Social Studies

UTAH STUDIES IS TAUGHT IN 7TH GRADE

Utah is an amazing place, rich in resources, in geographic wonders, in inspiring history, and in the diversity of its people. The study of Utah permits students to understand more deeply the place they call home, while developing essential skills unique to the social studies disciplines. Within these standards, Utah Studies offers an opportunity for students to learn about their own families and cultures as well as those of others. The Utah Studies standards are based on four social studies disciplines: history, geography, economics, and civics. Students will explore the complex history of Utah, with examples of creativity, sacrifice, conflict, innovation, inequity, compromise, and leadership. Students will also learn about Utah’s diverse physical geography, encounter Utah’s economic systems and dynamics, and explore local and statewide political systems.

• Link to Standards for Utah Studies

UNITED STATES HISTORY I IS TAUGHT IN 8TH GRADE.

United States History I includes events and issues in United States history from the Age of Exploration through Reconstruction, emphasizing the 18th and 19th centuries. Topics include, but are not limited to, American Indian life, European exploration and colonization, the Revolutionary War, constitutional issues, nation building, expansion, the Civil War, and Reconstruction. The standards can be taught either chronologically or thematically, but are organized into chronological periods. Periodization is an organizational tool historians use to make connections and draw distinctions. Periods are flexible ways of making meaning, and may overlap chronologically. Students will be expected to demonstrate their understanding of each period’s key historic, geographic, economic, and civic concepts by applying those concepts to complete cognitively rigorous tasks. Whenever possible, students will be expected to make connections between historically significant events and current issues, helping to deepen their understanding of the context and complexity of civic life and preparing them for civic engagement.

Civic Preparation

Civic engagement is one of the fundamental purposes of education. It is vital that public schools fulfill their civic mission, the preparation of young people for participation in America’s democratic republic. The progress of our communities, state, nation, and world rests upon the preparation of young people to collaboratively and deliberatively address problems, to defend their own rights and the rights of others, and to balance personal interests with the common good. Social studies classrooms are the ideal locations to foster civic virtue, consider current issues, learn how to act civilly toward others, build a civic identity, and promote an awareness of global issues. These skills, habits, and qualities of character will prepare students to accept responsibility for preserving and defending their liberties.

• Link to Standards for US History I

WORLD GEOGRAPHY IS TAUGHT IN 9TH GRADE

Geography is the study of physical and human characteristics of the Earth’s people, places, and environments. Students will develop geographic thinking skills by studying the “why of where” as they examine the interactions, interconnections, and implications of forces shaping our world today. They will apply geographic knowledge and geo-literacy skills to identify, locate, interpret, analyze, and evaluate geographic patterns and processes. These standards emphasize both human geography and physical geography, and students will explore the interconnections between the two.

Civic Preparation

One of the fundamental purposes for public schools is the preparation of young people for participation in America’s democratic republic. The progress of our communities, state, nation, and world rests upon the preparation of young people to understand the interconnections and interactions between their local, national, and global communities in order to make reasoned and far-reaching decisions. The study of geography supports students in understanding how human and natural systems interact and connect places to each other. Geographically informed students can better participate in their communities and the world in a responsible, informed and civically minded way. The skills and habits of mind that students develop as they study the world through geography will nurture their sense of citizenry, as well as civic and global awareness.

• Link to Geography Standards

World History

World History addresses events and issues in world history from the earliest evidence of human existence to modern times. Whenever possible, students will be expected to make connections between historically significant events and current issues. These connections are intended to add personal relevance and deepen students’ understanding of the world today.

Topics include, but are not limited to, the Neolithic Revolution, the dawn of civilization, the development of world religions, patterns in world trade, contributions of classical civilizations, the diffusion of technology, colonization and imperialism, global conflict, modern revolutions and independence movements, and current trends in globalization.

The standards can be taught chronologically, thematically,  or regionally, but are organized into chronological periods. Periodization is an organizational tool historians use to make connections and draw distinctions. Periods are flexible ways of making meaning, and may overlap chronologically.

