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ILLINOIS SOCIAL SCIENCE STANDARDS
The Illinois Learning Standards (ILS) define what all students in all Illinois public schools should know and be able to do in the six core areas as a
result of their elementary and secondary schooling. The rulemaking became effective on January 27, 2016, and
provides that school districts must fully implement the new standards by the 2017-18 school year. The purpose of
these new, more rigorous standards is to better prepare students to be college and career ready.
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Introduction
At its heart, the social sciences explore the relationship between individuals and society, from friends and family to global networks. In a
school setting, the disciplines of civics, economics, geography, and history are central to our students’ preparation for college, career, and
civic life.
Through the social sciences, young people develop skills critical to success in college and careers, including creativity, critical thinking, working
in diverse groups to solve complex problems, global awareness, and financial literacy. Most importantly, they will emerge with the knowledge,
skills, attitudes, and behaviors necessary to be informed and effective citizens. The task force was constantly challenged with the need for Illinois
students to not just acquire and produce knowledge but also to live a life of action—to engage in the workings of our democracy.
The Illinois Social Science Standards are designed to ensure that students across Illinois focus on a common set of standards that promote the
development of the knowledge and skills necessary for success in college, career, and civic life in the 21st century. The vision supporting this
design is to produce Illinois graduates who are civically engaged, socially responsible, culturally aware, and financially literate. Teachers
can facilitate this process by giving students opportunities to work collaboratively as well as individually.
In Illinois, the curriculum is determined locally. School districts offer different social science courses for their students. The proposed standards
cultivate civic mindedness, historical thinking, economic decision making, geographic reasoning, and psychological and sociological intellect
across all disciplines and grade levels. Embedded within a variety of social science courses, the following standards do not necessarily require
stand-alone courses but do reflect state mandated content.
The Illinois Social Science Standards presented in this document fall into two complementary categories: inquiry skills and disciplinary
concepts. Although they are distinguished in the document, it is expected that they will be used simultaneously. Inquiry skills involve
questioning, investigating, reasoning, and responsible action while disciplinary concepts make use of social science ideas, principles, and
content to pursue answers to the questions generated by student inquiries.
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Illinois State Board of Education: Social Science Standards Revision Task Force
Peter
Adams
Christine Adrian
Cheryl Best
Amy Bloom
Stephanie
Bontemps
Seth
Brady
Steven
Bruehl
Dean
Cantu
Mary Ellen
Daneels
Donald
Davis
Dustin
Day
Brendan
Duffy
Katie
Elvidge
Susan
Flickinger
Terri
Hanrahan
Joan
Harding
Nancy
Harrison
Mary Beth
Henning
Christine
Hollenkamp
Katie
Janovetz
Scott
Larson
Janeen
Lee
Stephanie
Lerner
News Literacy Project
Jefferson Middle School
Wolf Elementary and Middle School
Illinois State University
High Mount School
Naperville Central High School
Chase Elementary School
Illinois Council for the Social Studies
Community High School
Chicago Teachers Union
Illinois Principals Association
Thomas Jefferson Middle School
Glenwood Middle School
Glenbrook South High School
Plano Community Unit School District 88
Farmington Central Elementary School
Econ Illinois
NIU Center for Economic Education
Sandoval Elementary School
Elmwood Junior High School
Troy Community Consolidated School District
Digital Youth Network
Chicago Public Schools
Hayley
Lotspeich
Jessica
Marshall
Sonia
Mathew
Mindy
Matthews
Gayle
Mindes
Marty
Moe
Michelle
Nevin
Carolyn
Pereira
Howard
Phillips
Eliza
Ramirez
Billson
Rasavongxay
Helen
Roberts
Shonda
Ronen
Darlene
Ruscitti
Pankaj
Sharma
Jeremie
Smith
Kevin
Suess
Frank
Valadez
Ben
Wellenreiter
Cara
Wiley
Robyn
Williams
Corie
Yow
Acknowledgements
Development of the draft 21st Century Illinois Social Science Standards was a collaborative effort between the Illinois State Board of Education
(ISBE), the Robert R. McCormick Foundation, and the Midwest Comprehensive Center (MWCC) at American Institutes for Research (AIR).
The Social Science Standards Revision Task Force was comprised primarily of classroom practitioners representative of the various social
studies disciplines, grade bands, and geographic regions of Illinois. A number of Illinois-based universities and social studies organizations were
also represented on the task force, including the Center for Economic Education at the University of Illinois-Chicago (UIC) and Northern Illinois
University (NIU), Center for Global Studies at the University of Illinois (U of I), Chicago Metro History Education Center, DePaul University,
Digital Youth Network, Econ Illinois, Illinois Council for the Social Studies, Illinois State Historical Society, Illinois State University (ISU), and the
News Literacy Project.
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Unique Features of the Illinois Social Science Learning Standards
Grade-Level Structure
The proposed standards reflect a dramatic shift from the C3 Framework and the work of other states. The task force felt strongly that grade-
span standards at the elementary level resulted in curricula and instructional confusion. It was therefore decided to structure the standards
accordingly: Grade-specific standards were written for kindergarten, first grade, second grade, third grade, fourth grade, and fifth grade. In
contrast, standards were written for the grade spans of Grades 6–8 and 9–12.
Elementary Themes
In the last 20 years, the curricular demands on elementary teachers have shifted to a focus on mathematics and English language arts. The task
force recognized that thematic lessons often drive many curricular decisions. Authentically trying to find a place for the social sciences
in a busy school day has resulted, at best, in “covering” content—at worst, in students not being taught social studies content at all. Neither of
these outcomes works toward the achievement of the levels of citizenship development necessary to sustain and build a healthy
democracy. Thus, the task force decided to develop standards on themes and aligned them to the disciplinary concepts.
