Wisconsin Essential Elements for Social Studies
All students, including students with the most significant cognitive disabilities, deserve and have a right to a quality educational experience, including engagement in social studies. This right includes, to the maximum extent possible, the opportunity to be involved in and meet the same challenging expectations that have been established for all students.

The Wisconsin Essential Elements for Social Studies are aligned with college, career, and community ready expectations and include rigorous content and application for students with the most significant cognitive disabilities. These alternate achievement standards are clearly linked to Wisconsin Standards for Social Studies, promote access to the general education curriculum, reflect professional judgement of the highest expectation possible and provide current knowledge expected for each level of proficiency.

What is Social Studies Education?
Social studies is the integrated study of economics, geography, history, political science, and the behavioral sciences of psychology, sociology, and anthropology to promote civic competence. The standards outlined in this document provide an important foundation to prepare students to become engaged, informed participants committed to the ideas and values of our democratic republic, able to apply the skills of inquiry, collaboration, decision making, and problem solving (adapted from the National Council for the Social Studies definition).

The Vision for Wisconsin Social Studies was written in 2015 by the State Superintendent’s K-12 Social Studies Advisory Committee: Wisconsin students will become civically engaged problem-solvers who critically examine their roles in local, regional, state, national, and global communities.

Through the study and application of the individual disciplines of social studies (behavioral sciences, economics, geography, history, and political science), students become lifelong learners able to collaborate and thrive in our interdependent world.

Wisconsin’s Approach to Standards in Social Studies
The Wisconsin Standards for Social Studies (2018) were the basis for writing the Wisconsin Essential Elements for Social Studies. The Wisconsin Standards for Social Studies (2018) were written by a committee of educators, professors, and businesspeople from across the state. This team was tasked with outlining what content, practices, and ways of thinking are critical for Wisconsin students to be college, career, and community ready upon high school graduation. The general education social studies standards articulate end-of-grade level expectations.

WI Standards for EE in Social Studies : Wisconsin Standards for Essential Elements: Social Studies

Wisconsin EE Social Studies Standards

Content Area: Inquiry Practices and Process (Inq)

​Essential Element: SS.EE.Inq1: Wisconsin students will construct meaningful questions related to a social studies topic.

• Target Level: Wisconsin students will construct meaningful questions related to a social studies topic.
• Precursor Level: Wisconsin students will recognize the difference between open- and closed-ended questions and identify follow-up questions on a social studies topic.
• Initial Level: Wisconsin students will develop closed-ended questions on a social studies topic.

Essential Element: SS.EE.Inq2: Wisconsin students will gather and select reliable sources related to a social studies topic or issue.

• Target Level: Wisconsin students will gather and select reliable sources related to a social studies topic or issue.
• Precursor Level: Wisconsin students will identify what constitutes a reliable source in regard to a social studies topic or issue.
• Initial Level: Wisconsin students will identify sources related to a social studies topic or issue.

Essential Element: SS.EE.Inq3: Wisconsin students will develop claims to answer an inquiry question.

• Target Level: Wisconsin students will develop claims to answer an inquiry question.
• Precursor Level: Wisconsin students will use multiple pieces of evidence to support their claim (opinion).
• Initial Level: Wisconsin students will use one piece of evidence to support their claim (opinion).

Essential Element: SS.EE.Inq4: Wisconsin students will communicate and critique conclusions of a claim.

• Target Level: Wisconsin students will communicate and critique conclusions of a claim.
• Precursor Level: Wisconsin students will explore strengths and weaknesses of a claim.
• Initial Level: Wisconsin students will communicate conclusions of a claim.

Essential Element: SS.EE.Inq5: Wisconsin students will be civically engaged.

• Target Level: Wisconsin students will be civically engaged.
• Precursor Level: Wisconsin students will identify potential solutions to issues of importance.
• Initial Level: Wisconsin students will identify issues of importance.

Content Area: Behavioral Science (BH}

Essential Element: SS.EE.BH1: Wisconsin students will examine individual learning, perception, behavior, and identity (Psychology).

• Target Level: Wisconsin students will examine individual learning, perception, behavior, and identity (Psychology).
• Precursor Level: Wisconsin students will examine biological and environmental factors that influence a person's perception and identity.
• Initial Level: Wisconsin students will examine a person's learning, behavior, or identity.

Essential Element: SS.EE.BH2: Wisconsin students will investigate interactions between individuals and groups (Sociology).

• Target Level: Wisconsin students will investigate interactions between individuals and groups (Sociology).
• Precursor Level: Wisconsin students will identify examples of cultural expression.
• Initial Level: Wisconsin students will compare and contrast different groups of people.

