granite school district · granite school district ... • investigate historic and prehistoric...

Granite School District

Utah Studies: 7th

Grade Single Course Offering

Note: Use this comprehensive map if the semester course of Utah Studies is not accompanied by a semester course of Utah in the 20th

Century.

Teaching & Learning Department, 2009

Core Standards/ObjectivesCore Standards/ObjectivesCore Standards/ObjectivesCore Standards/Objectives

Enduring UnderstandingEnduring UnderstandingEnduring UnderstandingEnduring Understanding

Relevant TopicsRelevant TopicsRelevant TopicsRelevant Topics Worth Being Worth Being Worth Being Worth Being

Familiar WithFamiliar WithFamiliar WithFamiliar With

Essential QuestionsEssential QuestionsEssential QuestionsEssential Questions Quarter 1

Quarter 1

Quarter 1

Quarter 1 (( ((August

August

August

August , , , , 1 week)

1 week)

1 week)

1 week)

Enduring Understanding: Cooperation, rights, respect and

responsibility create an orderly and productive learning

environment.

-Rights

-Respect

-Responsibility

-Civic Dialogue

-Civic Virtue

-Participation

-7 Core Democratic Principles:

Patriotism, Justice, Truth,

Tolerance/Diversity, Civic

Virtue, Equality, Individual

Natural Rights

1. What are my rights?

2. What are my Responsibilities?

3. How does respect make life easier

for me and others?

3.3

Access the rights and responsibilities of citizenship.

3.3b

Explain the rights and responsibilities of a good citizen in the context of

class environment.

3.3c

Investigate how individuals can be involved in the political process.

Suggested Assessments and Learning ActivitiesSuggested Assessments and Learning ActivitiesSuggested Assessments and Learning ActivitiesSuggested Assessments and Learning Activities Learning ExtensionsLearning ExtensionsLearning ExtensionsLearning Extensions

• Brainstorm rights and responsibilities

• Analyze the relationship between rights and responsibilities using a compare/contrast graphic organizer (Venn

Diagram, Two-column notes)

• Model Civic Dialogue through class discussion

• Generate class procedures through student input and consensus

• Demonstrate civic virtue by attaching student signatures to student-generated document

• Examine current events for examples of how respect makes life easier in our community/state/nation.

• Visit the USOE Life Skills website for learning extensions at

http://www.schools.utah.gov/curr/lifeskills/Char_Ed.htm

• Compare/contrast school, state,

and national constitutions for

patterns of rights and

responsibilities

• Analyze constitutions for 7 Core

Democratic Principles

• Generate issues of concern in

regards to classroom rights and

responsibilities

• Create a class Constitution and Bill

of Rights.

• Research specific event that

resulted in the extension of rights.


Utah Studies: 7th



Century.



Enduring Understanding Enduring Understanding Enduring Understanding Enduring Understanding




Quarter 1

Quarter 1

Quarter 1 (( ((SS SSeptember, 4

eptember, 4

eptember, 4

eptember, 4 weeks)

weeks)

weeks)

weeks)

Enduring Understanding: Geography influences the

inhabitants who contribute to Utah’s culture.

-Landforms: major mountains,

valleys, bodies of water

-Climate: latitude, elevation,

distance from ocean

-Natural forces: earthquakes,

volcanic action, mudslides,

flooding, erosion

-Utah’s renewable and non-

renewable natural resources

-Historic and Pre-historic Indian

tribes of Utah

-Migration -

Interrelationship

-Reasons for exploration

-Outcome of exploration

-Recognize/use different types of

maps: political, physical,

topographical

-Locate and identify important

physical features, counties, and

major cities of Utah on a map

-Identify aspects of Utah Native

American Indian culture &

traditions

-Patterns of Utah settlement

-Influence of Utah settlers past &

present

-Five Themes of Geography:

place, location, region,

movement, interaction

-Major Utah Explorers

-Mormon settlement & heritage

1. What makes Utah’s geography

unique?

2. How does geography influence

settlement and life in Utah?

3. What contributions did Utah’s

Native American Indians,

explorers and pioneers have on

the culture of Utah?

4. How does settlement impact

Utah’s geography today?

1.1

Investigate the relationship between physical geography and Utah’s

settlement, land use, and economy.

1.2

Examine the interrelationship between Utah’s climate, location, and life.

1.4

Examine how people affect the geography of Utah.

2.1

Examine the contributions of Native American Indians to the culture of

Utah.

2.2

Investigate the importance of explorers to Utah’s settlement.