The themes are:
Kindergarten: My Social World
First Grade: Living, Learning, and Working Together
Second Grade: Families, Neighborhoods, and Communities
Third Grade: Communities Near and Far
Fourth Grade: Our State, Our Nation
Fifth Grade: Our Nation, Our World
Middle School (Grade 6–8) Complexity Levels
The middle school standards are banded by levels of complexity rather than grade levels. Because most social science classrooms are
comprised of a wide array of ability levels and challenges, a complexity continuum was developed to meet the varying cognitive needs of
adolescents and to address the range of difficulty of the standards.
Many of the skills addressed in the standards build on one another. Depending on readiness levels and depth of understanding of the
disciplinary concepts, students may move through the complexity levels that are appropriate for their strengths. This process allows
teachers to differentiate content based on academic and developmental needs. Students continue to build and practice skills and disciplinary
concepts as they progress through the grade levels. Progression and utilization can be enhanced using the curricular content as the avenue
of implementation. Ideally, by the end of eighth grade, students should have practiced and experienced the less, moderate, and more
complex standards in preparation for high school.
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It is important to start with the less complex standards and move to the right toward more complex standards (see Table 2). By reading the
standards from left to right, you will see the progression of concepts and skills needed to meet the goal of each particular strand. As the
classroom teacher, you can determine which level within the continuum is the most appropriate for your students’ academic and cognitive
abilities. If students are demonstrating competency of a particular skill or concept, you can then challenge them with the next level in the
continuum.
The complexity continuum naturally supports the inquiry skills by encouraging teachers to employ approaches that use the appropriate
amount of guidance and scaffolding necessary for students to develop and sharpen these skills. Depending on students’ abilities and needs, these
approaches can range from thoroughly structured to entirely open-ended. With each inquiry opportunity, students will practice and demonstrate
the artistry found in each of the inquiry steps: developing questions, planning inquiries, evaluating sources, using evidence, communicating
conclusions, and taking informed action. As students become more proficient at the skills and concepts in the standards, they can progress
through the continuum and practice the more complex standards.
High School
The high school standards provide overarching themes of what students should know and be able to do at the conclusion of the required high
school social science courses. The standards are not meant to outline daily curriculum but to provide the destinations at which students should
arrive at the conclusion of the high school social science requirements. These standards don’t prescribe how to get the students to this
destination -- that is determined by an individual school’s curriculum.
High school standards were organized around the typical course structures: history, civics, geography, and economics with supplementary
course standards in psychology, sociology, and anthropology. The number of standards were reduced and cross-curricular integration of the
four core disciplines, when appropriate, was a focal point. These courses provide students with unique approaches to understand themselves
and others, both similar and different and provide opportunities to synthesize all of the skills they develop in the social sciences and high school.
Young people need strong tools for, and methods of, clear and disciplined thinking in order to successfully navigate the worlds of college, career,
and civic life. With a study in these subjects, students will be much more prepared for the challenges of their adult lives.
The Illinois High School Social Science Learning Standards are designed to build on the knowledge, skills, and dispositions that elementary and
middle schools have nurtured to prepare students for college, career, and civic life which involves questioning, investigating, reasoning, and
acting responsibly based on new information.
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Coding
Inquiry Skills = IS
Civics = CV
Economics = EC
Economics Financial Literacy = EC.FL
Geography = G
History = H
Anthropology = Anth
Psychology = Psy
Sociology = Soc
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Common Vocabulary
Due to the changes made in the revised Illinois Social Science Standards, it was determined that a common, overarching vocabulary was needed.
Terms that have many meanings were more narrowly defined for the benefit of these standards.
Common K–12 Definitions
Inquiry—An ongoing cycle of learning to use knowledge at increasingly complex levels as a way to integrate content. Through the
inquiry process, students (individually and or collaboratively) identify issues, pose questions, investigate answers, pose more
questions, weigh the evidence, come to conclusions, and take action on their learning.
Inquiry skills—Skills and dispositions that students need to meet the challenges of college, career, and civic life in the 21st century.
Inquiry skills are used by students while applying disciplinary concepts to construct essential and supporting questions and determine
helpful sources to conduct investigations and take informed action.
Essential questions—Open-ended questions that focus on a big idea. These questions are enduring and centered on unresolved
issues.
Supporting questions—These questions can be answered through descriptions, definitions, and processes on which there is general
agreement. These questions help formulate an answer to the essential question.
Disciplinary concepts—Ideas, principles, and content at the heart of understanding the social sciences.
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K-12 Inquiry Skills
Inquiry skills are methods and dispositions that students need to develop in order to be equipped to meet the challenges of college, career, and
civic life. Inquiry skills are used by students to construct essential and supporting questions; determine helpful sources to conduct inquiry; and
take informed action while applying disciplinary concepts. These skills should be applied while teaching and learning the disciplinary concepts
for a deeper understanding that allows students to take ownership of their learning.
The inquiry standards include the following areas:
Developing Questions and Planning Inquiries
Constructing Essential Questions
Constructing Supporting Questions
Determining Helpful Sources
Evaluating Sources and Using Evidence
Gathering and Evaluating Sources
Developing Claims and Using Evidence
Communicating Conclusions and Taking Informed Action
Communicating Conclusions
Critiquing Conclusions
Taking Informed Action
Inquiry and Application
Working individually and collaboratively, and using nonfiction and fiction, students will engage in inquiry, within the disciplines, about
important public issues, trends, and events within the social studies that are relevant to students’ lives.
The use of inquiry is an advantageous method allowing teachers to harness children’s natural curiosity about history and the world around them.
Students should be able to utilize the inquiry process to analyze foundational knowledge, develop questions (about the past, present, and future),
apply tools to research, weigh evidence, and develop conclusions. In an effort to inspire positive change for their classroom, school, and/or
community (both present and future), civically minded students will then process this information to formulate viewpoints that will impact
decisions made regarding real-world problems. These skills should be applied while teaching and learning the disciplinary concepts for a deeper
understanding that allows students to take ownership of their learning.
