(Note: By the completion of second grade, Iowa students are expected to master the following standards.)

Subject: Behavioral Sciences

Behavioral sciences include, but are not limited to, the areas of sociology, anthropology and psychology. In addressing these disciplines the actions and reactions of humans are studied through observational and experimental methods.

Essential Concept and/or Skill:

Understand the changing nature of society.

• Understand that people and institutions change over time.
• Understand past, present and future.
• Understand that people in different times and places view the world differently.

Essential Concept and/or Skill:

Understand all people have individual traits.

• Understand that people are alike and different in many ways.
• Understand that individuals will respond to events differently.

Essential Concept and/or Skill:

Understand interactions between self and the peer group.

• Understand that people often choose to dress, talk, and act like their friends.
• Understand that people often choose to do certain things their own way.
• Understand that telling and listening is a way that people can learn from others.
• Understand that disagreements occur between friends.
• Understand that rules let people understand what to expect and so can reduce the number of disputes.

Essential Concept and/or Skill:

Understand the relationship of the individual to the components of society and culture.

• Understand that different groups may have different rules and patterns of acceptable behavior.
• Understand that people belong to some groups because they are born into them and some because they join them.
• Understand that groups influence one’s thoughts and actions.
• Understand that a community is a group to which a person may belong.
• Understand that people tend to live in families in which individuals have different roles.
• Understand the features of nuclear and extended families.

Subject: Economics

Economics addresses the production, distribution, and consumption of goods and services. The concept of scarcity is understood to mean that available resources are insufficient to satisfy the wants and needs of everyone. Economics is therefore founded upon the alternative use of available resources and the study of choices.

Essential Concept and/or Skill:

Understand the role of scarcity and economic trade-offs and how economic conditions impact people’s lives.

• Understand people are both consumers and producers.
• Understand that a cost is what you give up when you decide to do something, and a benefit is something that satisfies your wants.
• Understand that since people cannot have everything they want, they must make choices about using goods and services to satisfy wants.

Essential Concept and/or Skill:

Understand that the basic nature of economics is an exchange of resources.

• Understand the role of money in everyday life.
• Understand that a price is the amount of money people pay for a good or service.
• Understand that people sell resources to businesses to earn income.
• Understand that in an exchange people trade goods and services for other goods and services or for money.
• Understand that money is a good that can be used to buy all other goods and services.
• Understand that barter is trading goods and services for other goods and services without using money.
• Understand natural resources are from nature; capital resources are made by humans; human resources (labor) are the efforts of people who produce goods and services.

Essential Concept and/or Skill:

Understand how governments throughout the world influence economic behavior.

• Understand that some goods and services are provided by governments.
• Understand the purpose of taxes.
• Understand the concept of capitalism.

Essential Concept and/or Skill:

Understand people in all parts of the world trade with one another.

• Understand the basic concept of trading.
• Understand that different currencies are used throughout the world.

Essential Concept and/or Skill:

Understand that changes in technology impact individuals, the economy and society.

• Understand that the types of jobs and goods and services change over time.
• Understand the technological developments that influenced changes in communication and transportation.
• Understand that people are always inventing new ways to solve problems and accomplish work.
• Understand that manufacturing technology creates a design of a product and then produces the product in quantity.

Essential Concept and/or Skill:

Understand the universal economic concept of needs and wants.

• Understand the difference between needs and wants.
• Understand the concepts of consumers and producers.
• Understand that people make choices because they cannot have everything they want.

Subject: Geography

Geography is the study of the interaction between people and their environments. Geography therefore looks at the world through the concepts of location, place, human-environmental interaction, movement, and region.

Essential Concept and/or Skill:

Understand the use of geographic tools to locate and analyze information about people, places, and environments.

• Understand representations of the earth such as maps, globes and photographs.
• Understand representations of locales and regions on maps and globes.

Essential Concept and/or Skill:

Understand how geographic and human characteristics create culture and define regions.

• Understand human and physical characteristics of places. (Ex. rural, urban, forest, desert, etc.).
• Understand the concept of regions according to physical and human criteria.
• Understand the concept of culture.
• Understand the concepts of urban and suburban.
• Understand that different people living in the same region maintain different ways of life.

Essential Concept and/or Skill:

Understand how human factors and the distribution of resources affect the development of communities and the movement of populations.

• Understand why people choose to settle in different places.
• Understand the role that resources play in human's daily lives.
• Understand modes of transportation used to move products, people and ideas.

