Social Studies Standards ~ Grades...

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Social Studies Standards ~ Grades K-4

I know of no safe depository of the ultimate powers of the society but with the people themselves; and if we think them not enlightened enough to exercise their control with a wholesome discretion, the remedy is not to take power from them, but to inform their discretion through instruction. -Thomas Jefferson (1820)

In order to ensure our survival as a free nation, students at all grade levels in Wisconsin are required to learn about the principles and ideals upon which the United States is founded and understand the world in which they live.

Definition of Social Studies

"Social studies" is the title used to describe the study of the social sciences and humanities. Within the curriculum, social studies provides coordinated, systematic study of information, skills, and concepts from the disciplines of history, geography, political science, economics, anthropology, psychology, law, archaeology, and sociology with attention also given to connections among the peoples and nations of the world, the effect of science and technology on society (and vice versa), and the ways to practice good citizenship. Social studies helps young people develop the knowledge and skills necessary to make informed and reasoned decisions as citizens of a culturally diverse, democratic society in an interdependent world.

Knowledge and Skills

Students at all levels should develop skills and understandings in all five strands found in the Wisconsin content standards for social studies. These skills and understandings are embedded in the performance standards. The curriculum in elementary and middle schools establishes the foundation for the entire social studies program. Without this foundation, students cannot develop the attitudes nor acquire the knowledge and skills necessary to participate in a democratic society and understand an increasingly complex world. It is also important to recognize that the designated levels, by grade four, by grade eight, and by grade twelve, lead students to higher and deeper levels of knowledge and skills as they progress through school.

Connections in Social Studies

The organization of these standards allows the social studies curriculum to be developed as separate disciplines or in an integrated course. In elementary, and middle and junior high schools, the five strands of social studies are usually integrated in a time during the day called "social studies." In high schools, the social studies courses are given names such as United States History, Geography, Global Studies, World History, Economics, Civics, Social

http://dpi.wi.gov/standards/#content

http://dpi.wi.gov/standards/#performance

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Studies, Current Events, Sociology, Psychology, and so on. Courses with these names might include performance standards from one, several, or all of the social studies strands.

STRAND A. ~ GEOGRAPHY: PEOPLE, PLACES, AND ENVIRONMENTS

Content Standard: Students in the Albany School District will learn about geography through the study of the relationships among people, places, and environments.

Rationale: Students gain geographical perspectives on the world by studying the earth and the interactions of people with places where they live, work, and play. Knowledge of geography helps students to address the various cultural, economic, social, and civic implications of life in earth's many environments. In Wisconsin schools, the content, concepts, and skills related to geography may be taught in units and courses that deal with geography, history, global studies, anthropology, sociology, psychology, current events, and world religions.

Performance Standard A.1: Use reference points, latitude and longitude, direction, size, shape, and scale to locate positions on various representations of the earth's surface.

By the end of 4K, the student will:

Recognizes that maps help people locate places.

By the end of Kindergarten, the student will:

Recognizes that maps help people locate places. By the end of 1st grade, the student will:

Recognize the globe as a model of the earth.

Understand how charts can be using to organize information.

Recall the four basic directions.

Indentify the cardinal directions on maps and within the classroom.

Use a map key to identify places on a map.

Use reference points to find locations.

By the end of 2nd grade, the student will:

Locate and use these reference points, North Pole, South Pole, and equator on a map or globe.

Recognize a map as a drawing that can show all or part of the earth.

Apply the four cardinal directions in different situations.

Recognize the size and shapes of the seven continents.

By the end of 3rd grade, the student will:

Be introduced to latitude and longitude.

Be introduced to map scales.

By the end of 4th grade, the student will:

Locate places on maps using longitude and latitude coordinates.

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Compute distances and mileage using the map scale.

Identify and work with various types of maps. (state, road, physical geography etc.)

Performance Standard A.2: Locate on a map or globe physical features such as continents, oceans, mountain ranges, and landforms, natural features such as resources, flora, and fauna; and human features such as cities, states, and national borders.


Identify land and water on a map or globe.


Identify land and water on a map or globe.

Use simple map skills to follow paths. By the end of 1st grade, the student will:

Use a map/globe to locate continents.

Use a map/globe to locate oceans.

Understand that there are different types of landforms such as plains, mountains, etc.

Identify major resources from the Earth.

Locate the US on a map/globe of the Earth.

Identify the three countries in North America.

Locate, using symbols, natural and human features on a map.


Recognize and locate the seven continents and four oceans that make up the earth.

Identify and locate the major types of landforms, including mountains, hills, plains, valley, desert, island, and peninsula.

Identify and locate the various types of bodies of water, including oceans, lakes, and rivers.

Locate the natural features, trees, and forests on a map using symbols.

Locate man-made features such as streets and roads, bridges, buildings, railroads, cities, states, and national borders / boundaries on maps and globes using symbols.

Locate states on a labeled map.


Identify continents and oceans.

Be able to place states on a labeled map.


Differentiate between man-made and natural features and boundaries.

Identify the regions of the United States.

Performance Standard A.3: Construct a map of the world from memory, showing the location of major land masses, bodies of water, and mountain ranges. By the end of 4K, the student will:

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N/A By the end of Kindergarten, the student will:

Draw land masses and water on a circle to represent the Earth. By the end of 1st grade, the student will:

N/A By the end of 2nd grade, the student will:

Label the location of the seven continents and four oceans on a map of the world from memory.


