Wisconsin

Inq Social Studies Inquiry Practices and Processes

• SS.Inq1 Wisconsin students will construct meaningful questions that initiate an inquiry.

  • SS.Inq1.a Develop questions based on a topic

    • SS.Inq1.a.e Explain why or how a teacher- or text-provided question is important to a topic or issue.

      • Which source should you use? (1-K.)

  • SS.Inq1.b Plan inquiry

    • SS.Inq1.b.e When provided with a question, determine what other questions are needed to support the research (i.e., "What more do we need to know?").

• SS.Inq2 Wisconsin students will gather and evaluate sources.

  • SS.Inq2.a Gather diverse sources (electronic, digital, print, and other mass media) applicable to the inquiry

    • SS.Inq2.a.e Brainstorm what resources would be valuable to guide the inquiry.

      • Which source should you use? (1-K.)

  • SS.Inq2.b Evaluate sources

    • SS.Inq2.b.e Review and ask questions about books, photos, artifacts, websites, and other sources that will give insight into the inquiry.

      • Then and now: transportation and communication (1-E.1)
      • Then and now: home and school (1-E.)
      • Which source should you use? (1-K.)

• SS.Inq3 Wisconsin students will develop claims using evidence to support reasoning.

  • SS.Inq3.a Develop claims to answer inquiry question

    • SS.Inq3.a.e With prompting and support, state a claim to answer a question that the class is considering.

  • SS.Inq3.b Cite evidence from multiple sources to support claim

    • SS.Inq3.b.e Determine which evidence in teacher-provided sources support a claim that answers a compelling question.

      • Which source should you use? (1-K.)

  • SS.Inq3.c Elaborate how evidence supports claim

    • SS.Inq3.c.e Explain how evidence supports a claim for a class inquiry.

• SS.Inq4 Wisconsin students will communicate and critique conclusions.

  • SS.Inq4.a Communicate conclusions

    • SS.Inq4.a.e Communicate conclusions.

  • SS.Inq4.b Critique conclusions

    • SS.Inq4.b.e Respond effectively to questions about their inquiry.

• SS.Inq5 Wisconsin students will be civically engaged.

  • SS.Inq5.a Civic engagement

    • SS.Inq5.a.e Explore opportunities for personal or collaborative civic engagement with community, school, state, tribal, national, and/or global implications.

BH Behavioral Sciences

• SS.BH1 Wisconsin students will examine individual cognition, perception, behavior, and identity (Psychology).

  • SS.BH1.a Individual cognition, perception, and behavior

    • SS.BH1.a.2 Understand we are individuals influenced by our relationships and environments.

  • SS.BH1.b Personal identity and empathy

    • SS.BH1.b.2 Identify situations and places that impact a person's emotions.

• SS.BH2 Wisconsin students will investigate and interpret interactions between individuals and groups (Sociology).

  • SS.BH2.a Relationship of people and groups

    • SS.BH2.a.K-1 Describe how groups of people are alike and different.

  • SS.BH2.b Cultural patterns

    • SS.BH2.b.1 Understand ways people change and adapt to new situations in places and within a family.

• SS.BH3 Wisconsin students will assess the role that human behavior and cultures play in the development of social endeavors (Anthropology).

  • SS.BH3.a Social Interactions

    • SS.BH3.a.2 Compare a belief in one culture to one in a different culture (e.g., How do people in a different country celebrate their birthday?).

• SS.BH4 Wisconsin students will examine the progression of specific forms of technology and their influence within various societies.

  • SS.BH4.a Progression of technology

    • SS.BH4.a.e Describe specific types of technology and demonstrate how they are used on a daily basis for social or cultural purposes.

      • Then and now: transportation and communication (1-E.1)

Econ Economics

• SS.Econ1 Wisconsin students use economic reasoning to understand issues.

  • SS.Econ1.a Choices and Decision-Making

    • SS.Econ1.a.1.i Differentiate between a "want" and a "need".

      • Needs and wants (1-J.1)

    • SS.Econ1.a.1.ii Describe resources that are important or useful to you, your family, community, and country.