Essential Concept and/or Skill:

Understand how geographic processes and human actions modify the environment and how the environment affects humans.

• Understand ways in which people depend on the physical environment.
• Understand humans impact the environment in positive and negative ways.
• Understand the environment impacts humans in positive and negative ways.
• Understand areas of a community have changed over time.

Subject: History

History is the study and analysis of the past. Built upon a foundation of historical knowledge, history seeks to analyze the past in order to describe the relationship between historical facts, concepts, and generalizations. History draws upon cause and effect relationships within multiple social narratives to help explain complex human interactions. Understanding the past provides context for the present and implications for the future.

Essential Concept and/or Skill:

Understand people construct knowledge of the past from multiple and various types of sources.

• Understand past, present, and future time in relation to historical events.
• Understand that primary sources such as artifacts, photographs, and documents are used to learn about the past.
• Understand timelines.
• Understand that people in different times and places view the world differently.

Essential Concept and/or Skill:

Understand how and why people create and participate in governance.

• Understand the need for government and how our government came to be.
• Understand national symbols through which American values and principles are expressed.
• Understand factors that contribute to disputes or cooperation in groups and nations.

Essential Concept and/or Skill:

Understand culture and how cultural diffusion affects the development and maintenance of societies.

• Understand cultures influence society and government.
• Understand reasons groups of people moved into and within the United States long ago and today.
• Understand the different roles of majority and minority groups in society.

Essential Concept and/or Skill:

Understand individuals and groups within a society may promote change or the status quo.

• Understand the roles historic and ordinary Americans have played in changing society and government.
• Understand ways science and technology have changed the lives of people.
• Understand changes in values, beliefs, and attitudes have resulted in technological and scientific knowledge.
• Understand that changes in society may or may not be beneficial.

Essential Concept and/or Skill:

Understand economic needs and wants affect individual and group decisions.

• Understand the differences between needs and wants.
• Understand the need for public and private goods and services and the workers who provide them.
• Understand the development of technological innovations and their economic effects.
• Understand changes in transportation and communication and their effects.

Essential Concept and/or Skill:

Understand relationship between geography and historical events.

• Understand that science and technology can affect physical environments.
• Understand why people developed a region.
• Understand that the earth's physical features have changed over time.

Essential Concept and/or Skill:

Understand cause and effect relationships and other historical thinking skills in order to interpret events and issues.

• Understand that historical decisions can help inform current public issues.
• Understand historical research methods.
• Understand the difference between fact and fiction.

Subject: Political Science/Civic Literacy

Political science is the study of power and authority through the examination of political processes, governmental institutions, and human behavior in a civil society. In this context the study of civics is understood to include the form and function of government. Civic literacy encompasses civics but also addresses the individual’s social and political participation.

Essential Concept and/or Skill:

Understand the basic concepts of government and democracy and that the Constitution defines the rights and responsibilities of citizens.

• Understand what the US Constitution is and why it is important.
• Understand the purpose of rules.
• Understand the concept of fairness.
• Understand rights and responsibilities.

Essential Concept and/or Skill:

Understand how government affects citizens and how citizens affect government.

• Understand the purpose of government.
• Understand the characteristics of a good leader.
• Understand respect for other’s point of view.
• Understand the concepts of power and authority.

Essential Concept and/or Skill:

Understand the United States has a role in current world affairs.

• Understand the world is divided into nations.
• Understand how the nations of the world interact with one another.

Strand / Topic: Introduction to History and Social Science

Standard / Strand: History

• 2.1 Indicator / Standard:

  The student will explain how the contributions of ancient China and Egypt have influenced the present world in terms of architecture, inventions, the calendar, and written language.

  • 2.10a) Indicator: Respecting and protecting the rights and property of others;
  • 2.10b) Indicator: Taking part in the voting process when making classroom decisions;
  • 2.10c) Indicator: Describing actions that can improve the school and community;
  • 2.10d) Indicator: Demonstrating self-discipline and self-reliance;
  • 2.10e) Indicator: Practicing honesty and trustworthiness.

• 2.2 Indicator / Standard:

  The student will compare the lives and contributions of American Indians (First Americans), with emphasis on the Powhatan of the Eastern Woodlands, the Sioux of the Plains, and the Pueblo people of the Southwest.

• 2.3 Indicator / Standard:

  The student will identify and compare changes in community life over time in terms of buildings, jobs, transportation, and population.

