Fourth+Core


 * What has changed:**
 * The old core used Asia, particularly China and Japan as comparisons for Utah in terms of cultural development, physical and human geography, etc. The new core leaves it wide open.
 * The new core also seems to focus more on identifying cultural differences among populations today, whereas the old core generally treats the cultural differences and contributions as a pre-statehood thing.


 * Obj 1.1: Classify major physical geographic attributes of Utah. ||
 * a. Identify Utah's latitude, longitude, hemisphere, climate, natural resources, landforms, and regions using a variety of geographic tools. ||
 * b. Examine the forces at work in creating the physical geography of Utah (e.g. erosion, seismic activity, climate change). ||
 * Obj 1.2: Analyze how physical geography affects human life in Utah. ||
 * a. Identify population concentrations in the state and infer causal relationships between population and physical geography. ||
 * b. Classify the distribution and use of natural resources. ||
 * c. Compare the development of industry and business in Utah as it relates to its physical geography (e.g. mining, oil, agriculture, tourism). ||
 * d. Make inferences about the relationships between the physical geography of Utah and the state's communication and transportation systems (e.g. trails, roads, telegraph, rail lines). ||
 * **e.** **Examine the interactions between physical geography and public health and safety (e.g. inversions, earthquakes, flooding, fire).** ||
 * **f.** **Explain how archaeology informs about the past (e.g. artifacts, ruins, excavations).** ||
 * Obj 1.3: Analyze how human actions modify the physical environment. ||
 * **a.** **Describe how and why humans have changed the physical environment of Utah to meet their needs (e.g. reservoirs, irrigation, climate, transportation systems and cities).** ||
 * **b.** **Explain viewpoints regarding environmental issues (e.g. species protection, land use, pollution controls, mass transit, water rights, trust lands).** ||
 * **c.** **Outline the development of recreation in Utah since 1900 (e.g. sports, tourism, state, and national parks).** ||
 * **d.** **Make data-supported predictions about the future needs of Utahns and the natural resources that will be necessary to meet those needs.** ||
 * Obj 2.1: Describe the historical and current impact of various cultural groups on Utah. ||
 * **a.** **Chart the routes that diverse cultural groups took from their places of origin to Utah, using maps and other resources.** ||
 * **b.** **Explore points of view about life in Utah from a variety of cultural groups using primary source documents.** ||
 * c. Explore cultural influences from various groups found in Utah today (e.g. food, music, religion, dress, festivals). ||
 * d. Identify and describe leaders from various cultures who exemplify outstanding character and life skills. ||
 * **e.** **Explain the importance of preserving cultural prehistory and history, including archaeological sites and other historic sites and artifacts.** ||
 * Obj 2.2: Describe ways that Utah has changed over time. ||
 * a. Identify key events and trends in Utah history and their significance (e.g. American Indian settlement, European exploration, Mormon settlement, westward expansion, **American Indian relocation**, statehood, development of industry, **World War I and II**). ||
 * b. Compare the experiences faced by today's immigrants with those faced by immigrants in Utah's history. ||
 * Obj 2.3: Investigate the development of the economy in Utah. ||
 * a. Explain the relationship between supply and demand. ||
 * b. Describe the role of producers and consumers. ||
 * c. Identify examples of producers and consumers in the local community. ||
 * d. Research the development of Utah's economy over time. ||
 * **e.** **Identify the factors which bring about economic changes (e.g. natural resource development, new technologies, new market development, globalization, global conflicts, education).** ||
 * **f.** **Examine how economic development affects communities (e.g. dams, sports, tourism, power plants, mining, etc.).** ||
 * Obj 3.1: Describe the responsibilities and rights of individuals in a representative government as well as in the school and community. ||
 * a. Identify rights of a citizen (e.g. voting, peaceful assembly, freedom of religion). ||
 * b. Identify responsibilities of a citizen (e.g. jury duty, obeying the law, paying taxes). ||
 * **c.** **Determine how and why the rights and responsibilities of various groups have varied over time (e.g. Chinese railroad workers, Greek miners, women, children, Mormons, Japanese-Americans at Topaz, American Indians, African-Americans).** ||
 * **d.** **Explain how the influence and power of individuals is affected when they organize into groups.** ||
 * **e.** **Describe and model ways that citizens can participate in civic responsibilities (e.g. current issue analysis, recycling, volunteering with civic organizations, letter writing).** ||
 * f. Contribute to and practice classroom goals, rules and responsibilities. ||
 * g. Recognize and demonstrate respect for United States and Utah symbols (i.e. Pledge of Allegiance, flag etiquette). ||
 * Obj 3.2: Analyze the different ways people have organized governments in Utah to meet community needs. ||
 * a. Identify the forms of government found in Utah in different eras (i.e. historic and current American Indian government, State of Deseret, Utah Territory, statehoodera, present). ||
 * b. Compare how these governments addressed community needs. ||
 * c. Compare the roles and responsibilities of state, county, and local officials. ||