UT Soc. Studies Core Curriculum matched to Social Studies with Computers

UT Soc. Studies Core Curriculum
matched to
Social Studies with Computers

STANDARD 6100-01 Students will demonstrate through individual and group processes a variety of critical, causal, interpretive, and reflective thinking skills through observing, reading, writing, listening, speaking, and problem solving.

Component:

Web Research Skills

Reference:

Text pp. 57-74

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Suggested:

Interested:

Component:

Adding Interest to Your Social Studies Work

Reference:

Text pp. 135-162

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Suggested:

Interested:

Component:

Social Studies Problems to Perplex Your Brain

Reference:

Text pp. 163-196

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Interested:

6100-0101. Develop observation skills to foster inquiry in social studies.

Component:

Web Research Skills

Reference:

Text pp. 57-74

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6100-0101. Develop observation skills to foster inquiry in social studies.
Example
· Observe physical and human characteristics of Utah.
· Describe relationships of people, place, time, and resources.
· Analyze primary and secondary sources such as journals, pictures, manuscripts, oral histories, art, folklore, and music in the study of Utah and the western United States.

Component:

Web Research Skills

Reference:

Text pp. 57-74

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6100-0103. Develop reading skills in social studies.

Component:

Social Studies Problems to Perplex Your Brain

Reference:

Text pp. 163-196

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6100-0103. Develop reading skills in social studies.
· Build and use age- and subject-appropriate vocabulary.
· Restate the main and supporting ideas given by an author.
· Arrange events in sequence.
· Develop speaking skills in social studies.
· Participate in a group discussion.
· Defend a point of view when giving an oral presentation.

Component:

Social Studies Problems to Perplex Your Brain

Reference:

Text pp. 163-196

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6100-0106. Develop critical analysis skills in social studies.

Component:

Adding Interest to Your Social Studies Work

Reference:

Text pp. 135-162

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6100-0106. Develop critical analysis skills in social studies.
· Collect data about Utah using specific topics or themes recognizing and annotating appropriately the sources of information.
· Analyze graphs, charts, and tables from a variety of sources.
· Analyze information which is seen, heard, and read.

Component:

Adding Interest to Your Social Studies Work

Reference:

Text pp. 135-162

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Interested:

STANDARD 6100-02 Students will demonstrate a comprehensive geographical view of the human and physical worlds and why and how they influence and relate to the environment, societies, and to global interconnectedness and interdependence.

Component:

Web Research Skills

Reference:

Text pp. 57-74

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Suggested:

Interested:

Component:

Adding Interest to Your Social Studies Work

Reference:

Text pp. 135-162

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Suggested:

Interested:

6100-0201. Develop map and globe skills of space and place.

Component:

Web Research Skills

Reference:

Text pp. 57-74

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Suggested:

Interested:

Component:

Adding Interest to Your Social Studies Work

Reference:

Text pp. 135-162

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Interested:

6100-0201. Develop map and globe skills of space and place.
Example
· Read and understand information from a variety of maps; e.g., absolute and relative location, direction, projection, legend.
· Read, understand, and create graphics; e.g., charts, tables, photographs, and graphs using Utah sources.
· Interpret, analyze, and create a variety of special purpose maps both past and present; e.g., Lake Bonneville, Native American settlements, the Great Salt Lake, pioneer trails, national forests, defense installations.
· Compare and contrast maps that show change over time.
· Describe and apply Utah-based examples of the current five themes of geography including location, place, movement, human-environment interactions, and region.

Component:

Web Research Skills

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Text pp. 57-74

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Interested:

Component:

Adding Interest to Your Social Studies Work

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Text pp. 135-162

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6100-0202. Develop and evaluate alternative uses of environments and resources.

Component:

Adding Interest to Your Social Studies Work

Reference:

Text pp. 135-162

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6100-0202. Develop and evaluate alternative uses of environments and resources.
· Develop and evaluate the uses of the physical environments of Utah.
· Identify and classify the natural resources of Utah.
· Evaluate uses of alternative resources in Utah; e.g., natural gas, geothermal, wind.
· Understand the distribution of school trust lands throughout Utah and the wide variety of economic uses this scattered configuration provides.

