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Utah's Sixth Grade Standards

  • UT.1. Standard: Time Students identify the sequence of events that led to the establishment of ancient civilizations.
    • 1.2. Objective: Identify the sequence of history in the Fertile Crescent and ancient Egypt.
      • 1.2.a. Indicator: Examine how life in the Fertile Crescent changed over time; e.g., hunter/gatherer to agrarian society.
      • 1.2.b. Indicator: Trace the development of Egypt as a nation; e.g., three kingdoms, government, economy.
    • 1.3. Objective: Trace the development of ancient Greece and Rome.
      • 1.3.a. Indicator: Examine the sequence of events that led to the development of democracy in ancient Greece.
      • 1.3.b. Indicator: Analyze the events that led to the rise and fall of ancient Rome.
  • UT.2. Standard: Time Students trace the development of European history from the Middle Ages to 1900.
    • 2.1. Objective: Trace historical events of the Middle Ages and the Renaissance.
      • 2.1.a. Indicator: Identify the stages of organization of governance; e.g., Germanic tribes, feudal system, merchant class, city-states.
      • 2.1.b. Indicator: Contrast the economic systems of the feudal manor and the Italian merchant-princes.
    • 2.2. Objective: Describe the development of European countries from 1700 to 1900.
      • 2.2.a. Indicator: Examine how European countries developed over time; e.g., politics, war, economics, religion.
      • 2.2.b. Indicator: Identify major events of revolution and their affect on Europe; e.g., industrial, French, Russian.
  • UT.3. Standard: Time Students trace the development of modern Europe from 1900 to the present.
    • 3.1. Objective: Examine the effects of war and political unrest on Europe.
      • 3.1.a. Indicator: Investigate major causes of World War I and World War II; e.g., economics, invasion, tyranny.
      • 3.1.b. Indicator: Identify technological and military developments of World War I and World War II; e.g., trench warfare, airplane, military armament.
    • 3.2. Objective: Investigate political and economic development of post-World War II Europe to the present.
      • 3.2.a. Indicator: Examine political developments of Europe; e.g., NATO, Cold War, Eastern Europe unrest.
      • 3.2.b. Indicator: Explore the economic development of Europe; e.g., the Common Market, European Union.
  • UT.4. Standard: People Students explore the cultures of ancient civilizations.
    • 4.1. Objective: Explore the culture of the Fertile Crescent and ancient Egypt.
      • 4.1.a. Indicator: Examine the role and characteristics of political and social structures in the Fertile Crescent and their significance to the modern world; e.g., Hammurabi's Code, slave labor, gender roles.
      • 4.1.b. Indicator: Explore the importance of religion in ancient Egypt; e.g., governance, art, architecture, everyday life, hieroglyphics.
    • 4.2. Objective: Explore the cultures of ancient Greece and Rome.
      • 4.2.a. Indicator: Compare life in Athens and Sparta; e.g., government, recreation, religion, arts, theatre, science.
      • 4.2.b. Indicator: Describe life in ancient Rome; e.g., government, religion, recreation, art.
      • 4.2.c. Indicator: Examine manmade structures of Rome; e.g., aqueducts, roads, Coliseum.
    • 4.3. Objective: Identify the roots of democratic and republican forms of government.
      • 4.3.a. Indicator: Describe the components of Greek democracy; e.g., assembly, citizenship, banishment.
      • 4.3.b. Indicator: Describe the representative government of Rome; e.g., senate, citizenship, noncitizens, slaves, Plebeians.
      • 4.3.c. Indicator: Identify important leaders of Greece and Rome; e.g., Pericles, Caesar.
    • 4.4. Objective: Participate in democratic processes.
      • 4.4.a. Indicator: Take part in establishing classroom rules.
      • 4.4.b. Indicator: Compare the responsibilities of a good citizen in the United States to a good citizen in Greece and Rome.
      • 4.4.c. Indicator: Practice the responsibilities of good citizenship; e.g., patriotism, respect others, be responsible.
      • 4.4.d. Indicator: Make a contribution to the school, neighborhood, and community; e.g., service project.
      • 4.4.e. Indicator: Participate in patriotic tradition; e.g., pledge allegiance to the flag.
  • UT.5. Standard: People Students examine the development of European culture from the Middle Ages to 1900.
    • 5.1. Objective: Describe life under the feudal system.
      • 5.1.a. Indicator: Compare the lives of a feudal lord and serf.
