2019 KML K-8 Social Studies Standards Checklist
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2019 KML K-8 Social Studies Standards Checklist
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The suggested grade level for standard is not critical. You could make a copy of this checklist for your school and revise the grade levels for the critical ideas that are the best fit for your school's curriculum and instruction schedule.
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K-2 (e)3-5 (i)6-8 (m)K12345678
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Area: Social Studies Inquiry Practices and Processes (Inquiry)
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Standard SS.Inq1: Wisconsin students will construct meaningful questions that initiate an inquiry.
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Learning PriorityK-2 (e)3-5 (i)6-8 (m)
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Inq1.a: Develop questions based on a topicSS.Inq1.a.e
Explain why or how a teacher or text provided question is important to a topic or issue.
SS.Inq1.a.i
Develop list of open- and closed-ended questions on a topic or issue.
SS.Inq1.a.m
Formulate open-ended questions for further research within one of the social studies disciplines.
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Inq1.b: Plan inquirySS.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.Inq1.b.i
Develop list of questions that support the research through discussion and investigation to guide inquiry.
SS.Inq1.b.m
Identify additional questions that support the research and possible resources to guide the inquiry.
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Standard SS.Inq2: Wisconsin students will gather and evaluate sources.
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Inq2.a: Gather diverse sources (electronic, digital, print, and other mass media) applicable to the inquirySS.Inq2.a.e
Brainstorm what resources would be valuable to guide the inquiry.
SS.Inq2.a.i
Gather a variety of resources into categories to guide the inquiry.
SS.Inq2.a.m
Explore evidence from multiple reliable sources representing a range of perspectives and media that have been selected through research to guide the inquiry..
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Inq2.b: Evaluate sourcesSS.Inq2.b.e
Review and ask questions about books, photos, artifacts, websites, and other sources that will give insight into the inquiry.
SS.Inq2.b.i
Evaluate resources to determine which best support the inquiry and supporting questions.
SS.Inq2.b.m
Determine credibility and applicability of a source by considering a variety of factors through the lens of a social studies strand.
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Standard SS.Inq3: Wisconsin students will develop claims using evidence to support reasoning.
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Inq3.a: Develop claims to answer inquiry questionSS.Inq3.a.e
With prompting and support, state a claim to answer a question that the class is considering.
SS.Inq3.a.i
Create a thesis statement based on evidence found in sources to make a claim.
SS.Inq3.a.m
Develop a debatable and defensible claim based upon the analysis of sources.
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Inq3.b: Cite evidence from multiple sources to support claimSS.Inq3.b.e
Determine which evidence in teacher-provided sources support a claim that answers a compelling question.
SS.Inq3.b.i
Select appropriate evidence from sources to support a claim.
SS.Inq3.b.m
Support claim with evidence from multiple reliable sources representing a range of mediums (electronic, digital, print, and other mass media).
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Inq3.c: Elaborate how evidence supports claimSS.Inq3.c.e
Explain how evidence supports a claim for a class inquiry.
SS.Inq3.c.i
Assess how evidence supports a claim.
SS.Inq3.c.m
Analyze the extent to which evidence supports or does not support a claim, and if it does not, adjust claim appropriately.
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Standard SS.Inq4: Wisconsin students will communicate and critique conclusions.
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Inq4.a: Communicate conclusionsSS.Inq4.a.e
Communicate conclusions.
SS.Inq4.a.i
Communicate conclusions from a variety of teacher-provided presentation options.
SS.Inq4.a.m
Communicate conclusions using a variety of media (i.e. video or online, documentaries, exhibits, research papers, or web pages).
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Inq4.b: Critique conclusionsSS.Inq4.b.e
Respond effectively to questions about their inquiry.
SS.Inq4.b.i
Evaluate the strength of claim, evidence, and communication using criteria established by both teacher and student.
SS.Inq4.b.m
Analyze and evaluate the logic, relevance, and accuracy of others’ claims, taking into consideration potential bias.
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Standard SS.Inq5: Wisconsin students will be civically engaged.
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Inq5.a: Civic engagementSS.Inq5.a.e
Explore opportunities for personal or collaborative civic engagement with community, school, state, tribal, national, and/or global implications.
SS.Inq5.a.i
Explore opportunities for personal or collaborative civic engagement with community, school, state, tribal, national, and/or global implications.
SS.Inq5.a.m
Explore opportunities for personal or collaborative civic engagement with community, school, state, tribal, national, and/or global implications.
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Behavioral Sciences
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Content Area: Behavioral Sciences (BH)
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Standard SS.BH1: Wisconsin students will examine individual cognition, perception, behavior, and identity (Psychology).
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Performance Indicators (By Grade Band)
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Learning PriorityK-2 (e)3-5 (i)6-8 (m)
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BH1.a: Individual cognition, perception, and behaviorSS.BH1.a.2
Understand we are individuals influenced by our relationships and environments.
SS.BH1.a.4
Describe how a person's understanding, perceptions, and behaviors are affected by relationships and environments.
SS.BH1.a.m
Identify patterns such as culture, prior knowledge, family, peers, school, communities, and personal interests that influence a person’s cognition, perception, and behavior.
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BH1.b: Personal identity and empathySS.BH1.b.2
Identify situations and places that impact a person’s emotions. .
SS.BH1.b.4
Describe how culture, ethnicity, race, age, religion, gender, and social class can help form self-image and identity.
SS.BH1.b.m
Analyze how culture, ethnicity, race, age, religion, gender, and social class affect a person's self-image and identity and interactions with others.
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Standard SS.BH2: Wisconsin students will investigate and interpret interactions between individuals and groups (Sociology).
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BH2.a: Relationship of people and groupsSS.BH2.a.K-1
Describe how groups of people are alike and different.
SS.BH2.a.4-5
Compare how people from different cultures solve common problems, such as distribution of food, shelter, and social interactions.
SS.BH2.a.m
Summarize the role culture plays in personal and group behavior.

