Grade 6 Minnesota Studies: Spanish

6.1.1.1.1 Evaluate arguments about selected issues from diverse perspectives and frames of reference, noting the strengths, weaknesses and consequences associated with the decision made on each issue.

For example: Historical issues—women’s suffrage, treaties with indigenous nations, Civil Rights movement, New Deal programs. Strengths might include—expanded rights to new group of Americans, established tribal sovereignty, collaborative effort of multiple groups in American society, provided a financial safety net for individuals. Weaknesses might include—too expensive, unintended consequences, caused more problems than it solved.

Unit 1: A Sense of Place; 11 Reservations; MN Dakota Cultural Profile

Unit 7: The Lynchings in Duluth; Leana Smith; The Holocaust Teacher Page; Japanese Detention Camps Introduction Teacher Page; Minnesota Couple's reaction to the Japanese Detention Camp Teacher Page; MN Soldier Visits Japan; 

Unit 9:  Immigration Lesson

Unit 1: A Sense of Place; 11 Reservations; MN Dakota Cultural Profile (Teacher Notes) Activities

Unit 7: The Duluth Lynchings; Lena Smith: Directions for Open Mind Portrait; The Holocaust & Anne Frank; Introduction to Japanese Internment Camps; 

Unit 9: Immigration Activity 1; Immigration Activity 2 and 3 

6.1.1.1.3 Address a state or local policy issue by identifying key opposing positions, determining conflicting values and beliefs, defending and justifying a position with evidence, and developing strategies to persuade others to adopt this position.

For example: State and local policy issues—land use, human services, hunting or fishing regulations, school levy, labor unions.

6.1.3.5.1 Describe the establishment and expansion of rights over time, including the impact of key court cases, state legislation and constitutional amendments.

For example: Key court cases and state legislation—the Minnesota Human Rights Law, Brown v. Board of Education, Miranda v. Arizona.

Unit 8: What Role did Minnesotans Play in the Civil Rights Movement?

What State and Local Policies Conerned Minnesotans and How Did they Respond?

6.1.4.7.4 Identify the major state and local (county, city, school board, township) governmental offices; describe the primary duties associated with them.

For example: 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; explain the differences between civil and criminal law; give examples of federal, state and local laws.

For example: Federal laws—immigration. State laws—drivers’ licenses. City ordinances—gun control.

6.1.4.7.6 Describe the goals, offenses, penalties, long-term consequences, and privacy concerns of Minnesota's juvenile justice system.

For example: Juvenile status offenses (laws that regulate behavior because the offender is under age)—truancy, tobacco use by minor, curfew violations. Goal—rehabilitation. (The adult system is more 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 structures, functions and ways of funding state and local governments.

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.

Unit 9: Treaty Rights Issues & Responses

6.2.2.2.1 Describe various types of income including wage, rent, interest and profit; explain the role that the development of human capital plays in determining one's income.

For example: Consider examples of Minnesota entrepreneurs, wages of various careers available in Minnesota, and the education or training required for those careers.

6.2.3.5.1 Describe the movement of goods and services, resources and money through markets in a market-based economy.

For example: Circular flow model with households and businesses—The Mayo Clinic hires a doctor who uses her income to pay for auto repairs by a small business 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 governments regulate economic activity to promote public well-being.

For example: Regulations—environmental (Environmental Protection Agency, Minnesota Pollution Control Agency), health (Food and Drug Administration), worker safety regulations (Occupational Safety and 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.

Unit 1: TODALSS?

Unit 1: What's the Difference?

Unit 1: TODALSS Quiz

Unit 1: How well does Google Maps use TODALSS?

Unit 1: What's the Difference?

Unit 1: Population & Geography; 11 Reservations; MN Dakota Cultural Profile

Unit 2: Minnesota Highway Map; Interactive Map of Minnesota; Mapping Minnesota

Unit 6: Background Knowledge: St. Anthony Falls

Unit 1: Exploring Minnesota; Population & Geography; What's the Difference?; A Sense of Place; 11 Reservations Quiz

Unit 6: Follow Your Inner Conversation - Farming Graphic Novel; Assignment 2: Lumbering Industry and Monitoring our Comprehension; Assignment 3: Sawmilling Write A Summary; Assignment 4: Flourmilling W3

Unit 1: Population & Geography; Exploring Minnesota; MN Dakota Cultural Profile

Unit 2: Minnesota Highway Map; Interactive Map of Minnesota; Mapping Minnesota 

Unit 6: Background Knowledge: St. Anthony Falls

Unit 1: Exploring Minnesota; Activities from MN Dakota Cultural Profile (Teacher Notes)

Unit 1: Population & Geography

Unit 6: Follow Your Inner Conversation - Farming Graphic Novel; Assignment 2: Lumbering Industry and Monitoring our Comprehension; Assignment 3: Sawmilling Write A Summary; Assignment 4: Flourmilling W3

Unit 2: Earliest Settlements Recorded in Petroglyphs; Jeffers Petroglyphs Field Trip; Where did the early Minnesotans live? Dakota Language; Dakota Reflections on the River; Anishinaabe Language; Indian Boyhood Reading; Anishinaabe Reading; Rainy Lake History Video; Native American Wacipi; 8,000 Pieces of History Go Home; Oral Traditions Assignment; Tribal Sovereignty Today

6.4.4.16.1 Describe European exploration, competition and trade in the upper Mississippi River region; describe varied interactions between Minnesota’s indigenous peoples and Europeans in the seventeenth and eighteenth centuries. (Colonization and Settlement: 1585-1763)

For example: The role of missionaries, the transmission of diseases, the domino effect of people being pushed further west due to the fur trade in Great Lakes region.

