SF 639

1st Engrossment - 83rd Legislature (2003 - 2004) Posted on 12/15/2009 12:00am

  1.1                          A bill for an act 
  1.2             relating to education; repealing the profile of 
  1.3             learning; setting state standards for educational 
  1.4             excellence; providing educational accountability; 
  1.5             requiring legislative approval; amending Minnesota 
  1.6             Statutes 2002, sections 120B.02; 120B.30, subdivision 
  1.7             1; proposing coding for new law in Minnesota Statutes, 
  1.8             chapter 120B; repealing Minnesota Statutes 2002, 
  1.9             section 120B.031; Minnesota Rules, parts 3501.0300; 
  1.10            3501.0310; 3501.0320; 3501.0330; 3501.0340; 3501.0350; 
  1.11            3501.0370; 3501.0380; 3501.0390; 3501.0400; 3501.0410; 
  1.12            3501.0420; 3501.0440; 3501.0441; 3501.0442; 3501.0443; 
  1.13            3501.0444; 3501.0445; 3501.0446; 3501.0447; 3501.0448; 
  1.14            3501.0449; 3501.0450; 3501.0460; 3501.0461; 3501.0462; 
  1.15            3501.0463; 3501.0464; 3501.0465; 3501.0466; 3501.0467; 
  1.16            3501.0468; 3501.0469. 
  1.17  BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF MINNESOTA: 
  1.18                             ARTICLE 1 
  1.19      REPEAL OF PROFILE OF LEARNING; STATEWIDE ACCOUNTABILITY 
  1.20     Section 1.  [120B.001] [REPEALING PROFILE OF LEARNING 
  1.21  STATUTES AND RULES.] 
  1.22     Notwithstanding sections 120B.02, 120B.30, 120B.31, and 
  1.23  120B.35, or other law to the contrary, the commissioner of 
  1.24  children, families, and learning must not implement the profile 
  1.25  of learning portion of the state's results-oriented graduation 
  1.26  rule. 
  1.27     [EFFECTIVE DATE.] This section is effective the day 
  1.28  following final enactment and applies to the 2003-2004 school 
  1.29  year and later. 
  1.30     Sec. 2.  [120B.0012] [STANDARDS AND TIMELINE ESTABLISHED.] 
  1.31     (a) The commissioner, consistent with the requirements of 
  2.1   this section and sections 120B.0013 and 120B.0014, must adopt 
  2.2   statewide rules using the expedited rulemaking process under 
  2.3   section 14.389 that establish a set of educational standards.  
  2.4   After the rules authorized under this paragraph are initially 
  2.5   adopted, the commissioner may not amend or repeal these rules 
  2.6   nor adopt new rules on the same topic without specific 
  2.7   legislative authorization.  These standards must be implemented 
  2.8   for all students beginning in the 2003-2004 school year. 
  2.9      (b) The following learning areas are required for statewide 
  2.10  accountability: 
  2.11     (1) read, listen, and view; 
  2.12     (2) write and speak; 
  2.13     (3) mathematical concepts and applications; 
  2.14     (4) scientific concepts and applications; 
  2.15     (5) social sciences, including history, geography, 
  2.16  economics, and civics; and 
  2.17     (6) arts and literature. 
  2.18  The standards apply to all public school students, except the 
  2.19  very few students with extreme cognitive or physical impairments 
  2.20  for whom an individualized education plan team has determined 
  2.21  that the required standards are inappropriate.  An 
  2.22  individualized education plan team that makes this determination 
  2.23  must establish alternative standards. 
  2.24     [EFFECTIVE DATE.] This section is effective the day 
  2.25  following final enactment. 
  2.26     Sec. 3.  [120B.0013] [REQUIRED AND OPTIONAL STANDARDS.] 
  2.27     (a) Minnesota's high educational standards encompass the 
  2.28  six content areas required for statewide accountability in 
  2.29  section 120B.0012, paragraph (b). 
  2.30     (b) For purposes of complying with applicable federal law, 
  2.31  the commissioner shall establish grade level benchmarks in at 
  2.32  least the reading, mathematics, and science learning areas. 
  2.33     (c) A district may adopt state standards or establish its 
  2.34  own standards in foreign language, career and technical 
  2.35  education, and physical education. 
  2.36     (d) The state standards must be supplemented by grade level 
  3.1   benchmarks, curriculum framework, and test specification 
  3.2   documents useful to state and local decision makers charged with 
  3.3   determining appropriate curriculum, staff development 
  3.4   activities, and assessment programs. 
  3.5      (e) If a statewide assessment is not provided, a classroom 
  3.6   assessment determined by the classroom teacher or the local 
  3.7   school board must be used to assess if a student has met a 
  3.8   standard. 
  3.9      [EFFECTIVE DATE.] This section is effective the day 
  3.10  following final enactment. 
  3.11     Sec. 4.  [120B.0014] [STATEWIDE AND LOCAL ASSESSMENTS; 
  3.12  RESULTS.] 
  3.13     (a) The commissioner must develop assessments for all of 
  3.14  the required learning areas using state-constructed tests that 
  3.15  are developed from and aligned with the standards, are designed 
  3.16  to monitor student growth toward and achievement of those 
  3.17  standards, consistent with section 120B.35, and satisfy 
  3.18  applicable federal law.  At a minimum, the commissioner must 
  3.19  require: 
  3.20     (1) annual reading and mathematics assessments in grades 3 
  3.21  through 8 and in one high school grade for the 2005-2006 school 
  3.22  year and later; 
  3.23     (2) annual science assessments in one grade in the grades 3 
  3.24  through 5 span, the grades 6 through 9 span, and the grades 10 
  3.25  through 12 span for the 2006-2007 school year and later; 
  3.26     (3) annual social sciences assessments in one grade in the 
  3.27  grades 3 through 5 span, the grades 6 through 9 span, and the 
  3.28  grades 10 through 12 span for the 2007-2008 school year and 
  3.29  later; and 
  3.30     (4) annual arts and literature assessments in one grade in 
  3.31  the grades 3 through 5 span, the grades 6 through 9 span, and 
  3.32  the grades 10 through 12 span for the 2008-2009 school year and 
  3.33  later. 
  3.34     (b) The assessments must: 
  3.35     (1) provide timely, useful, and understandable information 
  3.36  for and about the performance of individual students, schools, 
  4.1   school districts, and the state, consistent with sections 
  4.2   120B.36 and 120B.364, and expect that educators use the 
  4.3   information, and other information, to plan instruction for the 
  4.4   next school year and to develop school improvement plans, 
  4.5   including plans required under applicable federal law; 
  4.6      (2) include a growth scale useful under sections 120B.30, 
  4.7   120B.31, 120B.35, and 120B.36, for analyzing value-added and 
  4.8   student-level growth over time; 
  4.9      (3) include state and national percentile ranks in 
  4.10  information reported to students and parents under section 
  4.11  120B.364; and 
  4.12     (4) determine whether students have met the state's basic 
  4.13  skills requirements in reading and mathematics. 
  4.14     (c) Consistent with applicable federal law and sections 
  4.15  120B.30, subdivision 1, paragraph (d), clause (1), and 120B.36, 
  4.16  subdivision 6, clauses (2) and (3), the commissioner must 
  4.17  include alternative assessments for the very few students with 
  4.18  disabilities for whom statewide assessments are inappropriate 
  4.19  and for students with limited English proficiency. 
  4.20     (d) Schools, school districts, and charter schools must 
  4.21  administer statewide assessments under this section that use 
  4.22  student performance to evaluate student progress in achieving 
  4.23  high standards in all of the required learning areas as the 
  4.24  assessments become available.  If state assessment is not 
  4.25  available, schools, school districts, and charter schools are 
  4.26  responsible for determining if a student has met state 
  4.27  standards.  Schools, school districts, and charter schools may 
  4.28  base grade promotions and the awarding of high school course 
  4.29  credits on students' success in achieving high standards. 
  4.30     [EFFECTIVE DATE.] This section is effective the day 
  4.31  following final enactment. 
  4.32     Sec. 5.  Minnesota Statutes 2002, section 120B.02, is 
  4.33  amended to read: 
  4.34     120B.02 [RESULTS-ORIENTED GRADUATION RULE; BASIC SKILLS 
  4.35  REQUIREMENTS; PROFILE OF LEARNING.] 
  4.36     (a) The legislature is committed to establishing a 
  5.1   rigorous, results-oriented graduation rule for Minnesota's 
  5.2   public school students.  To that end, the commissioner shall use 
  5.3   its rulemaking authority under section 127A.05, subdivision 4, 
  5.4   to adopt in rule a statewide, results-oriented graduation rule 
  5.5   to be implemented starting with students beginning ninth grade 
  5.6   in the 1996-1997 school year.  The commissioner shall not 
  5.7   prescribe in rule or otherwise the delivery system, classroom 
  5.8   assessments, or form of instruction that school sites must use 
  5.9   to meet the requirements contained in this rule.  For purposes 
  5.10  of this chapter, a school site is a separate facility, or a 
  5.11  separate program within a facility that a local school board 
  5.12  recognizes as a school site for funding purposes.  
  5.13     (b) To successfully accomplish paragraph (a), the 
  5.14  commissioner shall set in rule high academic standards for all 
  5.15  students.  The standards must contain the foundational skills in 
  5.16  the three core curricular areas of reading, writing, and 
  5.17  mathematics while meeting requirements for high school 
  5.18  graduation.  The standards must also provide an opportunity for 
  5.19  students to excel by meeting higher academic standards through a 
  5.20  profile of learning that uses curricular requirements to allow 
  5.21  students to expand their knowledge and skills beyond the 
  5.22  foundational skills.  All commissioner actions regarding the 
  5.23  rule must be premised on the following:  
  5.24     (1) the rule is intended to raise academic expectations for 
  5.25  students, teachers, and schools; 
  5.26     (2) any state action regarding the rule must evidence 
  5.27  consideration of school district autonomy; and 
  5.28     (3) the department of children, families, and learning, 
  5.29  with the assistance of school districts, must make available 
  5.30  information about all state initiatives related to the rule to 
  5.31  students and parents, teachers, and the general public in a 
  5.32  timely format that is appropriate, comprehensive, and readily 
  5.33  understandable. 
  5.34     (c) For purposes of adopting the rule, the commissioner, in 
  5.35  consultation with the department, recognized psychometric 
  5.36  experts in assessment, and other interested and knowledgeable 
  6.1   educators, using the most current version of professional 
  6.2   standards for educational testing, shall evaluate the 
  6.3   alternative approaches to assessment.  
  6.4      (d) The content of the graduation rule must differentiate 
  6.5   between include minimum competencies reflected in the basic 
  6.6   requirements assessment and rigorous profile of learning 
  6.7   standards.  When fully implemented, the requirements for high 
  6.8   school graduation in Minnesota must include both basic 
  6.9   requirements and the required profile of learning.  The profile 
  6.10  of learning must measure student performance using 
  6.11  performance-based assessments compiled over time that integrate 
  6.12  higher academic standards, higher order thinking skills, and 
  6.13  application of knowledge from a variety of content areas.  The 
  6.14  profile of learning shall include a broad range of academic 
  6.15  experience and accomplishment necessary to achieve the goal of 
  6.16  preparing students to function effectively as purposeful 
  6.17  thinkers, effective communicators, self-directed learners, 
  6.18  productive group participants, and responsible 
  6.19  citizens coursework requirements that meet state required 
  6.20  standards established by a local school board.  School districts 
  6.21  shall certify whether students meet state standards using local 
  6.22  assessments, including student portfolios, if a statewide 
  6.23  assessment is not available.  
  6.24     (e) The profile of learning contains the following learning 
  6.25  areas: 
  6.26     (1) read, listen, and view; 
  6.27     (2) write and speak; 
  6.28     (3) arts and literature; 
  6.29     (4) mathematical concepts and applications; 
  6.30     (5) inquiry and research; 
  6.31     (6) scientific concepts and applications; 
  6.32     (7) social studies; 
  6.33     (8) physical education and lifetime fitness; 
  6.34     (9) economics and business; 
  6.35     (10) world languages; and 
  6.36     (11) technical and vocational education. 
  7.1      (f) The commissioner shall periodically review and report 
  7.2   on the assessment process and student achievement with the 
  7.3   expectation of raising the standards and expanding high school 
  7.4   graduation requirements. 
  7.5      (g) Beginning August 31, 2000, the commissioner must 
  7.6   publish, including in electronic format for the Internet, a 
  7.7   report, by school site, area learning center, and charter 
  7.8   school, of: 
  7.9      (1) the required preparatory content standards; 
  7.10     (2) the high school content standards required for 
  7.11  graduation; and 
  7.12     (3) the number of student waivers the district, area 
  7.13  learning center, or charter school approves under section 
  7.14  120B.031, subdivisions 4, 5, and 6, based on information each 
  7.15  district, area learning center, and charter school provides. 
  7.16     (h) School districts must integrate required and elective 
  7.17  content standards in the scope and sequence of the district 
  7.18  curriculum.  
  7.19     (i) (f) School districts are not required to adopt specific 
  7.20  provisions of the Goals 2000 and the federal School-to-Work 
  7.21  programs. 
  7.22     [EFFECTIVE DATE.] This section is effective the day 
  7.23  following final enactment. 
  7.24     Sec. 6.  Minnesota Statutes 2002, section 120B.30, 
  7.25  subdivision 1, is amended to read: 
  7.26     Subdivision 1.  [STATEWIDE TESTING.] (a) The commissioner, 
  7.27  with advice from experts with appropriate technical 
  7.28  qualifications and experience and stakeholders consistent with 
  7.29  sections 120B.0014 and 120B.36, shall include in the 
  7.30  comprehensive assessment system, for each grade level to be 
  7.31  tested, a test, which shall be state-constructed tests developed 
  7.32  from and aligned with the state's graduation standards under 
  7.33  section 120B.0012 and administered annually to all students 
  7.34  in the third, fifth, seventh, and eighth grades 3 through 8 and 
  7.35  at the high school level.  A state-developed test in subjects 
  7.36  other than writing, developed after the 2002-2003 school year, 
  8.1   must include both constructed response and multiple choice 
  8.2   questions for students to show their ability to apply the 
  8.3   appropriate concepts and knowledge.  The commissioner shall 
  8.4   establish one or more months during which schools shall 
  8.5   administer the tests to students each school year.  Only 
  8.6   Minnesota basic skills tests in reading, mathematics, and 
  8.7   writing shall fulfill students' basic skills testing 
  8.8   requirements for a passing state notation.  The passing scores 
  8.9   of the state tests in reading and mathematics are the equivalent 
  8.10  of:  
  8.11     (1) 70 percent correct for students entering grade 9 in 
  8.12  1996; and 
  8.13     (2) 75 percent correct for students entering grade 9 in 
  8.14  1997 and thereafter, as based on the first uniform test 
  8.15  administration of February 1998.  
  8.16     (b) The third, fifth, and seventh through eighth grade and 
  8.17  high school level test results shall be available to districts 
  8.18  for diagnostic purposes affecting student learning and district 
  8.19  instruction and curriculum, and for establishing educational 
  8.20  accountability.  The score of statewide tests taken in grades 9 
  8.21  through 12 must be recorded on the student's transcript.  The 
  8.22  commissioner must disseminate to the public the third, fifth, 
  8.23  and seventh grade test results upon receiving those results. 
  8.24     (c) In addition, at the high school level, districts shall 
  8.25  assess student performance in all required learning areas and 
  8.26  selected required standards within each area of the profile of 
  8.27  learning.  The testing instruments, State tests must be 
  8.28  constructed and aligned with the state standards.  The testing 
  8.29  process, and the order of administration shall be determined by 
  8.30  the commissioner.  The statewide results shall be aggregated at 
  8.31  the site and district level, consistent with section 120B.0014.  
  8.32     (d) The commissioner shall report school site and school 
  8.33  district student academic achievement levels of the current and 
  8.34  two immediately preceding school years.  The report shall 
  8.35  include students' unweighted mean test scores in each tested 
  8.36  subject, the unweighted mean test scores of only those students 
  9.1   enrolled in the school by October 1 of the current school year, 
  9.2   and the unweighted test scores of all students except those 
  9.3   students receiving limited English proficiency instruction.  The 
  9.4   report also shall record separately, in proximity to the 
  9.5   reported performance levels, the percentage of students of each 
  9.6   gender and the percentages of students who are eligible to 
  9.7   receive a free or reduced price school meal, demonstrate limited 
  9.8   English proficiency, are identified as migrant students, are a 
  9.9   member of a major ethnic or racial population, or are eligible 
  9.10  to receive special education services. 
  9.11     (e) In addition to the testing and reporting requirements 
  9.12  under paragraphs (a), (b), (c), and (d) sections 120B.36 and 
  9.13  120B.364, the commissioner shall include the following 
  9.14  components in the statewide public reporting system: 
  9.15     (1) uniform statewide testing of all third, fifth, seventh, 
  9.16  eighth, and post-eighth grade students in grades 3 through 8 and 
  9.17  at the high school level that provides exemptions, only with 
  9.18  parent or guardian approval, for those very few students for 
  9.19  whom the student's individual education plan team under sections 
  9.20  125A.05 and 125A.06, determines that the student is incapable of 
  9.21  taking a statewide test, or for a limited English proficiency 
  9.22  student under section 124D.59, subdivision 2, if the student has 
  9.23  been in the United States for fewer than 12 months and for whom 
  9.24  special language barriers exist, such as the student's native 
  9.25  language does not have a written form or the district does not 
  9.26  have access to appropriate interpreter services for the 
  9.27  student's native language three years; 
  9.28     (2) educational indicators that can be aggregated and 
  9.29  compared across school districts and across time on a statewide 
  9.30  basis, including average daily attendance, high school 
  9.31  graduation rates, and high school drop-out rates by age and 
  9.32  grade level; 
  9.33     (3) students' scores on the American College Test; and 
  9.34     (4) state results from participation in the National 
  9.35  Assessment of Educational Progress so that the state can 
  9.36  benchmark its performance against the nation and other states, 
 10.1   and, where possible, against other countries, and contribute to 
 10.2   the national effort to monitor achievement. 
 10.3      (f) (e) Districts must report exemptions under paragraph 
 10.4   (e) (d), clause (1), to the commissioner consistent with a 
 10.5   format provided by the commissioner. 
 10.6      [EFFECTIVE DATE.] This section is effective the day 
 10.7   following final enactment and applies to the 2005-2006 school 
 10.8   year and later.  
 10.9      Sec. 7.  [120B.36] [SCHOOL ACCOUNTABILITY.] 
 10.10     Subdivision 1.  [SCHOOL PERFORMANCE MEASURES.] (a) The 
 10.11  commissioner, consistent with the requirements under this 
 10.12  section and sections 120B.361, 120B.362, 120B.363, and 120B.364, 
 10.13  must adopt statewide rules under chapter 14 that establish 
 10.14  school and district accountability measures.  The commissioner 
 10.15  must make available for public review a statement of the need 
 10.16  for and reasonableness of each rule consistent with section 
 10.17  14.131.  After the rules authorized under this paragraph are 
 10.18  initially adopted, the commissioner may not amend or repeal 
 10.19  these rules nor adopt new rules on the same topic without 
 10.20  specific legislative authorization. 
 10.21     (b) The commissioner must use at least the following seven 
 10.22  indicators to measure schools' performance: 
 10.23     (1) statewide assessment scores in mathematics, reading, 
 10.24  and science; 
 10.25     (2) student attendance rates; 
 10.26     (3) high school student graduation rates; 
 10.27     (4) the English proficiency of limited English proficiency 
 10.28  students; 
 10.29     (5) an index of attainment for special education students 
 10.30  taking an alternative assessment; 
 10.31     (6) teacher quality indicators; and 
 10.32     (7) school safety measures. 
 10.33     (c) The commissioner must use the indicators under 
 10.34  paragraph (b), and the definition of adequate yearly progress 
 10.35  under section 120B.35, and this section to designate public 
 10.36  schools as "superior," "excellent," "meets expectations," "under 
 11.1   review," or "low-performing" under section 120B.361.  Only those 
 11.2   schools that satisfy the definition of adequate yearly progress 
 11.3   can be designated as "superior," "excellent," or "meets 
 11.4   expectations." 
 11.5      Subd. 2.  [LOW-PERFORMING SCHOOLS AND DISTRICTS.] (a) 
 11.6   Schools and districts that fail to demonstrate adequate yearly 
 11.7   progress for two consecutive school years are designated as 
 11.8   "low-performing" schools or districts.  Schools and districts 
 11.9   fail to make adequate yearly progress for two consecutive school 
 11.10  years if: 
 11.11     (1) the school or district as a whole fails to make 
 11.12  adequate yearly progress for two consecutive school years; or 
 11.13     (2) an identified student subgroup within the school or 
 11.14  district fails to make adequate yearly progress for two 
 11.15  consecutive school years, where subgroups are defined by limited 
 11.16  English proficiency status, special education status, ethnicity, 
 11.17  and eligibility for free or reduced price lunch. 
 11.18     (b) A school or district designated as low-performing must 
 11.19  meet its adequate yearly progress target for two consecutive 
 11.20  school years before the designation is removed.  A school or 
 11.21  district that meets its adequate yearly progress target for one 
 11.22  year after its designation as low-performing remains subject to 
 11.23  the sanctions then in effect but receives no added sanctions. 
 11.24     Subd. 3.  [STUDENT PARTICIPATION REQUIREMENTS.] Schools 
 11.25  with 40 or more students must satisfy the participation 
 11.26  requirement under this subdivision to demonstrate adequate 
 11.27  yearly progress.  A school must administer statewide assessments 
 11.28  in mathematics, reading, and science to at least 95 percent of 
 11.29  its students enrolled on the day of testing.  Schools must count 
 11.30  as absent from testing those students who: 
 11.31     (1) are absent and do not make up the test; or 
 11.32     (2) withdraw from testing at the request of the student's 
 11.33  parent or guardian. 
 11.34     A student who is absent from the testing and the test 
 11.35  makeup and has a verifiable medical excuse for the testing and 
 11.36  test makeup is not counted as an absent student. 
 12.1      Subd. 4.  [ADEQUATE YEARLY PROGRESS COMPONENTS FOR 
 12.2   ELEMENTARY AND INTERMEDIATE SCHOOLS.] (a) Elementary and 
 12.3   intermediate schools with 20 or more students enrolled for at 
 12.4   least one month during the school year must use attendance rates 
 12.5   to demonstrate adequate yearly progress.  Elementary and 
 12.6   intermediate schools with 20 or more students tested must use 
 12.7   statewide assessment scores in mathematics, reading, and science 
 12.8   to demonstrate adequate yearly progress. 
 12.9      (b) To demonstrate adequate yearly progress using 
 12.10  attendance rates, an elementary and intermediate school must: 
 12.11     (1) have a 95 percent average daily attendance rate for the 
 12.12  previous school year; or 
 12.13     (2) using the 2002-2003 school year as its base year, 
 12.14  demonstrate an annual increase in the average daily attendance 
 12.15  rate so that, if the improvement continues at the same rate, the 
 12.16  school has a 95 percent average daily attendance rate by the 
 12.17  2013-2014 school year. 
 12.18     (c) To demonstrate adequate yearly progress using students' 
 12.19  statewide assessment scores in mathematics, reading, and 
 12.20  science, an elementary and intermediate school must meet the 
 12.21  annual measurable objective for the school and for every 
 12.22  identified student subgroup of 20 or more tested students within 
 12.23  the school, based upon the school's proficiency index calculated 
 12.24  under subdivision 7. 
 12.25     (d) The commissioner must: 
 12.26     (1) set schools' measurable objective consistent with 
 12.27  applicable federal law; 
 12.28     (2) incorporate federal "safe harbor" provisions in all 
 12.29  adequate yearly progress determinations that are based upon 
 12.30  students' statewide achievement test scores; and 
 12.31     (3) apply confidence intervals to prevent erroneous 
 12.32  "low-performing" designations that are due to a small student 
 12.33  population within a school or within an identified student 
 12.34  subgroup. 
 12.35     Subd. 5.  [ADEQUATE YEARLY PROGRESS COMPONENTS FOR HIGH 
 12.36  SCHOOLS.] (a) High schools with 20 or more students terminating 
 13.1   their education by graduating during the current school year or 
 13.2   dropping out during the previous four school years under 
 13.3   paragraph (b) must use graduation rates to demonstrate adequate 
 13.4   yearly progress.  High schools with 20 or more students tested 
 13.5   must use statewide assessment scores in mathematics, reading, 
 13.6   and science to demonstrate adequate yearly progress. 
 13.7      (b) To demonstrate adequate yearly progress using 
 13.8   graduation rates, a high school must: 
 13.9      (1) have an 80 percent graduation rate for the previous 
 13.10  school year; or 
 13.11     (2) using the 2002-2003 school year as its base year, 
 13.12  demonstrate an annual increase in the graduation rate so that, 
 13.13  if improvement continues at the same rate, the school has an 80 
 13.14  percent graduation rate by the 2013-2014 school year. 
 13.15  A school's graduation rate is based on the number of students 
 13.16  terminating their education by graduating or dropping out during 
 13.17  the four-year period over which the graduation rate is computed 
 13.18  using the quasi-cohort method of the National Center on 
 13.19  Education Statistics. 
 13.20     (c) To demonstrate adequate yearly progress using students' 
 13.21  statewide reading and mathematics assessment scores, a high 
 13.22  school must meet the annual measurable objective for the school 
 13.23  and for every identified student subgroup of 20 or more tested 
 13.24  students within the school based upon the school's proficiency 
 13.25  index calculated under subdivision 7. 
 13.26     (d) The commissioner must: 
 13.27     (1) set schools' measurable objective consistent with 
 13.28  applicable federal law; 
 13.29     (2) incorporate federal "safe harbor" provisions in all 
 13.30  adequate yearly progress determinations that are based upon 
 13.31  students' statewide assessment scores in mathematics and 
 13.32  reading; and 
 13.33     (3) apply confidence intervals to prevent erroneous 
 13.34  "low-performing" designations that are due to a small student 
 13.35  population within a school or within an identified student 
 13.36  subgroup. 
 14.1      Subd. 6.  [PERFORMANCES THAT DETERMINE ADEQUATE YEARLY 
 14.2   PROGRESS.] For purposes of the proficiency index of a school or 
 14.3   district, adequate yearly progress is determined based on the 
 14.4   performances of: 
 14.5      (1) those students enrolled in the school or district for 
 14.6   at least one school year, including those students with 
 14.7   disabilities taking a standard or accommodated form of the 
 14.8   statewide assessment, and limited English proficiency students 
 14.9   taking a standard or accommodated form of the statewide 
 14.10  assessment; 
 14.11     (2) the very few students under sections 120B.0012, 
 14.12  paragraph (b), and 120B.30, subdivision 1, paragraph (e), clause 
 14.13  (1), who take an alternative assessment are included in the 
 14.14  accountability system using a separate special education 
 14.15  attainment index; and 
 14.16     (3) those students under section 120B.30, subdivision 1, 
 14.17  paragraph (d), clause (1), who take the Minnesota test of 
 14.18  emerging academic English are included in the accountability 
 14.19  system using a separate limited English proficiency attainment 
 14.20  index. 
 14.21     Subd. 7.  [PROFICIENCY INDEX CALCULATION.] The proficiency 
 14.22  index of a school or district equals: 
 14.23     (1) 100 times the number of students scoring at or above 
 14.24  level IIb; plus 
 14.25     (2) 50 times the number of students scoring in level IIa; 
 14.26  divided by 
 14.27     (3) the total number of students tested. 
 14.28     Consistent with applicable federal law, the proficiency 
 14.29  index reaches 100 only if all students in the school or district 
 14.30  score at or above level IIb by the 2013-2014 school year. 
 14.31     [EFFECTIVE DATE.] This section is effective the day 
 14.32  following final enactment and applies to the 2005-2006 school 
 14.33  year and later. 
 14.34     Sec. 8.  [120B.361] [SCHOOL AND DISTRICT DESIGNATIONS.] 
 14.35     Subdivision 1.  [UNDER REVIEW; LOW-PERFORMING.] A school or 
 14.36  district that fails to meet its adequate yearly progress targets 
 15.1   for one school year is designated "under review."  A school or 
 15.2   district that fails to meet its adequate yearly progress targets 
 15.3   for two consecutive school years is designated "low-performing." 
 15.4      Subd. 2.  [MEETS EXPECTATIONS.] A school or district is 
 15.5   designated as "meets expectations" if it: 
 15.6      (1) does not qualify for a "superior" or "excellent" 
 15.7   designation; 
 15.8      (2) met its adequate yearly progress targets for each of 
 15.9   the last two school years; or 
 15.10     (3) met its adequate yearly progress targets one school 
 15.11  year after being designated "under review." 
 15.12     Subd. 3.  [EXCELLENT DESIGNATION.] (a) A school or district 
 15.13  is designated "excellent" if it meets its adequate yearly 
 15.14  progress target for two consecutive school years and satisfies 
 15.15  the criteria described in paragraphs (b) to (f). 
 15.16     (b) All students enrolled at least one school year taking 
 15.17  the regular or an accommodated form of statewide assessments: 
 15.18     (1) received average reading and mathematics scores above 
 15.19  1500; 
 15.20     (2) showed a mean score improvement rate in reading and 
 15.21  mathematics that brings students' scores to 1500 within five 
 15.22  school years; or 
 15.23     (3) showed average reading and mathematics scores exceeding 
 15.24  the estimated state average for schools with similar student 
 15.25  populations based on the combined percent of tested students who 
 15.26  are either eligible for a free or reduced price lunch, have an 
 15.27  individualized education plan, or have limited English 
 15.28  proficiency. 
 15.29     After two years of statewide annual testing in grades 3 
 15.30  through 8, elementary schools must be designated "excellent" 
 15.31  based on value-added, grade-to-grade gains in student 
 15.32  achievement, consistent with section 120B.35, and not based on 
 15.33  comparisons of schools with similar student populations under 
 15.34  clause (3). 
 15.35     (c) The school has at least a 95 percent average daily 
 15.36  attendance rate or improved its average daily attendance rate in 
 16.1   each of the last two consecutive school years so that, if 
 16.2   improvement continues at the same rate, it has a 95 percent 
 16.3   average daily attendance rate within five school years. 
 16.4      (d) A high school has at least a 90 percent graduation rate 
 16.5   or improved its graduation rate in each of the last two 
 16.6   consecutive school years so that, if improvement continues at 
 16.7   the same rate, it has a 90 percent graduation rate within five 
 16.8   school years. 
 16.9      (e) All teachers teaching English, mathematics, science, 
 16.10  social sciences, arts and literature, and foreign languages must 
 16.11  satisfy the definition of qualified teacher under section 
 16.12  122A.16. 
 16.13     (f) The school is a safe and drug-free school and not 
 16.14  designated a persistently dangerous school under section 
 16.15  120B.362. 
 16.16     (g) An excellent school or district deserves public 
 16.17  recognition and onetime financial awards that allow the school 
 16.18  or district to improve facilities and increase capacity to serve 
 16.19  students through intradistrict transfers or open enrollment 
 16.20  under section 124D.03. 
 16.21     Subd. 4.  [SUPERIOR DESIGNATION.] (a) A school or district 
 16.22  is designated "superior" if it meets all the qualifications for 
 16.23  an "excellent" designation under subdivision 3 and evidences 
 16.24  best practices in curriculum, instruction, assessment, 
 16.25  professional development, parent and community involvement, 
 16.26  leadership, governance, and use of resources that are useful to 
 16.27  other schools or districts seeking to improve performance.  
 16.28  Evidence of a superior school or district may include the number 
 16.29  of students residing either outside the school attendance area 
 16.30  or the school district who seek to enroll in the school or 
 16.31  district. 
 16.32     (b) A superior school or district deserves public 
 16.33  recognition and onetime financial awards that allow the school 
 16.34  or district to improve facilities and increase capacity to serve 
 16.35  students through intradistrict transfers or open enrollment 
 16.36  under section 124D.03. 
 17.1      Subd. 5.  [APPEALS.] A school or district may appeal in 
 17.2   writing a designation under this section to the accountability 
 17.3   advisory council under section 120B.365 within 30 days of 
 17.4   receiving the designation.  The accountability advisory council 
 17.5   must advise the commissioner regarding the appeal.  The 
 17.6   commissioner's decision to uphold or deny an appeal is final.  
 17.7      [EFFECTIVE DATE.] This section is effective the day 
 17.8   following final enactment and applies to the 2005-2006 school 
 17.9   year and later.  
 17.10     Sec. 9.  [120B.362] [PERSISTENTLY DANGEROUS SCHOOLS.] 
 17.11     Subdivision 1.  [DEFINITION.] A public school is a 
 17.12  persistently dangerous school if, during two of the three 
 17.13  previous school years: 
 17.14     (1) a student attending the school was disciplined under 
 17.15  section 121A.44 for bringing to school a firearm as defined in 
 17.16  United States Code, title 18, section 921; and 
 17.17     (2) the number of students disciplined under the Pupil Fair 
 17.18  Dismissal Act, sections 121A.40 to 121A.56, for offenses 
 17.19  committed on school grounds under subdivision 2 exceeds the 
 17.20  number of total annual incidents under subdivision 3. 
 17.21     Subd. 2.  [DANGEROUS OFFENSES.] Offenses that must be 
 17.22  counted for purposes of defining a persistently dangerous school 
 17.23  include: 
 17.24     (1) possessing a dangerous weapon as defined in United 
 17.25  States Code, title 18, section 930, paragraph (g)(2); 
 17.26     (2) possessing or using a controlled substance under 
 17.27  section 152.01, subdivisions 4 and 9, and consistent with 
 17.28  applicable federal law; 
 17.29     (3) selling or soliciting the sale of a controlled 
 17.30  substance under section 152.01, subdivisions 4 and 9, and 
 17.31  consistent with applicable federal law; and 
 17.32     (4) committing third degree assault under section 609.223, 
 17.33  subdivision 1, or criminal sexual conduct under sections 609.342 
 17.34  to 609.3452. 
