2019 KMLHS Social Studies Standards Checklist

	A	B	C	D	E	F	G	H	I	J	K	L
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2	2019 KML 9-12 Social Studies Standards Checklist
3			Geograpy of the Western Hemisphere	Geography of the Eastern Hemisphere	Ancient History	European Hisotry	US History	Dual Credit US History	Introduction to Enonomics	Introduction to Psychology	US Government	Cold War and Beyond
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5	Area: Social Studies Inquiry Practices and Processes (Inquiry)
6	Standard SS.Inq1: Wisconsin students will construct meaningful questions that initiate an inquiry.
7	Learning Priority	9-12 (h)
8	Inq1.a: Develop questions based on a topic	SS.Inq1.a.h Frame researchable, complex, and open-ended questions, integrating multiple social studies strands that call for investigation.
9	Inq1.b: Plan inquiry	SS.Inq1.b.h Construct questions that support the research and identify the sources that will be used in the student-developed research proposal.
10	Standard SS.Inq2: Wisconsin students will gather and evaluate sources.
11	Inq2.a: Gather diverse sources (electronic, digital, print, and other mass media) applicable to the inquiry	SS.Inq2.a.h Explore evidence discovered through personal research through a variety of disciplinary lenses (e.g., economics, history, political science) and multiple perspectives (e.g., race, gender, ethnicity, language, disability, sexual orientation, family background, and/or family income) with a variety of sources including primary and secondary sources and media resources.
12	Inq2.b: Evaluate sources	SS.Inq2.b.h Analyze and weigh relevance of source through a disciplinary lens to determine how the author, context, audience, and purpose affect the reliability, limitations, and usefulness of a source.
13	Standard SS.Inq3: Wisconsin students will develop claims using evidence to support reasoning.
14	Inq3.a: Develop claims to answer inquiry question	SS.Inq3.a.h Develop a defensible claim to provide focus for an inquiry that is based upon the analysis of sources.
15	Inq3.b: Cite evidence from multiple sources to support claim	SS.Inq3.b.h Support claim with evidence using sources from multiple perspectives and mediums (electronic, digital, print, and other mass media).
16	Inq3.c: Elaborate how evidence supports claim	SS.Inq3.c.h Analyze the extent to which evidence supports or does not support a claim, and if it does not, modify claim appropriately.
17	Standard SS.Inq4: Wisconsin students will communicate and critique conclusions.
18	Inq4.a: Communicate conclusions	SS.Inq4.a.h Communicate conclusions while taking into consideration that audiences from diverse backgrounds (e.g., gender, class, proximity to the event or issue) may interpret the information in different ways).
19	Inq4.b: Critique conclusions	SS.Inq4.b.h Examine a claim’s strengths and weaknesses, including an evaluation of supporting evidence, taking into consideration cultural, social, economic, political, geographic, and historic influences that inform these perspectives.
20	Standard SS.Inq5: Wisconsin students will be civically engaged.
21	Inq5.a: Civic engagement	SS.Inq5.a.h Explore opportunities, nformed by the knowledge and methods of the social sciences, for personal or collaborative civic engagement with community, school, state, tribal, national, and/or global implications.
22	Behavioral Sciences
23	Content Area: Behavioral Sciences (BH)
24	Standard SS.BH1: Wisconsin students will examine individual cognition, perception, behavior, and identity (Psychology).
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26	Learning Priority	9-12 (h)
27	BH1.a: Individual cognition, perception, and behavior	SS.BH1.a.h Analyze biological and environmental factors that influence a person’s cognition, perception, and behavior. Explain the interaction of biology and experience (i.e., nature and nurture) and its influence on behavior. Using scientific practices, conduct research related to a problem or issue affecting individuals and/or society.
28	BH1.b: Personal identity and empathy	SS.BH1.b.h Examine the effects of discrimination on identity.. Explore developmental theories (e.g., Piaget, Erikson, Maslow) as they relate to cultural bias.
29	Standard SS.BH2: Wisconsin students will investigate and interpret interactions between individuals and groups (Sociology).
30	BH2.a: Relationship of people and groups	SS.BH2.a.h Investigate how language and culture can unify a group of people. Evaluate the factors that contribute to cooperation and conflict among peoples of a country and the world (e.g., language, religion, culture, race, ethnicity, gender, social or financial inequity, political beliefs, access to resources, economics, environment).
31	BH2.b: Cultural patterns	SS.BH2.b.h Critique interpretations of how different cultures interact with their environment.
32	Standard SS.BH3: Wisconsin students will assess the role that human behavior and cultures play in the development of social endeavors (Anthropology).
33	BH3.a: Social Interactions	SS.BH3.a.h Analyze the means by and extent to which groups and institutions can influence people, events, and cultures in both historical and contemporary settings. Become critically aware of ethnocentrism, its manifestations, and consequences in a world that is increasingly interconnected.
