Академический Документы
Профессиональный Документы
Культура Документы
Social Studies
Wi sWisconsin
c o n s i n DDepartment
e p a rt me n t of
o fPublic
P u b l iInstruction
c I n s t ru ct i on
Wisconsin Standards for Social Studies
The Department of Public Instruction does not discriminate on the basis of sex, race,
color, religion, creed, age, national origin, ancestry, pregnancy, marital status
or parental status, sexual orientation or disability.
DPI Liaisons: John W. Johnson, Director, Literacy and Mathematics, and Director for Academic Standards
Kris McDaniel, Social Studies Consultant, DPI
Jacob Bertagnoli, Lincoln HS, Tom Fugate, Homestead HS, Mequon Parisa Meymand, Central HS, Salem Amber Seitz, Wisconsin Bankers
Wisconsin Rapids E-Ben Grisby, West HS, Green Bay Sherri Michalowski, Wisconsin Hills Association
Sandra Brauer, North Woods Dr. Jennifer Hafer, UW-River Falls MS, Brookfield Kyle Smith, Superior HS
International School, La Crosse Anne Hasse, Wakanda Elementary, Connie Michaud, Fairview School, Chuck Taft, University School of
Kimberly Cade, Viroqua Elementary Menomonie Milwaukee Milwaukee
Carrie Carlson, North HS, Eau Claire Pam Kaiser, Osceola HS Jennifer Morgan, West Salem MS Ann Viegut, John Muir MS, Wausau
Joel Chrisler, Sauk Prairie HS, Prairie Mike Ketola, Northwestern MS, David Olson, James Madison Jen Wachowski, Mishicot HS
du Sac Poplar Memorial HS, Madison Michelle Wade, Milwaukee Public
Craig Clauson, Edgewood HS, Todd Kornack, Chippewa Falls HS Erin Patchak, Bay View MS, Green Schools
Madison Sara Kreibich, Somerset HS Bay Paul Walter, Slinger MS
Tony DeVine, Dr. Rose Minoka-Hill Emily Lovell, Holmen MS Kevin Podeweltz, Riverside Rhonda Watton, Templeton MS,
School, Green Bay Jodi Mallak, Wittenberg Elementary Elementary, Ringle Sussex
Lyman Elliott, Madison Metropolitan Andrew Martin, James Madison Vicki Porior, Carl Traeger MS, Michael Yell, Hudson MS
School District Academic Campus, Milwaukee Oshkosh Brent Zinkel, Wausau East HS
Matt Fry, Lancaster MS Matthew Mauk, Oshkosh West High Andy Riechers, Belmont Jr/Sr HS
The Vision for Wisconsin Social Studies was written in 2015 by the State Superintendent’s K-12 Social Studies Advisory Committee:
Wisconsin students will become civically-engaged problem-solvers who critically examine their roles in local, regional, state, national, and
global communities. Through the study and application of the individual disciplines of social studies (behavioral sciences, economics,
geography, history, and political science), students become lifelong learners able to collaborate and thrive in our interdependent world.
Standard
Discipline “Content areas” for Social Studies in this code structure include:
● Inq - Inquiry
● BH - Behavioral Sciences
SS.Hist1.A.e Grade
Band
● Econ - Economics
● Geog - Geography
● Hist - History
Content Learning ● PS - Poli Sci
Area Priority
All new Wisconsin standards are formatted to a common template to support educators in reading and interpreting them.
Grade bands of K-2, 3-5, 6-8, and 9-12 align to typical elementary (e), intermediate (i), middle (m), and high school (h) levels. Each row of
learning priorities shows a progression of indicators across the grade bands.
Each performance indicator is associated with a suggested grade level within the elementary and intermediate grade bands; the code
for the performance indicator notes the appropriate grade level at the end. For example, SS.Econ1.a.1 refers to the developmentally
appropriate understanding of economic decision-making for the K-2 grade band, and it is suggested that this content be learned in grade
1. These grade levels are recommended to offer guidance and assistance to districts, and to support consistency across the state, state
standardized assessment preparation, and student transfers between districts. With local control, districts can assign performance
indicators to elementary grade levels that best fit their needs. If an indicator uses the term “e” or “i”, it is appropriate to use at all grade
levels in a band.
Performance indicators at the middle and high school grade bands are not associated with suggested grade levels, so the codes are
simply “m” for middle school, and “h” for high school.
Some performance indicator boxes are intentionally left blank where it is not developmentally appropriate to teach a particular social
studies topic at that grade band level.
Inquiry: A systematic investigation with five distinct parts: questioning, research, analysis, communication of results, and civic
engagement.