 17.35     Subd. 3.  [TOTAL ANNUAL INCIDENTS.] A designation as a 
 17.36  persistently dangerous school requires that the total annual 
 18.1   number of offenses listed under subdivision 2 exceeds three 
 18.2   incidents in a school with fewer than 300 enrolled students or 
 18.3   one incident for every 100 students or fraction of 100 students 
 18.4   in a school with 300 or more enrolled students. 
 18.5      Subd. 4.  [DANGEROUS INCIDENT.] (a) The commissioner must 
 18.6   review by January of each year the data from the three previous 
 18.7   school years that are included in the dangerous weapons reports 
 18.8   under section 121A.06.  The commissioner must: 
 18.9      (1) base the initial "persistently dangerous school" 
 18.10  designations on these data; 
 18.11     (2) use the October 1 child count under section 120A.24 to 
 18.12  establish student enrollment levels; and 
 18.13     (3) provide preliminary notice of a "persistently dangerous 
 18.14  school" designation to schools and districts in February of each 
 18.15  year. 
 18.16     (b) A district may appeal a "persistently dangerous school" 
 18.17  designation under subdivision 5.  If the commissioner upholds 
 18.18  the appeal, the commissioner must notify the affected school and 
 18.19  district by June 1 that the "persistently dangerous school" 
 18.20  designation does not apply.  If the commissioner denies the 
 18.21  appeal, the commissioner must notify the affected school and 
 18.22  district by June that the "persistently dangerous school" 
 18.23  designation applies. 
 18.24     Subd. 5.  [APPEAL OF DESIGNATION.] A school district may 
 18.25  submit to the accountability advisory council under section 
 18.26  120B.365 a written appeal of a persistently dangerous school 
 18.27  designation within 30 days of receiving the designation.  The 
 18.28  appeal must show that the conditions under subdivisions 1 and 2 
 18.29  did not exist in two of the three previous school years.  The 
 18.30  accountability advisory council must advise the commissioner 
 18.31  regarding the appeal.  The commissioner's decision to uphold or 
 18.32  deny an appeal is final. 
 18.33     [EFFECTIVE DATE.] Subdivisions 1 to 4 are effective 
 18.34  immediately and apply to the 2005-2006 school year and later.  
 18.35  Subdivision 5 is effective immediately and applies to the 
 18.36  2005-2006 school year through the 2013-2014 school year. 
 19.1      Sec. 10.  [120B.363] [TEACHER QUALITY.] 
 19.2      Subdivision 1.  [CLASSROOM TEACHERS.] All teachers teaching 
 19.3   reading, writing, mathematics, science, social sciences, and 
 19.4   arts and literature must satisfy the definition of qualified 
 19.5   teacher under section 122A.16. 
 19.6      Subd. 2.  [PARAPROFESSIONALS.] (a) All paraprofessionals 
 19.7   working in public schools, except those who provide only 
 19.8   parental involvement or translation services, must have at least 
 19.9   a high school diploma or a GED. 
 19.10     (b) Paraprofessionals who provide instructional services 
 19.11  must demonstrate their teaching qualifications to meet rigorous 
 19.12  standards by: 
 19.13     (1) passing a formal state assessment; 
 19.14     (2) completing at least two years of postsecondary study 
 19.15  related to their area of instruction; or 
 19.16     (3) obtaining at least an associate's degree related to 
 19.17  their area of instruction. 
 19.18     (c) Paraprofessionals hired by a school district after 
 19.19  January 30, 2002, must satisfy the requirements of paragraphs 
 19.20  (a) and (b) immediately upon employment.  Paraprofessionals 
 19.21  hired by a school district before January 30, 2002, must satisfy 
 19.22  the requirements of paragraphs (a) and (b) by January 8, 2006. 
 19.23     Subd. 3.  [BOARD OF TEACHING REVIEW OF PRAXIS.] The board 
 19.24  of teaching must compare Minnesota's current passing criteria 
 19.25  and scores for the Praxis test against those of other states.  
 19.26  If the board finds that one or more of Minnesota's passing 
 19.27  scores is below the scores of at least 25 other states, the 
 19.28  board must submit a written report by January 3, 2004, to the 
 19.29  commissioner and the education committees of the legislature 
 19.30  explaining Minnesota's low passing scores.  
 19.31     [EFFECTIVE DATE.] This section is effective immediately.  
 19.32  To the extent the federal government allows, the commissioner 
 19.33  may waive for up to six months the teaching qualifications under 
 19.34  subdivision 2, paragraph (b), applicable to a paraprofessional 
 19.35  hired after January 30, 2002. 
 19.36     Sec. 11.  [120B.364] [REPORT CARDS.] 
 20.1      Subdivision 1.  [SCHOOL REPORTS.] (a) All public schools 
 20.2   annually must have an electronic or printed report available 
 20.3   upon request to parents and the public.  The report must include 
 20.4   at least the following schoolwide information: 
 20.5      (1) a mean score and the percent of students by grade and 
 20.6   subject scoring at or above the state's expected level of 
 20.7   performance on statewide tests, and disaggregated by subgroups 
 20.8   with ten or more students where subgroups are defined by gender, 
 20.9   migrant status, limited English proficiency status, special 
 20.10  education status, ethnicity, and eligibility for free or reduced 
 20.11  price lunch; 
 20.12     (2) the number and percent of students tested who scored 
 20.13  within each of the state's proficiency levels in the school as a 
 20.14  whole and in each subgroup with ten or more students; 
 20.15     (3) the percent of students tested in the school as a whole 
 20.16  and in each subgroup with ten or more students; 
 20.17     (4) two-year trend data in the mean and percent of students 
 20.18  tested by grade and subject who meet or exceed the state's 
 20.19  expectation for achievement; 
 20.20     (5) after two years of statewide annual testing in grades 3 
 20.21  through 8 and one grade in high school, the school average 
 20.22  value-added, grade-to-grade gains in student achievement, 
 20.23  consistent with section 120B.35 and this section, and the 
 20.24  percent of students predicted to meet proficiency levels under 
 20.25  high school graduation or higher education readiness standards, 
 20.26  or other standards the commissioner designates for reporting 
 20.27  gain scores; 
 20.28     (6) the number and percent of teachers teaching in core 
 20.29  academic areas who are certified in that particular core 
 20.30  academic area of instruction and the number and percent of 
 20.31  teachers holding emergency credentials who are teaching in core 
 20.32  academic areas; 
 20.33     (7) the average attendance rate by grade; and 
 20.34     (8) for high schools with ten or more students terminating 
 20.35  by graduating or dropping out of school under the quasi-cohort 
 20.36  formula under section 120B.36, subdivision 5, paragraph (b), the 
 21.1   average graduation rate by grade. 
 21.2      (b) To permit comparisons, the report also must show, 
 21.3   alongside the schoolwide means and percents, the same categories 
 21.4   showing statewide and districtwide means and percents.  If the 
 21.5   school is designated low-performing or unsafe, the report must 
 21.6   name the school and show the designation, the sanctions imposed 
 21.7   on the school as a result of the designation, and the actions 
 21.8   taken to improve the school's performance.  If the school is 
 21.9   designated excellent or superior, the report must name the 
 21.10  school, show the designation, and describe the achievements and 
 21.11  exemplary practices on which the designation is based. 
 21.12     (c) The commissioner must post on the department Web site 
 21.13  the school information reported under this subdivision.  A 
 21.14  school with a printed report must make copies of the report 
 21.15  available to public libraries under chapter 134 that are located 
 21.16  within the district in which the school is located.  A school 
 21.17  must consider the extent of parent and public access to 
 21.18  electronic media when deciding the form in which to publish the 
 21.19  report. 
 21.20     Subd. 2.  [DISTRICT REPORTS.] (a) All school districts 
 21.21  annually must have an electronic or printed report available 
 21.22  upon request to parents and the public.  The report must include 
 21.23  at least the following districtwide information: 
 21.24     (1) a mean score and the percent of students by grade and 
 21.25  subject scoring at or above the state's expected level of 
 21.26  performance on statewide tests, and disaggregated by subgroups 
 21.27  with ten or more students where subgroups are defined by gender, 
 21.28  migrant status, limited English proficiency status, special 
 21.29  education status, ethnicity, and eligibility for free or reduced 
 21.30  price lunch; 
 21.31     (2) the number and percent of students tested who scored 
 21.32  within each of the state's proficiency levels; 
 21.33     (3) the percent of students tested in the district as a 
 21.34  whole and in each subgroup with ten or more students; 
 21.35     (4) two-year trend data in the mean and percent of students 
 21.36  tested by grade and subject who meet or exceed the state's 
 22.1   expectation for achievement; 
 22.2      (5) after two years of statewide annual testing in grades 3 
 22.3   through 8 and one grade in high school, the district average 
 22.4   value-added, grade-to-grade gains in student achievement, 
 22.5   consistent with section 120B.35 and this section, and the 
 22.6   percent of students predicted to meet proficiency levels under 
 22.7   high school graduation or higher education readiness standards, 
 22.8   or other standards the commissioner designates for reporting 
 22.9   gain scores; 
 22.10     (6) the number and percent of teachers teaching in core 
 22.11  academic areas who are certified in that particular core 
 22.12  academic area of instruction and the number and percent of 
 22.13  teachers holding emergency credentials who are teaching in core 
 22.14  academic areas of English, mathematics, science, social 
 22.15  sciences, arts and literature, and foreign languages; 
 22.16     (7) the average attendance rate by grade; and 
 22.17     (8) for high schools with ten or more students terminating 
 22.18  by graduating or dropping out of school under the quasi-cohort 
 22.19  formula under section 120B.36, subdivision 5, paragraph (b), the 
 22.20  average graduation rate by grade. 
 22.21     (b) To permit comparisons, the report also must show, 
 22.22  alongside the districtwide means and percents, the same 
 22.23  categories showing statewide means and percents.  If a school 
 22.24  within the district is designated low-performing or unsafe, the 
 22.25  report must name the school and show the designation by school, 
 22.26  the sanctions imposed on the school as a result of the 
 22.27  designation, and the actions taken to improve the school's 
 22.28  performance.  If a school within the district is designated 
 22.29  excellent or superior, the report must name the school, show the 
 22.30  designation by school, and describe the achievements and 
 22.31  exemplary practices on which the designation is based. 
 22.32     (c) The commissioner must post on the department Web site 
 22.33  the district information reported under this subdivision.  A 
 22.34  district with a printed report must make copies of the report 
 22.35  available to public libraries under chapter 134 that are located 
 22.36  within the district.  A district must consider the extent of 
 23.1   parent and public access to electronic media when deciding the 
 23.2   form in which to publish the report. 
 23.3      Subd. 3.  [DETERMINING WHERE A STUDENT IS ENROLLED FOR 
 23.4   ACCOUNTABILITY PURPOSES.] (a) For purposes of establishing 
 23.5   accountability, a student is enrolled in the district or charter 
 23.6   school that, under the UFARS system, receives payments directly 
 23.7   from the state for costs related to educating that student, 
 23.8   except under paragraph (e).  A school or district that contracts 
 23.9   with another school, district, area learning center, or 
 23.10  alternative learning program to provide education services to a 
 23.11  student who initially enrolls in the contracting school or 
 23.12  district, remains accountable for that student. 
 23.13     (b) A school under this section is any public school 
 23.14  assigned a unique identification number under the UFARS system. 
 23.15     (c) An area learning center under this section is any 
 23.16  public school type 41 to 49 under the UFARS system. 
 23.17     (d) A student participating in an alternative learning 
 23.18  program that is located within a larger school is enrolled in 
 23.19  the larger school, except if the student is participating in an 
 23.20  alternative learning program located in an area learning center 
 23.21  under paragraph (c). 
 23.22     (e) A student is enrolled in the district or charter school 
 23.23  that provides educational services to the student if a court 
 23.24  orders a student transfer under chapter 260B.  
 23.25     [EFFECTIVE DATE.] This section is effective immediately. 
 23.26     Sec. 12.  [120B.365] [ACCOUNTABILITY ADVISORY COUNCIL.] 
 23.27     Subdivision 1.  [ESTABLISHMENT.] An accountability advisory 
 23.28  council is established under section 15.059.  The advisory 
 23.29  council is composed of nine members appointed by the 
 23.30  commissioner from throughout the state with interest and 
 23.31  experience in education, and must include educators, parents and 
 23.32  members of the public, and the business community.  No council 
 23.33  member shall be engaged in any activity where a conflict of 
 23.34  interest may arise.  Council members annually must elect a 
 23.35  council chair from among the council members and no council 
 23.36  member may serve more than two consecutive years as council 
 24.1   chair. 
 24.2      Subd. 2.  [DUTIES.] The council shall: 
 24.3      (1) hear appeals of school and district designations under 
 24.4   sections 120B.361 and 120B.362; 
 24.5      (2) identify schools and districts eligible for an 
 24.6   "excellent" or "superior" designation, consistent with the 
 24.7   requirements under section 123B.61, subdivisions 3 and 4; and 
 24.8      (3) make recommendations to the commissioner regarding 
 24.9   those designations.  The commissioner's decision regarding a 
 24.10  designation is final. 
 24.11     Subd. 3.  [ANNUAL REPORT; RECOMMENDATIONS.] The council 
 24.12  annually by March 1 must submit to the committees of the 
 24.13  legislature having jurisdiction over kindergarten through grade 
 24.14  12 education policy and budget issues a report that summarizes 
 24.15  the grounds on which schools and school districts submitted 
 24.16  appeals to the council, the council's recommendations to the 
 24.17  commissioner regarding the appeals, and the commissioner's 
 24.18  decision.  The report also must list the schools and school 
 24.19  districts eligible for an "excellent" or "superior" designation, 
 24.20  the council's recommendations regarding the designations and the 
 24.21  commissioner's decision.  The report must state the basis for 
 24.22  designating a particular school or district as "excellent" or 
 24.23  "superior."  The council may use the content of the reports to 
 24.24  recommend to the commissioner changes in the state's educational 
 24.25  accountability system.  The commissioner, in consultation with 
 24.26  the council, must compile and make available in print or 
 24.27  electronic media on a biannual basis a list of best practices 
 24.28  culled from schools and districts designated as "excellent" or 
 24.29  "superior."  The commissioner must assist the council upon 
 24.30  request. 
 24.31     Subd. 4.  [EXPIRATION.] Notwithstanding section 15.059, 
 24.32  subdivision 5, the council expires on June 30, 2014. 
 24.33     [EFFECTIVE DATE.] This section is effective immediately and 
 24.34  applies to the 2005-2006 school year and later. 
 24.35     Sec. 13.  [REPEALER.] 
 24.36     (a) Minnesota Statutes 2002, section 120B.031, is repealed. 
 25.1      (b) Minnesota Rules, parts 3501.0300; 3501.0310; 3501.0320; 
 25.2   3501.0330; 3501.0340; 3501.0350; 3501.0370; 3501.0380; 
 25.3   3501.0390; 3501.0400; 3501.0410; 3501.0420; 3501.0440; 
 25.4   3501.0441; 3501.0442; 3501.0443; 3501.0444; 3501.0445; 
 25.5   3501.0446; 3501.0447; 3501.0448; 3501.0449; 3501.0450; 
 25.6   3501.0460; 3501.0461; 3501.0462; 3501.0463; 3501.0464; 
 25.7   3501.0465; 3501.0466; 3501.0467; 3501.0468; and 3501.0469, are 
 25.8   repealed. 
 25.9      [EFFECTIVE DATE.] This section is effective for the 
 25.10  2003-2004 school year and thereafter. 
 25.11                             ARTICLE 2
 25.12                       COMMISSIONER'S DUTIES
 25.13     Section 1.  [MINNESOTA'S HIGH EDUCATIONAL STANDARDS.] 
 25.14     The standards adopted by the commissioner under article 1, 
 25.15  section 2, paragraph (a), must be identical to the standards 
 25.16  contained in articles 3 to 12 of this act.  
 25.17     Sec. 2.  [RECOMMENDATIONS ON HIGH EDUCATIONAL STANDARDS.] 
 25.18     (a) The commissioner of children, families, and learning, 
 25.19  after consulting with stakeholders under paragraph (b), must 
 25.20  provide written recommendations to the committees of the 
 25.21  legislature having jurisdiction over kindergarten through grade 
 25.22  12 education policy and budget issues by February 1, 2004, that 
 25.23  indicate: 
 25.24     (1) a plan to have Minnesota teachers grade constructed 
 25.25  response questions; 
 25.26     (2) what cut-scores on high school reading and mathematics 
 25.27  assessments indicate that remedial instruction in the state's 
 25.28  two-year higher education institutions is unneeded; 
 25.29     (3) what modifications or improvements to the statewide 
 25.30  assessments, standards, and benchmarks in the areas of 
 25.31  mathematics, science, reading, and writing are needed to reduce 
 25.32  remedial instruction in the state's higher education 
 25.33  institutions within two years of high school graduation; 
 25.34     (4) the extent to which successful district programs 
 25.35  developed under the profile of learning may be incorporated into 
 25.36  state standards developed under this act; 
 26.1      (5) how best to integrate content with application, 
 26.2   critical reasoning, and higher-order thinking into standards 
 26.3   developed under this act; 
 26.4      (6) how to effectively assist teachers in formulating 
 26.5   curriculum for classroom instruction consistent with standards 
 26.6   developed under this act; 
 26.7      (7) how to modify the state assessments and the scoring 
 26.8   procedures so that the tests are returned to districts within 
 26.9   four weeks of the test administration, have the tests fulfill 
 26.10  district diagnostic requirements and the state testing 
 26.11  requirements, and have the tests include both short answer and 
 26.12  multiple choice answers; 
 26.13     (8) how to incorporate economics content standards in 
 26.14  article 9 of this act into the social sciences learning area; 
 26.15  and 
 26.16     (9) a plan to develop statewide tests for the social 
 26.17  sciences learning area in the subject areas of American history, 
 26.18  geography, civics, and economics, not including personal finance.
 26.19     (b) The commissioner must consult with at least the 
 26.20  following stakeholders when developing recommendations under 
 26.21  paragraph (a): 
 26.22     (1) parents of school-age children and members of the 
 26.23  public throughout the state; 
 26.24     (2) teachers throughout the state currently licensed and 
 26.25  providing instruction in one of the six learning areas under 
 26.26  Minnesota Statutes, section 120B.0013, and elementary and 
 26.27  secondary school administrators throughout the state currently 
 26.28  administrating a school site; 
 26.29     (3) currently serving members of local school boards and 
 26.30  charter school boards throughout the state; 
 26.31     (4) faculty at Minnesota's postsecondary institutions 
 26.32  providing instruction related to one of the six learning areas; 
 26.33     (5) representatives of Minnesota's business community; and 
 26.34     (6) national associations of teachers for the six required 
 26.35  learning areas. 
 26.36     [EFFECTIVE DATE.] This section is effective the day 
 27.1   following final enactment. 
 27.2      Sec. 3.  [LEGISLATIVE APPROVAL OF PROPOSED RULES 
 27.3   ESTABLISHING STANDARDS AND EDUCATIONAL ACCOUNTABILITY; INTERIM 
 27.4   STANDARDS.] 
 27.5      To fulfill the obligation of the legislature to pursue 
 27.6   educational excellence for all Minnesota citizens and provide 
 27.7   educational accountability, the commissioner of children, 
 27.8   families, and learning must present to the committees of the 
 27.9   legislature charged with oversight of kindergarten through grade 
 27.10  12 education policy and kindergarten through grade 12 education 
 27.11  funding all proposed rules and all proposed amendments to or 
 27.12  repeals of existing rules under Minnesota Statutes, sections 
 27.13  120B.0012 and 120B.36.  The commissioner may not adopt new rules 
 27.14  or amend or repeal existing rules under Minnesota Statutes, 
 27.15  sections 120B.0012 and 120B.36, without specific legislative 
 27.16  authorization. 
 27.17     [EFFECTIVE DATE.] This section is effective the day 
 27.18  following final enactment. 
 27.19     Sec. 4.  [8TH GRADE TESTS.] 
 27.20     The commissioner shall develop a methodology for using 
 27.21  portions of the tests in the subject areas of reading and 
 27.22  mathematics for grade 8 students that meet the accountability 
 27.23  requirements that are required by federal law and provide the 
 27.24  opportunity for students to demonstrate that they have met the 
 27.25  state basic skills high school graduation requirement.  The 
 27.26  commissioner shall also develop procedures for students who do 
 27.27  not initially meet the state basic skills requirement through 
 27.28  their scores on the basic skills portions of the test by either 
 27.29  allowing those students in future years to retake the grade 8 
 27.30  state tests or by taking a different test that covers basic 
 27.31  content. 
 27.32     Sec. 5.  [STANDARDS; KEY UNDERSTANDINGS.] 
 27.33     If necessary, the commissioner may refer to the key 
 27.34  understandings developed as part of a revision of the profile of 
 27.35  learning by the mid-continent regional educational laboratory in 
 27.36  order to provide grade-level banding for the state standards 
 28.1   adopted under this act. 
 28.2                              ARTICLE 3
 28.3              REQUIRED:  READING, VIEWING, AND LISTENING
 28.4      Section 1.  [READING, VIEWING, AND LISTENING - PRIMARY.] 
 28.5      Subdivision 1.  [PURPOSE.] Understand that written and 
 28.6   spoken words connect to ideas purposefully and that the 
 28.7   individual must be an active participant in order to comprehend 
 28.8   essential ideas. 
 28.9      Subd. 2.  [PART A.] A student shall demonstrate an 
 28.10  understanding of: 
 28.11     (1) grade-appropriate sight words and listening vocabulary, 
 28.12  including synonyms and antonyms; 
 28.13     (2) the print conventions of English; 
 28.14     (3) the various purposes for reading, viewing, and 
 28.15  listening (for example, for pleasure) to gain or evaluate 
 28.16  information, or to apply knowledge; 
 28.17     (4) characters, setting, and sequence of events in fiction 
 28.18  selections; 
 28.19     (5) topic, main idea, and supporting details in nonfiction 
 28.20  selections; and 
 28.21     (6) reading, viewing, and listening to literary and 
 28.22  nonfiction selections from a variety of genres (for example, 
 28.23  folk tale, poetry, drama, realistic fiction, fantasy, 
 28.24  information books, or biography). 
 28.25     Subd. 3.  [PART B.] A student shall demonstrate the ability 
 28.26  to: 
 28.27     (1) make sense of words and comprehend meaning in 
 28.28  grade-appropriate fiction and nonfiction selections by: 
 28.29     (i) decoding words (for example, through the use of letter 
 28.30  sounds, blends, diagraphs, diphthongs, and word structures); and 
 28.31     (ii) integrating cueing systems, including graphophonic, 
 28.32  structure, and meaning; 
 28.33     (2) interact with grade-appropriate fiction and nonfiction 
 28.34  selections during the reading, viewing, and listening process by:
 28.35     (i) setting a purpose; 
 28.36     (ii) activating prior knowledge; 
 29.1      (iii) previewing the selection; 
 29.2      (iv) monitoring and using self-correction strategies (for 
 29.3   example, rereading, noticing miscues, searching for cues, and 
 29.4   asking for help); 
 29.5      (v) reflecting on the meaning of and responding to text; 
 29.6      (vi) reading aloud fluently, with expression and accuracy; 
 29.7   and 
 29.8      (vii) reading silently; 
 29.9      (3) understand and interpret fiction and/or nonfiction by: 
 29.10     (i) making and supporting inferences; and 
 29.11     (ii) using information from illustrations, charts, graphs, 
 29.12  and oral and media presentations to enhance comprehension; 
 29.13     (4) critically read, view, and listen to grade-appropriate 
 29.14  fiction and nonfiction selections by: 
 29.15     (i) comparing and contrasting elements (for example, 
 29.16  characters, settings, ideas, or actions) of one or more 
 29.17  selections; and 
 29.18     (ii) formulating questions pertaining to a selection that 
 29.19  was read, viewed, or heard; and 
 29.20     (5) apply information in grade-appropriate nonfiction 
 29.21  selections by using multiple-step instructions to perform an 
 29.22  action. 
 29.23     Sec. 2.  [READING, VIEWING, AND LISTENING - INTERMEDIATE.] 
 29.24     Subdivision 1.  [PURPOSE.] Go beyond the literal meaning of 
 29.25  the selection and begin to show more sophisticated 
 29.26  comprehension, including making inferences, analyzing, reacting 
 29.27  to, and evaluating fiction and nonfiction selections. 
 29.28     Subd. 2.  [PART A.] A student shall demonstrate an 
 29.29  understanding of: 
 29.30     (1) grade-appropriate word study, including: 
 29.31     (i) sight words; and 
 29.32     (ii) reading and listening vocabulary (for example, 
 29.33  synonyms, antonyms, homophones, and multiple meaning words); 
 29.34     (2) text features (for example, chapter titles and 
 29.35  captions); 
 29.36     (3) the various purposes for reading, viewing, and 
 30.1   listening (for example, for pleasure) to gain or evaluate 
 30.2   information, or to apply knowledge; 
 30.3      (4) the organizational structure of story plots (for 
 30.4   example, main problem, conflict, and resolution in fiction); 
 30.5      (5) the organizational structure of grade-appropriate 
 30.6   nonfiction selections, including: 
 30.7      (i) topic, main idea, and details; and 
 30.8      (ii) compare and contrast, cause and effect, logical, and 
 30.9   sequential order; 
 30.10     (6) various genres (for example, fairy tale, mythology, 
 30.11  folk tale, poetry, fable, fantasy, historical fiction, realistic 
 30.12  fiction, biography, and autobiography); and 
 30.13     (7) literary devices used in literary selections (for 
 30.14  example, personification, alliteration, onomatopoeia, simile, 
 30.15  metaphor, and imagery). 
 30.16     Subd. 3.  [PART B.] A student shall demonstrate the ability 
 30.17  to: 
 30.18     (1) make sense of words and comprehend meaning in 
 30.19  grade-appropriate fiction and nonfiction selections by: 
 30.20     (i) decoding words (for example, through the use of vowel 
 30.21  patterns, complex word families, syllabication, root words, and 
 30.22  affixes); and 
 30.23     (ii) using word structure and context; 
 30.24     (2) interact with grade-appropriate fiction and nonfiction 
 30.25  selections during the reading, viewing, and listening process by:
 30.26     (i) setting a purpose; 
 30.27     (ii) activating prior knowledge; 
 30.28     (iii) previewing the selection; 
 30.29     (iv) using specific strategies to clear up confusing parts 
 30.30  of the text (for example, pausing, rereading, viewing or 
 30.31  listening to a selection again, consulting another source, 
 30.32  representing information as a mental picture, drawing upon 
 30.33  background information, and asking for help); 
 30.34     (v) reading, viewing, and listening to literary and 
 30.35  nonfiction selections from a variety of genres and then 
 30.36  reflecting on the meaning of and responding to the selection; 
 31.1   and 
 31.2      (vi) reading narrative and expository text aloud with 
 31.3   developmentally appropriate fluency, accuracy, pacing, 
 31.4   intonation, and expression; 
 31.5      (3) understand and interpret fiction and/or nonfiction by: 
 31.6      (i) summarizing print and nonprint selections; 
 31.7      (ii) making inferences and drawing conclusions that are 
 31.8   supported with information from the selections; and 
 31.9      (iii) using information from illustrations, charts, graphs, 
 31.10  maps, media, and oral presentations to enhance comprehension; 
 31.11     (4) critically read, view, and listen to grade-appropriate 
 31.12  fiction and/or nonfiction selections by: 
 31.13     (i) comparing and contrasting information on the same topic 
 31.14  from different sources; 
 31.15     (ii) distinguishing fact from opinion; 
 31.16     (iii) identifying author's purpose; and 
 31.17     (iv) formulating questions pertaining to a selection that 
 31.18  was read, heard, or viewed; and 
 31.19     (5) apply information in grade-appropriate nonfiction 
 31.20  selections by using multiple-step instructions to perform an 
 31.21  action. 
 31.22     Sec. 3.  [READING, VIEWING, AND LISTENING TO COMPLEX 
 31.23  INFORMATION - MIDDLE SCHOOL.] 
 31.24     Subdivision 1.  [PURPOSE.] Make the transition to adult 
 31.25  reading, listening, and viewing by gaining confidence with more 
 31.26  difficult and complex fiction, nonfiction, and technical 
 31.27  selections. 
 31.28     Subd. 2.  [PART A.] A student shall demonstrate an 
 31.29  understanding of: 
 31.30     (1) grade-appropriate word knowledge in order to read, 
 31.31  view, or listen to a selection, including general, specific, and 
 31.32  technical vocabulary; 
 31.33     (2) text features intended to enhance comprehension in 
 31.34  print (for example, bold-faced headings, italics, margin notes, 
 31.35  color, introductions, and conclusions); 
 31.36     (3) the various purposes for reading, viewing, and 
 32.1   listening (for example, for pleasure) to gain or evaluate 
 32.2   information, or to apply knowledge; 
 32.3      (4) criteria for evaluation of fiction (for example, plot 
 32.4   and character development, literary merit, thematic development, 
 32.5   and use of language); 
 32.6      (5) figurative language, literary devices, and imagery in 
 32.7   fiction and nonfiction selections; 
 32.8      (6) various literary and nonfiction genres (for example, 
 32.9   short stories, novels, poetry, drama, editorials, or essays); 
 32.10     (7) determining the patterns of organization in fiction 
 32.11  (for example, genre); nonfiction (for example, compare and 
 32.12  contrast, cause and effect, topical, and chronological); and 
 32.13  technical selections; and 
 32.14     (8) source evaluation, author's qualifications, bias, and 
 32.15  evidence in nonfiction. 
 32.16     Subd. 3.  [PART B.] A student shall demonstrate the ability 
 32.17  to: 
 32.18     (1) make sense of words in order to comprehend meaning in 
 32.19  grade-appropriate fiction and nonfiction selections by: 
 32.20     (i) using context clues; derivations (for example, roots, 
 32.21  prefixes, and suffixes); and word origins; and 
 32.22     (ii) interpreting figurative language, literary devices, 
 32.23  and imagery in fiction; 
 32.24     (2) interact with grade-appropriate fiction and nonfiction 
 32.25  selections during the reading, viewing, and listening process by:
 32.26     (i) setting a purpose, activating prior knowledge, and 
 32.27  previewing selections; 
 32.28     (ii) monitoring and clarifying understanding of selections; 
 32.29     (iii) adjusting rate based on purpose and difficulty in 
 32.30  text; and 
 32.31     (iv) identifying transitional words in print and nonprint 
 32.32  selections; 
 32.33     (3) comprehend and interpret grade-appropriate fiction, 
 32.34  nonfiction, and technical selections by: 
 32.35     (i) paraphrasing events, ideas, or steps in sequence; 
 32.36     (ii) recognizing and analyzing genres; 
 33.1      (iii) interpreting ideas not explicitly stated (for 
 33.2   example, main idea and conclusions); 
 33.3      (iv) drawing conclusions and making predictions by using 
 33.4   information or clues in the selection and by using prior 
 33.5   knowledge, and interpreting presentations of data in selections; 
 33.6   and 
 33.7      (v) organizing information to show the hierarchy of ideas 
 33.8   within selections (for example, through plot lines, timelines, 
 33.9   flow charts, and task-specific graphic organizers); and 
 33.10     (4) evaluate elements of fiction in grade-appropriate 
 33.11  selections according to preestablished criteria while reading, 
 33.12  viewing, and listening to a variety of genres (for example, 
 33.13  short story, drama, mythology, folk tales, novels, and fantasy) 
 33.14  by: 
 33.15     (i) describing characters and events, interpreting social 
 33.16  practices, connecting selections with other selections or 
 33.17  related experiences, critiquing, or judging; 
 33.18     (ii) reflecting on the meaning of and responding to 
 33.19  selections; and 
 33.20     (iii) identifying tone, character development, plot, 
 33.21  imagery, literary merit, thematic development, and use of 
 33.22  language; 
 33.23     (5) critically read, view, and listen to grade-appropriate 
 33.24  nonfiction or technical selections by: 
 33.25     (i) contrasting information on the same topic from 
 33.26  different types of sources; 
 33.27     (ii) identifying and contrasting information from both 
 33.28  informative and persuasive selections on the same topic; 
 33.29     (iii) recognizing stereotyping; 
 33.30     (iv) identifying source documentation, author, and evidence 
 33.31  in a selection; 
 33.32     (v) distinguishing fact from opinion in mixed statements; 
 33.33     (vi) recognizing persuasion in print and nonprint 
 33.34  selections; 
 33.35     (vii) identifying author's purpose and point of view when 
 33.36  given more than one selection on the same topic; and 
 34.1      (viii) formulating questions pertaining to a selection that 
 34.2   was read, viewed, or listened to; and 
 34.3      (6) apply information in grade-appropriate nonfiction and 
 34.4   technical selections by: 
 34.5      (i) following step-by-step directions using appropriate 
 34.6   tools and procedures; and 
 34.7      (ii) identifying information in a selection that is needed 
 34.8   to complete a task or make a decision. 
 34.9      Sec. 4.  [TECHNICAL INFORMATION - HIGH SCHOOL.] 
 34.10     Subdivision 1.  [PURPOSE.] Interpret, analyze, apply, and 
 34.11  evaluate information presented in nonfiction and technical 
 34.12  selections. 