2.3

Describe the significance of pioneers in Utah history.

Suggested Assessments and Learning ActivitiesSuggested Assessments and Learning ActivitiesSuggested Assessments and Learning ActivitiesSuggested Assessments and Learning Activities Extension Activities Extension Activities Extension Activities Extension Activities • Introduce students to history textbook: explain text features including layout, headings, captions, subheadings, table of contents, index (textbook

scavenger hunt).

• Assess student understanding of cause and effect, sequence, compare/contrast, problem/solution, and narrative text structure using graphic

organizers.

• Analyze political, physical, and topographical maps of Utah and describe features of map (observations) on three-column notes.

• Write a descriptive paragraph incorporating features from each map in a description of Utah’s geography.

• Investigate historic and prehistoric Utah Indian cultures in relation to geography by comparing locations of tribes with physical regions of Utah.

• Read primary source documents including diary/journal entries and maps to uncover the motivations and challenges of Utah’s explorers,

mountain men, and Mormon pioneers.

• Create a timeline detailing the migration story from prehistoric times to present day as an ongoing class project using illustrations to show the

contributions of all groups who migrated to or originated from Utah.

• Brainstorm the results of the interaction between Utah’s people and their environment ex. Kennecott Copper mine, agriculture, deforestation,

roads, spectrum of settlement. Investigate in cooperative groups one of the items from the list to trace its origins. Each group will present the

information through a power point or other technological format. Include in each presentation the context of renewable and non-renewable

resources.

• KUER We Shall Remain website and school resources (see librarian for school set of resources).

• Assign students a Big Six research project

that shows how our natural resources

impact our lives and make predictions and

solutions to Utah’s future challenges.

• Create a class or group version using the

format from the book A is for Arches by

Becky Hall that details one or all of the

following; Utah’s early inhabitants,

geographic features, explorers or pioneers.

• Examine today’s use of Utah’s natural

resources in the perspective of Native

American Indians, explorers, pioneers.

Analyze primary source documents such

as diaries/journals, maps and documents to

determine bias, weigh evidence and

evaluate arguments.


Utah Studies: 7th



Century.







Quarter 1

Quarter 1

Quarter 1 (( (( October,

October,

October,

October, 4 weeks

4 weeks

4 weeks

4 weeks)) ))

Enduring Understanding: Utah’s transition from territory to

statehood was a struggle that resulted from its unique

history.

-State of Deseret

-Compromise of 1850

-Territorial Governors: (Brigham

Young, Alfred Cumming)

-Utah War (Johnston’s Army)

-Chief Wakara

-Black Hawk War

-Mountain Meadows Massacre

-Bear River Massacre

-Transcontinental

Railroad

-Reynolds vs. The United States

-Edmonds-Tucker Act 1887

-Political Parties

-Women’s Suffrage

-Separation of Church and State

-Mormon Monopolies

-Poland Act 1874

-Edmonds Act 1882

-Manifesto; Milford Woodruff

-State symbols

-State Song

-Nauvoo Legion

-Mormon Battalion

-Fort Douglas

-Camp Floyd

1. How is life in Utah unique?

2. What was life like in the Utah

Territory?

3. Why did Utah seek statehood?

4. What were the stumbling blocks to

Utah achieving statehood?

5. How does Utah’s statehood

contribute to the United States?

3.1

Examine Utah’s struggle for statehood.

Suggested Assessments and Learning Activities Learning Extensions

• Search Newspapers and other periodicals for evidence to support the claim that life in Utah is unique. Report

findings.

• Sort events pertaining to life in Utah Territory and place them in categories of Economics, government, religion,

conflict. Have groups travel from group to group examining each sort. Process.

• Debate the pro’s and con’s of becoming a state.

• Analyze Reynolds vs. the United States and John Stewart Mills for cause and effect.

• Rank the top five stumbling blocks to statehood and explain why they are placed them that order.

• Write a letter to the U.S. government requesting statehood. Address at least three of the five stumbling blocks as

you justify your reasons for admission as a state.

• Discuss Utah’s political, economic, and cultural contributions to the United States of America from 1896-present.

• Research a United States territory

and examine the laws and compare

them with Utah’s territorial period.

• Analyze the U.S Constitution to

determine procedure by which a

Territory becomes a state.

• Compare the arguments in

Reynolds vs. the United States with

John Stuart Mills’ essay On

Liberty.

• Write a persuasive essay that

addresses the constitutionality of

the practice of polygamy.


Utah Studies: 7th



Century.