Inquiry skills emphasize the importance of inquiry and action (thinking and doing) in all of the social science courses. Inquiry skills are important for all
learners to apply to their grade-level standards. These skills have been grade-banded for students at kindergarten through second grade and
third through fifth grades.
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K-12 Inquiry Skills
Developing Questions and Planning Inquiries
Topics
Grades K-2
Grades 3-5
Grades 6-8
High School
Grades 9-12
Less Complex (LC)
Moderately Complex
(MdC)
More Complex (MC)
Creating
Essential
Questions
SS.IS.1.K-2. Create
questions to help guide
inquiry about a topic
with guidance from
adults and/or peers.
SS.IS.1.3-5. Develop
essential questions
and explain the
importance of the
questions to self and
others.
SS.IS.1.6-8. Create essential questions to help guide inquiry about a topic
SS.IS.1.9-12. Address essential
questions that reflect an
enduring issue in the field.
Creating
Supporting
Questions
Begins in Grades 3-5
SS.IS.2.3-5. Create
supporting questions
to help answer
essential questions in
an inquiry.
SS.IS.2.6-8. Ask essential and focusing questions that will lead to independent
research.
SS.IS.2.9-12. Explain how
supporting questions
contribute to an inquiry.
Determining
Helpful
Sources
SS.IS.2.K-2. Explore
facts from various
sources that can be
used to answer the
developed questions.
SS.IS.3.3-5.
Determine sources
representing
multiple points of
view that will assist
in answering
essential questions.
SS.IS.3.6-8. Determine sources representing multiple points of view that will
assist in organizing a research plan.
SS.IS.3.9-12. Develop new
supporting and essential
questions through
investigation, collaboration,
and using diverse sources.
Evaluating Sources and Using Evidence
Topics
Grades K-2
Grades 3-5
Less Complex (LC)
Moderately Complex
(MdC)
More Complex (MC)
High School
Grades 9-12
Gathering and
Evaluating
Sources
SS.IS.3.K-2. Gather
information from one or
two sources with
guidance and support
from adults and/or
peers.
SS.IS.4.3-5. Gather
relevant information and
distinguish among fact
and opinion to determine
credibility of multiple
sources.
SS.IS.4.6-8.LC.
Determine the value of
sources by evaluating
their relevance and
intended use.
SS.IS.4.6-8.MdC.
Determine credibility
of sources based upon
their origin, authority,
and context.
SS.IS.4.6-8.MC. Gather
relevant information
from credible sources
and determine whether
they support each
other.
SS.IS.4.9-12 Gather and evaluate
information from multiple
sources while considering the
origin, credibility, point of view,
authority, structure, context,
and corroborative value of the
sources.
Developing
Claims and
Using
Evidence
SS.IS.4.K-2. Evaluate a
source by
distinguishing between
fact and opinion.
SS.IS.5.3-5. Develop
claims using evidence
from multiple sources
to answer essential
questions.
SS.IS.5.6-8.LC.
Appropriately cite all
sources utilized.
SS.IS.5.6-8.MdC.
Identify evidence from
multiple sources to
support claims, noting
its limitations.
SS.IS.5.6-8.MC.
Develop claims and
counterclaims while
pointing out the
strengths and
limitations of both.
SS.IS.5.9-12 Identify evidence
that draws information from
multiple sources to revise or
strengthen claims.
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Communicating Conclusions and Taking Informed Action
Topics
Grades K-2
Grades 3-5
Less Complex (LC)
Moderately Complex
(MdC)
More Complex (MC)
High School
Grades 9-12
Communicating
Conclusions
SS.IS.5.K-2. Ask and
answer questions about
arguments and
explanations.
SS.IS.6.3-5. Construct
and critique arguments
and explanations using
reasoning, examples,
and details from
multiple sources.
SS.IS.6.6-8.LC.
Construct arguments
using claims and
evidence from multiple
sources, while
acknowledging their
strengths and
limitations.
SS.IS.6.6-8.MdC.
Construct
explanations using
reasoning, correct
sequence, examples,
and details, while
acknowledging their
strengths and
weaknesses.
SS.IS.6.6-8.MC.
Present arguments and
explanations that
would appeal to
audiences and venues
outside the classroom
using a variety of
media.
SS.IS.6.9-12. Construct and
evaluate explanations and
arguments using multiple
sources and relevant, verified
information.
Critiquing
Conclusions
Begins in Grades 3-5
SS.IS.7.3-5. Identify
a range of local
problems and some
ways in which
people are trying to
address these
problems.
SS.IS.7.6-8. Critique the structure and credibility of arguments and
explanations (self and others).
SS.IS.7.9-12. Articulate
explanations and
arguments to a targeted
audience in diverse
settings.
Taking Informed Action
SS.IS.6.K-2. Use
listening,
consensus-building,
and voting
procedures to decide
on and take action in
their classrooms.
SS.IS.8.3.3-5. Use
listening,
consensus-
building, and
voting procedures
to decide on and
take action in their
classroom and
school.
SS.IS.8.6-8.LC.
Analyze how a
problem can
manifest itself and
the challenges and
opportunities faced
by those trying to
address it.
SS.IS.8.6-8.MdC.
Assess individual and
collective capacities
to take action to
address problems
and identify
potential outcomes.
SS.IS.8.6-8.MC. Apply
a range of
deliberative and
democratic
procedures to make
decisions and take
action in schools and
community contexts.
SS.IS.8.9-12. Use
interdisciplinary lenses to
analyze the causes and
effects of and identify
solutions to local, regional,
or global concerns.