 34.13     Subd. 2.  [PART A.] A student shall demonstrate an 
 34.14  understanding of: 
 34.15     (1) grade-appropriate word knowledge in order to read, 
 34.16  view, and listen to nonfiction and technical selections, 
 34.17  including, but not limited to, general, specific, and technical 
 34.18  vocabulary; 
 34.19     (2) features intended to enhance comprehension in print and 
 34.20  nonprint selections; 
 34.21     (3) the various purposes for reading, viewing, and 
 34.22  listening to nonfiction and technical selections (for example, 
 34.23  for pleasure) to gain or evaluate information, or to apply 
 34.24  knowledge; 
 34.25     (4) transitional and organizing words in print and nonprint 
 34.26  selections; 
 34.27     (5) patterns of organization in persuasive nonfiction; 
 34.28     (6) various nonfiction and technical genres (for example, 
 34.29  editorials, letters to the editor, contemporary essays, primary 
 34.30  sources, taped interviews, films, documentaries, or satire); and 
 34.31  pamphlets, how-to selections, directions, or manuals; 
 34.32     (7) figurative language, imagery, and literary devices 
 34.33  while reading, viewing, and listening to nonfiction selections; 
 34.34     (8) critical evaluation of source, including internal and 
 34.35  external authority, bias, evidence, purpose, and audience; and 
 34.36     (9) the logic of reasoning in nonfiction selections. 
 35.1      Subd. 3.  [PART B.] The student shall demonstrate the 
 35.2   ability to: 
 35.3      (1) make sense of words and improve comprehension in 
 35.4   grade-appropriate selections by: 
 35.5      (i) using strategies, including context clues and 
 35.6   derivation to acquire grade-appropriate vocabulary; and 
 35.7      (ii) interpreting figurative language and imagery in 
 35.8   nonfiction selections, including symbolism, tone, irony, and 
 35.9   satire; 
 35.10     (2) interact with grade-appropriate nonfiction and 
 35.11  technical selections by: 
 35.12     (i) setting a purpose, activating prior knowledge, and 
 35.13  previewing selections; 
 35.14     (ii) monitoring and clarifying understanding of selections; 
 35.15     (iii) adjusting rate based on purpose and difficulty in 
 35.16  text; and 
 35.17     (iv) identifying transitional words in print and nonprint 
 35.18  selections; 
 35.19     (3) comprehend and interpret grade-appropriate nonfiction 
 35.20  and technical selections by: 
 35.21     (i) restating and summarizing important ideas, events, and 
 35.22  steps from oral presentations, video, film, or computer data 
 35.23  manuals (for example, by taking notes, creating structural 
 35.24  organizers, participating in discussions, or creating an 
 35.25  abstract, precis, or synopsis); 
 35.26     (ii) drawing conclusions and making predictions from 
 35.27  multiple selections on the same topic; 
 35.28     (iii) interpreting presentations of data in connection with 
 35.29  other information in selections; 
 35.30     (iv) differentiating persuasive patterns of organization 
 35.31  (for example, problem-solution, thesis-evidence, 
 35.32  opinion-reason); and 
 35.33     (v) organizing information to clearly show the hierarchy of 
 35.34  ideas within a selection; 
 35.35     (4) critically read, view, and listen to grade-appropriate 
 35.36  nonfiction and technical selections by: 
 36.1      (i) determining whether the evidence given is appropriate, 
 36.2   adequate, and accurate; 
 36.3      (ii) evaluating the credibility and reliability of the 
 36.4   source; 
 36.5      (iii) evaluating bias and logic of reasoning; 
 36.6      (iv) interpreting persuasive print and nonprint selections; 
 36.7      (v) evaluating author's point of view, intended audience, 
 36.8   and authority; 
 36.9      (vi) formulating critical, evaluative questions relevant to 
 36.10  a selection; and 
 36.11     (vii) evaluating how the type of communication shapes or 
 36.12  limits the information; and 
 36.13     (5) apply information in grade-appropriate nonfiction and 
 36.14  technical selections by: 
 36.15     (i) following step-by-step directions, using appropriate 
 36.16  tools and procedures, to build or assemble, maintain or repair, 
 36.17  analyze a situation, or create a design; 
 36.18     (ii) selecting relevant information from electronic media, 
 36.19  print and nonprint sources, and visual presentations in order to 
 36.20  determine a course of action; and 
 36.21     (iii) selecting relevant information from electronic media, 
 36.22  print and nonprint sources, and visual presentations in order to 
 36.23  complete an application. 
 36.24                             ARTICLE 4
 36.25                  REQUIRED:  WRITING AND SPEAKING
 36.26     Section 1.  [WRITING - PRIMARY.] 
 36.27     Subdivision 1.  [PURPOSE.] Write effectively for a variety 
 36.28  of purposes and audiences. 
 36.29     Subd. 2.  [PART A.] A student shall demonstrate an 
 36.30  understanding of the writing process and characteristics of 
 36.31  effective writing by: 
 36.32     (1) using prewriting strategies (for example, retelling 
 36.33  ideas); drawing pictures and webs to generate ideas; or 
 36.34  discussing ideas with peers; 
 36.35     (2) drafting and revising written work using strategies 
 36.36  that include rereading, rearranging words and sentences; varying 
 37.1   beginnings of sentences and sentence types; adding descriptive 
 37.2   words and details; and organizing for a beginning, middle, and 
 37.3   end sequence; 
 37.4      (3) editing and publishing written work using strategies 
 37.5   that include editing and proofreading for spelling, 
 37.6   capitalization, punctuation, grammar, and sentence formation at 
 37.7   a developmentally appropriate level; and sharing or presenting 
 37.8   finished products; 
 37.9      (4) adapting writing for a variety of audiences and 
 37.10  purposes by creating, for example, picture books; letters; 
 37.11  poems; or responses to literature; and 
 37.12     (5) evaluating own and others' writing by, for example, 
 37.13  asking questions and commenting about writings; recognizing 
 37.14  conventions and other characteristics of effective writing in 
 37.15  own and others' work at a developmentally appropriate level; or 
 37.16  helping others apply conventions and other characteristics of 
 37.17  effective writing. 
 37.18     Subd. 3.  [PART B.] A student shall demonstrate the ability 
 37.19  to write for a variety of purposes in a selection of forms 
 37.20  employing developmentally appropriate conventions by: 
 37.21     (1) composing a how-to piece that includes directions with 
 37.22  accurately sequenced multiple steps; task-specific vocabulary; 
 37.23  illustrations or other visuals; and an incorporated listing of 
 37.24  necessary materials; 
 37.25     (2) composing a narrative based on personal experience, 
 37.26  observation, or imagination that includes details, descriptions, 
 37.27  and examples to create images; and accurately sequenced ideas or 
 37.28  events; and 
 37.29     (3) composing a report describing and giving information 
 37.30  about a person, object, or a situation that includes a main 
 37.31  idea; supporting facts or details; and a conclusion. 
 37.32     Sec. 2.  [SPEAKING - PRIMARY.] 
 37.33     Subdivision 1.  [PURPOSE.] Speak effectively for a variety 
 37.34  of purposes. 
 37.35     Subd. 2.  [PART A.] A student shall demonstrate an 
 37.36  understanding of strategies for effective speaking and 
 38.1   interpersonal communication in developmentally appropriate ways 
 38.2   by: 
 38.3      (1) recognizing and following rules of respectful 
 38.4   conversation; 
 38.5      (2) making contributions in class and in group discussions; 
 38.6      (3) adapting voice level, phrasing, intonation, and 
 38.7   vocabulary for different speaking situations and audiences (for 
 38.8   example, peers, small groups, or large groups); 
 38.9      (4) asking and responding to questions; and 
 38.10     (5) reciting and responding to stories and poems. 
 38.11     Subd. 3.  [PART B.] A student shall demonstrate the ability 
 38.12  to speak in a variety of situations by: 
 38.13     (1) giving an informative presentation that includes 
 38.14  examples to explain the main idea and responses to questions 
 38.15  from the audience; and 
 38.16     (2) giving a brief narrative presentation based on 
 38.17  experience or imagination that includes a context for the 
 38.18  narrative, details, and appropriately sequenced events. 
 38.19     Sec. 3.  [WRITING - INTERMEDIATE.] 
 38.20     Subdivision 1.  [PURPOSE.] Write effectively for a variety 
 38.21  of purposes and audiences. 
 38.22     Subd. 2.  [PART A.] A student shall demonstrate an 
 38.23  understanding of the writing process and characteristics of 
 38.24  effective writing by: 
 38.25     (1) using prewriting strategies (for example, graphic 
 38.26  organizers, informal interviews, notes, or organizing material 
 38.27  according to type and purpose of writing); 
 38.28     (2) drafting and revising of written work using strategies 
 38.29  that include elaborating on a central idea by using specific 
 38.30  facts and details; developing multiple paragraphs connected by 
 38.31  transitional words and devices; employing dialogue, description, 
 38.32  exposition, and reflection when appropriate; and varying 
 38.33  sentence type and length; 
 38.34     (3) editing and publishing written work using strategies 
 38.35  that include editing and proofreading for spelling, 
 38.36  capitalization, punctuation, grammar, and paragraphing at a 
 39.1   developmentally appropriate level; incorporating photos, 
 39.2   illustrations, charts, or graphs when needed; and using 
 39.3   appropriate available technology to edit and publish work; 
 39.4      (4) adapting writing for a variety of audiences and 
 39.5   purposes by creating, for example, biographies; stories; writing 
 39.6   to demonstrate learning in various content areas; or learning 
 39.7   logs or journals; and 
 39.8      (5) evaluating own and others' writing by, for example, 
 39.9   determining best features of a piece of writing; asking for 
 39.10  feedback during writing process; responding to others' writing; 
 39.11  or using preset criteria to judge quality of pieces of writing. 
 39.12     Subd. 3.  [PART B.] A student shall demonstrate the ability 
 39.13  to write for a variety of purposes in a selection of forms 
 39.14  employing developmentally appropriate conventions by: 
 39.15     (1) composing a piece using a problem-solution organization 
 39.16  that includes explaining a problem or conflict using details and 
 39.17  evidence; and presenting a possible solution or resolution to 
 39.18  the problem or conflict using details and evidence; 
 39.19     (2) composing a description of a real or imagined person, 
 39.20  place, object, incident, or process that includes a clear 
 39.21  organizational structure; and details and descriptive words that 
 39.22  create images; 
 39.23     (3) composing a narrative based on direct experience, 
 39.24  observation, or imagination that includes a flow of action with 
 39.25  a beginning, middle, and end; a description of setting and 
 39.26  character using details; and dialogue when appropriate; and 
 39.27     (4) composing an expository piece that includes an 
 39.28  explanation of or an assertion about a topic starting with a 
 39.29  main idea, facts, details, and examples to develop the topic; 
 39.30  and a conclusion. 
 39.31     Sec. 4.  [SPEAKING - INTERMEDIATE.] 
 39.32     Subdivision 1.  [PURPOSE.] Speak effectively for a variety 
 39.33  of purposes. 
 39.34     Subd. 2.  [PART A.] A student shall demonstrate an 
 39.35  understanding of strategies of effective speaking and 
 39.36  interpersonal communication in developmentally appropriate ways 
 40.1   by: 
 40.2      (1) respecting individual differences; 
 40.3      (2) using a variety of verbal and nonverbal communication 
 40.4   skills in formal and informal speaking situations; 
 40.5      (3) contributing to class and group discussions; 
 40.6      (4) conveying a clear main point when speaking formally; 
 40.7      (5) asking and responding to questions and comments; 
 40.8      (6) responding to fiction and nonfiction selections; and 
 40.9      (7) adapting voice level, phrasing, intonation, and 
 40.10  vocabulary for different speaking situations and audiences. 
 40.11     Subd. 3.  [PART B.] A student shall demonstrate the ability 
 40.12  to speak in a variety of situations by: 
 40.13     (1) planning and carrying out an event in a small group 
 40.14  that includes constructing and implementing a group work plan; 
 40.15  showing respect and empathy in a variety of cooperative group 
 40.16  roles; and obtaining, organizing, and sharing materials; and 
 40.17     (2) preparing and presenting a demonstration that includes 
 40.18  a description of a step-by-step procedure; use of visuals to 
 40.19  illustrate ideas; use effective delivery techniques; and 
 40.20  responses to questions from the audience. 
 40.21     Sec. 5.  [WRITING - MIDDLE.] 
 40.22     Subdivision 1.  [PURPOSE.] Write effectively for a variety 
 40.23  of purposes and audiences. 
 40.24     Subd. 2.  [PART A.] A student shall demonstrate an 
 40.25  understanding of the writing process and characteristics of 
 40.26  effective writing by: 
 40.27     (1) using prewriting strategies (for example, making plans 
 40.28  or outlines that consider audience and purpose); building 
 40.29  background knowledge; using writing models; freewriting; or 
 40.30  generating criteria for quality writing; 
 40.31     (2) drafting and revising written work using strategies 
 40.32  that include using an organizational scheme; using transitional 
 40.33  devices between ideas and paragraphs, including sensory details 
 40.34  and figurative language when needed; elaborating on a main idea 
 40.35  by using specific facts and details; and revising for word 
 40.36  choice, sentence fluency, and voice; 
 41.1      (3) editing and publishing written work using strategies 
 41.2   that include editing and proofreading for spelling, punctuation, 
 41.3   grammar, and paragraphing at a developmentally appropriate 
 41.4   level; and using appropriate available technology to edit and 
 41.5   publish written work; 
 41.6      (4) adapting writing for a variety of audiences and 
 41.7   purposes by creating, for example, autobiographies; dramas; 
 41.8   on-demand writing for tests and other projects; and 
 41.9   investigative reports; and 
 41.10     (5) evaluating own and others' writing by, for example, 
 41.11  applying criteria generated by self and others; self-reflecting 
 41.12  on strengths and weaknesses as a writer; or responding to 
 41.13  others' writing. 
 41.14     Subd. 3.  [PART B.] A student shall demonstrate the ability 
 41.15  to write for a variety of purposes in a selection of forms 
 41.16  employing developmentally appropriate conventions by: 
 41.17     (1) composing technical writing or directions that include 
 41.18  formatting to support the text using, for example, 
 41.19  illustrations, diagrams, charts, technical drawings, bullets, 
 41.20  numbers, or outlines; a glossary of technical terms used in the 
 41.21  text; and word choice and voice appropriate for intended 
 41.22  audience; 
 41.23     (2) composing a narrative that includes a description of 
 41.24  events from direct experience, observation, research, or 
 41.25  imagination; relevant detail and figurative language to create 
 41.26  an image of setting, character, events, and ideas; dialogue when 
 41.27  appropriate; and a logical sequence of events or ideas; 
 41.28     (3) composing an expository piece that gives an explanation 
 41.29  of or makes an assertion about a topic starting with a main 
 41.30  idea; develops the topic with facts, details, and examples; and 
 41.31  provides a conclusion; and 
 41.32     (4) composing an idea or opinion piece that summarizes the 
 41.33  central facts and opinions surrounding an issue with examples 
 41.34  from more than one source; describes the impact of the issue on 
 41.35  events or situations; and selects and defends a position based 
 41.36  on information and reasoning. 
 42.1      Sec. 6.  [SPEAKING - MIDDLE.] 
 42.2      Subdivision 1.  [PURPOSE.] Speak effectively for a variety 
 42.3   of purposes. 
 42.4      Subd. 2.  [PART A.] A student shall demonstrate an 
 42.5   understanding of strategies for effective speaking by: 
 42.6      (1) participating in a variety of roles in group 
 42.7   discussions and activities; 
 42.8      (2) using appropriate verbal and nonverbal skills for oral 
 42.9   presentations; 
 42.10     (3) conveying and maintaining a clear main point in 
 42.11  presentations and discussions; 
 42.12     (4) asking relevant questions to seek elaboration and 
 42.13  clarification of ideas; and 
 42.14     (5) adapting speaking style, format, and vocabulary to 
 42.15  effectively communicate for a variety of situations and 
 42.16  audiences. 
 42.17     Subd. 3.  [PART B.] A student shall demonstrate the ability 
 42.18  to speak in a variety of situations by: 
 42.19     (1) working with a small group of people to respond to a 
 42.20  problem, settle a dispute, or create and carry out a plan of 
 42.21  action for a selected issue that includes interacting and 
 42.22  communicating appropriately with individuals of different 
 42.23  genders, cultures, and points of view; adjusting communication 
 42.24  on the basis of verbal and nonverbal feedback; and expressing 
 42.25  tone and using vocabulary appropriate for a given situation or 
 42.26  audience; and 
 42.27     (2) presenting an idea, opinion, or narrative that includes 
 42.28  selected information and supporting materials and visuals to 
 42.29  support the message when appropriate; appropriate verbal and 
 42.30  nonverbal strategies to communicate the message; reasons and 
 42.31  examples to support the main point of the presentation; and 
 42.32  adjusting communication on the basis of verbal and nonverbal 
 42.33  feedback. 
 42.34     Sec. 7.  [WRITING - HIGH SCHOOL.] 
 42.35     Subdivision 1.  [PURPOSE.] Write effectively for a variety 
 42.36  of purposes and audiences. 
 43.1      Subd. 2.  [PART A.] A student shall demonstrate an 
 43.2   understanding of the writing process and characteristics of 
 43.3   effective writing by: 
 43.4      (1) using prewriting strategies (for example, making 
 43.5   writing plans or outlines that consider audience and purpose); 
 43.6   employing a variety of techniques to generate ideas; or 
 43.7   generating criteria for quality writing; 
 43.8      (2) drafting and revising written work using strategies 
 43.9   that include rethinking content and organization; checking 
 43.10  accuracy and idea development; and analyzing and revising for 
 43.11  voice that is engaging and appropriate for audience and purpose; 
 43.12     (3) editing and publishing written work using strategies 
 43.13  that include editing and proofreading for accuracy of 
 43.14  conventions of language and usage; refining selected pieces to 
 43.15  share with general or specific audiences; and using appropriate 
 43.16  available technology to compose, edit, present, or publish 
 43.17  written work; 
 43.18     (4) adapting writing for a variety of audiences and 
 43.19  purposes by creating, for example, expositions that analyze, 
 43.20  synthesize, and organize information from primary and secondary 
 43.21  sources; reflective compositions; personal and business 
 43.22  correspondence; or writing for various media (print, Internet, 
 43.23  television, radio); and 
 43.24     (5) evaluating own and others' writing by, for example, 
 43.25  determining strengths and weaknesses as a writer based on a body 
 43.26  of written work; using formal and self-designed sets of criteria 
 43.27  to evaluate own and others' writing; responding productively to 
 43.28  reviews of own work; or using self-assessment techniques to set 
 43.29  and achieve goals as a writer. 
 43.30     Subd. 3.  [PART B.] A student shall demonstrate the ability 
 43.31  to write for a variety of purposes in a selection of forms 
 43.32  employing appropriate conventions of language and usage by: 
 43.33     (1) composing a piece that describes, narrates, or explains 
 43.34  observations of human events or situations; 
 43.35     (2) composing a piece that analyzes patterns or 
 43.36  relationships of ideas, topics, or themes; 
 44.1      (3) composing a piece that constructs support for a 
 44.2   position, argument, plan, or idea; and 
 44.3      (4) composing a piece that evaluates an idea, topic, or 
 44.4   theme based on expressed criteria. 
 44.5      Sec. 8.  [TECHNICAL WRITING - HIGH SCHOOL.] 
 44.6      Subdivision 1.  [PURPOSE.] Write effectively for a variety 
 44.7   of technical purposes and audiences. 
 44.8      Subd. 2.  [PART A.] A student shall demonstrate an 
 44.9   understanding of the writing process and characteristics of 
 44.10  effective technical writing by: 
 44.11     (1) using prewriting strategies (for example, making 
 44.12  writing plans or outlines that consider audience, purpose, and 
 44.13  options for format); employing a variety of techniques to 
 44.14  generate ideas; or identifying criteria for quality technical 
 44.15  writing; 
 44.16     (2) drafting and revising written work using strategies 
 44.17  that include drafting and revising for clarity and accuracy of 
 44.18  content; incorporating detailed examples or illustrations when 
 44.19  needed; organizing text and selecting vocabulary appropriate to 
 44.20  topic and audience; and writing and reworking for precise 
 44.21  language that meets the reader's needs, including warnings or 
 44.22  cautions as necessary to help the reader prevent errors; 
 44.23     (3) editing and publishing written work using strategies 
 44.24  that include editing and proofreading for accuracy of 
 44.25  conventions of language and usage; and using appropriate 
 44.26  available technology to compose, edit, present, or publish 
 44.27  written work; 
 44.28     (4) adapting writing for a variety of audiences and 
 44.29  purposes by creating, for example, expositions that analyze, 
 44.30  synthesize, and organize information from primary and secondary 
 44.31  sources; and 
 44.32     (5) evaluating own and others' writing by, for example, 
 44.33  using formal and self-designed sets of criteria to evaluate own 
 44.34  and others' writing; checking accuracy of technical writings 
 44.35  with expert readers or sample documents; or using 
 44.36  self-assessment techniques to set and achieve goals as a writer. 
 45.1      Subd. 3.  [PART B.] A student shall demonstrate the ability 
 45.2   to write for a variety of technical purposes in a selection of 
 45.3   forms employing appropriate conventions of language and usage by:
 45.4      (1) composing a set of directions describing how to 
 45.5   complete, engage in, or operate a complex process, procedure, or 
 45.6   device; 
 45.7      (2) composing descriptive materials about a product, place, 
 45.8   organization, or system; 
 45.9      (3) composing a report, proposal, or application 
 45.10  incorporating a body of technical knowledge and suggesting a 
 45.11  course of action; and 
 45.12     (4) composing a series of technical correspondences 
 45.13  explaining or analyzing complex processes, situations, or 
 45.14  devices. 
 45.15     Sec. 9.  [PUBLIC SPEAKING - HIGH SCHOOL.] 
 45.16     Subdivision 1.  [PURPOSE.] Speak effectively for a variety 
 45.17  of purposes. 
 45.18     Subd. 2.  [PART A.] A student shall demonstrate an 
 45.19  understanding of strategies for effective public speaking by: 
 45.20     (1) determining the intent of the message; 
 45.21     (2) using a variety of planning procedures and 
 45.22  organizational structures; 
 45.23     (3) adjusting style, message, and delivery as appropriate 
 45.24  for particular purposes and audiences; 
 45.25     (4) using appropriate visuals, technology, or other 
 45.26  equipment; 
 45.27     (5) using a variety of verbal and nonverbal delivery 
 45.28  techniques; 
 45.29     (6) adjusting presentation based on verbal and nonverbal 
 45.30  feedback; and 
 45.31     (7) using criteria to evaluate own and others' 
 45.32  effectiveness in presentations. 
 45.33     Subd. 3.  [PART B.] The student shall demonstrate the 
 45.34  ability to speak in a variety of situations, including: 
 45.35     (1) constructing and delivering an informative 
 45.36  presentation; and 
 46.1      (2) constructing and delivering a persuasive presentation. 
 46.2      Sec. 10.  [INTERPERSONAL COMMUNICATION - HIGH SCHOOL; 
 46.3   OPTIONAL.] 
 46.4      Subdivision 1.  [PURPOSE.] Communicate effectively in a 
 46.5   variety of interpersonal situations. 
 46.6      Subd. 2.  [PART A.] A student shall demonstrate an 
 46.7   understanding of strategies for effective interpersonal 
 46.8   communication by: 
 46.9      (1) showing respect and empathy for individual differences 
 46.10  and feelings by adjusting verbal and nonverbal language as 
 46.11  needed; 
 46.12     (2) using appropriate language conventions in varied 
 46.13  interpersonal situations; 
 46.14     (3) using problem-solving skills of conciliation, 
 46.15  mediation, or negotiation to improve communication; 
 46.16     (4) utilizing active listening and feedback in group 
 46.17  activities; and 
 46.18     (5) using criteria to evaluate own and others' 
 46.19  effectiveness in group discussions and other interpersonal 
 46.20  contexts. 
 46.21     Subd. 3.  [PART B.] A student shall demonstrate an ability 
 46.22  to communicate in a variety of interpersonal situations, 
 46.23  including: 
 46.24     (1) playing an active role in a group activity leading to a 
 46.25  presentation on a selected topic using available technology when 
 46.26  appropriate; and 
 46.27     (2) playing an active role in a group planning and 
 46.28  implementing an event or an ongoing program using available 
 46.29  technology when appropriate. 
 46.30                             ARTICLE 5
 46.31         REQUIRED:  MATHEMATICAL CONCEPTS AND APPLICATIONS 
 46.32     Section 1.  [SHAPE, SPACE, AND MEASUREMENT - PRIMARY.] 
 46.33     Subdivision 1.  [PURPOSE.] Explore three-dimensional 
 46.34  objects and later, their two-dimensional faces, with a focus on 
 46.35  developing shape, location, and measurement concepts. 
 46.36     Subd. 2.  [PART A.] A student shall demonstrate an 
 47.1   understanding of: 
 47.2      (1)  [SHAPE AND SPACE.] 
 47.3      (i) patterns as either repeating or growing; 
 47.4      (ii) two-dimensional shapes as the images or footprints of 
 47.5   three-dimensional shapes; and 
 47.6      (iii) names and attributes of different shapes; and 
 47.7      (2)  [MEASUREMENT.] 
 47.8      (i) measurement as the number of repetitions of a single 
 47.9   unit; and 
 47.10     (ii) measurement attributes of length, volume, weight, 
 47.11  area, and time. 
 47.12     Subd. 3.  [PART B.] A student shall demonstrate the ability 
 47.13  to: 
 47.14     (1)  [SHAPE AND SPACE.] 
 47.15     (i) describe, represent, and extend existing visual 
 47.16  patterns, and create new patterns; 
 47.17     (ii) recognize shapes in real-world contexts; 
 47.18     (iii) sort and classify shapes by their familiar 
 47.19  attributes; 
 47.20     (iv) model familiar two- and three-dimensional shapes by 
 47.21  building or drawing them; 
 47.22     (v) recognize and create shapes that have symmetry; and 
 47.23     (vi) describe and compare the location or position of 
 47.24  objects using common terms; and 
 47.25     (2)  [MEASUREMENT.] 
 47.26     (i) predict what happens to an object as a result of 
 47.27  flipping, sliding, and turning; 
 47.28     (ii) use measurement to order a group of objects; 
 47.29     (iii) use nonstandard units and later, standard whole 
 47.30  units, to measure familiar objects; and 
 47.31     (iv) develop measurement benchmarks for making comparisons 
 47.32  and estimates. 
 47.33     Sec. 2.  [NUMBER SENSE - PRIMARY.] 
 47.34     Subdivision 1.  [PURPOSE.] Use whole number concepts, 
 47.35  relationships, and operations to represent information, solve 
 47.36  problems, and justify reasoning. 
 48.1      Subd. 2.  [PART A.] A student shall demonstrate an 
 48.2   understanding of: 
 48.3      (1) multiple models of place value and the base-ten number 
 48.4   system; 
 48.5      (2) relative position and magnitude of whole numbers; 
 48.6      (3) various approaches to addition and subtraction of whole 
 48.7   numbers and the relationship between the two operations; and 
 48.8      (4) situations that suggest multiplication and division 
 48.9   (for example, equal groupings of objects and sharing equally). 
 48.10     Subd. 3.  [PART B.] A student shall demonstrate the ability 
 48.11  to: 
 48.12     (1) represent and use whole numbers in flexible ways, 
 48.13  including composing and decomposing tens, hundreds, and 
 48.14  thousands; 
 48.15     (2) develop and use strategies for whole-number 
 48.16  computations, with a focus on addition and subtraction; 
 48.17     (3) develop and use strategies for estimating, comparing, 
 48.18  and ordering whole numbers; 
 48.19     (4) use a variety of methods and tools to compute, 
 48.20  including objects, mental computation, estimation, paper and 
 48.21  pencil, and calculators; 
 48.22     (5) use whole numbers to identify, describe, and predict 
 48.23  both repeating and growing patterns; 
 48.24     (6) organize and represent data using concrete objects, 
 48.25  pictures, and graphs; and 
 48.26     (7) represent commonly used fractions, including 
 48.27  one-fourth, one-third, and one-half. 
 48.28     Sec. 3.  [SHAPE, SPACE, AND MEASUREMENT - INTERMEDIATE.] 
 48.29     Subdivision 1.  [PURPOSE.] Investigate, visualize, and 
 48.30  classify two- and three-dimensional shapes and their attributes 
 48.31  with a focus on developing geometric vocabulary and applying 
 48.32  standard units of measure. 
 48.33     Subd. 2.  [PART A.] A student will demonstrate an 
 48.34  understanding of: 
 48.35     (1)  [SHAPE AND SPACE.] Geometric attributes and 
 48.36  properties, including parallel, perpendicular, vertices, edges, 
 49.1   faces, length, area, and congruency; and 
 49.2      (2)  [MEASUREMENT.] 
 49.3      (i) standard units in the metric and customary systems; and 
 49.4      (ii) geometric vocabulary used to describe location, 
 49.5   movement, and direction. 
 49.6      Subd. 3.  [PART B.] A student will demonstrate the ability 
 49.7   to: 
 49.8      (1)  [SHAPE AND SPACE.] 
 49.9      (i) use mathematical language to explain the structure of a 
 49.10  geometric pattern; 
 49.11     (ii) translate between a three-dimensional object and its 
 49.12  two-dimensional representation; 
 49.13     (iii) classify two- and three-dimensional shapes according 
 49.14  to their properties and develop definitions of classes of shapes 
 49.15  (for example, triangles and pyramids); and 
 49.16     (iv) reason about the results of transforming shapes, 
 49.17  including flipping, sliding, and turning; and 
 49.18     (2)  [MEASUREMENT.] 
 49.19     (i) use maps or graphs to determine distances and efficient 
 49.20  routes; 
 49.21     (ii) estimate measurements by using appropriate units and 
 49.22  comparisons to known objects or quantities; 
 49.23     (iii) measure attributes of familiar objects using 
 49.24  appropriate metric and customary whole and partial units; and 
 49.25     (iv) select and apply appropriate standard units and tools 
 49.26  to measure length, area, volume, weight, elapsed time, 
 49.27  temperature, and the size of angles. 
 49.28     Sec. 4.  [NUMBER SENSE - INTERMEDIATE.] 
 49.29     Subdivision 1.  [PURPOSE.] Use numbers, language, and 
 49.30  symbols to represent information, solve problems, and justify 
 49.31  reasoning. 
 49.32     Subd. 2.  [PART A.] A student shall demonstrate an 
 49.33  understanding of: 
 49.34     (1) the place-value structure of the base-ten number 
 49.35  system; 
 49.36     (2) various meanings of and approaches to multiplication 
 50.1   and division of whole numbers; 
 50.2      (3) the effects of multiplying and dividing whole numbers; 
 50.3   and 
 50.4      (4) fractions as parts of unit wholes, as parts of a 
 50.5   collection, as locations on number lines, and as divisions of 
 50.6   whole numbers. 
 50.7      Subd. 3.  [PART B.] A student shall demonstrate the ability 
 50.8   to: 
 50.9      (1) represent, order, and compare whole numbers and 
 50.10  decimals; 
 50.11     (2) fluently add, subtract, multiply, and divide whole 
 50.12  numbers; 
 50.13     (3) develop and use strategies to estimate the results of 
 50.14  whole number computations and to judge the reasonableness of 
 50.15  such results; 
 50.16     (4) select and use appropriate methods and tools for 
 50.17  computing with whole numbers from among mental computation, 
 50.18  estimation, calculators, and paper and pencil according to the 
 50.19  context and nature of the problem; 
 50.20     (5) model problem situations with objects and use 
 50.21  representations, including tables, graphs, and equations to draw 
 50.22  conclusions; 
 50.23     (6) describe and extend patterns, make generalizations, and 
 50.24  draw conclusions about them; and 
 50.25     (7) solve a variety of single- and multiple-step problems 
 50.26  using number relationships and properties, number patterns, and 
 50.27  computation and estimation strategies. 
 50.28     Sec. 5.  [CHANCE AND DATA - INTERMEDIATE.] 
 50.29     Subdivision 1.  [PURPOSE.] Describe and compare the 
 50.30  likelihood of events, and collect, organize, and represent data 
 50.31  to answer questions. 
 50.32     Subd. 2.  [PART A.] A student shall demonstrate an 
 50.33  understanding of: 
 50.34     (1)  [DATA.] Measures of center, focusing on the median; 
 50.35  and 
 50.36     (2)  [CHANCE.] 
 51.1      (i) data representations, including line plots, bar graphs, 
 51.2   and line graphs; and 
 51.3      (ii) terms used to convey that some events are certain to 
 51.4   occur, others are certain not to occur, and others may or may 
 51.5   not occur. 
 51.6      Subd. 3.  [PART B.] A student shall demonstrate the ability 
 51.7   to: 
 51.8      (1)  [DATA.] 
 51.9      (i) design an investigation to address a question; 
 51.10     (ii) collect data using observations, surveys, and 
 51.11  experiments; 
 51.12     (iii) organize and represent data using tables and graphs; 
 51.13     (iv) propose and justify conclusions and predictions based 
 51.14  on data; 
 51.15     (v) describe the shape and important features of a set or 
 51.16  data, and compare related data sets with an emphasis on how the 
 51.17  data are distributed; and 
 51.18     (vi) compare different representations of the same data and 
 51.19  evaluate how well each representation shows important aspects of 
 51.20  data; and 
 51.21     (2)  [CHANCE.] 
 51.22     (i) determine the degree of likelihood of an event using 
 51.23  terminology (for example, certain, likely, equally likely, 
 51.24  unlikely, and impossible); and 
 51.25     (ii) predict the probability of an outcome of a simple 
 51.26  experiment and test the prediction. 
 51.27     Sec. 6.  [SHAPE, SPACE, AND MEASUREMENT - MIDDLE SCHOOL.] 
 51.28     Subdivision 1.  [PURPOSE.] Use concepts of shape and 
 51.29  measurement as analytical tools by developing definitions, 
 51.30  testing conjectures, and applying measurement and proportional 
 51.31  reasoning skills. 
 51.32     Subd. 2.  [PART A.] A student shall demonstrate an 
 51.33  understanding of: 
 51.34     (1)  [SHAPE AND SPACE.] 
 51.35     (i) basic concepts of coordinate systems; and 
 51.36     (ii) precise mathematical names and properties of two- and 
 52.1   three-dimensional shapes; and 
 52.2      (2)  [MEASUREMENT.] The relationships among units and 
 52.3   conversion from one measurement unit to another within the same 
 52.4   system. 
