Grade 1 Social Studies Wisconsin standards Standards

Initial Level: Wisconsin students will explore given technologies and identify their intended purposes in relation to how it assists them.

Precursor Level: Wisconsin students will examine the influence of a given form of technology within various societies or cultures.

Target Level: Wisconsin students will examine the progression of specific forms of technology and their influence within various societies or cultures.

Initial Level: Wisconsin students will explore how human behavior and cultures can influence people.

Precursor Level: Wisconsin students will examine how human behavior and cultures can influence people, events, or other cultures.

Target Level: Wisconsin students will examine how human behavior and cultures can influence people, events, and other cultures (Anthropology).

Initial Level: Wisconsin students will compare and contrast different groups of people.

Precursor Level: Wisconsin students will identify examples of cultural expression.

Target Level: Wisconsin students will investigate interactions between individuals and groups (Sociology).

Initial Level: Wisconsin students will examine a person's learning, behavior, or identity.

Precursor Level: Wisconsin students will examine biological and environmental factors that influence a person's perception and identity.

Target Level: Wisconsin students will examine individual learning, perception, behavior, and identity (Psychology).

Wisconsin students will examine individual learning, perception, behavior, and identity (Psychology).

Wisconsin students will investigate interactions between individuals and groups (Sociology).

Wisconsin students will examine how human behavior and cultures can influence people, events, and other cultures (Anthropology).

Wisconsin students will examine the progression of specific forms of technology and their influence within various societies or cultures.

Initial Level: Wisconsin students will identify how economic policies affect their individual or families’ lives.

Precursor Level: Wisconsin students will identify how economic policies and government decisions affect others.

Target Level: Wisconsin students will identify government decisions and their impact on individuals, businesses, markets, and resources (Role of Government).

Initial Level: Wisconsin students will recognize that prices change over time and explore the value of saving money as it relates to changes in the economy as a whole.

Precursor Level: Wisconsin students will identify how the economy can affect people.

Target Level: Wisconsin students will identify how an economy functions as a whole (Macroeconomics).

Initial Level: Wisconsin students will identify the relationship between a consumer and producer and identify products that consumers would receive from a given producer.

Precursor Level: Wisconsin students will differentiate between demand and supply and identify the factors of production.

Target Level: Wisconsin students will understand how decisions are made and interactions occur among consumers (i.e., individuals and households) and producers (firms/businesses) (Microeconomics).

Initial Level: Wisconsin students will differentiate between a want and a need and provide an example of an opportunity cost.

Precursor Level: Wisconsin students will identify how costs, benefits, and incentives affect decision-making.

Target Level: Wisconsin students use economic reasoning to understand issues.

Wisconsin students use economic reasoning to understand issues.

Wisconsin students will understand how decisions are made and interactions occur among consumers (i.e., individuals and households) and producers (firms/businesses) (Microeconomics).

Wisconsin students will identify how an economy functions as a whole (Macroeconomics).

Wisconsin students will identify government decisions and their impact on individuals, businesses, markets, and resources (Role of Government).

Initial Level: Wisconsin students will explore positive or negative effects of human actions on our natural resources and physical environment.

Precursor Level: Wisconsin students will identify positive and negative effects of human actions on our natural resources and physical environment.

Target Level: Wisconsin students will examine the relationships between humans and the environment.

Initial Level: Wisconsin students will identify how the physical characteristics of a place affect the people who live there.

Precursor Level: Wisconsin students will identify how the human characteristics of a place affect the people who live there.

Target Level: Wisconsin students will examine the relationship between identity and place.

Initial Level: Wisconsin students will identify a renewable resource and ways that people, things, and ideas move across spaces.

Precursor Level: Wisconsin students will identify how they access resources and the social and economic inter-relationships between states, regions, or countries.

Target Level: Wisconsin students will identify the effects of global distribution of resources and geographic networks.

Initial Level: Wisconsin students will explore the movement of people.

Precursor Level: Wisconsin students will explore reasons for human movement and population distribution.

Target Level: Wisconsin students will identify reasons for human movement and explore population patterns.

Initial Level: Wisconsin students will explore the use of geographic tools to explore the world.

Precursor Level: Wisconsin students will use geographic tools and identify geographic ways of thinking to explore the world.

