Standards in this Framework
| Standard | Lessons |
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UT.K.SS.1.1
Identify how individuals are similar and different. |
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UT.K.SS.1.1.a
Describe and compare characteristics of self and others (e.g., differences in gender, height, language, beliefs, and color of skin, eyes, hair). |
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UT.K.SS.1.1.b
Explain how people change over time (e.g., self, others). |
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UT.K.SS.1.1.c
Demonstrate respect for each individual. |
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UT.K.SS.1.1.d
Explain the elements of culture, including language, dress, food, shelter, and stories. |
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UT.K.SS.1.2
Recognize and describe how families have both similar and different characteristics |
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UT.K.SS.1.2.a
Identify family members (i.e., immediate and extended). |
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UT.K.SS.1.2.b
Explain family rules and routines. |
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UT.K.SS.1.2.c
Describe family members’ duties and responsibilities within thefamily. |
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UT.K.SS.1.2.d
Share how families celebrate occasions such as birthdays and holidays |
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UT.K.SS.1.2.e
Explain how families change over time (i.e., past, present, future). |
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UT.K.SS.1.2.f
Describe ways that families provide love, care, food, shelter, clothing, companionship, and protection. |
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UT.K.SS.2.1
Demonstrate appropriate ways to behave in different settings. |
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UT.K.SS.2.1.a
Explain why families and classrooms have rules (e.g., examples of rules and consequences). |
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UT.K.SS.2.1.b
Demonstrate positive relationships through play and friendship. |
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UT.K.SS.2.1.c
Identify examples of individual honesty and responsibility. |
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UT.K.SS.2.1.d
Identify examples of honesty, responsibility, patriotism, and courage from history, literature, and folklore, as well as from everyday life (e.g., heroes of diverse cultures). |
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UT.K.SS.2.1.e
Demonstrate respect for others, leaders, and the environment. |
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UT.K.SS.2.2
Identify and demonstrate safe practices in the home and classroom. |
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UT.K.SS.2.2.a
Recite name, address, and telephone number. |
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UT.K.SS.2.2.b
Follow safety procedures for school emergencies (e.g., fire drill, earthquake, intruder). |
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UT.K.SS.2.2.c
Recognize and explain common traffic symbols. |
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UT.K.SS.2.2.d
Identify school personnel to whom students can go to for help orsafety. |
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UT.K.SS.2.2.e
Identify and articulate the purpose and role of authority figures (e.g., parents, secretary, principal, teacher, librarian, police officers, firefighters, tribal leaders) |
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UT.K.SS.2.3
Investigate and explain how symbols and songs unite families and classmates. |
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UT.K.SS.2.3.a
Identify school systems and traditions (e.g., mascot, song, events). |
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UT.K.SS.2.3.b
Recognize state and national symbols (e.g., state and national flags, bald eagle, seagull, Statue of Liberty). |
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UT.K.SS.2.3.c
Learn and sing state and U.S. patriotic songs. |
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UT.K.SS.2.3.d
Identify the people and events honored in Utah and U.S. commemorative holidays. |
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UT.K.SS.2.3.e
Know the words and meaning of the Pledge of Allegiance. |
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UT.K.SS.2.3.f
Identify the rules and etiquette of citizenship (e.g., stand for the flag, hand over heart). |
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UT.K.SS.3.1
Identify geographic terms that describe their surroundings. |
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UT.K.SS.3.1.a
Locate objects in the classroom using the terms near/far, left/right, behind/in front, and up/down. |
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UT.K.SS.3.1.b
Identify and describe physical features (e.g., mountain/hill, lake/ocean, river, road/highway). |
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UT.K.SS.3.1.c
Make a simple map (e.g., home, home to school, classroom). |
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UT.K.SS.3.2
Describe the purpose of a map or globe. |
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UT.K.SS.3.2.a
Identify maps and globes. |
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UT.K.SS.3.2.b
Distinguish between land and water on maps and globes. |
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UT.K.SS.3.2.c
Determine a location by using terms such as near/far, up/down, right/left. |
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UT.K.SS.3.2.d
Identify cardinal directions on a map |
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UT.K.SS.4.1