 52.5      Subd. 3.  [PART B.] A student shall demonstrate the ability 
 52.6   to: 
 52.7      (1)  [SHAPE AND SPACE.] 
 52.8      (i) precisely describe, classify, and understand 
 52.9   relationships among types of two- and three-dimensional objects 
 52.10  using their defining properties (for example, angle size, number 
 52.11  of sides or vertices, parallel faces, and congruent sides); 
 52.12     (ii) describe the shape, size, position, and orientation of 
 52.13  geometric figures under informal transformations, including 
 52.14  flips, turns, slides, and scaling; 
 52.15     (iii) analyze and describe shapes, symmetries, and tilings 
 52.16  in art forms from various cultures; 
 52.17     (iv) apply geometric concepts and relationships to test 
 52.18  conjectures and solve problems involving congruence, similarity, 
 52.19  the Pythagorean Theorem, and coordinate systems; and 
 52.20     (v) use visual tools (for example, networks or vertex-edge 
 52.21  graphs) to model and solve problems; and 
 52.22     (2)  [MEASUREMENT.] 
 52.23     (i) understand, select, and use units of appropriate size 
 52.24  and type to measure angles, perimeter, area, surface area, and 
 52.25  volume; 
 52.26     (ii) select and apply techniques and tools to accurately 
 52.27  find length, area, surface area, volume, and angle measures to 
 52.28  appropriate levels of precision; 
 52.29     (iii) develop and use formulas to determine the 
 52.30  circumference of circles and the area of triangles, 
 52.31  quadrilaterals, and circles; and 
 52.32     (iv) apply a scale factor to the linear dimensions of a 
 52.33  shape and describe the resulting changes to the shape's angles, 
 52.34  perimeter, area, and volume. 
 52.35     Sec. 7.  [NUMBER SENSE - MIDDLE SCHOOL.] 
 52.36     Subdivision 1.  [PURPOSE.] Use rational number concepts, 
 53.1   relationships, and computational methods to represent 
 53.2   information, solve problems, and justify reasoning. 
 53.3      Subd. 2.  [PART A.] A student shall demonstrate an 
 53.4   understanding of: 
 53.5      (1) number concepts, including place value, prime and 
 53.6   composite numbers, and multiples and factors; 
 53.7      (2) ways of representing fractions, decimals, percents, and 
 53.8   integers; 
 53.9      (3) the meaning and effects of arithmetic operations with 
 53.10  fractions, decimals, and integers; 
 53.11     (4) exponential, scientific, and calculator notation to 
 53.12  represent large and small numbers; and 
 53.13     (5) the inverse relationships of addition and subtraction, 
 53.14  multiplication and division, and squaring and finding square 
 53.15  roots. 
 53.16     Subd. 3.  [PART B.] A student shall demonstrate the ability 
 53.17  to: 
 53.18     (1) compare and order fractions, decimals, percents, and 
 53.19  integers, and translate among equivalent representations of 
 53.20  numbers; 
 53.21     (2) fluently add, subtract, and multiply using fractions, 
 53.22  decimals, and integers; 
 53.23     (3) use the inverse relationships of addition and 
 53.24  subtraction, multiplication and division, and squaring and 
 53.25  finding square roots to simplify computations, and solve 
 53.26  problems; 
 53.27     (4) solve a variety of problems by representing rational 
 53.28  numbers efficiently, selecting and using appropriate operations 
 53.29  and methods to estimate or compute, and generating and 
 53.30  describing more than one solution method; 
 53.31     (5) use factors, multiples, prime factorization, and 
 53.32  relatively prime numbers to solve problems; and 
 53.33     (6) apply proportional reasoning to solve a variety of 
 53.34  problems using rates, ratios, proportions, and percents.  
 53.35     Sec. 8.  [CHANCE AND DATA - MIDDLE LEVEL.] 
 53.36     Subdivision 1.  [PURPOSE.] Use rational numbers to quantify 
 54.1   probabilities and use data analysis to answer questions and make 
 54.2   predictions. 
 54.3      Subd. 2.  [PART A.] A student shall demonstrate an 
 54.4   understanding of: 
 54.5      (1)  [DATA.] 
 54.6      (i) measures of center, focusing on the mean; 
 54.7      (ii) measures of spread, focusing on the interquartile 
 54.8   range; and 
 54.9      (iii) graphs of data, including histograms, stem-and-leaf 
 54.10  plots, box plots, scatterplots, and circle graphs; and 
 54.11     (2)  [CHANCE.] 
 54.12     (i) probability terminology, including randomness, event, 
 54.13  sample space, and outcome; and 
 54.14     (ii) how the likelihood of an event can be expressed using 
 54.15  a number from zero to one. 
 54.16     Subd. 3.  [PART B.] A student shall demonstrate the ability 
 54.17  to: 
 54.18     (1)  [DATA.] 
 54.19     (i) formulate a question, design a study, and collect data 
 54.20  to answer the question; 
 54.21     (ii) select, create, and use appropriate graphical 
 54.22  representations of data; 
 54.23     (iii) find, use, and interpret measures of center and 
 54.24  spread; 
 54.25     (iv) identify trends in data collected over time and 
 54.26  differences across various populations; and 
 54.27     (v) summarize or critique data investigations done by 
 54.28  others; and 
 54.29     (2)  [CHANCE.] 
 54.30     (i) use strategies to determine the outcome of a chance 
 54.31  event, including organized lists, tree diagrams, and area 
 54.32  models; 
 54.33     (ii) conduct a probability experiment to simulate a real 
 54.34  life issue involving uncertainty; and 
 54.35     (iii) use the results of a probability simulation to make a 
 54.36  prediction, recommendation, or decision. 
 55.1      Sec. 9.  [ALGEBRA - MIDDLE SCHOOL.] 
 55.2      Subdivision 1.  [PURPOSE.] Analyze mathematical patterns, 
 55.3   relationships, and functions to model and solve problems. 
 55.4      Subd. 2.  [PART B.] A student shall demonstrate an 
 55.5   understanding of: 
 55.6      (1) patterns, relations, and functions; 
 55.7      (2) how verbal descriptions, tables, graphs, and equations 
 55.8   can be used to describe patterns of change in real-world 
 55.9   situations; 
 55.10     (3) the similarities and differences between the properties 
 55.11  of linear and nonlinear functions; and 
 55.12     (4) equivalent forms for simple algebraic expressions. 
 55.13     Subd. 3.  [PART B.] A student shall demonstrate the ability 
 55.14  to: 
 55.15     (1) recognize, analyze, and generalize patterns and build 
 55.16  mathematical models to make decisions or formulate predictions; 
 55.17     (2) predict patterns of change in real-world situations 
 55.18  using verbal descriptions, tables, graphs, and equations; 
 55.19     (3) classify linear, exponential, and quadratic functions 
 55.20  and contrast their properties using tables, graphs, and 
 55.21  equations; 
 55.22     (4) recognize relationships between symbolic expressions 
 55.23  and graphs of lines, paying particular attention to the meaning 
 55.24  of intercept and slope; 
 55.25     (5) generate equivalent forms for simple algebraic 
 55.26  expressions and solve multiple step linear equations; and 
 55.27     (6) use graphing calculator technology to determine 
 55.28  solutions to linear, exponential, and quadratic equations. 
 55.29     Sec. 10.  [SHAPE, SPACE, AND MEASUREMENT - HIGH SCHOOL.] 
 55.30     Subdivision 1.  [PURPOSE.] Develop capacity to reason about 
 55.31  space, shape, and measurement in increasingly abstract ways. 
 55.32     Subd. 2.  [PART A.] A student shall demonstrate an 
 55.33  understanding of: 
 55.34     (1)  [SHAPE AND SPACE.] 
 55.35     (i) reflections, rotations, translations, and scaling of 
 55.36  two-dimensional figures; and 
 56.1      (ii) congruence and similarity; and 
 56.2      (2)  [MEASUREMENT.] 
 56.3      (i) perimeter, area, surface area, and volume; and 
 56.4      (ii) distance on a coordinate plane. 
 56.5      Subd. 3.  [PART B.] A student shall demonstrate the ability 
 56.6   to: 
 56.7      (1)  [SHAPE AND SPACE.] 
 56.8      (i) use visualization, spatial reasoning, and geometric 
 56.9   modeling to solve problems; 
 56.10     (ii) construct and model two- and three-dimensional figures 
 56.11  from various points of view using appropriate tools and 
 56.12  technologies (for example, ruler, protractor, interactive 
 56.13  geometric software, isometric drawing paper, and computer-aided 
 56.14  design); 
 56.15     (iii) analyze characteristics of shape, size, and space as 
 56.16  used in art, architecture, design, or nature; 
 56.17     (iv) use geometric models to represent and explain 
 56.18  numerical relationships or measurement problems; 
 56.19     (v) investigate conjectures and solve problems involving 
 56.20  two- and three-dimensional objects represented with Cartesian 
 56.21  coordinates; and 
 56.22     (vi) make and test conjectures, and solve problems 
 56.23  involving the congruence and similarity of two-dimensional 
 56.24  figures; and 
 56.25     (2)  [MEASUREMENT.] 
 56.26     (i) analyze precision, accuracy, and approximate error in 
 56.27  measurement situations; and 
 56.28     (ii) generalize a scale factor to the dimensions of a shape 
 56.29  and describe the resulting changes to the shape's perimeter, 
 56.30  area, surface area, and volume. 
 56.31     Sec. 11.  [CHANCE AND DATA - HIGH SCHOOL.] 
 56.32     Subdivision 1.  [PURPOSE.] Apply concepts of chance and 
 56.33  data analysis to make critical judgments, predictions, or 
 56.34  decisions. 
 56.35     Subd. 2.  [PART A.] A student shall demonstrate an 
 56.36  understanding of: 
 57.1      (1)  [DATA.] 
 57.2      (i) differences among various kinds of statistical studies 
 57.3   and which inferences can legitimately be drawn from each; 
 57.4      (ii) the difference between correlation and causation; and 
 57.5      (iii) characteristics of a well-designed study, including 
 57.6   the role of randomization, appropriateness of data analysis, and 
 57.7   validity of conclusions; and 
 57.8      (2)  [CHANCE.] 
 57.9      (i) how to compute the probability of a compound event; 
 57.10     (ii) concepts of conditional probability and independent 
 57.11  events; and 
 57.12     (iii) concepts of sample space and probability distribution 
 57.13  for simple cases. 
 57.14     Subd. 3.  [PART B.] A student shall demonstrate the ability 
 57.15  to: 
 57.16     (1)  [DATA.] 
 57.17     (i) independently formulate a question, design a study, 
 57.18  collect data, and report results and conclusions using 
 57.19  technology, data displays, and statistical measures; 
 57.20     (ii) evaluate a published report containing data by 
 57.21  examining the design of the study, the appropriateness of data 
 57.22  analysis, and the validity of conclusions; 
 57.23     (iii) display bivariate data using a scatterplot and 
 57.24  describe the shape of the data; and 
 57.25     (iv) analyze data by applying tools to find the line or 
 57.26  curve of best fit and appropriate summary statistics (for 
 57.27  example, correlation coefficient or regression equation) to make 
 57.28  decisions; and 
 57.29     (2)  [CHANCE.] 
 57.30     (i) compute the probability of a compound event using both 
 57.31  theoretical and experimental probability; 
 57.32     (ii) compute and interpret the expected value of a random 
 57.33  variable in simple cases; 
 57.34     (iii) use sample spaces and probability distributions to 
 57.35  determine the probability of events in simple cases; and 
 57.36     (iv) use simulations to construct empirical probability 
 58.1   distributions. 
 58.2      Sec. 12.  [ALGEBRA - HIGH SCHOOL.] 
 58.3      Subdivision 1.  [PURPOSE.] Represent and analyze 
 58.4   quantitative situations using classes of functions, rates of 
 58.5   change, and algebraic symbols and processes. 
 58.6      Subd. 2.  [PART A.] A student shall demonstrate an 
 58.7   understanding of: 
 58.8      (1) relations and functions; 
 58.9      (2) properties of classes of functions, including 
 58.10  exponential, polynomial, and periodic functions; and 
 58.11     (3) equivalent forms of expressions, equations, 
 58.12  inequalities, and relations. 
 58.13     Subd. 3.  [PART B.] A student shall demonstrate the ability 
 58.14  to: 
 58.15     (1) approximate and interpret rates of change from 
 58.16  graphical and numerical data; 
 58.17     (2) analyze functions of two variables by investigating 
 58.18  rates of change, intercepts, zeros, and asymptotes; 
 58.19     (3) identify essential quantitative relationships in a 
 58.20  situation and determine the class or classes of functions that 
 58.21  might model the relationships; 
 58.22     (4) represent and explain mathematical relationships with 
 58.23  graphs, tables, spreadsheets, and equations, using both 
 58.24  technology and paper and pencil; 
 58.25     (5) fluently use multiple representations of a given 
 58.26  mathematical relationship; 
 58.27     (6) use matrices to represent data and solve systems of 
 58.28  equations; 
 58.29     (7) generalize patterns and build mathematical models to 
 58.30  describe and analyze real situations, including linear, 
 58.31  exponential, and periodic; and 
 58.32     (8) solve equations, inequalities, and systems of equations 
 58.33  with fluency (mentally or with paper and pencil in simple cases 
 58.34  and using technology in all cases) and justify the solutions. 
 58.35     Sec. 13.  [DISCRETE MATHEMATICS - HIGH SCHOOL; OPTIONAL.] 
 58.36     Subdivision 1.  [PURPOSE.] Use discrete structures to 
 59.1   represent, model, and interpret physical, social, and 
 59.2   mathematical phenomena. 
 59.3      Subd. 2.  [PART A.] A student shall demonstrate an 
 59.4   understanding of counting techniques, including the 
 59.5   multiplication principle, permutations, and combinations. 
 59.6      Subd. 3.  [PART B.] A student shall demonstrate the ability 
 59.7   to: 
 59.8      (1) investigate and apply systematic counting techniques, 
 59.9   set relationships, and principles of logic to represent, 
 59.10  analyze, and solve problems; 
 59.11     (2) use charts, vertex-edge graphs, and matrices to model 
 59.12  and solve problems and draw reasonable conclusions about the 
 59.13  situation being modeled; 
 59.14     (3) explore, develop, and analyze algorithmic thinking to 
 59.15  accomplish a task or solve a problem; 
 59.16     (4) use symbolic expressions, including iterative and 
 59.17  recursive forms to represent relationships arising from various 
 59.18  contexts; and 
 59.19     (5) how to generalize patterns using explicitly and 
 59.20  recursively defined functions. 
 59.21     Sec. 14.  [TECHNICAL APPLICATIONS - HIGH SCHOOL; OPTIONAL.] 
 59.22     Subdivision 1.  [PURPOSE.] Apply mathematics to solve 
 59.23  technical problems. 
 59.24     Subd. 2.  [PART A.] A student shall demonstrate an 
 59.25  understanding of: 
 59.26     (1) computational technologies; 
 59.27     (2) scientific and exponential notation used in complex 
 59.28  systems; 
 59.29     (3) trigonometric applications appropriate to technical 
 59.30  situations; and 
 59.31     (4) fundamental geometric constructions or calculations 
 59.32  used in drafting or construction. 
 59.33     Subd. 3.  [PART B.] A student shall demonstrate the ability 
 59.34  to: 
 59.35     (1) use complex measurement equipment for several systems; 
 59.36     (2) convert between measuring systems; 
 60.1      (3) measure to scale; 
 60.2      (4) calculate quantities using algebraic formulas; 
 60.3      (5) read and interpret information in complex graphs, 
 60.4   tables, and charts; 
 60.5      (6) create a set of plans to design or modify a complex 
 60.6   structure, product, or system by researching background 
 60.7   information, calculating mathematical specifications, and 
 60.8   developing a materials list that matches mathematical 
 60.9   specifications; 
 60.10     (7) construct a complex structure, product, or model to 
 60.11  mathematical specifications; and 
 60.12     (8) analyze an existing complex structure, product, or 
 60.13  system for purposes of maintenance, repair, troubleshooting, or 
 60.14  optimizing function. 
 60.15                             ARTICLE 6
 60.16          REQUIRED:  SCIENTIFIC CONCEPTS AND APPLICATIONS
 60.17     Section 1.  [DIRECT SCIENCE EXPERIENCE - PRIMARY.] 
 60.18     Subdivision 1.  [PURPOSE.] Engage students in active 
 60.19  science experiences that promote understanding of basic science 
 60.20  concepts and processes in order to develop a foundation for 
 60.21  science literacy. 
 60.22     Subd. 2.  [PART A.] A student shall demonstrate an 
 60.23  understanding of: 
 60.24     (1) observable characteristics of organisms; 
 60.25     (2) basic needs of organisms and how they are met; 
 60.26     (3) responses of organisms to changes in the environment; 
 60.27     (4) observable properties of objects, including size, 
 60.28  weight, shape, and temperature; 
 60.29     (5) patterns that occur in nature, including objects in the 
 60.30  sky, weather, growth, and seasonal change; 
 60.31     (6) how the environment is impacted by the personal use of 
 60.32  materials, energy, and water; and 
 60.33     (7) the nature of science, including: 
 60.34     (i) performing experiments; 
 60.35     (ii) supporting ideas with personal observations; and 
 60.36     (iii) understanding that all kinds of people around the 
 61.1   world do science. 
 61.2      Subd. 3.  [PART B.] A student shall demonstrate the ability 
 61.3   to: 
 61.4      (1) engage in teacher-guided inquiry using the primary 
 61.5   inquiry standard; 
 61.6      (2) practice safety in science, including washing hands 
 61.7   after participating in a science experiment, wearing goggles 
 61.8   when appropriate, following directions related to science 
 61.9   safety, not tasting substances or materials used in science 
 61.10  activities or experiments, and practicing safe and humane care 
 61.11  of animals; and 
 61.12     (3) use simple technology, including hand lenses, simple 
 61.13  balances, and other basic measurement tools to extend their 
 61.14  exploration and observation of objects and organisms. 
 61.15     Sec. 2.  [LIVING AND NONLIVING SYSTEMS - INTERMEDIATE.] 
 61.16     Subdivision 1.  [PURPOSE.] Investigating living and 
 61.17  nonliving systems in order to make sense of the world and build 
 61.18  a stronger foundation for science literacy. 
 61.19     Subd. 2.  [PART A.] A student shall demonstrate an 
 61.20  understanding of: 
 61.21     (1) basic structures and functions of the human body, 
 61.22  including the skeletal system, the circulatory system, and the 
 61.23  digestive system; 
 61.24     (2) all living organisms survival characteristics that help 
 61.25  them thrive in their existing environment; 
 61.26     (3) cycles in: 
 61.27     (i) living systems, including life cycles; 
 61.28     (ii) earth systems, including the water cycle, seasons, and 
 61.29  weathering; and 
 61.30     (iii) environmental systems, including energy flow and 
 61.31  material cycles (for example, in food webs and recycling); 
 61.32     (4) patterns in: 
 61.33     (i) living systems, including the grouping of plants and 
 61.34  animals based on their observable characteristics; 
 61.35     (ii) earth systems, including features of the earth's 
 61.36  surface, weather, and the earth's relationship to the sun and 
 62.1   moon; 
 62.2      (iii) physical systems, including the grouping of materials 
 62.3   based on their properties, including floating and sinking, 
 62.4   solids and liquids, and change in the properties of materials 
 62.5   caused by heating and cooling; and 
 62.6      (iv) environmental systems, including populations and the 
 62.7   physical environment; 
 62.8      (5) forces that cause changes in speed or direction of 
 62.9   motion; 
 62.10     (6) the impact of human behavior and technology use on the 
 62.11  environment; and 
 62.12     (7) the nature of science, including: 
 62.13     (i) the role of experimentation and evidence in developing 
 62.14  scientific ideas; and 
 62.15     (ii) the role men and women with diverse perspectives play 
 62.16  in the development of scientific knowledge. 
 62.17     Subd. 3.  [PART B.] A student shall demonstrate the ability 
 62.18  to: 
 62.19     (1) plan and conduct a scientific inquiry with some 
 62.20  assistance or scripting using the intermediate inquiry standard; 
 62.21     (2) create or use a model to explain how parts of a system 
 62.22  interact; 
 62.23     (3) communicate the relationship between variable and 
 62.24  experimental results; 
 62.25     (4) use simple technology to complete an inquiry, including 
 62.26  the use of magnifying equipment, mechanical balances, and 
 62.27  thermometers; and 
 62.28     (5) follow appropriate safety behavior as directed in the 
 62.29  use of goggles, heat sources, electricity, glass, and chemicals 
 62.30  and biological materials. 
 62.31     Sec. 3.  [PHYSICAL SYSTEMS - MIDDLE LEVEL.] 
 62.32     Subdivision 1.  [PURPOSE.] Develop understanding of the 
 62.33  cause and effect relationships in everyday observations of 
 62.34  materials, motion, and other energy forms. 
 62.35     Subd. 2.  [PART A.] A student shall demonstrate an 
 62.36  understanding of: 
 63.1      (1) properties of materials that are independent of the 
 63.2   size of the sample, including, but not limited to, density, 
 63.3   solubility, and electrical conductivity; 
 63.4      (2) physical and chemical changes, including those 
 63.5   resulting from heating and simple chemical reactions; 
 63.6      (3) the idea that in chemical reactions the total amount of 
 63.7   mass does not change; 
 63.8      (4) forces and motion, including speed, acceleration, and 
 63.9   laws of motion; 
 63.10     (5) transfer of energy, including motion, heat, light, and 
 63.11  electricity; and 
 63.12     (6) the history and nature of science, including: 
 63.13     (i) the idea that scientific ideas are tentative, 
 63.14  reproducible, and subject to change; 
 63.15     (ii) that it is normal for scientists to question the 
 63.16  interpretation of data; 
 63.17     (iii) that questioning, response to criticism, and open 
 63.18  communication are important to the process of science; and 
 63.19     (iv) that the body of science knowledge has been built by 
 63.20  individuals from many cultures and beliefs. 
 63.21     Subd. 3.  [PART B.] A student shall demonstrate the ability 
 63.22  to: 
 63.23     (1) independently formulate questions based on prior 
 63.24  observations and evidence to provide answers through scientific 
 63.25  investigations; 
 63.26     (2) design and conduct, with minimal assistance, a 
 63.27  scientific investigation (for example, an experiment or a field 
 63.28  study); 
 63.29     (3) choose appropriate scientific technology to gather and 
 63.30  analyze data and evidence; 
 63.31     (4) use mathematical representations or two- and 
 63.32  three-dimensional models to interpret and communicate data and 
 63.33  evidence; 
 63.34     (5) use their own and other students' evidence collected by 
 63.35  valid scientific investigations to develop descriptions, 
 63.36  explanations, predictions, and models; 
 64.1      (6) describe how evidence and established science ideas do 
 64.2   or do not support a claim made in public media (for example, 
 64.3   advertisements and reports of scientific studies); and 
 64.4      (7) use appropriate safety equipment and follow safety 
 64.5   procedures, including: 
 64.6      (i) using goggles when working with glass, chemicals, heat, 
 64.7   and projectiles; 
 64.8      (ii) disposing of materials properly; 
 64.9      (iii) following established laboratory rules; and 
 64.10     (iv) operating safety equipment provided in the laboratory 
 64.11  or field. 
 64.12     Sec. 4.  [LIVING SYSTEMS - MIDDLE LEVEL.] 
 64.13     Subdivision 1.  [PURPOSE.] Identify and analyze 
 64.14  interactions and interdependence of living systems. 
 64.15     Subd. 2.  [PART A.] A student shall demonstrate an 
 64.16  understanding of: 
 64.17     (1) the relationship among groups of organisms, including: 
 64.18     (i) animals, including humans; 
 64.19     (ii) plants; and 
 64.20     (iii) micro-organisms; 
 64.21     (2) cell structure and function (for example, the cell as a 
 64.22  building block and the cell's role in reproduction); 
 64.23     (3) diversity and adaptation, including: 
 64.24     (i) how natural selection accounts for the diversity of 
 64.25  species; and 
 64.26     (ii) how changes in environmental conditions can affect the 
 64.27  survival of individual organisms and entire species; 
 64.28     (4) populations and ecosystems, including: 
 64.29     (i) that an ecosystem includes all populations living 
 64.30  together and their interactions with physical factors; 
 64.31     (ii) how populations are categorized by the function they 
 64.32  serve in an ecosystem; 
 64.33     (iii) the importance of sunlight as the major source of 
 64.34  energy for an ecosystem; and 
 64.35     (iv) that the number of organisms that an ecosystem can 
 64.36  support depends on adequate biotic and abiotic resources; 
 65.1      (5) behavior and regulation, including: 
 65.2      (i) how organisms maintain a stable life cycle in a 
 65.3   constantly changing external environment; 
 65.4      (ii) how regulation of an organism's internal environment 
 65.5   involves sensing and changing; and 
 65.6      (iii) how an organism's behavior evolves through adaptation 
 65.7   to its environment; 
 65.8      (6) reproduction and heredity, including: 
 65.9      (i) how some organisms reproduce sexually and some 
 65.10  asexually; and 
 65.11     (ii) how hereditary information is contained in the genes 
 65.12  and is passed from one generation to another; 
 65.13     (7) the dynamic effect of humans interacting with the 
 65.14  environment; and 
 65.15     (8) the history and nature of science, including: 
 65.16     (i) the idea that scientific ideas are tentative, 
 65.17  reproducible, and subject to change; 
 65.18     (ii) that it is normal for scientists to question the 
 65.19  interpretation of data; 
 65.20     (iii) that questioning, response to criticism, and open 
 65.21  communication are important to the process of science; and 
 65.22     (iv) that the body of science knowledge has been built by 
 65.23  individuals from many cultures and beliefs. 
 65.24     Subd. 3.  [PART B.] A student shall demonstrate the ability 
 65.25  to: 
 65.26     (1) independently formulate questions based on prior 
 65.27  observations and evidence and to provide answers through 
 65.28  scientific investigations; 
 65.29     (2) design and conduct, with minimal assistance, a 
 65.30  scientific investigation (for example, an experiment or a field 
 65.31  study); 
 65.32     (3) choose appropriate scientific technology to gather and 
 65.33  analyze data and evidence (for example, microscopes, probes, 
 65.34  computers, and thermometers) to measure liquids, air, and soil; 
 65.35     (4) use mathematical representations or two- and 
 65.36  three-dimensional models to interpret and communicate data and 
 66.1   evidence; 
 66.2      (5) use their own and other students' evidence collected by 
 66.3   valid scientific investigations to develop descriptions, 
 66.4   explanations, predictions, and models; 
 66.5      (6) describe how evidence and established science ideas do 
 66.6   or do not support a claim made in public media (for example, 
 66.7   advertisements and reports of scientific studies); and 
 66.8      (7) use appropriate safety equipment and follow safety 
 66.9   procedures, including: 
 66.10     (i) using goggles when working with glass, chemicals, heat, 
 66.11  and projectiles; 
 66.12     (ii) disposing of materials properly; 
 66.13     (iii) following established laboratory rules; and 
 66.14     (iv) operating safety equipment provided in the laboratory 
 66.15  or field. 
 66.16     Sec. 5.  [EARTH SYSTEMS - MIDDLE LEVEL.] 
 66.17     Subdivision 1.  [PURPOSE.] Students will utilize concepts 
 66.18  and investigations to evaluate interactions of earth and space 
 66.19  systems and how they impact the earth and its human life. 
 66.20     Subd. 2.  [PART A.] A student shall demonstrate an 
 66.21  understanding of: 
 66.22     (1) the structures and processes of earth systems, 
 66.23  including: 
 66.24     (i) plate tectonics and earth layers occurring in the 
 66.25  geosphere; 
 66.26     (ii) the water cycle, erosion, and water bodies in the 
 66.27  hydrosphere; and 
 66.28     (iii) weather and climate as a function of the atmosphere; 
 66.29     (2) concepts of change and constancy in the earth's 
 66.30  history, including evidence found in rocks, landforms, and 
 66.31  fossils; 
 66.32     (3) scientific theories of the earth's origin and 
 66.33  evolution, including: 
 66.34     (i) formation from a nebular cloud of dust; 
 66.35     (ii) methods of estimating geologic time; and 
 66.36     (iii) interactions among the solid earth, the oceans, the 
 67.1   atmosphere, and organisms; 
 67.2      (4) the relative positions and motion of objects in the 
 67.3   solar system, including: 
 67.4      (i) planetary motion; 
 67.5      (ii) moon phases and tides; 
 67.6      (iii) seasons; and 
 67.7      (iv) eclipses; 
 67.8      (5) the structure and evolution of the universe, including: 
 67.9      (i) galaxies; 
 67.10     (ii) stars; and 
 67.11     (iii) time and distance relationships; and 
 67.12     (6) the history and nature of science, including: 
 67.13     (i) the idea that scientific ideas are tentative and 
 67.14  subject to change; 
 67.15     (ii) that it is normal for scientists to question the 
 67.16  interpretation of data; 
 67.17     (iii) that questioning, response to criticism, and open 
 67.18  communication are important to the process of science; and 
 67.19     (iv) that the body of science knowledge has been built by 
 67.20  individuals from many cultures and beliefs. 
 67.21     Subd. 3.  [PART B.] A student shall demonstrate the ability 
 67.22  to: 
 67.23     (1) independently formulate questions based on prior 
 67.24  observations and evidence and to provide answers through 
 67.25  scientific investigations; 
 67.26     (2) design and conduct, with minimal assistance, a 
 67.27  scientific investigation (for example, an experiment or a field 
 67.28  study); 
 67.29     (3) choose appropriate scientific technology to gather and 
 67.30  analyze data and evidence (for example, microscopes, probes, 
 67.31  computers, and thermometers) to measure liquids, air, and soil; 
 67.32     (4) use mathematical representations or two- and 
 67.33  three-dimensional models to interpret and communicate data and 
 67.34  evidence; 
 67.35     (5) use their own and other students' evidence collected by 
 67.36  valid scientific investigations to develop descriptions, 
 68.1   explanations, predictions, and models; 
 68.2      (6) describe how evidence and established science ideas do 
 68.3   or do not support a claim made in public media (for example, 
 68.4   advertisements and reports of scientific studies); and 
 68.5      (7) use appropriate safety equipment and follow safety 
 68.6   procedures, including: 
 68.7      (i) using goggles when working with glass, chemicals, heat, 
 68.8   and projectiles; 
 68.9      (ii) disposing of materials properly; and 
 68.10     (iii) following established laboratory rules and operating 
 68.11  safety equipment provided in the laboratory or field. 
 68.12     Sec. 6.  [BIOLOGY - HIGH SCHOOL LEVEL.] 
 68.13     Subdivision 1.  [PURPOSE.] Investigate living systems at a 
 68.14  molecular level. 
 68.15     Subd. 2.  [PART A.] A student shall demonstrate 
 68.16  understanding of: 
 68.17     (1) mechanisms of heredity, including: 
 68.18     (i) how new genes have a wide variety of effects; 
 68.19     (ii) how sorting and recombining genes result in a wide 
 68.20  variety of possibilities in offspring; 
 68.21     (iii) how information is passed from parent to offspring 
 68.22  through coding in DNA; 
 68.23     (iv) that gene mutations can be caused by such things as 
 68.24  radiation and chemicals (for example, ingested and inhaled 
 68.25  drugs); and 
 68.26     (v) how cell differentiation provides organisms with 
 68.27  tissues, organs, and systems; 
 68.28     (2) biological evolution, including: 
 68.29     (i) that the earth's present day range of species developed 
 68.30  from preexisting species; 
 68.31     (ii) how mechanisms for evolution are provided through 
 68.32  natural selection; 
 68.33     (iii) that natural selection gives rise to cells' and 
 68.34  organisms' behaviors and to cell and organisms that are able to 
 68.35  survive in particular environments; and 
 68.36     (iv) that the theory of natural selection provides a 
 69.1   scientific explanation for the history of life on earth; 
 69.2      (3) interdependence between organisms and environments, 
 69.3   including: 
 69.4      (i) how ecosystems can be reasonably stable over hundreds 
 69.5   or thousands of years; 
 69.6      (ii) that ecosystems always change when climate changes or 
 69.7   when one or more new species appear as a result of migration or 
 69.8   local evolution; and 
 69.9      (iii) human activities can, deliberately or inadvertently, 
 69.10  alter the equilibrium of an ecosystem; 
 69.11     (4) flow of matter and energy, including how the amount of 
 69.12  life any environment can support is limited by the available 
 69.13  energy, water, oxygen, minerals, and by the ability of 
 69.14  ecosystems to recycle the residue of dead organic material; 
 69.15     (5) behavior of cells and organisms, including: 
 69.16     (i) how nervous systems in multicellular animals generate 
 69.17  behavior; 
 69.18     (ii) how behavioral responses to internal changes and 
 69.19  external stimuli occur in organisms; and 
 69.20     (iii) how behavioral responses can be either innate or 
 69.21  learned and have evolved to ensure reproductive success; 
 69.22     (6) the historical significance of a major scientific or 
 69.23  technological advance in biological systems, including 
 69.24  contributions of individuals with diverse perspectives; and 
 69.25     (7) the nature of science, including: 
 69.26     (i) how historical and current scientific concepts and 
 69.27  knowledge guide scientific inquiries; 
 69.28     (ii) that scientific inquiries are performed to test ideas 
 69.29  and predictions and to learn about the natural world; 
 69.30     (iii) how the use of various technologies influences 
 69.31  investigations; 
 69.32     (iv) the essential role of mathematics in scientific 
 69.33  inquiry; 
 69.34     (v) how science knowledge based on evidence adheres to 
 69.35  established scientific criteria; and 
 69.36     (vi) the traditions that govern the conduct of scientists. 
