High School Graduation Statute s.118.33(1)(a)1.

In the high school grades, at least 4 credits of English including writing composition, 3 credits of social studies including state and local government, 2 credits of mathematics, 2 credits of science, and 1.5 credits of physical education

High School Graduation Statute s.121.02(1)(L)4.

Beginning September 1, 1991, as part of the social studies curriculum, include instruction in the history, culture, and tribal sovereignty of the federally recognized American Indian tribes and bands located in this state at least twice in the elementary grades and at least once in the high school grades.

Social Studies Performance Standards: Grade 12
By the end of grade twelve, students will:

Geography:
A.12.12 Assess the advantages and disadvantages of selected land use policies in the local community, Wisconsin, the United States, and the world (All programs)
A.12.13 Give examples and analyze conflict and cooperation in the establishment of cultural regions and political boundaries
(All programs)

History:
B.12.12 Analyze the history, culture, tribal sovereignty, and current status of the American Indian tribes and bands in Wisconsin  (State & Tribal programs)
B.12.16 Describe the purpose and effects of treaties, alliances, and international organizations that characterize today's interconnected world (Tribal program)

Political Science:
C.12.1 Identify the sources, evaluate the justification, and analyze the implications of certain rights and responsibilities of citizens (All programs)
C.12.4 Explain the multiple purposes of democratic government, analyze historical and contemporary examples of the tensions between those purposes, and illustrate how governmental powers can be acquired, used, abused, or legitimized (All programs)
C.12.8 Locate, organize, analyze, and use information from various sources to understand an issue of public concern, take a position, and communicate the position (All programs)
C.12.9 Identify and evaluate the means through which advocates influence public policy (All programs)
C.12.10 Identify ways people may participate effectively in community affairs and the political process (All programs)
C.12.11 Evaluate the ways in which public opinion can be used to influence and shape public policy (All programs)
C.12.14 Explain and analyze how different political and social movements have sought to mobilize public opinion and obtain governmental support in order to achieve their goals (All programs)

Economics:
D.12.3 Analyze and evaluate the role of Wisconsin and the United States in the world economy (State program-In My Backyard?)
D.12.4 Explain and evaluate the effects of new technology, global economic interdependence, and competition on the development of national policies and on the lives of individuals and families in the United States and the world (State program- In My Backyard?)

Behavioral Sciences:
E.12.2 Explain how such factors as physical endowment and capabilities, family, gender, ethnicity, religion, socioeconomic status, attitudes, beliefs, work, and motivation contribute to individual identity and development (All programs)
E.12.3 Compare and describe similarities and differences in the ways various cultures define individual rights and responsibilities, including the use of rules, folkways, mores, and taboos (All programs - partial)
E.12.7 Use scientific methods to assess the influence of media on people's behavior and decisions (All programs)
E.12.8 Analyze issues of cultural assimilation and cultural preservation among ethnic and racial groups in Wisconsin, the United States, and the world (Tribal program)
E.12.11 Illustrate and evaluate ways in which cultures resolve conflicting beliefs and practices (All programs)
E.12.14 Use the research procedures and skills of the behavioral sciences (such as gathering, organizing, and interpreting data from several sources) to develop an informed position on an issue (All programs)
E.12.15 Identify the skills needed to work effectivelyß alone, in groups, and in institutions (All programs)

Wisconsin Educator Standards: Teachers

Professional Standards for Teacher Development and Licensure met with ENGAGE: TEACH IT!

1. Teachers know the subjects they are teaching.
   The teacher understands the central concepts, tools of inquiry, and structures of the disciplines she or he teaches and can create learning experiences that make these aspects of subject matter meaningful for pupils.
   
   
2. Teachers know how to teach.
   The teacher understands and uses a variety of instructional strategies, including the use of technology, to encourage children's development of critical thinking, problem solving, and performance skills.
   
   
3. Teachers communicate well.
   The teacher uses effective verbal and nonverbal communication techniques as well as instructional media and technology to foster active inquiry, collaboration, and supportive interaction in the classroom.
   
   
4. Teachers are able to plan different kinds of lessons.
   The teacher organizes and plans systematic instruction based upon knowledge of subject matter, pupils, the community, and curriculum goals.
   
   
5. Teachers are connected with other teachers and the community.
   The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support pupil
   learning and well-being and acts with integrity, fairness and in an ethical manner.

Framework for 21st Century Learning

 


 Framework for 21st century learning model  
      

The framework presents a holistic view of 21st century teaching and learning that combines a discrete focus on 21st century student outcomes (a blending of specific skills, content knowledge, expertise and literacies) with innovative support systems to help students master the multi-dimensional abilities required of them in the 21st century.

http://www.21stcenturyskills.org/documents/P21_Framework_Definitions.pdf