Recognize that people have basic needs (food, shelter, and clothing) and wants (toys, games, treats). |
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UT.K.SS.4.1.a
Identify the difference between basic wants and needs. |
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UT.K.SS.4.1.b
Explain that families have needs and wants. |
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UT.K.SS.4.1.c
Describe how basic human needs, such as food, shelter, and clothing, can be met. |
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UT.K.SS.4.2
Identify the jobs in the home and in the school. |
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UT.K.SS.4.2.a
Identify the jobs in the home and in the school. |
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UT.K.SS.4.2.b
Explain why people work (i.e., to earn money to buy the things that they need or want). |
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UT.K.SS.4.2.c
Describe different types of jobs that people do and the tools and equipment that they use. |
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UT.K.SS.4.2.d
Recognize various forms of United States coins and currency. |
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UT.1.SS.1.1
Recognize and describe examples of differences within school and neighborhood. |
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UT.1.SS.1.1.a
Recognize differences within their school and neighborhood. |
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UT.1.SS.1.1.b
Share stories, folk tales, art, music, and dance inherent in neighborhood and community traditions. |
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UT.1.SS.1.1.c
Recognize and demonstrate respect for the differences within one’s community (e.g. play, associations, activities, friendships). |
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UT.1.SS.1.1.d
Identify and express feelings in appropriate ways. |
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UT.1.SS.1.2
Recognize and identify the people and their roles in the school and neighborhood. Explain how these roles change over time. |
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UT.1.SS.1.2.a
Identify the roles of people in the school (e.g., principal, teacher, librarian, secretary, custodian, bus driver, crossing guard, and cafeteria staff). |
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UT.1.SS.1.2.b
Explain the roles of the people in the neighborhood (e.g., police officer, firefighter, mail carrier, grocer, mechanic, plumber, miner, farmer, doctor, and tribal leader). |
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UT.1.SS.1.2.c
List and discuss how neighborhoods change over time (e.g., new businesses, new neighbors, technology, and rural one-room schools). |
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UT.1.SS.2.1
Describe and demonstrate appropriate social skills necessary for working in a group. |
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UT.1.SS.2.1.a
Describe behaviors that contribute to cooperation within groups at school and in a neighborhood. |
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UT.1.SS.2.1.b
Discuss the roles and responsibilities of being a member of a group. |
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UT.1.SS.2.1.c
Participate in a group activity modeling appropriate group behavior. |
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UT.1.SS.2.1.d
Identify and express feelings in appropriate ways. |
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UT.1.SS.2.1.e
Articulate how individual choices affect self, peers, and others. |
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UT.1.SS.2.1.f
Communicate positive feelings and ideas of self (e.g., positive self image, good friend, helper, honest). |
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UT.1.SS.2.1.g
Predict possible consequences for a variety of actions. |
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UT.1.SS.2.2
Identify and list responsibilities in the school and in the neighborhood. |
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UT.1.SS.2.2.a
Describe and practice responsible behavior inherent in being a good citizen in the school (e.g., safety, right to learn) and neighborhood. |
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UT.1.SS.2.2.b
Explain why schools have rules, and give examplesof neighborhood rules (e.g., respecting private property, reporting vandalism, and obeying traffic signs and signals). |
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UT.1.SS.2.2.c
Demonstrate respect for others in the neighborhood (e.g., the “Golden Rule”—elements include fair play, respect for rights and opinions of others, and respect forrules). |
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UT.1.SS.2.2.d
Participate in responsible activities that contribute to the school and neighborhood (e.g., follow teacher directions, put belongings away, participate in discussions, take turns, listen to others, share ideas, clean up litter, report vandalism, give service). |
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UT.1.SS.2.2.e
Practice and demonstrate safety in the classroom (e.g., classroom safety procedures, fair play, playgroundrules). |
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UT.1.SS.2.2.f
Practice and demonstrate safety in the neighborhood (e.g., crossing streets, avoiding neighborhooddangers). |
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UT.1.SS.2.3
Name school, neighborhood, Utah state, and national symbols, landmarks, and documents. |
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UT.1.SS.2.3.a
Identify school symbols and landmarks (i.e., mascot, songs, events). |