Component:

Adding Interest to Your Social Studies Work

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Text pp. 135-162

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6100-0203. Demonstrate local, regional, national, and international connections.

Component:

Web Research Skills

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Text pp. 57-74

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6100-0203. Demonstrate local, regional, national, and international connections.
· Understand and interpret demographic information from communities, counties, and the states of the region.
· Analyze and interpret trade patterns of Utah as they relate to the region and world both historically and currently.
· Predict how changes in demographic information and trade patterns may change Utah.

Component:

Web Research Skills

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Text pp. 57-74

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STANDARD 6100-03 Students will demonstrate why and how ideas, attitudes, events, persons, movements, and documents have influenced humanity.

Component:

Colonial Lists and Tables

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Text pp. 1-20

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6100-0301. Compare and contrast the interpretations of historical events over time.

Component:

Colonial Lists and Tables

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Text pp. 1-20

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6100-0301. Compare and contrast the interpretations of historical events over time.
Example
· Identify periods of Utah's history from 1700 to present and analyze contributions from each period; e.g., Native Americans, explorers, trappers, mountain men, Mormon settlers, miners.
· Discuss and explain the impact of war on Utah; e.g., Utah War, World War II, Cold War.
· Consider Utah's population growth and change over time; e.g., early and modern immigration, out migration, suburbanites, ethnic groups.
· Discuss and explain the impact of changing technology in Utah; e.g., agriculture, mining, technology.

Component:

Colonial Lists and Tables

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Text pp. 1-20

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6100-0302. Identify and describe selected periods or movements of historical change within and across cultures.

Component:

Colonial Lists and Tables

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Text pp. 1-20

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6100-0302. Identify and describe selected periods or movements of historical change within and across cultures.
· Review historic developments which prepared Utah for statehood and national acceptance.
· Discuss change and interaction of interest groups since the 1800's; e.g., religious groups, political groups, economic interests.
· Determine the contributions of significant individuals in Utah's past; e.g., Dominguez, Father Escalante, John Wesley Powell, Jim Bridger, Brigham Young, George Dern, Helen Z. Papanikolas.
· Investigate the history and philosophy of Utah from pioneers days to present.

Component:

Colonial Lists and Tables

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Text pp. 1-20

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STANDARD 6100-05 Students will demonstrate why and how commonalities and differences of ideas, attitudes, choices, and technologies influence the interaction and behavior of individuals, groups, institutions, and cultures.

Component:

Colonial Lists and Tables

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Text pp. 1-20

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6100-0501. Apply an understanding of culture as an integrated whole that relates to traditions, behavior patterns, and material culture.

Component:

Colonial Lists and Tables

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Text pp. 1-20

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6100-0501. Apply an understanding of culture as an integrated whole that relates to traditions, behavior patterns, and material culture.
Example
· Identify the many and varied people of Utah; e.g., Native Americans, Greeks, Europeans, Asians, Pacific Islanders.
· Compare cultural universals of the peoples of Utah; e.g., language, food, recreation, technology, shelter.
· Identify and share elements of a culture as found in the humanities; e.g., folklore, music, art, dance.

Component:

Colonial Lists and Tables

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Text pp. 1-20

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6100-0502. Identify and describe both current and historic examples of the interaction and interdependence of individuals and societies in a variety of cultural settings.

Component:

Colonial Lists and Tables

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Text pp. 1-20

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6100-0502. Identify and describe both current and historic examples of the interaction and interdependence of individuals and societies in a variety of cultural settings.
· Determine influences made by historic and contemporary peoples in Utah; e.g., African American, Polynesian, Simon Bamberger, Richard Kletting.
· Predict changes faced by any culture as a result of contact with other cultures; e.g., migrants, Southeast Asians, Native Americans.
· Investigate challenges facing minority and majority groups in Utah and generate a variety of potential solutions.

Component:

Colonial Lists and Tables

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Text pp. 1-20

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STANDARD 6120-01 Students will demonstrate through individual and group processes a variety of creative, critical, causal, interpretive, and reflective thinking skills through observing, reading, writing, listening, speaking, and problem solving.