• 2.4 Indicator / Standard:

  The student will develop map skills by

  • 2.4a) Indicator: Locating China and Egypt on world maps;
  • 2.4b) Indicator: Locating the regions of the Powhatan, Sioux, and Pueblo Indians on United States maps;
  • 2.4c) Indicator: Comparing the climate, land, and plant life of these regions;
  • 2.4d) Indicator: Describing how people in these regions adapt to their environment.

• 2.5 Indicator / Standard:

  The student will develop map skills by

  • 2.5a) Indicator: Locating the equator, the seven continents, and the four oceans on maps and globes;
  • 2.5b) Indicator: Locating selected rivers (James River, Mississippi River, Rio Grande), mountain ranges (Appalachian Mountains and Rocky Mountains), and lakes (Great Lakes) in the United States.

• 2.6 Indicator / Standard:

  The student will demonstrate map skills by constructing simple maps, using title, map legend, and compass rose.

• 2.7 Indicator / Standard:

  The student will describe the differences between natural resources (water, soil, wood, and coal), human resources (people at work), and capital resources (machines, tools, and buildings).

• 2.8 Indicator / Standard:

  The student will distinguish between the use of barter and money in the exchange for goods and services.

• 2.9 Indicator / Standard:

  The student will explain that scarcity (limited resources) requires people to make choices about producing and consuming goods and services.

• 2.11 Indicator / Standard:

  The student will identify George Washington, Abraham Lincoln, Susan B. Anthony, Helen Keller, Jackie Robinson, and Martin Luther King, Jr. as Americans whose contributions improved the lives of other Americans.

• 2.12 Indicator / Standard:

  The student will understand that the United States is a land of people who have diverse ethnic origins, customs, and traditions, who make contributions to their communities, and who are united as Americans by common principles.

• WY.1. Content Standard: Citizenship/Government/Democracy

  Students demonstrate how structures of power, authority, and governance have developed historically and continue to evolve.

  • 1.1. Benchmark:

    Students describe and apply rights and responsibilities of citizenship.

  • 1.2. Benchmark:

    Students explain how rules and laws affect families, schools, communities, and states.

• WY.2. Content Standard: Culture/Cultural Diversity

  Students demonstrate an understanding of different cultures and how these cultures have contributed and continue to contribute to the world in which they live.

  • 2.1. Benchmark:

    Students describe how human needs and concerns (i.e. freedom, justice, and responsibility) are addressed within cultures.

  • 2.2. Benchmark:

    Students explain how culture is reflected in literature and the arts.

• WY.3. Content Standard: Production, Distribution, and Consumption

  Students demonstrate an understanding of economic principles and concepts and describe the influence of economic factors on societies.

  • 3.1. Benchmark:

    Students describe the importance of major resources, industries, and economic development of the local community and Wyoming.

  • 3.2. Benchmark:

    Students describe different ways that people earn a living in the local community and in Wyoming.

• WY.4. Content Standard: Time, Continuity and Change

  Students demonstrate an understanding of the people, events, problems, ideas, and cultures that were significant in the history of our community, state, nation and world.

  • 4.1. Benchmark:

    Students identify significant local, state and national persons, holidays, and symbols.

  • 4.2. Benchmark:

    Students discuss and describe how current events influence individuals, communities, state, country, and/or world.

  • 4.3. Benchmark:

    Students describe the chronology of exploration, immigration and settlement of Wyoming.

• WY.5. Content Standard: People, Places, and Environments

  Students demonstrate an understanding of interrelationships among people, places, and environments.

  • 5.1. Benchmark:

    Students use physical maps, political maps, and globes to identify locations using scale, cardinal and intermediate directions, legends, keys, and symbols.

  • 5.2. Benchmark:

    Students identify their relative location in terms of home, school, neighborhood, community, county, state, country, and continent.

  • 5.3. Benchmark:

    Students locate major landmarks, landforms, and areas/regions in the community and in Wyoming.

  • 5.4. Benchmark:

    Students describe relationships among people and places, and the environmental context in which they take place.

• WI.A. Content Standard: Geography

  People, Places and Environments: Students in Wisconsin will learn about geography through the study of the relationships among people, places, and environments.

  • A.4.1. Performance Standard:

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

  • A.4.2. Performance Standard:

    Locate on a map or globe physical features such as continents, oceans, mountain ranges, and land forms, natural features such as resources, flora, and fauna; and human features such as cities, states, and national borders.