Essential Element: SS.EE.BH3: Wisconsin students will examine how human behavior and cultures can influence people, events, and other cultures (Anthropology).

• Target Level: Wisconsin students will examine how human behavior and cultures can influence people, events, and other cultures (Anthropology).
• Precursor Level: Wisconsin students will examine how human behavior and cultures can influence people, events, or other cultures.
• ​Initial Level: Wisconsin students will explore how human behavior and cultures can influence people.

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

• Target Level: Wisconsin students will examine the progression of specific forms of technology and their influence within various societies or cultures.
• Precursor Level: Wisconsin students will examine the influence of a given form of technology within various societies or cultures.
• Initial Level: Wisconsin students will explore given technologies and identify their intended purposes in relation to how it assists them.

Content Area: Economics (Econ)

Essential Element: SS.EE.Econ1: Wisconsin students use economic reasoning to understand issues.

• Target Level: Wisconsin students use economic reasoning to understand issues.
• Precursor Level: Wisconsin students will identify how costs, benefits, and incentives affect decision-making.
• Initial Level: Wisconsin students will differentiate between a want and a need and provide an example of an opportunity cost. 

Essential Element: SS.EE.Econ2: Wisconsin students will understand how decisions are made and interactions occur among consumers (i.e., individuals and households) and producers (firms/businesses) (Microeconomics).

• Target Level: Wisconsin students will understand how decisions are made and interactions occur among consumers (i.e., individuals and households) and producers (firms/businesses) (Microeconomics).
• Precursor Level: Wisconsin students will differentiate between demand and supply and identify the factors of production.
• Initial Level: Wisconsin students will identify the relationship between a consumer and producer and identify products that consumers would receive from a given producer.

Essential Element: SS.EE.Econ3: Wisconsin students will identify how an economy functions as a whole (Macroeconomics).

• Target Level: Wisconsin students will identify how an economy functions as a whole (Macroeconomics).
• Precursor Level: Wisconsin students will identify how the economy can affect people.
• Initial Level: Wisconsin students will recognize that prices change over time and explore the value of saving money as it relates to changes in the economy as a whole.

Essential Element: SS.EE.Econ4: Wisconsin students will identify government decisions and their impact on individuals, businesses, markets, and resources (Role of Government).

• Target Level: Wisconsin students will identify government decisions and their impact on individuals, businesses, markets, and resources (Role of Government).
• Precursor Level: Wisconsin students will identify how economic policies and government decisions affect others.
• Initial Level: Wisconsin students will identify how economic policies affect their individual or families’ lives.

Content Area: Geography (Geog)

Essential Element: SS.EE.Geog1: Wisconsin students will use geographic tools and ways of thinking to explore the world.

• Target Level: Wisconsin students will use geographic tools and ways of thinking to explore the world.
• Precursor Level: Wisconsin students will use geographic tools and identify geographic ways of thinking to explore the world.
• Initial Level: Wisconsin students will explore the use of geographic tools to explore the world.

Essential Element: SS.EE.Geog2: Wisconsin students will identify reasons for human movement and explore population patterns.

• Target Level: Wisconsin students will identify reasons for human movement and explore population patterns.
• Precursor Level: Wisconsin students will explore reasons for human movement and population distribution.
• Initial Level: Wisconsin students will explore the movement of people.

Essential Element: SS.EE.Geog3: Wisconsin students will identify the effects of global distribution of resources and geographic networks.

• Target Level: Wisconsin students will identify the effects of global distribution of resources and geographic networks.
• Precursor Level: Wisconsin students will identify how they access resources and the social and economic inter-relationships between states, regions, or countries.
• Initial Level: Wisconsin students will identify a renewable resource and ways that people, things, and ideas move across spaces.

Essential Element: SS.EE.Geog4: Wisconsin students will examine the relationship between identity and place.

• Target Level: Wisconsin students will examine the relationship between identity and place.
• Precursor Level: Wisconsin students will identify how the human characteristics of a place affect the people who live there.
• Initial Level: Wisconsin students will identify how the physical characteristics of a place affect the people who live there.

Essential Element: SS.EE.Geog5: Wisconsin students will examine the relationships between humans and the environment.

• Target Level: Wisconsin students will examine the relationships between humans and the environment.
• Precursor Level: Wisconsin students will identify positive and negative effects of human actions on our natural resources and physical environment.
• Initial Level: Wisconsin students will explore positive or negative effects of human actions on our natural resources and physical environment.