Target Level: Wisconsin students will use geographic tools and ways of thinking to explore the world.

Wisconsin students will use geographic tools and ways of thinking to explore the world.

Wisconsin students will identify reasons for human movement and explore population patterns.

Wisconsin students will identify the effects of global distribution of resources and geographic networks.

Wisconsin students will examine the relationship between identity and place.

Wisconsin students will examine the relationships between humans and the environment.

Initial Level: Wisconsin students will identify the intended audience and author’s point of view of a given primary source.

Precursor Level: Wisconsin students will differentiate between primary and secondary sources and identify the intended audience, purpose, and point of view (POV) of a given primary or secondary source.

Target Level: Wisconsin students will examine a variety of primary and secondary sources to identify the historical context, intended audience, purpose, and/or author's point of view (Historical Methodology).

Initial Level: Wisconsin students will explore historical people or events and identify how the person or event had an impact on their own life.

Precursor Level: Wisconsin students will identify different historical perspectives of a given event and identify an effect of a given historical event on the lives of other people living in the present.

Target Level: Wisconsin students will connect historical events, people, and ideas to the present, identify different perspectives, and identify current implications.

Initial Level: Wisconsin students will explore patterns of continuity and change over time and explore the context of a given historical event.

Precursor Level: Wisconsin students will identify patterns of continuity and change over time and identify the context of a given historical event.

Target Level: Wisconsin students will recognize patterns of continuity and change over time and contextualization of historical events.

Initial Level: Wisconsin students will identify a cause and effect for a given event.

Precursor Level: Wisconsin students will explain a cause and effect for a given event.

Target Level: Wisconsin students will use historical evidence for determining cause and effect.

Wisconsin students will use historical evidence for determining cause and effect.

Wisconsin students will recognize patterns of continuity and change over time, and contextualization of historical events.

Wisconsin students will connect historical events, people, and ideas to the present, identify different perspectives, and identify current implications.

Wisconsin students will examine a variety of primary and secondary sources to identify the historical context, intended audience, purpose, and/or author's point of view (Historical Methodology).

Initial Level: Wisconsin students will identify issues of importance.

Precursor Level: Wisconsin students will identify potential solutions to issues of importance.

Target Level: Wisconsin students will be civically engaged.

Initial Level: Wisconsin students will communicate conclusions of a claim.

Precursor Level: Wisconsin students will explore strengths and weaknesses of a claim.

Target Level: Wisconsin students will communicate and critique conclusions of a claim.

Initial Level: Wisconsin students will use one piece of evidence to support their claim (opinion).

Precursor Level: Wisconsin students will use multiple pieces of evidence to support their claim (opinion).

Target Level: Wisconsin students will develop claims to answer an inquiry question.

Initial Level: Wisconsin students will identify sources related to a social studies topic or issue.

Precursor Level: Wisconsin students will identify what constitutes a reliable source in regard to a social studies topic or issue.

Target Level: Wisconsin students will gather and select reliable sources related to a social studies topic or issue.

Initial Level: Wisconsin students will develop closed-ended questions on a social studies topic.

Precursor Level: Wisconsin students will recognize the difference between open- and closed-ended questions and identify follow-up questions on a social studies topic.

Target Level: Wisconsin students will construct meaningful questions related to a social studies topic.

Wisconsin students will construct meaningful questions related to a social studies topic.

Wisconsin students will gather and select reliable sources related to a social studies topic or issue.

Wisconsin students will develop claims to answer an inquiry question.

Wisconsin students will communicate and critique conclusions of a claim.

Wisconsin students will be civically engaged.

Initial Level: Wisconsin students will identify relevant information from provided credible sources to a topic and identify examples of a current or historic compromise.

Precursor Level: Wisconsin students will identify a credible source and provide examples of diplomacy.

Target Level: Wisconsin students will develop and employ skills for civic literacy.

Initial Level: Wisconsin students will explore the role people have in elections, the effect of media on elections, and the branches and powers of government.

Precursor Level: Wisconsin students will explore federalism, political parties, and identify civic institutions.

Target Level: Wisconsin students will identify the roles and processes of political and civic institutions.

Initial Level: Wisconsin students will identify basic rights and responsibilities of being a good community member.

