2019 KML K-2 Social Studies Standards Checklist
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2019 KML K-2 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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K12
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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)
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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.
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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?”).
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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.
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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.
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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.
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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.
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Inq3.c: Elaborate how evidence supports claimSS.Inq3.c.e
Explain how evidence supports a claim for a class inquiry.
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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.
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Inq4.b: Critique conclusionsSS.Inq4.b.e
Respond effectively to questions about their inquiry.
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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.
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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)
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BH1.a: Individual cognition, perception, and behaviorSS.BH1.a.2
Understand we are individuals influenced by our relationships and environments.
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BH1.b: Personal identity and empathySS.BH1.b.2
Identify situations and places that impact a person’s emotions. .
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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.
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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.
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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?).
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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.
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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)
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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.
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Econ1.b: IncentivesSS.Econ1.b.2Predict a person’s change in behavior in response to different potential rewards.
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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).
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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.
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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.
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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).
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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.
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Econ 3.c: Economic Fluctuations and Business Cycles
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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.
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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.
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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.
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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).
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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.
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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)
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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.
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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.
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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.
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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.
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Geog2.b: Reasons People MoveSS.Geog2.b.2
Explain why people have moved to and away from their community.
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Geog2.c: Impact of MovementSS.Geog2.c.2
Describe population changes in their community over time.
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Geog2d. UrbanizationSS.Geog2.d.1
Identify and explain differences between rural and urban areas.
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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?)
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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.
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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).
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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.
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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.
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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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