SS.IS.9.9-12. Use
deliberative processes
and apply democratic
strategies and procedures
to address local, regional
or global concerns and
take action in or out of
school.
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K-12 Disciplinary Concepts
Disciplinary concepts emphasize the way each discipline provides foundational knowledge and skills essential to inquiry and action. Specific
content at each grade level should be determined locally and reflect the state mandates. Inquiry skills should be applied while learning
disciplinary concepts to allow students to create deeper understanding of content.
The disciplinary concepts are divided into the four core disciplines of social science and include the following areas:
Civics
Civic and Political Institutions
Participation and Deliberation: Applying Civic Virtues and Democratic Principles
Processes, Rules, and Laws
Geography
Geographic Representations: Spatial Views of the World
Human-Environment Interaction: Place, Regions, and Culture
Human Population: Spatial Patterns and Movements
Global Interconnections: Changing Spatial Patterns
Economics and Financial Literacy
Economic Decision Making
Exchange and Markets
The National and Global Economy
History
Change, Continuity, and Context
Perspectives
Historical Sources and Evidence
Causation and Argumentation
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Grades K–5 Disciplinary Concepts
The Elementary Social Science Learning Standards build on the ever-expanding social awareness of students at each grade level through themes
that enable teachers to use an interdisciplinary approach and compare the student’s own social world with that of others past and present, near
and far. Students at the elementary level vary greatly in their cognitive abilities from one grade level to the next. Therefore, the disciplinary
concept standards are specific to each individual grade level. This allows students to cultivate their knowledge, problem-solving abilities, and
critical thinking skills to engage in the inquiry process at that specific level. Students will apply these skills to civics, history, economics, and
geography at each grade level.
The disciplinary concepts are divided among the major disciplines of social science: civics, history, economics, and geography. These standards
should be taught in conjunction with the inquiry skills. Because these standards are grade specific, teachers should focus on standards at their
grade level.
The theme
for that grade level should be used as a framework when addressing standards and making comparisons to others in the
past, present, and around the world. These standards are not content specific, allowing districts to determine the precise historical events and
periods of time that should be studied at certain grade levels. It also will be important for districts to ensure the state mandates are taught.
Grades 6-8 Disciplinary Concepts
The middle grades provide a bridge between the elementary and high school experiences. Reflecting the unique nature of adolescents and the
schools in which they learn, the structure of the middle grade social science standards is unique. Unlike the elementary and high school
standards, the middle grade standards do not assign particular content to each grade level. Rather, these standards focus on the developmental
need of middle grade students: to cultivate the critical thinking skills used by social scientists through the inquiry process. The disciplinary
concepts of civics, economics, geography, and history should be integrated within the content taught at each grade level.
Grades 9-12 Disciplinary Concepts
The high school standards provide overarching themes of what students should know and be able to do at the conclusion of the required high
school social science courses. The standards provide a baseline, not a ceiling, for what all students should know and be able to do at the
conclusion of a high school social science course. The standards are not a curriculum. The curriculum is determined locally in Illinois. School
districts offer different social science courses for their students. The standards presented here do not necessarily require stand-alone courses
and were written so that they can be embedded within a variety of courses. These standards cultivate civic mindedness, historical thinking,
economic decision making, and geographic reasoning across all disciplines and grade levels.
Young people need strong tools for, and methods of, clear and disciplined thinking in order to successfully navigate the worlds of college, career,
and civic life. By studying these subjects, working individually and together, students will be much more prepared for the challenges of their
adult lives.
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K-12 Disciplinary Concepts
Civics
Topics
Kindergarten: My Social
World
First Grade: Living,
Learning, and Working
Together
Second Grade: Families,
Neighborhoods, and
Community
Third Grade:
Communities Near and
Far
Fourth Grade: Our State,
Our Nation
Fifth Grade: Our Nation,
Our World
Civic and Political Institutions
SS.CV.1.K. Describe roles
and responsibilities of
people in authority.
SS.CV.1.1. Explain how all
people, not just official
leaders, play important
roles in a community.
SS.CV. 1.2. Explain what
governments are and
some of their functions.
SS.CV.1.3. Describe ways
in which interactions
among families,
workplaces, voluntary
organizations, and
government benefit
communities.
SS.CV.1.4. Distinguish the
responsibilities and
powers of government
officials at the local, state,
and national levels.
SS.CV.1.5. Distinguish the
responsibilities and
powers of government
officials at various levels
and branches of
government and in
different times and places.
SS.CV.2.3. Explain how
groups of people make
rules to create
responsibilities and
protect freedoms.
SS.CV.2.4. Explain how a
democracy relies on
people’s responsible
participation, and draw
implications for how
individuals should
participate.
SS.CV.2.5. Examine the
origins and purposes of
rules, laws, and key U.S.
constitutional provisions.
SS.CV.3.5. Compare the
origins, functions, and
structure of different
systems of government.
Participation and
Deliberation: Applying Civic
Virtues and Democratic
Principles
Begins in Grade 3
SS.CV.3.3. Compare
procedures for making
decisions in the
classroom, school, and
community.
SS.CV.3.4. Identify core
civic virtues (such as
honesty, mutual respect,
cooperation, and
attentiveness to multiple
perspectives) and
democratic principles
(such as equality,
freedom, liberty, respect
for individual rights) that
guide our state and
nation.
None in Grade 5
Processes,
Rules, and
Laws
SS.CV.2.K. Explain the
need for and purposes of
rules in various settings,
inside and outside of the
school.
SS.CV.2.1. Identify and
explain how rules function
in various settings, inside
and outside of the school.
SS.CV.2.2. Describe how
communities work to
accomplish common
tasks, establish
responsibilities, and fulfill
roles of authority.
SS.CV.4.3. Describe how
people have tried to
improve their
communities over time.
