Quarter 1 (August August, 1 week) Granite School District : Cooperation, rights, respect and responsibility create an orderly and productive learning environment. 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. -Rights -Respect -Responsibility -Civic Dialogue -Civic Virtue -Participation -7 Core Democratic Principles: Patriotism, Justice, Truth, Tolerance/Diversity, Civic Virtue, Equality, Individual Natural Rights 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 1. What are my rights? 2. What are my Responsibilities? 3. How does respect make life easier for me and others? 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. Teaching & Learning Department, 2009 Page 1
Quarter 1 (September, 4 weeks) Granite School District : Geography influences the inhabitants who contribute to Utah s culture. 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. -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 nonrenewable 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 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). 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? Extension Activities 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. Teaching & Learning Department, 2009 Page 2
Quarter 1 (October, 4 weeks) : Utah s transition from territory to statehood was a struggle that resulted from its unique history. 3.1 Examine Utah s struggle for statehood. -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 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. 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? 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. Teaching & Learning Department, 2009 Page 3
Quarter 2 (November, 2 weeks) : 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 Suggested Assessments and Learning Strategies 3.2 Examine the structure and function of city, county and state governments. Familiar r With -Indian Reorganization Act of 1934 -Utah Indian Reservations -Tribal Councils -Political parties -suffrage 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. 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? Create/research scenarios in which State government intervenes in local affairs. Research the current relationship between Utah s American Indian Nations and State government. Teaching & Learning Department, 2009 Page 4
Quarter 2 (Nov. Nov.-Dec. Dec., 4 weeks) Core Objectives/Standards : 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 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. -John Browning -President Wilson -Reed Smoot -Radio -Enola Gay -Fat Boy -Newsreels -War Propaganda -Utah Steel -Black out -Baby Boomers -Bonneville Salt Flats 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. 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? Refer to websites to extend learning opportunities. UEN Virtual Field Trips. Guest Speakers. Teaching & Learning Department, 2009 Page 5
Quarter 2 (Dec. Jan., 4 weeks) Granite School District Core Objectives/Standards : Utah s diversity contributes to its unique culture and economy and continues to shape the state 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. -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 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. 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? 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. Teaching & Learning Department, 2009 Page 6
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. Teaching & Learning Department, 2009 Page 7