Grade 6 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 Fluctuations and Business Cycles

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).

Identify patterns such as culture, prior knowledge, family, peers, school, communities, and personal interests that influence a person's cognition, perception, and behavior.

Analyze how culture, ethnicity, race, age, religion, gender, and social class affect a person's self-image and identity and interactions with others.

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

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).

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.

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

Analyze how a person's local actions can have global consequences, and how global patterns and processes can affect seemingly unrelated local actions.

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

Differentiate between intended and unintended consequences of various forms of technology and how they may affect societies and cultures.

Wisconsin students use economic reasoning to understand issues.

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.

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

Analyze the role of consumers and producers in product markets.

Provide examples of how individuals and households are both consumers and producers.

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.

Categorize factors of production and how they are combined to make goods and deliver services.

Evaluate how profits influence sellers in markets.

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

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.

Define Gross Domestic Product (GDP), and compare the GDP of different nations.

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

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).

Analyze the impact of different government policies (e.g., taxation and government spending) on the economy.

Analyze potential unintended costs and benefits (i.e., externalities) for a local or state law or policy.

Summarize the role of specialization on trade and cost of goods/services.

Identify examples of U.S. exports and imports.

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

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).

Interpret patterns in a variety of maps, charts, and graphs to display geographic information (contour, cartogram, population, natural resource, historical maps) and explain

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.

Wisconsin students will analyze human movement and population patterns.

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).

Analyze patterns of migration of various types (e.g., age, sex, ethnicity, race) in the community, state, country, and world.

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.

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

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).

Wisconsin students will evaluate the relationship between identity and place.

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).

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

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.

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

Use multiple perspectives to analyze and explain issues or events within and across time periods, events, or cultures.

Use multiple perspectives to analyze and explain effects of issues or events within and across time periods, events, or cultures.

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

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

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

Analyze how the historical context influenced the process or nature of the continuity or change that took place.

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

Compare events from United States or world history to a current issue or event.

Apply historical perspectives to describe differing viewpoints of current events.

Hypothesize the direction of current events and outcomes based on the past.

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).

Explain how the historical context (situation) influences a primary or secondary source.

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

Explain the significance of the intended purpose of a specific primary or secondary source.

Explain how the POV of the author can influence the meaning of a primary or secondary source.

Wisconsin students will construct meaningful questions that initiate an inquiry.

Formulate open-ended questions for further research within one of the social studies disciplines.

Identify additional questions that support the research and possible resources to guide the inquiry.

Wisconsin students will gather and evaluate sources.

Explore evidence from multiple reliable sources representing a range of perspectives and media that have been selected through research to guide the inquiry.

Determine credibility and applicability of a source by considering a variety of factors through the lens of a social studies strand.

Wisconsin students will develop claims using evidence to support reasoning.

Develop a debatable and defensible claim based upon the analysis of sources.

Support claim with evidence from multiple reliable sources representing a range of mediums (electronic, digital, print, and other mass media).

Analyze the extent to which evidence supports or does not support a claim, and if it does not, adjust claim appropriately.

Wisconsin students will communicate and critique conclusions.

Communicate conclusions using a variety of media (i.e. video or online, documentaries, exhibits, research papers, or web pages).

Analyze and evaluate the logic, relevance, and accuracy of others' claims, taking into consideration potential bias.

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.

Investigate the components of responsible citizenship.

Summarize the importance of rule of law.

Hypothesize and defend why a specific historically significant person's contribution to the development of the political culture of the United States was important.

Investigate how principles expressed in the Declaration of Independence, Constitution (including the Preamble and the Bill of Rights) have been applied throughout United States history, including how they may have evolved over time.

Assess specific protections to individuals outlined in the Wisconsin Constitution and what they mean to local communities and regions of the state.

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

Analyze the scope and limits of individual protections found in the Constitution and the Bill of Rights.

Describe the evolution of rights over time including key laws, constitutional changes, and court decisions that contributed to these developments.

Predict how collective action movements work to extend equal rights to groups and individuals.

Analyze the rights and responsibilities of citizens (i.e., voting, jury duty, paying taxes, obeying laws).

Synthesize the cultural structures, types of government, and economic systems to explain differing concepts of citizenship (e.g., Confucianism, dictatorship, theocracy, republic, democracy).

Compare and contrast the political, social, and economic status of marginalized groups both historically and in the present, both in the United States and worldwide.

Investigate how groups (e.g., women, religious groups, civil rights groups, Indigenous peoples, LGBTQ) have advocated for access to greater rights.

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

Assess voter participation in elections.

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

Analyze the role of various types of media in elections and functions of government.

Analyze how elections and political parties in the United States connect the people to government.

Summarize how civic institutions influence society and politics. (e.g., special interest groups, chamber of commerce, lobbying).

Analyze the structure, functions, powers, and limitations of government at the local, state, tribal, and federal levels.

Analyze how governments address and solve problems through the public policy process.

Wisconsin students will develop and employ skills for civic literacy.

Assemble an argument utilizing multiple sources of information.

Provide examples of diplomacy, pluralism, and consensus building (between individuals, groups, and institutions).