  • A.4.3. Performance Standard:

    Construct a map of the world from memory, showing the location of major land masses, bodies of water, and mountain ranges.

  • A.4.4. Performance Standard:

    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.

  • A.4.5. Performance Standard:

    Use atlases, databases, grid systems, charts, graphs, and maps to gather information about the local community, Wisconsin, the United States, and the world.

  • A.4.6. Performance Standard:

    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.

  • A.4.7. Performance Standard:

    Identify connections between the local community and other places in Wisconsin, the United States, and the world.

  • A.4.8. Performance Standard:

    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.

  • A.4.9. Performance Standard:

    Give examples to show how scientific and technological knowledge has led to environmental changes, such as pollution prevention measures, air-conditioning, and solar heating.

• WI.B. Content Standard: History

  Time, Continuity, and Change: Students in Wisconsin 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.

  • B.4.1. Performance Standard:

    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.

  • B.4.2. Performance Standard:

    Use a timeline to select, organize, and sequence information describing eras in history.

  • B.4.3. Performance Standard:

    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.

  • B.4.4. Performance Standard:

    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.

  • B.4.5. Performance Standard:

    Identify the historical background and meaning of important political values such as freedom, democracy, and justice.

  • B.4.6. Performance Standard:

    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.

  • B.4.7. Performance Standard:

    Identify and describe important events and famous people in Wisconsin and United States history.

  • B.4.8. Performance Standard:

    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.

  • B.4.9. Performance Standard:

    Describe examples of cooperation and interdependence among individuals, groups, and nations.

  • B.4.10. Performance Standard:

    Explain the history, culture, tribal sovereignty, and current status of the American Indian tribes and bands in Wisconsin.

• WI.C. Content Standard: Political Science and Citizenship

  Power, Authority, Governance, and Responsibility: Students in Wisconsin 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.

  • C.4.1. Performance Standard:

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

  • C.4.2. Performance Standard:

    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.

  • C.4.3. Performance Standard:

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

  • C.4.4. Performance Standard:

    Explain the basic purpose of government in American society, recognizing the three levels of government.

  • C.4.5. Performance Standard:

    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.

  • C.4.6. Performance Standard:

    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.

• WI.D. Content Standard: Economics

  Production, Distribution, Exchange, Consumption: Students in Wisconsin will learn about production, distribution, exchange, and consumption so that they can make informed economic decisions.

  • D.4.1. Performance Standard:

    Describe and explain of the role of money, banking, and savings in everyday life.

  • D.4.2. Performance Standard:

    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).

  • D.4.3. Performance Standard:

    Identify local goods and services that are part of the global economy and explain their use in Wisconsin.

  • D.4.4. Performance Standard:

    Give examples to explain how businesses and industry depend upon workers with specialized skills to make production more efficient.

  • D.4.5. Performance Standard:

    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).

  • D.4.6. Performance Standard:

    Identify the economic roles of various institutions, including households, businesses, and government.

  • D.4.7. Performance Standard:

    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.

• WI.E. Content Standard: The Behavioral Sciences

  Individuals, Institutions, and Society: Students in Wisconsin 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.

  • E.4.1. Performance Standard:

    Explain the influence of prior knowledge, motivation, capabilities, personal interests, and other factors on individual learning.

  • E.4.2. Performance Standard:

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

  • E.4.3. Performance Standard:

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

  • E.4.4. Performance Standard:

    Describe the ways in which ethnic cultures influence the daily lives of people.

  • E.4.5. Performance Standard:

    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.

  • E.4.6. Performance Standard:

    Give examples of group and institutional influences such as laws, rules, and peer pressure on people, events, and culture.

  • E.4.7. Performance Standard:

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

  • E.4.8. Performance Standard:

    Describe and distinguish among the values and beliefs of different groups and institutions.

  • E.4.9. Performance Standard:

    Explain how people learn about others who are different from themselves.

  • E.4.10. Performance Standard:

    Give examples and explain how the media may influence opinions, choices, and decisions.

  • E.4.11. Performance Standard:

    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.

  • E.4.12. Performance Standard:

    Give examples of important contributions made by Wisconsin citizens, United States citizens, and world citizens.

  • E.4.13. Performance Standard:

    Investigate and explain similarities and differences in ways that cultures meet human needs.

  • E.4.14. Performance Standard:

    Describe how differences in cultures may lead to understanding or misunderstanding among people.

  • E.4.15. Performance Standard:

    Describe instances of cooperation and interdependence among individuals, groups, and nations, such as helping others in famines and disasters.