Categorize factors that contribute to cooperation and conflict among peoples of a country and/or the world (i.e., culture, language, religion, political beliefs).
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BH2.b: Cultural patternsSS.BH2.b.1
Understand ways people change and adapt to new situations in places and within a family.
SS.BH2.b.4
Give examples of how peoples from different cultures develop different values and ways of interpreting experiences.
SS.BH2.b.m
Model how individuals learn the elements of their culture through interactions with others, and how individuals learn of other cultures through communication, travel, and study.
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Standard SS.BH3: Wisconsin students will assess the role that human behavior and cultures play in the development of social endeavors (Anthropology).
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BH3.a: Social InteractionsSS.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.BH3.a.5
Investigate how interpretations of similarities and differences between and among cultures may lead to understandings or misunderstandings.
SS.BH3.a.m
Analyze how a person’s local actions can have global consequences, and how global patterns and processes can affect seemingly unrelated local actions.
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Standard SS.BH4: Wisconsin students will examine the progression of specific forms of technology and their influence within various societies.
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BH4.a: Progression of technologySS.BH4.a.e
Describe specific types of technology and demonstrate how they are used on a daily basis for social or cultural purposes.
SS.BH4.a.i
Classify technologies based on intended use, access, and design, and how they might change people’s lives (for better or worse).
SS.BH4.a.m
Differentiate between intended and unintended consequences of various forms of technology and how they may affect societies and cultures.
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Economics
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Discipline: Social Studies
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Content Area: Economics (Econ)
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Standard SS.Econ1: Wisconsin students use economic reasoning to understand issues.
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Performance Indicators (By Grade Band)
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Learning PriorityK-2 (e)3-5 (i)6-8 (m)
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Econ1.a: Choices and Decision -MakingSS.Econ1.a.1
Differentiate between a “want” and a “need”.

Describe resources that are important or useful to you, your family, community, and country.
SS.Econ1.a.3
Use economic reasoning to compare and contrast the costs and benefits of a decision.

Categorize different limited resources (e.g., money, materials, time, labor/workers, land, natural resources, renewable or non-renewable).
SS.Econ1.a.m
Predict the opportunity costs of various decisions, and explain why the opportunity cost might differ from person to person or in different situations.