Use continent shapes to create a map of the world. By the end of 4th grade, the student will:

Use continent shapes to create a map of the world. Performance Standard A.4: Describe and give examples of ways in which people interact with the physical environment, including use of land, location of communities, methods of construction, and design of shelters. By the end of 4K, the student will:

Distinguish between city and country. By the end of Kindergarten, the student will:

Distinguish between neighborhoods, towns, cities and farms.

Identify different types of shelter including houses, apartments, igloos, tents, etc.

By the end of 1st grade, the student will:

Understand different uses of land, such as in farming, building of houses, towns, suburbs etc.

Differentiate why communities were built in certain locations due to natural resources.

Evaluate the need for different types of housing around the world due to cultural and climate factors.

Understand the term shelter and be able to give examples of different types.


Describe uses of land for farms, towns, suburbs, and cities.

Understand how design of shelter interacts with the location of the community (trailer homes, single family homes, condominiums, and apartment houses).


Compare and contrast current and historical cities, cultures, customs, and celebrations.


Explain the importance of waterways to settlement.

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Explain the importance and abundance of resources in the US.

Illustrate different regions in Wisconsin and the US and their common features.

Evaluate different types of regions in the US and the world.

Explain why people live in certain places.

Compare and contrast shifts in residency locations and how resources can dictate jobs in the US.

Performance Standard A.5: Use atlases, databases, grid systems, charts, graphs, and maps to gather information about the local community, Wisconsin, the United States, and the world. By the end of 4K, the student will:

Be exposed to various maps. By the end of Kindergarten, the student will:

Be exposed to maps of Albany, Wisconsin, United States, and the globe.


Use an atlas for reference.

Use a variety of grids, charts, and graphs to gather information.


Use charts and graphs to gather information about neighborhoods, workers, businesses, sales, etc.

Use maps to gather information about neighborhoods, Wisconsin, the United States, and the world.


Use flow charts, line graphs, and bar graphs to gather information about neighborhoods, workers, businesses, sales, etc.

Use maps to gather information about neighborhoods, Wisconsin, the United States, and the world.


Design graphs, charts, and maps for different types of information.

Understand and differentiate between the types of maps in atlases.

Performance Standard A.6: Identify and distinguish between predictable environmental changes, such as weather patterns and seasons, and unpredictable changes, such as floods and droughts, and describe the social and economic effects of these changes. By the end of 4K, the student will:

Recognize that clothing and activities vary depending upon the season.

Name the four seasons and observe natural changes.

Describe weather daily. By the end of Kindergarten, the student will:

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Recognize that clothing and activities vary depending upon the season.

Name the four seasons and observe natural changes.

Distinguish appropriate clothing for each season.

Identify weather words and chart the daily weather.


Understand the four seasons and the environmental changes each brings.

Predict the weather changes that will occur as the seasons change.

Understand the effects weather has on our lives.

Use charts to track the weather.

Identify the four seasons by name. By the end of 2nd grade, the student will:

Participate in weather unit in Science.


Participate in weather unit in Science.

Identify natural resources and the effects humans have had on those resources.

Name and identify good recycling and anti-pollution procedures.


Recognize the effects of glaciers on Wisconsin’s landforms and climate.

Relate Wisconsin’s climate to the environment.

Recognize the role of natural resources in Wisconsin’s economy and related changes.

Recognize landforms and their influences on climate.

Explain of resources can dictate economy and jobs. Performance Standard A.7: Identify connections between the local community and other places in Wisconsin, the United States, and the world. By the end of 4K, the student will:


Introduce the location of Albany, Wisconsin, and the United States on various maps. By the end of 1st grade, the student will:

Recognize that neighborhoods, towns, and countries have similarities and differences.

Recognize the location of Albany, Wisconsin on the state map.

Understand that people and local communities rely on imports from other places for goods and services, as well as local goods and services.

Recognize that people in other countries have the same needs as people in the United States.


Recognize that neighborhoods, towns, and countries have similarities and differences.

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Compare neighborhoods and the way people work in groups in other countries with a neighborhood in the United States.

Compare modes of transportation in the United States with other countries.

Recognize that people in other countries have the same needs as people in the United States and work to earn money to fill these needs and provide goods and services.


Compare and contrast current and historical culture.

Compare and contrast local places to other places in the world.

Compare and contrast Albany to other rural communities. By the end of 4th grade, the student will:

Differentiate between early Native American settlers.

Explain why Europeans came to America and Wisconsin.

Understand the importance of missionaries to the eventual settlement of an area.

Express the difficulties of Native Americans trying to adjust to the European invasion.

Examine immigration to Wisconsin and ethnic settlement areas.

Recognize ethnic contributions to Wisconsin progress.

Differentiate between rural and urban areas.

Differentiate between imports and exports and the importance of each.

Recognize the diversity of the people of the United States. Performance Standard A.8: Identify major changes in the local community that have been caused by human beings, such as a construction project, a new highway, a building torn down, or a fire; discuss reasons for these changes; and explain their probable effects on the community and the environment. By the end of 4K, the student will:

Be introduced to ways that people’s lives and communities have changed through construction and fire safety units.

Identify forms of transportation.


Discuss how communities have changed over time.

Participate in fire safety unit.


Understand that man-made and natural changes have occurred in our community.

Recognize that neighborhoods and the people who live in them change over time.

Participate in fire safety unit. By the end of 2nd grade, the student will:

Recognize that neighborhoods and the people who live there change over time. Examples – people move in and out of neighborhoods, new buildings are built, old buildings are torn down, buildings are remodeled and/or painted, businesses move to new locations, signs and streetlights change.

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Discuss the reasons for these changes and explain their effects on the community and the environment.