Component:

Essays on American Government

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Text pp. 21-41

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Social Studies Problems to Perplex Your Brain

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Text pp. 163-196

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Creating a Social Studies Report

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Text pp. 207-240

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6120-0102. Develop writing skills in social studies.

Component:

Essays on American Government

Reference:

Text pp. 21-41

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Interested:

Component:

Creating a Social Studies Report

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Text pp. 207-240

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6120-0102. Develop writing skills in social studies.
· Develop an original project or paper on a United States person, place, or event.
· Write a persuasive paper on an historical American issue.
· Apply paraphrasing and summarizing skills.
· Clarify, question, summarize and apply historical information.

Component:

Essays on American Government

Reference:

Text pp. 21-41

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Interested:

Component:

Creating a Social Studies Report

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Text pp. 207-240

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6120-0103. Develop reading skills in social studies.

Component:

Social Studies Problems to Perplex Your Brain

Reference:

Text pp. 163-196

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6120-0103. Develop reading skills in social studies.
· Understand appropriate vocabulary.
· Recognize key and clue words to find main and supporting ideas.
· Arrange events in sequence.
· Interpret and synthesize information found in atlases, gazetteers, almanacs, geographic information systems (GIS), and satellite images through spatial observations.
· Compare and contrast a variety of written primary and secondary sources, including literature.

Component:

Social Studies Problems to Perplex Your Brain

Reference:

Text pp. 163-196

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Interested:

6120-0108. Develop critical analysis skills in social studies.

Component:

Social Studies Problems to Perplex Your Brain

Reference:

Text pp. 163-196

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Interested:

Component:

Creating a Social Studies Report

Reference:

Text pp. 207-240

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6120-0108. Develop critical analysis skills in social studies.
· Analyze information found in an historical data base.
· Develop and use historical data bases; e.g., graphs, timelines, pictures, charts, and computer spread sheets.

Component:

Social Studies Problems to Perplex Your Brain

Reference:

Text pp. 163-196

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Interested:

Component:

Creating a Social Studies Report

Reference:

Text pp. 207-240

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Interested:

STANDARD 6120-02 Students will understand a comprehensive geographical view of the human and physical worlds and why and how they influence and relate to the environment, societies, and to global interconnectedness and interdependence.

Component:

Colonial Lists and Tables

Reference:

Text pp. 1-20

Required:

Suggested:

Interested:

Component:

Adding Interest to Your Social Studies Work

Reference:

Text pp. 135-162

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Suggested:

Interested:

6120-0201. Develop map and globe skills of space and place as they apply to the United States.

Component:

Colonial Lists and Tables

Reference:

Text pp. 1-20

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Interested:

Component:

Adding Interest to Your Social Studies Work

Reference:

Text pp. 135-162

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Interested:

6120-0201. Develop map and globe skills of space and place as they apply to the United States.
Example
· Locate on various maps the major physical features of the United States including the plains, major rivers and bodies of water, and mountain ranges.
· Locate on various maps major political and economic features of the United States.
· Apply the five themes of geography; i.e., location, place, human-environment interactions, movement, and region to the study of United States history.
· Describe the relationship between people, events, settlement patterns, growth, and the physical environment of the United States throughout the 18th and 19th centuries.
· Analyze the geographic influences on the United States economic system as it has changed from an agricultural to an industrial economy.

Component:

Colonial Lists and Tables

Reference:

Text pp. 1-20

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Interested:

Component:

Adding Interest to Your Social Studies Work

Reference:

Text pp. 135-162

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Interested:

STANDARD 6120-03 Students will demonstrate why and how ideas, attitudes, events, persons, movements, and documents have influenced humanity.

Component:

Colonial Lists and Tables

Reference:

Text pp. 1-20

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Suggested:

Interested:

Component:

Essays on American Government

Reference:

Text pp. 21-41

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Suggested:

Interested:

Component:

Social Studies Problems to Perplex Your Brain

Reference:

Text pp. 163-196

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Interested:

6120-0301. Compare and contrast the impact of historical events over time.