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UT.1.SS.2.3.b
Identify neighborhood and community symbols and landmarks (i.e., firehouse, city hall, churches, other landmarks, city festivals). |
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UT.1.SS.2.3.c
Identify Utah state symbols, documents, and landmarks. |
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UT.1.SS.2.3.d
Identify national symbols, documents, and landmarks (e.g., Declaration of Independence, U.S. Constitution, Liberty Bell, Washington Monument). |
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UT.1.SS.2.3.e
Demonstrate respect for patriotic practices and customs (e.g., Pledge of Allegiance and flag etiquette). |
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UT.1.SS.3.1
Identify and use geographic terms and tools. |
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UT.1.SS.3.1.a
Use a compass to locate cardinaldirections. |
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UT.1.SS.3.1.b
Identify the equator and north and south poles. |
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UT.1.SS.3.1.c
Identify Utah on a variety of maps and on a globe. |
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UT.1.SS.3.1.d
Identify the United States on a variety of maps and on a globe. |
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UT.1.SS.3.2
Recognize and use a map or a globe. |
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UT.1.SS.3.2.a
Create a map showing important sites or landmarks on a school or community (i.e., firehouse, city hall, churches). |
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UT.1.SS.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. |
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UT.1.SS.3.2.c
Identify the compass rose and cardinal directions on a map and on a globe. |
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UT.1.SS.4.1
Explain how goods and services meet people’s needs. |
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UT.1.SS.4.1.a
Identify examples of goods and services in the home and in the school. |
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UT.1.SS.4.1.b
Explain ways that people exchange goods and services. |
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UT.1.SS.4.1.c
Explain how people earn money by working at a job. |
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UT.1.SS.4.1.d
Explain the concept of exchanging money to purchase goods and services. |
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UT.1.SS.4.2
Recognize that people need to make choices to meet their needs. |
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UT.1.SS.4.2.a
Describe the economic choices that people make regarding goods and services. |
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UT.1.SS.4.2.b
Describe why wanting more than a person can have requires a person to make choices. |
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UT.1.SS.4.2.c
Identify choices families make when buying goods and services. |
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UT.1.SS.4.2.d
Explain why people save money to buy goods and services in the future. |
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UT.2.SS.1.1
Examine and identify cultural differences within the community. |
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UT.2.SS.1.1.a
Explain the various cultural heritages within their community. |
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UT.2.SS.1.1.b
Explain ways people respect and pass on their traditions and customs. |
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UT.2.SS.1.1.c
Give examples of how families in the community borrow customs or traditions from other cultures. |
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UT.2.SS.1.2
Recognize and describe the contributions of different cultural groups in Utah and the nation. |
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UT.2.SS.1.2.a
Identify various cultural groups within the state and the nation. |
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UT.2.SS.1.2.b
Describe contributions of cultural groups to our state and nation. |
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UT.2.SS.1.2.c
Explain ways American Indians and immigrants have shaped both Utah’s and America’s culture (e.g., names of places, food, customs, celebrations). |
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UT.2.SS.1.2.d
Compare and contrast elements of two or more cultures within the state and nation (e.g., language, food, clothing, shelter, traditions, and celebrations). |
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UT.2.SS.2.1
Examine civic responsibility and demonstrate good citizenship. |
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UT.2.SS.2.1.a
Describe characteristics of being a good citizen through the examples of historic figures and ordinary citizens. |
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UT.2.SS.2.1.b
Explain the benefits of being a U.S. citizen (e.g., responsibilities, freedoms, opportunities, and the importance of voting in free elections). |
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UT.2.SS.2.1.c
Identify and participate in a local civic activity. (e.g. community cleanup, recycling, walkathons, voting). |
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UT.2.SS.2.1.d
Identify state and national activities (e.g., voting, Pledge of Allegiance, holidays). |
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UT.2.SS.2.2
Identify individuals within the school community and how they contribute to the school’s success. |
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UT.2.SS.2.2.a
Identify the roles that people have in the school and explain the importance of each member. |