Reenact life of early Americans and compare and contrast to present day life.

Analyze past and present times for selected cities and countries. By the end of 4th grade, the student will:

Explain changes from early Native Americans and settlers to the present in local area and Wisconsin.

Performance Standard A.9: Give examples to show how scientific and technological knowledge has led to environmental changes, such as pollution prevention measures, air-conditioning, and solar heating. By the end of 4K, the student will:

Begin to understand the responsibility of caring for the environment.


Be introduced to the concept of reduce, reuse, and recycle.

List ways that children can keep their environment clean.


Analyze the effects of different types of pollution and waste of our natural resources.

Predict the positive and negative effects of pollution and clean up efforts.

Learn about the current methods of recycling.

Give examples of pollution and pollution prevention measures. By the end of 2nd grade, the student will:

Give examples of pollution and pollution prevention measures (in science class).


Identify types of pollution and pollution prevention measures (in science class).

List ways to take responsibility for the environment.


Cite effects of clear cutting Wisconsin forests such as the Peshtigo fire.

Practice and relate how they use the three R’s.

Write letters to government officials in regard to the environment. STRAND B. ~ HISTORY: TIME, CONTINUITY, AND CHANGE

Content Standard: Students in the Albany School District will learn about the history of Wisconsin, the United States, and the world, examining change and continuity over time in order to develop historical perspective, explain historical relationships, and analyze issues that affect the present and the future.

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Rationale: Students need to understand their historical roots and how past events have shaped their world. In developing these insights, students must know what life was like in the past and how things change and develop over time. Reconstructing and interpreting historical events provides a needed perspective in addressing the past, the present, and the future. In Wisconsin schools, the content, concepts, and skills related to history may be taught in units and courses in United States and world history, global studies, geography, economics, anthropology, sociology, psychology, current events, and the humanities.

Performance Standard B.1: Identify and examine various sources of information that are used for constructing an understanding of the past, such as artifacts, documents, letters, diaries, maps, textbooks, photos, paintings, architecture, oral presentations, graphs, and charts.


N/A


Be introduced to various sources to understand the past such as artifacts, photos, books, and websites.


Use classroom textbooks, videos, trade books, DVD’s, Internet and discussions to understand people and events of the past.


Use various sources of information to construct an understanding of the past, including maps, textbooks, trade books, photos, graphs, charts, videos, and diaries.


Use various sources of information to construct an understanding of the past, including maps, globes, textbooks, trade books, photos, graphs, charts, and videos.


Use various sources of information to construct an understanding of the past, including maps, textbooks, trade books, photos, graphs, charts, videos, and oral presentations.

Performance Standard B.2: Use a timeline to select, organize, and sequence information describing eras in history.


N/A


N/A


Understand the order of events and put them in order using a timeline.

Recognize the use of a timeline.

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Understand the order of events of given examples on timelines.

Practice sequencing skills. By the end of 2nd grade, the student will:

Put events in order by numbering either sentences or pictures.

Recognize the use of a timeline.

Identify the order of events on a timeline.

Construct a time line of events.


Construct a time line of events.

Utilize a time line to understand past events.


Recall and diagram important dates relating to Wisconsin in chronological order from prehistoric times to the present.

Identify important eras in history.

Performance Standard B.3: Examine biographies, stories, narratives, and folk tales to understand the lives of ordinary and extraordinary people, place them in time and context, and explain their relationship to important historical events.


Be introduced and exposed to folk tales, stories, and other literature related to historical information and themes.


Be introduced and exposed to folk tales, stories, and other literature related to historical information and themes.


Identify and read about people who played an important role in American history. By the end of 2nd grade, the student will:

Identify and read about people who played an important role in American history.

Discuss important people in terms of the time that they lived and explain their relationship to important historical events.

Recognize the impact that a single person can have on history.





By the end of 4th grade, the student will


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Compare accomplishments and impact of important historical people.

Performance Standard B.4: Compare and contrast changes in contemporary life with life in the past by looking at social, economic, political, and cultural roles played by individuals and groups.


Compare modern life with life of the past. By the end of Kindergarten, the student will:

Compare modern life with life of the past.


Identify Native Americans as the first people to live in America.

Identify Pilgrims as the first groups of people who came to America to live.

Identify settlers as the first groups of people to move across America.

Identify types of shelters, needs, wants, and customs of people long ago.

Identify types of shelters, needs, wants, and customs of people of today. By the end of 2nd grade, the student will:

Identify Native Americans as the first people to live in America.

Identify the types of food Native Americans ate, the homes they lived in, and their customs.

Compare and contrast Native American, colonial, and pioneer communities of long ago with communities of today.


Compare and contrast Native American, colonial, and pioneer communities of long ago with communities of today.

Identify the types of food that early Americans ate, the homes they lived in, and their customs.


Understand the significance of the United States Constitution when written to today.

Express the impact of European invasion on Native Americans.

Examine immigration to Wisconsin and the ethnic contributions to Wisconsin progress.

Performance Standard B.5: Identify the historical background and meaning of important political values such as freedom, democracy, and justice.


Recite the Pledge of Allegiance.


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Recite the Pledge of Allegiance.


Understand the meaning of the vocabulary words freedom and democracy. By the end of 2nd grade, the student will:

Identify events leading up to the Declaration of Independence and the Revolutionary War.

Understand why the colonies wanted freedom from England and what that means to us today.


Identify historical background and meanings of values such as freedom.


Understand the sacrifices made by others to obtain and maintain freedom.