6.4.4.18.1 Describe how and why the United States claimed and settled the upper Mississippi River region in the early nineteenth century; explain the impact of steamboat transportation and settlement on the physical, social and cultural landscapes. (Expansion and Reform: 1792-1861)

For example: Louisiana Purchase in 1803, changing relationships between the United States and Dakota and Anishinaabe, competing concepts of land use, ownership and gender roles, transport of immigrants and freight by steamboat.

6.4.4.18.3 Describe the process of how Minnesota became a territory and state; identify the key events, individuals and groups involved in the process. (Expansion and Reform: 1792-1861)

For example: census, Territorial congress, writing a state constitution, Pierre “Pig’s Eye” Parrant, Henry Sibley, Alexander Ramsey.

6.4.4.19.1 Explain the causes of the Civil War; describe how the debate over slavery and abolition played out in Minnesota. (Civil War and Reconstruction: 1850-1877)

For example: Events related to debate over slavery—Dred Scott at Fort Snelling, role of free blacks in early Minnesota.

6.4.4.20.1 Analyze how the rise of big business, the growth of industry, the use of natural resources, and technological innovation influenced Minnesota's economy from 1860 to 1920. (Development of an Industrial United States: 1870-1920)

For example: Technological innovation—Improved ground and water transportation increased commerce.

6.4.4.20.2 Analyze the causes and impact of migration and immigration on Minnesota society during the late nineteenth and early twentieth centuries. (Development of an Industrial United States: 1870-1920)

For example: Establishment of ethnic communities and neighborhoods, shifting political power, language barriers.

6.4.4.20.3 Describe the effects of reform movements on the political and social culture of Minnesota in the early twentieth century. (Development of an Industrial United States: 1870-1920)

For example: Labor unions, Socialists, Progressive Movement, women’s suffrage.

6.4.4.20.5 Describe the political and social culture of Minnesota during World War I and how it affected Minnesotans. (Development of an Industrial United States: 1870-1920)

For example: Temperance Movement, persecution of Germans in Minnesota, Minnesota National Guard, Commission of Public Safety, Non-partisan League.

6.4.4.21.1 Describe how the major cultural and social transformations of the 1920s changed the lifestyle of Minnesotans. (The Great Depression and World War II: 1920-1945) For example: Arts, literature, entertainment, popular culture, gender roles, Prohibition, the Duluth lynchings, the farm crisis.

6.4.4.21.2 Describe political and social impact of the Great Depression and New Deal in Minnesota, including the increased conflict between big business and organized labor. (The Great Depression and World War II: 1920-1945)

For example: Trucker’s Strike, Citizen’s Alliance, New Deal Programs (Civilian Conservation Corps camps, Works Progress Administration art programs, National Youth Association roadside attraction construction), formation of the Farmer-Labor Party.

Unit 7: Reasons for Great Depression Summary; Thinking about the Great Depression; Causes of the Great Depression Activity; Minnesota's Reaction to the Great Depression: Governor Olson

6.4.4.21.3 Create a timeline of key events leading to World War II; describe how Minnesotans influenced, and were influenced by, the debates over United States involvement. (The Great Depression and World War II: 1920-1945)

For example: America First, Charles Lindbergh, German-American loyalty

Unit 7: U.S. Enters WW II Teacher Page; Minnesota Soldier Visits Japan After US Drops Atomic Bombs; Unit Timeline; 

6.4.4.21.4 Identify contributions of Minnesota and its people to World War II; describe the impact of the war on the home front and Minnesota society after the war. (The Great Depression and World War II: 1920-1945)

For example: Fort Snelling, Japanese Language School, SPAM, Iron Range mining and steel production.

6.4.4.22.1 Give examples of economic changes in Minnesota during the Cold War era; describe the impact of these changes on Minnesota’s people. (Post-World War II United States: 1945-1989)

For example: Growth of suburbs, growth of Minnesota defense industries.

Unit 8: Activity 3: Spotlight on a Minnesota Company

6.4.4.22.2 Describe civil rights and conservation movements in Post- World War II Minnesota, including the role of Minnesota leaders. (Post-World War II United States: 1945-1989)

For example: Movements—Civil Rights Movement (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).

Unit 7: The New Deal Teacher Page

Unit 8: Activity 4: Taking Over the Ivory Tower, Avtivity 5: Leaders of Civil Rights and Conservation Movements

Unit 7: The New Deal in Ten Minutes; The New Deal Programs - Alphabet Soup; New Deal Discussion

Unit 8: Activity 4: Taking Over the Ivory Tower, Avtivity 5: Leaders of Civil Rights and Conservation Movements

6.4.4.22.3 Describe the response of Minnesotans to global conflicts and displaced peoples since 1945. (Post-World War II United States: 1945-1989)

For example: World War II refugee resettlement, Vietnam War, The Red Bulls National Guard, Center for Victims of Torture, post- WWII refugee resettlement.

6.4.4.23.2 Identify the major Minnesota political figures, ideas and industries that have shaped or continue to shape Minnesota and the United States today. (The United States in a New Global Age: 1980-present)

For example: Minnesota 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, Mall of America).