2019 KML Gr. 3-5 Social Studies Standards Checklist
|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.|
|Area: Social Studies Inquiry Practices and Processes (Inquiry)|
|Standard SS.Inq1: Wisconsin students will construct meaningful questions that initiate an inquiry.|
|Learning Priority||3-5 (i)|
|Inq1.a: Develop questions based on a topic||SS.Inq1.a.i|
Develop list of open- and closed-ended questions on a topic or issue.
|Inq1.b: Plan inquiry||SS.Inq1.b.i|
Develop list of questions that support the research through discussion and investigation to guide inquiry.
|Standard SS.Inq2: Wisconsin students will gather and evaluate sources.|
|Inq2.a: Gather diverse sources (electronic, digital, print, and other mass media) applicable to the inquiry||SS.Inq2.a.i|
Gather a variety of resources into categories to guide the inquiry.
|Inq2.b: Evaluate sources||SS.Inq2.b.i|
Evaluate resources to determine which best support the inquiry and supporting questions.
|Standard SS.Inq3: Wisconsin students will develop claims using evidence to support reasoning.|
|Inq3.a: Develop claims to answer inquiry question||SS.Inq3.a.i|
Create a thesis statement based on evidence found in sources to make a claim.
|Inq3.b: Cite evidence from multiple sources to support claim||SS.Inq3.b.i|
Select appropriate evidence from sources to support a claim.
|Inq3.c: Elaborate how evidence supports claim||SS.Inq3.c.i|
Assess how evidence supports a claim.
|Standard SS.Inq4: Wisconsin students will communicate and critique conclusions.|
|Inq4.a: Communicate conclusions||SS.Inq4.a.i|
Communicate conclusions from a variety of teacher-provided presentation options.
|Inq4.b: Critique conclusions||SS.Inq4.b.i|
Evaluate the strength of claim, evidence, and communication using criteria established by both teacher and student.
|Standard SS.Inq5: Wisconsin students will be civically engaged.|
|Inq5.a: Civic engagement||SS.Inq5.a.i|
Explore opportunities for personal or collaborative civic engagement with community, school, state, tribal, national, and/or global implications.
|Content Area: Behavioral Sciences (BH)|
|Standard SS.BH1: Wisconsin students will examine individual cognition, perception, behavior, and identity (Psychology).|
|Learning Priority||3-5 (i)|
|BH1.a: Individual cognition, perception, and behavior||SS.BH1.a.4|
Describe how a person's understanding, perceptions, and behaviors are affected by relationships and environments.
|BH1.b: Personal identity and empathy||SS.BH1.b.4|
Describe how culture, ethnicity, race, age, religion, gender, and social class can help form self-image and identity.
|Standard SS.BH2: Wisconsin students will investigate and interpret interactions between individuals and groups (Sociology).|
|BH2.a: Relationship of people and groups||SS.BH2.a.4-5|
Compare how people from different cultures solve common problems, such as distribution of food, shelter, and social interactions.
|BH2.b: Cultural patterns||SS.BH2.b.4|
Give examples of how peoples from different cultures develop different values and ways of interpreting experiences.
|Standard SS.BH3: Wisconsin students will assess the role that human behavior and cultures play in the development of social endeavors (Anthropology).|
|BH3.a: Social Interactions||SS.BH3.a.5|
Investigate how interpretations of similarities and differences between and among cultures may lead to understandings or misunderstandings.
|Standard SS.BH4: Wisconsin students will examine the progression of specific forms of technology and their influence within various societies.|
|BH4.a: Progression of technology||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).
|Discipline: Social Studies|
|Content Area: Economics (Econ)|
|Standard SS.Econ1: Wisconsin students use economic reasoning to understand issues.|
|Learning Priority||3-5 (i)|
|Econ1.a: Choices and Decision -Making||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).
Infer potential incentives in a real-world situation..
|Standard SS.Econ2: Wisconsin students will analyze how decisions are made and interactions occur among individuals, households, and firms/businesses (Microeconomics).|
|Econ2.a: Consumers, Producers, and Markets||SS.Econ2.a.3-4|
Compare two product markets found in the local community.