Performance Standard B.6: Explain the significance of national and state holidays, such as Independence Day and Martin Luther King, Jr. Day, and national and state symbols, such as the United States flag and the state flags.


Be exposed to national symbols and holiday traditions. By the end of Kindergarten, the student will:

Be exposed to national symbols and holiday traditions.


Understand the significance of holidays as they occur throughout the school year.

Recall holiday times and symbols.

Recognize major symbols of our country.

Identify the American flag and that the 50 stars represent the 50 states. By the end of 2nd grade, the student will:

Recognize the meaning of Memorial Day, Independence Day, Labor Day, Thanksgiving, and Martin Luther King, Jr. Day.

Identify the American flag as a symbol of the United States.

Recognize and understand the meaning of the Pledge of Allegiance.

Identify state symbols, such as the Wisconsin flag, state bird, animal, flower, etc.


Explain the significance of national holidays and symbols.


Know the date of statehood.

Recognize the relationship between historical figures and national and state holidays.

Recall national and state symbols.

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Understand the significance of symbolism in Wisconsin and United States flags.

Performance Standard B.7: Identify and describe important events and famous people in Wisconsin and United States history.


Listen to literature about historical figures and events.


Listen to literature about historical figures and events.

Identify the President of the United States.


Understand that history is the story of what has happened in the past.

Understand the contributions of early Americans to our country. By the end of 2nd grade, the student will:

Define history as the story of the past.

Identify famous people who influenced the history of our country.

Identify and describe important events in United States history:


Define history as the story of the past.

Identify famous people who influenced the history of our country.

Identify and describe important events in United States history:


Compose reports about important historical events and a famous person from Wisconsin.

Recall important historical events and persons in the United States.

Performance Standard B.8: Compare past and present technologies related to energy, transportation, and communications and describe the effects of technological change, either beneficial or harmful, on people and the environment.


Be exposed to changes from past to present.


Discuss how transportation, energy, and communication has changed from past to present.


Understand the evolution of transportation and how it has affected our environment.

Understand different methods people use to communicate with each other now and in the past.

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Define transportation as a way of moving people or objects from place to place.

Recognize and compare various forms of transportation used in the past with those of today.


Compare past and present technologies in the field of energy, transportation, and communications and describe the effects on people and the environment (discussed more in Science).


Compare and contrast past and present events and how changes affected life styles.

Performance Standard B.9: Describe examples of cooperation and interdependence among individuals, groups, and nations.


Share and cooperate with peers and teachers in the classroom.

Recognizes what makes families alike and different.


Be able to work cooperatively in groups.

Recognize that families and groups are interdependent.

Identify different types of families.


Recognize that families and groups are interdependent.

Interpret ways that people in a group can cooperate and help each other.

Recognize groups that they are a part of.

Discuss alternate ways of resolving a problem. By the end of 2nd grade, the student will:

Recognize that groups are made up of people who work, play, or learn together and share common interests.

Understand that people form groups for various reasons.

Recognize that a group working together can accomplish more than an individual can alone.

Appreciate the value of working together to solve problems.


Describe examples of cooperation and interdependence among early settlers and the Indians.


Explain the interdependence of the first Europeans to Wisconsin native peoples.

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Performance Standard B.10: Explain the history, culture, tribal sovereignty, and current status of the American Indian tribes and bands in Wisconsin.


N/A


Be exposed to Native American history and culture.


Recognize the changes that the Native Americans have gone through as a whole. By the end of 2nd grade, the student will:

Identify the changes that the Native Americans have gone through as a whole. By the end of 3rd grade, the student will:

Explore the culture of various Native American tribes dating back to when settlers first came to America (Pilgrim Simulation).


Differentiate between early Wisconsin native groups.

Recognize the Native American struggles and resulting wars in Wisconsin history.

STRAND C. ~ POLITICAL SCIENCE AND CITIZENSHIP: POWER, AUTHORITY, GOVERNANCE AND RESPONSIBILITY

Content Standard: Students in the Albany School District will learn about political science and acquire the knowledge of political systems necessary for developing individual civic responsibility by studying the history and contemporary uses of power, authority, and governance.

Rationale: Knowledge about the structures of power, authority, and governance and their evolving functions in contemporary society is essential if young citizens are to develop civic responsibility. Young people become more effective citizens and problem solvers when they know how local, state, and national governments and international organizations function and interact. In Wisconsin schools, the content, concepts, and skills related to political science may be taught in units and courses dealing with government, history, law, political science, global studies, civics, and current events.

Performance Standard C.1: Identify and explain the individual's responsibilities to family, peers, and the community, including the need for civility and respect for diversity.


Show respect for others.

Respect differences in classmates.

Follows classroom rules and routines.

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Accept responsibility for own behavior.


Show respect for others.

Relate how students are connected to their families, peers, and community including responsibilities.

Recognize differences between individuals and cultures.


Appreciate human diversity.

Understand the equal rights of all people.

Create and discuss roles and responsibilities within a family structure.

Critique respect and responsibility among peers (good choice vs. bad choice).

List ways to participate responsibly in one’s community.


Understand that people working in groups need to take turns, share, and help each other.

Recognize that rules tell you what one can do and what one cannot do and help us to get along with other people.

Identify laws as rules made for the members of a community.

Explain what could happen between family members, peers, and in the community if someone did not follow the rules or laws.


Realize own responsibilities to family, peers, and community in a respectful way.

Discuss what it means to be part of a community.


Respect diversity.

Value the importance of the right and responsibility of being a citizen of the United States.

Performance Standard C.2: Identify the documents, such as the Declaration of Independence, the Constitution, and the Bill of Rights, in which the rights of citizens in our country are guaranteed.