      • 5.1.b. Indicator: Examine the role of religion in everyday life.
      • 5.1.c. Indicator: Describe economic structures of the Feudal system.
    • 5.2. Objective: Explore the impact of inventions and new knowledge leading to and during the Renaissance.
      • 5.2.a. Indicator: Explore technological and scientific developments of the time period.
      • 5.2.b. Indicator: Examine the influence of merchant princes of Italy on the development of art and architecture.
      • 5.2.c. Indicator: Identify the Renaissance Masters and their contributions to art and architecture, perspective, portraiture, and sculpture.
      • 5.2.d. Indicator: Analyze the impact of the Reformation on Western Europe.
    • 5.3. Objective: Examine social and economic issues of Europe from 1700-1900.
      • 5.3.a. Indicator: Determine the impact of the Industrial Revolution on Europe; e.g., labor, manufacturing, trade, availability of goods.
      • 5.3.b. Indicator: Identify the social classes of Europe; e.g., aristocracy, merchants, commoners.
      • 5.3.c. Indicator: Describe the impact of the French and Russian Revolutions on the people of Europe.
      • 5.3.d. Indicator: Describe how social and economic issues led to emigration.
  • UT.6. Standard: People Students examine the development of European culture from 1900 to the present.
    • 6.1. Objective: Analyze the impact of war on Europe.
      • 6.1.a. Indicator: Examine the reasons for war; e.g., religion, politics, power, economics.
      • 6.1.b. Indicator: Identify the governance structures of Europe 1900-1945; e.g., fascism, socialism, communism.
      • 6.1.c. Indicator: Analyze the consequences of war on Europe; e.g., poverty, famine, disease, destruction of life and property.
    • 6.2. Objective: Explore the culture and current events of modern Europe.
      • 6.2.a. Indicator: Examine governance and economic structures.
      • 6.2.b. Indicator: Explore the effect of world influence on country traditions; e.g., pop music, clothing, food.
      • 6.2.c. Indicator: Investigate issues facing Europe today; e.g., pollution, economics, social structure, country borders.
  • UT.7. Standard: Places Students explore the geographical features of ancient civilizations.
    • 7.1. Objective: Examine the major physical and political features of early civilizations.
      • 7.1.a. Indicator: Compare the physical features surrounding the Fertile Crescent and ancient Egypt; e.g., water, deserts, mountains.
      • 7.1.b. Indicator: Examine the importance of water in the development of civilization.
      • 7.1.c. Indicator: Analyze the importance of geographical features and climate in agriculture.
      • 7.1.d. Indicator: Compare historical and modern maps of the region.
    • 7.2. Objective: Explain how the physical geography of a region determines isolation or economic expansion.
      • 7.2.a. Indicator: Examine the impact of mountains and seas on ancient Greece.
      • 7.2.b. Indicator: Analyze the geographic features that aided Rome's growth; e.g., Mediterranean Sea, Red Sea, Nile River, mountains, plains, valleys.
      • 7.2.c. Indicator: Compare historical and modern maps of the region.
  • UT.8. Standard: Places Students examine the boundary changes of Europe from the Renaissance to 1900.
    • 8.1. Objective: Analyze the influence of geographic features in determining country borders.
      • 8.1.a. Indicator: Use maps to identify the geographic features of Europe.
      • 8.1.b. Indicator: Relate the establishment of countries to the physical features of Europe.
    • 8.2. Objective: Determine the influence of political change on country borders.
      • 8.2.a. Indicator: Compare maps of Europe from 1700 to 1900.
      • 8.2.b. Indicator: Describe the role of politics in changing country borders from 1700 to 1900.
  • UT.9. Standard: Places Students analyze European boundary changes from 1900 to the present.
    • 9.1. Objective: Investigate the role of invasion on changing political boundaries of Europe.
      • 9.1.a. Indicator: Compare the changes in country borders before and after World War I.
      • 9.1.b. Indicator: Locate the Allied and Axis powers during World War II.
      • 9.1.c. Indicator: Compare pre- and post-World War II boundaries.
    • 9.2. Objective: Describe the changes in country borders after the breakup of the Soviet Union in 1990 and today.
      • 9.2.a. Indicator: Identify the European countries that emerged in 1990.
      • 9.2.b. Indicator: Compare maps of Europe in 1990 with those of today.
      • 9.2.c. Indicator: Identify current political and physical boundaries of modern Europe.
 
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