SS.CV.4.4. Explain how
rules and laws change
society and how people
change rules and laws in
Illinois.
SS.CV.4.5. Explain how
policies are developed to
address public problems.
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Topics
Civics
Grades 6-8
Grades 9-12
Less Complex (LC)
Moderately Complex (MdC)
More Complex (MC)
Civic and Political Institutions
SS.CV.1.6-8LC. Identify roles
played by citizens
(examples: voters, jurors,
taxpayers, military, protesters,
and office-holders).
SS.CV.1.6-8.MdC. Describe the
roles of political,
civil, and economic
organizations in shaping
people’s lives.
SS.CV.1.6-8.MC. Evaluate the
powers and
responsibilities of citizens,
political parties, interest groups,
and the media.
SS.CV.1.9-12. Distinguish the rights, roles, powers, and
responsibilities of individuals and institutions in the political
system.
SS.CV.2.9-12. Evaluate the opportunities and limitations of
participation in elections, voting, and the electoral process.
SS.CV.2.6-8LC. Describe the
origins, purposes, and
impact of constitutions,
laws, treaties, and
international agreements.
SS.CV.2.6-8.MdC. Explain the
origins, functions,
and structure of government with
reference to the U.S. Constitution,
Illinois Constitution, and other
systems of government
SS.CV.2.6-8.MC. Analyze the
powers and limits of
governments, public officials, and
bureaucracies at different levels in
the United States and other
countries.
SS.CV.3.9-12. Analyze the impact of constitutions, laws, and
agreements on the maintenance of order, justice, equality, and
liberty.
SS.CV.4.9-12. Explain how the U.S. Constitution established a
system of government that has powers, responsibilities, and
limits that have changed over time and are still contested while
promoting the common good and protecting rights.
Participation and Deliberation:
Applying Civic Virtues and
Democratic Principles
SS.CV.3.6-8.LC, MdC, MC. Compare the means by which individuals and groups change societies, promote
the common good, and protect rights.
SS.CV.5.9-12. Analyze the impact of personal interest and diverse
perspectives on the application of civic dispositions, democratic
principles, constitutional rights, and human rights.
SS.CV.4.6-8.LC: Explain the
connection between interests
and perspectives, civic virtues,
and democratic principles when
addressing issues in government
and society.
SS.CV.4.6-8.MdC. Analyze ideas
and principles
contained in the founding
documents of the United States
and other countries, and explain
how they influence the social and
political system.
SS.CV.4.6-8.MC. Critique
deliberative processes
used by a wide variety of
groups in various settings.
SS.CV.6.9-12: Describe how political parties, the
media, and public interest groups both influence and
reflect social and political interests.
SS.CV.5.6-8.LC; MdC; MC : Apply civic virtues and democratic principles in school and community settings.
SS.CV.7.9-12: Describe the concepts and principles that are
inherent to American Constitutional Democracy.
Processes, Rules, and
Laws
SS.CV.6.6-8.LC. Determine
whether specific rules
and laws (both actual and
proposed) resolve the problems
they were meant to address.
SS.CV.5.6-8.MdC. Analyze the
purposes,
implementation, and
consequences of public policies in
historic and contemporary
settings.
SS.CV.5.6-8.MC. Develop
procedures for making
decisions in historic and
contemporary settings (such as
the school, civil society, or local,
state, or national government).
SS.CV.8.9-12: Analyze how individuals use and challenge laws
to address a variety of public issues.
SS.CV.9.9-12: Evaluate public policies in terms of intended and
unintended outcomes and related consequences.
SS.CV.10.9-12: Explain the role of compromise and deliberation
in the legislative process.
15
June 2017
ISBE College & Career Readiness
Topics
Geography
Kindergarten: My Social
World
First Grade: Living,
Learning, and Working
Together
Second Grade: Families,
Neighborhoods, and
Community
Third Grade:
Communities Near and
Far
Fourth Grade: Our State,
Our Nation
Fifth Grade: Our Nation,
Our World
Geographic
Representations
Begins in Grade 1
SS.G.1.1. Construct and
interpret maps and other
representations to
navigate a familiar place.
SS.G.1.2. Construct and
interpret maps and other
graphic representations of
both familiar and
unfamiliar places.
SS.G.1.3. Locate major
landforms and bodies of
water on a map or other
representation.
SS.G.1.4. Construct and
interpret maps of Illinois
and the United States
using various media.
Not in Grade 5
Human
-
Environment
Interaction
SS.G.1.K. Explain how
weather, climate, and
other environmental
characteristics affect
people’s lives.
Not in Grade 1
SS.G.2.2. Identify some
cultural and
environmental
characteristics of your
community and compare
to other places.
SS.G.2.3. Compare how
people modify and adapt
to the environment and
culture in our community
to other places.
SS.G.2.4. Analyze how the
cultural and
environmental
characteristics of places in
Illinois change over time.
SS.G.1.5. Investigate how
the cultural and
environmental
characteristics of places
within the United States
change over time.
Human Population
SS.G.2.K. Identify and
explain how people and
goods move from place to
place.
Not in Grade 1
SS.G.3.2. Explain how
people in your community
use local and distant
environments to meet
their daily needs.
Not in Grade 3
SS.G.3.4. Describe some of
the current movements of
goods, people, jobs, or
information to, from, or
within Illinois, and explain
reasons for the
movements.
SS.G.2.5. Describe how
humans have utilized
natural resources in the
United States.
SS.G.3.5. Analyze the
effects of specific
catastrophic and
environmental events as
well as technological
developments that have
impacted our nation and
compare to other places.
Global
Interconnections
Begins in Grade 3
SS.G.3.3. Show how
consumption of products
connects people to distant
places.
Not in Grade 4
SS.G.4.5. Compare the
environmental
characteristics of the
United States to other
world regions.