N/A


N/A

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Identify the Declaration of Independence as a letter to the King of England, written by colonial leaders, telling him that the colonies wanted to be free.


Distinguish between the Declaration of Independence, the Constitution, and the Bill of Rights.


Understand the need for the Declaration of Independence, the Constitution, and the Bill of Rights.

Performance Standard C.3: Explain how families, schools, and other groups develop, enforce, and change rules of behavior and explain how various behaviors promote or hinder cooperation.


Understand that rules are made to keep people safe and help us get along with others.

Be introduced to the concept of laws and that laws are made to keep people safe and help us get along with others.

Develop a list of classroom rules as a group.

Recognize that different behaviors and choices can all have positive and negative consequences and discuss outcomes.

Demonstrate through play cooperation and rule following behaviors. By the end of Kindergarten, the student will:


Be introduced to the concept of laws and that laws are made to keep people safe and help us get along with others.

Develop a list of classroom rules as a group.


Demonstrate through play cooperation and rule following behaviors. By the end of 1st grade, the student will:


Understand that laws are made to keep people safe and help us get along with others.

Compare and contrast rules at home and school.



Explain how rules are made to keep people safe and help us get along with other people.

Explain how police officers make sure all people in a community follow the laws.

Recognize that individuals must work within the laws of a community even while trying to change them and/or adopt new ones.

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Explain how laws first came to be in the United States (Pilgrim Simulation) and the importance of having those laws.


Understand that our rights as citizens include responsibilities to others, and how following laws pertains to our rights.

Performance Standard C.4: Explain the basic purpose of government in American society, recognizing the three levels of government.


N/A

Be exposed to literature about American presidents.


Be aware that there is a government and a president. By the end of 1st grade, the student will:


Explain why laws are made.

Identify who makes the laws for a community, a state, and the nation.

Understand that cities, states, and countries have leaders who help run the government.

Understand the responsibilities of the President and Congress.


Identify current local, state, and government leaders and be introduced to the roles of those leaders.


Interpret and differentiate the duties of each of the 3 branches of government at each level.

Performance Standard C.5: Explain how various forms of civic action such as running for political office, voting, signing an initiative, and speaking at hearings, can contribute to the well being of the community.


Participate in various classroom votes.


Participate in various classroom votes. By the end of 1st grade, the student will:

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Understand the meanings and process of elections.

Recognize that voting is a civic responsibility.

Understand that our country is special because of the democratic process. By the end of 2nd grade, the student will:

Identify voting as a method by which groups make choices such as electing leaders and making laws.


Identify voting as a method by which groups make choices such as electing leaders and making laws.

Practice voting procedures in class and discuss why this is important to our classroom community and generalize that to our government.


Evaluate citizen rights and the importance of becoming involved in the political process.

Performance Standard C.6: Locate, organize, and use relevant information to understand an issue in the classroom or school, while taking into account the viewpoints and interests of different groups and individuals.


Listen to peers speak without interrupting them and wait for their turn before speaking. By the end of Kindergarten, the student will:

Discuss viewpoints and issues that come up within the classroom and school.

Practice talking to others when conflicts arise. By the end of 1st grade, the student will:

Demonstrate the ability to identify problems that arise at school.

Compose a plan of action to the reactions they can take to those problems.

Select behaviors that will result in positive outcomes. By the end of 2nd grade, the student will:

Discuss problems between themselves and other students in the school, listening to the other side of the story and telling their own side, then reach an agreeable solution.


Discuss problems between themselves and other students in the school, listening to the other side of the story and telling their own side, then reach an agreeable solution.


Relate individual differences and understand the affects these differences could have in particular situations and places.

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STRAND D. ~ ECONOMICS: PRODUCTION, DISTRIBUTION, EXCHANGE, AND CONSUMPTION

Content Standard: Students in the Albany School District will learn about production, distribution, exchange, and consumption so that they can make informed economic decisions.

Rationale: Individuals, families, businesses, and governments must make complex economic choices as they decide what goods and services to provide and how to allocate limited resources for distribution and consumption. In a global economy marked by rapid technological change, students must learn how to be better producers, consumers, and economic citizens. In Wisconsin schools, the content, concepts, and skills related to economics may be taught in units and courses including economics, history, government, global studies, and current events.

Performance Standard D.1: Describe and explain of the role of money, banking, and savings in everyday life. By the end of 4K, the student will:

Examine and manipulative familiar U.S. coins.

Sort coins into groups.

Explore the use and meaning of currency and coins. By the end of Kindergarten, the student will:

Be introduced to ways in which people earn money.

List ways people use money for wants and needs.

Discuss saving/spending practices and visit the local bank. By the end of 1st grade, the student will:

Explain the role of money for buying and saving.

Explain that people work to earn money for needs and wants. By the end of 2nd grade, the student will:

Recognize that people work to earn money to pay for needs, wants, goods, and services.

Recognize that a tax is money people pay to a community for services.

Explain how banks are used to keep money in a safe place until it is needed and to save for future wants and needs.


Describe ways that people work to earn money to pay for needs, wants, goods, and services.

Identify that a tax is money people pay to a community for services.

Explain how banks are used to keep money in a safe place until it is needed and to save for future wants and needs.


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Identify how economies can operate with different types of currencies, i.e. money, barter, trade.

Performance Standard D.2: Identify situations requiring an allocation of limited economic resources and appraise the opportunity cost (for example, spending one's allowance on a movie will mean less money saved for a new video game).


Explore the use of money through play.

