Utah Studies Curriculum Map

Utah Studies Curriculum Map
Essential Questions
Date
Days
Semester Goal
Unit Title
Due Dates
USCS
Quarter 3, Jan 21 to March 28,1/212/10
Students will be able to think critically about content within the class and from outside sources. Students will be able to think critically about content within the class and from outside sources.
Natures bounty in Utah
Standard 1: Students will understand the interaction between Utahs geography and its inhabitants. Standard 1: How do people Students will affect Utah's understand the environment and interaction how does Utah's between Utahs environment affect geography and its it's people. inhabitants. How do people affect Utah's environment and how does Utah's environment affect it's people.
Objective Objective 1: Investigate the relationship between physical geography and Utahs settlement, land use, and economy.
Points
Content Objective
Resources
Projects/Assignments Materials
Assessments
a. Read and interpret a variety of maps.
SWBAT read and create a map of Utah
Map of school, Map of Utah, Make a symbol, Where does your family come from?
Students will be able to think critically about content within the class and from outside sources. Students will be able to think critically about content within the class and from outside sources. Students will be able to think critically about content within the class and from outside sources. Students will be able to think critically about content within the class and from outside sources. Students will be able to think critically about content within the class and from outside sources.
How do people affect Utah's environment and how does Utah's environment affect it's people. How do people affect Utah's environment and how does Utah's environment affect it's people. How do people affect Utah's environment and how does Utah's environment affect it's people. How do people affect Utah's environment and how does Utah's environment affect it's people. How do people affect Utah's environment and how does Utah's environment affect it's people.
Standard 1: Students will understand the interaction between Utahs geography and its inhabitants. Standard 1: Students will understand the interaction between Utahs geography and its inhabitants. Standard 1: Students will understand the interaction between Utahs geography and its inhabitants. Standard 1: Students will understand the interaction between Utahs geography and its inhabitants. Standard 1: Students will understand the interaction between Utahs geography and its inhabitants.
b. Identify the physical features and regions of Utah. c. Compare and contrast the relationship between physical features and regions to settlement, land use, and the economy. Objective 2: Examine the interrelationship between Utahs climate, location, landforms, and life. a. Describe how latitude, elevation, and distance from the ocean influence Utahs climate.
SWBAT explain the different geographic features of Utah
(Desert, mountain, butte, valley, lake, etc.)
SWBAT explain how settlment is related to Utah's geography
(Why was salt lake picked by the pioneers? What about provo by the American Indians?)
SWBAT show how water and (Cooking, elevation affect the settlement, daily life of Utah. breathing)
Land form charades
b. Explain how mountains, valleys, and bodies of water affect climate.
SWBAT show how water and elevation affect the daily life of Utah. (Inversion)
Students will be able to think critically about content within the class and from outside sources.
How do people affect Utah's environment and how does Utah's environment affect it's people.
Standard 1: Students will understand the interaction between Utahs geography and its inhabitants.
Students will be able to think critically about content within the class and from outside sources. Students will be able to think critically about content within the class and from outside sources. Students will be able to think critically about content within the class and from outside sources. Students will be able to think critically about content within the class and from outside sources.
Standard 1: Students will understand the interaction between Utahs geography and its inhabitants. Standard 1: How do people Students will affect Utah's understand the environment and interaction how does Utah's between Utahs environment affect geography and its it's people. inhabitants. Standard 1: How do people Students will affect Utah's understand the environment and interaction how does Utah's between Utahs environment affect geography and its it's people. inhabitants. Standard 1: How do people Students will affect Utah's understand the environment and interaction how does Utah's between Utahs environment affect geography and its it's people. inhabitants. How do people affect Utah's environment and how does Utah's environment affect it's people.
Objective 3: Assess how natural resources sustain and enhance peoples lives.
SWBAT show how water and elevation affect the daily life of Utah. (Inversion, drought) SWBAT show how water and d. Explain how elevation affect the natural forces daily life of Utah. shape the living (Mountain environment and watershed in landscape. spring, flooding) SWBAT find examples of natural forces affecting modern life in Utah and abroad. (Local news, any natural disasters, using snow chains on tires, buying e. Investigate how snow jackets, why natural forces people buy more shape the local pizza when it's environments. snowing) f. Predict how natural forces SWBAT find affect examples of environments; e.g., natural forces earthquakes, affecting modern volcanic action, life in Utah and mudslides, abroad.(Talk about flooding, erosion. a recent disaster) SWBAT realize how their lives are a. Recognize the affected by their impact of water, environment. minerals, wildlife, (Where does and forests on Utah's water come people. from) c. Assess how climate influences life in Utah. SWBAT identify renewable and non-renewable resources. (Go over the natural resources of Utah) SWBAT realize how their lives are affected by their c. Analyze how environment. natural resources (Imagine life improve the quality without ___ how of life. would you live?) SWBAT discuss ways they can protect their environment and preserve resources. (What d. Assess the is Utah's most importance of important natural protecting and resource, why, preserving natural what can we do to resources. protect it?) b. Distinguish between renewable and non-renewable resources.
Standard 1: Students will understand the interaction between Utahs geography and its inhabitants. Standard 1: How do people Students will affect Utah's understand the environment and interaction how does Utah's between Utahs environment affect geography and its it's people. inhabitants. How do people affect Utah's environment and how does Utah's environment affect it's people.
How do people affect Utah's environment and how does Utah's environment affect it's people.
Standard 1: Students will understand the interaction between Utahs geography and its inhabitants.
Objective 4: Examine how SWBAT locate the people affect the a. Identify Utahs main counties and geography of Utah. counties and cities. cities of Utah SWBAT give an examples of how people change their environment and why. (Any new construction, what used to be there, b. Assess how what will be there, people change the is it better; the new landscape. freeway)