Component:

Colonial Lists and Tables

Reference:

Text pp. 1-20

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Interested:

Component:

Social Studies Problems to Perplex Your Brain

Reference:

Text pp. 163-196

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6120-0301. Compare and contrast the impact of historical events over time.
Example
· Review and explain the events that changed both the Native American and European cultures.
· Review and explain the ideas, technology, and events that prodded the European exploration of the Americas.
· Outline how social and religious movements have helped to shape United States history.
· Define the term "Manifest Destiny" and relate its significance to the expansions of the United States.

Component:

Colonial Lists and Tables

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Text pp. 1-20

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Interested:

Component:

Social Studies Problems to Perplex Your Brain

Reference:

Text pp. 163-196

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Suggested:

Interested:

6120-0302. Identify and describe selected periods or movements of historical change within and across cultures.

Component:

Colonial Lists and Tables

Reference:

Text pp. 1-20

Required:

Suggested:

Interested:

Component:

Essays on American Government

Reference:

Text pp. 21-41

Required:

Suggested:

Interested:

Component:

Social Studies Problems to Perplex Your Brain

Reference:

Text pp. 163-196

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Interested:

6120-0302. Identify and describe selected periods or movements of historical change within and across cultures.
· Summarize the major historical, social, economic, philosophical, and religious factors responsible for European exploration of the American continents.
· Determine the dual impact that Native American cultures and European cultures had on each other, including foods, written documents, architecture, politics, customs, tools, and religions.
· Identify causes and events which led to the American Revolution.
· Investigate various ideas and actions of historical figures; e.g., George Washington, Abraham Lincoln, Frederick Douglass, Sitting Bull, Susan B. Anthony.
· Evaluate the social, political, and economic differences and similarities between the North and the South before and after the Civil War.
· Analyze and compare the causes and outcomes of various wars involving the United States in the 18th and 19th centuries.
· Evaluate how westward expansion brought both progress and problems for the United States.

Component:

Colonial Lists and Tables

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Text pp. 1-20

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Interested:

Component:

Essays on American Government

Reference:

Text pp. 21-41

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Interested:

Component:

Social Studies Problems to Perplex Your Brain

Reference:

Text pp. 163-196

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STANDARD 6120-04 Students will demonstrate why people in different societies create and adopt systems of government and how each addresses human needs, rights, and citizen responsibilities.

Component:

Essays on American Government

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Text pp. 21-41

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Early American Letters and Memos

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Text pp. 42-56

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Social Studies Problems to Perplex Your Brain

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Text pp. 163-196

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6120-0401. Identify and examine persisting issues involving the rights, roles, and status of the individual in relation to society.

Component:

Essays on American Government

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Text pp. 21-41

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Interested:

Component:

Early American Letters and Memos

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Text pp. 42-56

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Interested:

Component:

Social Studies Problems to Perplex Your Brain

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Text pp. 163-196

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6120-0401. Identify and examine persisting issues involving the rights, roles, and status of the individual in relation to society.
Example
· Identify the major elements of the United States Constitution and apply them to current issues.
· Explain how the Constitution and the Bill of Rights are the basis for today's legal system and apply law-related education concepts.
· Examine the purpose and role of government in a constitutional republic.
· Interpret how and why the Republic of the United States of America provides for the general welfare of its citizens in our society.
· Explain the legal basis for the Civil Rights Movement in the 18th and 19th centuries and compare them to those of the 20th century.

Component:

Essays on American Government

Reference:

Text pp. 21-41

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Interested:

Component:

Early American Letters and Memos

Reference:

Text pp. 42-56

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Interested:

Component:

Social Studies Problems to Perplex Your Brain

Reference:

Text pp. 163-196

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Interested:

6120-0402. Compare and contrast different political systems, their ideologies, institutions, processes, and political cultures.