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UT.2.SS.2.2.b
Demonstrate respect for the school andthe school community. |
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UT.2.SS.2.3
Investigate and show how communities, state, and nation are united by symbols that represent citizenship in our nation. |
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UT.2.SS.2.3.a
Explain the significance of various community, state, and national celebrations (e.g., Memorial Day, Independence Day, and Thanksgiving). |
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UT.2.SS.2.3.b
Identify community and state symbols, documents and landmarks (e.g., city hall, county courthouse, state capitol, Utah State Constitution, flag, holidays). |
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UT.2.SS.2.3.c
Identify and explain the significance of various national symbols, documents, and landmarks (e.g., Declaration of Independence, Constitution, flag, Pledge of Allegiance, national monuments, national capitol building). |
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UT.2.SS.3.1
Identify common symbols and physical features of a community, and explain how they affect people’s activities in that area. |
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UT.2.SS.3.1.a
Identify community traffic signs and symbols, and know their meanings (e.g., stop sign, hazard symbols, pedestrian crossing, bike route, recreational, blind or deaf child signs). |
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UT.2.SS.3.1.b
Describe how geographic aspects of the area affect a community and influence culture (e.g., river, mountain, and desert). |
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UT.2.SS.3.1.c
Describe ways in which people have modified the physical environment in a community(e.g., building roads, clearing land for homes, and mining). |
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UT.2.SS.3.2
Demonstrate geographic skills on a map and a globe. |
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UT.2.SS.3.2.a
Identify and use information on a map and on a globe (e.g., map key or legend, simple grid systems, physical features, compassrose). |
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UT.2.SS.3.2.b
Compare and contrast the difference between maps and globes. |
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UT.2.SS.3.2.c
Locate your city, the State of Utah, and the United States on a variety of maps or on a globe. |
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UT.2.SS.3.2.d
Locate and label the following on a map or a globe: the seven continents, the five oceans, the poles, and the equator. |
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UT.2.SS.3.2.e
Using a map or a globe, link cultures/nationalities within your community to their place of origin. |
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UT.2.SS.4.1
Describe how producers and consumers work together in the making and using of goods and services. |
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UT.2.SS.4.1.a
Define and explain the difference between producing and consuming. |
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UT.2.SS.4.1.b
Explain ways in which people can be both consumers and producers of goods and services. |
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UT.2.SS.4.1.c
Recognize that people supply goods and services based on what people want. |
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UT.2.SS.4.1.d
Identify examples of technology that people use (e.g., automobiles, computers, telephones). |
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UT.2.SS.4.1.e
Identify how technology affects the way people live (work and play). |
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UT.2.SS.4.2
Describe the choices people make in using goods and services. |
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UT.2.SS.4.2.a
Explain the goods and services that businesses provide. |
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UT.2.SS.4.2.b
Explain the services that government provides. |
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UT.2.SS.4.2.c
Explain different ways to pay for goods and services (i.e., cash, checks, credit cards). |
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UT.2.SS.4.2.d
Explain how work provides income to purchase goods and services. |
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UT.2.SS.4.2.e
Explain reasons and ways to save money (e.g., to buy a bicycle or MP3 player, piggy bank, bank, credit union, savings account). |
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UT.3.SS.1.1
Determine the relationships between human settlement and geography. |
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UT.3.SS.1.1.a
Identify the geographic features common to areas where human settlements exist. |
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UT.3.SS.1.1.b
Use map features to make logical inferences and describe relationships between human settlement and physical geography (e.g. population density in relation to latitude, cities’ proximity to water, and utilization of natural resources). |
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UT.3.SS.1.1.c
Compare the shapes and purposes of natural and human-made boundaries of cities, counties and states. |
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UT.3.SS.1.2
Describe how various communities have adapted to existing environments and how other communities have modified the environment. |
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UT.3.SS.1.2.a
Describe the major world ecosystems (i.e. desert, plain, tropic, tundra, grassland, mountain, forest, and wetland). |
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UT.3.SS.1.2.b