Essential Questions
Date
Days
Semester Goal
Unit Title
Due Dates
USCS
Objective
Points
Students will be able to think critically about Quarter 3, Jan 21 content within the to March 28, 2/11- class and from 3/4 outside sources.
Early inhabitants of Utah
Standard 1: Students will understand the interaction between Utahs geography and its inhabitants. Standard 2: Students will How did American understand the Indians, explorers, contributions of and pioneers Native American interact and what Indians,explorers, were the affects of and Utahs that. pioneers. How do people affect Utah's environment and how does Utah's environment affect it's people.
Content Objective SWBAT give an examples of how people change their environment and why. (Do you c. Examine how like being outside altered landscapes or inside better, affect people. why?)
Resources
Assessments
Objective 1: Examine the contributions of Native American Indians to the culture of Utah.
a. Identify prehistoric and historic Native American Indian groups.
How did American Indians, explorers, and pioneers interact and what were the affects of that.
Standard 2: Students will understand the contributions of Native American Indians,explorers, and Utahs pioneers.
Standard 2: Students will understand the contributions of Native American Indians,explorers, and Utahs pioneers. Standard 2: Students will How did American understand the Indians, explorers, contributions of and pioneers Native American interact and what Indians,explorers, were the affects of and Utahs that. pioneers. How did American Indians, explorers, and pioneers interact and what were the affects of that.
b. Examine the interrelationship between each culture and its environment. c. Investigate spiritual, artistic, architectural, and oral traditions of Utahs Native American Indians; e.g., languages, storytelling, pottery, basketry, weaving, beadwork, and dwellings.
SWBAT name the different prehistoric and historic American Indian groups and explain their similarities Mini Museum, and differences. creation stories SWBAT name the different prehistoric and historic American Indian groups and explain their similarities and differences. (How did each culture live, why did they do that?)
Create an artiifact, compare and contrast tribal creation stories, present on a tribe, tribal poster
SWBAT name the different prehistoric and historic American Indian groups and explain their similarities and differences.
Jr. Archeaologist, American Indian Expert, UMFA artifacts visit
Quarter 3, Jan 21 to March 28, 3/53/28
Early inhabitants of Utah, European contact
Standard 2: Students will understand the contributions of Native American Indians,explorers, and Utahs pioneers. Standard 2: Students will understand the contributions of Native American Indians,explorers, and Utahs pioneers. Standard 2: Students will understand the contributions of Native American Indians,explorers, and Utahs pioneers. Standard 2: Students will understand the contributions of Native American Indians,explorers, and Utahs pioneers. Standard 2: Students will understand the contributions of Native American Indians,explorers, and Utahs pioneers. Standard 3: Students will understand the relationship between government and the people of Utah. Standard 3: Students will understand the relationship between government and the people of Utah.
Reflection (how do you want to be perceived in the media) Affect/effect game! (europeans on native peoples), map escalante expedition, create a plan for expansion, a. Explain the mountain man Objective 2: contributions of the SWBAT talk about The Rivera map, for or against Investigate the Spanish, mountain the different waves Expedition, (manifest destiny), importance of men, government, of explorers in Escalante's participate in a explorers to Utahs and scientific Utah and how they Argument, Spanish rendezvous for the settlement. explorers. changed Utah. Trail RPG, class.
d. Identify how Native American Indian heritage influences Utah today.
SWBAT infer how American Indian affect Utah today Media and current issues. representation
b. Identify other explorers who contributed to our understanding of Utah.
SWBAT identify specific explorers of Utah.
Objective 3: Describe the significance of pioneers in Utah history.
a. Explain the reasons for the Mormon migration to Utah. b. Explore the pattern of Mormon settlement throughout the West. Recognize how the Mormon pioneers heritage influences Utah today.
SWBAT explain why the Mormons chose to come to Utah.
SWBAT show mormon settlement of Utah and discuss how Mormon culture influences Utah today. Ethnocentrism
Students will be able to think critically about content within the class and from outside sources. Students will be able to think critically about content within the class and from outside sources. Students will be able to think critically about content within the class and from outside sources.
c. Investigate the SWBAT identify contributions of new pioneers to Utahs new Utah and how they pioneers, i.e., affect Utah society. ethnic/multicultural/religious/scientific/technological (Latino, refugee, groups. etc.)
Government and you
How does the government affect you?
Objective 1: Examine Utahs struggle for statehood.
a. Compare and contrast territorial and state government organization.
SWBAT
Government and you
Government and you
Government and you
Standard 3: Students will understand the relationship How does the between government affect government and you? the people of Utah. Standard 3: Students will understand the relationship How does the between government affect government and you? the people of Utah.
b. Explain the benefits of statehood over territorial government. SWBAT c. Examine the unique relationship between the sovereign Native American Indian nations, the United States government, and the Utah State government. SWBAT
d. Investigate how government services affect the residents of the state. SWBAT