 70.1      Subd. 3.  [PART B.] A student shall demonstrate the ability 
 70.2   to: 
 70.3      (1) design and conduct a scientific investigation using one 
 70.4   of the following high school inquiry standards: 
 70.5      (i) research process; or 
 70.6      (ii) issue analysis; or 
 70.7      (iii) field study; or 
 70.8      (iv) case study; 
 70.9      (2) apply technology (for example, the use of sensors and 
 70.10  probes, microscopes, environmental sampling tools, analysis with 
 70.11  spreadsheets, computer simulations to solve problems, 
 70.12  computerized electron microscope images, and invention of 
 70.13  equipment or tools); and 
 70.14     (3) practice science safely, including: 
 70.15     (i) using equipment properly and following other standard 
 70.16  laboratory procedures; 
 70.17     (ii) identifying safety hazards and risk factors of 
 70.18  technological equipment being used; 
 70.19     (iii) using proper methods of disposing of chemicals and 
 70.20  biological materials; and 
 70.21     (iv) knowing emergency procedures and the location of 
 70.22  safety equipment. 
 70.23     Sec. 7.  [CONCEPTS IN CHEMISTRY - HIGH SCHOOL.] 
 70.24     Subdivision 1.  [PURPOSE.] Develop scientific literacy 
 70.25  through understanding concepts, theories, and principles in 
 70.26  chemistry by analysis and investigation. 
 70.27     Subd. 2.  [PART A.] A student shall demonstrate an 
 70.28  understanding of: 
 70.29     (1) atomic structure, including: 
 70.30     (i) structure of atoms; 
 70.31     (ii) properties of isotopes; and 
 70.32     (iii) radioactive processes; 
 70.33     (2) structure and properties of matter, including: 
 70.34     (i) knowledge of elements; 
 70.35     (ii) measurement of basic properties of matter (for 
 70.36  example, thermal expansion, electrical conductivity, crystal 
 71.1   structure, and solubility); 
 71.2      (iii) patterns in the periodic table; 
 71.3      (iv) the role of electrons in all types of bonding; and 
 71.4      (v) formation and properties of inorganic and organic 
 71.5   substances (for example, polymers and large molecules essential 
 71.6   to life); 
 71.7      (3) chemical reactions, including: 
 71.8      (i) evidence of chemical reactions; 
 71.9      (ii) energy changes in chemical system; 
 71.10     (iii) determining the factors that affect the rate of a 
 71.11  reaction; and 
 71.12     (iv) common chemical reactions that occur in kitchens, 
 71.13  living systems, and the environment; 
 71.14     (4) the history of science, including the historical 
 71.15  significance of a major scientific or technological advance in 
 71.16  chemistry and the importance of multiple contributions by 
 71.17  individuals with diverse perspectives; and 
 71.18     (5) the nature of science, including: 
 71.19     (i) how historical and current scientific concepts and 
 71.20  knowledge guide scientific inquiries; 
 71.21     (ii) that scientific inquiries are performed to test ideas 
 71.22  and predictions and to learn about the natural world; 
 71.23     (iii) how the use of various technologies influences the 
 71.24  investigations; 
 71.25     (iv) the essential rule of mathematics in scientific 
 71.26  inquiry; 
 71.27     (v) how science knowledge based on evidence adheres to 
 71.28  established scientific criteria; and 
 71.29     (vi) that traditions govern the conduct of scientists. 
 71.30     Subd. 3.  [PART B.] A student shall demonstrate the ability 
 71.31  to: 
 71.32     (1) design and conduct a scientific investigation using one 
 71.33  of the following high school inquiry standards: 
 71.34     (i) research process; or 
 71.35     (ii) issue analysis; or 
 71.36     (iii) field study; or 
 72.1      (iv) case study; 
 72.2      (2) apply technology (for example, the use of sensors and 
 72.3   probes) analysis with spreadsheets, development of computer 
 72.4   simulations to solve problems, and creation or invention of 
 72.5   equipment and tools; and 
 72.6      (3) practice science safely, including: 
 72.7      (i) using equipment properly and following other standard 
 72.8   laboratory procedures; 
 72.9      (ii) identifying safety hazards and risk factors of 
 72.10  technological equipment being used; 
 72.11     (iii) using proper methods of disposing of chemicals and 
 72.12  materials; and 
 72.13     (iv) knowing emergency procedures and the location and use 
 72.14  of safety equipment. 
 72.15     Sec. 8.  [EARTH AND SPACE SYSTEMS - HIGH SCHOOL LEVEL.] 
 72.16     Subdivision 1.  [PURPOSE.] Investigate and analyze earth 
 72.17  and space systems through application of concepts, theories, and 
 72.18  principles. 
 72.19     Subd. 2.  [PART A.] A student shall demonstrate an 
 72.20  understanding of: 
 72.21     (1) energy in the earth system, including internal and 
 72.22  external sources of energy and the transfer of energy; 
 72.23     (2) interaction of forces and energy, including, but not 
 72.24  limited to, fault systems, movement of earth materials, and star 
 72.25  systems; 
 72.26     (3) geochemical processes and cycles, including movement 
 72.27  and sinking of elements and the physical and chemical changes 
 72.28  caused by this movement; 
 72.29     (4) theory of origins and evolution of the universe, 
 72.30  including "big bang," gravitational attraction of matter, and 
 72.31  nuclear reactions in stars to produce elements; 
 72.32     (5) potential environmental problems related to earth and 
 72.33  space systems; 
 72.34     (6) the history of science, including the historical 
 72.35  significance of a major scientific or technological advance in 
 72.36  earth and space systems and the importance of multiple 
 73.1   contributions by individuals with diverse perspectives; and 
 73.2      (7) the nature of science, including: 
 73.3      (i) how historical and current scientific concepts and 
 73.4   knowledge guide scientific inquiries; 
 73.5      (ii) that scientific inquiries are performed to test 
 73.6   predictions, verify ideas, and to learn about the natural world; 
 73.7      (iii) how the use of various technologies influences the 
 73.8   investigations; 
 73.9      (iv) the essential role of mathematics in scientific 
 73.10  inquiry; 
 73.11     (v) how science knowledge based on evidence adheres to 
 73.12  established scientific criteria; and 
 73.13     (vi) that traditions govern the conduct of scientists. 
 73.14     Subd. 3.  [PART B.] A student shall demonstrate the ability 
 73.15  to: 
 73.16     (1) design and conduct a scientific investigation using one 
 73.17  of the following high school inquiry standards: 
 73.18     (i) research process; or 
 73.19     (ii) issue analysis; or 
 73.20     (iii) field study; or 
 73.21     (iv) case study; 
 73.22     (2) apply appropriate learning and analysis technologies 
 73.23  (for example, sensors and probes, graphing calculators, 
 73.24  spreadsheets, computer simulations, field sampling equipment, 
 73.25  and downlinks from real-time databases); and 
 73.26     (3) practice science safely, including: 
 73.27     (i) using equipment properly and following other standard 
 73.28  laboratory procedures; 
 73.29     (ii) identifying safety hazards and risk factors of 
 73.30  technological equipment being used; and 
 73.31     (iii) using proper methods of disposing of chemicals and 
 73.32  materials and knowing emergency procedures and the location and 
 73.33  use of safety equipment. 
 73.34     Sec. 9.  [CONCEPTS IN PHYSICS - HIGH SCHOOL.] 
 73.35     Subdivision 1.  [PURPOSE.] Investigate and develop an 
 73.36  understanding of the makeup, structure, and function of the 
 74.1   physical world. 
 74.2      Subd. 2.  [PART A.] A student shall demonstrate 
 74.3   understanding of: 
 74.4      (1) how forces can produce a variety of types of motions; 
 74.5      (2) how the concepts of conservation of energy, momentum, 
 74.6   and charge are used to analyze events and solve problems; 
 74.7      (3) wave motion, including sound, light, and other 
 74.8   electromagnetic waves; 
 74.9      (4) electricity, magnetism, and electromagnetism; 
 74.10     (5) the development of ideas in modern physics, including 
 74.11  atomic and nuclear physics, relativity, quantum physics, and 
 74.12  fundamental particles; 
 74.13     (6) the history of science, including the historical 
 74.14  significance of a major scientific or technological advance in 
 74.15  physics and the importance of multiple contributions by 
 74.16  individuals with diverse perspectives; and 
 74.17     (7) the nature of science, including: 
 74.18     (i) how historical and current scientific concepts and 
 74.19  knowledge guide scientific inquiries; 
 74.20     (ii) that scientific inquiries are performed to test 
 74.21  predictions, verify ideas, and to learn about the natural world; 
 74.22     (iii) how the use of various technologies influences the 
 74.23  investigations; 
 74.24     (iv) the essential role of mathematics in scientific 
 74.25  inquiry; 
 74.26     (v) how science knowledge based on evidence adheres to 
 74.27  established scientific criteria; and 
 74.28     (vi) that traditions govern the conduct of scientists. 
 74.29     Subd. 3.  [PART B.] A student shall demonstrate the ability 
 74.30  to: 
 74.31     (1) design and conduct a scientific investigation using one 
 74.32  of the following high school inquiry standards: 
 74.33     (i) research process; or 
 74.34     (ii) issue analysis; or 
 74.35     (iii) field study; or 
 74.36     (iv) case study; 
 75.1      (2) apply appropriate learning and analysis technologies 
 75.2   (for example, sensors and probes, analysis with spreadsheets, 
 75.3   computer simulations, and invention of equipment, tools, or 
 75.4   circuits); and 
 75.5      (3) practice science safely, including: 
 75.6      (i) using equipment properly and following other standard 
 75.7   laboratory procedures; 
 75.8      (ii) identifying safety hazards and risk factors of 
 75.9   technological equipment being used; and 
 75.10     (iii) using proper methods of disposing of chemicals or 
 75.11  materials and knowing emergency procedures and the location and 
 75.12  use of safety equipment. 
 75.13     Sec. 10.  [ENVIRONMENTAL SYSTEMS - HIGH SCHOOL LEVEL.] 
 75.14     Subdivision 1.  [PURPOSE.] Evaluate a local or regional 
 75.15  environmental issue, select a solution, and prepare a plan to 
 75.16  carry out the solution. 
 75.17     Subd. 2.  [PART A.] A student shall have an understanding 
 75.18  of: 
 75.19     (1) environmental systems representing the interaction of 
 75.20  natural and social systems; 
 75.21     (2) local, regional, or global environmental issues (for 
 75.22  example, personal and community health, population growth, 
 75.23  natural resources, environmental quality, and natural and human 
 75.24  induced hazards); 
 75.25     (3) science concepts associated with environmental issues, 
 75.26  including: 
 75.27     (i) processes that shape the earth (for example, forces 
 75.28  that change the surface of the earth, energy flow, and material 
 75.29  cycles in earth systems); and 
 75.30     (ii) characteristics and processes of living systems (for 
 75.31  example, organisms, populations and communities, heredity and 
 75.32  evolution, systems and connections, the flow of energy, and the 
 75.33  cycling of matter); 
 75.34     (4) types of social systems that interact with natural 
 75.35  systems (for example, economic, political, and technological); 
 75.36     (5) the historical significance of a major scientific or 
 76.1   technological advance in environmental systems and the 
 76.2   importance of multiple contributions by individuals with diverse 
 76.3   perspectives; and 
 76.4      (6) the nature of science in environmental systems, 
 76.5   including: 
 76.6      (i) how historical and current understanding of natural 
 76.7   systems guide environmental decision making; 
 76.8      (ii) that research and inquiries are performed to test 
 76.9   ideas, verify ideas, and make predictions about changes in 
 76.10  environmental systems; 
 76.11     (iii) how progress in science and technology are affected 
 76.12  by social issues and challenges; 
 76.13     (iv) how environmental decisions involve assessment of 
 76.14  alternatives, risks, costs, and benefits; and 
 76.15     (v) the traditions that govern the conduct of researchers. 
 76.16     Subd. 3.  [PART B.] A student shall demonstrate the ability 
 76.17  to: 
 76.18     (1) identify components of an existing local or regional 
 76.19  environmental issue, including: 
 76.20     (i) scientific concepts related to or embedded in the 
 76.21  issue; and 
 76.22     (ii) social systems involved in the issue; 
 76.23     (2) conduct a science-based investigation of a local or 
 76.24  regional environmental issue using the issue analysis standard 
 76.25  from inquiry and research learning area; 
 76.26     (3) develop and give rationale for a personal action plan 
 76.27  designed to promote a specified solution; 
 76.28     (4) apply appropriate learning and analysis technologies 
 76.29  (for example, sensors and probes, graphing calculators, 
 76.30  spreadsheets, computer simulations and models, field sampling 
 76.31  equipment, and downlinks from real-time databases); and 
 76.32     (5) practice science safely, including: 
 76.33     (i) using equipment properly and following standard 
 76.34  laboratory and field procedures; 
 76.35     (ii) identifying safety hazards and risk factors of 
 76.36  technological equipment being used; 
 77.1      (iii) using proper methods for disposing of chemicals, 
 77.2   field waste, and used materials; and 
 77.3      (iv) knowing emergency procedures and the location and use 
 77.4   of safety equipment. 
 77.5      Sec. 11.  [REQUIRED SCIENCE STANDARDS FOR GRADUATION.] 
 77.6      High school students must complete standards from at least 
 77.7   two of the science areas in sections 6 to 10 of this article. 
 77.8                              ARTICLE 7
 77.9                      REQUIRED:  SOCIAL SCIENCES
 77.10     Section 1.  [FAMILY, SCHOOL, AND COMMUNITY - PRIMARY.] 
 77.11     Subdivision 1.  [PURPOSE.] Understand the interaction of 
 77.12  the individual, family, school, community, and place. 
 77.13     Subd. 2.  [PART A.] A student shall demonstrate an 
 77.14  understanding of: 
 77.15     (1) how individuals and groups responsibly meet wants and 
 77.16  needs when resources (for example, food, shelter, and clothing) 
 77.17  are scarce; 
 77.18     (2) how citizens responsibly make choices by considering 
 77.19  the needs of the individual, home, school, and community; 
 77.20     (3) the location of the local community and country in 
 77.21  relation to larger geographic area; 
 77.22     (4) the location of major geographic features of the 
 77.23  earth's surface; 
 77.24     (5) the physical features of communities (for example, 
 77.25  climate, vegetation, land forms, or bodies of water); 
 77.26     (6) human features of communities (for example, population 
 77.27  distribution, settlement patterns, or cultural diversity); 
 77.28     (7) the reason for location of communities or features of 
 77.29  communities; 
 77.30     (8) the ethnic and national backgrounds of various 
 77.31  community members; and 
 77.32     (9) how different individuals respond differently to the 
 77.33  same event. 
 77.34     Subd. 3.  [PART B.] A student shall demonstrate the ability 
 77.35  to: 
 77.36     (1) explain how the student's home region has changed over 
 78.1   time; 
 78.2      (2) create a timeline of personal history using simple 
 78.3   historical research based on primary sources (for example, 
 78.4   photos, personal artifacts, or family interviews); 
 78.5      (3) create maps, including mental maps that show an 
 78.6   understanding of the relative location of the community in 
 78.7   relation to larger geographic areas; and 
 78.8      (4) identify, investigate, discuss, and plan, based on 
 78.9   wants and needs, how to improve the school, community, or 
 78.10  environment. 
 78.11     Sec. 2.  [HISTORICAL EVENTS - INTERMEDIATE.] 
 78.12     Subdivision 1.  [PURPOSE.] Understand that historical 
 78.13  events are influenced by multiple factors, including the 
 78.14  contributions of key people; the influence of technology; and 
 78.15  conflict, cooperation, and interdependence among people. 
 78.16     Subd. 2.  [PART A.] A student shall demonstrate an 
 78.17  understanding of: 
 78.18     (1) the multiple causes and effects of an historical event 
 78.19  (for example, the causes of the American Revolution and the 
 78.20  results of the conflict); 
 78.21     (2) how technology influences historical change (for 
 78.22  example, the influence of railroads on the growth of the United 
 78.23  States, the changes in sailing ships that allowed European 
 78.24  exploration, or the development of irrigation systems in ancient 
 78.25  cultures); 
 78.26     (3) the contribution of individuals to historical events 
 78.27  (for example, the signers of the Declaration of Independence or 
 78.28  modern civil rights leaders); and 
 78.29     (4) conflict, cooperation, and interdependence among 
 78.30  individuals, groups, and nations through time (for example, the 
 78.31  relationship between American Indians and Europeans in the early 
 78.32  colonial period). 
 78.33     Subd. 3.  [PART B.] A student shall demonstrate the ability 
 78.34  to: 
 78.35     (1) create a brief historical narrative from the point of 
 78.36  view of a community member by gathering primary and secondary 
 79.1   historical information through interviews, photos, or other 
 79.2   sources; and 
 79.3      (2) construct, read, and interpret timelines of key people 
 79.4   and events from a variety of time periods. 
 79.5      Sec. 3.  [GEOGRAPHY AND CITIZENSHIP - INTERMEDIATE.] 
 79.6      Subdivision 1.  [PURPOSE.] Understand the role of citizens 
 79.7   in their own communities and the interaction of people, places, 
 79.8   and regions. 
 79.9      Subd. 2.  [PART A.] A student shall demonstrate an 
 79.10  understanding of: 
 79.11     (1) location and physical characteristics (for example, 
 79.12  climate or natural resources) of the United States and selected 
 79.13  world regions; 
 79.14     (2) human characteristics (for example, cultural, economic, 
 79.15  political) or technological characteristics of United States and 
 79.16  selected world regions; 
 79.17     (3) interactions of people in the United States and 
 79.18  selected world regions; 
 79.19     (4) how local resources and products are moved throughout 
 79.20  the world; 
 79.21     (5) how people of different regions and cultures interact 
 79.22  with the environment; 
 79.23     (6) geographic origins of groups in the local community; 
 79.24  and 
 79.25     (7) local community needs (for example, laws, rights, and 
 79.26  responsibilities), resource needs, or health and safety issues. 
 79.27     Subd. 3.  [PART B.] A student shall demonstrate the ability 
 79.28  to: 
 79.29     (1) interpret and use information from maps and graphic 
 79.30  representations; 
 79.31     (2) read a variety of different kinds of maps; 
 79.32     (3) create maps, including mental maps, showing the 
 79.33  relative location of the community to the nation and the world; 
 79.34     (4) compare ways people of different cultures and regions 
 79.35  interact with the physical environment; 
 79.36     (5) discuss, develop, participate in, and evaluate an 
 80.1   activity that contributes to the improvement of the community; 
 80.2   and 
 80.3      (6) describe ways to promote the values and principles of 
 80.4   American democracy. 
 80.5      Sec. 4.  [CURRENT ISSUE ANALYSIS - MIDDLE.] 
 80.6      Subdivision 1.  [PURPOSE.] Defend a position concerning a 
 80.7   current event or issue. 
 80.8      Subd. 2.  [PART A.] A student shall demonstrate an 
 80.9   understanding of: 
 80.10     (1) the history, facts, controversy, values, beliefs, and 
 80.11  emotions surrounding a current event or issue; 
 80.12     (2) the range of positions and opinions surrounding a 
 80.13  current event or issue; and 
 80.14     (3) the responsibility of citizens involved in the event or 
 80.15  issue. 
 80.16     Subd. 3.  [PART B.] A student shall demonstrate the ability 
 80.17  to: 
 80.18     (1) summarize in an oral, written, or role-play form the 
 80.19  central facts and opinions surrounding an issue; 
 80.20     (2) describe the impact of the issue on current or future 
 80.21  events; and 
 80.22     (3) select and defend a position based on information and 
 80.23  reasoning. 
 80.24     Sec. 5.  [GEOGRAPHY AND CULTURE - MIDDLE.] 
 80.25     Subdivision 1.  [PURPOSE.] Understand how events, the 
 80.26  interactions of people, the development of culture, and economic 
 80.27  development are influenced by physical and human geography. 
 80.28     Subd. 2.  [PART A.] A student shall demonstrate an 
 80.29  understanding of: 
 80.30     (1) how regions of the world are defined in terms of 
 80.31  location, natural resources, people and cultures, and physical 
 80.32  features; 
 80.33     (2) the physical and cultural characteristics of selected 
 80.34  regions; 
 80.35     (3) how regions and global systems are interconnected and 
 80.36  interdependent; 
 81.1      (4) the economic development of regions (for example, the 
 81.2   use of resources), the development of technology, or an increase 
 81.3   in trade; and 
 81.4      (5) the impact of human and physical geography on current 
 81.5   or historical issues that involve particular regions. 
 81.6      Subd. 3.  [PART B.] A student shall demonstrate an ability 
 81.7   to: 
 81.8      (1) construct and interpret maps, including mental maps, 
 81.9   and other graphic representations that show the location of 
 81.10  regions and the change of regions over time; 
 81.11     (2) construct and interpret maps, including mental maps, 
 81.12  and other graphic representations that show the interaction of 
 81.13  regions through the movement of people, ideas, or resources; and 
 81.14     (3) compare differences and similarities between world 
 81.15  regions in, for example, their forms of government, topography, 
 81.16  resource use, or ethnicity. 
 81.17     Sec. 6.  [HISTORY AND CITIZENSHIP - MIDDLE LEVEL.] 
 81.18     Subdivision 1.  [PURPOSE.] Understand the role of 
 81.19  individuals and groups in influencing historical events. 
 81.20     Subd. 2.  [PART A.] A student shall demonstrate an 
 81.21  understanding of: 
 81.22     (1) the origin and influences of diverse ideas and beliefs 
 81.23  in history (for example, the competing interests that lead to 
 81.24  the formation of the Bill of Rights); 
 81.25     (2) the facts, sequences, and patterns within a historical 
 81.26  period (for example, colonization patterns and the response of 
 81.27  the American Indians); 
 81.28     (3) themes of change (for example, significant immigration 
 81.29  periods in United States history and their impact on society); 
 81.30     (4) a continuum of change in a local community or 
 81.31  institution; 
 81.32     (5) the role of individuals and groups in influencing 
 81.33  change through political processes, legal processes, or other 
 81.34  means; and 
 81.35     (6) how people become citizens and how citizens contribute 
 81.36  to a changing community through participation. 
 82.1      Subd. 3.  [PART B.] A student shall demonstrate the ability 
 82.2   to: 
 82.3      (1) create an historical narrative, based on primary and 
 82.4   secondary sources, that draws conclusions about historical 
 82.5   events and participants and shows an understanding of 
 82.6   chronology; 
 82.7      (2) construct and interpret thematic or multitiered 
 82.8   timelines to compare eras or to compare different ideas or 
 82.9   places within the same era; and 
 82.10     (3) use civic dialogue and an actual or simulated political 
 82.11  process to examine issues involving rights, roles, and 
 82.12  responsibilities. 
 82.13     Sec. 7.  [THEMES OF UNITED STATES HISTORY - HIGH SCHOOL.] 
 82.14     Subdivision 1.  [PURPOSE.] Understand the development of 
 82.15  United States history through the study of foundational 
 82.16  documents, historical themes, historical eras, and diverse 
 82.17  perspectives. 
 82.18     Subd. 2.  [PART A.] A student shall demonstrate an 
 82.19  understanding of: 
 82.20     (1) the historical influence of foundational primary 
 82.21  documents, including the Declaration of Independence and the 
 82.22  United States Constitution; 
 82.23     (2) cultural, political, social, scientific, or economic 
 82.24  themes related to key people, events, and concepts in historical 
 82.25  eras of the United States (for example, the convergence of 
 82.26  people, Civil War and Reconstruction, the Great Depression, or 
 82.27  contemporary United States); and 
 82.28     (3) how diverse ideas or beliefs have influenced different 
 82.29  eras of United States history, including tribal sovereignty and 
 82.30  the relationship between American Indian tribal governments and 
 82.31  federal and state government in earlier eras or in recent times. 
 82.32     Subd. 3.  [PART B.] A student shall demonstrate the ability 
 82.33  to: 
 82.34     (1) formulate historical questions and defend historical 
 82.35  positions using evidence from primary and secondary sources 
 82.36  representing a variety of perspectives; 
 83.1      (2) analyze historical issues and evaluate the impact of 
 83.2   historical decisions; and 
 83.3      (3) think chronologically (for example, through developing 
 83.4   historical narrative or through constructing and interpreting 
 83.5   thematic and multitiered timelines). 
 83.6      Sec. 8.  [UNITED STATES CITIZENSHIP - HIGH SCHOOL.] 
 83.7      Subdivision 1.  [PURPOSE.] Understands the foundations, 
 83.8   rights, and responsibilities of United States citizenship. 
 83.9      Subd. 2.  [PART A.] A student shall demonstrate an 
 83.10  understanding of: 
 83.11     (1) the foundations, rights, and responsibilities of United 
 83.12  States citizenship; 
 83.13     (2) how the United States Constitution and other 
 83.14  foundational documents embody the principles and ideals of a 
 83.15  democratic republic; 
 83.16     (3) the rights and responsibilities of citizens, 
 83.17  noncitizens, and dual citizens; 
 83.18     (4) the formal and informal structures of government, 
 83.19  including how interest groups exercise power; and 
 83.20     (5) how citizens affect local, national, and foreign policy.
 83.21     Subd. 3.  [PART B.] A student shall demonstrate the ability 
 83.22  to: 
 83.23     (1) use research and civic dialogue to examine issues 
 83.24  involving rights, roles, and the status of individuals in 
 83.25  relation to the general welfare of society; and 
 83.26     (2) observe, analyze, and interact with an actual or 
 83.27  simulated governmental process. 
 83.28     Sec. 9.  [DIVERSE PERSPECTIVES - HIGH SCHOOL.] 
 83.29     Subdivision 1.  [PURPOSE.] Evaluate events and actions from 
 83.30  diverse United States and world perspectives. 
 83.31     Subd. 2.  [PART A.] A student shall demonstrate an 
 83.32  understanding of: 
 83.33     (1) how race, culture, gender, and disability may influence 
 83.34  beliefs, actions, and world view; 
 83.35     (2) how the same data can be interpreted differently 
 83.36  depending upon perspectives, goals, attitudes, personal history, 
 84.1   culture, or other factors; 
 84.2      (3) issues, topics, or concepts around which disagreement 
 84.3   or ambiguity exist; and 
 84.4      (4) two or more alternative points of view for one issue, 
 84.5   topic, event, or concept around which disagreement or ambiguity 
 84.6   exists. 
 84.7      Subd. 3.  [PART B.] A student shall demonstrate the ability 
 84.8   to: 
 84.9      (1) describe, explain, and compare points of view 
 84.10  concerning an issue, including the reasons for alternative 
 84.11  points of view; 
 84.12     (2) evaluate events and actions from diverse United States 
 84.13  and world perspectives; and 
 84.14     (3) analyze how interpretation is affected by omitting 
 84.15  viewpoints. 
 84.16     Sec. 10.  [HUMAN GEOGRAPHY - HIGH SCHOOL.] 
 84.17     Subdivision 1.  [PURPOSE.] Understand how people interact 
 84.18  with the environment, how people of different regions interact 
 84.19  with each other, and how conflict or change results from these 
 84.20  interactions. 
 84.21     Subd. 2.  [PART A.] A student shall demonstrate an 
 84.22  understanding of: 
 84.23     (1) the location of major places, regions, and geographic 
 84.24  features on the surface of the earth; 
 84.25     (2) the physical processes that shape patterns on the 
 84.26  earth's surface; 
 84.27     (3) the physical and cultural characteristics of places and 
 84.28  regions; 
 84.29     (4) how the environment is modified by and modifies human 
 84.30  activity; 
 84.31     (5) how changing relationships between humans and the 
 84.32  physical environment influences the characteristics of places; 
 84.33     (6) how places, regions, and global systems are 
 84.34  interconnected through the movement of people, ideas, resources, 
 84.35  and other cultural characteristics; and 
 84.36     (7) how changes in the patterns of human interaction result 
 85.1   in changes in the cultural landscape. 
 85.2      Subd. 3.  [PART B.] A student shall demonstrate the ability 
 85.3   to: 
 85.4      (1) interpret and communicate geographic information 
 85.5   through maps and other graphic tools and geographic information 
 85.6   systems; 
 85.7      (2) predict changes or trends in physical or cultural 
 85.8   landscape based on changes in spatial patterns or other 
 85.9   geographic information; and 
 85.10     (3) use a geographic perspective in the analysis of a 
 85.11  dispute over land use, resource utilization, or political 
 85.12  control of territory. 
 85.13     Sec. 11.  [INSTITUTIONS AND TRADITIONS IN SOCIETY - HIGH 
 85.14  SCHOOL.] 
 85.15     Subdivision 1.  [PURPOSE.] Understand the interaction and 
 85.16  development of individuals, groups, and institutions. 
 85.17     Subd. 2.  [PART A.] A student shall demonstrate an 
 85.18  understanding of: 
 85.19     (1) institutions (for example, family, religion, 
 85.20  educational, economic, or political institutions) and the 
 85.21  traditions of those institutions; 
 85.22     (2) societal concepts that influence the interaction among 
 85.23  individuals, groups, and society; 
 85.24     (3) how societal concepts and institutions develop and 
 85.25  change over time; 
 85.26     (4) how cultural diversity affects conflict and cohesion 
 85.27  within and across groups and institutions; and 
 85.28     (5) tensions between individuality and conformity and the 
 85.29  groups that influence the tensions (for example, family, peer 
 85.30  groups, or the media). 
 85.31     Subd. 3.  [PART B.] A student shall demonstrate the ability 
 85.32  to: 
 85.33     (1) use observation, surveys, sampling, or other research 
 85.34  to analyze how roles, status, and societal class affect 
 85.35  interaction in groups and institutions; and 
 85.36     (2) analyze how institutions affect continuity and change. 
 86.1      Sec. 12.  [COMMUNITY INTERACTION - HIGH SCHOOL.] 
 86.2      Subdivision 1.  [PURPOSE.] Understand the relationships 
 86.3   between organizations and the communities they serve through 
 86.4   direct service or experience. 
 86.5      Subd. 2.  [PART A.] A student shall demonstrate an 
 86.6   understanding of: 
 86.7      (1) the types of organizations that serve the community and 
 86.8   the types of assistance they offer; 
 86.9      (2) how organizations assess community needs; and 
 86.10     (3) how individuals can work to improve the community. 
 86.11     Subd. 3.  [PART B.] A student shall demonstrate the ability 
 86.12  to: 
 86.13     (1) conduct a needs assessment to determine the impact of 
 86.14  an issue, event, or service on the community; and 
 86.15     (2) suggest, apply, and evaluate strategies designed to 
 86.16  improve the community through direct service or other authentic 
 86.17  experience. 
 86.18     Sec. 13.  [WORLD HISTORY AND CULTURES - HIGH SCHOOL.] 
 86.19     Subdivision 1.  [PURPOSE.] Understand historical 
 86.20  developments that gave rise to human societies. 
 86.21     Subd. 2.  [PART A.] A student shall demonstrate an 
 86.22  understanding of: 
 86.23     (1) processes that influence the formation of human 
 86.24  societies (for example, the development of agriculture or the 
 86.25  development of institutions); 
 86.26     (2) characteristics of emerging and spreading civilizations 
 86.27  (for example, increased influence through trade or conquest); 
 86.28     (3) processes of change within societies, including reform 
 86.29  and revolution; 
 86.30     (4) causes and effects of political, social, or cultural 
 86.31  exchanges and encounters (for example, the contact between 
 86.32  Mesoamerican civilizations and the Spanish); 
 86.33     (5) patterns of global transformations and the rise of an 
 86.34  interdependent world; and 
 86.35     (6) unifying themes across historical eras or across world 
 86.36  regions in the same era. 
 87.1      Subd. 3.  [PART B.] A student shall demonstrate the ability 
 87.2   to: 
 87.3      (1) formulate a historical question about an event, issue, 
 87.4   era, region, or culture; 
 87.5      (2) evaluate a historical question for research 
 87.6   feasibility; 
 87.7      (3) gather information from secondary sources and original 
 87.8   primary or translated sources; and 
 87.9      (4) present research findings, including conclusions about 
 87.10  the historical question, bias and perspective in sources, 
 87.11  limitations of the investigation because of time or distance 
 87.12  from sources, and possible questions for further research. 
 87.13                             ARTICLE 8
 87.14                   REQUIRED:  ARTS AND LITERATURE
 87.15     Section 1.  [ARTISTIC EXPRESSION - PRIMARY.] 
 87.16     Subdivision 1.  [PURPOSE.] Use artistic processes to 
 87.17  create, perform, and interpret art works in at least three of 
 87.18  the following arts areas. 
 87.19     Subd. 2.  [PART A.] A student shall demonstrate an 
 87.20  understanding of: 
 87.21     (1)  [DANCE.] 
 87.22     (i) the elements of dance, including action, space, time, 
 87.23  and energy; and 
 87.24     (ii) characteristics of dance from a variety of cultures 
 87.25  and historical times; 
 87.26     (2)  [MUSIC.] 
 87.27     (i) the elements of music, including melody, rhythm, 
 87.28  harmony, dynamics, tone color, texture, and form; and 
 87.29     (ii) characteristics of music from a variety of cultures 
 87.30  and historical times; 
 87.31     (3)  [THEATER.] 
 87.32     (i) the elements of theater, including plot, theme, 
 87.33  character, language, sound, and spectacle; and 
 87.34     (ii) characteristics of theater from a variety of cultures 
 87.35  and historical times; or 
 87.36     (4)  [VISUAL ARTS.] 
 88.1      (i) the elements of visual art, including color, line, 
 88.2   shape, form, texture, and space; and 
 88.3      (ii) characteristics of visual art from a variety of 
 88.4   cultures and historical times. 
 88.5      Subd. 3.  [PART B.] A student shall demonstrate the ability 
 88.6   to: 
 88.7      (1)  [DANCE.] 
 88.8      (i) use basic movement skills in musical or rhythmic 
 88.9   contexts; and 
 88.10     (ii) create and perform sequences of movement with a 
 88.11  beginning, middle, and end to communicate a story, life 
 88.12  experience, theme, or idea; 
 88.13     (2)  [MUSIC.] 
