Wisconsin

Ages 5–11 · 16 minutes · Geography

Cheese-lovers will enjoy learning all about Wisconsin, America's Dairyland!

Discover Wisconsin: home to badgers, cheeseheads, bikers and more!

No prior knowledge needed.

Part of

The 50 States

Standards alignment

Common Core State Standards

D2.Geo.3.K-2 — Individually and with others, students… Use maps, globes, and other simple geographic models to identify cultural and environmental characteristics of places.
D2.Geo.6.K-2 — Individually and with others, students… Identify some cultural and environmental characteristics of specific places.
D2.Geo.2.K-2 — Individually and with others, students… Use maps, graphs, photographs, and other representations to describe places and the relationships and interactions that shape them.
D2.Geo.3.3-5 — Individually and with others, students… Use maps of different scales to describe the locations of cultural and environmental characteristics.

Alabama

SS10.2.6 — Identify states, continents, oceans, and the equator using maps, globes, and technology.
SS10.3.2.2 — Locating major mountain ranges, oceans, rivers, and lakes throughout the world (Alabama)
SS10.5.1.1 — Locating on a map states and capitals east of the Mississippi River
SS10.2.10 — Identify ways people throughout the country are affected by their human and physical environments.
SS10.2.10.1 — Comparing physical features of regions throughout the United States

Alaska

1 — know that places have distinctive geographic characteristics;
1 — use maps and globes to locate places and regions;
5 — describe and demonstrate how places and regions serve as cultural symbols, such as the Statue of Liberty;
7 — understand that a region is a distinct area defined by one or more cultural or physical features; and
2 — understand the people and the political, geographic, economic, cultural, social, and environmental events that have shaped the history of the state, the United States, and the world;

Arizona

2.G1.1 — Use and construct maps, graphs, and other geographic representations of familiar and unfamiliar places in the world; and locate physical and human features. • Key physical features include but are not limited to seven continents, oceans, lakes, rivers, mountain ranges, coasts, seas, and deserts • Key human features include but are not limited to equator, hemispheres, North and South Pole, cities, states, countries, regions, and landmarks
2.G2.1 — Explain how weather, climate, and other environmental characteristics affect people’s lives in a place or region being studied.
2.G4.1 — Identify different physical and cultural regions in the world.
2.H1.1 — Explain how individuals can make contributions to a civilization and/or culture in place or region studied.
2.E3.1 — Identify and describe the goods and services that are produced around the world.

Arkansas

G.1.1.2 — Describe the physical and human characteristics of a place including roads, buildings, and borders using maps, globes, and photographs.
G.1.K.6 — Identify the influence of weather and climate on people’s daily lives.
G.1.2.2 — Describe the physical and human characteristics of a place using geographic tools such as maps, globes, and charts.
G.1.3.5 — Investigate the cultural characteristics of various places and regions from around the world.
H.1.K.4 — Recognize historic figures and other people who have made an impact on history.

California

1.2.1 — Locate on maps and globes their local community, California, the United States, the seven continents, and the four oceans.
2.2.2 — Label from memory a simple map of the North American continent, including the countries, oceans, Great Lakes, major rivers, and mountain ranges. Identify the essential map elements: title, legend, directional indicator, scale, and date.

Colorado

SS.1.2.1 — Use geographic terms and tools to describe places and spaces.
SS.1.4.2 — Identify and explain how the significance of notable people, places, holidays, and civic symbols reflect the origins and values of the government and its citizens.
SS.2.2.1 — Use geographic terms and tools to locate and describe spatial patterns and places.
SS.2.4.2 — Explain the roles and characteristics of people who govern different communities.
SS.3.2.1 — Use geographic tools to develop spatial thinking skills.

Connecticut

GEO 2.6 — Identify cultural and environmental characteristics of a place/region.
GEO 2.4 — Explain how the environment affects people’s lives.
GEO 3.3 — Use maps of different scales to describe the locations of cultural and environmental characteristics.
GEO 3.2 — Use maps, satellite images, photographs, and other representations to explain relationships between the locations of places and regions and their environmental characteristics.