Essential Questions
Date
Days
Semester Goal Students will be able to think critically about content within the class and from outside sources. Students will be able to think critically about content within the class and from outside sources. Students will be able to think critically about content within the class and from outside sources. Students will be able to think critically about content within the class and from outside sources. Students will be able to think critically about content within the class and from outside sources. Students will be able to think critically about content within the class and from outside sources. Students will be able to think critically about content within the class and from outside sources.
Unit Title
Due Dates
Government and you
Government and you
Government and you
Government and you
Government and you
Government and you
Government and you
USCS Standard 3: Students will understand the relationship between government and the people of Utah. Standard 3: Students will understand the relationship between government and the people of Utah. Standard 3: Students will understand the relationship between government and the people of Utah. Standard 3: Students will understand the relationship between government and the people of Utah. Standard 3: Students will understand the relationship between government and the people of Utah. Standard 3: Students will understand the relationship between government and the people of Utah. Standard 3: Students will understand the relationship between government and the people of Utah.
Objective Objective 2: Examine the structure and function of city, county, and state governments.
Points
Content Objective
Resources
Assessments
a. Explain the role of the legislative, executive, and judicial branches in state government. SWBAT b. Assess the similarities and differences between the levels of local government. SWBAT
c. Identify local officials and their responsibilities. d. Research services that are provided by each level of government; i.e., city, county, township
SWBAT
SWBAT
Objective 3: Assess the rights and responsibilities of citizenship.
a. Compare and contrast the United States and Utah Constitutions. SWBAT
b. Explain the rights and responsibilities of good citizens.
SWBAT
Students will be able to think critically about content within the class and from outside sources. Students will be able to think critically about content within the class and from outside sources. Students will be able to think critically about content within the class and from outside sources. Students will be able to think critically about content within the class and from outside sources. Students will be able to think critically about content within the class and from outside sources. Students will be able to think critically about content within the class and from outside sources. Students will be able to think critically about content within the class and from outside sources. Students will be able to think critically about content within the class and from outside sources. Students will be able to think critically about content within the class and from outside sources. Students will be able to think critically about content within the class and from outside sources. Students will be able to think critically about content within the class and from outside sources. Students will be able to think critically about content within the class and from outside sources.
Diversity of life in Utah
How does the economy and the diversity of Utah's population affect it's future? How does the economy and the diversity of Utah's population affect it's future? How does the economy and the diversity of Utah's population affect it's future? How does the economy and the diversity of Utah's population affect it's future? How does the economy and the diversity of Utah's population affect it's future? How does the economy and the diversity of Utah's population affect it's future? How does the economy and the diversity of Utah's population affect it's future? How does the economy and the diversity of Utah's population affect it's future? How does the economy and the diversity of Utah's population affect it's future? How does the economy and the diversity of Utah's population affect it's future? How does the economy and the diversity of Utah's population affect it's future? How does the economy and the diversity of Utah's population affect it's future?
Standard 4: Students will understand the diverse ways people make a living in Utah. Standard 4: Students will understand the diverse ways people make a living in Utah. Standard 4: Students will understand the diverse ways people make a living in Utah. Standard 4: Students will understand the diverse ways people make a living in Utah. Standard 4: Students will understand the diverse ways people make a living in Utah. Standard 4: Students will understand the diverse ways people make a living in Utah. Standard 4: Students will understand the diverse ways people make a living in Utah. Standard 4: Students will understand the diverse ways people make a living in Utah. Standard 4: Students will understand the diverse ways people make a living in Utah. Standard 4: Students will understand the diverse ways people make a living in Utah. Standard 4: Students will understand the diverse ways people make a living in Utah. Standard 4: Students will understand the diverse ways people make a living in Utah.
Objective 1: Explore the components of Utahs economy.
c. Investigate how individuals can be involved in the political process. SWBAT a. Identify the multiple components of Utahs economy; e.g., government, agriculture, mining, tourism, high-tech industry. SWBAT
b. Investigate Utahs global trade interdependence. SWBAT
c. Research important segments of the local economy.
SWBAT
d. Assess factors that attract people and businesses to locate in Utah. SWBAT Objective 2: Investigate the past and present role of agriculture in Utah. a. Identify the importance of farming and ranching to Utahs economy. SWBAT b. Explain the impact of the Great Depression on farmers and agriculture. SWBAT c. Investigate how agriculture has diversified and improved over time. SWBAT
d. Examine the cultural legacy of agriculture in Utah. SWBAT Objective 3: Examine aspects that have broadened Utahs economy.
a. Investigate the role of mining in Utah.
SWBAT
b. Examine the railroads impact on Utah.
SWBAT
c. Explain the impact of military installations.
SWBAT
d. Assess the development of heavy and hightech industries.
SWBAT