16
June 2017
ISBE College & Career Readiness
Topics
Geography
Grades 6-8
Grades 9-12
Less Complex (LC)
Moderately Complex (MdC)
More Complex (MC)
Geographic
Representations
SS.G.1.6-8.LC. Use geographic
representations
(maps, photographs, satellite
images, etc.) to explain
relationships between the
locations (places and regions)
and changes in their
environment.
SS.G.1.6-8.MdC. Use mapping and
graphing to
represent and analyze spatial
patterns of different
environmental and cultural
characteristics.
SS.G.1.6-8.MC. Construct different
representations to explain the
spatial patterns of cultural and
environmental characteristics.
SS.G.1.9-12. Use maps (created using geospatial and related
technologies, if possible), satellite images, and photographs to
display and explain the spatial patterns
of physical, cultural, political, economic, and environmental
characteristics.
SS.G.2.9-12. Use self-collected or pre-existing data sets to
generate spatial patterns at multiple scales that can be used to
conduct analyses or to take civic action.
Human/Environment
Interaction
SS.G.2.6-8.LC. Explain how
humans and their
environment affect one another.
SS.G.2.6-8.MdC. Compare and
contrast the
cultural and environmental
characteristics of different places
or regions.
SS.G.2.6-8.MC. Evaluate how
cultural and
economic decisions influence
environments and the daily lives
of people in both nearby and
distant places.
SS.G.3.9-12. Analyze and explain how humans impact and
interact with the environment and vice versa.
SS.G.4.9-12. Evaluate how political and economic decisions have
influenced cultural and environmental characteristics of various
places and regions.
SS.G.5.9-12. Analyze how human societies plan for and respond
to the consequences of human-made and naturally occurring
catastrophes and how these events
impact trade, politics, and migration.
Human Population
SS.G.3.6-8.LC. Explain how
environmental
characteristics impact human
migration and settlement.
SS.G.3.6-8.MdC. Explain how
changes in
transportation and
communication influence the
spatial connections among human
settlements and affect the spread
of ideas and culture.
SS.G.3.6-8.MC. Evaluate the
influences of long-
term human-induced
environmental change on spatial
patterns of conflict and
cooperation.
SS.G.6.9-12. Analyze how historical events and the diffusion of
ideas, technologies, and cultural practices have influenced
migration patterns and the distribution of
human population.
SS.G.7.9-12. Evaluate how economic activities and political
decisions impact spatial patterns within and among urban,
suburban, and rural regions.
SS.G.8.9-12. Evaluate how short- and long-term climate
variability impacts human migration and settlement patterns,
resource use, and land uses.
Global Interconnections
SS.G.4.6-8.LC. Identify how
cultural and
environmental characteristics
vary among regions of the world.
SS.G.4.6-8.MdC. Explain how
global changes in
population distribution patterns
affect changes in land use.
SS.G.4.6-8.MC. Analyze how the
environmental
characteristics of places and
production of goods influence
patterns of world trade.
SS.G.9.9-12. Describe and explain the characteristics that
constitute a particular culture.
SS.G.10.9-12. Explain how and why culture shapes worldview.
SS.G.11.9-12. Explain how globalization impacts the cultural,
political, economic, and environmental characteristics of a place
or region.
SS.G.12.9-12. Evaluate how competition for scarce natural
resources contributes to conflict and cooperation within and
among countries.
17
June 2017
ISBE College & Career Readiness
Topics
Economics and Financial Literacy
Kindergarten: My Social
World
First Grade: Living,
Learning, and Working
Together
Second Grade: Families,
Neighborhoods, and
Community
Third Grade:
Communities Near and
Far
Fourth Grade: Our State,
Our Nation
Fifth Grade: Our Nation,
Our World
Economic Decision Making
SS.EC.1.K. Explain that
choices are made because
of scarcity (i.e. because we
cannot have everything
that we want).
SS.EC.1.1. Explain and
give examples of when
choices are made that
something else is given
up.
SS.EC.1.2. Demonstrate
how our choices can affect
ourselves and others in
positive and negative
ways.
SS.EC.1.3. Compare the
goods and services that
people in the local
community produce and
those that are produced in
other communities.
SS.EC.1.4. Explain how
profits reward and
influence sellers.
Not in Grade 5
SS.EC.2.1. Describe the
skills and knowledge
required to produce
certain goods and
services.
SS.EC.2.2. Explain the role
of money in making
exchange easier.
Exchange
and Markets
Begins in Grade 2
SS.EC.3.2. Compare the
goods and services that
people in the local
community produce and
those that are produced in
other communities.
SS.EC. 2.3. Generate
examples of the goods and
services that governments
provide.
SS.EC. 2.4. Describe how
goods and services are
produced using human,
natural, and capital
resources (e.g. tools and
machines).
SS.EC.1.5. Analyze why
and how individuals,
businesses, and nations
around the world
specialize and trade.
National and Global Economy
Begins in Grade 5
SS.EC.2.5. Discover how
positive incentives (e.g.
sale prices and earning
money) and negative
incentives influence
behavior in our nation’s
economy and around the
world.
SS.EC.3.5. Determine the
ways in which the
government pays for the
goods and services it
provides.
Financial Literacy
Begins in Grade 1
SS.EC.FL.3.1. Explain how
people earn pay or income
in exchange for work.
SS.EC.FL. 4.2. Explain that
money can be saved or
spent on goods and
services.
SS.EC.FL.3.3. Describe the
role of banks and other
financial institutions in an
economy.
SS.EC.FL.3.4. Analyze how
spending choices are
influenced by price as well
as many other factors (e.g.
advertising, peer
pressure, options).
SS.FL.4.5. Explain that
interest is the price the
borrower pays for using
someone else’s money.
SS.EC.FL. 4.3. Explain that
when people borrow, they
receive something of
value now and agree to
repay the lender over
time.