34	Standard SS.BH4: Wisconsin students will examine the progression of specific forms of technology and their influence within various societies.
35	BH4.a: Progression of technology	SS.BH4.a.h Evaluate the purpose for which a technology is created, and analyze the consequences (intended and unintended) to different cultures.
36	Economics
37	Discipline: Social Studies
38	Content Area: Economics (Econ)
39	Standard SS.Econ1: Wisconsin students use economic reasoning to understand issues.
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41	Learning Priority	9-12 (h)
42	Econ1.a: Choices and Decision -Making	SS.Econ1.a.h Perform a cost-benefit analysis on a real-world situation, using economic thinking to describe the marginal costs and benefits of a particular decision.
43	Econ1.b: Incentives	SS.Econ1.b.h Evaluate how incentives determine what is produced and distributed in a competitive market system.
44	Standard SS.Econ2: Wisconsin students will analyze how decisions are made and interactions occur among individuals, households, and firms/businesses (Microeconomics).
45	Econ2.a: Consumers, Producers, and Markets	SS.Econ2.a.h Connect the roles of consumers and producers in the product, labor, and financial markets, and the economy as a whole. Analyze the roles of the market for goods and services (product market) and the market for factors of production (factor market).
46	Econ2.b: Supply, Demand, and Competition	SS.Econ2.b.h Differentiate between supply and demand and the resulting impact on equilibrium prices and quantities produced.outcomes. Compare and contrast various degrees of competition in markets (e.g., perfect competition, monopolistic competition, oligopoly, monopoly) and how the extent of competition in various markets can affect price, quantity, and variety.
47	Econ2.c: Firm/Business Behavior and Costs of Production	SS.Econ2.c.h Calculate the costs of production and explain their role in firm decision-making. Differentiate between and calculate revenue and profit for a given firm.
48	Standard SS.Econ3: Wisconsin students will analyze how an economy functions as a whole (Macroeconomics).
49	Econ3.a: Economic Indicators	SS.Econ3.a.h Assess how decisions about spending and production made by households, businesses, and governments determine the nation's levels of income, employment, and prices. Analyze why unemployment rates differ for people of different ages, races, and genders. Use economic indicators to analyze the current and future state of the economy.
50	Econ3.b: Money	SS.Econ3.b.h Evaluate the structure and functions of money in the United States, including the role of interest rates.
51	Econ 3.c: Economic Fluctuations and Business Cycles	SS.Econ3.c.h Connect the components of Gross Domestic Product (GDP) to different parts of an economy, and differentiate between real and nominal GDP. Compare and contrast the parts of a business cycle of an economy (i.e., expansion/prosperity, peak, contraction/recession, trough).
52	Standard SS.Econ4: Wisconsin students will evaluate government decisions and their impact on individuals, businesses, markets, and resources (Role of Government).
53	Econ4.a: Economic Systems and Allocation of Resources	SS.Econ4.a.h Evaluate how values and beliefs (e.g., economic freedom, economic efficiency, equity, full employment, price stability, security, efficiency and growth) help to form different types of economic systems, and analyze how they have been affected by specific political and social systems and important events. Analyze how the allocation of resources can impact the distribution of wealth and income equality/inequality.
54	Econ4.b: Institutions	SS.Econ4.b.h Analyze the impact economic institutions (such as the Federal Reserve, property rights, legal systems/rule of law, corporations, minimum wage, regulations) have on our nation. Analyze the impact of institutions (e.g., corporations, labor unions, civil service system, government, associations) on wages, benefits, living standards and a local community's economy. Assess how property rights are defined, protected, enforced, and limited by government (e.g., zoning laws, copyright laws, patents, intellectual property).
55	Econ4.c: Role of Government	SS.Econ4.c.h Evaluate types of taxes (i.e., progressive, regressive) and earned benefits with eligibility criteria (e.g., Social Security, Medicare, Medicaid). Justify the selection of fiscal and monetary policies in expanding or contracting the economy.
56	Econ4.d: Impact of Government Interventions	SS.Econ4.d.h Evaluate the intended and unintended costs and benefits (i.e., externalities) of government policies to improve market outcomes and standards of living. Analyze the effectiveness of how people, government, policies and economic systems have attempted to address income inequality and working conditions both now and in the past
57	Standard SS.Econ5: Wisconsin students will assess economic interdependence of regions and countries through trade.
58	Econ5.a: Specialization, Trade, and Interdependence	SS.Econ5.a.h Draw conclusions of the effect of specialization and trade on production and consumption of goods and services upon individuals, businesses, and societies Analyze the role of comparative advantage in international trade of goods and services.
