Common Planner
K–12 Standards

Grades 3, 4, 5

Other Wisconsin Social Studies sets

Social Studies Inquiry Practices and Processes

  • Inq1.

    Wisconsin students will construct meaningful questions that initiate an inquiry.SS.Inq1

    1. a.

      Develop questions based on a topicInq1.a

      1. i.

        Develop list of open- and closed-ended questions on a topic or issue.SS.Inq1.a.i

    2. b.

      Plan inquiryInq1.b

      1. i.

        Develop list of questions that support the research through discussion and investigation to guide inquiry.SS.Inq1.b.i

  • Inq2.

    Wisconsin students will gather and evaluate sources.SS.Inq2

    1. a.

      Gather diverse sources (electronic, digital, print, and other mass media) applicable to the inquiryInq2.a

      1. i.

        Gather a variety of resources into categories to guide the inquiry.SS.Inq2.a.i

    2. b.

      Evaluate sourcesInq2.b

      1. i.

        Evaluate resources to determine which best support the inquiry and supporting questions.SS.Inq2.b.i

  • Inq3.

    Wisconsin students will develop claims using evidence to support reasoning.SS.Inq3

    1. a.

      Develop claims to answer inquiry questionInq3.a

      1. i.

        Create a thesis statement based on evidence found in sources to make a claim.SS.Inq3.a.i

    2. b.

      Cite evidence from multiple sources to support claimInq3.b

      1. i.

        Select appropriate evidence from sources to support a claim.SS.Inq3.b.i

    3. c.

      Elaborate how evidence supports claimInq3.c

      1. i.

        Assess how evidence supports a claim.SS.Inq3.c.i

  • Inq4.

    Wisconsin students will communicate and critique conclusions.SS.Inq4

    1. a.

      Communicate conclusionsInq4.a

      1. i.

        Communicate conclusions from a variety of teacher-provided presentation options.SS.Inq4.a.i

    2. b.

      Critique conclusionsInq4.b

      1. i.

        Evaluate the strength of claim, evidence, and communication using criteria established by both teacher and student.SS.Inq4.b.i

  • Inq5.

    Wisconsin students will be civically engaged.SS.Inq5

    1. a.

      Civic engagementInq5.a

      1. i.

        Explore opportunities for personal or collaborative civic engagement with community, school, state, tribal, national, and/or global implications.SS.Inq5.a.i

Behavioral Sciences

  • BH1.

    Wisconsin students will examine individual cognition, perception, behavior, and identity (Psychology).SS.BH1

    1. a.

      Individual cognition, perception, and behaviorBH1.a

      1. 4.

        Describe how a person's understanding, perceptions, and behaviors are affected by relationships and environments.SS.BH1.a.4

    2. b.

      Personal identity and empathyBH1.b

      1. 4.

        Describe how culture, ethnicity, race, age, religion, gender, and social class can help form self-image and identity.SS.BH1.b.4

  • BH2.

    Wisconsin students will investigate and interpret interactions between individuals and groups (Sociology).SS.BH2

    1. a.

      Relationship of people and groupsBH2.a

      1. 4-5.

        Compare how people from different cultures solve common problems, such as distribution of food, shelter, and social interactions.SS.BH2.a.4-5

    2. b.

      Cultural patternsBH2.b

      1. 4.

        Give examples of how peoples from different cultures develop different values and ways of interpreting experiences.SS.BH2.b.4

  • BH3.

    Wisconsin students will assess the role that human behavior and cultures play in the development of social endeavors (Anthropology).SS.BH3

    1. a.

      Social InteractionsBH3.a

      1. 5.

        Investigate how interpretations of similarities and differences between and among cultures may lead to understandings or misunderstandings.SS.BH3.a.5

  • BH4.

    Wisconsin students will examine the progression of specific forms of technology and their influence within various societies.SS.BH4

    1. a.

      Progression of technologyBH4.a

      1. i.

        Classify technologies based on intended use, access, and design, and how they might change people's lives (for better or worse).SS.BH4.a.i

Economics

  • Econ1.

    Wisconsin students use economic reasoning to understand issues.SS.Econ1

    1. a.

      Choices and Decision-MakingEcon1.a

      1. 1.