Precursor Level: Wisconsin students will investigate the rights, privileges, and responsibilities in a society.

Target Level: Wisconsin students will identify differences between a right, a responsibility, and a privilege.

Initial Level: Wisconsin students will identify rules or laws.

Precursor Level: Wisconsin students will explain the importance of a rule or law.

Target Level: Wisconsin students will identify democratic principles and ideals.

Wisconsin students will identify democratic principles and ideals.

Wisconsin students will identify differences between a right, a responsibility, and a privilege.

Wisconsin students will identify the roles and processes of political and civic institutions.

Wisconsin students will develop and employ skills for civic literacy.

Political Science

History

Geography

Economics

Behavioral Sciences

Social Studies Inquiry Practices and Processes

Individual cognition, perception, and behavior

Personal identity and empathy

Relationship of people and groups

Cultural patterns

Social Interactions

Progression of technology

Choices and Decision-Making

Incentives

Consumers, Producers, and Markets

Supply, Demand, and Competition

Firm/Business Behavior and Costs of Production

Economic Indicators

Money

Economic Systems and Allocation of Resources

Institutions

Role of Government

Impact of Government Interventions

Specialization, Trade, and Interdependence

Tools of Geography

Spatial Thinking (map interpretation)

Mental Mapping/Maps from Memory

Population and Place

Reasons People Move

Impact of Movement

Urbanization

Distribution of Resources

Networks

Characteristics of Place

Human Environment Interaction

Interdependence

Cause

Effect

Patterns stay the same over a period of time

Patterns change over a period of time

Contextualization

Connections

Perspective

Current Implications

Historical Context

Intended Audience

Purpose

Point of View (POV)

Develop questions based on a topic

Plan inquiry

Gather diverse sources (electronic, digital, print, and other mass media) applicable to the inquiry

Evaluate sources

Develop claims to answer inquiry question

Cite evidence from multiple sources to support claim

Elaborate how evidence supports claim

Communicate conclusions

Critique conclusions

Civic engagement

Values & Principles of American Constitutional Democracy

Origins & Foundation of the Government of the United States

Civil Rights and Civil Liberties

Fundamentals of Citizenship

Asserting and Reaffirming of Human Rights

Political Participation

Linkage Institutions

Power in Government

Public Policy

Argumentation

Compromise, Diplomacy, and Consensus Building

Wisconsin students will examine individual cognition, perception, behavior, and identity (Psychology).

Understand we are individuals influenced by our relationships and environments.

Identify situations and places that impact a person's emotions. .

Wisconsin students will investigate and interpret interactions between individuals and groups (Sociology).

Describe how groups of people are alike and different.

Understand ways people change and adapt to new situations in places and within a family.

Wisconsin students will assess the role that human behavior and cultures play in the development of social endeavors (Anthropology).

Compare a belief in one culture to one in a different culture (e.g., How do people in a different country celebrate their birthday?).

Wisconsin students will examine the progression of specific forms of technology and their influence within various societies.

Describe specific types of technology and demonstrate how they are used on a daily basis for social or cultural purposes.

Wisconsin students use economic reasoning to understand issues.

Differentiate between a "want" and a "need".

Describe resources that are important or useful to you, your family, community, and country.

Predict a person's change in behavior in response to different potential rewards.

Wisconsin students will analyze how decisions are made and interactions occur among individuals, households, and firms/businesses (Microeconomics).

Differentiate between buyers (consumers) and sellers (producers).

Define product market and categorize prices of products in a local market.

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.

Wisconsin students will analyze how an economy functions as a whole (Macroeconomics).

Identify the cost of everyday goods (e.g., milk, bread, fruit, vegetables, cheese).

Categorize types of money (e.g., coins, bills), and explain why money is used.

Formulate reasons why people save.

Wisconsin students will evaluate government decisions and their impact on individuals, businesses, markets, and resources (Role of Government).

Hypothesize how a good gets to the local community market.

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.

Summarize goods and services that the government provides (e.g., roads, schools, police), and how they help people.

Give an example of an unintended cost or benefit to an event (e.g., getting new playground equipment, receiving a present).

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.

Wisconsin students will use geographic tools and ways of thinking to analyze the world.