• WA.1. Ealr / Domain: CIVICS

  The student understands and applies knowledge of government, law, politics, and the nation's fundamental documents to make decisions about local, national, and international issues and to demonstrate thoughtful, participatory citizenship.

  • 1.1. Component / Goal:

    Understands key ideals and principles of the United States, including those in the Declaration of Independence, the Constitution, and other fundamental documents.

    • 1.1.1. Benchmark / Gle: IDEALS & PRINCIPLES

      Understands the key ideal of public or common good within the context of the community.

    • 1.1.2. Benchmark / Gle: APPLICATION OF IDEALS & PRINCIPLES

      Applies the key ideal of the public or common good to uphold rights and responsibilities within the context of the community.

  • 1.2. Component / Goal:

    Understands the purposes, organization, and function of governments, laws, and political systems.

    • 1.2.1. Benchmark / Gle: STRUCTURE OF GOVERNMENT

      Understands the basic organization of government in the community.

    • 1.2.2. Benchmark / Gle: FUNCTION OF GOVERNMENT

      Understands the basic function of government and laws in the community.

  • 1.4. Component / Goal:

    Understands civic involvement.

    • 1.4.1. Benchmark / Gle: CIVIC INVOLVEMENT

      Understands that citizenship and civic involvement in the neighborhood and community are the rights and responsibilities of individuals.

• WA.2. Ealr / Domain: ECONOMICS

  The student applies understanding of economic concepts and systems to analyze decision-making and the interactions between individuals, households, businesses, governments, and societies.

  • 2.1. Component / Goal:

    Understands that people have to make choices between wants and needs and evaluate the outcomes of those choices.

    • 2.1.1. Benchmark / Gle: ECONOMIC CHOICES

      Understands that members of the community make choices among products and services that have costs and benefits.

  • 2.2. Component / Goal:

    Understands how economic systems function.

    • 2.2.1. Benchmark / Gle: ECONOMIC SYSTEMS

      Understands the basic elements of a community's economic system, including producers, distributors, and consumers of goods and services.

• WA.3. Ealr / Domain: GEOGRAPHY

  The student uses a spatial perspective to make reasoned decisions by applying the concepts of location, region, and movement and demonstrating knowledge of how geographic features and human cultures impact environments.

  • 3.1. Component / Goal:

    Understands the physical characteristics, cultural characteristics, and location of places, regions, and spatial patterns on the Earth's surface.

    • 3.1.1. Benchmark / Gle: MAPS AND GEOGRAPHIC TOOLS

      Understands and applies basic mapping elements such as symbols, compass rose, labels, and a key to read and construct maps that display information about neighborhoods or local communities.

    • 3.1.2. Benchmark / Gle: CHARACTERISTICS AND SPATIAL ORGANIZATION OF PLACES AND REGIONS

      Understands the physical characteristics of places in the community.

  • 3.2. Component / Goal:

    Understands human interaction with the environment.

    • 3.2.1. Benchmark / Gle: HUMAN-ENVIRONMENTAL INTERACTION

      Understands that people in communities affect the environment as they meet their needs and wants.

• WA.4. Ealr / Domain: HISTORY

  The student understands and applies knowledge of historical thinking, chronology, eras, turning points, major ideas, individuals, and themes in local, Washington State, tribal, United States, and world history in order to evaluate how history shapes the present and future.

  • 4.1. Component / Goal:

    Understands historical chronology.

    • 4.1.1. Benchmark / Gle: CHRONOLOGY

      Understands and creates timelines for events in a community to show how the present is connected to the past.

  • 4.2. Component / Goal:

    Understands and analyzes causal factors that have shaped major events in history.

    • 4.2.1. Benchmark / Gle: INDIVIDUALS AND MOVEMENTS

      Understands individuals who have shaped history in the local community.

• WA.5. Ealr / Domain: SOCIAL STUDIES SKILLS

  The student understands and applies reasoning skills to conduct research, deliberate, form, and evaluate positions through the processes of reading, writing, and communicating.

  • 5.1. Component / Goal:

    Uses critical reasoning skills to analyze and evaluate positions.

    • 5.1.1. Benchmark / Gle: UNDERSTANDS REASONING

      Understands multiple points of view on issues in the community.

  • 5.3. Component / Goal:

    Deliberates public issues.

    • 5.3.1. Benchmark / Gle: DELIBERATION

      Engages in discussions to learn about different points of view on issues.