 88.14     (i) sing a varied repertoire of songs in a group; 
 88.15     (ii) improvise and compose on classroom instruments to 
 88.16  communicate an idea; 
 88.17     (iii) play simple rhythms and melodies on classroom 
 88.18  instruments; and 
 88.19     (iv) read and write music using a system of notation; 
 88.20     (3)  [THEATER.] 
 88.21     (i) use movement, sound, and language to create images and 
 88.22  express ideas; 
 88.23     (ii) create characterizations of animals, objects, or 
 88.24  shapes; and 
 88.25     (iii) communicate a story and character using voice, 
 88.26  movement, costume, and props; or 
 88.27     (4)  [VISUAL ARTS.] 
 88.28     (i) use the tools, basic skills, and techniques of at least 
 88.29  three different mediums; and 
 88.30     (ii) create original works of art to communicate ideas. 
 88.31     Sec. 2.  [ARTISTIC EXPRESSION - INTERMEDIATE.] 
 88.32     Subdivision 1.  [PURPOSE.] Use artistic processes to 
 88.33  create, perform, and interpret art works in at least three of 
 88.34  the following arts areas. 
 88.35     Subd. 2.  [PART A.] A student shall demonstrate an 
 88.36  understanding of: 
 89.1      (1)  [DANCE.] 
 89.2      (i) components of dance: 
 89.3      (A) elements, including action, space, time and energy; 
 89.4      (B) principles of choreography (for example, repetition, 
 89.5   pattern, or unity); and 
 89.6      (C) vocabulary; 
 89.7      (ii) cultural and historical forms or traditions of dance; 
 89.8   and 
 89.9      (iii) how dance elements are similar to and different from 
 89.10  the elements of other arts areas (for example, music, theater, 
 89.11  or visual arts); 
 89.12     (2)  [MUSIC.] 
 89.13     (i) components of music: 
 89.14     (A) elements, including melody, rhythm, harmony, dynamics, 
 89.15  tone color, texture, and form; and 
 89.16     (B) vocabulary; 
 89.17     (ii) cultural and historical forms or traditions of music; 
 89.18  and 
 89.19     (iii) how musical elements are similar to and different 
 89.20  from the elements of other arts areas (for example, dance, 
 89.21  theater, or visual arts); 
 89.22     (3)  [THEATER.] 
 89.23     (i) components of theater: 
 89.24     (A) elements, including plot, theme, character, language, 
 89.25  sound, and spectacle; 
 89.26     (B) forms (for example, tragedy, comedy, farce, or 
 89.27  melodrama); and 
 89.28     (C) vocabulary; 
 89.29     (ii) cultural and historical forms or traditions of 
 89.30  theater; and 
 89.31     (iii) how theater elements are similar to and different 
 89.32  from the elements of other arts areas (for example, dance, 
 89.33  music, or visual arts); or 
 89.34     (4)  [VISUAL ARTS.] 
 89.35     (i) components of visual arts: 
 89.36     (A) elements, including color, line, shape, form, texture, 
 90.1   and space; 
 90.2      (B) principles (for example, repetition, contrast, or 
 90.3   balance); and 
 90.4      (C) vocabulary; 
 90.5      (ii) cultural and historical forms or traditions of visual 
 90.6   arts; and 
 90.7      (iii) how visual arts elements are similar to and different 
 90.8   from the elements of other arts areas (for example, dance, 
 90.9   music, or theater). 
 90.10     Subd. 3.  [PART B.] A student shall demonstrate the ability 
 90.11  to: 
 90.12     (1)  [DANCE.] 
 90.13     (i) perform characteristic movements and styles of dance 
 90.14  from more than one form or tradition; 
 90.15     (ii) create movement sequences with or without music; and 
 90.16     (iii) generate multiple responses to movement ideas; 
 90.17     (2)  [MUSIC.] 
 90.18     (i) sing or play traditional instruments alone and sing 
 90.19  rounds and part songs or play traditional instruments in a 
 90.20  group; 
 90.21     (ii) improvise and compose rhythms, melodies, and 
 90.22  accompaniments using classroom instruments, voice, or both to 
 90.23  express a specific musical idea; 
 90.24     (iii) perform rhythmic, melodic, and harmonic patterns on 
 90.25  classroom instruments; and 
 90.26     (iv) read and write music using a system of musical 
 90.27  notation; 
 90.28     (3)  [THEATER.] 
 90.29     (i) create a character based on fiction or life experience 
 90.30  using movement, voice, costume, and props; and 
 90.31     (ii) create a dramatic performance by interpreting and 
 90.32  adapting the plot, characters, and language from an existing 
 90.33  piece of literature; or 
 90.34     (4)  [VISUAL ARTS.] 
 90.35     (i) use elements, principles, skills, and techniques of at 
 90.36  least three different mediums; and 
 91.1      (ii) create original works of art to express specific 
 91.2   artistic ideas. 
 91.3      Sec. 3.  [ARTISTIC INTERPRETATION - MIDDLE.] 
 91.4      Subdivision 1.  [PURPOSE.] Use artistic processes to 
 91.5   analyze and interpret a variety of works in at least three of 
 91.6   the following arts areas. 
 91.7      Subd. 2.  [PART A.] A student shall demonstrate an 
 91.8   understanding of: 
 91.9      (1)  [DANCE.] 
 91.10     (i) how the components of dance are used to convey meaning: 
 91.11     (A) elements, including action, space, time, and energy; 
 91.12     (B) principles of choreography (for example, repetition, 
 91.13  pattern, or unity); 
 91.14     (C) vocabulary; 
 91.15     (D) styles (for example, tap, ballet, or modern); and 
 91.16     (E) choreographic structures (for example, theme and 
 91.17  variation); 
 91.18     (ii) the connection between a work in dance, its purpose, 
 91.19  and its cultural and historical contexts; and 
 91.20     (iii) how the principles and vocabulary of dance are 
 91.21  similar to and different from other arts areas (for example, 
 91.22  music, theater, or visual art); 
 91.23     (2)  [MUSIC.] 
 91.24     (i) how the components of music are used to convey meaning: 
 91.25     (A) elements, including melody, rhythm, harmony, dynamics, 
 91.26  tone color, texture, and form; 
 91.27     (B) vocabulary; 
 91.28     (C) styles (for example, blues, jazz, or opera); and 
 91.29     (D) structures (for example, ABA); 
 91.30     (ii) the connection between a work of music, its purpose, 
 91.31  and its cultural and historical contexts; and 
 91.32     (iii) how the vocabulary of music is similar to and 
 91.33  different from other arts areas (for example, dance, theater, or 
 91.34  visual arts); 
 91.35     (3)  [THEATER.] 
 91.36     (i) how the components of theater are used to convey 
 92.1   meaning: 
 92.2      (A) elements, including plot, theme, character, language, 
 92.3   sound, and spectacle; 
 92.4      (B) forms (for example, tragedy, comedy, farce, or 
 92.5   melodrama); 
 92.6      (C) vocabulary; 
 92.7      (D) styles (for example, romantic or classical); and 
 92.8      (E) structures (for example, chronological or nonlinear); 
 92.9      (ii) the connection between a work in theater, its purpose, 
 92.10  and its cultural and historical contexts; and 
 92.11     (iii) how the forms and vocabulary of theater are similar 
 92.12  to and different from other arts areas (for example, dance, 
 92.13  music, or visual arts); or 
 92.14     (4)  [VISUAL ARTS.] 
 92.15     (i) how the components of visual arts are used to convey 
 92.16  meaning: 
 92.17     (A) elements, including color, line, shape, form, texture, 
 92.18  and space; 
 92.19     (B) principles (for example, repetition, contrast, or 
 92.20  balance); 
 92.21     (C) vocabulary; 
 92.22     (D) styles (for example, abstract or impressionist); and 
 92.23     (E) structures (for example, two dimensional or three 
 92.24  dimensional); 
 92.25     (ii) the connection between a visual art work, its purpose, 
 92.26  and its cultural and historical contexts; and 
 92.27     (iii) how the principles and vocabulary of visual art are 
 92.28  similar to and different from other arts areas (for example, 
 92.29  dance, music, or theater). 
 92.30     Subd. 3.  [PART B.] A student shall demonstrate the ability 
 92.31  to: 
 92.32     (1)  [DANCE.] 
 92.33     (i) communicate a personal reaction to performances of 
 92.34  original works or interpretations and performances of existing 
 92.35  works in dance using the components of dance; and 
 92.36     (ii) use criteria to evaluate performances in dance; 
 93.1      (2)  [MUSIC.] 
 93.2      (i) communicate a personal reaction to performances of 
 93.3   original works, compositions, or interpretations and 
 93.4   performances of existing music using the components of music; 
 93.5   and 
 93.6      (ii) use criteria to evaluate musical performances; 
 93.7      (3)  [THEATER.] 
 93.8      (i) communicate a personal reaction to performances of 
 93.9   original works or interpretations and performances of existing 
 93.10  works in theater using the components of theater; and 
 93.11     (ii) use criteria to evaluate performances in theater; or 
 93.12     (4)  [VISUAL ARTS.] 
 93.13     (i) communicate a personal reaction to works in visual art 
 93.14  using the components of visual art; and 
 93.15     (ii) use criteria to evaluate works of visual art. 
 93.16     Sec. 4.  [ARTISTIC CREATIVITY AND PERFORMANCE - MIDDLE.] 
 93.17     Subdivision 1.  [PURPOSE.] Use artistic processes to create 
 93.18  and perform in at least three of the following arts areas. 
 93.19     Subd. 2.  [PART A.] A student shall demonstrate an 
 93.20  understanding of: 
 93.21     (1)  [DANCE.] 
 93.22     (i) components of dance: 
 93.23     (A) elements, including action, space, time, and energy; 
 93.24     (B) principles of choreography (for example, repetition, 
 93.25  pattern, or unity); 
 93.26     (C) vocabulary; 
 93.27     (D) styles (for example, tap, ballet, or modern); and 
 93.28     (E) choreographic structures (for example, theme and 
 93.29  variation); 
 93.30     (ii) technical skills of dance (for example, alignment, 
 93.31  locomotor, or nonlocomotor movement skills); and 
 93.32     (iii) how audience and occasion affect artistic choices in 
 93.33  creating and performing dance; 
 93.34     (2)  [MUSIC.] 
 93.35     (i) the components of music: 
 93.36     (A) elements, including melody, rhythm, harmony, dynamics, 
 94.1   tone color, texture, and form; 
 94.2      (B) vocabulary; 
 94.3      (C) styles (for example, blues, jazz, or opera); and 
 94.4      (D) structures (for example, ABA); 
 94.5      (ii) technical skills of music (for example, singing or 
 94.6   playing instruments); and 
 94.7      (iii) how audience and occasion affect artistic choices 
 94.8   when composing and performing music; 
 94.9      (3)  [THEATER.] 
 94.10     (i) the components of theater: 
 94.11     (A) elements, including plot, theme, character, language, 
 94.12  sound, and spectacle; 
 94.13     (B) forms (for example, tragedy, comedy, farce, or 
 94.14  melodrama); 
 94.15     (C) vocabulary; 
 94.16     (D) styles (for example, romantic or classical); and 
 94.17     (E) structures (for example, chronological or nonlinear); 
 94.18     (ii) technical skills in the theater (for example, scenery 
 94.19  or prop design); and 
 94.20     (iii) how audience and occasion affect artistic choices in 
 94.21  creation and performance in theater; or 
 94.22     (4)  [VISUAL ARTS.] 
 94.23     (i) the components of visual art: 
 94.24     (A) elements, including color, line, shape, form, texture, 
 94.25  and space; 
 94.26     (B) principles (for example, repetition, contrast, or 
 94.27  balance); 
 94.28     (C) vocabulary; 
 94.29     (D) styles (for example, abstract or impressionist); and 
 94.30     (E) structures (for example, two dimensional or three 
 94.31  dimensional); 
 94.32     (ii) technical skills of visual arts (for example, 
 94.33  selecting and using tools and techniques of the medium); and 
 94.34     (iii) how audience and occasion affect artistic choices in 
 94.35  creation of visual art. 
 94.36     Subd. 3.  [PART B.] A student shall demonstrate the ability 
 95.1   to: 
 95.2      (1)  [DANCE.] 
 95.3      (i) use artistic processes to create and perform in a 
 95.4   variety of dance contexts; 
 95.5      (ii) express and communicate ideas using the components of 
 95.6   dance; 
 95.7      (iii) use improvisation to generate ideas for artistic 
 95.8   expression in dance; 
 95.9      (iv) make and explain artistic choices in creating and 
 95.10  performing dance; and 
 95.11     (v) use feedback to revise both creation and performance of 
 95.12  dance; 
 95.13     (2)  [MUSIC.] 
 95.14     (i) use artistic processes to create and perform in a 
 95.15  variety of musical contexts; 
 95.16     (ii) express and communicate ideas using the components of 
 95.17  music; 
 95.18     (iii) use improvisation and composition to generate ideas 
 95.19  for artistic expression in music; 
 95.20     (iv) make and explain artistic choices in composing and 
 95.21  performing music; and 
 95.22     (v) use feedback to revise musical creation or performance; 
 95.23     (3)  [THEATER.] 
 95.24     (i) use artistic processes to create and perform in a 
 95.25  variety of theater contexts; 
 95.26     (ii) express and communicate ideas using the components of 
 95.27  theater; 
 95.28     (iii) use improvisation to generate ideas for creating and 
 95.29  performing in theater; 
 95.30     (iv) make and explain artistic choices in creation and 
 95.31  performance; and 
 95.32     (v) use feedback to revise creation or performance in 
 95.33  theater; or 
 95.34     (4)  [VISUAL ARTS.] 
 95.35     (i) use artistic processes to create in a variety of visual 
 95.36  art contexts; 
 96.1      (ii) express and communicate ideas using the components of 
 96.2   visual arts; 
 96.3      (iii) generate ideas for artistic expression in visual 
 96.4   arts; 
 96.5      (iv) make and explain artistic choices in creating visual 
 96.6   art; and 
 96.7      (v) use feedback to revise artistic expression in visual 
 96.8   art. 
 96.9      Sec. 5.  [ANALYSIS AND INTERPRETATION - HIGH SCHOOL.] 
 96.10     Subdivision 1.  [PURPOSE.] Apply artistic process to 
 96.11  analyze, interpret, and evaluate art works.  (Must be completed 
 96.12  in literature.  This standard may be repeated in dance, media 
 96.13  arts, music, theater, or visual arts as an elective.) 
 96.14     Subd. 2.  [PART A.] A student shall demonstrate an 
 96.15  understanding of: 
 96.16     (1)  [DANCE.] 
 96.17     (i) how a synthesis of the components of dance is used to 
 96.18  define a work in dance: 
 96.19     (A) elements, including action, space, time, and energy; 
 96.20     (B) principles of choreography (for example, repetition, 
 96.21  pattern, or unity); 
 96.22     (C) vocabulary; 
 96.23     (D) choreographic structures (for example, theme and 
 96.24  variation); 
 96.25     (E) styles (for example, tap, ballet, or modern); and 
 96.26     (F) technical skills (for example, alignment, locomotor, or 
 96.27  nonlocomotor movement); 
 96.28     (ii) the similarities and differences among the styles and 
 96.29  choreographic structures within dance; 
 96.30     (iii) how the selection of criteria affects criticism of a 
 96.31  dance creation, interpretation, or performance; and 
 96.32     (iv) the connections between dance and other disciplines 
 96.33  outside the arts (for example, mathematics, science, or 
 96.34  history); 
 96.35     (2)  [LITERATURE.] 
 96.36     (i) how a synthesis of the components of literature is used 
 97.1   to define a work of literature: 
 97.2      (A) elements, including plot, character, setting, imagery, 
 97.3   theme, point of view, and conflict; 
 97.4      (B) principles (for example, balance or repetition); 
 97.5      (C) vocabulary; 
 97.6      (D) structural forms (for example, short story, novella, or 
 97.7   prose poem); 
 97.8      (E) styles (for example, classical, romantic, or gothic); 
 97.9   and 
 97.10     (F) technical skills (for example, organization or focus); 
 97.11     (ii) the similarities and differences among the structural 
 97.12  forms and styles within literature; 
 97.13     (iii) how the selection of criteria affects literary 
 97.14  criticism; and 
 97.15     (iv) the connections between literature and other 
 97.16  disciplines outside the arts (for example, mathematics, science, 
 97.17  or history); 
 97.18     (3)  [MEDIA ARTS.] 
 97.19     (i) how a synthesis of the components of media arts is used 
 97.20  to define a work in media arts: 
 97.21     (A) elements, including image, sound, space, time, motion, 
 97.22  and sequence; 
 97.23     (B) principles (for example, repetition, unity, or 
 97.24  contrast); 
 97.25     (C) vocabulary; 
 97.26     (D) structures (for example, chronological or spatial); 
 97.27     (E) styles (for example, documentary, narrative, or 
 97.28  abstract); and 
 97.29     (F) technical skills (for example, selection and use of the 
 97.30  tools of the medium); 
 97.31     (ii) the similarities and differences among the structures 
 97.32  and styles within media arts; 
 97.33     (iii) how the selection of criteria affects criticism of a 
 97.34  work in media arts; and 
 97.35     (iv) the connections between media arts and other 
 97.36  disciplines outside the arts (for example, mathematics, science, 
 98.1   or history); 
 98.2      (4)  [MUSIC.] 
 98.3      (i) how a synthesis of the components of music is used to 
 98.4   define a composition, interpretation, or performance in music: 
 98.5      (A) elements, including melody, rhythm, harmony, dynamics, 
 98.6   tone color, texture, and form; 
 98.7      (B) vocabulary; 
 98.8      (C) styles (for example, blues, jazz, or opera); 
 98.9      (D) structures (for example, ABA); and 
 98.10     (E) technical skills (for example, singing or playing 
 98.11  instruments); 
 98.12     (ii) the similarities and differences among the structures 
 98.13  and styles within music; 
 98.14     (iii) how the selection of criteria affects criticism of a 
 98.15  musical composition, interpretation, or performance; and 
 98.16     (iv) the connections between music and other disciplines 
 98.17  outside the arts (for example, mathematics, science, or 
 98.18  history); 
 98.19     (5)  [THEATER.] 
 98.20     (i) how a synthesis of the components of theater are used 
 98.21  to define a work in theater: 
 98.22     (A) elements, including plot, theme, character, language, 
 98.23  sound, and spectacle; 
 98.24     (B) forms (for example, tragedy, comedy, farce, or 
 98.25  melodrama); 
 98.26     (C) vocabulary; 
 98.27     (D) styles (for example, romantic or classical); 
 98.28     (E) structures (for example, chronological or nonlinear); 
 98.29  and 
 98.30     (F) technical skills (for example, scenery or prop design); 
 98.31     (ii) the similarities and differences among the structures 
 98.32  and styles within theater; 
 98.33     (iii) how the selection of criteria affects criticism of a 
 98.34  theater creation, interpretation, or performance; and 
 98.35     (iv) the connections between theater and other disciplines 
 98.36  outside the arts (for example, mathematics, science, or 
 99.1   history); and 
 99.2      (6)  [VISUAL ARTS.] 
 99.3      (i) how a synthesis of the components of visual arts is 
 99.4   used to define a work in visual art: 
 99.5      (A) elements, including color, line, shape, form, texture, 
 99.6   and space; 
 99.7      (B) principles (for example, repetition, contrast, or 
 99.8   balance); 
 99.9      (C) vocabulary; 
 99.10     (D) styles (for example, abstract or impressionist); 
 99.11     (E) structures (for example, two dimensional or three 
 99.12  dimensional); and 
 99.13     (F) technical skills (for example, selecting and using 
 99.14  tools and techniques of the medium); 
 99.15     (ii) the similarities and differences among the structures 
 99.16  and styles within visual arts; 
 99.17     (iii) how the selection of criteria affects criticism of a 
 99.18  work in visual arts; and 
 99.19     (iv) the connections between visual arts and other 
 99.20  disciplines outside the arts (for example, mathematics, science, 
 99.21  or history). 
 99.22     Subd. 3.  [PART B.] A student shall demonstrate the ability 
 99.23  to: 
 99.24     (1)  [DANCE.] 
 99.25     (i) select criteria for evaluating the performances of 
 99.26  original dances or the interpretations and performances of 
 99.27  existing dances; 
 99.28     (ii) analyze and interpret dance through its historical, 
 99.29  cultural, or social context; 
 99.30     (iii) support personal reactions to the performances of 
 99.31  original dances or the interpretations and performances of 
 99.32  existing dances using the components of dance; and 
 99.33     (iv) articulate informed evaluations of performances of 
 99.34  original dances or the interpretations and performances of 
 99.35  existing dances using selected criteria; 
 99.36     (2)  [LITERATURE.] 
100.1      (i) select criteria for evaluating literature; 
100.2      (ii) analyze and interpret literature through its 
100.3   historical, cultural, or social context; 
100.4      (iii) support personal reactions to literature using the 
100.5   components of literature; and 
100.6      (iv) articulate informed evaluations of literature using 
100.7   selected criteria; 
100.8      (3)  [MEDIA ARTS.] 
100.9      (i) select criteria for evaluating works in media arts; 
100.10     (ii) analyze and interpret media art through its 
100.11  historical, cultural, or social context; 
100.12     (iii) support personal reactions to media art works using 
100.13  the components of media arts; and 
100.14     (iv) articulate informed evaluations of media art works 
100.15  using selected criteria; 
100.16     (4)  [MUSIC.] 
100.17     (i) select criteria for evaluating the performances of 
100.18  original compositions or the interpretations and performances of 
100.19  existing compositions; 
100.20     (ii) analyze and interpret music through its historical, 
100.21  cultural, or social context; 
100.22     (iii) support personal reactions to performances of 
100.23  original compositions or the interpretations and performances of 
100.24  existing compositions using the components of music; and 
100.25     (iv) articulate informed evaluations of performances of 
100.26  original compositions or the interpretations and performances of 
100.27  existing compositions using selected criteria; 
100.28     (5)  [THEATER.] 
100.29     (i) select criteria for evaluating performances of original 
100.30  works or the interpretation and performance of existing works in 
100.31  theater; 
100.32     (ii) analyze and interpret theater through its historical, 
100.33  cultural, or social context; 
100.34     (iii) support personal reactions to original works or the 
100.35  interpretation and performance of existing works in theater 
100.36  using the components of theater; and 
101.1      (iv) articulate informed evaluations of original works or 
101.2   the interpretation and performance of existing works in theater 
101.3   using selected criteria; and 
101.4      (6)  [VISUAL ARTS.] 
101.5      (i) select criteria for evaluating visual art works; 
101.6      (ii) analyze and interpret visual art through its 
101.7   historical, cultural, or social context; 
101.8      (iii) support personal reactions to visual art works using 
101.9   the components of visual arts; and 
101.10     (iv) articulate informed evaluations of visual art works 
101.11  using selected criteria. 
101.12     Sec. 6.  [CREATION AND PERFORMANCE - HIGH SCHOOL.] 
101.13     Subdivision 1.  [PURPOSE.] Use artistic processes to create 
101.14  original or perform existing works of art.  (Must be completed 
101.15  in dance, media arts, music, theater, or visual arts.  May be 
101.16  completed in a different art form or in creative writing as an 
101.17  elective.) 
101.18     Subd. 2.  [PART A.] A student shall demonstrate an 
101.19  understanding of: 
101.20     (1)  [CREATIVE WRITING.] 
101.21     (i) the integration of components of creative writing: 
101.22     (A) elements, including plot, character, setting, imagery, 
101.23  theme, point of view, and conflict; 
101.24     (B) principles (for example, balance or repetition); 
101.25     (C) vocabulary; 
101.26     (D) structural forms (for example, short story, novella, or 
101.27  prose poem); 
101.28     (E) styles (for example, classical, romantic, or gothic); 
101.29  and 
101.30     (F) technical skills (for example, organization or focus); 
101.31  and 
101.32     (ii) the cultural, historical, or social contexts that 
101.33  influence the creation of the writing; 
101.34     (2)  [DANCE.] 
101.35     (i) the integration of components of dance: 
101.36     (A) elements, including action, space, time, and energy; 
102.1      (B) principles of choreography (for example, repetition, 
102.2   pattern, or unity); 
102.3      (C) vocabulary; 
102.4      (D) choreographic structures (for example, theme and 
102.5   variation); 
102.6      (E) styles (for example, tap, ballet, or modern); and 
102.7      (F) technical skills (for example, alignment, locomotor, or 
102.8   nonlocomotor movement); and 
102.9      (ii) the cultural, historical, or social contexts that 
102.10  influence the creation, interpretation, or performance of dance 
102.11  works; 
102.12     (3)  [MEDIA ARTS.] 
102.13     (i) the integration of components of media arts: 
102.14     (A) elements, including image, sound, space, time, motion, 
102.15  and sequence; 
102.16     (B) principles (for example, repetition, unity, or 
102.17  contrast); 
102.18     (C) vocabulary; 
102.19     (D) structures (for example, chronological or spatial); 
102.20     (E) styles (for example, documentary, narrative, or 
102.21  abstract); and 
102.22     (F) technical skills (for example, selection and use of the 
102.23  tools of the medium); and 
102.24     (ii) the cultural, historical, or social contexts that 
102.25  influence the creation of media arts; 
102.26     (4)  [MUSIC.] 
102.27     (i) the integration of components of music: 
102.28     (A) elements, including melody, rhythm, harmony, dynamics, 
102.29  tone color, texture, and form; 
102.30     (B) vocabulary; 
102.31     (C) styles (for example, blues, jazz, or opera); 
102.32     (D) structures (for example, ABA); and 
102.33     (E) technical skills (for example, singing or playing 
102.34  instruments); and 
102.35     (ii) the cultural, historical, or social contexts that 
102.36  influence the creation, interpretation, or performance of music; 
103.1      (5)  [THEATER.] 
103.2      (i) the integration of components of theater: 
103.3      (A) elements, including plot, theme, character, language, 
103.4   sound, and spectacle; 
103.5      (B) forms (for example, tragedy, comedy, farce, or 
103.6   melodrama); 
103.7      (C) vocabulary; 
103.8      (D) styles (for example, romantic or classical); 
103.9      (E) structures (for example, chronological or nonlinear); 
103.10  and 
103.11     (F) technical skills (for example, scenery or prop design); 
103.12  and 
103.13     (ii) the cultural, historical, or social contexts that 
103.14  influence creation, interpretation, or performance in theater; 
103.15  and 
103.16     (6)  [VISUAL ARTS.] 
103.17     (i) the integration of components of visual arts: 
103.18     (A) elements, including color, line, shape, form, texture, 
103.19  and space; 
103.20     (B) principles (for example, repetition, contrast, or 
103.21  balance); 
103.22     (C) vocabulary; 
103.23     (D) styles (for example, abstract or impressionist); 
103.24     (E) structures (for example, two dimensional or three 
103.25  dimensional); and 
103.26     (F) technical skills (for example, selecting and using 
103.27  tools and techniques of the medium); and 
103.28     (ii) the cultural, historical, or social contexts that 
103.29  influence creation of visual art. 
103.30     Subd. 3.  [PART B.] A student shall demonstrate the ability 
103.31  to: 
103.32     (1)  [CREATIVE WRITING.] 
103.33     (i) use artistic processes to create a single, complex work 
103.34  or multiple works in creative writing; 
103.35     (ii) generate and clarify artistic intent for writing; 
103.36     (iii) make decisions based on artistic intent; 
104.1      (iv) make choices based on analysis of audience and 
104.2   occasion for writing; and 
104.3      (v) revise writing using multiple sources of critique and 
104.4   feedback; 
104.5      (2)  [DANCE.] 
104.6      (i) use artistic processes to create an original or perform 
104.7   an existing single, complex work or multiple works in dance; 
104.8      (ii) use improvisation to generate original ideas for work 
104.9   in dance; 
104.10     (iii) make decisions based on artistic intent; 
104.11     (iv) make choices based on analysis of audience and 
104.12  occasion for dance; and 
104.13     (v) revise dance using multiple sources of critique and 
104.14  feedback; 
104.15     (3)  [MEDIA ARTS.] 
104.16     (i) use artistic processes to create a single, complex work 
104.17  or multiple works in media arts; 
104.18     (ii) generate and clarify artistic intent for work in media 
104.19  arts; 
104.20     (iii) make decisions based on artistic intent; 
104.21     (iv) make choices based on analysis of audience and 
104.22  occasion for media art work; and 
104.23     (v) revise media art work using multiple sources of 
104.24  critique and feedback; 
104.25     (4)  [MUSIC.] 
104.26     (i) use artistic processes to create an original or perform 
104.27  an existing single, complex work or multiple works in music; 
104.28     (ii) use improvisation to generate original ideas for music 
104.29  composition or performance; 
104.30     (iii) make decisions based on artistic intent; 
104.31     (iv) make choices based on analysis of audience and 
104.32  occasion for music composition, interpretation, or performance; 
104.33  and 
104.34     (v) revise music composition, interpretation, or 
104.35  performance using multiple sources of critique and feedback; 
104.36     (5)  [THEATER.] 
105.1      (i) use artistic processes to create an original or perform 
105.2   an existing single, complex work or multiple works in theater; 
105.3      (ii) use improvisation to generate original ideas for 
105.4   theater work; 
105.5      (iii) make decisions based on artistic intent; 
105.6      (iv) make choices based on analysis of audience and 
105.7   occasion for theater work; and 
105.8      (v) revise original creation or interpretation and 
105.9   performance of existing work in theater using multiple sources 
105.10  of critique and feedback; and 
105.11     (6)  [VISUAL ARTS.] 
105.12     (i) use artistic processes to create a single, complex work 
105.13  or multiple works in visual arts; 
105.14     (ii) generate and clarify artistic intent for work in 
105.15  visual art; 
105.16     (iii) make decisions based on artistic intent; 
105.17     (iv) make choices based on analysis of audience and 
105.18  occasion for work in visual art; and 
105.19     (v) revise visual art work using multiple sources of 
105.20  critique and feedback. 
105.21                             ARTICLE 9
105.22           ECONOMICS, TECHNOLOGY, AND SYSTEMS MANAGEMENT
105.23     Section 1.  [INTRODUCTION TO TECHNOLOGY - PRIMARY.] 
105.24     Subdivision 1.  [PURPOSE.] Exposure to the basic concepts 
105.25  of the technological world. 
105.26     Subd. 2.  [PART A.] A student shall demonstrate an 
105.27  understanding of: 
105.28     (1) technological world: 
105.29     (i) a definition of technology; 
105.30     (ii) the application of a variety of technologies in, for 
105.31  example, buildings, bicycles, or telephones; 
105.32     (iii) differences between natural and human-made worlds; 
105.33     (iv) how needs and wants encourage the development of 
105.34  technology; 
105.35     (v) how technology can supply more than one solution to a 
105.36  problem; and 
106.1      (vi) the interrelationship between basic technological 
106.2   systems and the interdependence of primary parts within a single 
106.3   system (for example, a bicycle is part of a transportation 
106.4   system and is made up of several subsystems such as steering, 
106.5   braking, and power); and 
106.6      (2) computer applications:  appropriate computer technology 
106.7   to access information and produce products. 
106.8      Subd. 3.  [PART B.] A student shall demonstrate the ability 
106.9   to: 
106.10     (1) technological world: 
106.11     (i) document positive and negative effects of the use of a 
106.12  technology from a social and environmental perspective; 
106.13     (ii) develop designs or invent solutions to address human 
106.14  needs and wants; 
106.15     (iii) construct a model of a solution using a design 
106.16  process; 
106.17     (iv) use tools, materials and equipment to explore medical 
106.18  technologies, agricultural and related biotechnologies, energy 
106.19  and power technologies, information and communication 
106.20  technologies, transportation technologies, manufacturing 
106.21  technologies, or construction technologies; and 
106.22     (v) explore and demonstrate how the parts of a specific 
106.23  technological system work; and 
106.24     (2) computer applications: 
106.25     (i) identify and use the basic parts of a computer system; 
106.26     (ii) gather information from electronic sources; and 
106.27     (iii) use software applications to produce products, 
106.28  including text and graphics appropriate for the purpose and 
106.29  audience. 
106.30     Sec. 2.  [TECHNOLOGY SKILLS - INTERMEDIATE.] 
106.31     Subdivision 1.  [PURPOSE.] Explore and apply technologies. 
106.32     Subd. 2.  [PART A.] A student shall demonstrate an 
106.33  understanding of: 
106.34     (1) technological world: 
106.35     (i) core technology concepts, including systems, resources, 
106.36  requirements, and processes; 
107.1      (ii) the interrelationship between systems and subsystems 
107.2   in technology (for example, a television as part of a 
107.3   communication system); 
107.4      (iii) parameters, including costs, materials, safety, and 
107.5   size constraints that must be considered in design; and 
107.6      (iv) the design process, including needs identification, 
107.7   task definition, information-seeking strategies, use of 
107.8   information, synthesis, and evaluation; and 
107.9      (2) computer applications:  appropriate computer technology 
107.10  to access, evaluate, and organize information to complete 
107.11  products. 