Component:

Essays on American Government

Reference:

Text pp. 21-41

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Suggested:

Interested:

Component:

Early American Letters and Memos

Reference:

Text pp. 42-56

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Suggested:

Interested:

Component:

Social Studies Problems to Perplex Your Brain

Reference:

Text pp. 163-196

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Interested:

6120-0402. Compare and contrast different political systems, their ideologies, institutions, processes, and political cultures.
· Examine the principles expressed in the Declaration of Independence; e.g., equality, civil responsibility, responsibility of government.
· Trace the influence of other nations on the United States Constitution.
· Determine the original factors responsible for the present legal system in the United States.
· Discuss the historical ramifications of the basic constitutional principles in amendments 11 through 27.
· Apply law-related and citizenship education concepts to events past and present that have occurred in the United States.
· Describe the impact of various historical legal figures on the Constitution; e.g., Marshall, Taney, Holmes, Warren Burger.
· Describe the impact of various Supreme Court decisions on the Constitution; e.g., Brown v. Board of Education, Marbury v. Madison, Hazelwood v. Kuhlmeier.
· Trace the development and evolution of the United States political party system in the 18th and 19th centuries.

Component:

Essays on American Government

Reference:

Text pp. 21-41

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Interested:

Component:

Early American Letters and Memos

Reference:

Text pp. 42-56

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Suggested:

Interested:

Component:

Social Studies Problems to Perplex Your Brain

Reference:

Text pp. 163-196

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Suggested:

Interested:

STANDARD 6120-05 Students will demonstrate why and how commonalities and differences of ideas, attitudes, choices, and technologies influence the interaction and behavior of individuals, groups, institutions, and cultures.

Component:

Colonial Lists and Tables

Reference:

Text pp. 1-20

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Suggested:

Interested:

Component:

Adding Interest to Your Social Studies Work

Reference:

Text pp. 135-162

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Interested:

6120-0501. Understand that culture is an integrated whole that relates traditions, beliefs, behavior patterns, and artifacts.

Component:

Colonial Lists and Tables

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Text pp. 1-20

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Interested:

Component:

Adding Interest to Your Social Studies Work

Reference:

Text pp. 135-162

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6120-0501. Understand that culture is an integrated whole that relates traditions, beliefs, behavior patterns, and artifacts.
Example
· Discuss how different religions affected settlement patterns in the United States.
· Analyze the sociological impact of European settlers and Native Americans on one another.
· Describe the impact of various immigrant groups on American society.
· Examine the major historical, social, economic, religious, and political factors responsible for the origins of the "American Dream" and compare them to present conditions.

Component:

Colonial Lists and Tables

Reference:

Text pp. 1-20

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Interested:

Component:

Adding Interest to Your Social Studies Work

Reference:

Text pp. 135-162

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STANDARD 6120-06 Students will demonstrate how and why societies organize available resources for the production, distribution, and consumption of goods and services.

Component:

Colonial Lists and Tables

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Text pp. 1-20

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Component:

Social Studies Problems to Perplex Your Brain

Reference:

Text pp. 163-196

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6120-0601. Explain how resources affected the development of the United States.

Component:

Social Studies Problems to Perplex Your Brain

Reference:

Text pp. 163-196

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6120-0601. Explain how resources affected the development of the United States.
Example
· Analyze how the exchanges between European settlers and Native Americans economically impacted both the "New World" and the "Old World"; e.g., horse, maize, sugar cane, gold, tobacco, disease.
· Explain the historical significance of economic terms; including scarcity, opportunity cost, supply and demand, market economy, and price as the country changed from an agricultural, to pre-industrial, to industrial economy.
· Compare and contrast 18th and 19th century economic practices of traditional, planned, and market on the American continents.
· Compare and contrast the results of open and closed economic systems.
· Cite examples of the economic cycle throughout the history of the United States.

Component:

Social Studies Problems to Perplex Your Brain

Reference:

Text pp. 163-196

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6120-0602. Compare and contrast the institutions that comprise economic systems: households, factories, business firms, banks, government agencies, labor unions, corporations.