Delaware

G.2.K-3a — Students will distinguish different types of climate and landforms and explain why they occur. Grade 2
K-3a — Students will use the concepts of place and region to explain simple patterns of connections between and among places across the country and the world. Grade 3
G.1.4-5a — Students will demonstrate development of mental maps of Delaware and of the United States which include the relative location and characteristics of major physical features, political divisions, and human settlements. Grade 4
G.1.K-3a — Students will understand the nature and uses of maps, globes, and other geo-graphics. Grade K and Grade 3
H.4.K-3b — Students will develop an awareness of major events and people in United States and Delaware history. • Who lives here and how did they get here? (immigrants, demographics, ethnic and religious groups) • Important people in our past • Different kinds of communities in Delaware and the United States

Florida

SS.3.G.2.2 — Identify the five regions of the United States.
SS.3.G.2.4 — Describe the physical features of the United States, Canada, Mexico, and the Caribbean.
SS.3.G.2.5 — Identify natural and man-made landmarks in the United States, Canada, Mexico, and the Caribbean.
SS.5.G.1.6 — Locate and identify states, capitals, and United States Territories on a map.

Georgia

SS4G1.a — Locate major physical features of the United States: the Atlantic Coastal Plain, the Great Plains, the Continental Divide, the Gulf of Mexico, the Mississippi River, and the Great Lakes.
SSKG2.a — Differentiate land and water features on simple maps and globes.

Hawaii

SS.2.3.13.4 — Describe major geographic features of places using maps, photos, and other geographic representations
SS.1.2.14.3 — Investigate cultural and environmental characteristics of your community
SS.3.3.13.1 — Analyze how geographical features affect human life in local communities and those around the world
SS.2.1.6.1 — Investigate school, community, and national leaders and their responsibilities

Idaho

3.SS.2.1.3 — Locate on a map waterways, landforms, cities, states, and national boundaries, using standard map symbols.
5.SS.2.1.4 — Name and locate the 50 States and their Capitals, and U.S. Territories.
1.SS.2.1.4 — Identify continents and large bodies of water on a globe or a map.

Illinois

ESS2.B-P1 — Maps show where things are located. One can map the shapes and kinds of land and water in any area.
SS.2.G.1 — With guidance and support, use print and digital maps, globes and other simple geographic models to identify cultural and environmental characteristics of places.
SS.3.G.1 — Use print and digital maps, globes, and other simple geographic models to identify topographic and other graphic representations of both familiar and unfamiliar locations.
LS4.D-P1 — There are many different kinds of living things in any area, and they exist in different places on land and in water.

Indiana

3.G.2 — Label a map of the Midwest, identifying states, major rivers, lakes, and the Great Lakes. (E)
3.G.5 — Explain that regions are areas that have similar physical and cultural characteristics. Identify Indiana and the local community as part of a specific region.
5.G.2 — Use maps and globes to locate states, capitals, major cities, major rivers, the Great Lakes, and mountain ranges in the United States. (E)

Iowa

SS.K.14. — Compare environmental characteristics in Iowa with other places.

Kansas

Benchmark 3.3.1 — The student will recognize and evaluate how societies are shaped by the identities, beliefs, and practices of individuals and groups.
Benchmark 4.5.1 — The student will recognize and evaluate dynamic relationships that impact lives in communities, states, and nations.

Kentucky

2.G.GR.1 — Examine geographic features of places in North America, using a variety of geographic data, including maps, photos and other geographic tools.
L.2.4.f — Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe.

Louisiana

2.21 — Describe geographic features and physical characteristics of places in the United States and the world, including mountains, hills, plains, deserts, coasts, islands, peninsulas, lakes, oceans, and rivers.
3.20 — Describe the geographic features of places in the United States.
3.21 — Interpret geographic features of the United States using a variety of tools such as different types of maps and photos.

Maine

F2 — Identifying the major regions of the Earth and their major physical features and political boundaries using a variety of geographic tools including digital tools and resources. *

Maryland

identifying the local, state, and federal levels of government.