Be introduced how we use money in everyday life.


Be introduced to choices people have when dealing with money. By the end of 1st grade, the student will:

List ways to use money in their possession. By the end of 2nd grade, the student will:

Discuss how you decide what to do with money you earn or receive as a gift.


Identify ways money can be used.

Simulate saving and buying through saving Pats on the Back to “spend” at the POPS store.


Express outcomes based on decisions made for “spending” money or resources.

Performance Standard D.3: Identify local goods and services that are part of the global economy and explain their use in Wisconsin.


Be introduced to community workers (firefighters, postal workers, banker/cashiers, etc.)


Be introduced to good and services as part of the students’ world.

Be exposed to products made in Wisconsin. By the end of 1st grade, the student will:

Identify the differences between goods and services.

List workers in the category of goods or services careers.

Name service workers in a community.

Understand the difference between working for money and volunteering.

Identify goods as things made or grown and then sold. By the end of 2nd grade, the student will:

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Identify services as jobs workers do for others.

Name service workers in our community.

Understand that some service workers are employed by a community and paid with tax money.

Understand that some service workers are volunteers.

Identify goods as things made or grown and then sold.

Recognize that many workers are involved in providing goods that will be sold.

Name goods produced by local businesses and on area farms.


Identify consumers and producers in an economic market.

Performance Standard D.4: Give examples to explain how businesses and industry depend upon workers with specialized skills to make production more efficient.


Students will participate in discussions about parent’s occupations. By the end of Kindergarten, the student will:

Be introduced to how businesses and industry depend on workers. By the end of 1st grade, the student will:

Explain that there is an inter-dependence among businesses.

Understand that a variety of skilled jobs are done within a business to produce a product for consumers.


Recognize that factory workers must work together with other workers.

Understand that a variety of jobs are done win a factory to manufacture a finished product.

Recognize that each worker does his or her own job and can therefore become more skilled at it.


Examine good production, assembly line production, and trade. By the end of 4th grade, the student will:

Appraise the value skilled workers as a valuable resource to the economy of a certain area.

Performance Standard D.5: Distinguish between private goods and services (for example, the family car or a local restaurant) and public goods and services (for example, the interstate highway system or the United States Postal Service.


N/A

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Be able to differentiate between goods and services. By the end of 1st grade, the student will:

List goods and services used by individuals and families.

List goods and services that are used by the general public. By the end of 2nd grade, the student will:

List goods and services used by individuals and families.

List goods and services that are used by the general public.


Define the relationship between jobs and money, and goods and services. By the end of 4th grade, the student will:

Compare and contrast public and private goods and services.

Understand the necessity of public and private goods and services.

Performance Standard D.6: Identify the economic roles of various institutions, including households, businesses, and government.


Understands roles services of community workers.

Describe or demonstrate (using play props) different ways people work. By the end of Kindergarten, the student will:

Be introduced to a variety of occupations. By the end of 1st grade, the student will:

Give examples of work people do to sustain a home.

Give examples of work people do outside of the home for pay. By the end of 2nd grade, the student will:

Understand that individuals and businesses pay taxes to support the government.


Understand that individuals and businesses pay taxes to support the government. By the end of 4th grade, the student will:

Realize the dependency various types of institutions have on one and another.

Performance Standard D.7: Describe how personal economic decisions, such as deciding what to buy, what to recycle, or how much to contribute to people in need, can affect the lives of people in Wisconsin, the United States, and the world.


Be introduced to the concept of caring for the environment.

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Take on role of consumer through dramatic play By the end of Kindergarten, the student will:

Be introduced to choices people can make with their money to spend on necessities, wants, savings, and charity to help them and the people around them.

List ways to recycle. By the end of 1st grade, the student will:

Discuss ways people can use their money to spend on necessities, wants, savings, and charity to help them and the people around them.

List ways to recycle. By the end of 2nd grade, the student will:

Identify goods that he and his family buy that are produced in Wisconsin, other states, and other countries.

Identify ways to recycle.

Explain how recycling affects people in the community, the state, the country, and the world.


Identify where different goods are made/produced and the effects of buying from those places (foreign or domestic).

Name and identify good recycling and pollution prevention measures. By the end of 4th grade, the student will:

Evaluate the law of supply and demand.

Describe how personal decisions can affect others. STRAND E. ~ THE BEHAVIORAL SCIENCES: INDIVIDUALS, INSTITUTIONS, AND SOCIETY

Content Standard: Students in the Albany School District will learn about the behavioral sciences by exploring concepts from the discipline of sociology, the study of the interactions among individuals, groups, and institutions; the discipline of psychology, the study of factors that influence individual identity and learning; and the discipline of anthropology, the study of cultures in various times and settings.

Rationale: Learning about the behavioral sciences helps students to understand people in various times and places. By examining cultures, students are able to compare our ways of life and those of other groups of people in the past and present. As citizens, students need to know how institutions are maintained or changed and how they influence individuals, cultures, and societies. Knowledge of the factors that contribute to an individual's uniqueness is essential to understanding the influences on self and on others. In Wisconsin schools, the content, concepts, and skills related to the study of psychology, sociology, and anthropology may be taught in units and courses dealing with anthropology, sociology, psychology, government, history, geography, civics, global studies, current events, and the humanities.

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Performance Standard E. 1: Explain the influence of prior knowledge, motivation, capabilities, personal interests, and other factors on individual learning.


Express interests

Use self-direction in learning. By the end of Kindergarten, the student will:

Express interests

Use self-direction in learning.