107.12     Subd. 3.  [PART B.] A student shall demonstrate the ability 
107.13  to: 
107.14     (1) technological world: 
107.15     (i) investigate and explain how technology has altered 
107.16  peoples' perceptions of the world; 
107.17     (ii) identify connections between human wants and needs and 
107.18  technological developments; 
107.19     (iii) troubleshoot in order to determine why something does 
107.20  not work; 
107.21     (iv) follow step-by-step directions to safely assemble or 
107.22  create a product; 
107.23     (v) correctly select and use tools; 
107.24     (vi) analyze a technical device in order to identify the 
107.25  system and subsystems; 
107.26     (vii) apply the design process to model, test, evaluate, 
107.27  and modify a design solution; and 
107.28     (viii) use multiple technologies to design a solution to a 
107.29  problem in a technology cluster, including medical technologies, 
107.30  agricultural and related biotechnologies, energy and power 
107.31  technologies, information and communication technologies, 
107.32  transportation technologies, manufacturing technologies, or 
107.33  construction technologies; and 
107.34     (2) computer applications: 
107.35     (i) gather, evaluate, and organize information from 
107.36  electronic sources; 
108.1      (ii) use software applications and peripheral devices to 
108.2   complete a project by selecting language, format and graphics, 
108.3   appropriate for the purpose and audience; 
108.4      (iii) select and appropriately use input devices/sources 
108.5   (for example, keyboard, voice recognition software, or 
108.6   electronic tablets to enter data); and 
108.7      (iv) select and appropriately use output devices (for 
108.8   example, monitors, printers, audio out and projectors) to 
108.9   communicate information to an audience. 
108.10     Sec. 3.  [GROUP RESOURCES - MIDDLE.] 
108.11     Subdivision 1.  [PURPOSE.] Manage resources as a team to 
108.12  produce a product or service. 
108.13     Subd. 2.  [PART A.] A student shall demonstrate an 
108.14  understanding of: 
108.15     (1) basic principles of teamwork, including communication 
108.16  skills, conflict resolution, and problem solving; 
108.17     (2) background information concerning the product or 
108.18  service to be produced; 
108.19     (3) basic design principles, technologies, materials, and 
108.20  processing of materials; and 
108.21     (4) how to manage resources as a team to produce a product 
108.22  or service, including human, material, and environmental. 
108.23     Subd. 3.  [PART B.] A student shall demonstrate the ability 
108.24  to: 
108.25     (1) identify a product or service to be produced as a team; 
108.26     (2) recognize and utilize each team member's skills and 
108.27  strengths; 
108.28     (3) create a plan for the design of the product or service 
108.29  and determine the resources and technologies needed to execute, 
108.30  review, and revise the plan based on available resources; 
108.31     (4) produce a model of a proposed product or service; 
108.32     (5) conduct a market survey of a proposed product or 
108.33  service; 
108.34     (6) evaluate and test a proposed product or service to 
108.35  determine the viability of the product (for example, 
108.36  cost-effectiveness of producing the product or service); 
109.1      (7) produce the product or service using appropriate 
109.2   technology; and 
109.3      (8) evaluate the effectiveness of a team in managing human 
109.4   and nonhuman resources. 
109.5      Sec. 4.  [TECHNOLOGY APPLICATIONS - MIDDLE.] 
109.6      Subdivision 1.  [PURPOSE.] Participate in the development 
109.7   or creation of a technological product. 
109.8      Subd. 2.  [PART A.] A student shall demonstrate 
109.9   understanding of: 
109.10     (1) technological world: 
109.11     (i) the usefulness of technology in everyday situations; 
109.12     (ii) core concepts of technology, including systems, 
109.13  resources, requirements, optimization and trade-offs, processes, 
109.14  and controls; 
109.15     (iii) the positive and negative impact of technology on 
109.16  society and the impact society has on the development of 
109.17  technology; 
109.18     (iv) the positive and negative impact that technological 
109.19  development has on the environment and the impact the 
109.20  environment has on the development of technology; 
109.21     (v) the role of design in developing useful products and 
109.22  systems; and 
109.23     (vi) how technology has changed the designed world, 
109.24  including medical technologies, agricultural and related 
109.25  biotechnologies, energy and power technologies, information and 
109.26  communication technologies, transportation technologies, 
109.27  manufacturing technologies, or construction technologies; and 
109.28     (2) computer applications:  identify the types of 
109.29  application software and explain their purpose or use. 
109.30     Subd. 3.  [PART B.] A student shall demonstrate the ability 
109.31  to: 
109.32     (1) technological world: 
109.33     (i) create or adapt a design for a useful product or 
109.34  system; 
109.35     (ii) prepare a design model for testing, evaluation, and 
109.36  modification of a product or system; 
110.1      (iii) identify the criteria, constraints, and resources 
110.2   necessary to produce a product or system; 
110.3      (iv) develop the procedures for producing a product or 
110.4   system, including automation, tooling, safety, and quality 
110.5   controls; 
110.6      (v) produce a product or system using appropriate 
110.7   technologies; 
110.8      (vi) evaluate the impact of the designed product or system 
110.9   on society and the environment; and 
110.10     (vii) identify the interrelationship of the designed 
110.11  product or system to other systems or subsystems; and 
110.12     (2) computer applications: 
110.13     (i) select application software types appropriate for 
110.14  specific tasks; 
110.15     (ii) select and apply the feature of software products (for 
110.16  example, galleries, templates, and macros); and 
110.17     (iii) use software applications, including word processing, 
110.18  multimedia, spreadsheets, and databases to produce products by 
110.19  selecting language, format, and graphics appropriate for the 
110.20  purpose and audience. 
110.21     Sec. 5.  [PERSONAL AND CONSUMER LITERACY - MIDDLE.] 
110.22     Subdivision 1.  [PURPOSE.] Understand the impact of various 
110.23  purchases and effectively manage personal and financial 
110.24  resources. 
110.25     Subd. 2.  [PART A.] A student shall demonstrate an 
110.26  understanding of: 
110.27     (1) the relationship between managing personal and 
110.28  financial resources and meeting goals or solving problems; 
110.29     (2) personal financial and nonfinancial resources, 
110.30  including time, money, energy, and skills; 
110.31     (3) factors that affect consumer decisions, including 
110.32  consumer rights and responsibilities, external influences, and 
110.33  the impact of purchases on household and local communities; and 
110.34     (4) the community and global impact of consumer decisions. 
110.35     Subd. 3.  [PART B.] A student shall demonstrate the ability 
110.36  to: 
111.1      (1) implement a decision-making process in authentic 
111.2   personal and consumer situations to reach a goal or solve a 
111.3   problem, process, including, but not limited to: 
111.4      (i) identifying an issue; 
111.5      (ii) identifying financial and nonfinancial resources 
111.6   relevant to the goal or problem; 
111.7      (iii) generating options or solutions; 
111.8      (iv) identifying consequences of each option or solution; 
111.9      (v) creating an action plan; and 
111.10     (vi) evaluating the plan; 
111.11     (2) examine personal and household spending habits over a 
111.12  period of time; 
111.13     (3) differentiate between wants and needs as they relate to 
111.14  available financial and nonfinancial resources and the impact 
111.15  they have on a total household budget; 
111.16     (4) access information concerning consumer products; 
111.17     (5) evaluate the quality of products or services; 
111.18     (6) describe how purchases affect the environment and local 
111.19  community, including waste disposal, recycling, and limited 
111.20  resources; 
111.21     (7) modify and implement the action plan; and 
111.22     (8) evaluate the effectiveness of the plan. 
111.23     Sec. 6.  [NATURAL AND MANAGED SYSTEMS - HIGH SCHOOL.] 
111.24     Subdivision 1.  [PURPOSE.] Investigate the interaction and 
111.25  interdependence of natural and managed systems. 
111.26     Subd. 2.  [PART A.] A student shall demonstrate an 
111.27  understanding of: 
111.28     (1) natural systems, including human impact on the 
111.29  ecosystems and environmental changes; 
111.30     (2) human managed systems, including micro and macro 
111.31  systems as they relate to bioengineering; 
111.32     (3) resource utilization within a system, including land, 
111.33  capital, and human resources; 
111.34     (4) economic value of local system as it relates to the 
111.35  surrounding systems; and 
111.36     (5) environmental impact of a system as it relates to the 
112.1   local ecosystems. 
112.2      Subd. 3.  [PART B.] A student shall demonstrate the ability 
112.3   to: 
112.4      (1) identify and explain the nature and scope of a natural 
112.5   and managed system; 
112.6      (2) develop a resource management plan involving natural 
112.7   and managed systems; 
112.8      (3) gather and synthesize the data necessary to properly: 
112.9      (i) evaluate the environmental impact of a human managed 
112.10  system; 
112.11     (ii) identify the interactive and interdependent 
112.12  relationship between natural and managed systems; 
112.13     (iii) prepare an environmental impact statement; 
112.14     (iv) analyze economic impact of a plan; and 
112.15     (v) identify alternative actions and relevant historical 
112.16  perspectives; 
112.17     (4) evaluate the interaction and interdependence of natural 
112.18  ecosystems and human managed systems detailing important system 
112.19  characteristic, including biological, physical, and human 
112.20  characteristics; and 
112.21     (5) communicate the resource management plan involving 
112.22  natural and managed systems to a jury of peers by simulating a 
112.23  public hearing and defending an evaluation of the proposed 
112.24  system. 
112.25     Sec. 7.  [PERSONAL AND FAMILY FINANCIAL MANAGEMENT AND 
112.26  INVESTMENT - HIGH SCHOOL.] 
112.27     Subdivision 1.  [PURPOSE.] Apply principles of personal and 
112.28  family resource management through informed decision making and 
112.29  use of appropriate technology. 
112.30     Subd. 2.  [PART A.] A student shall demonstrate an 
112.31  understanding of: 
112.32     (1) how consumer knowledge of the product, product 
112.33  standards, evaluation, and comparisons are combined to create 
112.34  informed consumer buying practices; 
112.35     (2) options, issues, and requirements related to meeting 
112.36  individual and family housing needs; 
113.1      (3) terminology used in private and public agencies, 
113.2   including, but not limited to, banking, investing, insurance, 
113.3   taxes, employment, and unemployment; 
113.4      (4) how financial and nonfinancial resources are managed by 
113.5   an individual or family unit, including budgeting, spending, 
113.6   saving, insurance, and investing; 
113.7      (5) how consumer decisions are affected by external 
113.8   influences (for example, media, peers, and technology); and 
113.9      (6) how individuals and families make informed financial 
113.10  decisions and the impact of those decisions on the local, 
113.11  national, and global economy and environment. 
113.12     Subd. 3.  [PART B.] A student shall demonstrate the ability 
113.13  to: 
113.14     (1) create a plan to make a major purchase by using 
113.15  consumer knowledge, product standards, and comparisons; 
113.16     (2) create and analyze a household budget and explain how 
113.17  financial decisions affect the budget; 
113.18     (3) prepare and explain personal federal and state income 
113.19  tax forms; 
113.20     (4) simulate and explain the process of acquiring housing; 
113.21     (5) apply a decision-making process to compare, contrast, 
113.22  and analyze options for banking, credit, insurance, and 
113.23  investing; 
113.24     (6) determine and apply appropriate technology (for 
113.25  example, financial software, spreadsheets, Web shopping, 
113.26  electronic banking, and Internet tools for investments) to 
113.27  personal and family financial and investment situations; and 
113.28     (7) explain and analyze the interrelated effect of the 
113.29  environmental and economic outcomes that are associated with 
113.30  consumer purchases. 
113.31     Sec. 8.  [BUSINESS MANAGEMENT - HIGH SCHOOL.] 
113.32     Subdivision 1.  [PURPOSE.] Apply the fundamentals of 
113.33  business management through informed decision making. 
113.34     Subd. 2.  [PART A.] A student shall demonstrate an 
113.35  understanding of: 
113.36     (1) business management fundamentals, including planning, 
114.1   organizing, leading/directing, evaluating/controlling, human 
114.2   resources, and communication; 
114.3      (2) management theories and procedures and their 
114.4   applications in the business environment, including banking 
114.5   services and forms of business organization; and 
114.6      (3) financial data in order to make short-term and 
114.7   long-term decisions, including interpreting the data shown on 
114.8   financial statements, risk management, and short-term and 
114.9   long-term financing. 
114.10     Subd. 3.  [PART B.] A student shall demonstrate the ability 
114.11  to: 
114.12     (1) apply personal management skills (for example, resource 
114.13  management, stress management, professional growth and 
114.14  development, communication skills, or relationship building) to 
114.15  function effectively and efficiently in a business environment; 
114.16     (2) evaluate a business code of ethics and identify the 
114.17  source of regulations that have resulted from unethical business 
114.18  practices; 
114.19     (3) analyze human resource functions (for example, 
114.20  recruitment and selection, employee development, employee 
114.21  evaluation, compensation, promotion benefits and incentives, 
114.22  separation and transition, labor relations, or work-related laws)
114.23  and their importance to an organization's successful operation; 
114.24     (4) utilize information and technology tools to conduct 
114.25  business effectively and efficiently (for example, select 
114.26  appropriate technology tools for specific business applications, 
114.27  information management, marketing, organizational or 
114.28  environmental costs, and analyzing the impact of an e-business 
114.29  on profitability); and 
114.30     (5) use service strategies to address customer needs. 
114.31     Sec. 9.  [FINANCIAL SYSTEMS - HIGH SCHOOL.] 
114.32     Subdivision 1.  [PURPOSE.] Analyze and apply financial 
114.33  systems, information, and basic accounting principles. 
114.34     Subd. 2.  [PART A.] A student shall demonstrate an 
114.35  understanding of: 
114.36     (1) basic accounting principles related to the accounting 
115.1   cycle; 
115.2      (2) the accounting process, including assets, liabilities, 
115.3   and owner's equity; 
115.4      (3) financial systems related to accounting, including 
115.5   finance, investment, and real estate; and 
115.6      (4) decision making related to financial systems. 
115.7      Subd. 3.  [PART B.] A student shall demonstrate the ability 
115.8   to: 
115.9      (1) apply generally accepted accounting principles to 
115.10  determine the value of assets, liabilities, and owner's equity; 
115.11     (2) prepare, interpret, and analyze financial statements 
115.12  using manual and computerized systems, including ratio analysis, 
115.13  comparative statements analysis, cost analysis, and trend 
115.14  analysis; 
115.15     (3) apply appropriate accounting principles to payroll, 
115.16  income taxation, managerial systems, and various forms of 
115.17  ownership; 
115.18     (4) create a report based on information obtained from data 
115.19  analysis, including selecting, interpreting and displaying data, 
115.20  and analyzing the effectiveness of past financial actions; and 
115.21     (5) recommend course of action based on conclusions of data 
115.22  analysis using data to drive decision-making strategies. 
115.23     Sec. 10.  [TECHNICAL SYSTEMS - HIGH SCHOOL.] 
115.24     Subdivision 1.  [PURPOSE.] Develop expertise in the design, 
115.25  diagnosis, and operation of technical systems to solve problems 
115.26  and extend human capabilities. 
115.27     Subd. 2.  [PART A.] A student shall demonstrate an 
115.28  understanding of: 
115.29     (1) the nature of technical systems, including the 
115.30  characteristics, scope, and core concepts of technology and the 
115.31  role technology plays within other fields; 
115.32     (2) social, cultural, environmental, economic, and 
115.33  political effects on technology; 
115.34     (3) the impacts of technology on society, culture, 
115.35  environment, economics, and politics; 
115.36     (4) design principles, invention, and innovation; and 
116.1      (5) the engineering systems model, including inputs, 
116.2   processes, outputs, and feedback. 
116.3      Subd. 3.  [PART B.] A student shall demonstrate the ability 
116.4   to: 
116.5      (1) select a specific technology cluster, including medical 
116.6   technologies, agricultural and related biotechnologies, energy 
116.7   and power technologies, information and communication 
116.8   technologies, transportation technologies, manufacturing 
116.9   technologies, or construction technologies and apply the 
116.10  engineering design process to: 
116.11     (i) propose a new or modified technological product, 
116.12  service, or system; 
116.13     (ii) build, test, and evaluate a prototype or model of the 
116.14  technological product, service, or system; 
116.15     (iii) identify the resources, requirements, optimizations 
116.16  and trade-offs, processes, and controls of the chosen 
116.17  technological system; 
116.18     (iv) investigate and analyze the inputs, processes, 
116.19  outputs, and feedback of the specific technological system; and 
116.20     (v) evaluate the relationship between the technological 
116.21  system and the environment and analyze other positive and 
116.22  negative effects of the system; and 
116.23     (2) analyze the relationship of macro and micro 
116.24  technological systems. 
116.25     Sec. 11.  [ECONOMIC SYSTEMS - HIGH SCHOOL.] 
116.26     Subdivision 1.  [PURPOSE.] Understand how individuals, 
116.27  households, businesses, and governments use scarce resources to 
116.28  satisfy unlimited wants and needs. 
116.29     Subd. 2.  [PART A.] A student shall demonstrate an 
116.30  understanding of: 
116.31     (1) the fundamental concepts of economics, including 
116.32  scarcity, opportunity cost, supply and demand, markets, economic 
116.33  growth, fiscal policy, monetary policy, and trade; 
116.34     (2) how individuals, households, businesses, and 
116.35  governments allocate scarce resources to satisfy unlimited wants 
116.36  and needs; 
117.1      (3) global, national, and local economic systems and how 
117.2   they interact; and 
117.3      (4) the impact of government decisions on economic systems. 
117.4      Subd. 3.  [PART B.] A student shall demonstrate the ability 
117.5   to: 
117.6      (1) apply economic concepts to a public issue; 
117.7      (2) analyze how changes in the economy affect individuals, 
117.8   households, business, government, and the environment; and 
117.9      (3) compare how decisions are made in different economic 
117.10  systems regarding what will be produced, how it will be 
117.11  produced, and for whom it will be produced. 
117.12                             ARTICLE 10
117.13    OPTIONAL:  HEALTH, PHYSICAL EDUCATION, AND CAREER AWARENESS
117.14     Section 1.  [PERSONAL HEALTH AND FITNESS - PRIMARY.] 
117.15     Subdivision 1.  [PURPOSE.] Understand and participate in 
117.16  activities that promote personal health, personal fitness, motor 
117.17  skills development, and develop and awareness of self and the 
117.18  world around them. 
117.19     Subd. 2.  [PART A.] A student shall demonstrate an 
117.20  understanding of: 
117.21     (1) health: 
117.22     (i) the relationship between personal behaviors and health 
117.23  promotion and disease prevention; 
117.24     (ii) basic health and personal hygiene practices; 
117.25     (iii) the essential concepts of nutrition and diet; 
117.26     (iv) safety rules and practices in home, school, or 
117.27  community (for example, bus, bicycle, fire, playground, car, or 
117.28  stranger safety); 
117.29     (v) self-awareness and interpersonal relationships; 
117.30     (vi) helpful and harmful substance; and 
117.31     (vii) structures and functions of body systems; 
117.32     (2) physical education and fitness; 
117.33     (i) at least one activity associated with each component of 
117.34  health-related physical fitness (for example, cardiovascular 
117.35  fitness - jogging; muscular strength - push-ups; muscular 
117.36  endurance - curl-ups; and flexibility - stretching); 
118.1      (ii) changes that occur in the body during vigorous 
118.2   physical activity (for example, sweating, increased heart rate, 
118.3   and heavy breathing); and 
118.4      (iii) safety principles in activity situations; and 
118.5      (3) self-awareness; 
118.6      (i) a sense of self and others; 
118.7      (ii) the concept of goal setting, including defining and 
118.8   identifying goals; 
118.9      (iii) how a step-by-step process relates to making choices; 
118.10  and 
118.11     (iv) requirements needed to perform daily tasks. 
118.12     Subd. 3.  [PART B.] A student shall demonstrate the ability 
118.13  to: 
118.14     (1) health: 
118.15     (i) apply a decision-making process to health issues and 
118.16  problems; 
118.17     (ii) practice and maintain good personal hygiene to enhance 
118.18  health; 
118.19     (iii) select foods to maintain good nutrition; 
118.20     (iv) recognize emergencies and respond appropriately; 
118.21     (v) identify and respond to feelings in appropriate ways; 
118.22  and 
118.23     (vi) use refusal skills to enhance health; 
118.24     (2) physical education and fitness: 
118.25     (i) work to improve health-enhancing fitness; 
118.26     (ii) participate in an established fitness program; 
118.27     (iii) use mature locomotor movements (for example, hopping, 
118.28  skipping, galloping, sliding, running, leaping, jumping, or 
118.29  walking); 
118.30     (iv) use nonlocomotor skills (for example, balancing on a 
118.31  variety of body parts, bending, stretching, twisting, swinging, 
118.32  swaying, flexing, or extending); 
118.33     (v) work cooperatively with another to complete an assigned 
118.34  task; 
118.35     (vi) apply rules, procedures, and safety practices with 
118.36  little or no reinforcement; and 
119.1      (vii) combine locomotor, nonlocomotor, and manipulative 
119.2   skills in patterns/sequences; and 
119.3      (3) self-awareness: 
119.4      (i) explore an awareness of one's self, relate 
119.5   appropriately to others, and explore roles in a changing world; 
119.6   and 
119.7      (ii) explore how tasks can be accomplished if broken down 
119.8   into small manageable steps and accomplished one step at a time. 
119.9      Sec. 2.  [PERSONAL HEALTH - INTERMEDIATE.] 
119.10     Subdivision 1.  [PURPOSE.] Use a decision-making model in 
119.11  daily life to promote personal health. 
119.12     Subd. 2.  [PART A.] A student shall demonstrate an 
119.13  understanding of: 
119.14     (1) the signs of abusive and harassing behaviors; 
119.15     (2) the effects of using drugs, alcohol, and tobacco; 
119.16     (3) strategies to prevent the spread of communicable 
119.17  diseases; 
119.18     (4) common safety hazards and their prevention at school, 
119.19  home, or in the community; 
119.20     (5) proper nutrition and healthy eating; 
119.21     (6) interpersonal communication skills (for example, 
119.22  listening skills, refusal skills, "I" messages, and conflict 
119.23  resolution); and 
119.24     (7) basic body systems and growth and development of the 
119.25  human body. 
119.26     Subd. 3.  [PART B.] A student shall demonstrate the ability 
119.27  to: 
119.28     (1) promote healthy behaviors (for example, nutrition, 
119.29  communication skills, community safety, recreation, sleep, and 
119.30  rest); 
119.31     (2) prevent or reduce the risk of unhealthy situations (for 
119.32  example, accidents, diseases, violence, abuse, harassment, 
119.33  drugs, alcohol, and tobacco); 
119.34     (3) analyze and select foods that contribute to a healthy 
119.35  diet; 
119.36     (4) demonstrate what to do in case of illness or injury; 
120.1      (5) analyze issues of safety at school, home, or in the 
120.2   community; and 
120.3      (6) recognize situations in daily life which require 
120.4   healthy decisions and apply a decision-making model. 
120.5      Sec. 3.  [PHYSICAL EDUCATION AND FITNESS - INTERMEDIATE.] 
120.6      Subdivision 1.  [PURPOSE.] Understand and participate in 
120.7   physical activities that develop motor skills and physical 
120.8   fitness. 
120.9      Subd. 2.  [PART A.] A student shall demonstrate an 
120.10  understanding of: 
120.11     (1) components of fitness, including cardiovascular 
120.12  fitness, muscular endurance, muscular strength, and flexibility; 
120.13     (2) components of various physical education activities, 
120.14  including: 
120.15     (i) rules; 
120.16     (ii) skills; 
120.17     (iii) strategies; 
120.18     (iv) etiquette; 
120.19     (v) procedures; and 
120.20     (vi) safety practices; and 
120.21     (3) stages of physical activity, including warm-up, 
120.22  workout, and cooldown. 
120.23     Subd. 3.  [PART B.] A student shall demonstrate the ability 
120.24  to: 
120.25     (1) plan and participate in a fitness program (for example, 
120.26  fitness fever or teacher-facilitated plan); 
120.27     (2) show evidence of health-enhancing physical fitness (for 
120.28  example, activity-level inventory, any state or national fitness 
120.29  assessment, log, or journal); 
120.30     (3) combine mature forms of basic manipulative, locomotor, 
120.31  and nonlocomotor skills in activity situations (for example, 
120.32  dribbles and passes a basketball to a moving receiver); and 
120.33     (4) apply rules, procedures, and etiquette that are safe 
120.34  and effective for specific activity situations. 
120.35     Sec. 4.  [CAREER AWARENESS - INTERMEDIATE.] 
120.36     Subdivision 1.  [PURPOSE.] Create an awareness of a variety 
121.1   of career opportunities.  Explore goal setting and a 
121.2   decision-making process as they relate to future choices. 
121.3      Subd. 2.  [PART A.] A student shall demonstrate an 
121.4   understanding of: 
121.5      (1) career fields and occupations within these fields, 
121.6   including agriculture and natural resources; arts, humanities, 
121.7   and communications; business, management, and administration; 
121.8   engineering, manufacturing, and technologies; health services; 
121.9   and human services; 
121.10     (2) how to define and set short- and long-term goals; 
121.11     (3) the connection between a person's choices and 
121.12  consequences and how they affect the world around them; and 
121.13     (4) the steps of a decision-making process and the 
121.14  importance of setting and achieving goals. 
121.15     Subd. 3.  [PART B.] A student shall demonstrate the ability 
121.16  to: 
121.17     (1) identify areas of personal interests, aptitudes, and 
121.18  abilities; 
121.19     (2) explore how academic achievement and involvement in 
121.20  extra-curricular, leisure, family, and community activities 
121.21  reflect personal interests, aptitudes and abilities, and affect 
121.22  future possibilities; 
121.23     (3) practice social skills and appropriate self-management 
121.24  techniques; 
121.25     (4) explore a variety of traditional and nontraditional 
121.26  careers utilizing community resources; and 
121.27     (5) apply a decision-making process as it relates to goal 
121.28  setting for future possibilities. 
121.29     Sec. 5.  [PERSONAL HEALTH AND NUTRITION - MIDDLE.] 
121.30     Subdivision 1.  [PURPOSE.] Make informed decisions based on 
121.31  valid information to promote personal health and nutrition. 
121.32     Subd. 2.  [PART A.] A student shall demonstrate an 
121.33  understanding of: 
121.34     (1) the impact of nutrition, including food selection, 
121.35  safety, eating and eating patterns, on health; 
121.36     (2) the consequences of using tobacco, alcohol, and drugs; 
122.1      (3) strategies for preventing accidents; 
122.2      (4) what to do in case of sudden illness or injury; 
122.3      (5) the health-related impact of environmental hazards; 
122.4      (6) signs and symptoms of health problems that affect 
122.5   adolescents physically, socially, and mentally; 
122.6      (7) sexual responsibility and the characteristics of 
122.7   healthy relationships; 
122.8      (8) strategies for preventing: 
122.9      (i) communicable diseases; 
122.10     (ii) HIV and sexually transmitted infections; and 
122.11     (iii) unintended pregnancy; 
122.12     (9) how health is influenced by the interaction of body 
122.13  systems; 
122.14     (10) where valid health information can be located at home, 
122.15  school, or in the community; and 
122.16     (11) the interrelationship of physical, mental, and social 
122.17  health during adolescence. 
122.18     Subd. 3.  [PART B.] A student shall demonstrate the ability 
122.19  to: 
122.20     (1) recognize and respond to abusive or harassing 
122.21  behaviors; 
122.22     (2) apply a decision-making process relative to health 
122.23  issues: 
122.24     (i) in light of personal goals; 
122.25     (ii) analyze internal and external influences on 
122.26  health-related decisions (for example, interests, 
122.27  likes/dislikes, self-esteem, risks, curiosity, 
122.28  communication/media, parents, peers, ethnicity, technology, 
122.29  society, and geography); 
122.30     (iii) consider valid health information and resources; and 
122.31     (iv) consider the impact on health promotion and disease 
122.32  prevention; 
122.33     (3) express needs and communicate effectively to enhance 
122.34  health, including refusal skills, negotiation skills, and 
122.35  conflict resolution skills; 
122.36     (4) use strategies to manage stress; 
123.1      (5) create and implement a nutritional health plan that 
123.2   includes: 
123.3      (i) dietary recommendations with respect to personal needs, 
123.4   including age, gender, and activity level for a specific person; 
123.5   and 
123.6      (ii) menus for a specified period of time; and 
123.7      (6) demonstrate and analyze food preparation and safety 
123.8   skills. 
123.9      Sec. 6.  [PHYSICAL EDUCATION AND FITNESS - MIDDLE.] 
123.10     Subdivision 1.  [PURPOSE.] Understand fitness planning, 
123.11  apply a decision-making process to achieve physical fitness, and 
123.12  participate in physical activities to develop motor skills. 
123.13     Subd. 2.  [PART A.] A student shall demonstrate an 
123.14  understanding of: 
123.15     (1) the benefits of daily participation in physical 
123.16  activities (for example, physical, mental, emotional, and social 
123.17  benefits); 
123.18     (2) the components of fitness planning: 
123.19     (i) assessment, including cardiovascular fitness, muscular 
123.20  endurance, muscular strength, and flexibility; 
123.21     (ii) goal setting; 
123.22     (iii) implementation of FITT strategies, including 
123.23  frequency, intensity, time, and type of activities; 
123.24     (iv) reassessment, including cardiovascular fitness, 
123.25  muscular endurance, muscular strength, and flexibility; 
123.26     (v) analysis of progress; and 
123.27     (vi) evaluation of the proposed plan; 
123.28     (3) critical elements of movement skills (for example, 
123.29  overhand throw, backswing, force phase, follow through); 
123.30     (4) rules, skills, strategies, and etiquette required for 
123.31  three or more of the following: 
123.32     (i) individual activities; 
123.33     (ii) dual activities; 
123.34     (iii) team activities; 
123.35     (iv) dance/rhythmic activities; or 
123.36     (v) outdoor activities; and 
124.1      (5) the benefits and role of rules, procedures, safe 
124.2   practice, ethical behavior, and positive social interaction in 
124.3   physical activity settings. 
124.4      Subd. 3.  [PART B.] A student shall demonstrate the ability 
124.5   to: 
124.6      (1) design and implement a fitness plan (for example, 
124.7   logging, journaling, making diary notes, charts, spreadsheets, 
124.8   or graphs); 
124.9      (2) participate in health-enhancing physical fitness 
124.10  activities, including those that develop and maintain: 
124.11     (i) cardiovascular fitness; 
124.12     (ii) muscular endurance; 
124.13     (iii) muscular strength; and 
124.14     (iv) flexibility; 
124.15     (3) analyze the effectiveness of the plan by comparing the 
124.16  preplan and postplan fitness levels; 
124.17     (4) perform competently in a variety of movements, 
124.18  including three of the following: 
124.19     (i) individual activities; 
124.20     (ii) dual activities; 
124.21     (iii) team activities; 
124.22     (iv) dance/rhythmic activities; or 
124.23     (v) outdoor activities; and 
124.24     (5) reflect on the benefits and role of rules, procedures, 
124.25  safe practice, ethical behavior, and positive social interaction 
124.26  in physical activity settings. 
124.27     Sec. 7.  [CAREER EXPLORATION - MIDDLE.] 
124.28     Subdivision 1.  [PURPOSE.] Explore career options to make 
124.29  informed decisions concerning future possibilities. 
124.30     Subd. 2.  [PART A.] A student shall demonstrate an 
124.31  understanding of: 
124.32     (1) a variety of occupations within career fields and 
124.33  employment trends and career data for those occupations; 
124.34     (2) how interests, attributes, aptitudes, and academic 
124.35  achievement relate to different occupations and careers and how 
124.36  they relate to personal career choices; 
125.1      (3) job readiness skills and their importance in the work 
125.2   place; and 
125.3      (4) career and education options to make informed decisions 
125.4   for future life choices. 
125.5      Subd. 3.  [PART B.] A student shall demonstrate the ability 
125.6   to: 
125.7      (1) determine personal interests, aptitudes, and abilities; 
125.8      (2) research, compare and contrast, and evaluate 
125.9   information on a variety of traditional and nontraditional 
125.10  careers and how they relate to their interests, aptitudes, and 
125.11  abilities; 
125.12     (3) investigate a career through authentic situations (for 
125.13  example, job shadowing, interviewing, volunteering, or community 
125.14  service); 
125.15     (4) apply a decision-making process to career choices based 
125.16  on the relationship among educational options, employment 
125.17  trends, and academic achievement; 
125.18     (5) create a portfolio, including an educational plan, 
125.19  interest inventories, letters of recommendation, and documented 
125.20  experiences; and 
125.21     (6) describe how career choices affect personal, family, 
125.22  and community life. 
125.23     Sec. 8.  [INDIVIDUAL AND COMMUNITY HEALTH - HIGH SCHOOL.] 
125.24     Subdivision 1.  [PURPOSE.] Make informed decisions based on 
125.25  accurate information in order to promote individual and 
125.26  community health. 
125.27     Subd. 2.  [PART A.] A student shall demonstrate an 
125.28  understanding of: 
125.29     (1) Individual behaviors and community health practices 
125.30  that: 
125.31     (i) promote healthful nutrition and dietary practices; 
125.32     (ii) promote physical fitness; 
125.33     (iii) promote mental and emotional health; 
125.34     (iv) prevent tobacco use; 
125.35     (v) prevent drug and alcohol use; 
125.36     (vi) prevent intentional and unintentional injuries; 
126.1      (vii) prevent HIV and sexually transmitted diseases; and 
126.2      (viii) prevent unintentional pregnancies; 
126.3      (2) how to advocate for personal, family, and community 
126.4   health; 
126.5      (3) how to identify health products, services, and 
126.6   information that reduce risks and promote health; and 
126.7      (4) how decisions and health practices in the following 
126.8   areas impact one another:  nutrition, physical fitness, mental 
126.9   and emotional health, tobacco, drug, and alcohol use, 
126.10  intentional and unintentional injuries, HIV and sexually 
126.11  transmitted diseases, and unintentional pregnancies. 
