St. Paul Public School Curriculum Framework
MN Studies Course Outline 2013-2014
St. Paul Public Schools (SPPS) uses the unwrapping process outlined in Larry Ainsworth’s
“Unwrapping” the Standards: A Simple Process to Make Standards Manageable in partnership with
the Leading and Learning Center. The graphic organizers below are SPPS’s interpretation of the
process.
Scope and Sequence
SPPS 6th grade ELA uses the Writers Workshop units of study model to teach students good writing.
While the 6th grade MN Studies scope and sequence does not currently align with the WW units of
study, they are referenced for future alignment.
Benchmarks/Units
Writers Workshop
September
October November
November
December
January
February
March-April
April
May
June
Class Orientation: 1 week
Unit I: MN Geography, 2 weeks
Unit II: Dakota and Anishinaabe, 2.5
weeks
Unit III: Mississippi River Exploration,
Settlement, 3 weeks
Unit IV: Treaties and Statehood, 2
weeks
Unit V: U.S.-Dakota War, 3 weeks
Unit VI: MN and the Civil War, 2 weeks
History Day, 2 weeks
History Day, 1 week
Unit VII: Iron, Lumber, Milling , 3.5
weeks
Unit VIII: Time of Change, 3.5 weeks
Unit IX: Great Depression and New Deal,
2weeks
Unit X: World War II and MN, 2 weeks
Unit XI: Post Cold War and MN, 2weeks
Unit XII: Coming to MN, 2 weeks
N: Launching with Small Moments
N: Writing-for-Readers (digital project:
Voice recording)
O: Persuasive Letters and Speeches
(Presentation)
I: How to Books
I: How to Books/Flex
I: Q and A Books
O: Book Recommendation
N: Realistic fiction (digital publication)
I: Expert Books
Poetry
Flex
Key Skills and Content for Every Unit
6.1.1.1.1 Evaluate arguments about selected issues from diverse perspectives and frames of
reference, noting the strength, weaknesses and consequences associated with the decision made on
eah issue.
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 other to adopt this position.
6.3.1.1.1 Create and use various kinds of maps, including overlaying thematic maps, of places in MN;
incorporate the “TODALSS” map basics, as well as points, lines and colored areas to display spatial
information.
6.4.1.2.1 Pose questions about a topic in MN history, gather a variety of primary and secondary
sources related to questions; analyze sources for credibility, identify possible answers, use evidence
to draw conclusion, and present supported findings.
St. Paul Public School Curriculum Framework
St. Paul Public School Curriculum Framework
Unit I: ___MN Geography ________________________________
Step 1: Priority benchmarks:
Qtr 1, 2 weeks
Step 2: Concepts
6.3.1.1.1 MN Geography (6.3.1.1.1,
6.3.4.10.1)
Lake Superior
Upper and Lower Red Lake
Itasca
Mississippi River
Mille Lacs
MN River
St. Croix R.
Red River
Rainy River
Lake of the Woods
Mesabi Range
Phalen Lake, Kellor Lake, Como Lake,
Dayton’s Bluff, West Side Flats,
St. Anthony Falls
Biomes – prairie, deciduous, coniferous
forest, (climate, vegetation, precipitation)
Step 4: Big Ideas
Statements of enduring ideas
MN is made up of prairie, mixed forest and
coniferous forest.
Water is very important in MN’s
geography.
Overarching/Essential Questions
Establishes learning goals
What are the three distinct natural
landscapes of MN?
What are major water features on MN’s
landscape?
Top of the Document
Step 3: Skills (Bloom)
Locate
Identify
Describe
Resources
Needed - Maps of physical features
MN A History of the Land
St. Paul Public School Curriculum Framework
Teacher:
Time(s) / Room:
Monday
Unit 1: MN Geography, week 1 of 2
Tuesday
Wednesday
Week 2: September 9 - 13
Thursday
Friday
Priority Benchmark: 6.3.3.6.1 Locate, identify and describe major physical features in Minnesota; explain how physical features and the
location of resources affect settlement patterns and the growth of cities in different parts of MN.