      • Natural resources (1-J.5)

  • SS.Econ1.b Incentives

    • SS.Econ1.b.2 Predict a person's change in behavior in response to different potential rewards.

• SS.Econ2 Wisconsin students will analyze how decisions are made and interactions occur among individuals, households, and firms/businesses (Microeconomics).

  • SS.Econ2.a Consumers, Producers, and Markets

    • SS.Econ2.a.1 Differentiate between buyers (consumers) and sellers (producers).

      • Producers and consumers (1-J.4)

  • SS.Econ2.b Supply, Demand, and Competition

    • SS.Econ2.b.2 Define product market and categorize prices of products in a local market.

  • SS.Econ2.c Firm/Business Behavior and Costs of Production

    • SS.Econ2.c.2 Predict how producers use the factors of production (i.e., land, labor, human and physical capital, and entrepreneurship) to make goods, deliver services, and earn profits.

      • Goods and services (1-J.3)
      • Producers and consumers (1-J.4)

• SS.Econ3 Wisconsin students will analyze how an economy functions as a whole (Macroeconomics).

  • SS.Econ3.a Economic Indicators

    • SS.Econ3.a.1 Identify the cost of everyday goods (e.g., milk, bread, fruit, vegetables, cheese).

  • SS.Econ3.b Money

    • SS.Econ3.b.1.i Categorize types of money (e.g., coins, bills), and explain why money is used.

    • SS.Econ3.b.1.ii Formulate reasons why people save.

• SS.Econ4 Wisconsin students will evaluate government decisions and their impact on individuals, businesses, markets, and resources (Role of Government).

  • SS.Econ4.a Economic Systems and Allocation of Resources

    • SS.Econ4.a.2 Hypothesize how a good gets to the local community market.

      • Goods and services (1-J.3)
      • Producers and consumers (1-J.4)
      • Natural resources (1-J.5)

  • SS.Econ4.b Institutions

    • SS.Econ4.b.1.i Classify different jobs people have and how these jobs help others.

      • Jobs community helpers do (1-C.1)
      • Producers and consumers (1-J.4)

    • SS.Econ4.b.1.ii Explain what major public, private, and tribal institutions (e.g., schools, police, fire station) do for people.

      • Tools community helpers use (1-C.2)

  • SS.Econ4.c Role of Government

    • SS.Econ4.c.2 Summarize goods and services that the government provides (e.g., roads, schools, police), and how they help people.

      • Government services (1-A.2)

  • SS.Econ4.d Impact of Government Interventions

    • SS.Econ4.d.1 Give an example of an unintended cost or benefit to an event (e.g., getting new playground equipment, receiving a present).

  • SS.Econ4.e Specialization, Trade, and Interdependence

    • SS.Econ4.e.2.i Investigate how people can benefit themselves and others by developing special skills and strengths.

    • SS.Econ4.e.2.ii Hypothesize why people in one country trade goods with people in another country.

Geog Geography

• SS.Geog1 Wisconsin students will use geographic tools and ways of thinking to analyze the world.

  • SS.Geog1.a Tools of Geography

    • SS.Geog1.a.1 Recognize the difference between maps (paper or digital) and globes, and why someone might choose one over the other for a given task.

  • SS.Geog1.b Spatial Thinking (map interpretation)

    • SS.Geog1.b.1-2 Identify physical and human characteristics of a place using maps, graphs, photographs, and other representations.

      • Identify Earth's land features (1-G.1)
      • Identify Earth's water features (1-G.2)
      • Identify human and physical features (1-G.3)
      • Use cardinal directions (1-I.)

  • SS.Geog1.c Mental Mapping/Maps from Memory

    • SS.Geog1.c.1 Construct a map (paper or digital) of a familiar place (i.e., bedroom, classroom, playground) using title, compass rose, and symbols.

• SS.Geog2 Wisconsin students will analyze human movement and population patterns.

  • SS.Geog2.a Population and Place

    • SS.Geog2.a.K-1.i Analyze where and why people live in certain places.