Assess how limited resources (e.g., money, land, natural resources, workers, time) impact the choices of individuals, households, communities, businesses, and countries.
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Econ1.b: IncentivesSS.Econ1.b.2Predict a person’s change in behavior in response to different potential rewards.SS.Econ1.b.4
Infer potential incentives in a real-world situation..
SS.Econ1.b.m
Evaluate how incentives impact individual and/or household decision-making.
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Standard SS.Econ2: Wisconsin students will analyze how decisions are made and interactions occur among individuals, households, and firms/businesses (Microeconomics).
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Econ2.a: Consumers, Producers, and MarketsSS.Econ2.a.1
Differentiate between buyers (consumers) and sellers (producers).
SS.Econ2.a.3-4
Compare two product markets found in the local community.

Differentiate between goods and services.
SS.Econ2.a.m
Analyze the role of consumers and producers in product markets.

Provide examples of how individuals and households are both consumers and producers.
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Econ2.b: Supply, Demand, and CompetitionSS.Econ2.b.2
Define product market and categorize prices of products in a local market.
SS.Econ2.b.4-5
Assess the roles of consumers (demand), producers (supply), prices, non-price factors (e.g., drought or a fad item), and competition in the product market.
SS.Econ2.b.m
Investigate the relationship between supply and demand.

Evaluate the extent to which competition exists in product markets, and its relationship to price and quality of goods and services.
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Econ2.c: Firm/Business Behavior and Costs of ProductionSS.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.
SS.Econ2.c.3
Compare the skills and knowledge required to produce certain goods and services.

Provide an example of the factors of production (i.e., land, labor, capital, entrepreneurship) for a given product.
SS.Econ2.c.m
Categorize factors of production and how they are combined to make goods and deliver services.

Evaluate how profits
influence sellers in markets.
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Standard SS.Econ3: Wisconsin students will analyze how an economy functions as a whole (Macroeconomics).
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Econ3.a: Economic IndicatorsSS.Econ3.a.1
Identify the cost of everyday goods (e.g., milk, bread, fruit, vegetables, cheese).
SS.Econ3.a.4
Investigate how the cost of things changes over time.
SS.Econ3.a.m
Analyze how inflation, deflation, and unemployment affect different groups.
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Econ3.b: MoneySS.Econ3.b.1
Categorize types of money (e.g., coins, bills), and explain why money is used.

Formulate reasons why people save.
SS.Econ3.b.5
Describe the role of money, banking, and savings in everyday life, including why people borrow money and the role of interest.
SS.Econ3.b.m
Differentiate between the functions of money (i.e., medium of exchange, store of value, unit of account).

Assess how interest rates influence borrowing and investing.
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Econ 3.c: Economic Fluctuations and Business CyclesSS.Econ3.c.m
Define Gross Domestic Product (GDP), and compare the GDP of different nations.
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Standard SS.Econ4: Wisconsin students will evaluate government decisions and their impact on individuals, businesses, markets, and resources (Role of Government).
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Econ4.a: Economic Systems and Allocation of ResourcesSS.Econ4.a.2
Hypothesize how a good gets to the local community market.
SS.Econ4.a.3
Trace the chain of supply for a needed product (e.g., food, shelter).
SS.Econ4.a.m
Compare and contrast how different economic systems (traditional, command, market, mixed) choose to allocate the production, distribution and consumption of resources (what/how/for whom is it produced).
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Econ4.b: InstitutionsSS.Econ4.b.1
Classify different jobs people have and how these jobs help others.

Explain what major public, private, and tribal institutions (e.g., schools, police, fire station) do for people.
SS.Econ4.b.4-5
Assess the role of economic institutions (e.g., banks, government) in helping individuals and society.

Differentiate between private property (e.g., factories and homes) and public property (e.g., parks, public schools, and government buildings).
SS.Econ4.b.m
Compare and contrast the role of different economic institutions such as banks, labor unions, non-profits, and businesses in an economy.

Analyze rules and laws that protect and support both consumers (e.g., private property, zoning, contracts, agreements, and product safety) and workers (e.g., labor unions, regulations, minimum wage).
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Econ4.c: Role of GovernmentSS.Econ4.c.2
Summarize goods and services that the government provides (e.g., roads, schools, police), and how they help people.
SS.Econ4.c.5
Discuss reasons a government taxes people.
SS.Econ4.c.m
Analyze the impact of different government policies (e.g., taxation and government spending) on the economy.
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Econ4.d: Impact of Government InterventionsSS.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.d.5
Predict unintended costs and benefits (i.e., externalities) for a given current situation or event.
SS.Econ4.d.m
Analyze potential unintended costs and benefits (i.e., externalities) for a local or state law or policy.
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Standard SS.Econ5: Wisconsin students will assess economic interdependence of regions and countries through trade.
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Econ5.a: Specialization, Trade, and InterdependenceSS.Econ5.a.2
Investigate how people can benefit themselves and others by developing special skills and strengths.