Differentiate between goods and services.
|Econ2.b: Supply, Demand, and Competition||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.
|Econ2.c: Firm/Business Behavior and Costs of Production||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.
|Standard SS.Econ3: Wisconsin students will analyze how an economy functions as a whole (Macroeconomics).|
|Econ3.a: Economic Indicators||SS.Econ3.a.4|
Investigate how the cost of things changes over time.
Describe the role of money, banking, and savings in everyday life, including why people borrow money and the role of interest.
|Econ 3.c: Economic Fluctuations and Business Cycles|
|Standard SS.Econ4: Wisconsin students will evaluate government decisions and their impact on individuals, businesses, markets, and resources (Role of Government).|
|Econ4.a: Economic Systems and Allocation of Resources||SS.Econ4.a.3|
Trace the chain of supply for a needed product (e.g., food, shelter).
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).
|Econ4.c: Role of Government||SS.Econ4.c.5|
Discuss reasons a government taxes people.
|Econ4.d: Impact of Government Interventions||SS.Econ4.d.5|
Predict unintended costs and benefits (i.e., externalities) for a given current situation or event.
|Standard SS.Econ5: Wisconsin students will assess economic interdependence of regions and countries through trade.|
|Econ5.a: Specialization, Trade, and Interdependence||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).
|Discipline: Social Studies|
|Content Area: Geography (Geog)|
|Standard SS.Geog1: Wisconsin students will use geographic tools and ways of thinking to analyze the world.|
|Learning Priority||3-5 (i)|
|Geog1.a: Tools of Geography||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)
|Geog1.b: Spatial Thinking (map interpretation)||SS.Geog1.b.i|
Identify purposes of and differences among maps, globes, aerial photographs, charts, and satellite images.
|Geog1.c: Mental Mapping/Maps from Memory||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.
|Standard SS.Geog2: Wisconsin students will analyze human movement and population patterns.|
|Geog2.a: Population and Place||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).
|Geog2.b: Reasons People Move||SS.Geog2.b.5|
Investigate push and pull factors of movement in their community, state, country, and world.
|Geog2.c: Impact of Movement||SS.Geog2.c.5|
Describe population changes in their state, and country over time.
Summarize positive and negative factors of cities.
Identify the location and patterns of cities within our state and country.
|Standard SS.Geog3: Wisconsin students will examine the impacts of global interconnections and relationships.|
|Geog3.a: Distribution of Resources||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.
Classify various ways that people and countries depend on one another.
Summarize how transportation and communication have changed economic activities over time.
|Standard SS.Geog4: Wisconsin students will evaluate the relationship between identity and place.|
|Geog4.a: Characteristics of Place||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).
|Standard SS.Geog5: Wisconsin students will evaluate the relationship between humans and the environment.|
|Geog5.a: Human Environment Interaction||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
Examine how human actions modify the physical environment when using natural resources (renewable and nonrenewable).
|Historical Eras and Themes|
|Students in Wisconsin will learn about the history of Wisconsin, the United States, and the world.|
|When teaching Wisconsin, United States, and/or World History, the following are topics for exploration:|
|Historically marginalized groups (i.e., groups defined by race, gender, ethnicity, language, disability, sexual orientation, family background and/or family income*);|
|Human and civil rights, including suffrage, the Universal Declaration of Human Rights, and current and historic genocide;|
|Movement of people, goods, and services, including immigration and trade;|
|The history of organized labor and the collective bargaining process [Wisc. Stat. sec. 115.28(55)];|
|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);|
|Stewardship, sustainability, and civic responsibility related to the environment and natural resources [Wis. Admin. Code sec. PI 8.01(2)(k)6.b];|
|Wisconsin and Federal Observance days, weeks, and months.|
|*From Leading for Equity: Opportunities for State Education Chiefs, Council of State School Officers, 2017|
|Some eras may overlap; this is due to the nature of that specific named era.|
K-12 students studying Wisconsin history will focus on:
|1787 - 1848|
|1848 - 1877|
|1877 - 1900|
|1900 - 1918|