        Use economic reasoning to compare and contrast the costs and benefits of a decision.SS.Econ1.a.3.1

      2. 2.

        Categorize different limited resources (e.g., money, materials, time, labor/workers, land, natural resources, renewable or non-renewable).SS.Econ1.a.3.2

    2. b.

      IncentivesEcon1.b

      1. 4.

        Infer potential incentives in a real-world situation.SS.Econ1.b.4

  • Econ2.

    Wisconsin students will analyze how decisions are made and interactions occur among individuals, households, and firms/businesses (Microeconomics).SS.Econ2

    1. a.

      Consumers, Producers, and MarketsEcon2.a

      1. 1.

        Compare two product markets found in the local community.SS.Econ2.a.3-4.1

      2. 2.

        Differentiate between goods and services.SS.Econ2.a.3-4.2

    2. b.

      Supply, Demand, and CompetitionEcon2.b

      1. 4-5.

        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.SS.Econ2.b.4-5

    3. c.

      Firm/Business Behavior and Costs of ProductionEcon2.c

      1. 1.

        Compare the skills and knowledge required to produce certain goods and services.SS.Econ2.c.3.1

      2. 2.

        Provide an example of the factors of production (i.e., land, labor, capital, entrepreneurship) for a given product.SS.Econ2.c.3.2

  • Econ3.

    Wisconsin students will analyze how an economy functions as a whole (Macroeconomics).SS.Econ3

    1. a.

      Economic IndicatorsEcon3.a

      1. 4.

        Investigate how the cost of things changes over time.SS.Econ3.a.4

    2. b.

      MoneyEcon3.b

      1. 5.

        Describe the role of money, banking, and savings in everyday life, including why people borrow money and the role of interest.SS.Econ3.b.5

  • Econ4.

    Wisconsin students will evaluate government decisions and their impact on individuals, businesses, markets, and resources (Role of Government).SS.Econ4

    1. a.

      Economic Systems and Allocation of ResourcesEcon4.a

      1. 3.

        Trace the chain of supply for a needed product (e.g., food, shelter).SS.Econ4.a.3

    2. b.

      InstitutionsEcon4.b

      1. 1.

        Assess the role of economic institutions (e.g., banks, government) in helping individuals and society.SS.Econ4.b.4-5.1

      2. 2.

        Differentiate between private property (e.g., factories and homes) and public property (e.g., parks, public schools, and government buildings).SS.Econ4.b.4-5.2

    3. c.

      Role of GovernmentEcon4.c

      1. 5.

        Discuss reasons a government taxes people.SS.Econ4.c.5

    4. d.

      Impact of Government InterventionsEcon4.d

      1. 5.

        Predict unintended costs and benefits (i.e., externalities) for a given current situation or event.SS.Econ4.d.5

    5. a.

      Specialization, Trade, and InterdependenceEcon5.a

      1. 3.

        Compare and contrast specialization in two or more regions (e.g., Midwest and Northeastern United States; United States and Japan; Europe and South America).SS.Econ5.a.3

Geography

  • Geog1.

    Wisconsin students will use geographic tools and ways of thinking to analyze the world.SS.Geog1

    1. a.

      Tools of GeographyGeog1.a

      1. 1.

        Summarize how location (absolute and relative) affects people, places, and environment.SS.Geog1.a.4-5.1

      2. 2.

        Construct maps (paper or digital), charts, and graphs using appropriate elements (i.e., date, orientation, grid, scale, title, author, index, legend, situation)SS.Geog1.a.4-5.2

    2. b.

      Spatial Thinking (map interpretation)Geog1.b

      1. i.

        Identify purposes of and differences among maps, globes, aerial photographs, charts, and satellite images.SS.Geog1.b.i

    3. c.

      Mental Mapping/Maps from MemoryGeog1.c

      1. 1.

        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.SS.Geog1.c.4-5.1

      2. 2.

        Identify and construct regions (digital or paper) in Wisconsin and the United States.SS.Geog1.c.4-5.2

  • Geog2.

    Wisconsin students will analyze human movement and population patterns.SS.Geog2

    1. a.

      Population and PlaceGeog2.a

      1. 1.

        Categorize the populations of people living in their state and country.SS.Geog2.a.3.1

      2. 2.