    • SS.Geog2.a.K-1.ii Classify the local community as rural, suburban, urban, or tribal.

      • Compare cities and rural areas (1-C.3)

  • SS.Geog2.b Reasons People Move

    • SS.Geog2.b.2 Explain why people have moved to and away from their community.

  • SS.Geog2.c Impact of Movement

    • SS.Geog2.c.2 Describe population changes in their community over time.

  • SS.Geog2.d Urbanization

    • SS.Geog2.d.1 Identify and explain differences between rural and urban areas.

      • Compare cities and rural areas (1-C.3)

• SS.Geog3 Wisconsin students will examine the impacts of global interconnections and relationships.

  • SS.Geog3.a Distribution of Resources

    • SS.Geog3.a.1 Analyze how different access to resources can create stress in a society (e.g., Who sits closer to the bathroom? Who gets to the lunchroom first?)

      • Scarcity and choices (1-J.2)

  • SS.Geog3.b Networks

    • SS.Geog3.b.2 Compare and contrast the different modes of transportation and communication used by families in work and daily lives.

      • Then and now: transportation and communication (1-E.1)
      • Then and now: home and school (1-E.)

• SS.Geog4 Wisconsin students will evaluate the relationship between identity and place.

  • SS.Geog4.a Characteristics of Place

    • SS.Geog4.a.2.i Categorize characteristics of the local community (e.g., weather/climate, population, landforms, vegetation, culture, industry).

      • Identify Earth's land features (1-G.1)
      • Identify Earth's water features (1-G.2)
      • Identify human and physical features (1-G.3)

    • SS.Geog4.a.2.ii Describe how certain places have meanings that distinguish them from other places. (e.g., shopping mall, park, places of worship).

• SS.Geog5 Wisconsin students will evaluate the relationship between humans and the environment.

  • SS.Geog5.a Human Environment Interaction

    • SS.Geog5.a.1 Provide examples of human changes to the environment surrounding the school or neighborhood.

      • Then and now: home and school (1-E.)
      • Identify human and physical features (1-G.3)

  • SS.Geog5.b Interdependence

    • SS.Geog5.b.2 Identify natural resources (e.g., fertile soil, forests, mining) of a place and provide examples of how those resources are used.

      • Natural resources (1-J.5)

Hist History

• SS.Hist1 Wisconsin students will use historical evidence for determining cause and effect.

  • SS.Hist1.a Cause

    • SS.Hist1.a.e Identify one or more causes of an event, issue, or problem.

      • Martin Luther King Jr. Day (1-D.1)
      • Independence Day (1-D.2)

  • SS.Hist1.b Effect

    • SS.Hist1.b.e Identify one or more effects of an event, issue, or problem.

      • Martin Luther King Jr. Day (1-D.1)
      • Independence Day (1-D.2)

• SS.Hist2 Wisconsin students will analyze, recognize, and evaluate patterns of continuity and change over time and contextualization of historical events.

  • SS.Hist2.a Patterns stay the same over a period of time

    • SS.Hist2.a.e Identify patterns of what stayed the same to self, family, and community over time.

      • Then and now: transportation and communication (1-E.1)
      • Then and now: home and school (1-E.)

  • SS.Hist2.b Patterns change over a period of time

    • SS.Hist2.b.e Identify patterns of change to self, family, and community over time.

      • Then and now: transportation and communication (1-E.1)
      • Then and now: home and school (1-E.)

  • SS.Hist2.c Contextualization

    • SS.Hist2.c.e Explain how something happening outside of your home can affect your family.

• SS.Hist3 Wisconsin students will connect past events, people, and ideas to the present; use different perspectives to draw conclusions; and suggest current implications.

  • SS.Hist3.a Connections

    • SS.Hist3.a.e Describe a person or event from the past that reflects your own life in some way.

      • Abraham Lincoln (1-F.)

  • SS.Hist3.b Perspective

    • SS.Hist3.b.e Explain why two people can talk about an event from different viewpoints.