Component:

Colonial Lists and Tables

Reference:

Text pp. 1-20

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Interested:

Component:

Social Studies Problems to Perplex Your Brain

Reference:

Text pp. 163-196

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Interested:

6120-0602. Compare and contrast the institutions that comprise economic systems: households, factories, business firms, banks, government agencies, labor unions, corporations.
· Trace the development of colonial economic systems.
· Analyze the differences between the economic systems of the North and South in the 18th and 19th centuries.
· Identify patterns of trade between the United States and other countries.
· Examine the development of the free enterprise system in the United States.

Component:

Colonial Lists and Tables

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Text pp. 1-20

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Component:

Social Studies Problems to Perplex Your Brain

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Text pp. 163-196

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STANDARD 6100-07 Students will demonstrate why and how lifelong learning, collaboration, and responsible citizenship are necessary to promote the personal and public good.

Component:

Social Studies Problems to Perplex Your Brain

Reference:

Text pp. 163-196

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6120-0703. Demonstrate an understanding of, and a reasoned commitment to, the rule of law.

Component:

Social Studies Problems to Perplex Your Brain

Reference:

Text pp. 163-196

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6120-0703. Demonstrate an understanding of, and a reasoned commitment to, the rule of law.
· Demonstrate individual responsibility for self, family, community, and society.
· Understand and promote the democratic principles of freedom, justice and equality as presently defined.
· Demonstrate respect for human dignity, needs, and rights.
· Participate in activities that promote the public good.
· Understand economic, political, social, and environmental systems in historical and present settings.
· Identify and take action to meet community needs.
· Use historical and contemporary contexts to analyze individual demonstrations of respect and support for the rights, responsibilities, and dignity of all people.

Component:

Social Studies Problems to Perplex Your Brain

Reference:

Text pp. 163-196

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STANDARD 6200-01 Students will demonstrate through individual and group processes a variety of critical, causal, interpretive, and reflective thinking skills through observing, reading, writing, listening, speaking, and problem solving.

Component:

Web Research Skills

Reference:

Text pp. 57-74

Required:

Suggested:

Interested:

Component:

Adding Interest to Your Social Studies Work

Reference:

Text pp. 135-162

Required:

Suggested:

Interested:

6200-0101. Develop observation skills to foster inquiry in geography.

Component:

Web Research Skills

Reference:

Text pp. 57-74

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Suggested:

Interested:

6200-0101. Develop observation skills to foster inquiry in geography.
Example
· Observe a local landscape, and describe the ways in which the physical environment has influenced people with regard to land use or settlement patterns.
· Observe and explain the mountain/valley relationships in reference to topography, precipitation, streams, vegetation, farming, urban development, recreation, and transportation patterns.

Component:

Web Research Skills

Reference:

Text pp. 57-74

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Interested:

6200-0103. Develop writing skills in geography.

Component:

Adding Interest to Your Social Studies Work

Reference:

Text pp. 135-162

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Suggested:

Interested:

6200-0103. Develop writing skills in geography.
· Describe people, places, events, and environments using writing skills.
· Develop note taking skills by viewing and analyzing geographic materials; e.g., videos, tapes, CDROM, laser discs.
· Compare and contrast geographic and non-geographic databases.

Component:

Adding Interest to Your Social Studies Work

Reference:

Text pp. 135-162

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6200-0106. Develop causal reasoning skills in geography.

Component:

Adding Interest to Your Social Studies Work

Reference:

Text pp. 135-162

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6200-0106. Develop causal reasoning skills in geography.
· Demonstrate basic geographic skills of inquiry (What? Where? Why? How? or So What?) summarizing a current event.
· Explain selected global skills including rotation, revolution, axis, seasons, solstice, equinox, and the earth/sun relationship.
· Predict the degree of potential damage done from natural disasters at specific locations; then map consequences to local, physical, and human environments.

Component:

Adding Interest to Your Social Studies Work

Reference:

Text pp. 135-162

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Interested:

6200-0107. Develop critical analysis skills in geography.

Component:

Adding Interest to Your Social Studies Work

Reference:

Text pp. 135-162

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Suggested:

Interested:

6200-0107. Develop critical analysis skills in geography.
· Explain latitude, longitude, great circle routes, cardinal directions, compass rose, legend, scale,