Market: A place (actual or virtual) where the forces of supply and demand operate, and buyers and sellers meet to exchange goods and
services for money or barter.
Mental Map: A person’s perception of a place, including physical attributes and attributes; in K-12 Geography, it aligns to constructing
(on paper or digitally) a map from memory.
Technology: The sum of the ways in which social groups provide themselves with the material objects of their civilization.
Appendices for the standards document may provide more guidance for curriculum work, and should be referenced when starting a
revision cycle.
Teaching our social studies content incorporating the inquiry arc offers students the opportunity to investigate questions in a deep and
engaging manner, and offers our students the opportunity to work collaboratively, as well as individually, on significant questions within
the social studies disciplines. Inquiry can and should be used within all social studies disciplines and, as such, is an “umbrella strand”
covering all content strands.
Teaching with the inquiry arc is a process that can move from teacher-structured inquiries to guided individual inquiry. The proper use
of the inquiry arc and within our classrooms, along with other thoughtful social studies strategies, will help our students build the
intellectual habits of mind that will be with them long after the content is forgotten; that can create in our students the confidence in
their own skills to make sense of an increasingly complex world.
*Social Studies For the Next Generation: Purposes, Practices, and Implications of the College, Career, and Civic Life (C3) Framework for Social Studies State Standards, National
Council for the Social Studies, 2013.
Geography Strand
Students gain geographical perspectives of the world by studying the earth and the interactions of people with places
where they live, work, and play. Knowledge of geography helps students to address the various cultural, economic,
social, and civic implications of life in earth’s many environments.
History Strand
Students need to understand their historical roots and others, and how past events have shaped their world. In
developing these insights, students must know what life was like in the past and how things change and develop over
time. Reconstructing and interpreting historical events provides a needed perspective in addressing the past, the
present, and the future.
The Wisconsin Standards for Social Studies outline what students should know and be able to do upon graduation from a Wisconsin
public high school to prepare for college, career, and community life. The standards are divided into six strands: Social Studies Inquiry
Practices and Processes, Behavioral Sciences, Economics, Geography,
History, and Political Science. Each strand has four or five standard
statements which are divided into learning priorities and performance
indicators which progress across the grade bands.
The strands in social studies are meant to be used together; for example,
although trade and movement of goods and services is an important aspect to
the study of human geography, indicators on trade will mostly be found in the
economics strand. It will be helpful to educators and districts conducting a
curriculum review to unpack the standards in every strand to see where they
are best met in the local district. Research in social studies education
supports this; studies have shown that students recall and understand
themes and topics better if the social studies strands are integrated and not
taught in isolation.
The Social Studies Inquiry Practices and Processes provide a key aspect of
social studies teaching and learning. They emphasize how students should be
engaging in accessing all courses and strands of social studies, and is
supported by the work of the College, Career, and Civic Life Ready Framework
for State Social Studies Standards, published by the National Council for the
Social Studies in 2013.
The visual shows how the strands of social studies should be integrated into the curriculum and how the inquiry arc surrounds the
content.
Standard SS.Inq1: Wisconsin students will construct meaningful questions that initiate an inquiry.
Learning Priority K-2 (e) 3-5 (i) 6-8 (m) 9-12 (h)
Standard SS.Inq3: Wisconsin students will develop claims using evidence to support reasoning.
(cont.) Standard SS.Inq3: Wisconsin students will develop claims using evidence to support reasoning.
Standard SS.BH1: Wisconsin students will examine individual cognition, perception, behavior, and identity
(Psychology).
Learning Priority K-2 (e) 3-5 (i) 6-8 (m) 9-12 (h)
Standard SS.BH4: Wisconsin students will examine the progression of specific forms of technology and their
influence within various societies.
SS.BH4.a.e SS.BH4.a.i SS.BH4.a.m SS.BH4.a.h
Describe specific types of Classify technologies Differentiate between Evaluate the purpose for which a
technology and based on intended use, intended and unintended technology is created, and
BH4.a: Progression of
demonstrate how they are access, and design, and consequences of various analyze the consequences
technology used on a daily basis for how they might change forms of technology and (intended and unintended) to
social or cultural purposes. people’s lives (for better or how they may affect different cultures.
worse). societies and cultures.
Learning Priority K-2 (e) 3-5 (i) 6-8 (m) 9-12 (h)
SS.Econ3.c.m SS.Econ3.c.h
Define Gross Domestic Connect the components of Gross
Product (GDP), and compare Domestic Product (GDP) to different
the GDP of different nations. parts of an economy, and
Econ 3.c: Economic differentiate between real and
Fluctuations and nominal GDP.
