Utah

I Geography

• 1 Classify major physical geographic attributes of Utah.

  • a Identify Utah's latitude, longitude, hemisphere, climate, natural resources, landforms, and regions using a variety of geographic tools.

    • Read a map: cardinal directions (4-F.1)
    • Identify lines of latitude and longitude (4-F.2)
    • Use lines of latitude and longitude (4-F.3)
    • Identify Earth's land features using photographs (4-G.1)
    • Identify Earth's land features using satellite images (4-G.2)

  • b Examine the forces at work in creating the physical geography of Utah (e.g., erosion, seismic activity, climate change).

• 2 Analyze how physical geography affects human life in Utah.

  • a Identify population concentrations in the state and infer causal relationships between population and physical geography.

    • Compare urban, suburban, and rural areas (3-A.11)

  • b Classify the distribution and use of natural resources.

    • Natural resources (3-H.2)

  • c Compare the development of industry and business in Utah as it relates to its physical geography (e.g., mining, oil, agriculture, tourism).

  • d Make inferences about the relationships between the physical geography of Utah and the state's communication and transportation systems (e.g., trails, roads, telegraph, rail lines).

  • e Examine the interactions between physical geography and public health and safety (e.g., inversions, earthquakes, flooding, fire).

  • f Explain how archaeology informs about the past (e.g., artifacts, ruins, excavations).

• 3 Analyze how human actions modify the physical environment.

  • a Describe how and why humans have changed the physical environment of Utah to meet their needs (e.g., reservoirs, irrigation, climate, transportation systems and cities).

  • b Explain viewpoints regarding environmental issues (e.g., species protection, land use, pollution controls, mass transit, water rights, trust lands).

  • c Outline the development of recreation in Utah since 1900 (e.g., sports, tourism, state, and national parks).

  • d Make data-supported predictions about the future needs of Utahns and the natural resources that will be necessary to meet those needs.

    • Natural resources (3-H.2)

II History

• 1 Describe the historical and current impact of various cultural groups on Utah.

  • a Chart the routes that diverse cultural groups took from their places of origin to Utah, using maps and other resources.

    • Read a map: cardinal directions (4-F.1)
    • Identify lines of latitude and longitude (4-F.2)
    • Use lines of latitude and longitude (4-F.3)
    • Identify oceans and continents (4-G.3)
    • Select oceans and continents (4-G.4)
    • Name oceans and continents (4-G.5)

  • b Explore points of view about life in Utah from a variety of cultural groups using primary source documents.

  • c Explore cultural influences from various groups found in Utah today (e.g., food, music, religion, dress, festivals).

    • Día de los Muertos (3-G.1)
    • Hanukkah (3-G.3)
    • Rosh Hashanah (3-G.4)
    • Kwanzaa (3-G.5)
    • Christmas (3-G.6)
    • Easter (3-G.7)
    • Lunar New Year (3-G.8)
    • Ramadan (3-G.9)
    • Holi (3-G.10)

  • d Identify and describe leaders from various cultures who exemplify outstanding character and life skills.

    • Benjamin Franklin (3-D.1)
    • Paul Revere (3-D.2)
    • Thomas Jefferson (3-D.3)
    • Davy Crockett (3-D.4)
    • John Deere (3-D.5)
    • Abraham Lincoln (3-D.6)
    • Frederick Douglass (3-D.7)
    • Susan B. Anthony (3-D.8)
    • Harriet Tubman (3-D.9)
    • Sitting Bull (3-D.10)
    • Thomas Edison (3-D.11)
    • Theodore Roosevelt (3-D.12)
    • George Washington Carver (3-D.13)
    • Amelia Earhart (3-D.14)
    • Thurgood Marshall (3-D.15)
    • Rosa Parks (3-D.16)
    • Jackie Robinson (3-D.17)
    • Cesar Chavez (3-D.18)
    • Martin Luther King Jr. (3-D.19)
    • Neil Armstrong (3-D.20)
    • Bill Gates (3-D.21)

  • e Explain the importance of preserving cultural prehistory and history, including archaeological sites and other historic sites and artifacts.

• 2 Describe ways that Utah has changed over time.

  • a Identify key events and trends in Utah history and their significance (e.g., American Indian settlement, European exploration, Mormon settlement, westward expansion, American Indian relocation, statehood, development of industry, World War I and II).