Civic Preparation

One of the fundamental purposes for public schools is the preparation of young people for participation in America’s democratic republic. The progress of our communities, state, nation, and world rests upon the preparation of young people to understand the interconnections and interactions between their local, national, and global communities in order to make reasoned and far-reaching decisions. The study of geography supports students in understanding how human and natural systems interact and connect places to each other. Geographically informed students can better participate in their communities and the world in a responsible, informed and civically minded way. The skills and habits of mind that students develop as they study the world through geography will nurture their sense of citizenry, as well as civic and global awareness.

• Link to World History Standards

US HISTORY II

United States History II addresses the making of modern America, highlighting the events and issues in United States history from the late Industrial Revolution to modern times. Topics include, but are not limited to, the Industrial Revolution, the Progressive movement, imperialism and foreign affairs, the World Wars, the Great Depression, the Cold War, the civil rights movements, the rise of terrorism, and modern social and political history.

The standards can be taught either chronologically or thematically, but are organized into chronological periods. Periodization is an organizational tool historians use to make connections and draw distinctions. Periods are flexible ways of making meaning, and sometimes overlap chronologically.

Effort should be made to help students make connections between the events and ideas of the past and their lives today. Contextualizing the study of modern America by helping students make connections across the span of U.S. history can enrich and deepen their understanding of their own place in the American story.

Civic Preparation

One of the fundamental purposes for public schools is the preparation of young people for participation in America’s democratic republic. The progress of our communities, state, nation, and world rests upon the preparation of young people to understand the interconnections and interactions between their local, national, and global communities in order to make reasoned and far-reaching decisions. The study of geography supports students in understanding how human and natural systems interact and connect places to each other. Geographically informed students can better participate in their communities and the world in a responsible, informed and civically minded way. The skills and habits of mind that students develop as they study the world through geography will nurture their sense of citizenry, as well as civic and global awareness.

• Link to Standards for US History II

US GOVERNMENT AND CITIZENSHIP

The goal of this course is to foster informed, responsible participation in public life. Knowing how to be a good citizen is essential to the preservation and improvement of the United States. Upon completion of this course the student will understand the major ideas, protections, rights, structures, and economic systems that affect the life of a citizen in the United States. Additionally, students will practice the skills needed to conduct inquiries, weigh evidence, make informed decisions, and participate in political processes. This course should nurture desirable dispositions including a commitment to the American ideals of liberty, equality, opportunity, and justice for all. This course is recommended for seniors due to their proximity to voting age.

Foundational Practices for Civic Preparation

One of the fundamental purposes for public schools is the preparation of young people for participation in America’s democratic republic. The future progress of our communities, state, nation, and world rests upon the preparation of young people to collaboratively and deliberatively address problems; to defend their own rights and liberties, as well as the rights and liberties of others; and to balance personal preferences with the common good. Social studies and history classrooms are the ideal venue to nurture civic virtue, consider current issues, practice acting civilly toward others, build a civic identity, and nurture global awareness. These skills, habits, and qualities of character will better prepare students to recognize and accept responsibility for preserving and defending the liberties secured by the Constitution.

• Link to Us Government and Citizenship Standards

Anthropology

While Anthropology is not a core requirement for High School graduation it is often taught as an elective course in Utah. Course outlines created by teachers will often refer to national standards.

Economics

While Economics is not a core requirement for High School graduation, it is often taught as an elective course in Utah. Course descriptions created by teachers will often follow national standards.

Psychology

While Psychology is not a core requirement for High School graduation it is often taught as an elective course in Utah. Course descriptions created by teachers will often follow national standards.

Sociology

While Sociology is not a core requirement for High School graduation it is often taught as an elective course in Utah. Course descriptions created by teachers will often follow national standards.

Please contact your school for their current offerings.  Please note that while we try to keep this list updated, the state may change these requirements.