Hypothesize why people in one country trade goods with people in another country.
SS.Econ5.a.3
Compare and contrast specialization in two or more regions (e.g., Midwest and Northeastern United States;United States and Japan; Europe and South America).
SS.Econ5.a.m
Summarize the role of specialization on trade and cost of goods/services.

Identify examples of U.S. exports and imports.
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Geography
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Discipline: Social Studies
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Content Area: Geography (Geog)
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Standard SS.Geog1: Wisconsin students will use geographic tools and ways of thinking to analyze the world.
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Performance Indicators (By Grade Band)
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Learning PriorityK-2 (e)3-5 (i)6-8 (m)
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Geog1.a: Tools of GeographySS.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.a.4-5
Summarize how location (absolute and relative) affects people, places, and environment.

Construct maps (paper or digital), charts, and graphs using appropriate elements (i.e., date, orientation, grid, scale, title, author, index, legend, situation)
SS.Geog1.a.m
Use paper and digital maps to ask and answer geographic questions (e.g., Where are there patterns? Why there? So what?).

Analyze how various map projections distort shape, area, distance and direction (e.g., Mercator, Robinson, Peters).
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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.
SS.Geog1.b.i
Identify purposes of and differences among maps, globes, aerial photographs, charts, and satellite images.
SS.Geog1.b.m
Interpret patterns in a variety of maps, charts, and graphs to display geographic information (contour, cartogram, population, natural resource, historical maps) and explain relationships among them.
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Geog1.c: Mental Mapping/Maps from MemorySS.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.Geog1.c.4-5
Create and label a map (paper or digital) of the local community, state, tribal lands, and country, including both physical (e.g., oceans and continents) and human (e.g., roads, buildings) characteristics.

Identify and construct regions (digital or paper) in Wisconsin and the United States.
SS.Geog1.c.m
Construct a mental map of regions, and locate the major regions of the world and their physical and cultural features including continents, cities, countries, bodies of water, landforms, mountain ranges, and climate zones.

Compare mental maps shaped by individual perceptions of people, places, regions, and environments.
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Standard SS.Geog2: Wisconsin students will analyze human movement and population patterns.
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Geog2.a: Population and PlaceSS.Geog2.a.K-1
Analyze where and why people live in certain places.

Classify the local community as rural, suburban, urban, or tribal.
SS.Geog2.a.3
Categorize the populations of people living in their state and country.

Compare and contrast types of communities (i.e.,rural, suburban, urban, or tribal), and different types of places on Earth (e.g.,community, state, region, country/nation).
SS.Geog2.a.m
Analyze why populations increase or decrease in various regions throughout the world.

Analyze the distribution of population patterns at various scales (i.e., local, state, country, region).
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Geog2.b: Reasons People MoveSS.Geog2.b.2
Explain why people have moved to and away from their community.
SS.Geog2.b.5
Investigate push and pull factors of movement in their community, state, country, and world.
SS.Geog2.b.m
Analyze patterns of migration of various types (e.g., age, sex, ethnicity, race) in the community, state, country, and world.
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Geog2.c: Impact of MovementSS.Geog2.c.2
Describe population changes in their community over time.
SS.Geog2.c.5
Describe population changes in their state, and country over time.
SS.Geog2.c.m
Use regions in the world to analyze the role of population shifts in why places change over time.

Evaluate the impact of migration on the place of origin and the place of settlement.
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Geog2d. UrbanizationSS.Geog2.d.1
Identify and explain differences between rural and urban areas.
SS.Geog2.d.4-5
Summarize positive and negative factors of cities.

Identify the location and patterns of cities within our state and country.
SS.Geog2.d.m
Investigate the impact of rural decline and the growth of cities on a place.