Business Cycles
Compare and contrast the parts of a
business cycle of an economy (i.e.,
expansion/prosperity, peak,
contraction/recession, trough).
Standard SS.Geog1: Wisconsin students will use geographic tools and ways of thinking to analyze the world.
Learning Priority K-2 (e) 3-5 (i) 6-8 (m) 9-12 (h)
Standard SS.Geog1: Wisconsin students will use geographic tools and ways of thinking to analyze the world.
SS.Geog1.c.1 SS.Geog1.c.4-5 SS.Geog1.c.m SS.Geog1.c.h
Construct a map (paper Create and label a map Construct a mental map of Compare and contrast a mental
or digital) of a familiar (paper or digital) of the regions, and locate the major map before and after an event to
place (i.e., bedroom, local community, state, regions of the world and their see if perception reshaped their
classroom, playground) tribal lands, and country, physical and cultural features perspectives.
using title, compass rose, including both physical (e.g., including continents, cities,
Geog1.c: Mental
and symbols. oceans and continents) and countries, bodies of water, Explain how using a virtual or
Mapping/Maps from
human (e.g., roads, landforms, mountain ranges, electronic mapping application
Memory buildings) characteristics. and climate zones. can aid in the development of a
more complete and accurate
Identify and construct Compare mental maps shaped mental map of places and region
regions (digital or paper) in by individual perceptions of
Wisconsin and the United people, places, regions, and
States. environments.
Standard SS.Geog2: Wisconsin students will analyze human movement and population patterns.
SS.Geog2.a.K-1 SS.Geog2.a.3 SS.Geog2.a.m SS.Geog2.a.h
Analyze where and why Categorize the populations Analyze why populations Evaluate population policies by
people live in certain of people living in their state increase or decrease in various analyzing how governments affect
places. and country. regions throughout the world. population change.
Classify the local Compare and contrast Analyze the distribution of Analyze population compositions
Geog2.a: Population and
community as rural, types of communities population patterns at various (e.g., age, gender, ethnicity) and
Place suburban, urban, or (i.e.,rural, suburban, urban, scales (i.e., local, state, country, the different implications each
tribal. or tribal), and different region). has on countries or regions
types of places on Earth throughout the world.
(e.g.,community, state,
region, country/nation).
Standard SS.Geog3: Wisconsin students will examine the impacts of global interconnections and relationships.
SS.Geog3.a.1 SS.Geog3.a.5 SS.Geog3.a.m SS.Geog3.a.h
Analyze how different Classify a provided set of Analyze the relationship Evaluate in both current and
access to resources can resources as renewable or between the distribution of historical context how the
create stress in a society nonrenewable, and analyze resources and patterns of prospect of gaining access to
(e.g., Who sits closer to the implications of both at human settlement within resources in contested zones
Geog3.a: Distribution of the bathroom? Who gets the local, national, and states, countries, and regions of creates competition among
to the lunchroom first?) global level. the world now and in the past. countries.
Resources
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.
Standard SS.Geog4: Wisconsin students will evaluate the relationship between identity and place.
SS.Geog4.a.2 SS.Geog4.a.4 SS.Geog4.a.m SS.Geog4.a.h
Categorize Describe how certain places Explain how place-based Evaluate the effect of culture on a
characteristics of the may have meanings that identities can change places place over time.
local community (e.g., distinguish them from other over time.
weather/climate, places (e.g., cemetery, Analyze how physical and human
population, landforms, places of worship, characteristics interact to give a
vegetation, culture, state/national parks, Investigate how place-based place meaning and significance
industry). historical park/battlefield). identity results from the (e.g., Panama Canal, Chunnel) and
characteristics of a place and shape culture.
Describe how certain Compare and contrast the can sometimes result in
places have meanings human characteristics of stereotypes of people from a Explain how and why place-based
Geog4.a: Characteristics of
that distinguish them rural, suburban, urban, and specific place. identities can shape events at
Place
from other places. (e.g., tribal locations in Wisconsin various scales (e.g., neighborhood,
shopping mall, park, and the United States. Describe students’ perceptions regional identity).
places of worship). of a place that are based on
Identify and describe how indirect sources (e.g., television, Explain how and why people view
people may view places in movies), versus on direct places and regions differently as a
the community differently sources (e.g., residing in a place, function of their ideology, race,
(e.g., students and senior visiting a place). ethnicity, language, gender, age,
citizens responding to a new religion, politics, social class, and
playground). economic status.