Identify important natural resources of world ecosystems. |
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UT.3.SS.1.2.c
Describe how communities have modified the environment to accommodate their needs (e.g. logging, storing water, building transportation systems). |
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UT.3.SS.1.2.d
Investigate ways different communities have adapted into an ecosystem. |
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UT.3.SS.1.3
Analyze ways cultures use, maintain, and preserve the physical environment. |
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UT.3.SS.1.3.a
Identify ways people use the physical environment (e.g. agriculture, recreation, energy, industry). |
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UT.3.SS.1.3.b
Compare changes in the availability and use of natural resources over time. |
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UT.3.SS.1.3.c
Describe ways to conserve and protect natural resources (e.g. reduce, reuse, recycle). |
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UT.3.SS.1.3.d
Compare perspectives of various communities toward the natural environment. |
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UT.3.SS.1.3.e
Make inferences about the positive and negative impacts of human-caused change to the physical environment. |
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UT.3.SS.2.1
Evaluate key factors that determine how a community develops. |
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UT.3.SS.2.1.a
Identify the elements of culture (e.g. language, religion, customs, artistic expression, systems of exchange). |
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UT.3.SS.2.1.b
Describe how stories, folktales, music, and artistic creations serve as expressions of culture. |
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UT.3.SS.2.1.c
Compare elements of the local community with communities from different parts of the world (e.g. industry, economic specialization). |
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UT.3.SS.2.1.d
Identify and explain the interrelationship of the environment (e.g. location, natural resources, and climate) and community development (e.g. food, shelter, clothing, industries, markets, recreation, and artistic creations). |
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UT.3.SS.2.1.e
Examine changes in communities that can or have occurred when two or more cultures interact. |
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UT.3.SS.2.1.f
Explain changes within communities caused by human inventions (e.g. steel plow, internal combustion engine, television, and computer). |
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UT.3.SS.2.2
Explain how selected indigenous cultures of the Americas have changed over time. |
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UT.3.SS.2.2.a
Describe and compare early indigenous people of the Americas (e.g. Eastern Woodlands, Plains, Great Basin, Southwestern, Arctic, Incan, Aztec, and Mayan). |
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UT.3.SS.2.2.b
Analyze how these cultures changed with the arrival of people from Europe, and how the cultures of the Europeans changed. |
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UT.3.SS.2.2.c
Identify how indigenous people maintain cultural traditions today. |
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UT.3.SS.3.1
Describe the rights and responsibilities inherent in being a contributing member of a community. |
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UT.3.SS.3.1.a
Identify how these rights and responsibilities are reflected in the patriotic symbols and traditions of the United States (i.e. Pledge of Allegiance, flag etiquette). |
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UT.3.SS.3.1.b
List the responsibilities community members have to one another |
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UT.3.SS.3.1.c
Identify why these responsibilities are important for a functioning community (e.g. voting, jury duty, taxpaying, obedience to laws). |
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UT.3.SS.3.2
Identify ways community needs are met by government. |
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UT.3.SS.3.2.a
Differentiate between personal and community needs. |
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UT.3.SS.3.2.b
Identify roles of representative government (e.g. make laws, maintain order, levy taxes, provide public services). |
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UT.3.SS.3.2.c
Research community needs and the role government serves in meeting those needs. |
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UT.3.SS.3.3
Apply principles of civic responsibility. |
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UT.3.SS.3.3.a
Engage in meaningful dialogue about the community and current events within the classroom, school, and local community. |
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UT.3.SS.3.3.b
Identify and consider the diverse viewpoints of the people who comprise a community. |
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UT.3.SS.3.3.c
Demonstrate respect for the opinions, backgrounds, and cultures of others. |
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UT.4.SS.1.1
Classify major physical geographic attributes of Utah. |
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UT.4.SS.1.1.a
Identify Utah’s latitude, longitude, hemisphere, climate, natural resources, landforms, and regions using a variety of geographic tools. |
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UT.4.SS.1.1.b
Examine the forces at work in creating the physical geography of Utah (e.g. erosion, seismic activity, climate change). |