SS.EC.FL. 4.4. Explain that
income can be saved,
spent on good and
services, or used to pay
taxes.
18
June 2017
ISBE College & Career Readiness
Topics
Economics and Financial Literacy
Grades 6-8
Grades 9-12
Less Complex (LC)
Moderately Complex (MdC)
More Complex (MC)
Economic
Decision
Making
SS.EC.1.6-8.LC. Explain how
economic decisions affect the
well-being of individuals,
businesses and society.
SS.EC.1.6-8.MdC. Explain how
external benefits and costs
influence choices.
SS.EC.1.6-8.MC. Evaluate
alternative approaches or
solutions to current economic
issues in terms of benefits and
costs for different groups and
society as a whole.
SS.EC.1.9-12. Analyze how scarcity and incentives influence
choices to consume or produce for different individuals and
groups.
SS.EC.2.9-12. Use marginal benefits and marginal costs to
propose a solution to a significant issue for an individual or
community.
Exchange and
Markets
SS.EC.2.6-8.LC. Analyze the role
of innovation and
entrepreneurship in a market
economy.
SS.EC.2.6-8.MdC. Describe
the roles of institutions, such
as corporations, non-profits,
and labor unions in a market
economy.
SS.EC.2.6-8.MC. Explain how
changes in supply and demand
cause changes in prices and
quantities of goods and services,
labor, credit, and foreign
currencies.
SS.EC.3.9-12. Evaluate how much competition exists within and
among sellers and buyers in specific markets.
SS.EC.4.9-12. Evaluate the effectiveness of government policies
to improve market outcomes, address inequality, or reduce
inefficiencies.
SS.EC.5.9-12. Analyze the ways in which competition and
government regulation influence what is produced and
distributed in a market system.
National and Global Economy
SS.EC.3.6-8.LC. Explain why
standards of living increase as
productivity improves.
SS.EC.3.6-8.MdC. Explain
barriers to trade and how
those barriers influence trade
among nations.
SS.EC.3.6-8.MC. Evaluate
employment, unemployment,
inflation, total production, income
and economic growth data and
how they affect different groups.
SS.EC.6.9-12. Use data and economic indicators to analyze past
and current states of the economy and predict future trends.
SS.EC.7.9-12. Describe how government policies are influenced
by and impact a variety of stakeholders.
SS.EC.8.9-12. Analyze how advances in technology and
investment in capital goods and human capital affect economic
growth and standards of living.
SS.EC.9.9-12. Analyze the role of comparative advantage in local,
national, and global trade of goods and services.
SS.EC.10.9-12. Explain how globalization trends and policies
affect social, political, and economic conditions in different
nations.
Financial Literacy
SS.EC.FL.1.6-8.LC. Analyze the
relationship between skills,
education, jobs, and income.
SS.EC.FL.1.6-8.MdC. Identify how
people choose to buy goods and
services while still maintaining a
budget based on income, taxes,
savings, and fixed and variable
interest rates.
SS.EC.FL.1.6-8.MC. Describe the
connection between credit, credit
options, and interest and credit
history.
SS.EC.FL.1.9-12. Analyze the costs and benefits of various
strategies to increase income.
SS.EC.FL.2.9-12. Explain how to make informed financial
decisions by collecting information, planning, and budgeting.
SS.EC.FL.3.9-12. Explain how time, interest rates, and inflation
influence saving patterns over a lifetime.
SS.EC.FL.2.6-8.LC. Explain the
roles and relationships between
savers, borrowers, interest, time,
and the purposes for saving.
SS.EC.FL.2.6-8.MdC. Explain the
correlation between investors,
investment options (and
associated risks), and
income/wealth.
SS.EC.FL.2.6-8.MC. Analyze the
relationship between financial
risks and protection, insurance
and costs.
SS.EC.FL.4.9-12. Analyze costs and benefits of different credit
and payment options for goods and services, the role of lenders,
and interest.
SS.EC.FL.5.9-12. Evaluate risks and rates of return of diversified
investments.
SS.EC.FL.6.9-12. Analyze the costs and benefits of insurance,
including the influences of an individual’s characteristics and
behavior.
19
June 2017
ISBE College & Career Readiness
Topics
History
Kindergarten: My Social
World
First Grade: Living,
Learning, and Working
Together
Second Grade: Families,
Neighborhoods, and
Community
Third Grade:
Communities Near and
Far
Fourth Grade: Our State,
Our Nation
Fifth Grade: Our Nation,
Our World
Change, Continuity, and
Context
SS.H.1.K. Compare life in
the past with life today.
SS.H.1.1. Create a
chronological sequence of
multiple events.
SS.H.1.2. Summarize
changes that have
occurred in the local
community over time.
SS.H.1.3. Create and use a
chronological sequence of
events.
Not in Grade 4
SS.H.1.5. Create and use a
chronological sequence of
related events to compare
developments that
happened at the same
time.
SS.H.2.1. Describe
individuals and groups
who have shaped a
significant historical
change.
Perspectives
SS.H.2.K. Explain the
significance of our
national holidays and the
heroism and
achievements of the
people associated with
them.
SS.H.3.1. Compare
perspectives of people in
the past to those of people
in the present.
SS.H.2.2. Compare
individuals and groups
who have shaped a
significant historical
change.
SS.H.2.3. Describe how
significant people, events,
and developments have
shaped their own
community and region.
SS.H.1.4. Explain
connections among
historical contexts and
why individuals and
groups differed in their
perspectives during the
same historical period.
Not in Grade 5
Historical Sources
and Evidence
Begins in Grade 2
SS.H.3.2. Explain how
different kinds of
historical sources (such as
written documents,
objects, artistic works,
and oral accounts) can be
used to study the past.