Recognize the difference between maps (paper or digital) and globes, and why someone might choose one over the other for a given task.

Identify physical and human characteristics of a place using maps, graphs, photographs, and other representations.

Construct a map (paper or digital) of a familiar place (i.e., bedroom, classroom, playground) using title, compass rose, and symbols.

Wisconsin students will analyze human movement and population patterns.

Analyze where and why people live in certain places.

Classify the local community as rural, suburban, urban, or tribal.

Explain why people have moved to and away from their community.

Describe population changes in their community over time.

Identify and explain differences between rural and urban areas.

Wisconsin students will examine the impacts of global interconnections and relationships.

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?)

Compare and contrast the different modes of transportation and communication used by families in work and daily lives.

Wisconsin students will evaluate the relationship between identity and place.

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).

Wisconsin students will evaluate the relationship between humans and the environment.

Provide examples of human changes to the environment surrounding the school or neighborhood.

Identify natural resources (e.g., fertile soil, forests, mining) of a place and provide examples of how those resources are used.

Wisconsin students will use historical evidence for determining cause and effect.

Identify one or more causes of an event, issue, or problem.

Identify one or more effects of an event, issue, or problem.

Wisconsin students will analyze, recognize, and evaluate patterns of continuity and change over time and contextualization of historical events.

Identify patterns of what stayed the same to self, family, and community over time.

Identify patterns of change to self, family, and community over time.

Explain how something happening outside of your home can affect your family.

Wisconsin students will connect past events, people, and ideas to the present; use different perspectives to draw conclusions; and suggest current implications.

Describe a person or event from the past that reflects your own life in some way.

Explain why two people can talk about an event from different viewpoints.

Explain how something from the past can affect your life now.

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).

Describe the events that led to the creation of a primary source.

Identify the intended audience for whom the primary or secondary source was created.

Create one primary source about your life.

Identify the POV of your own primary or secondary source.

Wisconsin students will construct meaningful questions that initiate an inquiry.

Explain why or how a teacher or text provided question is important to a topic or issue.

When provided with a question, determine what other questions are needed to support the research (i.e., "What more do we need to know?").

Wisconsin students will gather and evaluate sources.

Brainstorm what resources would be valuable to guide the inquiry.

Review and ask questions about books, photos, artifacts, websites, and other sources that will give insight into the inquiry.

Wisconsin students will develop claims using evidence to support reasoning.

With prompting and support, state a claim to answer a question that the class is considering.

Determine which evidence in teacher-provided sources support a claim that answers a compelling question.

Explain how evidence supports a claim for a class inquiry.

Wisconsin students will communicate and critique conclusions.

Communicate conclusions.

Respond effectively to questions about their inquiry.

Wisconsin students will be civically engaged.

Explore opportunities for personal or collaborative civic engagement with community, school, state, tribal, national, and/or global implications.

Wisconsin students will identify and analyze democratic principles and ideals.

Describe symbols, songs, and traditions that identify our state and country.

Assess the importance of rules and laws at home, in school, and in the community.

Compare contributions of two or more influential people related to the founding of the United States.

Wisconsin students will examine and interpret rights, privileges, and responsibilities in society.

Compare rights and responsibilities within the classroom, school, and community.

Classify basic rights that all humans have (i.e., life, liberty, safety).

Summarize situations where individuals have rights, freedoms, and equality.

Develop an opinion about an issue in your school or community.

Identify groups within school, community, or society and compare their rights and responsibilities (e.g., student/teacher).

Investigate ways in which people and groups can influence decision makers in school, their communities, states, or country (i.e., voting, running for office, participating in meetings).

Wisconsin students will analyze and evaluate the powers and processes of political and civic institutions.

Describe and explain the effect an action has on members of a group.

Express an opinion and vote on a topic in their lives.

Identify different types of media and sources.

Explain why we have elections.

Summarize basic roles of civic institutions (e.g., school, home, family, community).

Compare basic political institutions (e.g., what a government is and how it differs at the city, state, tribal, country, and global level), and the roles they serve in their lives and in the lives of others (e.g., make laws, create order).

Predict how people come up with different ideas to solve a problem.

Wisconsin students will develop and employ skills for civic literacy.

Compare and contrast perspectives on the same topic.

Give an example of a compromise.