Content Area: History (Hist)

Essential Element: SS.EE.Hist1: Wisconsin students will use historical evidence for determining cause and effect.

• Target Level: Wisconsin students will use historical evidence for determining cause and effect.
• Precursor Level: Wisconsin students will explain a cause and effect for a given event.
• Initial Level: Wisconsin students will identify a cause and effect for a given event.

Essential Element: SS.EE.Hist2: Wisconsin students will recognize patterns of continuity and change over time, and contextualization of historical events.

• Target Level: Wisconsin students will recognize patterns of continuity and change over time and contextualization of historical events.
• Precursor Level: Wisconsin students will identify patterns of continuity and change over time and identify the context of a given historical event.
• Initial Level: Wisconsin students will explore patterns of continuity and change over time and explore the context of a given historical event.

Essential Element: SS.EE.Hist3: Wisconsin students will connect historical events, people, and ideas to the present, identify different perspectives, and identify current implications.

• Target Level: Wisconsin students will connect historical events, people, and ideas to the present, identify different perspectives, and identify current implications.
• Precursor Level: Wisconsin students will identify different historical perspectives of a given event and identify an effect of a given historical event on the lives of other people living in the present.
• Initial Level: Wisconsin students will explore historical people or events and identify how the person or event had an impact on their own life. 

Essential Element: SS.EE.Hist4: Wisconsin students will examine a variety of primary and secondary sources to identify the historical context, intended audience, purpose, and/or author's point of view (Historical Methodology).

• Target Level: Wisconsin students will examine a variety of primary and secondary sources to identify the historical context, intended audience, purpose, and/or author's point of view (Historical Methodology).
• Precursor Level: Wisconsin students will differentiate between primary and secondary sources and identify the intended audience, purpose, and point of view (POV) of a given primary or secondary source.
• Initial Level: Wisconsin students will identify the intended audience and author’s point of view of a given primary source.

Content Area: Political Science (PS)

Essential Element: SS.EE.PS1: Wisconsin students will identify democratic principles and ideals.

• Target Level: Wisconsin students will identify democratic principles and ideals.
• Precursor Level: Wisconsin students will explain the importance of a rule or law.
• Initial Level: Wisconsin students will identify rules or laws.

Essential Element: SS.EE.PS2: Wisconsin students will identify differences between a right, a responsibility, and a privilege.

• Target Level: Wisconsin students will identify differences between a right, a responsibility, and a privilege.
• Precursor Level: Wisconsin students will investigate the rights, privileges, and responsibilities in a society.
• Initial Level: Wisconsin students will identify basic rights and responsibilities of being a good community member.

Essential Element: SS.EE.PS3: Wisconsin students will identify the roles and processes of political and civic institutions.

• Target Level: Wisconsin students will identify the roles and processes of political and civic institutions.
• Precursor Level: Wisconsin students will explore federalism, political parties, and identify civic institutions.
• Initial Level: Wisconsin students will explore the role people have in elections, the effect of media on elections, and the branches and powers of government.

Essential Element: SS.EE.PS4: Wisconsin students will develop and employ skills for civic literacy.

• Target Level: Wisconsin students will develop and employ skills for civic literacy.
• Precursor Level: Wisconsin students will identify a credible source and provide examples of diplomacy.
• Initial Level: Wisconsin students will identify relevant information from provided credible sources to a topic and identify examples of a current or historic compromise.

History Historical Eras and Themes Students in Wisconsin will learn about the history of Wisconsin, the United States, and the world.

When teaching Wisconsin, United States, or World History, the following are topics for exploration:
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1. Historically marginalized groups (i.e., groups defined by race, gender, ethnicity, language, ability, sexual orientation, family background, and/or family income*)
2. Human and civil rights, including suffrage, the Universal Declaration of Human Rights, and current and historic genocide, including the Holocaust or Shoah.
3. Movement of people, goods, and services, including immigration and trade (e.g. historical, such as by Scandinavians, Germans, and recent, such as by Hmong and Latinos)
4. The history of organized labor and the collective bargaining process [Wisc. Stat. sec. 115.28(55)]
5. The history, culture, and tribal sovereignty of the federally recognized American Indian tribes and bands located in this state [Wisc. Stat. sec.121.02(1)(L)4] (WI 1989 Act 31)
6. Stewardship, sustainability, and civic responsibility related to the environment and natural resources [Wis. Admin. Code sec. PI 8.01(2)(k)6.b]
7. Wisconsin and Federal Observance days, weeks, and months

*From Leading for Equity: Opportunities for State Education Chiefs, Council of State School Officers, 2017
Some eras may overlap; this is due to the nature of that specific named era.