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UT.4.SS.1.2
Analyze how physical geography affects human life in Utah. |
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UT.4.SS.1.2.a
Identify population concentrations in the state and infer causal relationships between population and physical geography. |
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UT.4.SS.1.2.b
Classify the distribution and use of natural resources. |
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UT.4.SS.1.2.c
Compare the development of industry and business in Utah as it relates to its physical geography (e.g. mining, oil, agriculture, tourism). |
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UT.4.SS.1.2.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). |
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UT.4.SS.1.2.e
Examine the interactions between physical geography and public health and safety (e.g. inversions, earthquakes, flooding, fire). |
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UT.4.SS.1.2.f
Explain how archaeology informs about the past (e.g. artifacts, ruins, and excavations). |
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UT.4.SS.1.3
Analyze how human actions modify the physical environment. |
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UT.4.SS.1.3.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). |
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UT.4.SS.1.3.b
Explain viewpoints regarding environmental issues (e.g. species protection, land use, pollution controls, mass transit, water rights, and trust lands). |
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UT.4.SS.1.3.c
Outline the development of recreation in Utah since 1900 (e.g. sports, tourism, state, and national parks). |
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UT.4.SS.1.3.d
Make data-supported predictions about the future needs of Utahns and the natural resources that will be necessary to meet those needs. |
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UT.4.SS.2.1
Describe the historical and current impact of various cultural groups on Utah. |
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UT.4.SS.2.1.a
Chart the routes that diverse cultural groups took from their places of origin to Utah, using maps and other resources |
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UT.4.SS.2.1.b
Explore points of view about life in Utah from a variety of cultural groups using primary source documents. |
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UT.4.SS.2.1.c
Explore cultural influences from various groups found in Utah today (e.g. food, music, religion, dress, festivals). |
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UT.4.SS.2.1.d
Identify and describe leaders from various cultures who exemplify outstanding character and life skills. |
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UT.4.SS.2.1.e
Explain the importance of preserving cultural prehistory and history, including archaeological sites and other historic sites and artifacts. |
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UT.4.SS.2.2
Describe ways that Utah has changed over time. |
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UT.4.SS.2.2.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). |
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UT.4.SS.2.2.b
Compare the experiences faced by today’s immigrants with those faced by immigrants in Utah’s history. |
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UT.4.SS.2.3
Investigate the development of the economy in Utah. |
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UT.4.SS.2.3.a
Explain the relationship between supply and demand. |
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UT.4.SS.2.3.b
Describe the role of producers and consumers. |
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UT.4.SS.2.3.c
Identify examples of producers and consumers in the local community. |
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UT.4.SS.2.3.d
Research the development of Utah’s economy over time. |
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UT.4.SS.2.3.e
Identify the factors which bring about economic changes (e.g. natural resource development, new technologies, new market development, globalization, global conflicts, and education). |
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UT.4.SS.2.3.f
Examine how economic development affects communities (e.g. dams, sports, tourism, power plants, mining, etc.). |
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UT.4.SS.3.1
Describe the responsibilities and rights of individuals in a representative government as well as in the school and community |
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UT.4.SS.3.1.a
Identify rights of a citizen (e.g. voting, peaceful assembly, freedom of religion). |
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UT.4.SS.3.1.b
Identify responsibilities of a citizen (e.g. jury duty, obeying the law, paying taxes). |
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UT.4.SS.3.1.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, and AfricanAmericans). |
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UT.4.SS.3.1.d
Explain how the influence and power of individuals is affected when they organize into groups. |
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UT.4.SS.3.1.e
Describe and model ways that citizens can participate in civic responsibilities (e.g. current issue analysis, recycling, volunteering with civic organizations, letter writing). |
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UT.4.SS.3.1.f
Contribute to and practice classroom goals, rules and responsibilities. |
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UT.4.SS.3.1.g