Essential Questions How does the economy and the diversity of Utah's population affect it's future? How does the economy and the diversity of Utah's population affect it's future?
Date
Days
Semester Goal Students will be able to think critically about content within the class and from outside sources. Students will be able to think critically about content within the class and from outside sources. Students will be able to think critically about content within the class and from outside sources. Students will be able to think critically about content within the class and from outside sources. Students will be able to think critically about content within the class and from outside sources. Students will be able to think critically about content within the class and from outside sources. Students will be able to think critically about content within the class and from outside sources. Students will be able to think critically about content within the class and from outside sources. Students will be able to think critically about content within the class and from outside sources. Students will be able to think critically about content within the class and from outside sources. Students will be able to think critically about content within the class and from outside sources. Students will be able to think critically about content within the class and from outside sources. Students will be able to think critically about content within the class and from outside sources.
Unit Title
Due Dates
USCS Standard 4: Students will understand the diverse ways people make a living in Utah. Standard 4: Students will understand the diverse ways people make a living in Utah.
Objective
Points
Content Objective
Resources
Assessments
Objective 4: Investigate the current status of Utahs economy.
a. Examine the role of recreation and tourism in Utah.
SWBAT
How does the economy and the diversity of Utah's population affect it's future? How does the economy and the diversity of Utah's population affect it's future? How does the economy and the diversity of Utah's population affect it's future?
How does the economy and the diversity of Utah's population affect it's future? How does the economy and the diversity of Utah's population affect it's future?
How does the economy and the diversity of Utah's population affect it's future? How does the economy and the diversity of Utah's population affect it's future? How does the economy and the diversity of Utah's population affect it's future? How does the economy and the diversity of Utah's population affect it's future? How does the economy and the diversity of Utah's population affect it's future? How does the economy and the diversity of Utah's population affect it's future?
Students will be able to think critically about content within the class and from outside sources. Students will be able to think critically about content within the class and from outside sources. Students will be able to think critically about content within the class and from outside sources.
How does the economy and the diversity of Utah's population affect it's future? How does the economy and the diversity of Utah's population affect it's future? How does the economy and the diversity of Utah's population affect it's future?
b. Outline the role of labor unions. c. Explain the Standard 4: effects of private, Students will state, and federal understand the land ownership on diverse ways land use; i.e., people make a parks, forests, trust living in Utah. lands, etc. Standard 5: a. recognize the students will unique lifestyles of understand the various vlutral or diverse nature of Objective 1: ethnic groups in Utah's peoples and Assess the cultural teh local cultures diversity of Utah. community. Standard 5: students will understand the b. Explain the role diverse nature of of immigration in Utah's peoples and changing Utah cultures society. c. Research the Standard 5: ways people students will maintain and understand the preserve cultural diverse nature of identity; e.g., Utah's peoples and language, custom, cultures holidays, tradition. Standard 5: d. Explain the students will issues understand the immigdrants diverse nature of encounter in Utah's peoples and adapting to life in cultures Utah. Objective 2: Standard 5: Investigate the students will contributions of understand the Utah's relgious and diverse nature of ethnic groups, a. Identify Utah's Utah's peoples and including Native relgious and ethnic cultures American Indians. groups. Standard 5: students will b. Explain the understand the reasons Utah's diverse nature of relgious and ethnic Utah's peoples and groups settled in cultures Utah. Standard 5: c. Explain the students will benefits each understand the ethnic and diverse nature of religious group Utah's peoples and adds to Utah's cultures society. Standard 5: students will understand the d. Investigate how diverse nature of Utah's religious Utah's peoples and and ethnic groups cultures adapt and interact. Standard 5: Objective 3: a. Examine Utah students will Assess the diverse arts opportunities understand the cultural and in teh areas of diverse nature of recreational dance, music, Utah's peoples and opportunities theater, and visual cultures available in Utah. arts. Standard 5: students will understand the b. Investigate diverse nature of recreational Utah's peoples and opportunities in cultures Utah. Standard 6: Students will Objective 1: understand the Identify and impact of major investigate major contemporary contemporary a. Examine events that events that affect different points of concern the land individuals, view on important and people of institutions, and issues; e.g., land, utah. society. politics.
SWBAT
SWBAT
SWBAT
SWBAT
SWBAT
SWBAT
SWBAT
SWBAT
SWBAT
SWBAT
SWBAT
SWBAT
SWBAT
b. Identify the impact of each point of view may have on the state.
SWBAT
c. Investigate te avenues available for individual or community involvement. SWBAT