Wisconsin Standards for Social Studies

K-12 students studying Wisconsin history will focus on:

• Before 1634 First People and Nations
• Before 1800 Early European Explorers and Arrivals
• 1787 - 1848 Territory to Statehood
• 1848 - 1877 Early Statehood, the Civil War, and Reconstruction
• 1877 - 1900 Industrialization, Agriculture, Urbanization, and Labor
• 1900 - 1918 The Wisconsin Idea, the Progressive Era, and World War I
• 1918 - 1939 Economic Growth, the Great Depression, and the New Deal
• 1922 - 1945 Fascism, Communism, and World War II
• 1945 - 1954 Post-War Wisconsin and the Early Cold War
• 1954 - 1975 Civil Rights, the Later Cold War, and the Vietnam War Era
• 1975 - Present The Modern Era

K-12 students studying United States history will focus on:

• Before 1607 First People and Nations
• 1607 - 1754 Meeting of Peoples and Cultures
• 1754 - 1800 American Revolution and Early National Period
• 1800 - 1861 Nationalism, and the Growth and Expansion of Slavery in an Expanding Country
• 1861 - 1877 Civil War and Reconstruction
• 1870 - 1930 Industrialization, Urbanization, Labor, and Immigration
• 1890 - 1945 The Progressive Era , Prosperity and Depression, and World Wars
• 1945 - 1980 Post-War Economic and Population Growth, Suburbanization, the Cold War, and Civil Rights
• 1980 - Present The Modern Era

*Eras and themes for U.S. History adapted from the College Board Advanced Placement United States History Eras


The study of World History includes civilizations from Africa, the Americas, Asia (East, South, Southeast, Southwest), Europe, and Oceania.

K-12 students studying World History will focus on: 

• To 600 BC Technological and Environmental Transformations
• 600 BC - 600 AD Organization and Reorganization of Human Societies
• 600 AD - 1450 Regional and Interregional Interactions
• 1450 -1750 Global Interactions
• 1750 - 1900 Industrialization and Global Integration
• 1900 - Present Accelerating Global Change and Realignments

*Eras and themes for World History adapted from the College Board Advanced Placement World History Eras

Wisconsin Standards for Social Studies

WI Act 30 (2021) - Requiring the Teaching of the Holocaust and Other Genocides in Social Studies 

Signed into law in April 2021, WI Act 30 (2021) requires that every district in Wisconsin incorporate the teaching of the Holocaust and other genocides into the social studies curriculum.  The requirement is that it is taught at least once in grades 5-8 and at least once in grades 9-12.  The law states the curriculum must be updated by July 1, 2022, to be go into effect for the 2022-23 school year.  
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As we continue the work to support this new law, we anticipate professional development opportunities to arise for our Wisconsin educators.  They will be posted here, on the social studies calendar, and to the social studies listserv.  
Kris McDaniel, DPI Social Studies consultant, will be holding open office hours in August with a general overview of the law, upcoming professional learning, and to answer any questions you might have. They will be held Th 8/12 from 2-3, T 8/17 from 10-11, M 8/23 from 1-2 (one of these will be recorded, it will all be the same info except for questions people might have)  Links to join will be posted soon. 

Questions concerning Act 30 can be directed to Kris McDaniel at [email protected] .

Alternate Assessment Social Studies Rating Scale - 8th Grade

To help serve as a guide for content to help teach students in 6-8 grade, take a look at the Social Studies Rating Scale administered to 8th graders to test their understanding of various topics. This is what 8th grade students are tested on for the DLM.

This is public information and found at the WI DPI website:  dpi.wi.gov/sites/default/files/imce/assessment/pdf/waa-rs-gr8.pdf

Unpacking Iowa’s Essential Elements for Social Studies for Students with Significant Cognitive

document:  iowacore.gov/sites/default/files/unpackingsocialstudiesessentialelements_january2021.pdf

Functional Independence Social Studies Extended Grade Level Content Expectations GRADE 8 (January 2014)

This document includes the social studies Grade Level Content Expectations (GLCEs) taken from the Michigan Department of Education’s document, entitled Social Studies Grade Level Content Expectations, Grades K-8 (V.12/07). It also shows how Michigan educators extended the GLCEs for the student population taking the MI-Access Functional Independence (FI) social studies assessments. 

www.michigan.gov/documents/mde/FINAL_Grade_8_Social_Studies_EGLCES_January_2014_446826_7.pdf  

https://www.michigan.gov/mde/0,4615,7-140-22709_28463-162769--,00.html