry shells used in ancient China, metal coins used in Anatolia (Turkey) in 500 BCE.
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3.2.3.5.2Explain that consumers have two roles—as sellers of resources and buyers of goods and services; explain that producers have two roles—as sellers of goods and services and buyers of resources. For example: Consumers—parents work (sell their human resource services) so they can buy food, gasoline, electricity. Producers—a business sells refrigerators and pays for the resources (raw materials, workers, and machines) required to produce the refrigerators.I
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4. Microeconomic Concepts6. Profit provides an incentive for individuals and businesses; different business organizations and market structures have an effect on the profit, price and production of goods and services.5.2.4.6.1Describe the concept of profit as the motivation for entrepreneurs; calculate profit as the difference between revenue (from selling goods and services) and cost (payments for resources used). For example: Entrepreneurs-- European explorers and traders. Profit equals revenue minus cost.A
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3. Geography1. Geospatial Skills1. People use geographic representations and geospatial technologies to acquire, process and report information within a spatial context.0.3.1.1.1Describe spatial information depicted in simple drawings and pictures. For example: While looking at a picture, the student says, "The boy is in front of the house. The house is at the edge of the woods." Other words describing spatial information in a picture include up, down, left, right, near, far, back, in front of.III
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1.3.1.1.1Create sketch maps to illustrate spatial information about familiar places; describe spatial information found on maps. For example: Spatial information - cities, roads, boundaries, bodies of water, regions. Familiar places - one's home or classroom.NTII
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2.3.1.1.1Create sketch maps to illustrate detailed spatial information about settings from stories; describe the spatial information found on the maps. For example: Spatial information— cities, roads, boundaries, bodies of water, regions.NTNTA
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3.3.1.1.1Use maps and concepts of location (relative location words and cardinal and intermediate directions) to describe places in one’s community, the state of Minnesota, the United States or the world. For example: Relative location words— close to, above, bordering. Description using relative location words—"Our school is across from the post office." Description using cardinal directions— "Mexico is south of the United States." Description using intermediate directions—“Hawaii is southwest of the continental United States.”A
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4.3.1.1.1Create and use various kinds of maps, including overlaying thematic maps, of places in the United States, and also Canada or Mexico; incorporate the “TODALS” map basics, as well as points, lines and colored areas to display spatial information. For example: “TODALS” map basics—title, orientation, date, author, legend/key, and scale. Spatial information—cities, roads, boundaries, bodies of water, regions.M
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5.3.1.1.1Create and use various kinds of maps, including overlaying thematic maps, of places in the North American colonies; incorporate the “TODALS” map basics, as well as points, lines and colored areas to display spatial information. For example: “TODALS” map basics—title, orientation, date, author, legend/ key and scale. Spatial information—cities, roads, boundaries, bodies of water, regions. M
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0.3.1.1.2Describe a map and a globe as a representation of a space.III
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1.3.1.1.2Use relative location words and absolute location words to identify the location of a specific place; explain why or when it is important to use absolute versus relative location. For example: Relative locationwords - near, far, left, right. Absolute location words - street address (important for imergenices, mail).NTII
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2.3.1.1.2Locate key features on a map or globe; use cardinal directions to describe the relationship between two or more features.
For example: Key features—city, state, country, continents, the equator, poles, prime meridian, hemisphere, oceans, major rivers, major mountain ranges, other types of landforms in the world.		NTNTA
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3.3.1.1.2Create and interpret simple maps of places around the world, local to global; incorporate the "TODALS" map basics, as well as points, lines and colored areas to display spatial information.