Massachusetts

4.T1.1 — On a physical map of North America, use cardinal directions, map scales, key/legend (symbols for mountains, rivers, deserts, lakes, cities), and title to locate and identify important physical features (e.g., Mississippi and Rio Grande Rivers, Great Lakes, Atlantic and Pacific Oceans, Gulf of Mexico, Hudson’s Bay, Appalachian Mountains, Rocky Mountains, Sierra Madre, the Great Basin, Mojave, Sonoran, and Chihuahuan Deserts, the Yucatan Peninsula, the Caribbean Sea).
4.T4c.1 — On a political map of the United States, locate the states in the Midwest; add to the timeline the admission dates for states in the Midwest (listed alphabetically: Illinois-1818, Indiana-1816, Iowa-1846, Kansas-1861, Michigan-1838, Minnesota-1858, Missouri-1821, Nebraska-1867, North Dakota-1889, Ohio-1803, South Dakota-1889, Wisconsin-1848).

Michigan

4–G1.0.3 — Use geographic tools and technologies, stories, songs, and pictures to answer geographic questions about the United States.
4–G2.0.2 — Locate and describe human and physical characteristics of major U.S. regions and compare them to the Great Lakes region.
4–G2.0.1 — Describe ways in which the United States can be divided into different regions.
K–G1.0.1 — Recognize that maps and globes represent places.

Minnesota

4.3.2.3.1 — Locate and identify the physical and human characteristics of places in the United States, and also Canada or Mexico. For example: Physical characteristics—landforms (Rocky Mountains), ecosystems (forest), bodies of water (Mississippi River, Hudson Bay), soil, vegetation, weather and climate. Human characteristics— structures (Statue of Liberty), bridges (Golden Gate Bridge), canals (Erie Canal), cities, political boundaries, population distribution, settlement patterns, language, ethnicity, nationality, religious beliefs.
4.3.2.4.1 — Name and locate states and territories, major cities and state capitals in the United States.
2.3.1.1.3 — Use maps, photos or other geographic tools to identify and locate major landmarks or major physical features of the United States. For example: Physical features—the Atlantic Coast, Rocky Mountains, Mississippi River, Lake Superior. Landmarks—Statue of Liberty, Angel Island, Gateway Arch in St. Louis, Mount Rushmore, Crazy Horse Memorial.
3.3.1.1.1 — Use maps and concepts of location (relative location words and cardinal and intermediate directions) to describe places in one’s community, the state of Minnesota, the United States or the world. For example: Relative location words— close to, above, bordering. Description using relative location words—"Our school is across from the post office." Description using cardinal directions— "Mexico is south of the United States." Description using intermediate directions—“Hawaii is southwest of the continental United States.”

Mississippi

1.G.3.1 — Demonstrate map skills through vocabulary.
2.G.1.2 — Identify political and physical borders in the United States and across the globe.
5.10.2 — Identify and label each of the 50 states on a map.
K.H.1.2 — Identify school, community, state, and national symbols.

Missouri

4.EG.5.B.a — Name and locate specific regions, states, capitals, river systems and mountain ranges in the United States based on historical or current topics.
4.EG.5.C.a — Identify and compare physical characteristics of specific regions within the nation.
2.H.3.C.a — Describe the contributions of inventors or pioneers in their field who influenced progress in our nation.
4.EG.5.F.a — Identify different regions in the United States and analyze how their characteristics affect people who live there.

Montana

SS.E.2.1 — describe the goods and services that people in the local, state, and national community produce;
SS.G.2.1 — use the basic components of a map to identify physical and political features, including American Indian reservations; and
SS.G.5.1 — identify and label US regions, territories, states and their capitals/major cities;
SS.G.K — The geography content standard for kindergarten is that each student will use maps, and other representations, to describe place characteristics.

Nebraska

SS 5.3.1.a — Use maps and atlases to locate major human and physical features in the United States.
SS 3.3.1.d — Locate specific places on maps and globes.
SS 5.3.2.b — Identify and classify regions and places within the United States using physical and human features.
SS 4.3.1.d — Differentiate between classifications of bodies of water, cities, and land masses.

Nevada

SS.3.20 — Use a map to explain how the unique characteristics of a place affect people’s decisions to relocate both nationally and globally.