  • SS.Hist3.c Current Implications

    • SS.Hist3.c.e Explain how something from the past can affect your life now.

      • Martin Luther King Jr. Day (1-D.1)
      • Independence Day (1-D.2)

• SS.Hist4 Wisconsin students will evaluate a variety of primary and secondary sources to interpret the historical context, intended audience, purpose, and/or author's point of view (Historical Methodology).

  • SS.Hist4.a Historical Context

    • SS.Hist4.a.e Describe the events that led to the creation of a primary source.

  • SS.Hist4.b Intended Audience

    • SS.Hist4.b.e Identify the intended audience for whom the primary or secondary source was created.

  • SS.Hist4.c Purpose

    • SS.Hist4.c.e Create one primary source about your life.

  • SS.Hist4.d Point of View (POV)

    • SS.Hist4.d.e Identify the POV of your own primary or secondary source.

PS Political Science

• SS.PS1 Wisconsin students will identify and analyze democratic principles and ideals.

  • SS.PS1.a Values & Principles of American Constitutional Democracy

    • SS.PS1.a.K-1.i Describe symbols, songs, and traditions that identify our state and country.

      • Identify American symbols (1-B.1)
      • Identify American landmarks and monuments (1-B.2)

    • SS.PS1.a.K-1.ii Assess the importance of rules and laws at home, in school, and in the community.

      • Rules and laws (1-A.1)
      • Authority figures (1-A.)

  • SS.PS1.b Origins & Foundation of the Government of the United States

    • SS.PS1.b.1-2 Compare contributions of two or more influential people related to the founding of the United States.

      • Independence Day (1-D.2)

• SS.PS2 Wisconsin students will examine and interpret rights, privileges, and responsibilities in society.

  • SS.PS2.a Civil Rights and Civil Liberties

    • SS.PS2.a.1-2.i Compare rights and responsibilities within the classroom, school, and community.

      • Rules and laws (1-A.1)

    • SS.PS2.a.1-2.ii Classify basic rights that all humans have (i.e., life, liberty, safety).

  • SS.PS2.b Fundamentals of Citizenship

    • SS.PS2.b.2.i Summarize situations where individuals have rights, freedoms, and equality.

    • SS.PS2.b.2.ii Develop an opinion about an issue in your school or community.

  • SS.PS2.c Asserting and Reaffirming of Human Rights

    • SS.PS2.c.1-2.i Identify groups within school, community, or society and compare their rights and responsibilities (e.g., student/teacher).

    • SS.PS2.c.1-2.ii Investigate ways in which people and groups can influence decision makers in school, their communities, states, or country (i.e., voting, running for office, participating in meetings).

• SS.PS3 Wisconsin students will analyze and evaluate the powers and processes of political and civic institutions.

  • SS.PS3.a Political Participation

    • SS.PS3.a.1.i Describe and explain the effect an action has on members of a group.

    • SS.PS3.a.1.ii Express an opinion and vote on a topic in their lives.

  • SS.PS3.b Linkage Institutions

    • SS.PS3.b.e.i Identify different types of media and sources.

    • SS.PS3.b.e.ii Explain why we have elections.

    • SS.PS3.b.e.iii Summarize basic roles of civic institutions (e.g., school, home, family, community).

      • Rules and laws (1-A.1)
      • Authority figures (1-A.)
      • Government services (1-A.2)

  • SS.PS3.c Power in Government

    • SS.PS3.c.1 Compare basic political institutions (e.g., what a government is and how it differs at the city, state, tribal, country, and global level), and the roles they serve in their lives and in the lives of others (e.g., make laws, create order).

      • Government services (1-A.2)

  • SS.PS3.d Public Policy

    • SS.PS3.d.1 Predict how people come up with different ideas to solve a problem.

• SS.PS4 Wisconsin students will develop and employ skills for civic literacy.

  • SS.PS4.a Argumentation

    • SS.PS4.a.e Compare and contrast perspectives on the same topic.

  • SS.PS4.b Compromise, Diplomacy, and Consensus Building

    • SS.PS4.b.2 Give an example of a compromise.