Core Core Core Core Standards/Standards/Standards/Standards/ObjectivesObjectivesObjectivesObjectives


Relevant TopicsRelevant TopicsRelevant TopicsRelevant Topics Worth Worth Worth Worth Being Being Being Being

FamiliaFamiliaFamiliaFamiliar Withr Withr Withr With


Quarter 2

Quarter 2

Quarter 2 (November

(November

(November

(November , 2, 2, 2, 2 weeks)

weeks)

weeks)

weeks)

Enduring Understanding: The structure and function of

Utah’s government impacts life in our state.

-Organization of Township

-Organization of City

Government –Organization of

County Government

-Utah State Constitutional

Convention

-Local officials & responsibilities

-State legislative, judicial and

executive branches of

government

-Balance of State power, checks

& balances

-Utah State Constitution

-Local precincts and voting

districts

-Indian Reorganization Act of

1934

-Utah Indian Reservations

-Tribal Councils

-Political parties

-suffrage

1. What is the role of local

government?

2. What is the relationship between

local and state government?

3. How does the organization of

state government influence its

function?

3.2

Examine the structure and function of city, county and state governments.

Suggested Assessments and Learning StrategiesSuggested Assessments and Learning StrategiesSuggested Assessments and Learning StrategiesSuggested Assessments and Learning Strategies Learning Extensions Learning Extensions Learning Extensions Learning Extensions

• Visit city/township and county websites to determine services provided to local residents and find names of local

officials.

• Have students brainstorm local services that need improvement and write a formal letter to the appropriate local

official addressing needs, concerns, and proposal for action.

• Compare/contrast the three branches of Utah State government. In cooperative groups, create visual

representations of the functions of each branch (poster, Power point, commercial, etc.)

• Mock State Legislature: legislative, executive, judicial branches frame, propose, pass, sign and review mock

legislation.

• Sort function, structure and characteristics of the three branches of state, local government.

• Create/research scenarios in which

State government intervenes in

local affairs.

• Research the current relationship

between Utah’s American Indian

Nations and State government.


Utah Studies: 7th



Century.


Core Objectives/StandardsCore Objectives/StandardsCore Objectives/StandardsCore Objectives/Standards




Essential QuestionsEssential QuestionsEssential QuestionsEssential Questions

Quarter 2

Quarter 2

Quarter 2

Quarter 2 (( ((Nov.

Nov.

Nov.

Nov. -- --Dec.

Dec.

Dec.

Dec. , 4 weeks)

, 4 weeks)

, 4 weeks)

, 4 weeks)

Enduring Understanding: Major contemporary events

impact the land, economy and people of Utah.

-Agriculture in Utah

-Diversification of Agriculture -

National Parks & Monuments

-Influenza pandemic

-Utah Copper Company

-Japanese Immigrants

-Utah Labor Union

-Stock Market Crash

-Utah’s Great Drought of 1934

-Utah’s Dust Bowl

-New Deal in Utah

- LDS Church Welfare system

-Unemployment Rate before,

during and after the Great

Depression in Utah

-Pearl Harbor (USS Utah)

-Victory Gardens

-Utah’s defense industries

-Rationing

-Utah’s WWII home front

-Navaho Code Talkers

-Nuclear Testing

-Topaz Relocation Camp

-Indian Reorganization Act of

1934

-Ski Industry

-Olympics

-Arts

-Sports, Recreation

-John Browning

-President Wilson

-Reed Smoot

-Radio

-Enola Gay

-Fat Boy

-Newsreels

-War Propaganda

-Utah Steel

-Black out

-Baby Boomers

-Bonneville Salt Flats

1. How is land essential to Utah’s

economy?

2. What influence did WWI have on

Utah?

3. Why did the Great Depression

impact Utah more than most

states?

4. What effect did WWII have on

Utah?

5. How do current events continue to

impact life in Utah?

6.1

Identify and investigate major contemporary events that affect individuals,

institutions and society.

4.2

Investigate the past and present role of agriculture in Utah.

4.3

Examine aspects that have broadened Utah’s economy.

4.4

Investigate the current status of Utah’s economy.


• Visit http://www.uintahbasin.org/utehistory.htm to review and analyze primary source material regarding

contemporary Utah Indian policy.

• Visit http://www.uen.org-thewar/web.html for detailed list of resources and websites for teaching Utah during

WWII.

• Visit http://www.uen.org-thewar/lessons.html for detailed lesson plans for teaching Utah during WWII.

• KUED World War II Stories (see above websites to find film clips appropriate for classroom use.