Supporting Benchmarks:
New Information
Access
Goal
6.3.1.1.1 Create and use various kinds of maps, including overlaying thematic maps, of places of Minnesota; incorporate the “TODALSS’ map basics, as well as
points, lines and colored areas to display spatial information.
6.3.4.10.1 Describe how land was used during different time periods in MN history; explain how and why land use has changed over time.
Essential Question:
What are the three distinct natural landscapes of MN?
Measurable Objective:
Measurable Objective:
Students will demonstrate Students can explain why
knowledge of TODALSS
different maps are created
and used.
Draw a mental map of MN.
(this can be a preassessment for the unit)
Review TODALSS
Measurable Objective:
Students will create a map
of a familiar place with
TODALSS and be able to
explain the purpose of the
map in writing.
Ideas-Google Earth -- Flip
to Northern Lights Atlas --Downtown Areas ---- Mall
of America
What is this map used for?
How to read a map:
TODALSS
Review a school map
Thematic Maps – Different
maps are created and used
for different purposes
(Resource found
in>dropbox>MN Studies>Unit
1>MN Maps from History of
the Land.pdf)
Scale, Orientation and
Bird’s Eye View
Measurable Objective:
Students will be able to identify the location and
vegetation of the three biomes of MN.
Measurable Objective:
Aerial Photograph of MN
with Physical Features--“What do you notice?”
(Resource found
in>dropbox>MN Studies>Unit
1>MN Maps from History of
the Land.pdf)
“What is a biome?” –
Reading
(emphasis on vegetation
and location of biome in
state)
(Resource found
in>dropbox>MN Studies>Unit
1>Biomes of MN.doc)
Have students identify
different vegetation
(coniferous, mixed,
prairie) of each biome
visually.
-hold up pictures
(use information / maps
from MN History of the
land)
Watershed
Elevation
Precipitation
(Resource found
in>dropbox>MN Studies>Unit
1>Biome Images).
(Resource found
in>dropbox>MN Studies>Unit
1>MN Maps Pg. 2. Pdf)
St. Paul Public School Curriculum Framework
Generalize
Apply
Add TODALSS parts to
mental map, less emphasis
on Source and Scale (SS)
Exit Ticket:
What “parts” should all
maps have?
Use different thematic
maps to show different
information:
Physical
Political
Population Density
Land Use
Economic Activity
Etc.
“What is this map used
for?”
Exit Ticket
Pair – Share
Quick-Write
Student will create map of
familiar location.
Graphic Organizer
(Resource found
in>dropbox>MN Studies>Unit
1>Biomes of MN Chart.doc)
Minnesota History of the
Land – Minnesota
Landscapes – Lesson 1
Worksheet
(Resource found
in>dropbox>MN Studies>Unit
1>MN Map Reading Pg. 1 and
MN Map Reading Pg. 2.pdf)
Student created map uses
TODALSS and includes
written explanation of the
purpose of the map.
Accurate description and
location of MN biomes on
graphic organizer.
Why do we use different
maps to study MN?
Outline the state of MN
using TODALSS.
Draw in biome
boundaries.
Develop symbols for the
vegetation that dominates
that area and plot in.
Collect and check for
understanding.
Top of the Document
Teacher:
Time(s) / Room:
Goal
Monday
Unit 1: MN Geography, week 2 of 2
Tuesday
Wednesday
Week 3: September 16 - 20
Thursday
Friday
Priority Benchmark: 6.3.3.6.1 Locate, identify and describe major physical features in Minnesota; explain how physical features and the
location of resources affect settlement patterns and the growth of cities in different parts of MN.
Essential Question:
What are major water features on MN’s landscape?
St. Paul Public School Curriculum Framework
Access
“Which biome would you
live in and why?”
New Information
Measurable Objective:
Locate on a map:
Mississippi River
St. Croix River
Red River
Minnesota River
Lake Superior
Major water features in
MN.
Measureable Objective:
Students will label a MN map for biomes, their
characteristics, water features and TODALSS. A written
explanation of the value of each biome will be included.
Measurable Objective:
Measurable Objective:
Students will understand
how to use a textbook by
completing a scavenger
hunt.
Measurable Objective:
Whip share – one thing you remember about MN
landscape.
What’s a textbook? Why
do we use a textbook?