Utah Studies Curriculum Map - Sheet1 1

Загружено:

Сведения о документе

Оригинальное название

Авторское право

Доступные форматы

Поделиться этим документом

Поделиться или встроить документ

Параметры публикации

Этот документ был вам полезен?

Это неприемлемый материал?

Авторское право:

Доступные форматы

Utah Studies Curriculum Map - Sheet1 1

Загружено:

Авторское право:

Доступные форматы

Quarter 3, Jan 21 to March 28,1/212/10

Natures bounty in Utah

Quarter 3, Jan 21 to March 28,1/212/10

Natures bounty in Utah

a. Read and interpret a variety of maps.

SWBAT read and create a map of Utah

Quarter 3, Jan 21 to March 28,1/212/10

Natures bounty in Utah

Quarter 3, Jan 21 to March 28,1/212/10

Natures bounty in Utah

Quarter 3, Jan 21 to March 28,1/212/10

Natures bounty in Utah

Quarter 3, Jan 21 to March 28,1/212/10

Natures bounty in Utah

Quarter 3, Jan 21 to March 28,1/212/10

Natures bounty in Utah

SWBAT explain the different geographic features of Utah

(Desert, mountain, butte, valley, lake, etc.)

SWBAT explain how settlment is related to Utah's geography

Land form charades

b. Explain how mountains, valleys, and bodies of water affect climate.

Quarter 3, Jan 21 to March 28,1/212/10

Natures bounty in Utah

Quarter 3, Jan 21 to March 28,1/212/10

Natures bounty in Utah

Quarter 3, Jan 21 to March 28,1/212/10

Natures bounty in Utah

Quarter 3, Jan 21 to March 28,1/212/10

Natures bounty in Utah

Quarter 3, Jan 21 to March 28,1/212/10

Natures bounty in Utah

Quarter 3, Jan 21 to March 28,1/212/10

Natures bounty in Utah

Quarter 3, Jan 21 to March 28,1/212/10

Natures bounty in Utah

Quarter 3, Jan 21 to March 28,1/212/10

Natures bounty in Utah