        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).SS.Geog2.a.3.2

    2. b.

      Reasons People MoveGeog2.b

      1. 5.

        Investigate push and pull factors of movement in their community, state, country, and world.SS.Geog2.b.5

    3. c.

      Impact of MovementGeog2.c

      1. 5.

        Describe population changes in their state, and country over time.SS.Geog2.c.5

    4. d.

      UrbanizationGeog2.d

      1. 1.

        Summarize positive and negative factors of cities.SS.Geog2.d.4-5.1

      2. 2.

        Identify the location and patterns of cities within our state and country.SS.Geog2.d.4-5.2

  • Geog3.

    Wisconsin students will examine the impacts of global interconnections and relationships.SS.Geog3

    1. a.

      Distribution of ResourcesGeog3.a

      1. 5.

        Classify a provided set of resources as renewable or nonrenewable, and analyze the implications of both at the local, national, and global level.SS.Geog3.a.5

    2. b.

      NetworksGeog3.b

      1. 1.

        Classify various ways that people and countries depend on one another.SS.Geog3.b.4.1

      2. 2.

        Summarize how transportation and communication have changed economic activities over time.SS.Geog3.b.4.2

  • Geog4.

    Wisconsin students will evaluate the relationship between identity and place.SS.Geog4

    1. a.

      Characteristics of PlaceGeog4.a

      1. 1.

        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).SS.Geog4.a.4.1

      2. 2.

        Compare and contrast the human characteristics of rural, suburban, urban, and tribal locations in Wisconsin and the United States.SS.Geog4.a.4.2

      3. 3.

        Identify and describe how people may view places in the community differently (e.g., students and senior citizens responding to a new playground).SS.Geog4.a.4.3

  • Geog5.

    Wisconsin students will evaluate the relationship between humans and the environment.SS.Geog5

    1. a.

      Human Environment InteractionGeog5.a

      1. 3-4.

        Compare the positive and negative effects of human actions on our physical environment (e.g., availability of water, fertility of soils) over timeSS.Geog5.a.3-4

    2. b.

      InterdependenceGeog5.b

      1. 5.

        Examine how human actions modify the physical environment when using natural resources (renewable and nonrenewable).SS.Geog5.b.5

History

  • Hist1.

    Wisconsin students will use historical evidence for determining cause and effect.SS.Hist1

    1. a.

      CauseHist1.a

      1. i.

        Use evidence to draw conclusions about probable causes of historical events, issues, and problems.SS.Hist1.a.i

    2. b.

      EffectHist1.b

      1. i.

        Use evidence to draw conclusions about probable effects of historical events, issues, and problems.SS.Hist1.b.i

  • Hist2.

    Wisconsin students will analyze, recognize, and evaluate patterns of continuity and change over time and contextualization of historical events.SS.Hist2

    1. a.

      Patterns stay the same over a period of timeHist2.a

      1. i.

        Describe patterns of continuity over time in the community, state, and the United States.SS.Hist2.a.i

    2. b.

      Patterns change over a period of timeHist2.b

      1. i.

        Describe patterns of change over time in the community, state, and the United States.SS.Hist2.b.i

    3. c.

      ContextualizationHist2.c

      1. i.

        Analyze individuals, groups, and events to understand why their contributions are important to historical change and/or continuity.SS.Hist2.c.i

  • Hist3.

    Wisconsin students will connect past events, people, and ideas to the present; use different perspectives to draw conclusions; and suggest current implications.SS.Hist3

    1. a.

      ConnectionsHist3.a

      1. i.

        Compare events in Wisconsin history to a current issue or event.SS.Hist3.a.i

    2. b.

      PerspectiveHist3.b

      1. i.

        Identify different historical perspectives regarding people and events in the past.SS.Hist3.b.i

    3. c.

      Current ImplicationsHist3.c

      1. i.

        Explain how historical events have possible implications on the present.SS.Hist3.c.i

  • 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

    1. a.

      Historical ContextHist4.a

      1. i.

        Describe the historical context (situation) of a primary or secondary source.SS.Hist4.a.i

    2. b.

      Intended AudienceHist4.b

      1. i.

        Describe the significance of the intended audience of a primary or secondary source.SS.Hist4.b.i

    3. c.