Investigate personal interests by asking questions. By the end of 1st grade, the student will:

Understand that personal interest and attitudes affect their ability to learn and do work.

Recognize that learning is an on-going process. By the end of 2nd grade, the student will:

Use prior knowledge to help with new lessons.

Understand that personal interest motivate one to do better in classroom work.



Understand that personal interest, motivation, capabilities, and attitude affect what a person does with their life.



Realize the importance of personal input in different types of situations.

Performance Standard E.2: Explain the influence of factors such as family, neighborhood, personal interests, language, likes and dislikes, and accomplishments on individual identity and development.


Recognizes change over time related to his/her life and growth.

Identify feelings. By the end of Kindergarten, the student will:

Discuss ways they can help others feel good or bad about themselves and how others can make them feel about themselves.

Discuss feeling, emotions and factors that influence those.

Identify ways in which they grow. By the end of 1st grade, the student will:

Recognize similarities and differences between people.

Understand the concept of growth and change in humans.

Identify self as an important member of a family/group.

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Identify feelings one has when there is a family change.

Describe how family members show respect for one another. By the end of 2nd grade, the student will:

Understand that no two people are alike due to the differences between the way families interact, individual likes and dislikes, and many other factors.


Understand that the way a person is as an adult is largely due to the values, beliefs, and family influences the person was exposed to as a child.


Understand that the environment and choices of a child impact the environment and choices of the adult.

Performance Standard E.3: Describe how families are alike and different, comparing characteristics such as size, hobbies, celebrations, where families live, and how they make a living.


Recognize what makes families alike and different.

Identify family members (mother, father, brother, sister)

Identify by family relationship.

Name family members

By the end of Kindergarten, the student will

Describe family size and compare families within class.

Identify things that families do together including work, play and celebrations.

Describe ways which families are alike and different. By the end of 1st grade, the student will:

Recognize that globally, people live in family groupings.

Appreciate the value of the family system.

Recognize that there is a variety found in family structures.

Understand that families work and play together.

Describe their family.

Compare and contrast their family to another family.

Understand that all families have celebrations.

Understand that all families have changes that occur. By the end of 2nd grade, the student will:

Describe one’s family including the size, hobbies, celebrations, where one lives, and how the family’s living is earned.

Compare how one’s family is alike or different than another family.


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Compare and contrast families of today to those in early America.


Compare and contrast cultures’ effects on families of the past and present.

Realize the significance of immigration, and how these cultures coming together helped shape our nation.

Performance Standard E.4: Describe the ways in which ethnic cultures influence the daily lives of people.


Be exposed to other cultures from classroom literature that is read in the classroom.

Participate in discussions about holidays celebrated during the school year. By the end of Kindergarten, the student will:

Be exposed to other cultures from classroom literature that is read in the classroom.

Participate in discussions about holidays celebrated during the school year. By the end of 1st grade, the student will:

Understand that many holidays are based on a cultural belief or tradition of the past.

Recognize that their own family practices and customs are based on their ancestor’s celebrations, beliefs, and rituals.

Learn about other cultures from stories that are read and materials that are used. By the end of 2nd grade, the student will:

Recognize how some holiday celebrations had their origins in other cultures.

Learn about other cultures from stories that are read or heard and materials used.


Recognize how some holiday celebrations had their origins in other cultures.

Learn about other cultures from stories that are read or heard and materials used. By the end of 4th grade, the student will:

Realize the significance of immigration, how these cultures coming together helped shape our nation, and the effects on our daily lives.

Performance Standard E.5: Identify and describe institutions such as school, church, police, and family and describe their contributions to the well being of the community, state, nation, and global society.



Be introduced to how local groups such as schools, police, and churches contribute to the community.

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Understand different institutions in a neighborhood and their purposes.

Recognize ways that schools and businesses help our whole community.

Identify that even when buildings and places look different from what their area has, that all places on the earth have a community system.


Identify how the school, church, police, and family help the community.


Learn about and visit different businesses/organizations in the community and discuss how they contribute to the community.


Realize the significance of cultures coming together to help shape our nation.

Performance Standard E.6: Give examples of group and institutional influences such as laws, rules, and peer pressure on people, events, and culture.


Help contribute to classroom rules.

Contributes to classroom responsibility (puts things away).

Follow classroom rules and routines.

Begin to understand that their behavior or choices have consequence.

Begin to connect actions and consequences. By the end of Kindergarten, the student will:

Identify rules needed within the classroom, playground, and school.

Connect actions and consequences.

Understand that their behavior or choices have consequence. By the end of 1st grade, the student will:

Discuss and evaluate school rules.

Discuss and evaluate state and national laws that children must follow.

Recognize that they are in charge of their own decision-making process.

Assess the realism of peer pressure.

Role-play peer pressure circumstances and different choices and outcomes. By the end of 2nd grade, the student will:

Discuss why rules and laws are needed and how they affect individuals.

Discuss how peer pressure can influence one to make positive or negative decisions.


Identify ways in which peer pressure can be positive and/or negative.

Discuss why rules and laws are needed and how they affect individuals and society as a whole.

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Identify ways in which peer pressure can be positive and/or negative.

Discuss why rules and laws are needed and how they affect individuals and society as a whole.

Performance Standard E.7: Explain the reasons why individuals respond in different ways to a particular event and the ways in which interactions among individuals influence behavior.


Show empathy.

Express and manage feelings in appropriate ways in different situations. By the end of Kindergarten, the student will:

Show empathy.

Express and manage feelings in appropriate ways in different situations.

Be aware that people are all different (thoughts, looks, opinions). By the end of 1st grade, the student will:

Appreciate that all people have an individuality and personality.