What do you think you will
learn about in this book?
Directions for the assessment and reading the rubric.
Preview the structure and
features of a chapter and
purpose of the features in
the features.
Make a prediction of three
topics you will learn about
MN history in Northern
Lights.
Scavenger Hunt of
structure and features in
the textbook.
Document where these
three topics are found.
(Resource found in>dropbox>MN Studies>Unit 1>Mn Biome
Map Assessment Rubric)
Why do humans need
water? (Why do we care?)
(Resource found
in>dropbox>MN Studies>Unit
1>Lakes and Rivers Maps)
Generalize
Apply
Students complete their map and paragraph.
Identify and locate the
major water features of
MN.
(Resource found in>dropbox>MN Studies>Unit 1>MN
Geography Unit Assessment)
(Teacher Note: Make this
to fit the needs of the
students in your
classroom).
(Resource found
in>dropbox>MN Studies>Unit
1>Lakes and Rivers Maps)
Now that you know where
the water is – would you
still live in that biome?
Explain why?
Summative Assessment:
Using a blank map, students label biomes (veg, precip,
climate), water features and TODALSS.
A written description identifies the characteristics of the
biomes and what makes it valuable to humans.
What are similarities
found between chapters?
Class list of topics we
know for sure we can
learn about in this
textbook.
St. Paul Public School Curriculum Framework
Unit II: _Dakota and Anishinaabe______________
Qtr 1, 2.5 weeks
Step 1: Priority benchmarks:
Step 2: Concepts
6.4.4.15.1 Dakota and Anishinaabe
Indigenous
Dakota, Sioux
Anishinaabe, Ojibwe, Chippewa
European contact
Culture
Step 4: Big Ideas
Statements of enduring ideas
Dakota and Anishinaabe are two distinct
indigenous groups with their own culture.
The Dakota and Anishinaabe traded,
intermarried and had territorial conflicts.
Overarching/Essential Questions
Establishes learning goals
Who are the Dakota and Anishinaabe?
Step 3: Skills (Bloom)
Compare and contrast
Describe
Resources
How did the Dakota and Anishinaabe
interact with each other?
Top of the Document
Teacher:
Time(s) / Room:
Monday
Unit 2: Dakota and Anishinaabe, week 1 of 2
Tuesday
Wednesday
Week 4: September 23 - 27
Thursday
Friday
Goal
Essential Question:
Measurable Objective:
Measurable Objective:
Measurable Objective:
Measurable Objective:
Measurable Objective:
Generalize
Apply
New
Informatio
n
Access
St. Paul Public School Curriculum Framework
Top of the Document
Teacher:
October 2
Time(s) / Room:
Thursday
Unit 2: Dakota and Anishinaabe, week 2.5 of 2.5
Friday
Monday
Week 5: September 30 –
Tuesday
Wednesday
St. Paul Public School Curriculum Framework
Essential Question:
Measurable Objective:
Measurable Objective:
Measurable Objective:
Measurable Objective:
Apply
New
Informatio
n
Access
Goal
Priority Benchmark:
Supporting Benchmarks:
Unit III: Upper Mississippi River Exploration and Settlement
Qtr 1, 3 weeks
Measurable Objective:
St. Paul Public School Curriculum Framework
Step 1: Priority benchmarks:
Step 2: Concepts
6.4.4.18.1 Mississippi River exploration,
settlement (6.4.4.16.1)
Upper Mississippi River regions
Voyageur
Rendezvous
Fur trade – kinship, political relationships,
Trading Post
Kinship
Economics
Exploration
Grand Portage
Steamboat
Ft. Snelling
St. Paul
Dakota settlements – B’dote
Mendota
6.2.3.5.1
Step 4: Big Ideas
Statements of enduring ideas
The fur trade drove European and U.S.
exploration and trade with the Dakota and
Anishinaabe (early 1600s-early 1800s)
Europeans, white and black settlers began
to settle in the upper Mississippi River
region. (early 1800s – statehood)
Step 3: Skills (Bloom)
Describe
Describe
Explain
Overarching/Essential Questions
Establishes learning goals
Why did Europeans explore the upper
Mississippi River region?