For example: Global places—country, continent, ocean. "TODALS" map basics—title, orientation, date, author, legend (key), and scale. Local places—city, village. Spatial information—cities, roads, boundaries, bodies of water, regions.		A
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4.3.1.1.2Use latitude and longitude on maps and globes to locate places in the United States, and also Canada or Mexico.A
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2.3.1.1.3Use maps, photos or other geographic tools to identify and locate major landmarks or major physical features of the United States For example: Physical features—the Atlantic Coast, Rocky Mountains, Mississippi River, Lake Superior. Landmarks—Statue of Liberty, Angel Island, Gateway Arch in St. Louis, Mount Rushmore, Crazy Horse Memorial.NTNTA
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2.3.1.1.4Use maps, photos, or other geographic tools to answer basic questions about where people are located. For example: Basic questions— Where are we? What is this location like? What are the characteristics of this location? How has this place been affected by the movement of people, goods and ideas? How do people modify the environment to fit their needs? How do people organize locations into regions? How is this place similar to or different from other places?NTNTA
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2. Geographic inquiry is a process in which people ask geographic questions and gather, organize and analyze information to solve problems and plan for the future.4.3.1.2.1Choose the most appropriate data from maps, charts, and graphs in an atlas to answer specific questions about geographic issues in the United States, and also Canada or Mexico. For example: How has human activity had an impact on the environment? Which region has the largest population? Where are the manufacturing centers of a country? Which languages are spoken in different places? Other questions might relate to environmental concerns, transportation issues, flood control.I
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4.3.1.2.2Use photographs or satellite-produced images to interpret spatial information about the United States, and also Canada or Mexico.I
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3. Places have physical characteristics (such as climate, topography and vegetation) and human characteristics (such as culture, population, political and economic systems).5.3.1.3.1Locate and identify the physical and human characteristics of places in the North American colonies. For example: Physical characteristics—landforms (Appalachian Mountains), ecosystems (forest), bodies of water (Potomac River, Chesapeake Bay), soil, vegetation, weather and climate. Human characteristics— structures (Faneuil Hall), cities (Richmond, Philadelphia, New York City), political boundaries, population distribution, settlement patterns, language, ethnicity, nationality, religious beliefs.A
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2. Places and Regions3. Places have physical characteristics (such as climate, topography and vegetation) and human characteristics (such as culture, population, political and economic systems).0.3.2.3.1Identify the physical and human characteristics of places, including real and imagined places. For example: Physical characteristics—landforms (Rocky Mountains, Mount Everest), ecosystems (forest), bodies of water (Hudson Bay, Indian Ocean, Amazon River), soil, vegetation, weather and climate. Human characteristics—structures (Great Wall of China, Eiffel Tower), bridges (Golden Gate Bridge), canals (Erie Canal), cities, political boundaries, population distribution, settlement patterns, language, ethnicity, nationality, religious beliefs.NTNTNT
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1.3.2.3.1Compare physical and human characteristics of a local place and a place far away on a globe or map (such as a place in an equatorial or polar region). For example: Physical characteristics —landforms (Rocky Mountains, Mount Everest), ecosystems (forest), bodies of water (Hudson Bay, Indian Ocean, Amazon River), vegetation, weather, climate. Human characteristics— structures (Great Wall of China, Eiffel Tower), bridges (Golden Gate Bridge), canals (Erie Canal), cities, political boundaries, population distribution, settlement patterns, language, ethnicity, nationality, religious beliefs.NTINT
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4.3.2.3.1Locate and identify the physical and human characteristics of places in the United States, and also Canada or Mexico. For example: Physical characteristics—landforms (Rocky Mountains), ecosystems (forest), bodies of water (Mississippi River, Hudson Bay), soil, vegetation, weather and climate. Human characteristics— structures (Statue of Liberty), bridges (Golden Gate Bridge), canals (Erie Canal), cities, political boundaries, population distribution, settlement patterns, language, ethnicity, nationality, religious beliefs.I
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4. People construct regions to identify, organize and interpret areas of the Earth’s surface, which simplifies the earth’s complexity.4.3.2.4.1Name and locate states and territories, major cities and state capitals in the United States.A
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4.3.2.4.2Name and locate countries neighboring the United States and their major cities. For example: Countries neighboring the United States—Canada, Mexico, Cuba, Russia; Major cities— Toronto, Montreal, Winnipeg, Vancouver, Mexico City, Havana.I
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3. Human Systems5. The characteristics, distribution and migration of human populations on the earth’s surface influence human systems (cultural, economic and political systems).4.3.3.5.1Use data to analyze and explain the changing distribution of population in the United States and Canada over the last century.I
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6. Geographic factors influence the distribution, functions, growth and patterns of cities and human settlements.3.3.3.6.1Identify landforms and patterns in population; explain why human populations are unevenly distributed around the world. For example: Mountainous and arid places tend to have less population than coastal places.NT
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4.3.3.6.1Explain how geographic factors affect population distribution and the growth of cities in the United States and Canada. For example: Geographic factors—climate, landforms, availability of natural resources.NT
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8. Processes of cooperation and conflict among people influence thedivision and control of the earth’s surface.3.3.3.8.1Identify physical and human features that act as boundaries or dividers; give examples of situations or reasons why people have made or used boundaries. For example: Physical features— mountains, rivers, bodies of water. Human-made features—fences, hedges, political boundaries.NT
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4. Human Environment Interaction9. The environment influences human actions; and humans both adapt to, and change, the environment.2.3.4.9.1Identify causes and consequences of human impact on the environment and ways that the environment influences people.NTII
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4.3.4.9.1Explain how humans adapt to and/or modify the physical environment and how they are in turn affected by these adaptations and modifications. For example: Humans cut down a forest to clear land for farming, which leads to soil erosion. Consequently, humans have to use more fertilizer to supplement the nutrients in the soil.I