126.12     Subd. 3.  [PART B.] A student shall demonstrate the ability 
126.13  to: 
126.14     (1) assess and identify individual or community health 
126.15  needs; 
126.16     (2) evaluate an individual or community health assessment 
126.17  to develop goals and strategies for health enhancement and risk 
126.18  reduction; 
126.19     (3) implement goals and strategies to improve or maintain 
126.20  individual or community health; 
126.21     (4) evaluate the impact of the goals and strategies on 
126.22  health promotion and disease prevention/risk reduction; 
126.23     (5) evaluate the validity of health information, products, 
126.24  and services, which prevent disease and promote health; 
126.25     (6) analyze how health maintenance and disease prevention 
126.26  decisions are influenced by media, technological advancements, 
126.27  interpersonal communication skills, immediate and long-term risk 
126.28  factors, and culture; 
126.29     (7) evaluate the impact of decisions on individual, family, 
126.30  and community health; 
126.31     (8) apply effective communication/refusal skills as they 
126.32  relate to responsible decision making; and 
126.33     (9) design and conduct an in-depth study of an individual 
126.34  or community health need using one of the following high school 
126.35  inquiry standards: 
126.36     (i) research process; or 
127.1      (ii) issue analysis; or 
127.2      (iii) case study. 
127.3      Sec. 9.  [PHYSICAL EDUCATION AND FITNESS - HIGH SCHOOL.] 
127.4      Subdivision 1.  [PURPOSE.] Understand training and movement 
127.5   principles, apply decision-making processes to develop and 
127.6   implement a plan to achieve fitness, and participate in fitness 
127.7   activities. 
127.8      Subd. 2.  [PART A.] A student shall demonstrate an 
127.9   understanding of: 
127.10     (1) the principles of training necessary to achieve 
127.11  fitness; 
127.12     (2) the critical elements and the biomechanical concepts 
127.13  and principles of movement skills; and 
127.14     (3) the procedures, including safe practices, rules, 
127.15  etiquette, and strategies associated with physical activities. 
127.16     Subd. 3.  [PART B.] A student shall demonstrate the ability 
127.17  to: 
127.18     (1) use a decision-making process to select appropriate 
127.19  physical activities to achieve fitness by designing, 
127.20  implementing, and evaluating a health-enhancing fitness plan, 
127.21  which includes: 
127.22     (i) establishing current levels of cardiovascular fitness, 
127.23  muscular endurance, muscular strength, and flexibility; 
127.24     (ii) setting personal goals for: 
127.25     (A) physical fitness, including cardiovascular fitness, 
127.26  muscular endurance, muscular strength, and flexibility; and 
127.27     (B) health enhancement (for example, stress management, 
127.28  nutrition, and enjoyment); 
127.29     (iii) selecting training strategies using the following 
127.30  principles: 
127.31     (A) FITT principle, including frequency, intensity, time, 
127.32  and types of activities; 
127.33     (B) principle of overload; 
127.34     (C) principle of progression; and 
127.35     (D) principle of specificity; 
127.36     (iv) implementing and monitoring the plan, including 
128.1   logging activities and making adjustments to the plan; 
128.2      (v) reassessing levels of cardiovascular fitness, muscular 
128.3   endurance, muscular strength, and flexibility; and 
128.4      (vi) analyzing and evaluating the effectiveness of the plan 
128.5   in helping to achieve fitness; and 
128.6      (2) proficiently perform skills in: 
128.7      (i) an aerobic activity; 
128.8      (ii) at least two other physical fitness 
128.9   activities/movement forms; and 
128.10     (iii) analyze a movement skill for improved performance 
128.11  using critical skill elements and biomechanical concepts and 
128.12  principles. 
128.13     Sec. 10.  [CAREER INVESTIGATION - HIGH SCHOOL.] 
128.14     Subdivision 1.  [PURPOSE.] Investigate career choices 
128.15  through informed decision making. 
128.16     Subd. 2.  [PART A.] A student shall demonstrate an 
128.17  understanding of: 
128.18     (1) how employment trends, industry standards, career data, 
128.19  academic achievement, and technology affect career choices in 
128.20  relationship to life goals and personal attributes; 
128.21     (2) how appropriate work-based behaviors contribute to job 
128.22  success; and 
128.23     (3) how systems thinking can be used to evaluate and 
128.24  analyze how the workplace affects and interacts with the 
128.25  community and how they, in turn, affect an individual worker. 
128.26     Subd. 3.  [PART B.] A student shall demonstrate the ability 
128.27  to: 
128.28     (1) investigate a specific traditional or nontraditional 
128.29  career choice by analyzing personal interests, abilities, and 
128.30  strengths; 
128.31     (2) investigate a career through research and an authentic 
128.32  experience using multiple resources (for example, internships, 
128.33  mentorship, apprenticeship, job shadowing, interviews, 
128.34  volunteering, or community placement); 
128.35     (3) explore and research a postsecondary program that meets 
128.36  a career preparation goal (for example, postsecondary 
129.1   educational institution visits, military options, on-line 
129.2   searches, career fairs, or college fairs); 
129.3      (4) analyze how a specific career choice affects personal, 
129.4   family, and community life; 
129.5      (5) analyze the implication of the changing workplace on a 
129.6   specific career choice, including future skill development, 
129.7   personal growth, and developments in technology; 
129.8      (6) establish a career action plan incorporating a 
129.9   decision-making process as it relates to career and life goals; 
129.10  and 
129.11     (7) establish and evaluate the contents of a portfolio of 
129.12  job-seeking and placement documents, including a resume, cover 
129.13  letter, letters of recommendation, follow-up letter, and career 
129.14  action plan. 
129.15     Sec. 11.  [OCCUPATIONAL EXPERIENCE - HIGH SCHOOL.] 
129.16     Subdivision 1.  [PURPOSE.] Experience authentic work 
129.17  situations and apply informed decision making to solve problems 
129.18  at the work site. 
129.19     Subd. 2.  [PART A.] A student shall demonstrate an 
129.20  understanding of: 
129.21     (1) current and future employment trends in a selected 
129.22  career field, including projected growth rate, percentage of 
129.23  traditional versus nontraditional employees, and use of new 
129.24  technologies; 
129.25     (2) technical information, skills, and work-based behaviors 
129.26  required for a specific employment opportunity, including 
129.27  academic skills, communication skills, interpersonal skills, 
129.28  personal qualities, and thinking skills; 
129.29     (3) all aspects of an industry, including planning, 
129.30  management, finances, technical and productions skills, 
129.31  principles of technology, labor and community issues, health and 
129.32  safety issues, environmental issues, and personal work habits; 
129.33  and 
129.34     (4) current work-related laws and how they affect the 
129.35  employee, employer, and work environment. 
129.36     Subd. 3.  [PART B.] A student shall demonstrate the ability 
130.1   to: 
130.2      (1) evaluate and analyze personal strengths, experiences, 
130.3   interests, and learning styles and how they relate to career 
130.4   choices; 
130.5      (2) create a portfolio of job-seeking and placement 
130.6   documents, including the application, cover letter, resume, 
130.7   letters of recommendation, interviewing, and follow-up letter; 
130.8      (3) apply job-seeking skills through an authentic hiring 
130.9   process experience; 
130.10     (4) revise, implement, and maintain an educational plan to 
130.11  support career goals; 
130.12     (5) apply a decision-making process to handle challenging 
130.13  situations as they occur at the workplace; 
130.14     (6) analyze and evaluate conflicts and apply 
130.15  problem-solving strategies in work relationships, including 
130.16  employer-employee, coworker, and customer-client situations; 
130.17     (7) identify and evaluate how technology, employee 
130.18  knowledge, and skills contribute to production of a product, 
130.19  service, or process on the job; and 
130.20     (8) evaluate performance and work-based behaviors according 
130.21  to standards and expectations of the employer and personal job 
130.22  goals. 
130.23                             ARTICLE 11
130.24                        INQUIRY AND RESEARCH
130.25     Section 1.  [OBSERVATION AND INVESTIGATION - PRIMARY.] 
130.26     Subdivision 1.  [PURPOSE.] Gather, record, and display 
130.27  information to answer a question. 
130.28     Subd. 2.  [PART A.] A student shall demonstrate an 
130.29  understanding of: 
130.30     (1) categorizing and classifying of information; and 
130.31     (2) methods for recording and displaying information. 
130.32     Subd. 3.  [PART B.] A student shall demonstrate the ability 
130.33  to: 
130.34     (1) gather information from media sources, direct 
130.35  observation, interviews and experiments, or investigation to 
130.36  answer a question; 
131.1      (2) record the gathered information; 
131.2      (3) categorize and classify information; 
131.3      (4) display the gathered information; and 
131.4      (5) explain the answer to the question. 
131.5      Sec. 2.  [OBSERVATION AND INVESTIGATION - INTERMEDIATE.] 
131.6      Subdivision 1.  [PURPOSE.] Gather, record, and display 
131.7   information to answer a question. 
131.8      Subd. 2.  [PART A.] A student shall demonstrate an 
131.9   understanding of: 
131.10     (1) the effect of changing one variable in an investigation 
131.11  or experiment; 
131.12     (2) framing a question; and 
131.13     (3) the difference between primary and secondary sources. 
131.14     Subd. 3.  [PART B.] A student shall demonstrate the ability 
131.15  to: 
131.16     (1) select a topic and frame a question, gather information 
131.17  from media sources, observation, and interviews; 
131.18     (2) select information from print and electronic media; 
131.19     (3) conduct an observation and write a detailed 
131.20  description; 
131.21     (4) conduct an interview with follow-up questions or design 
131.22  and conduct a survey; 
131.23     (5) record and organize information and report findings; 
131.24  and 
131.25     (6) evaluate findings to identify areas for further 
131.26  investigation. 
131.27     Sec. 3.  [DIRECT OBSERVATION - MIDDLE.] 
131.28     Subdivision 1.  [PURPOSE.] Gather, record, and display 
131.29  information to answer a scientific or social science question 
131.30  through direct observation. 
131.31     Subd. 2.  [PART A.] A student shall demonstrate an 
131.32  understanding of methods of primary research techniques, 
131.33  including: 
131.34     (1) observations; 
131.35     (2) interviews; 
131.36     (3) surveys; and 
132.1      (4) questionnaires. 
132.2      Subd. 3.  [PART B.] A student shall demonstrate the ability 
132.3   to: 
132.4      (1) select a topic and frame a question; 
132.5      (2) collect, record, and organize data gathered through 
132.6   primary research techniques; 
132.7      (3) use direct observation to: 
132.8      (i) collect, organize, and record data; and 
132.9      (ii) look for patterns in observable data; and 
132.10     (4) display data in written, oral, visual, or electronic 
132.11  format to: 
132.12     (i) compare findings to other findings on the topic; 
132.13     (ii) relate findings to other situations; 
132.14     (iii) answer a question or present a position using data; 
132.15     (iv) identify areas for further study; and 
132.16     (v) evaluate the question based on findings. 
132.17     Sec. 4.  [SOCIAL SCIENCE PROCESSES - HIGH SCHOOL.] 
132.18     A student shall access sources of social science 
132.19  information and data to: 
132.20     (1) formulate a question about an historical event, issue, 
132.21  or interpretation of a concept; 
132.22     (2) create a plan for collecting and interpreting data; 
132.23     (3) evaluate a research problem for feasibility; 
132.24     (4) gather information through the primary research 
132.25  techniques of observations, interviews, surveys, or experiments; 
132.26  and 
132.27     (5) discuss research findings, including describing issues; 
132.28  describing the findings from a survey of literature; presenting 
132.29  primary data; identifying bias and context of data or findings; 
132.30  examining how the time period and location of data source affect 
132.31  the data; examining limitations of the investigation, research 
132.32  process, or findings; and formulating possibilities for further 
132.33  research. 
132.34     Sec. 5.  [RESEARCH PROCESS - HIGH SCHOOL.] 
132.35     Subdivision 1.  [PURPOSE.] Ask a question and investigate a 
132.36  variety of resources to answer or provide information for a 
133.1   discussion of the question. 
133.2      Subd. 2.  [PART A.] Students will demonstrate an 
133.3   understanding of: 
133.4      (1) primary research techniques, including quantitative and 
133.5   qualitative observations, structured and unstructured 
133.6   interviews, surveys, and questionnaires; 
133.7      (2) secondary sources (for example, reference books, the 
133.8   Internet, textbooks, and biographies); and 
133.9      (3) appropriate methods of data collection. 
133.10     Subd. 3.  [PART B.] Students shall demonstrate the ability 
133.11  to: 
133.12     (1) generate a clearly defined researchable question with 
133.13  subquestions; 
133.14     (2) evaluate the research question for feasibility; 
133.15     (3) create a plan for collecting and interpreting data; 
133.16     (4) gather background information based on a survey of 
133.17  related literature from a variety of sources, including: 
133.18     (i) identifying key issues; and 
133.19     (ii) identifying relevant historical and contextual 
133.20  information; 
133.21     (5) collect, interpret, and evaluate primary data, 
133.22  including: 
133.23     (i) quantitative and qualitative observations; 
133.24     (ii) structured and unstructured interviews; 
133.25     (iii) surveys; and 
133.26     (iv) questionnaires; and 
133.27     (6) communicate research findings through appropriate 
133.28  formats (for example, abstract writing, poster display, or 
133.29  informational video), including: 
133.30     (i) stating the research question; 
133.31     (ii) sharing findings from the survey of literature; 
133.32     (iii) presenting primary data; 
133.33     (iv) interpreting and analyzing information; 
133.34     (v) identifying limitations of the investigation, bias, and 
133.35  context of data and findings; and 
133.36     (vi) describing possibilities for further research. 
134.1      Sec. 6.  [ACCESSING INFORMATION - MIDDLE LEVEL.] 
134.2      Subdivision 1.  [PURPOSE.] Access information to answer a 
134.3   question or support a position. 
134.4      Subd. 2.  [PART A.] A student shall demonstrate an 
134.5   understanding of: 
134.6      (1) methods of recording and organizing information; and 
134.7      (2) synthesizing information from primary and secondary 
134.8   sources. 
134.9      Subd. 3.  [PART B.] A student shall demonstrate the ability 
134.10  to: 
134.11     (1) generate a question to be investigated or a position to 
134.12  be supported; 
134.13     (2) access and use a variety of sources, including 
134.14  electronic media, to answer a question or support a position; 
134.15     (3) determine how to record and organize information; 
134.16     (4) evaluate the relevance of information found in sources; 
134.17  and 
134.18     (5) synthesize information to answer a question or support 
134.19  a position. 
134.20     Sec. 7.  [MATHEMATICS RESEARCH - HIGH SCHOOL.] 
134.21     Subdivision 1.  [PURPOSE.] Gather and analyze information 
134.22  on mathematics topic. 
134.23     Subd. 2.  [PART A.] A student shall demonstrate an 
134.24  understanding of the basic process of making generalizations. 
134.25     Subd. 3.  [PART B.] A student shall demonstrate the ability 
134.26  to design and conduct an investigation of a mathematics topic, 
134.27  including: 
134.28     (1) selecting and refining a topic through research; 
134.29     (2) making generalizations about the topic; 
134.30     (3) documenting insights gained during the investigation; 
134.31     (4) connecting new concepts to familiar mathematical ideas; 
134.32     (5) using mathematical properties to support a conclusion; 
134.33  and 
134.34     (6) communicating findings for an audience outside of 
134.35  mathematics. 
134.36     Sec. 8.  [ISSUE ANALYSIS - HIGH SCHOOL.] 
135.1      Subdivision 1.  [PURPOSE.] Analyze multiple perspectives on 
135.2   an issue and synthesize the findings. 
135.3      Subd. 2.  [PART A.] A student shall demonstrate an 
135.4   understanding of: 
135.5      (1) multiple perspectives of an issue; and 
135.6      (2) possible bias in information gathering. 
135.7      Subd. 3.  [PART B.] A student shall demonstrate the ability 
135.8   to research an issue and evaluate the positions and possible 
135.9   solutions to the issue, including: 
135.10     (1) gathering information on an issue; 
135.11     (2) examining information and the process used in 
135.12  collecting information for bias; 
135.13     (3) identifying points of view, areas of conflict, and 
135.14  points of possible compromise or agreement among groups on the 
135.15  issue; 
135.16     (4) evaluating the positions held, the proposed solutions, 
135.17  and project consequences; 
135.18     (5) identifying motives of groups; and 
135.19     (6) determining feasibility of resolution. 
135.20     Sec. 9.  [RECORDERS OF HISTORY - HIGH SCHOOL.] 
135.21     Subdivision 1.  [PURPOSE.] Understand that history is 
135.22  written from the perspective of the historian. 
135.23     Subd. 2.  [PART A.] The student shall demonstrate an 
135.24  understanding of: 
135.25     (1) perspective and bias as they relate to recording 
135.26  historical events; and 
135.27     (2) how historical accounts may differ based on the 
135.28  availability and use of sources, societal influences on the 
135.29  writer, and the purpose of the account. 
135.30     Subd. 3.  [PART B.] The student shall demonstrate the 
135.31  ability to: 
135.32     (1) analyze two accounts of the same historical event 
135.33  written in different times and explain differences in terms of: 
135.34     (i) availability and use of sources; and 
135.35     (ii) societal influences on the writer and the purpose of 
135.36  the account; and 
136.1      (2) determine the validity of the primary sources used in 
136.2   the writing of an event in history, including factors that 
136.3   influence the recorder of the event. 
136.4      Sec. 10.  [CASE STUDY - HIGH SCHOOL.] 
136.5      Subdivision 1.  [PURPOSE.] Use observation and theory to 
136.6   study natural systems, human interaction, learning, or 
136.7   development. 
136.8      Subd. 2.  [PART A.] A student shall demonstrate an 
136.9   understanding of: 
136.10     (1) theories of human behavior, learning, or development; 
136.11     (2) methods and techniques of primary research, including 
136.12  interviews, observations, surveys, and questionnaires; and 
136.13     (3) legal and ethical issues related to research, including 
136.14  copyright laws, access to property, and the use of human or 
136.15  other subjects. 
136.16     Subd. 3.  [PART B.] A student shall demonstrate the ability 
136.17  to; 
136.18     (1) refine a topic into a clear statement of a research 
136.19  problem with subproblems; 
136.20     (2) create a plan for collecting data, including: 
136.21     (i) evaluating feasibility; and 
136.22     (ii) establishing a process for conducting observations and 
136.23  recording descriptions; 
136.24     (3) gather and analyze data; and 
136.25     (4) communicate findings, including: 
136.26     (i) describing key scenes, people, dialogue, or places from 
136.27  observations; 
136.28     (ii) comparing finding to theories of human interaction, 
136.29  learning, or development; and 
136.30     (iii) identifying implications for further study. 
136.31     Sec. 11.  [RESEARCH AND CREATE A BUSINESS PLAN - HIGH 
136.32  SCHOOL.] 
136.33     Subdivision 1.  [PURPOSE.] A student shall develop and 
136.34  implement a plan to start a business or organization. 
136.35     Subd. 2.  [PART A.] A student shall demonstrate an 
136.36  understanding of: 
137.1      (1) the scientific, economic, marketing, and sales 
137.2   principles relevant to the type of business chosen; 
137.3      (2) the function of a business or organization functions 
137.4   within the larger economic system; and 
137.5      (3) the potential impact of a business or organization on 
137.6   people and communities. 
137.7      Subd. 3.  [PART B.] A student shall demonstrate the ability 
137.8   to: 
137.9      (1) gather and record information, including: 
137.10     (i) researching and tracking markets; 
137.11     (ii) using appropriate technology, including, but not 
137.12  limited to, computers, and telecommunications satellite 
137.13  technology; and 
137.14     (iii) recording the data; 
137.15     (2) develop a business plan, including: 
137.16     (i) conducting a feasibility study; 
137.17     (ii) producing a cost/benefit assessment, including human 
137.18  resources; and 
137.19     (iii) identifying alternative solutions to problems; and 
137.20     (3) implement an actual or simulated business plan, 
137.21  including: 
137.22     (i) communicating information regarding decisions; 
137.23     (ii) applying human relations skills; 
137.24     (iii) applying relevant/useful mechanical and technical 
137.25  skills; 
137.26     (iv) using marketing and sales techniques; 
137.27     (v) integrating economic, marketing, sales, and technical 
137.28  aspects with sound environmental practices; and 
137.29     (vi) analyzing the effectiveness of the plan. 
137.30     Sec. 12.  [HISTORY THROUGH ARTS AND CULTURE - HIGH SCHOOL.] 
137.31     Subdivision 1.  [PURPOSE.] Apply an inquiry process to an 
137.32  art form, theme, or idea to understand historical framework and 
137.33  cultural context. 
137.34     Subd. 2.  [PART A.] A student shall demonstrate an 
137.35  understanding of: 
137.36     (1) the influence of cultural contexts within an art form, 
138.1   theme, or idea; and 
138.2      (2) the concept of historical periods, including, but not 
138.3   limited to, major events, conflicts, and leaders. 
138.4      Subd. 3.  [PART B.] A student shall demonstrate the ability 
138.5   to: 
138.6      (1) gather information to analyze the development of a 
138.7   selected art form, idea, or theme; 
138.8      (2) select, describe, and interpret works of art that 
138.9   represent historical periods and development of the art form, 
138.10  theme, or idea; and 
138.11     (3) analyze and interpret the development in the selected 
138.12  art form, theme, or idea in terms of cultural contexts for each 
138.13  historical period, including, but not limited to, architecture, 
138.14  technology, dominant philosophies, daily life, and social 
138.15  customs. 
138.16     Sec. 13.  [PRODUCT DEVELOPMENT - HIGH SCHOOL.] 
138.17     Subdivision 1.  [PURPOSE.] Research, develop, and/or test a 
138.18  product. 
138.19     Subd. 2.  [PART A.] A student shall demonstrate an 
138.20  understanding of: 
138.21     (1) purpose and methods of market research; 
138.22     (2) characteristics of specific materials and technologies; 
138.23     (3) impact of the use of specific materials and 
138.24  technologies; and 
138.25     (4) materials processing and/or design techniques. 
138.26     Subd. 3.  [PART B.] A student shall demonstrate the ability 
138.27  to create or test a product, including: 
138.28     (1) determining the need and the market using at least two 
138.29  of the following methods:  direct mail survey, telemarketing 
138.30  survey, personal interview, discussion group, panels, sampling, 
138.31  observations, or market analysis; 
138.32     (2) correlating, tabulating, and reporting findings of the 
138.33  research; 
138.34     (3) designing a new or improved product, which meets the 
138.35  need; 
138.36     (4) analyzing the viability of product price, place, and 
139.1   promotion based on research findings; 
139.2      (5) creating the new or improved product; 
139.3      (6) testing and evaluating the product; and 
139.4      (7) assessing the impact of production, use, and eventual 
139.5   disposal of the product on the environment, society, and health, 
139.6   as applicable. 
139.7      Sec. 14.  [FIELD STUDY - HIGH SCHOOL.] 
139.8      Subdivision 1.  [PURPOSE.] Conduct a field study to answer 
139.9   a research question. 
139.10     Subd. 2.  [PART A.] A student shall demonstrate an 
139.11  understanding of: 
139.12     (1) tools and methods used in a field study; 
139.13     (2) impacts of technologies on traditional field studies; 
139.14  and 
139.15     (3) impacts of uncontrolled variables on systems. 
139.16     Subd. 3.  [PART B.] A student shall demonstrate the ability 
139.17  to: 
139.18     (1) independently formulate a question and design a study; 
139.19     (2) collect, analyze, and present quantitative and 
139.20  qualitative data using appropriate technology (for example, 
139.21  video, still cameras, tape recorders, tree borers, trip lines, 
139.22  or global positioning systems); 
139.23     (3) conduct research with key experts or sample documents; 
139.24     (4) take random and/or nonrandom samples under field 
139.25  conditions; 
139.26     (5) access response effects; 
139.27     (6) measure and account for respondent inaccuracy in 
139.28  behavior reports; 
139.29     (7) assess validity and reliability of methods and evaluate 
139.30  credibility of sources; 
139.31     (8) look for pattern and meaning in data; 
139.32     (9) analyze field notes; and 
139.33     (10) communicate research findings. 
139.34                             ARTICLE 12
139.35                          WORLD LANGUAGES
139.36     Section 1.  [WORLD LANGUAGES - PRIMARY.] 
140.1      Subdivision 1.  [PURPOSE.] Gain exposure to a language 
140.2   other than English. 
140.3      Subd. 2.  [PART A.] A student shall demonstrate an 
140.4   understanding of: 
140.5      (1) basic features of the language, including vocabulary, 
140.6   syntax, and grammar necessary for communicating about very 
140.7   familiar topics; 
140.8      (2) some age-appropriate cultural practices and products 
140.9   (for example, gestures, songs, and games); and 
140.10     (3) basic similarities between some written and spoken or 
140.11  signed words of the target language and English. 
140.12     Subd. 3.  [PART B.] A student shall demonstrate the ability 
140.13  to: 
140.14     (1) participate in brief written and oral exchanges or 
140.15  signed conversations with guidance on familiar topics; 
140.16     (2) comprehend basic written and spoken words and phrases 
140.17  or signed words, classifiers, and phrases that are supported by 
140.18  context clues and repetition; and 
140.19     (3) present basic written and oral or signed personal 
140.20  information using very common words and memorized phrases. 
140.21     Sec. 2.  [TECHNICAL LANGUAGE - PRIMARY.] 
140.22     Subdivision 1.  [PART A.] A student shall demonstrate an 
140.23  understanding of: 
140.24     (1) the concept that letters, characters, icons, signs, and 
140.25  symbols represent ideas, quantities, elements, and actions; and 
140.26     (2) the purpose of the message (for example, to perform a 
140.27  computer action, to produce a product, or to describe a person's 
140.28  health). 
140.29     Subd. 2.  [PART B.] A student shall demonstrate the ability 
140.30  to read and explain basic symbolic and technical representations.
140.31     Sec. 3.  [WORLD LANGUAGES - INTERMEDIATE.] 
140.32     Subdivision 1.  [PURPOSE.] Explore and begin to communicate 
140.33  in a language other than English. 
140.34     Subd. 2.  [PART A.] A student shall demonstrate an 
140.35  understanding of: 
140.36     (1) basic features of the language, including vocabulary, 
141.1   syntax, and grammar necessary for communicating about familiar 
141.2   and personal topics; 
141.3      (2) some common, age-appropriate cultural practices, 
141.4   traditions, and expressive products (for example, greetings, 
141.5   songs, stories, and games); and 
141.6      (3) some similarities and differences between the target 
141.7   language and English (for example, commonly occurring cognates 
141.8   and borrowed words, pronunciation, intonation, sentence 
141.9   structure, and alphabet/characters/signs). 
141.10     Subd. 3.  [PART B.] A student shall demonstrate the ability 
141.11  to: 
141.12     (1) participate in written and oral exchanges or signed 
141.13  conversations on familiar and personal topics; 
141.14     (2) comprehend basic written and spoken or signed language 
141.15  about familiar topics and in familiar contexts; 
141.16     (3) present basic written and oral or signed information 
141.17  about familiar topics using memorized and familiar words and 
141.18  simple phrases and sentences; and 
141.19     (4) use culturally appropriate practices (for example, 
141.20  greetings and gestures) in a limited number of familiar 
141.21  situations. 
141.22     Sec. 4.  [TECHNICAL LANGUAGE - INTERMEDIATE.] 
141.23     Subdivision 1.  [PART A.] A student shall demonstrate an 
141.24  understanding of: 
141.25     (1) common letters, characters, icons, signs, and symbols 
141.26  that represent ideas, quantities, elements, and actions; and 
141.27     (2) the audience and purpose of the message. 
141.28     Subd. 2.  [PART B.] A student shall demonstrate the ability 
141.29  to read and apply symbolic and technical representations, with 
141.30  guidance, to perform an action or create a basic product (for 
141.31  example, a group Web page, a plan for constructing a box, a 
141.32  carton, or a toy). 
141.33     Sec. 5.  [WORLD LANGUAGES - MIDDLE.] 
141.34     Subdivision 1.  [PURPOSE.] Communicate in a language other 
141.35  than English on familiar topics in cultural contexts, as 
141.36  appropriate. 
142.1      Subd. 2.  [PART A.] A student shall demonstrate an 
142.2   understanding of: 
142.3      (1) features of the language, including vocabulary, syntax, 
142.4   and grammar necessary for communicating about a variety of 
142.5   common topics; 
142.6      (2) a range of common cultural practices and products (for 
142.7   example, food, clothing, dwellings, music, and artifacts); and 
142.8      (3) similarities and differences between the target 
142.9   language and English, including idioms, sentence structure, 
142.10  cognates, and false cognates. 
142.11     Subd. 3.  [PART B.] A student shall demonstrate the ability 
142.12  to: 
142.13     (1) initiate and respond to written and oral exchanges or 
142.14  signed conversations to express needs, limited options, and 
142.15  experiences using learned material about familiar topics; 
142.16     (2) comprehend written and spoken or signed language 
142.17  relating to daily living and common events in formal and 
142.18  informal situations; 
142.19     (3) create and deliver written and spoken or signed 
142.20  presentations about familiar topics using simple phrases and 
142.21  expressions; and 
142.22     (4) communicate in familiar situations using appropriate 
142.23  cultural practices (for example, formal and informal register, 
142.24  personal space, and manners). 
142.25     Sec. 6.  [TECHNICAL LANGUAGE - MIDDLE.] 
142.26     Subdivision 1.  [PART A.] A student shall demonstrate an 
142.27  understanding of: 
142.28     (1) the basic features and symbols of a technical language; 
142.29  and 
142.30     (2) the audience, purpose, medium, and nature of the 
142.31  message. 
142.32     Subd. 2.  [PART B.] A student shall demonstrate the ability 
142.33  to: 
142.34     (1) read and explain symbolic and technical 
142.35  representations; and 
142.36     (2) create a plan or product using the technical language 
143.1   (for example, a piece of furniture, the floor plan of the 
143.2   student's residence) or html programming for a Web page. 
143.3      Sec. 7.  [NATURE OF LANGUAGE AND CULTURE - HIGH SCHOOL.] 
143.4      Subdivision 1.  [PURPOSE.] Communicate in a language other 
143.5   than English on a variety of topics and understand how language 
143.6   and culture are interconnected. 
143.7      Subd. 2.  [PART A.] A student shall demonstrate an 
143.8   understanding of: 
143.9      (1) features of the target language, including vocabulary, 
143.10  syntax, and grammar necessary for communicating about a variety 
143.11  of topics; 
143.12     (2) culture: 
143.13     (i) common patterns of behavior and practices of typical 
143.14  peers and others in the target culture; and 
143.15     (ii) products and perspectives of the target culture (for 
143.16  example, people of importance, print and nonprint cultural 
143.17  artifacts, and commonly held attitudes and ideas; 
143.18     (3) similarities and differences in the ways languages are 
143.19  written and spoken or signed (for example, writing mechanics, 
143.20  sentence structure, intonation, and word stress); and 
143.21     (4) how language and cultural practices, products, and 
143.22  perspectives are interrelated. 
143.23     Subd. 3.  [PART B.] A student shall demonstrate the ability 
143.24  to: 
143.25     (1) initiate and respond to written and oral exchanges or 
143.26  signed conversations that reflect structural patterns of the 
143.27  language in familiar and practiced situations; 
143.28     (2) comprehend written and spoken or signed language about 
143.29  a variety of familiar topics that reflect cultural practices, 
143.30  products, and perspectives; 
143.31     (3) create and deliver written and spoken or signed 
143.32  presentations about a variety of familiar topics using a range 
143.33  of simple phrases and expressions; and 
143.34     (4) communicate in a variety of familiar situations using 
143.35  appropriate cultural practices (for example, formal and informal 
143.36  register, personal space, and manners). 
144.1      Sec. 8.  [COMMUNICATING IN A LANGUAGE OTHER THAN ENGLISH - 
144.2   HIGH SCHOOL.] 
144.3      Subdivision 1.  [PURPOSE.] Comprehend and communicate in a 
144.4   language other than English on a broad range of topics. 
144.5      Subd. 2.  [PART A.] A student shall demonstrate an 
144.6   understanding of: 
144.7      (1) features of the language, including vocabulary, syntax, 
144.8   and sociolinguistic, lexical, and grammatical systems necessary 
144.9   for communicating about a wide range of personal and general 
144.10  topics; 
144.11     (2) similarities and differences in cultural products, 
144.12  practices, and perspectives between the target culture and the 
144.13  student's own; and 
144.14     (3) similarities and differences between the sound or 
144.15  signed and written systems of the target language and English, 
144.16  including regional and national spoken or signed patterns and 
144.17  familiar genres of written texts (for example, poems, letters, 
144.18  newspapers, and magazine articles). 
144.19     Subd. 3.  [PART B.] A student shall demonstrate the ability 
144.20  to: 
144.21     (1) initiate, sustain, and close written and oral exchanges 
144.22  or signed conversations in a variety of familiar and new 
144.23  situations; 
144.24     (2) comprehend the main idea and supporting details of 
144.25  written and spoken or signed language from a variety of 
144.26  authentic sources that are produced for various audiences and 
144.27  purposes; 
144.28     (3) present or perform both student-created and culturally 
144.29  authentic texts (for example, essays, poetry, plays, stories, 
144.30  songs, and letters); and 
144.31     (4) communicate in formal and informal situations using a 
144.32  wide range of appropriate cultural practices and expressions. 
144.33     Sec. 9.  [COMMUNICATING IN A TECHNICAL LANGUAGE - HIGH 
144.34  SCHOOL.] 
144.35     Subdivision 1.  [PURPOSE.] Comprehend and communicate using 
144.36  a universal technical language. 
145.1      Subd. 2.  [PART A.] A student shall demonstrate an 
145.2   understanding of: 
145.3      (1) the features, symbols, and appropriate applications of 
145.4   a symbolic and technical language; 
145.5      (2) relevant technical vocabulary; and 
145.6      (3) design considerations pertinent to the products or 
145.7   services to be delivered (for example, building codes or Web 
145.8   browser limitations). 
145.9      Subd. 3.  [PART B.] A student shall demonstrate the ability 
145.10  to: 
145.11     (1) read, comprehend, and analyze complex symbolic and 
145.12  technical representations (for example, documents, plans, or 
145.13  drawings); and 
145.14     (2) apply a symbolic and technical language to communicate 
145.15  how to perform a complex action or produce a complex product 
145.16  (for example, a complete set of plans for a single-family 
145.17  residence) or html programming of a complete Web site.