59	Geography
60	Discipline: Social Studies
61	Content Area: Geography (Geog)
62	Standard SS.Geog1: Wisconsin students will use geographic tools and ways of thinking to analyze the world.
63	Learning Priority	9-12 (h)
64	Geog1.a: Tools of Geography	SS.Geog1.a.h Use printed and digital maps to ask and answer geographic questions (e.g., Where are there patterns? Why there? So what?) and evaluate the appropriateness of geographic data and representations to understand real world problems. Explain how current geospatial technologies (e.g., Geographic Information Systems (GIS), Global Positioning Systems (GPS), satellite images, remote sensing) are used for personal, business, and government purposes.
65	Geog1.b: Spatial Thinking (map interpretation)	SS.Geog1.b.h Interpret maps and images (e.g., political, physical, relief, thematic, virtual/electronic) to analyze geographic problems and changes over time.
66	Geog1.c: Mental Mapping/Maps from Memory	SS.Geog1.c.h Compare and contrast a mental map before and after an event to see if perception reshaped their perspectives. Explain how using a virtual or electronic mapping application can aid in the development of a more complete and accurate mental map of places and region
67	Standard SS.Geog2: Wisconsin students will analyze human movement and population patterns.
68	Geog2.a: Population and Place	SS.Geog2.a.h Evaluate population policies by analyzing how governments affect population change. Analyze population compositions (e.g., age, gender, ethnicity) and the different implications each has on countries or regions throughout the world.
69	Geog2.b: Reasons People Move	SS.Geog2.b.h Evaluate the impact of major international migrations, both past and present, on physical and human systems
70	Geog2.c: Impact of Movement	SS.Geog2.c.h Analyze the social impact of movement of people to different locations in a variety of time periods and locations throughout the world.
71	Geog2d. Urbanization	SS.Geog2.d.h Evaluate the impact of spatial inequality as a result of urbanization, and develop various solutions to address these inequalities. Analyze the impact of rural decline and urbanization on a place.
72	Standard SS.Geog3: Wisconsin students will examine the impacts of global interconnections and relationships.
73	Geog3.a: Distribution of Resources	SS.Geog3.a.h Evaluate in both current and historical context how the prospect of gaining access to resources in contested zones creates competition among countries. Assess how and why consumption of resources (e.g., petroleum, coal, electricity, steel, water, food) differs between developed and developing countries now and in the past.
74	Geog3.b: Networks	SS.Geog3.b.h Analyze the evolution of the global economy to its present state and the role it plays in the economic development of world regions. Analyze the role of supranational organizations (e.g., NAFTA, NATO, UN).
75	Standard SS.Geog4: Wisconsin students will evaluate the relationship between identity and place.
76	Geog4.a: Characteristics of Place	SS.Geog4.a.h Evaluate the effect of culture on a place over time. Analyze how physical and human characteristics interact to give a place meaning and significance (e.g., Panama Canal, Chunnel) and shape culture. Explain how and why place-based identities can shape events at various scales (e.g., neighborhood, regional identity). Explain how and why people view places and regions differently as a function of their ideology, race, ethnicity, language, gender, age, religion, politics, social class, and economic status.
77	Geog4.a: Characteristics of Place
78	Standard SS.Geog5: Wisconsin students will evaluate the relationship between humans and the environment.
79	Geog5.a: Human Environment Interaction	SS.Geog5.a.h Analyze the intentional and unintentional spatial consequences of human actions on the environment at the local, state, tribal, regional, country, and world levels.
80	Geog5.b: Interdependence	SS.Geog5.b.h Hypothesize how changes in human behavior (e.g., organic agriculture, Genetically Modified Organisms, ecotourism) can result in changes that have effects on a global scale.
81	History
82	Historical Eras and Themes
83	Students in Wisconsin will learn about the history of Wisconsin, the United States, and the world.
84	When teaching Wisconsin, United States, and/or World History, the following are topics for exploration:
85	Historically marginalized groups (i.e., groups defined by race, gender, ethnicity, language, disability, sexual orientation, family background and/or family income*);
86	Human and civil rights, including suffrage, the Universal Declaration of Human Rights, and current and historic genocide;
87	Movement of people, goods, and services, including immigration and trade;
88	The history of organized labor and the collective bargaining process [Wisc. Stat. sec. 115.28(55)];
89	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);
90	Stewardship, sustainability, and civic responsibility related to the environment and natural resources [Wis. Admin. Code sec. PI 8.01(2)(k)6.b];
91	Wisconsin and Federal Observance days, weeks, and months.
92	*From Leading for Equity: Opportunities for State Education Chiefs, Council of State School Officers, 2017
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94	Some eras may overlap; this is due to the nature of that specific named era.
95	K-12 students studying Wisconsin history will focus on:
96	Before 1634
97	Before 1800
98	1787 - 1848
99	1848 - 1877
100	1877 - 1900