When teaching Wisconsin, United States, and/or World History, the following are topics for exploration:
1. Historically marginalized groups (i.e., groups defined by race, gender, ethnicity, language, disability, sexual orientation, family background
and/or family income*);
2. Human and civil rights, including suffrage, the Universal Declaration of Human Rights, and current and historic genocide;
3. Movement of people, goods, and services, including immigration and trade;
4. The history of organized labor and the collective bargaining process [Wisc. Stat. sec. 115.28(55)];
5. 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);
6. Stewardship, sustainability, and civic responsibility related to the environment and natural resources [Wis. Admin. Code sec. PI 8.01(2)(k)6.b];
7. 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.
1900 - 1918 The Wisconsin Idea, the Progressive Era, and World War I
1918 - 1939 Economic Growth, the Great Depression, and the New Deal
1954 - 1975 Civil Rights, the Later Cold War, and the Vietnam War Era
1800 - 1861 Nationalism, and the Growth and Expansion of Slavery in an Expanding
Country
1945 -1980 Post-War Economic and Population Growth, Suburbanization, the Cold War,
and Civil Rights
Study of World History includes civilizations from Africa, the Americas, Asia (East, South, Southeast, Southwest), Europe,
and Oceania.
Standard SS.Hist1: Wisconsin students will use historical evidence for determining cause and effect.
Learning Priority K-2 (e) 3-5 (i) 6-8 (m) 9-12 (h)
Standard SS.Hist4: Wisconsin students will evaluate a variety of primary and secondary sources to interpret
the historical context, intended audience, purpose, and/or author’s point of view (Historical Methodology).
SS.Hist4.a.e SS.Hist4.a.i SS.Hist4.a.m SS.Hist4.a.h
Describe the events that Describe the historical Explain how the Analyze how the historical
led to the creation of a context (situation) of a historical context context (situation) influences a
Hist4.a: Historical Context
primary source. primary or secondary (situation) influences a primary or secondary source.
source. primary or secondary
source.
Standard SS.PS1: Wisconsin students will identify and analyze democratic principles and ideals.
Performance Indicators (By Grade Band)
Learning Priority K-2 (e) 3-5 (i) 6-8 (m) 9-12 (h)
SS.PS1.a.K-1 SS.PS1.a.i SS.PS1.a.m SS.PS1.a.h
Describe symbols, songs, and Differentiate between majority Investigate the Analyze how constitutionalism
traditions that identify our rule and minority rights (as a components of attempts to preserve fundamental
state and country. function of a democratic responsible citizenship. societal values, protects individual
republic). freedoms and rights, promotes the
PS1.a: Values & Principles of
Assess the importance of Summarize the general welfare, and responds to
American Constitutional
rules and laws at home, in Hypothesize why laws and importance of rule of law. changing circumstances and
Democracy school, and in the constitutions exist. beliefs by defining and limiting the
community. powers of government.
Standard SS.PS2: Wisconsin students will examine and interpret rights, privileges, and responsibilities in
society.
SS.PS2.a.1-2 SS.PS2.a.i SS.PS2.a.m SS.PS2.a.h
Compare rights and Investigate examples of rights Analyze the scope and Critique the struggle for suffrage
responsibilities within the and responsibilities, including limits of individual and citizenship since the founding
classroom, school, and the Declaration of protections found in the period.
community. Independence, Constitution, Bill Constitution and the Bill of
of Rights and the Universal Rights. Analyze the constitutional tension
Classify basic rights that all Declaration of Human Rights, between protecting individual
humans have (i.e., life, liberty, which individuals possess Describe the evolution of rights and promoting the general
PS2.a: Civil Rights and Civil safety). within the state, country, andrights over time including welfare and security of the
Liberties world. key laws, constitutional country, as well as between
changes, and court majority rule and minority rights.
Summarize the actions of people decisions that contributed
and groups that have advanced to these developments. Assess the impact of individuals,
civil rights for individuals. groups, and movements on the
Predict how collective development of civil rights for
Identify and describe basic action movements work to different groups.
human liberties (i.e., thought, extend equal rights to
expression, privacy). groups and individuals.
(cont.) Standard SS.PS2: Wisconsin students will examine and interpret rights, privileges, and responsibilities in
Standard SS.PS3: Wisconsin students will analyze and evaluate the powers and processes of political and civic
Standard: SS.PS4: Wisconsin students will develop and employ skills for civic literacy.
SS.PS4.a.e SS.PS4.a.i SS.PS4.a.m SS.PS4.a.h
Compare and contrast Compile relevant information to Assemble an argument Create arguments by researching
PS4.a: Argumentation perspectives on the same form a political argument and utilizing multiple sources and interpreting claims and
topic. taking other points of view into of information. counterclaims.
account.