Grade 4 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).

Describe how a person's understanding, perceptions, and behaviors are affected by relationships and environments.

Describe how culture, ethnicity, race, age, religion, gender, and social class can help form self-image and identity.

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

Compare how people from different cultures solve common problems, such as distribution of food, shelter, and social interactions.

Give examples of how peoples from different cultures develop different values and ways of interpreting experiences.

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

Investigate how interpretations of similarities and differences between and among cultures may lead to understandings or misunderstandings.

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

Classify technologies based on intended use, access, and design, and how they might change people's lives (for better or worse).

Wisconsin students use economic reasoning to understand issues.

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.

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

Compare two product markets found in the local community.

Differentiate between goods and services.

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.

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.

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

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.

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

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).

Discuss reasons a government taxes people.

Predict unintended costs and benefits (i.e., externalities) for a given current situation or event.

Compare and contrast specialization in two or more regions (e.g., Midwest and Northeastern United States; United States and Japan; Europe and South America).

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

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)

Identify purposes of and differences among maps, globes, aerial photographs, charts, and satellite images.

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.

Wisconsin students will analyze human movement and population patterns.

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).

Investigate push and pull factors of movement in their community, state, country, and world.

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.

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

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.

Wisconsin students will evaluate the relationship between identity and place.

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).

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

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).

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

Use evidence to draw conclusions about probable causes of historical events, issues, and problems.

Use evidence to draw conclusions about probable effects of historical events, issues, and problems.

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

Describe patterns of continuity over time in the community, state, and the United States.

Describe patterns of change over time in the community, state, and the United States.

Analyze individuals, groups, and events to understand why their contributions are important to historical change and/or continuity.

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

Compare events in Wisconsin history to a current issue or event.

Identify different historical perspectives regarding people and events in the past.

Explain how historical events have possible implications on the present.

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 historical context (situation) of a primary or secondary source.

Describe the significance of the intended audience of a primary or secondary source.

Describe the intended purpose of a specific primary or secondary source.

Describe the impact of the POV of the author has on a primary or secondary source.

Wisconsin students will construct meaningful questions that initiate an inquiry.

Develop list of open- and closed-ended questions on a topic or issue.

Develop list of questions that support the research through discussion and investigation to guide inquiry.

Wisconsin students will gather and evaluate sources.

Gather a variety of resources into categories to guide the inquiry.

Evaluate resources to determine which best support the inquiry and supporting questions.

Wisconsin students will develop claims using evidence to support reasoning.

Create a thesis statement based on evidence found in sources to make a claim.

Select appropriate evidence from sources to support a claim.

Assess how evidence supports a claim.

Wisconsin students will communicate and critique conclusions.

Communicate conclusions from a variety of teacher-provided presentation options.

Evaluate the strength of claim, evidence, and communication using criteria established by both teacher and student.

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.

Differentiate between majority rule and minority rights (as a function of a democratic republic).

Hypothesize why laws and constitutions exist.

Summarize the contributions of historically significant people during the period of early United States history to the development of our political culture.

Differentiate between freedom, justice, equality, rights, responsibilities, and citizenship.

Apply key elements of the Wisconsin Constitution to the local community.

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

Investigate examples of rights and responsibilities, including the Declaration of Independence, Constitution, Bill of Rights and the Universal Declaration of Human Rights, which individuals possess within the state, country, and world.

Summarize the actions of people and groups that have advanced civil rights for individuals.

Identify and describe basic human liberties (i.e., thought, expression, privacy).

Compare and contrast being a citizen of a country to the principles of good citizenship.

Describe the process by which people in the United States become legal citizens (i.e., natural born or naturalization).

Critique instances where groups have been denied access to power and rights, and any law or customs that have altered these instances.

Summarize how people (e.g., religious groups, civil rights groups, workers, neighborhood residents) organize to gain a greater voice to impact and change their communities.

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

Investigate reasons why citizens participate in elections.

Identify their role in government at the local, state, tribal, and federal levels.

Provide examples of how various types of media are used in elections and government.

Compare and contrast the multiple roles people play in elections.

Analyze the roles civic institutions play in their lives, their community and beyond (e.g., schools, community groups, religious institutions).

Classify the basic structures and functions of governments, and summarize basic powers of the government at the local, state, tribal, and federal levels.

Provide examples of how different governments solve problems.

Wisconsin students will develop and employ skills for civic literacy.

Compile relevant information to form a political argument and taking other points of view into account.

Describe what influences different political attitudes and actions and how diverse groups can work towards consensus.