      PurposeHist4.c

      1. i.

        Describe the intended purpose of a specific primary or secondary source.SS.Hist4.c.i

    4. d.

      Point of View (POV)Hist4.d

    5. i.

      Describe the impact of the POV of the author has on a primary or secondary source.SS.Hist4.d.i

Political Science

  • PS1.

    Wisconsin students will identify and analyze democratic principles and ideals.SS.PS1

    1. a.

      Values & Principles of American Constitutional DemocracyPS1.a

      1. 1.

        Differentiate between majority rule and minority rights (as a function of a democratic republic).SS.PS1.a.i.1

      2. 2.

        Hypothesize why laws and constitutions exist.SS.PS1.a.i.2

    2. b.

      Origins & Foundation of the Government of the United StatesPS1.b

      1. 1.

        Summarize the contributions of historically significant people during the period of early United States history to the development of our political culture.SS.PS1.b.4-5.1

      2. 2.

        Differentiate between freedom, justice, equality, rights, responsibilities, and citizenship.SS.PS1.b.4-5.2

      3. 3.

        Apply key elements of the Wisconsin Constitution to the local community.SS.PS1.b.4-5.3

  • PS2.

    Wisconsin students will examine and interpret rights, privileges, and responsibilities in society.SS.PS2

    1. a.

      Civil Rights and Civil LibertiesPS2.a

      1. 1.

        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.SS.PS2.a.i.1

      2. 2.

        Summarize the actions of people and groups that have advanced civil rights for individuals.SS.PS2.a.i.2

      3. 3.

        Identify and describe basic human liberties (i.e., thought, expression, privacy).SS.PS2.a.i.3

    2. b.

      Fundamentals of CitizenshipPS2.b

      1. 1.

        Compare and contrast being a citizen of a country to the principles of good citizenship.SS.PS2.b.5.1

      2. 2.

        Describe the process by which people in the United States become legal citizens (i.e., natural born or naturalization).SS.PS2.b.5.2

    3. c.

      Asserting and Reaffirming of Human RightsPS2.c

      1. 1.

        Critique instances where groups have been denied access to power and rights, and any law or customs that have altered these instances.SS.PS2.c.4-5.1

      2. 2.

        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.SS.PS2.c.4-5.2

  • PS3.

    Wisconsin students will analyze and evaluate the powers and processes of political and civic institutions.SS.PS3

    1. a.

      Political ParticipationPS3.a

      1. 1.

        Investigate reasons why citizens participate in elections.SS.PS3.a.4-5.1

      2. 2.

        Identify their role in government at the local, state, tribal, and federal levels.SS.PS3.a.4-5.2

    2. b.

      Linkage InstitutionsPS3.b

      1. 1.

        Provide examples of how various types of media are used in elections and government.SS.PS3.b.3-4.1

      2. 2.

        Compare and contrast the multiple roles people play in elections.SS.PS3.b.3-4.2

      3. 3.

        Analyze the roles civic institutions play in their lives, their community and beyond (e.g., schools, community groups, religious institutions).SS.PS3.b.3-4.3

    3. c.

      Power in GovernmentPS3.c

      1. 4-5.

        Classify the basic structures and functions of governments, and summarize basic powers of the government at the local, state, tribal, and federal levels.SS.PS3.c.4-5

    4. d.

      Public PolicyPS3.d

      1. 5.

        Provide examples of how different governments solve problems.SS.PS3.d.5

  • PS4.

    Wisconsin students will develop and employ skills for civic literacy.SS.PS4

    1. a.

      ArgumentationPS4.a

      1. i.

        Compile relevant information to form a political argument and taking other points of view into account.SS.PS4.a.i

    2. b.

      Compromise, Diplomacy, and Consensus BuildingPS4.b

      1. 5.

        Describe what influences different political attitudes and actions and how diverse groups can work towards consensus.SS.PS4.b.5

Frequently asked questions

What grade levels do these standards cover?
Grade 3, Grade 4, and Grade 5
When were these standards adopted?
2018
Where can I read the official document?
Wisconsin Standards for Social Studies

Keep exploring

Keep exploring Social Studies standards

Sibling grade bands, other subjects in this jurisdiction, and the same subject across other states.