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10. The meaning, use, distribution and importance of resources changes over time.4.3.4.10.1Describe how the location of resources and the distribution of people and their various economic activities has created different regions in the United States and Canada.NT
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5.3.4.10.1Explain how geographic factors affected land use in the North American colonies. For example: Geographic factors—climate, landforms, availability of natural resources.I
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4.3.4.10.2Analyze the impact of geographic factors on the development of modern agricultural regions in Minnesota and the United States. For example: Agricultural regions—"Corn Belt," "Dairy Belt," crop regions.NT
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4. History1. Historical Thinking Skills1. Historians generally construct chronological narratives to characterize eras and explain past events and change over time.0.4.1.1.1Use a variety of words to reference time in the past, present and future; identify the beginning, middle and end of historical stories. For example: Words referencing time—yesterday, today, tomorrow, now, long ago, before, after, morning, afternoon, night, days, weeks, months, years.III
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1.4.1.1.1Create a timeline that identifies at least three events from one's own life. For example: Events - birth, walking, lost of first tooth, first day of school.NTII
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2.4.1.1.1Use and create calendars to identify days, weeks, months, years and seasons; use and create timelines to chronicle personal, school, community or world events.NTNTI
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3.4.1.1.1Reference different time periods using correct terminology, including the terms decade, century and millennium.A
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5.4.1.1.1Explain the construct of an era; interpret the connections between three or more events in an era depicted on a timeline or flowchart. For example: Eras—Before 1620; Colonization and Settlement: 1585-1763; Revolution and a New Nation: 1754-1800. Events—the peopling of North America, the settlement of North American colonies, the events of the American Revolution. I
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3.4.1.1.2Create timelines of important events in three different time scales—decades, centuries and millennia.A
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2. Historical inquiry is a process in which multiple sources and different kinds of historical evidence are analyzed to draw conclusions about how and why things happened in the past.0.4.1.2.1Describe ways people learn about the past. For example: Learning from elders, photos, artifacts, buildings, diaries, stories, videos.INTI
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1.4.1.2.1Ask basic historical questions about a past event in one's family, school or local community. For example: Basic historical questions - What happened? When did it happen? Who was involved? How and why did it happen? How do we know what happened? What effect did it have?NTNTNT
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2.4.1.2.1Use historical records and artifacts to describe how people's lives have changed over time. For example: Historical records— photos, oral histories, diaries/journals, textbooks, library books. Artifacts— art, pottery, baskets, jewelry, tools.NTNTA
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3.4.1.2.1Examine historical records, maps and artifacts to answer basic questions about times and events in history, both ancient and more recent. For example: Historical records— photos, oral histories, diaries or journals, textbooks, library books. Artifacts—art, pottery, baskets, jewelry, tools. Basic historical questions— What happened? When did it happen? Who was involved? How and why did it happen? How do we know what happened? What effect did it have?NT
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4.4.1.2.1Use maps to compare and contrast a particular region in the United States, and also Canada or Mexico, at different points in time. For example: The United States, Canada, or Mexico in
1800 versus 1900; population centers over time; natural resource use over time.		I
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5.4.1.2.1Pose questions about a topic in history, examine a variety of sources related to the questions, interpret findings and use evidence to draw conclusions that address the questions.NT
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1.4.1.2.2Describe how people lived at a particular time in the past, based on information found in historical records and artifacts. For example: Historical records - photos, oral histories, diaries/journals, textbooks, library books. Artifacts - art, pottery, baskets, jewelry, tools.NTII
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3.4.1.2.2Compare and contrast two different accounts of an event. For example: Event—a playground conflict, current event, historic event.A
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5.4.1.2.2Explain a historical event from multiple perspectives. For example: Event—Boston Massacre; Perspectives—British soldiers, American colonists. A
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3.4.1.2.3Compare and contrast various ways that different cultures have expressed concepts of time and space. For example: Calendar systems—Sun dial, Chinese, Hindu, Mayan or Aztec, Hebrew and Islamic calendars, Dakota or Anishinaabe seasonal cycles. Visual representations of location and spatial information—Chinese "Jingban Tianwen Quantu" map, Ptolemic maps, Islamic maps by Muhammad al-Idrisi, Polynesian stick and reed maps.NT
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3. Historical events have multiple causes and can lead to varied and unintended outcomes.3.4.1.3.1Explain how an invention of the past changed life at that time, including positive, negative and unintended outcomes. For example: Inventions—Roman aqueducts, Chinese compass, cuneiform.NT
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5.4.1.3.1 Analyze multiple causes and outcomes of a historical event. For example: Historical event— the Columbian Exchange, the Seven Years’ War.A
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2. Peoples, Cultures and Change Over Time4. The differences and similarities of cultures around the world are attributable to their diverse origins and histories, and interactions with other cultures throughout time.0.4.2.4.1Compare and contrast traditions in a family with those of other
families, including those from diverse backgrounds. For example: How families celebrate or commemorate personal milestones such as birthdays, family or community religious observances, the new year, national holidays such as the Fourth of July or Thanksgiving.		NTNTNT
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1.4.2.4.1Compare and contrast family life from earlier times and today. For example: Various aspects of family life - housing, clothing, food, language, work, recreation, education.III
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2.4.2.4.1Compare and contrast daily life for Minnesota Dakota or Anishinaabe peoples in different times,
including before European contact and today.		NTNTI