New Hampshire

SS.GE.2.1.3 — Identify major physical and human features in the United States and on Earth, e.g., cities, oceans, or continents. (Themes: C: People, Places and Environment, G: Science, Technology, and Society)
SS.GE.2.2.1 — Explore the physical and human characteristics of place, e.g., roads, schools or mountains. (Themes: C: People, Places and Environment, E: Cultural Development, Interaction, and Change, G: Science, Technology, and Society)
SS.GE.2.2.2 — Recognize that areas of the Earth's surface share unifying geographic characteristics, e.g., towns, deserts or woodlands. (Themes: C: People, Places and Environment)

New Jersey

6.1.5.GeoPP.2 — Describe how landforms, climate and weather, and availability of resources have impacted where and how people live and work in different regions of New Jersey and the United States.
6.1.5.GeoPP.1 — Compare and contrast characteristics of regions in the United States based on culture, economics, and physical characteristics to understand the concept of regionalism.
6.1.5.GeoSV.4 — Use a variety of geographic representations to describe the similarities and differences between places in New Jersey, the United States and the world (e.g., maps, data visualizations, graphs, diagrams, aerial and other photographs, GPS).
6.1.5.CivicsPI.5 — Explain how government functions at the local, county, and state level.
6.1.5.EconNE.2 — Use data to describe how the availability of resources in New Jersey and other regions in the United States have impacted economic opportunities.

New Mexico

1.18 — Use a variety of maps to locate specific places and identify major landforms, bodies of water, and other places of significance around the United States.
5.27 — Using a map, identify and locate the 50 states in the United States and know the capitals of each state along with the surrounding U.S. territories.
K.10 — Identify the local, state, and national symbols (e.g., flag, bird, song).

New York

K.7a — Climate, seasonal weather changes, and the physical features associated with the community and region all affect how people live.
K.6 — Maps and globes are representations of Earth’s surface that are used to locate and better understand places and regions.
K.6b — Places and regions can be located on a map or globe, using geographic vocabulary.
K.7 — People and communities are affected by and adapt to their physical environment.

North Carolina

1.G.1.1 — Use maps, globes, and/or digital representations to identify various types of landforms of places around the world.
K.G.1.1 — Use maps, globes, and/or digital representations to locate places in the classroom, school, community, and around the world.
1.G.1 — Apply geographic representations, tools, and terms to describe surroundings.
K.G.1.2 — Identify physical features of places using maps, globes, and/or digital representations.
ESS.K.1 — Understand change and observable patterns of weather that occur from day to day and throughout the year.

Ohio

1.5 — Places are distinctive because of their physical characteristics (land forms and bodies of water) and human characteristics (structures built by people).
3.5 — Daily life is influenced by the agriculture, industry and natural resources in different communities.
K.LS.2 — Living things have physical traits and behaviors, which influence their survival.
4.9 — A map scale and cardinal and intermediate directions can be used to describe the relative location of physical and human characteristics of Ohio and the United States.

Oklahoma

4.2.2 — Identify major physical features in the United States and analyze how physical processes shape places. A. Identify and describe the physical characteristics of places, including the major landforms, bodies of water, vegetation and climates in the United States. B. Describe the location and characteristics of the major ecosystems in the United States.
4.2.4 — Describe how physical processes of the Earth’s surface impact humans and their environment. A. Identify and describe the different climates in the United States using maps, globes, and graphs. B. Explain how climate and natural processes including floods, wind, and storms impact how we live.
4.3.2 — Examine the characteristics of culture, including the distribution and complexity of the regions of the United States. A. Identify the characteristics of culture (language, customs, beliefs, food, clothing, shelter) and compare the cultural characteristics of different regions of the United States. B. Explain how the characteristics of culture affect the ways in which people live.
4.2.3 — Explain how people create regions using common geographic characteristics. A. Identify and describe the major physical, cultural, and economic regions of the United States, comparing one’s own region to the other regions. B. Explain how and why regions change over time by comparing regions in the past with life in the same regions in the present.
4.2.5 — Identify and locate on a political map the fifty states and the United States capitol.

Oregon

2.14 — Use and apply cardinal directions to locate and identify features on maps (such as oceans, cities, continents).
2.12 — Identify relative location of school and community in the state, nation and the world.
5.9 — Use geographical tools (maps, satellite images, photographs, Google Earth, and other representations) to investigate and compare how areas in the United States can be divided in multiple ways.

Pennsylvania

7.1.3.B — Identify and locate places and regions.
7.2.3.A — Identify the physical characteristics of places and regions.
7.3.3.B — Identify the human characteristics of places and regions by their cultural characteristics.
7.3.3.D — Identify the human characteristics of places and regions by their economic activities.
7.3.3.E — Identify the human characteristics of places and regions by their political activities.