Recognize and demonstrate respect for United States and Utah symbols (i.e. Pledge of Allegiance, flag etiquette). |
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UT.4.SS.3.2
Analyze the different ways people have organized governments in Utah to meet community needs. |
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UT.4.SS.3.2.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). |
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UT.4.SS.3.2.b
Compare how these governments addressed community needs. |
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UT.4.SS.3.2.c
Compare the roles and responsibilities of state, county, and local officials |
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UT.5.SS.1.1
Describe and explain the growth and development of the early American colonies. |
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UT.5.SS.1.1.a
Using maps -- including pre-1492 maps -- and other geographic tools locate and analyze the routes used by the explorers. |
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UT.5.SS.1.1.b
Explain how advances in technology lead to an increase in exploration (e.g. ship technology) |
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UT.5.SS.1.1.c
Identify explorers who came to the Americas and the nations they represented. |
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UT.5.SS.1.1.d
Determine reasons for the exploration of North America (e.g., religious, economic, political). |
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UT.5.SS.1.1.e
Compare the geographic and cultural differences between the New England, Middle, and Southern colonies (e.g., religious, economic, political). |
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UT.5.SS.1.1.f
Analyze contributions of American Indian people to the colonial settlements. |
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UT.5.SS.1.2
Assess the global impact of cultural and economic diffusion as a result of colonization. |
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UT.5.SS.1.2.a
Describe the cultural and economic impacts that occurred as a result of trade between North America and other markets (e.g., arts, language, ideas, the beginning and expansion of the slave trade, new agricultural markets). |
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UT.5.SS.1.2.b
Analyze and explain the population decline in American Indian populations (i.e. disease, warfare, displacement). |
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UT.5.SS.1.3
Distinguish between the rights and responsibilities held by different groups of people during the colonial period. |
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UT.5.SS.1.3.a
Compare the varying degrees of freedom held by different groups (e.g. American Indians, landowners, women, indentured servants, and enslaved people). |
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UT.5.SS.1.3.b
Explain how early leaders established the first colonial governments (e.g. Mayflower compact, charters). |
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UT.5.SS.1.3.c
Describe the basic principles and purposes of the Iroquois Confederacy. |
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UT.5.SS.2.1
Describe how the movement toward revolution culminated in a Declaration of Independence. |
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UT.5.SS.2.1.a
Explain the role of events that led to declaring independence (e.g., French and Indian War, Stamp Act, Boston Tea Party). |
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UT.5.SS.2.1.b
Analyze arguments both for and against declaring independence using primary sources from Loyalist and patriot perspectives. |
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UT.5.SS.2.1.c
Explain the content and purpose for the Declaration of Independence. |
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UT.5.SS.2.2
Evaluate the Revolutionary War’s impact on self-rule. |
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UT.5.SS.2.2.a
Plot a time line of the key events of the Revolutionary War. |
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UT.5.SS.2.2.b
Profile citizens who rose to greatness as leaders. |
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UT.5.SS.2.2.c
Assess how the Revolutionary War changed the way people thought about their own rights. |
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UT.5.SS.2.2.d
Explain how the winning of the war set in motion a need for a new government that would serve the needs of the new states. |
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UT.5.SS.3.1
Assess the underlying principles of the US Constitution as the framework for the United States’ form of government, a compound constitutional republic. |
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UT.5.SS.3.1.a
Recognize ideas from documents used to develop the Constitution (e.g. Magna Carta, Iroquois Confederacy, Articles of Confederation, and Virginia Plan). |
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UT.5.SS.3.1.b
Analyze goals outlined in the Preamble. |
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UT.5.SS.3.1.c
Distinguish between the role of the Legislative, Executive, and Judicial branches of the government. |
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UT.5.SS.3.1.d
Explain the process of passing a law. |
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UT.5.SS.3.1.e
Describe the concept of checks and balances. |
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UT.5.SS.3.1.f
Discover the basis for the patriotic and citizenship traditions we have today (i.e. Pledge of Allegiance, flag etiquette, voting). |
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UT.5.SS.3.2
