2019 KML Gr. 6-8 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||6-8 (m)|
|Inq1.a: Develop questions based on a topic||SS.Inq1.a.m|
Formulate open-ended questions for further research within one of the social studies disciplines.
|Inq1.b: Plan inquiry||SS.Inq1.b.m|
Identify additional questions that support the research and possible resources to guide the 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.m|
Explore evidence from multiple reliable sources representing a range of perspectives and media that have been selected through research to guide the inquiry..
|Inq2.b: Evaluate sources||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.
|Standard SS.Inq3: Wisconsin students will develop claims using evidence to support reasoning.|
|Inq3.a: Develop claims to answer inquiry question||SS.Inq3.a.m|
Develop a debatable and defensible claim based upon the analysis of sources.
|Inq3.b: Cite evidence from multiple sources to support 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).
|Inq3.c: Elaborate how evidence supports 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.
|Standard SS.Inq4: Wisconsin students will communicate and critique conclusions.|
|Inq4.a: Communicate conclusions||SS.Inq4.a.m|
Communicate conclusions using a variety of media (i.e. video or online, documentaries, exhibits, research papers, or web pages).
|Inq4.b: Critique conclusions||SS.Inq4.b.m|
Analyze and evaluate the logic, relevance, and accuracy of others’ claims, taking into consideration potential bias.
|Standard SS.Inq5: Wisconsin students will be civically engaged.|
|Inq5.a: Civic engagement||SS.Inq5.a.m|
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||6-8 (m)|
|BH1.a: Individual cognition, perception, and behavior||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.
|BH1.b: Personal identity and empathy||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.
|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.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).
|BH2.b: Cultural patterns||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.
|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.m|
Analyze how a person’s local actions can have global consequences, and how global patterns and processes can affect seemingly unrelated local actions.
|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.m|
Differentiate between intended and unintended consequences of various forms of technology and how they may affect societies and cultures.
|Discipline: Social Studies|
|Content Area: Economics (Econ)|
|Standard SS.Econ1: Wisconsin students use economic reasoning to understand issues.|
|Learning Priority||6-8 (m)|
|Econ1.a: Choices and Decision -Making||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.
Evaluate how incentives impact individual and/or household decision-making.
|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.m|
Analyze the role of consumers and producers in product markets.
Provide examples of how individuals and households are both consumers and producers.
|Econ2.b: Supply, Demand, and Competition||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.
|Econ2.c: Firm/Business Behavior and Costs of Production||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.
|Standard SS.Econ3: Wisconsin students will analyze how an economy functions as a whole (Macroeconomics).|
|Econ3.a: Economic Indicators||SS.Econ3.a.m|
Analyze how inflation, deflation, and unemployment affect different groups.
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.
|Econ 3.c: Economic Fluctuations and Business Cycles||SS.Econ3.c.m|
Define Gross Domestic Product (GDP), and compare the GDP of different nations.
|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.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).
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).
|Econ4.c: Role of Government||SS.Econ4.c.m|
Analyze the impact of different government policies (e.g., taxation and government spending) on the economy.
|Econ4.d: Impact of Government Interventions||SS.Econ4.d.m|
Analyze potential unintended costs and benefits (i.e., externalities) for a local or state law or policy.
|Standard SS.Econ5: Wisconsin students will assess economic interdependence of regions and countries through|
|Econ5.a: Specialization, Trade, and Interdependence||SS.Econ5.a.m|
Summarize the role of specialization on trade and cost of goods/services.
Identify examples of U.S. exports and imports.
|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||6-8 (m)|
|Geog1.a: Tools of Geography||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).
|Geog1.b: Spatial Thinking (map interpretation)||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.
|Geog1.c: Mental Mapping/Maps from Memory||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.
|Standard SS.Geog2: Wisconsin students will analyze human movement and population patterns.|
|Geog2.a: Population and Place||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).
|Geog2.b: Reasons People Move||SS.Geog2.b.m|
Analyze patterns of migration of various types (e.g., age, sex, ethnicity, race) in the community, state, country, and world.
|Geog2.c: Impact of Movement||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.
Investigate the impact of rural decline and the growth of cities on a place.
Analyze patterns of urbanization around the world.
|Standard SS.Geog3: Wisconsin students will examine the impacts of global interconnections and relationships.|
|Geog3.a: Distribution of Resources||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.
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).
|Standard SS.Geog4: Wisconsin students will evaluate the relationship between identity and place.|
|Geog4.a: Characteristics of Place||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).
|Standard SS.Geog5: Wisconsin students will evaluate the relationship between humans and the environment.|
|Geog5.a: Human Environment Interaction||SS.Geog5.a.m|
Analyze how technology interacts with the environment and how increased use of technology affects the burden/use of natural resources.
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.
|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|