Rhode Island

SS3.4.1 — Geography and environment of the Midwest Explain the geography and environment of the Midwestern region of the United States
SS3.4.2 — States in the Midwest Explain the states that make up the Midwestern region including their admittance to the United States and their identities
SS3.4.4 — The Midwestern region today Argue how the geography and environment of the Midwestern region contributed to its social, cultural, and economic development

South Carolina

2.G.2 — Describe and compare various landforms over time within the U.S. through the use of primary and secondary sources. This indicator was developed to encourage inquiry into using historic images, maps, narratives, texts, or video, to investigate and compare different landforms around the U.S.
2.G.3 — Explain how the distribution of human features, physical features, and natural resources within the U. S changes over time and impacts economic activity. This indicator was developed to encourage inquiry into how rivers, lakes, mountains, and other land features affect economic activity. This indicator also prompts students to explore how different geographic areas support different activities in different times due the availability of resources.
3.1.3.PR — Identify the spatial hierarchy of political and physical geographic features. This indicator prompts students to inquire about spatial hierarchies (i.e. scale) to understand connections between Earth's systems. Political features include cities, states, and countries. Physical features include forests, mountains, oceans, and rivers.
3.2.2.ER — Identify and analyze the ways people interact with the physical environment in different regions of the state, the country, and the world.This indicator prompts students to inquire about a variety of geographic landforms, water bodies, and climate patterns around the world and how humans interact with them, including population distribution and settlement patterns.
K.G.2 — Utilize sources of geographic information (e.g., digital sources, maps, or photographs/images) to define and identify cultural and/or natural features.This indicator was developed to encourage inquiry into natural features, such as mountains, oceans, and rivers and cultural features, such as buildings, restaurants, roads, and stores.

South Dakota

1.G.1.3 — Distinguish between landmasses and bodies of water using maps and globes
3.G.1.2 — Locate the seven continents, four oceans, and major physical features and regions of the United States on a map or globe
4.G.1.1 — Locate major political and physical features of South Dakota and the United States on a map or globe
K.G.1.1 — Recognize that maps and globes represent places

Tennessee

2.16 — Compare physical features of the earth, including: • Island • Ocean • Plateau • Lake • Peninsula • River • Mountain • Plain • Valley
3.09 — Identify and locate the fifty states of the U.S.
3.03 — Examine major physical features on globes and maps, including: • Basin • Desert • Ocean • Sea • Bay • Gulf • Peninsula • Strait • Canal • Island • Plain • Stream • Canyon • Isthmus • Plateau • Valley • Delta • Mountain • River

Texas

1.4B — locate and explore the community, Texas, and the United States on maps and globes.
K.4A — identify the physical characteristics of place such as landforms, bodies of water, Earth's resources, and weather; and
K.4B — identify how geographic location influences human characteristics of place such as shelter, clothing, food, and activities.
2.11D — identify symbols such as state and national birds and flowers and Uncle Sam; and

Utah

1.3.2.b — Locate physical features (i.e. continents, oceans, rivers, lakes), and man-made features (equator, North and South poles, countries) on a map and on a globe.
2.2.3.b — Identify community and state symbols, documents and landmarks (e.g., city hall, county courthouse, state capitol, Utah State Constitution, flag, holidays).
K.3.1.b — Identify and describe physical features (e.g., mountain/hill, lake/ocean, river, road/highway).

Vermont

D2.Geo.3.K-2 — Individually and with others, students… Use maps, globes, and other simple geographic models to identify cultural and environmental characteristics of places.
D2.Geo.6.K-2 — Individually and with others, students… Identify some cultural and environmental characteristics of specific places.
D2.Geo.2.K-2 — Individually and with others, students… Use maps, graphs, photographs, and other representations to describe places and the relationships and interactions that shape them.
D2.Geo.3.3-5 — Individually and with others, students… Use maps of different scales to describe the locations of cultural and environmental characteristics.

Virginia

2.11.b — The student will apply history and social science skills to develop geographic mapping skills using world maps and globes by identifying major rivers, mountain ranges, lakes, and other physical features in the United States.
Skill.2.b — The student will apply history and social science skills to the content by applying geographic skills to identify and understand geographic features and connections.
Skill.2.i — The student will apply history and social science skills to the content by using content vocabulary to demonstrate comprehension.
USI.1.c — The student will apply history and social science skills to understand the geography of North America by locating the 50 states.