SS.H.3.3. Identify artifacts
and documents as either
primary or secondary
sources of historical data
from which historical
accounts are constructed.
SS.H.2.4. Using artifacts
and primary sources,
investigate how
individuals contributed to
and the founding and
development of Illinois.
SS.H.2.5. Use information
about a historical source-
including the maker, date,
place of origin, intended
audience, and purpose-to
judge the extent to which
the source is useful for
studying a particular
topic.
Causation and
Argumentation
Begins in Grade 4
SS.H.3.4. Explain probable
causes and effects of
events and developments
in Illinois history.
SS.H.3.5. Explain probable
causes and effects of
events and developments
in U.S. history.
20
June 2017
ISBE College & Career Readiness
Topics
History
Grades 6-8
Grades 9-12
Less Complex (LC)
Moderately Complex (MdC)
More Complex (MC)
Change,
Continuity, and
Context
SS.H.1.6-8.LC. Classify series of
historical events and
developments as examples of
change and/or continuity.
SS.H.1.6-8.MdC. Analyze
connections among events and
developments in broader
historical contexts.
SS.H.1.6-8.MC. Use questions
generated about individuals and
groups to analyze why they, and
the developments they shaped,
are seen as historically significant.
SS.H.1.9-12. Evaluate how historical developments were shaped
by time and place as well as broader historical contexts.
SS.H.2.9-12. Analyze change and continuity within and across
historical eras.
SS.H.3.9-12. Evaluate the methods utilized by people and
institutions to promote change.
Perspectives
SS.H.2.6-8.LC. Explain how and
why perspectives of people have
changed over time.
SS.H.2.6-8.MdC. Analyze multiple
factors that influenced the
perspectives of people during
different historical eras.
SS.H.2.6-8.MC. Analyze how
people’s perspectives influenced
what information is available in
the historical sources they created.
SS.H.4.9-12. Analyze how people and institutions have reacted
to environmental, scientific, and technological challenges.
SS.H.5.9-12. Analyze the factors and historical context that
influenced the perspectives of people during different historical
eras.
SS.H.6.9-12. Analyze the concept and pursuit of the “American
Dream.”
SS.H.7.9-12. Identify the role of individuals, groups, and
institutions in people’s struggle for safety, freedom, equality, and
justice.
SS.H.8.9-12. Analyze key historical events and contributions of
individuals through a variety of perspectives, including those of
historically underrepresented groups.
Historical
Sources and
Evidence
SS.H.3.6-8.LC. Classify the kinds
of historical sources used in a
secondary interpretation.
SS.H.3.6-8.MdC. Detect possible
limitations in the historical record
based on evidence collected from
different kinds of historical
sources.
SS.H.3.6-8.MC. Use other
historical sources to infer a
plausible maker, date, place of
origin, and intended audience for
historical sources where this
information is not easily
identified.
SS.H.9.9-12. Analyze the relationship between historical sources
and the secondary interpretations made from them.
Causation and
Argumentation
SS.H.4.6-8.LC. Explain multiple
causes and effects of historical
events.
SS.H.4.6-8.MdC. Compare the
central historical arguments in
secondary works across multiple
media.
SS.H.4.6-8.MC. Organize
applicable evidence into a
coherent argument about the past.
SS.H.10.9-12. Analyze the causes and effects of global conflicts
and economic crises.
SS.H.11.9-12. Analyze multiple and complex causes and effects
of events in the past.
SS.H.12.9-12. Analyze the geographic and cultural forces that
have resulted in conflict and cooperation.
21
June 2017
ISBE College & Career Readiness
Supplementary Course Standards: Grades 9-12
Anthropology
SS.Anth.1.9-12
Analyze the elements of culture and explain the factors that shape these elements differently around the world.
SS.Anth.2.9-12
Explain how cultures develop and vary in response to their physical and social environment, including local, national, regional, and global patterns.
SS.Anth.3.9-12
Explain why anthropologists study culture from a holistic perspective.
SS.Anth.4.9-12
Evaluate one’s own cultural assumptions using anthropological concepts.
SS.Anth.5.9-12
Apply anthropological concepts and anthropological knowledge to a variety of everyday, real-world situations.
SS.Anth.6.9-12
Explain how local actions can have global consequences, and how global patterns and processes can affect seemingly unrelated local actions.
Psychology
SS.Psy.1.9-12
Identify scientific methodologies utilized in psychological research.
SS.Psy.2.9-12
Evaluate the conclusions made by psychological research, including ethical concerns.
SS.Psy.3.9-12
Understand a variety of psychological perspectives and apply their concepts and theoretical ideas to the investigation of similarities and differences in
behavior and mental processes.
SS.Psy.4.9-12
Analyze how biological, psychological, and sociocultural factors and their interactions influence individuals’ behavior and mental processes.
SS.Psy.5.9-12
Evaluate the complexities of human thought and behavior, as well as the factors related to the individual differences among people.
SS.Psy.6.9-12
Identify and apply psychological thinking to personal and societal experiences and issues.
SS.Psy.7.9-12
Apply psychological knowledge to their daily lives.
SS.Psy.8.9-12
Use appropriate psychological terminology with reference to psychologists, their experiments, and theories in order to explain the possible causes of
and impact on behavior and mental processes.
Sociology
SS.Soc.1.9-12
Identify and apply the sociological perspective and a variety of sociological theories.
SS.Soc.2.9-12
Analyze the impact of social structure, including culture, institutions, and societies.
SS.Soc.3.9-12
Hypothesize how primary agents of socialization influence the individual.
SS.Soc.4.9-12
Describe the impact of social relationships on the self, groups, and socialization processes.
SS.Soc.5.9-12
Explain the social construction of self and groups and their impact on the life chances of individuals.
SS.Soc.6.9-12
Analyze the impact of stratification and inequality on groups and the individuals within them.