Assess how the US Constitution has been amended and interpreted over time, and the impact these amendments have had on the rights and responsibilities of citizens of the United States. |
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UT.5.SS.3.2.a
Explain the significance of the Bill of Rights. |
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UT.5.SS.3.2.b
Identify how the rights of selected groups have changed and how the Constitution reflects those changes (e.g. women, enslaved people). |
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UT.5.SS.3.2.c
Analyze the impact of the Constitution on their lives today (e.g. freedom of religion, speech, press, assembly, and petition). |
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UT.5.SS.4.1
Investigate the significant events during America’s expansion and the roles people played. |
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UT.5.SS.4.1.a
Identify key reasons why people move and the traits necessary for survival. |
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UT.5.SS.4.1.b
Examine causes and consequences of important events in the United States expansion (e.g. Louisiana Purchase, Lewis and Clark expedition, treaties with American Indians, Homestead Act, the Trail of Tears, and California Gold Rush). |
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UT.5.SS.4.1.c
Compare the trails that were important during westward expansion (e.g. Oregon, Mormon, Spanish, and California). |
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UT.5.SS.4.1.d
Assess the impact of expansion on native inhabitants of the west. |
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UT.5.SS.4.2
Assess the geographic, cultural, political, and economic divisions between regions that contributed to the Civil War |
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UT.5.SS.4.2.a
Describe the impact of physical geography on the cultures of the northern and southern regions (e.g. industrial resources, agriculture, and climate). |
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UT.5.SS.4.2.b
Compare how cultural and economic differences of the North and South led to tensions. |
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UT.5.SS.4.2.c
Identify the range of individual responses to the growing political conflicts between the North and South (e.g. states’ rights advocates, abolitionists, slaveholders, and enslaved people). |
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UT.5.SS.4.3
Evaluate the course of events of the Civil War and its impact both immediate and long-term. |
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UT.5.SS.4.3.a
Identify the key ideas, events, and leaders of the Civil War using primary sources (e.g. Gettysburg Address, Emancipation Proclamation, news accounts, photographic records, and diaries). |
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UT.5.SS.4.3.b
Contrast the impact of the war on individuals in various regions (e.g. North, South, and West). |
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UT.5.SS.4.3.c
Explain how the Civil War helped forge ideas of national identity. |
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UT.5.SS.4.3.d
Examine the difficulties of reconciliation within the nation. |
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UT.5.SS.4.4
Understand the impact of major economic forces at work in the post-Civil War. |
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UT.5.SS.4.4.a
Assess how the free-market system in the United States serves as an engine of change and innovation. |
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UT.5.SS.4.4.b
Describe the wide-ranging impact of the Industrial Revolution (e.g. inventions, industries, innovations). |
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UT.5.SS.4.4.c
Evaluate the roles new immigrants played in the economy of this time. |
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UT.5.SS.5.1
Describe the role of the United States during World War I, The Great Depression, and World War II. |
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UT.5.SS.5.1.a
Review the impact of World War I on the United States. |
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UT.5.SS.5.1.b
Summarize the consequences of the Great Depression on the United States (e.g. mass migration, the New Deal). |
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UT.5.SS.5.1.c
Analyze how the United States’ involvement in World War II led to its emergence as a superpower. |
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UT.5.SS.5.2
Assess the impact of social and political movements in recent United States history. |
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UT.5.SS.5.2.a
Identify major social movements of the 20th century (e.g. the women’s movement, the civil rights movement, child labor reforms). |
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UT.5.SS.5.2.b
Identify leaders of social and political movements |
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UT.5.SS.5.3
Evaluate the role of the United States as a world power. |
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UT.5.SS.5.3.a
Assess differing points of view on the role of the US as a world power (e.g. influencing the spread of democracy, supporting the rule of law, advocating human rights, promoting environmental stewardship). |
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UT.5.SS.5.3.b
Identify a current issue facing the world and propose a role the United States could play in being part of a solution (e.g. genocide, child labor, civil rights, education, public health, environmental protections, suffrage, and economic disparities). |
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