Analyze patterns of urbanization around the world.
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Standard SS.Geog3: Wisconsin students will examine the impacts of global interconnections and relationships.
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Geog3.a: Distribution of ResourcesSS.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?)
SS.Geog3.a.5
Classify a provided set of resources as renewable or nonrenewable, and analyze the implications of both at the local, national, and global level.
SS.Geog3.a.m
Analyze the relationship between the distribution of resources and patterns of human settlement within states, countries, and regions of the world now and in the past.
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Geog3.b: NetworksSS.Geog3.b.2
Compare and contrast the different modes of transportation and communication used by families in work and daily lives.
SS.Geog3.b.4
Classify various ways that people and countries depend on one another.

Summarize how transportation and communication have changed economic activities over time.
SS.Geog3.b.m
Analyze spatial patterns of social and economic development in a variety of regions in the world.

Identify how people, products, and ideas move between places (e.g., internet commerce, outsourcing).
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Standard SS.Geog4: Wisconsin students will evaluate the relationship between identity and place.
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Geog4.a: Characteristics of PlaceSS.Geog4.a.2
Categorize characteristics of the local community (e.g., weather/climate, population, landforms, vegetation, culture, industry).

Describe how certain places have meanings that distinguish them from other places. (e.g., shopping mall, park, places of worship).
SS.Geog4.a.4
Describe how certain places may have meanings that distinguish them from other places (e.g., cemetery, places of worship, state/national parks, historical park/battlefield).

Compare and contrast the human characteristics of rural, suburban, urban, and tribal locations in Wisconsin and the United States.

Identify and describe how people may view places in the community differently (e.g., students and senior citizens responding to a new playground).
SS.Geog4.a.m
Explain how place-based identities can change places over time.


Investigate how place-based identity results from the characteristics of a place and can sometimes result in stereotypes of people from a specific place.

Describe students’ perceptions of a place that are based on indirect sources (e.g., television, movies), versus on direct sources (e.g., residing in a place, visiting a place).
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Standard SS.Geog5: Wisconsin students will evaluate the relationship between humans and the environment.
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Geog5.a: Human Environment InteractionSS.Geog5.a.1
Provide examples of human changes to the environment surrounding the school or neighborhood.
SS.Geog5.a.3-4
Compare the positive and negative effects of human actions on our physical environment (e.g., availability of water, fertility of soils) over time
SS.Geog5.a.m
Analyze how technology interacts with the environment and how increased use of technology affects the burden/use of natural resources.
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Geog5.b: InterdependenceSS.Geog5.b.2
Identify natural resources (e.g., fertile soil, forests, mining) of a place and provide examples of how those resources are used.
SS.Geog5.b.5
Examine how human actions modify the physical environment when using natural resources (renewable and nonrenewable).
SS.Geog5.b.m
Analyze how distribution of natural resources such as fisheries and crops (renewable and nonrenewable) creates systems of commerce between groups.

Analyze how unequal distribution of resources creates inequities between regions and can lead to conflict between competing nations.
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History
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Historical Eras and Themes
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Students in Wisconsin will learn about the history of Wisconsin, the United States, and the world.
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When teaching Wisconsin, United States, and/or World History, the following are topics for exploration:
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Historically marginalized groups (i.e., groups defined by race, gender, ethnicity, language, disability, sexual orientation, family background and/or family income*);
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Human and civil rights, including suffrage, the Universal Declaration of Human Rights, and current and historic genocide;
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Movement of people, goods, and services, including immigration and trade;
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The history of organized labor and the collective bargaining process [Wisc. Stat. sec. 115.28(55)];
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The history, culture, and tribal sovereignty of the federally recognized American Indian tribes and bands located in this state [Wisc. Stat. sec.121.02(1)(L)4] (WI 1989 Act 31);
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Stewardship, sustainability, and civic responsibility related to the environment and natural resources [Wis. Admin. Code sec. PI 8.01(2)(k)6.b];
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Wisconsin and Federal Observance days, weeks, and months.
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*From Leading for Equity: Opportunities for State Education Chiefs, Council of State School Officers, 2017
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Some eras may overlap; this is due to the nature of that specific named era.
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K-12 students studying Wisconsin history will focus on:
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Before 1634First People and Nations
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Before 1800
Early European Explorers and Arrivals
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1787 - 1848Territory to Statehood
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