Resources
What changes came with settlement? (who,
how, why)
Top of the Document
Teacher:
October 2
Time(s) / Room:
Monday
Unit 3: Upper Mississippi River Exploration, week 1 of 3
Tuesday
Wednesday
Week : September 30 –
Thursday
Friday
St. Paul Public School Curriculum Framework
Access
Goal
Priority Benchmark: 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 landscape. (Expansion and Reform:
1792 – 1861)
Supporting Benchmarks: Describe European exploration, competition and trade in the upper Mississippi River region; describe varied
interactions between Minnesota indigenous peoples and Europeans in the seventeenth and eighteenth centuries. (Colonization and Settlement:
1585 – 1763)
Essential Question:
Why did Europeans explore the upper Mississippi River region?
Measurable Objective:
Students can identify how
the indigenous people
value the resources
(animals) and how the
European explorers and
traders value the
resources (animals).
Use image (graphic
organizer) of the
resources on the land.
(Resource found
in>dropbox>MN Studies>Unit
3>MN Natural Resources
Drawing)
What resources here are
valuable? Why?
Measurable Objective:
Students will be able to identify and explain why the
indigenous people and explorers would trade with one
another.
Measurable Objective:
Describe what life was like at the fur trading post for the
Voyageurs, Traders, Native Americans via skit or play.
Fur Trading Companies
Image on page 79 of
Northern Lights
Map of Fur Trading Posts in MN Page 81 Northern Lights
“What do you notice?”
- guide students to make connection that Northern
MN has more trading posts because more beaver
“What do you notice?”
-- question: Where did all
the other “stuff” come
from?
Activity—
“Will you trade with me?”
Object for object.
Why or why not?
(Teacher Note: Have
students trade everyday
items with each other to
understand the concept of
trade, value, and
bargaining).
Apply
New Information
St. Paul Public School Curriculum Framework
Perspective / Bias / Value
Trade -- Market
Indigenous people will
find whole animal valuable
Mutually Beneficial for both indigenous and explorers
(74 – 77) Northern Lights
European explorers
(Voyageur) find the furs of
the animal valuable
Economic Market for Beaver Hats in Europe drives
European Exploration of MN
(78 – 81) Northern Lights
(Could Use: Northern
Lights Page: 77 or page
106).
Use quotes from
- indigenous Dakota
- indigenous Ojibwe
- Voyageur (task:
find quotes
backing up that
only pelts are
valuable)
Graphic Organizer of
Haves and Wants and How each group benefits from
trade
(Resource found in>dropbox>MN Studies>Unit 3>Haves:Wants
Graphic Organizer.docx)
(Exampe of Resource found
in>dropbox>MN Studies>Unit
3>MHS The Great Lakes Fur
Trade.pdf)
Generalize
Indigenous “talk bubble”
explaining how the
Indigenous people value
the animals
(Resource found in>dropbox>MN Studies>Unit 3>Life in the Fur
Trade.docx)
Reading in Northern Lights: 82-89
Students will be split up into four groups to create a
scene or play of how life was like at the fur trading post
during a specific season. They will use people from
pages 82-89 in Northern Lights as the “characters.”
(Resource found in>dropbox>MN Studies>Unit 3>Life in the Fur
Trade.docx)
Reading in Northern Lights: 82-89
Who said what? How do
you know?
Exit Slip:
Voyageur “talk bubble”
explaining how the
explorers value the
animals
Life at the fur trading posts for various groups and
peoples. (Traders, clerks, voyageurs, Native Americans,
etc).
Accurate completion of graphic organizer from content
in the chapter
Accurate explanation of how each group benefits from
trading with one another
Students will share their skits of life at the trading post
with the class.
St. Paul Public School Curriculum Framework
Unit IV: ___________________________________
Step 1: Priority benchmarks:
Qtr 2, 3 weeks
Step 2: Concepts
6.4.4.18.2 Treaties, Statehood (6.4.4.18.3)
Treaties
Sovereign nation
Ft. Snelling, Zebulon Pike
1837 Dakota
Territory and Statehood
Traverse de Sioux
Reservations
H. Sibley
A. Ramsey
Step 4: Big Ideas
Statements of enduring ideas
Indigenous people were displaced onto
smaller and smaller pieces of land through
a series of treaties.