Washington

G1.3.2 — Investigate the physical, political, and cultural characteristics of places, regions, and people in North America, including the location of the fifty states within the regions of the United States.
G1.3.1 — Examine and use maps and globes to understand the regions of North America in the past and present.
G2.2.1 — Identify some common and unique cultural and environmental characteristics of specific places.
G1.2.3 — Use maps, graphs, photographs and other representations to describe places and the relationships and interactions that shape them.

West Virginia

SS.3.18 — Recognize, define and illustrate world geographic features (e.g., peninsulas, islands, mountains, canyons, plateaus, mesas, harbors, gulfs, rivers, deserts, forests, valleys and plains).
Use maps, globes, and other simple geographic models to identify cultural and environmental characteristics of places.
SS.3.19 — Compare and contrast regions of the United States in regard to plant and animal life, landforms, climate and human interactions with the environment.
SS.5.17 — Compare and contrast the various regions of the United States; locate each of the fifty United States and correlate them with their regions.
SS.3.13 — Distinguish between a continent, country, state and capital.

Wisconsin

SS.Geog1.b.1-2 — Identify physical and human characteristics of a place using maps, graphs, photographs, and other representations.
SS.Geog1.c.4-5 — Create and label a map (paper or digital) of the local community, state, tribal lands, and country, including both physical (e.g., oceans and continents) and human (e.g., roads, buildings) characteristics. Identify and construct regions (digital or paper) in Wisconsin and the United States.
SS.Geog4.a.4 — Describe how certain places may have meanings that distinguish them from other places (e.g., cemetery, places of worship, state or national parks, historical park, or battlefield). Compare and contrast the human characteristics of rural, suburban, urban, and tribal locations in Wisconsin and the United States. Identify and describe how people may view places in the community differently (e.g., students and senior citizens responding to a new playground).

Wyoming

SS2.5.1 — Spatial Use a map, globe, and mental mapping to identify familiar areas and simple patterns and create maps using various media. 2-ESS2-2
SS5.5.1 — Spatial Apply mental mapping skills and use different representations of the Earth to demonstrate an understanding of human and physical patterns and how local decisions may create global impacts.
SS5.5.2 — Physical Place and Region Explain how physical features, patterns, and systems impact different regions and how these features may help us generalize and compare areas within the reservation, state, nation, or world. RL.3.2, RL.4.7, RL.4.9 RI.3.3, RI.4.3, RI.5.3 W.3.2, W.3.7, W.4.2.b W.5.2.b W.5.7 SL.3.4
SS5.5.3 — Human Place and Movement Describe the human features of an area (e.g., language, religion, political and economic systems, population distribution, and quality of life), past and present settlement patterns (e.g., Indigenous Tribes of Wyoming and the Oregon Trail), and how ideas, goods, and/or people move from one area to another. Benchmark_Component Sub-Item :SS5.5.3.a.i Human Place and Movement Describe how cultural values of the Indigenous Tribes of Wyoming influence the importance and preservation of place and sacred sites (e.g., Devils Tower/Bear Lodge, Hot Springs State Park, Vedauwoo, Crowheart Butte, Bighorn Medicine Wheel, Estes Park, Yellowstone, Heart Mountain, and Wind River Mountains). Benchmark_Component Sub-Item :SS5.5.3.a.ii Human Place and Movement Describe and identify a variety of place names and their connection to Indigenous Tribes of Wyoming. RL.3.2, RL.4.7, RL.4.9 RI.3.3, RI.4.3, RI.5.3 W.3.2, 3.7, 4.2.b, W.5.2.b, 5.7 SL.3.4
SS2.5.3 — Human Place and Movement Use the human features of a community to describe what makes that community unique (e.g., cultural, language, religion, food, clothing, political, economic, population, and types of jobs in an area) and why others move to or from that place. RL.1.2, RL.2.3 RI.1.3, Rl.2.2, RI.2.10 W.K.2, W.K.7 W.1.1, W.1.7 W.2.1 W.2.7 SL.K.4, SL.1.4, SL.2.2 K-2-ETS1-1