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 Minnesota Academic Standards
Minnesota Department of Education May 15, 2004, 9:45 p.m. 59 VI. ECONOMICS A. The Market Economy (Micro Economics) The student will understand business organizations, market structures, and financial institutions that operate within our economy. 1. Students will identify and compare and contr...
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Minnesota Department of Education May 15, 2004, 9:45 p.m. 59 VI. ECONOMICS A. The Market Economy (Micro Economics) The student will understand business organizations, market structures, and financial institutions that operate within our economy. 1. Students will identify and compare and contrast various industries and the occupations related to them. 2. Students will compare and contrast the concepts of competition and monopoly, and predict consequences of each. 3. Students will describe various financial
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http://education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/006219.pdf#page=15
education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/00621...
knowledge <span class="highlight">of</span> the rapid growth <span class="highlight">of</span> cities and the transformation <span class="highlight">of</span> urban life, including the impact <span class="highlight">of</span> migration from farms and new technologies, the development <span class="highlight">of</span> urban political machines, and their role in financing, governing, and policing cities. 1. The Bessemer <span class="highlight">Steel</span> Process and barbed wire; business leaders such as James J. Hill, John Deere, J.P. Morgan, John J. Rockefeller, and Andrew Carnegie; impact <span class="highlight">of</span> railroads, agricultural productivity and mechanized farming, factories; new forms <span class="highlight">of</span> marketing and
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http://education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/006219.pdf#page=48
education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/00621...
<span class="highlight">steel</span> plow or blast furnace that uses coal instead <span class="highlight">of</span> charcoal; production line in large cities, mechanized agriculture and great plains, political attitudes towards the post-reconstruction South, Transcontinental railroads, the building <span class="highlight">of</span> the Panama Canal 2. Canals in early 1800s; steamboats in the mid-1880s, westward expansion, settlement <span class="highlight">of</span> Minnesota, areas people moved from and to V. GEOGRAPHY D. Interconnections The student will identify examples <span class="highlight">of</span> the changing relationships between the patterns <span class="highlight">of</span>
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http://education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/006219.pdf#page=59
education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/00621...
Minnesota Department <span class="highlight">of</span> Education May 15, 2004, 9:45 p.m. 59 VI. ECONOMICS A. The Market Economy (Micro Economics) The student will understand business organizations, market structures, and financial institutions that operate within our economy. 1. Students will identify and compare and contrast various industries and the occupations related to them. 2. Students will compare and contrast the concepts <span class="highlight">of</span> competition and monopoly, and predict consequences <span class="highlight">of</span> each. 3. Students will describe various financial
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http://education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/006219.pdf#page=77
education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/00621...
Minnesota Department <span class="highlight">of</span> Education May 15, 2004, 9:45 p.m. 77 VII. GOVERNMENT AND CITIZENSHIP C. Roots <span class="highlight">of</span> the Republic The student will understand the forces that impacted the founding <span class="highlight">of</span> the United States 1. Students will describe the transplanting <span class="highlight">of</span> English political and legal institutions to the colonies; explain how political and legal rights were defined and practiced; and analyze the development <span class="highlight">of</span> representative government. 2. Students will recognize and analyze the impact <span class="highlight">of</span> early documents on the
Minnesota
and more engineered products and services are created and used. 4.1.2.2.1 Identify and investigate a design solution and describe how it was used to solve an everyday problem. For example: Investigate different varieties of construction tools. 4.1.2.2.2 Generate ideas and possible constraints...
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and more engineered products and services are created and used. 4.1.2.2.1 Identify and investigate a design solution and describe how it was used to solve an everyday problem. For example: Investigate different varieties of construction tools. 4.1.2.2.2 Generate ideas and possible constraints for solving a problem through engineering design. For example: Design and build an electromagnet to sort steel and aluminum materials for recycling. 2. Practice of Engineering 2. Engineering design is
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http://education.state.mn.us/mdeprod/groups/Standards/documents/Publication/013906.pdf#page=11
education.state.mn.us/mdeprod/groups/Standards/documents/Publication/0139...
and more engineered products and services are created and used. 4.1.2.2.1 Identify and investigate a design solution and describe how it was used to solve an everyday problem. For example: Investigate different varieties <span class="highlight">of</span> construction tools. 4.1.2.2.2 Generate ideas and possible constraints for solving a problem through engineering design. For example: Design and build an electromagnet to sort <span class="highlight">steel</span> and aluminum materials for recycling. 2. Practice <span class="highlight">of</span> Engineering 2. Engineering design is
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