Control of land shifted from indigenous
peoples to white settlers.
Overarching/Essential Questions
Establishes learning goals
How did MN become a territory and then a
state?
What was the impact of treaties on
indigenous peoples and settlers?
Step 3: Skills (Bloom)
Analyze and describe
Resources
Why Treaties Matter
St. Paul Public School Curriculum Framework
Unit V: ___________________________________
Step 1: Priority benchmarks:
Qtr 2,
Step 2: Concepts
6..4.4.19.3 Dakota War
Treaty
Reservation
Upper and Lower Sioux Agency
Farm Dakota
Traditional Dakota
Missionary
Indian Agent
Traders, credit
Little Crow
Mass execution – gallows
Abraham Lincoln
Annuities
Pardons
Internment Camp (Ft. Snelling)
Dakota Exile – Crow Creek
Henry Sibley
Alexander Ramsey
Ft. Ridgely, Mankato, New Ulm, Grand
Coulee
Step 4: Big Ideas
Statements of enduring ideas
Conflicts over land ‘ownership’, culture
and treaty rights led to the U.S. – Dakota
War.
Land ownership by settlers and exile of
Dakota is the legacy of the U.S.-Dakota
War.
Overarching/Essential Questions
Establishes learning goals
What were the causes of the U.S-Dakota
War from different perspectives?
Top of the Document
What was the impact of the war and its
outcome on MN and the Dakota?
Step 3: Skills (Bloom)
Explain
Compare and contrast
Resources
St. Paul Public School Curriculum Framework
Unit V: ___________________________________
Step 1: Priority benchmarks:
Qtr 2, 2 weeks
Step 2: Concepts
6.4.4.19.1, 19.2 MN and the Civil War
Dred Scott
Eliza Winston
Slavery
‘Civil’ war
Secession
Abolition(ist)
1st MN Regiment
Union
Confederate
Emancipation Proclamation
Slavery, economics of
Amendment
Step 4: Big Ideas
Statements of enduring ideas
The Dred Scott and Eliza Winston cases
were key to the abolitionist movement.
MN played a role in the Civil War.
Overarching/Essential Questions
Establishes learning goals
How did the debate over slavery and
abolition affect MN?
What were key events in the Civil War for
the 1st MN Regiment?
History Day
Step 3: Skills (Bloom)
Explain, describe
Create, describe
Resources
St. Paul Public School Curriculum Framework
Unit VI: ___________________________________
Step 1: Priority benchmarks:
6.4.4.20.1 Flour, Lumber, Iron (20.2, 20.4)
Qtr 3, 3 weeks
Step 2: Concepts
Grange
Sodbusters
Innovation in farm technology
Industry – big business
Natural Resources
Railroad – James J. Hill
Milling
Minneapolis – St. Anthony Falls
Immigration
Migration
Reform
Indian Boarding schools
BIA
Pillsbury
Washburn
Mining
Iron Ore
Iron Range
Great Lakes Shipping
Duluth
Urbanization
Allotment – Dawes Act
Step 3: Skills (Bloom)
Analyze
St. Paul Public School Curriculum Framework
Step 4: Big Ideas
Statements of enduring ideas
The economy of MN was shaped by three
main industries; flour, lumber and iron.
The new MN economy and urbanization
was a pull for migration and immigration.
Boarding schools and allotment attempted
to assimilate American Indians.
Overarching/Essential Questions
Establishes learning goals
How did major industries shape MN’s
economy?
What pulled people to MN and the Twin
Cities?
What were assimilation policies that
affected American Indians in MN?
Unit VII: __Time of Change _________________________________
Step 1: Priority benchmarks:
Resources
Qtr 3
Step 2: Concepts
6.4.4.20.3, 20.5, 21.1 Time of Change
Duluth Lynching
Great Migration – Up South
Urbanization
New Technology/Industrialization
Transportation
Progressive
Urban, Rural
Labor Union
Working class
Strike
Citizen, immigrant
Ethnicity
World War I
Disloyalty
Propaganda
Nationalism – Americanization
Lifestyle
Step 4: Big Ideas
Statements of enduring ideas
The early 1900s was a time of social,
cultural and political change for MN.