    • The Louisiana Purchase (4-C.1)
    • The Lewis and Clark Expedition (4-C.2)
    • Antebellum Period: economies of the North and South (4-C.5)
    • Antebellum Period: abolitionist and proslavery perspectives (4-C.6)
    • Antebellum Period: slavery and politics part I (4-C.7)
    • Antebellum Period: slavery and politics part II (4-C.8)
    • The Civil War: the beginning of the war (4-D.1)
    • The Civil War: the First Battle of Bull Run to Gettysburg (4-D.2)
    • The Civil War: war tactics and the home front (4-D.3)
    • The Civil War: the end of the war (4-D.4)
    • Reconstruction (4-D.5)
    • World War I: the road to war (4-E.1)
    • World War I: the war begins (4-E.2)
    • World War I: events of the war (4-E.3)
    • World War I: the road to peace (4-E.4)
    • The Great Depression: part I (4-E.5)
    • The Great Depression: part II (4-E.6)
    • The New Deal (4-E.7)
    • World War II: lead-up to war in Europe, Asia (4-E.8)
    • World War II: global events (4-E.9)

  • b Compare the experiences faced by today's immigrants with those faced by immigrants in Utah's history.

• 3 Investigate the development of the economy in Utah.

  • a Explain the relationship between supply and demand.

    • Understand quantity supplied and quantity demanded (4-P.1)
    • Understand overall supply and demand (4-P.2)
    • Create and use supply and demand curves (4-P.3)
    • Identify shortage and surplus (4-P.4)
    • Identify shortage and surplus with graphs (4-P.5)
    • Identify shortage and surplus with data (4-P.6)

  • b Describe the role of producers and consumers.

    • Producers and consumers (3-H.4)

  • c Identify examples of producers and consumers in the local community.

    • Producers and consumers (3-H.4)

  • d Research the development of Utah's economy over time.

  • e Identify the factors which bring about economic changes (e.g., natural resource development, new technologies, new market development, globalization, global conflicts, education).

    • What is economics? (4-N.1)
    • Costs and benefits (4-N.2)
    • Opportunity cost (4-N.3)
    • Understand quantity supplied and quantity demanded (4-P.1)
    • Understand overall supply and demand (4-P.2)
    • Create and use supply and demand curves (4-P.3)
    • Identify shortage and surplus (4-P.4)
    • Identify shortage and surplus with graphs (4-P.5)
    • Identify shortage and surplus with data (4-P.6)

  • f Examine how economic development affects communities (e.g., dams, sports, tourism, power plants, mining, etc.).

III Civics and Government

• 1 Describe the responsibilities and rights of individuals in a representative government as well as in the school and community.

  • a Identify rights of a citizen (e.g., voting, peaceful assembly, freedom of religion).

    • The Bill of Rights (4-K.5)
    • Presidential elections (4-K.7)

  • b Identify responsibilities of a citizen (e.g., jury duty, obeying the law, paying taxes).

  • c Determine how and why the rights and responsibilities of various groups have varied over time (e.g., Chinese railroad workers, Greek miners, women, children, Mormons, Japanese-Americans at Topaz, American Indians, African-Americans).

    • Antebellum Period: abolitionist and proslavery perspectives (4-C.6)
    • Antebellum Period: slavery and politics part I (4-C.7)
    • Antebellum Period: slavery and politics part II (4-C.8)
    • Reconstruction (4-D.5)

  • d Explain how the influence and power of individuals is affected when they organize into groups.

    • Rosa Parks (3-D.16)
    • Cesar Chavez (3-D.18)
    • Martin Luther King Jr. (3-D.19)
    • Antebellum Period: abolitionist and proslavery perspectives (4-C.6)
    • Antebellum Period: slavery and politics part I (4-C.7)
    • Antebellum Period: slavery and politics part II (4-C.8)

  • e Describe and model ways that citizens can participate in civic responsibilities (e.g., current issue analysis, recycling, volunteering with civic organizations, letter writing).

    • Presidential elections (4-K.7)

  • f Contribute to and practice classroom goals, rules and responsibilities.

  • g Recognize and demonstrate respect for United States and Utah symbols (i.e., Pledge of Allegiance, flag etiquette).

    • Identify American symbols (4-L.1)
    • The American flag (4-L.4)
    • The White House (4-L.5)
    • The Washington Monument (4-L.6)
    • The Lincoln Memorial (4-L.7)
    • The Statue of Liberty (4-L.8)
    • The Empire State Building (4-L.9)
    • The Golden Gate Bridge (4-L.10)
    • Mount Rushmore (4-L.11)

• 2 Analyze the different ways people have organized governments in Utah to meet community needs.

  • a Identify the forms of government found in Utah in different eras (i.e., historic and current American Indian government, State of Deseret, Utah Territory, statehood-era, present).

    • Local government (4-K.1)
    • State government (4-K.2)

  • b Compare how these governments addressed community needs.

    • Local government (4-K.1)
    • State government (4-K.2)

  • c Compare the roles and responsibilities of state, county, and local officials.

    • Local government (4-K.1)
    • State government (4-K.2)