• Visit Utah Agriculture in the Classroom and download Changes and Challenges a Century of Utah Agriculture at

https://extension.usu.edu/aitc/teachers/secondary/changes_download.html or http://www.agclassroom.org/ut

• Refer to Changes and Challenges for agricultural land use maps, agriculture boom lessons, Utah during the Great

Depression, Utah during WWII, drought maps, and other hands on activities and resources.

• Refer to websites to extend

learning opportunities.

• UEN Virtual Field Trips.

• Guest Speakers.


Utah Studies: 7th



Century.


Core Objectives/StandardsCore Objectives/StandardsCore Objectives/StandardsCore Objectives/Standards





Quarter 2

Quarter 2

Quarter 2 (( ((Dec.

Dec.

Dec.

Dec. –– ––Jan., 4

Jan., 4

Jan., 4

Jan., 4 weeks)

weeks)

weeks)

weeks)

Enduring Understanding: Utah’s diversity contributes to

its unique culture and economy and continues to shape the

state’s future.

-Mining: surface, open pit,

underground

-Coal Mining

-Silver Mining

-Ski Industry

-The Arts

-Transportation: railroads, roads,

Interstate Highways

-Utah immigrants: Greek,

Hispanic, Northern European,

Jewish, Catholic, Italian, Black

-Technology

-Dry Farming

-Agricultural Industry: pork,

turkey, cheese, alfalfa, cattle,

sheep

-Current Utah immigration

demographics and policy

-Patterns /waves of immigration

from Statehood to present

-Immigration push/ pull factors

(construction

boom, highway development,

etc.)

-Utah’s current employment rate

-Major religions of Utah

-Major cultural and ethnic groups

(Festivals, politics, philosophies,

traditions, art, settlements, etc.)

-Civil Rights

-Today’s events

-Utah Labor Movement

-Camp Williams

-Philo T. Farnsworth

-National Parks

-Poetry, music, art, literature, etc.

of different ethnic/religious

groups

-Current recreational draws

-Entrepreneurs and major Utah

businesses

-Major universities

-Political trends

-Current religious leaders of

Utah

1. How has the culture and economy

of Utah changed since Statehood?

2. What continues to draw people to

Utah?

3. What contributions do religious

and ethnic groups make to Utah’s

culture and economy?

4. How do different cultural, ethnic

and religious groups maintain

their identities in Utah?

5. How will diverse points of view

influence Utah’s future?

4.1

Explore the components of Utah’s economy.

4.2

Investigate the past and present role of agriculture in Utah.

4.3

Examine aspects that have broadened Utah’s economy.

4.4

Investigate the current status of Utah’s economy.

5.1

Assess the cultural diversity of Utah.

5.2

Investigate the contributions of Utah’s religious and ethnic groups,

including Native American Indians.

5.3

Assess the diverse cultural and recreational opportunities available in

Utah.

6.1

Identify and investigate major contemporary events that affect individuals,

institutions, and society.


• Use current newspapers to search job listings. Have students draw inferences about Utah’s economy and job

market based on advertisements.

• Examine the editorial pages of local newspapers and discuss the various viewpoints and issues represented.

• Invite a panel of guest speakers representing different religious and ethnic groups in Utah or organize students

to act as panel members as appropriate.

• Graph Utah’s current population growth and project future changes.

• Interpret information found in a Utah atlas and extract evidence of Utah’s religious, ethnic, cultural and

economic diversity.

• Research traditions, art, etc. of

different religious ethnic

groups and have students

present findings.

• Create a “Utah Life” game

that incorporates Utah’s

current challenges,

demographics, and economic

issues.


Utah Studies: 7th



Century.


• Analyze photographs of different religious, ethnic, cultural and economic groups and activities in Utah. Create a

poster or brochure for Utah’s Division of Travel & Tourism persuading others to vacation or live in Utah.

• Interview people representing Utah’s diverse religious and ethnic groups and compile and oral history of Utah’s

diversity.

• Complete the timeline detailing the migration story from prehistoric times to present day as an ongoing class

project using illustrations to show the contributions of all groups who migrated to or originated from Utah.

• Analyze how cultural and

economic change has occurred

over time in Utah.

• Access the Utah Historical

Archives for information on ethnic,

religious, and cultural groups in

Utah. Utilize the skills of a

historian to generate an original

question on the topic.

• Trace personal ethnic, cultural or

religious roots in Utah. Present

findings in Photo Story

presentation.

granite school district · granite school district ... • investigate historic and prehistoric...

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