Overarching/Essential Questions
Establishes learning goals
What were social, cultural and/or political
changes for MN?
Step 3: Skills (Bloom)
Describe
Resources
St. Paul Public School Curriculum Framework
Changes within communities and families
were connected to race, gender, income,
class, ethnicity.
Unit VIII: ___________________________________
Step 1: Priority benchmarks:
What impact did industrialization,
urbanization and World War I have on
communities and families in MN?
Qtr 4,
Step 2: Concepts
6.4.4 21.2 Great Depression and New Deal
Farm crisis
Overproduction
Credit, bank runs,
Prohibition
Civilian Conservation Corp
Union
Trucker’s Strikes
Depression
New Deal
Stock Market Crash
Role of government
Step 4: Big Ideas
Statements of enduring ideas
The New Deal increased the role of the
federal government to help people during
the GD.
Workers went on strike to demand better
working conditions (wages, hours,
Overarching/Essential Questions
Establishes learning goals
How did federal programs change the
lives of MNs during the GD?
Why did workers strike in MN during the
Great Depression?
Step 3: Skills (Bloom)
Describe
Resources
Is the trucker’s strike in NL?
St. Paul Public School Curriculum Framework
Unit IX: ___________________________________
Step 1: Priority benchmarks:
Qtr 4,
Step 2: Concepts
6.4.4.21.4 World War II and MN (21.3) World War II
Axis Powers started WWII
Isolationism
Pearl Harbor
Homefront
War effort
Rationing
German prison camps
Manufacturing
Raw Materials (Iron Ore)
Patriotism
Step 4: Big Ideas
Statements of enduring ideas
Minnesotans disagreed about whether
or not to get involved in WWII.
Minnesotans supported the Allied
powers through their economic
activities on the homefront.
Overarching/Essential Questions
Establishes learning goals
How did the debate over involvement
in WWII influence and effect MN?
How did MN contribute to the war
effort?
What impact did World War II have on
Step 3: Skills (Bloom)
Identify
Describe
Resources
St. Paul Public School Curriculum Framework
Changes within communities and
families were connected to race,
gender, income, class.
communities and families in MN?
Unit X: ___________________________________
Step 1: Priority benchmarks:
Qtr 4,
Step 2: Concepts
6.4.4.22.1 Post-WWII and Cold War in
MN (22.2)
Economic Changes
Economic Boom
Cold War
Communism
Civil Defense
Democracy
Fallout Shelter
Gender Roles
Consumerism
Civil Rights
Conservation
BWCA
Step 4: Big Ideas
Statements of enduring ideas
After WWII consumerism fueled an
economic boom in MN.
Overarching/Essential Questions
Establishes learning goals
How did MN companies contribute to
economic changes during the Cold War
Era?
Step 3: Skills (Bloom)
Describe
Give Examples
Resources
St. Paul Public School Curriculum Framework
Minnesotans (Roy Wilkins, American
Indian Movement, Hubert H.
Humphrey, others) helped shaped
policies that improve the legal status of
people in the US.
What role did MN leaders play in
improving the lives of people during
the Civil Rights Movements?
What were the conservation
movements in MN at this time?
Unit XI: ___________________________________
Step 1: Priority benchmarks:
Qtr 4,
Step 2: Concepts
6.4.4.23.1 Coming to MN (22.3, 23.2)
Push – Pull
Immigrants
Refugees
Refugee Camp
Persecution
Migrant Workers
Migration
Ethnicity
Hmong
Hispanic
Asian-Indian
East African
Step 4: Big Ideas
Statements of enduring ideas
Push and pull factors influence
migration patterns to MN.
Overarching/Essential Questions
Establishes learning goals
Why do people leave their homelands
and come to MN?
Step 3: Skills (Bloom)
Identify
Compare and Contrast
Resources
St. Paul Public School Curriculum Framework
Unit VIII: ___________________________________
Step 1: Priority benchmarks:
Step 4: Big Ideas
Statements of enduring ideas
Qtr 4,
Step 2: Concepts
Step 3: Skills (Bloom)
Overarching/Essential Questions
Establishes learning goals
Resources