Understand that people can feel different feelings over one event or situation. By the end of 2nd grade, the student will:

Solve problems that arise by discussing the different ways students respond to a situation.

Discuss how the actions of peers influence one’s behavior.


Problem-solve selected topics and discuss differences in and reasons for reactions/answers.


Understand that differences between individuals can affect their reactions/responses to different situations.

Performance Standard E.8: Describe and distinguish among the values and beliefs of different groups and institutions.



N/A By the end of 1st grade, the student will:


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Identify different values and beliefs of groups studied.


Identify and discuss different values and beliefs of groups studied.


Compare and contrast values and beliefs of different groups studied.

Performance Standard E.9: Explain how people learn about others who are different from them.


Listen to stories and folktales about people who are different from them.

Recognize and participate in teacher lead discussion about differences in classmates.

Show respect for others. By the end of Kindergarten, the student will:

Listen to stories and folktales about people who are different from them.

Recognize and participate in teacher lead discussion about differences in classmates.

Show respect for others. By the end of 1st grade, the student will:

Recognize that even within a community, people are different and have different backgrounds and beliefs.

Utilize textbooks, trade books, newspapers, magazines, videos, DVD’s, computers, and other resources as valuable tools for discovering other viewpoints.


Hear stories and folktales and see videos about people who are different from them.




Realize that even within a community, people are different and have different backgrounds and beliefs.


Performance Standard E.10: Give examples and explain how the media may influence opinions, choices, and decisions.



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Understand the media as being television, radio, newspapers and other sources.

Critique advertised items as needs or wants.

Recognize fact and opinion as presented information in the media. By the end of 2nd grade, the student will:

Discuss television programs and advertisements and how they influence opinions, choices, and decisions.


Distinguish between fact and opinion in print, television programs, and advertisements.

Explain how media can influence opinions, choices, and decisions.


Explain motivating factors of the media, and the influence it has on our daily lives.

Performance Standard E.11: Give examples and explain how language, stories, folk tales, music, and other artistic creations are expressions of culture and how they convey knowledge of other peoples and cultures.


Experience different cultures through literature, music, and other artist creations. By the end of Kindergarten, the student will:

Experience different cultures through literature, music, and art. By the end of 1st grade, the student will:

Appreciate art, songs, poems, stories and plays presented within the textbook and other sources to convey a knowledge of people and cultural expressions.


Learn about other people and cultures by reading stories and folktales, hearing their music, and seeing their artistic creations.


Learn about other people and cultures by reading stories and folktales, hearing their music, and seeing their artistic creations.


Explain how different forms of art can be used to convey knowledge or information to others.

Performance Standard E.12: Give examples of important contributions made by Wisconsin citizens, United States citizens, and world citizens.


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Understand that ordinary citizens can make a big impact on the community and word by activism and good deeds.

Identify important contributions of historical figures studied. By the end of 2nd grade, the student will:

Identify important contributions of historical figures (see list under standard B.3).

Learn about current events.


Learn about and discuss current events.

Identify important contributions of historical figures studied.


Interpret and discuss current events.

Research and appraise contributions of historical figures studied. Performance Standard E.13: Investigate and explain similarities and differences in ways that cultures meet human needs. By the end of 4K, the student will:

Identifies living versus non-living things.

Identify that living things need water, food, and air.


Recognize that all humans need the same things regardless of where they live. By the end of 1st grade, the student will:

Understand that all communities are set up to provide the needs and wants of the people who live there.

Understand that not all places in the world have adequate living conditions for its people.

Recognize that all humans need the same things regardless of where they live. By the end of 2nd grade, the student will:

Compare and contrast how the Native Americans and colonists met their needs.


Recognize and identify basic needs of all humans.

Understand that the basic needs may be met in different ways according to values, culture, and/or living conditions.

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Evaluate how basic needs may be met in different ways according to values, culture, and/or living conditions.

Performance Standard E.14: Describe how differences in cultures may lead to understanding or misunderstanding among people. By the end of 4K, the student will:

Use language to solve conflicts with peer(s). By the end of Kindergarten, the student will:

Identify way in which people are similar and different from each other.

Use language to communicate. By the end of 1st grade, the student will:

Recognize that people are more similar than different.

Recognize that misunderstandings can occur due to language barriers, miscommunication, or lack of respect among people.


Recognize that not knowing about the ways of a culture can lead to misunderstanding.

Recognize that learning about a culture can lead to understanding.


Recognize that not knowing about the ways of a culture can lead to misunderstanding.

Recognize that learning about a culture can lead to understanding.


Illustrate the similarities and differences among people.

Evaluate how misunderstandings can occur due to language barriers, lack of culture knowledge, and respect among people.

Performance Standard E.15: Describe instances of cooperation and interdependence among individuals, groups, and nations, such as helping others in famines and disasters. By the end of 4K, the student will:

Cooperates with others in group activities without conflict. By the end of Kindergarten, the student will:

Identify ways in which people work together and describe what to do if you have a conflict with someone else.


Learn from examples of the past and examples of current events how people can work together toward a common goal.

Identify ways to be a cooperative member of school.

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Work in cooperative groups to learn how one depends on others while completing a project.


Work in cooperative groups to learn how one depends on others while completing a project.

Learn how people worked together and survived disasters. By the end of 4th grade, the student will:

Work in groups to understand the importance of cooperation in completing a task

Describe how Native Wisconsinites and non-natives interacted during the road to statehood in Wisconsin.

Social Studies Standards ~ Grades...

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